Issues finding time in acceleration problem

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Homework Help Overview

The problem involves a scenario where a driver must determine how far they are from an intersection when a traffic light turns red, the necessary acceleration to stop at the intersection, and the time taken to stop. The context is kinematics, specifically dealing with motion under constant acceleration.

Discussion Character

  • Mixed

Approaches and Questions Raised

  • Participants discuss the calculations related to distance traveled during the reaction time and the subsequent stopping distance. There are attempts to clarify the relationship between distance, time, and acceleration, with some questioning the accuracy of the computed time and its implications for the acceleration calculation.

Discussion Status

Some participants have provided feedback on the calculations, noting potential errors and the importance of significant figures. There is an ongoing exploration of the implications of rounding and how it affects the overall solution. The discussion reflects a mix of agreement on the methods used while also highlighting areas of confusion regarding the problem's requirements.

Contextual Notes

Participants mention constraints related to rounding as instructed by the instructor, which may affect the precision of the calculations. There is also a noted absence of explicit acceleration values in the homework questions, contrasting with previous examples provided in class.

bracing
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Homework Statement



You are driving to the grocery store at 16 m/s. You are 130 m from an intersection when the traffic light turns red. Assume that your reaction time is 0.50 s and that your car brakes with constant acceleration.

x1 = 0 m
v1 = 16 m/s
t1 = 0 s
x2 = ?
v2 = 16 m/s
t2 = 0.50s
x3 = 130 m
v3 = 0 m/s
t3 = ?

Homework Equations



(a) How far are you from the intersection when you begin to apply the brakes?
(b) What acceleration will bring you to rest right at the intersection?
(c) How long does it take you to stop?

The Attempt at a Solution



for (a)
(x2-x1) = ((v1+v2)/2)*(t2-t1)
(x2-0m)=((16m/s+16m/s)/2)*(0.50s-0s)
x2=(32m/s/2)*0.50s
x2=16m/s*0.50s
x2 = 8m

for (c)
(x3-x2) = ((v2+v3)/2)*delta t
122m=(16m/s/2)*delta t
16s=delta t

for (b)
a=delta v/delta t
a=-16m/s/16s
a=-1 m/s^2

I know (a) is correct, where I am having issues is computing the final time so I can then obtain the acceleration.

Thanks,

Bracing
 
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Hello Bracing,

Welcome to Physics Forums!
bracing said:

Homework Equations



(a) How far are you from the intersection when you begin to apply the brakes?
(b) What acceleration will bring you to rest right at the intersection?
(c) How long does it take you to stop?
These are really part of the problem statement, not the relevant equations. But now I'm just being nitpicky...

The Attempt at a Solution



for (a)
(x2-x1) = ((v1+v2)/2)*(t2-t1)
(x2-0m)=((16m/s+16m/s)/2)*(0.50s-0s)
x2=(32m/s/2)*0.50s
x2=16m/s*0.50s
x2 = 8m
You have calculated that the car travels 8 m in 0.5 seconds, which is fine. But the problem statement is asking you how far away the car is from the intersection. (But I see from below that you have already figured out it is 122 m. If you wanted to get that value from your equation directly, you could do it by putting in the 130 m into your (x2 -x1) term somewhere.)
for (c)
(x3-x2) = ((v2+v3)/2)*delta t
122m=(16m/s/2)*delta t
16s=delta t
Be careful of your math. 122/8 isn't exactly 16.
for (b)
a=delta v/delta t
a=-16m/s/16s
a=-1 m/s^2
Your approach is sound. But you'll need to correct that previous mistake first (the time isn't exactly 16 seconds)
 
16s is rounded to significant figures as my instructor instructed the class on how he wanted it. I personally think I'm losing a bit by doing it but he continually stresses that we do.

I am dumb-founded over this as every example given in class had a stated acceleration, then my homework questions posted only do not.
 
bracing said:
16s is rounded to significant figures as my instructor instructed the class on how he wanted it. I personally think I'm losing a bit by doing it but he continually stresses that we do.
Well okay, if that's what your instructor wants. But I'm just saying that 122/8 is actually a little closer to 15 than it is 16.

But apart from the rounding stuff your solution looks okay to me.
I am dumb-founded over this as every example given in class had a stated acceleration, then my homework questions posted only do not.
Oh, but that's part of the joy of physics. By learning some basic principles, you can figure problems out from scratch, even without specific examples. That's one reason why physics is phun! :smile:
 

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