Unit 2 Laws of Motion
... – Acceleration is caused by a net force • No net force, no acceleration, constant speed – There must be a force to change speed or direction of motion ...
... – Acceleration is caused by a net force • No net force, no acceleration, constant speed – There must be a force to change speed or direction of motion ...
Ch 7 Impulse and Momentum
... constant regardless of the nature of the forces between the objects. The law of conservation of momentum is particularly useful when dealing with situations where the forces are not constant such as collisions, explosions, or rocket propulsions—a form of a controlled explosion. For example, look at ...
... constant regardless of the nature of the forces between the objects. The law of conservation of momentum is particularly useful when dealing with situations where the forces are not constant such as collisions, explosions, or rocket propulsions—a form of a controlled explosion. For example, look at ...
Physics I - Rose
... EXECUTE: (a) (17.0 N)(0.250 m)sin37° 2.56 N m . The torque is counterclockwise. (b) The torque is maximum when 90° and the force is perpendicular to the wrench. This maximum torque is (17.0 N)(0.250 m) 4.25 N m . EVALUATE: If the force is directed along the handle then the torque is ...
... EXECUTE: (a) (17.0 N)(0.250 m)sin37° 2.56 N m . The torque is counterclockwise. (b) The torque is maximum when 90° and the force is perpendicular to the wrench. This maximum torque is (17.0 N)(0.250 m) 4.25 N m . EVALUATE: If the force is directed along the handle then the torque is ...
EXAM 1 – 100 points
... Directions: Solve each problem using the formulas listed on the last page. Show your work to receive full credit. Box your final answer, clearly label which question it goes with, and record its appropriate unit. ...
... Directions: Solve each problem using the formulas listed on the last page. Show your work to receive full credit. Box your final answer, clearly label which question it goes with, and record its appropriate unit. ...
REVIEW MIDTERM 1st SEMESTER 2010 What are the 6 metric
... 8. An object has a density of 1.8 g/ml. Will the object sink or float? 9. What tools do you need to calculate density? 10. Give an example scenario where accuracy is of the utmost importance. 11. Compare mass and inertia 12. Define ductility. 13. What does it mean if a substance is malleable? 14. Th ...
... 8. An object has a density of 1.8 g/ml. Will the object sink or float? 9. What tools do you need to calculate density? 10. Give an example scenario where accuracy is of the utmost importance. 11. Compare mass and inertia 12. Define ductility. 13. What does it mean if a substance is malleable? 14. Th ...
Additional Midterm Review Questions
... (a) the mass of an object (d) the quantity that keeps an object (b) the inertia of an object. moving. (c) the quantity that causes displacement. (e) the quantity that changes the velocity of an object. 24. Which one of the following terms is used to indicate the natural tendency of an object to rema ...
... (a) the mass of an object (d) the quantity that keeps an object (b) the inertia of an object. moving. (c) the quantity that causes displacement. (e) the quantity that changes the velocity of an object. 24. Which one of the following terms is used to indicate the natural tendency of an object to rema ...
Word File Sample for Question Bank Input Word Format
... supports A and B. The plank can slide against the supports (without friction) because of its weight Mg. With what acceleration and in what direction should a man of mass m should move so that the plank may mot move. On a smooth horizontal surface a block of mass m is attached with k F a spring as sh ...
... supports A and B. The plank can slide against the supports (without friction) because of its weight Mg. With what acceleration and in what direction should a man of mass m should move so that the plank may mot move. On a smooth horizontal surface a block of mass m is attached with k F a spring as sh ...
8th Grade Science Content Vocabulary
... Ferrous Metals - Metals that can be attracted to a magnet Load - The power leaving an electrical component Magnetic Field - The region around a magnet where influence by the magnet is present Magnetism - A property of materials that respond to an applied magnetic field Ohms Law - Voltage / Resistanc ...
... Ferrous Metals - Metals that can be attracted to a magnet Load - The power leaving an electrical component Magnetic Field - The region around a magnet where influence by the magnet is present Magnetism - A property of materials that respond to an applied magnetic field Ohms Law - Voltage / Resistanc ...
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.