Physics - PCMBToday
... ¾¾ Rule I - If the digit to be dropped is less than 5, then the preceding digit is left unchanged. e.g. 8.22 is rounded off to 8.2 ¾¾ Rule II - If the digit to be dropped is more than 5, then the preceding digit is raised by one. e.g. 6.87 is rounded off to 6.9 ¾¾ Rule III - If the digit to be dropp ...
... ¾¾ Rule I - If the digit to be dropped is less than 5, then the preceding digit is left unchanged. e.g. 8.22 is rounded off to 8.2 ¾¾ Rule II - If the digit to be dropped is more than 5, then the preceding digit is raised by one. e.g. 6.87 is rounded off to 6.9 ¾¾ Rule III - If the digit to be dropp ...
Static Electricity NAME_________________________ Guided
... 39. A physics teacher rubs a glass object and a felt cloth together and the glass becomes positively charged. Which of the following statements are true? Circle all that apply. a. The glass gained protons during the rubbing process. b. The felt became charged negatively during this rubbing process. ...
... 39. A physics teacher rubs a glass object and a felt cloth together and the glass becomes positively charged. Which of the following statements are true? Circle all that apply. a. The glass gained protons during the rubbing process. b. The felt became charged negatively during this rubbing process. ...
1st semester EXAM review and key
... 38. Describe the graph of the vertical component of velocity versus time for the motion of the ball shown in the figure above. Identify any constants that would appear in the graph. 39. Why is force not a scalar quantity? 40. A block of wood supported by two concrete blocks is chopped in half by a k ...
... 38. Describe the graph of the vertical component of velocity versus time for the motion of the ball shown in the figure above. Identify any constants that would appear in the graph. 39. Why is force not a scalar quantity? 40. A block of wood supported by two concrete blocks is chopped in half by a k ...
AP Physics C - Mechanics Spring and a Block
... Hooke developed his law to explain the force that acts on an elastic spring that is extended from its equilibrium (rest position - where it is neither stretched nor compressed). If the spring is stretched in the positive x direction, a restorative force will act to bring it back to its equilibrium p ...
... Hooke developed his law to explain the force that acts on an elastic spring that is extended from its equilibrium (rest position - where it is neither stretched nor compressed). If the spring is stretched in the positive x direction, a restorative force will act to bring it back to its equilibrium p ...
Weber and Kohlrausch
... south to the north pole, pl lˆ = p l being the magnetic moment of the magnet. As l has the unit of length and A has the unit of length squared, the ratio of p/i has the unit of length. Ampère, who obtained for the first time a mathematical expression for the force between current-carrying circuits u ...
... south to the north pole, pl lˆ = p l being the magnetic moment of the magnet. As l has the unit of length and A has the unit of length squared, the ratio of p/i has the unit of length. Ampère, who obtained for the first time a mathematical expression for the force between current-carrying circuits u ...
Analysis of noncovalent and covalent protein
... mixtures originating from hundreds of proteins. Also in further protein characterisation, mass spectrometry is a powerful tool. For example, it is used with great advantage over other techniques in the verification of the identity of proteins expressed recombinantly in foreign hosts such as Escheric ...
... mixtures originating from hundreds of proteins. Also in further protein characterisation, mass spectrometry is a powerful tool. For example, it is used with great advantage over other techniques in the verification of the identity of proteins expressed recombinantly in foreign hosts such as Escheric ...
Physics 1st Semester Exam Answer Section
... ____ 30. A girl pulls on a 10-kg wagon with a constant force of 20 N. What is the wagon's acceleration? a. 0.5 m/s2 b. 2 m/s2 c. 10 m/s2 d. 20 m/s2 e. 200 m/s2 ____ 31. A box is dragged without acceleration in a straight-line path across a level surface by a force of 13 N. What is the frictional fo ...
... ____ 30. A girl pulls on a 10-kg wagon with a constant force of 20 N. What is the wagon's acceleration? a. 0.5 m/s2 b. 2 m/s2 c. 10 m/s2 d. 20 m/s2 e. 200 m/s2 ____ 31. A box is dragged without acceleration in a straight-line path across a level surface by a force of 13 N. What is the frictional fo ...
Chapter 5 Resource: Motion, Forces, and Simple Machines
... 1. Should you conduct this lab on a flat surface or on a hill? ...
... 1. Should you conduct this lab on a flat surface or on a hill? ...
Unit 4: Newton`s Laws - Hickman Science Department
... of friction that we all ignore in F = N). Thus students conclude that the force has been used up by the body. 8. The net force must be in the direction of motion, so objects will travel along a line in that direction. Some students believe that force is proportional to velocity. Thus they assume t ...
... of friction that we all ignore in F = N). Thus students conclude that the force has been used up by the body. 8. The net force must be in the direction of motion, so objects will travel along a line in that direction. Some students believe that force is proportional to velocity. Thus they assume t ...
1301Lab7 - U of M Physics
... to stop rotating about its central axis? What is the average angular acceleration caused by this friction? Make sure the angular acceleration you use in your measurements is much larger than the one caused by friction so that it has a negligible effect on your results. Find the best way to attach th ...
... to stop rotating about its central axis? What is the average angular acceleration caused by this friction? Make sure the angular acceleration you use in your measurements is much larger than the one caused by friction so that it has a negligible effect on your results. Find the best way to attach th ...
PREVIOUS UNITS REVIEW ______/32 Tell which scientist did the
... 8. Which Law of Motion explains why your fist hurts when you punch a wall? (1pt) 9. Which Law of Motion is called the Law of Inertia? (1pt) 10. Which Law of Motion explains why people in an automobile accident suffer whiplash? (1pt) 11. Which Law of Motion explains why a helicopter can hover over a ...
... 8. Which Law of Motion explains why your fist hurts when you punch a wall? (1pt) 9. Which Law of Motion is called the Law of Inertia? (1pt) 10. Which Law of Motion explains why people in an automobile accident suffer whiplash? (1pt) 11. Which Law of Motion explains why a helicopter can hover over a ...
Mass versus weight
In everyday usage, the mass of an object is often referred to as its weight though these are in fact different concepts and quantities. In scientific contexts, mass refers loosely to the amount of ""matter"" in an object (though ""matter"" may be difficult to define), whereas weight refers to the force experienced by an object due to gravity. In other words, an object with a mass of 1.0 kilogram will weigh approximately 9.81 newtons (newton is the unit of force, while kilogram is the unit of mass) on the surface of the Earth (its mass multiplied by the gravitational field strength). Its weight will be less on Mars (where gravity is weaker), more on Saturn, and negligible in space when far from any significant source of gravity, but it will always have the same mass.Objects on the surface of the Earth have weight, although sometimes this weight is difficult to measure. An example is a small object floating in a pool of water (or even on a dish of water), which does not appear to have weight since it is buoyed by the water; but it is found to have its usual weight when it is added to water in a container which is entirely supported by and weighed on a scale. Thus, the ""weightless object"" floating in water actually transfers its weight to the bottom of the container (where the pressure increases). Similarly, a balloon has mass but may appear to have no weight or even negative weight, due to buoyancy in air. However the weight of the balloon and the gas inside it has merely been transferred to a large area of the Earth's surface, making the weight difficult to measure. The weight of a flying airplane is similarly distributed to the ground, but does not disappear. If the airplane is in level flight, the same weight-force is distributed to the surface of the Earth as when the plane was on the runway, but spread over a larger area.A better scientific definition of mass is its description as being composed of inertia, which basically is the resistance of an object being accelerated when acted on by an external force. Gravitational ""weight"" is the force created when a mass is acted upon by a gravitational field and the object is not allowed to free-fall, but is supported or retarded by a mechanical force, such as the surface of a planet. Such a force constitutes weight. This force can be added to by any other kind of force.For example, in the photograph, the girl's weight, subtracted from the tension in the chain (respectively the support force of the seat), yields the necessary centripetal force to keep her swinging in an arc. If one stands behind her at the bottom of her arc and abruptly stops her, the impetus (""bump"" or stopping-force) one experiences is due to acting against her inertia, and would be the same even if gravity were suddenly switched off.While the weight of an object varies in proportion to the strength of the gravitational field, its mass is constant (ignoring relativistic effects) as long as no energy or matter is added to the object. Accordingly, for an astronaut on a spacewalk in orbit (a free-fall), no effort is required to hold a communications satellite in front of him; it is ""weightless"". However, since objects in orbit retain their mass and inertia, an astronaut must exert ten times as much force to accelerate a 10‑ton satellite at the same rate as one with a mass of only 1 ton.On Earth, a swing set can demonstrate this relationship between force, mass, and acceleration. If one were to stand behind a large adult sitting stationary on a swing and give him a strong push, the adult would temporarily accelerate to a quite low speed, and then swing only a short distance before beginning to swing in the opposite direction. Applying the same impetus to a small child would produce a much greater speed.