1. A parachute on a racing dragster opens and changes the speed of the car from 85 m/s to 45 m/s in a period of 4.5 seconds. Describe the velocity and acceleration values of this scenario. positive velocity; positive acceleration b. a. negative velocity; positive acceleration d. negative velocity; negative acceleration с. positive velocity; negative acceleration

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Chapter1: Units, Trigonometry. And Vectors
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1. A parachute on a racing dragster opens and changes the speed of the car from 85 m/s to 45 m/s in a
period of 4.5 seconds. Describe the velocity and acceleration values of this scenario.
positive velocity; positive acceleration
b. positive velocity; negative acceleration
negative velocity; positive acceleration
d. negative velocity; negative acceleration
a.
с.
2. Three different students were asked to walk backwards, forwards, or stop on a number line for a total
duration of 5 seconds, alternating their direction at random. During this task, each student is filmed
by their partner using the slow motion application on their camera phone. The students were then
asked to review the film and identify their position on the number line at each second of their trial.
After reviewing the video, the students formulated the following data tables (assume t= 0 seconds to
be the student's starting position):
Transcribed Image Text:1. A parachute on a racing dragster opens and changes the speed of the car from 85 m/s to 45 m/s in a period of 4.5 seconds. Describe the velocity and acceleration values of this scenario. positive velocity; positive acceleration b. positive velocity; negative acceleration negative velocity; positive acceleration d. negative velocity; negative acceleration a. с. 2. Three different students were asked to walk backwards, forwards, or stop on a number line for a total duration of 5 seconds, alternating their direction at random. During this task, each student is filmed by their partner using the slow motion application on their camera phone. The students were then asked to review the film and identify their position on the number line at each second of their trial. After reviewing the video, the students formulated the following data tables (assume t= 0 seconds to be the student's starting position):
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