Dr. john paul stapp was a u. s. air force officer who studied the effects of extreme deceleration on the human body. on december 10, 1954, stapp rode a rocket sled, accelerating from rest to a top speed of 1015 km/h in 5.00 s, and was brought jarring ly back to rest in only 1.40 s! for this problem, assume that dr. stapp's acceleration and then his deceleration are constant 1. make a model: sketch a labelled diagram or set of diagrams that represents the important features of this situation (in terms of motion). on your diagram, establish a coordinate system that indicates which direction is positive 2. translate to mathematics: identify the important known and unknown quantities in terms of motion. convert any important quantities that you recorded to mks (meters-kilograms-seconds) units. if appropriate, go back and modify your diagram to include how you identified your variables 3. refine physics thinking: as we analyze this situation, we will consider dr. stapp's "acceleration" and "deceleration". explain how both acceleration and deceleration are both really just two different types of acceleration in physics. 4 translate to mathematics: write down the kinematic equation(s) that you could use to calculate dr. stapp's acceleration and deceleration in this situation 5. process the mathematics: calculate dr. stapp's acceleration as well as his deceleration. 6. compare to the physical situation: explain why you would expect either the acceleration or the deceleration that you calculated to be negative. which one should be negative according to the coordinate system that you established in your diagram? 7. compare to the physical situation: compare the acceleration and deceleration that you found to the acceleration due to earth's gravity, g-9.8 m/s/s. how "big were the accelerations that dr. stapp experienced? do the accelerations that you found make sense in terms of the situation originally described? explain. 8. compare to the physical situation: compare the accelerations that you found to the amount of acceleration that a typical human can survive. (look it up.) how risky was dr. stapp's rocket sled ride? 9. translate to mathematics: represent dr. stapp's acceleration and deceleration on an acceleration vs. time graph. 10. translate to mathematics: represent dr. stapp's velocity on a velocity vs. time graph what physics quantity (position, velocity, acceleration, or time) is represented by slope on this graph? what physics quantity is represented by the y-intercept on this graph? what physics quantity is described by the maximum (peak") on this graph? what physics quantity is described by the area under this graph? 11. process the mathematics: using the velocity vs. time graph that you created, find the distance that dr. stapp travelled as he sped up. 12. compare to the physical situation: do you expect the distance that dr. stapp travelled as he decelerated to be more or less than the distance that he travelled when he accelerated? explain. 13. process the mathematics: use the velocity vs. time graph you created to find the distance that dr. stapp travelled as he slowed down. 14. process the mathematics: what total distance did dr. stapp travel in the situation described? 15. compare to the physical situation: compare the total distance that dr. stapp travelled to the length of a football field 16. translate to mathematics: sketch a position vs. time graph for dr. stapp's motion when is the slope on this graph increasing? decreasing? constant? what physics quantity (position, velocity, acceleration, time) does the slope of this graph represent? 17. translate to mathematics: explain in words how you would calculate dr. stapp's average velocity for this situation. 18. process the mathematics: calculate dr. stapp's average velocity for this situation show your work. 19. compare to the physical situation: compare what you found to the typical speeds of a car on a highway, a commercial jet, and a satellite. (look these up.) which velocity is dr. stapp's average velocity most like? ?