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First Semester
First Semester

... This booklet can be downloaded free of charge from: http://iweb.tntech.edu/murdock/books.html The date on the cover page serves as an edition number. I’m continually tinkering with these booklets. This book is: • A summary of the material in the first semester of the non–calculus physics course as I ...
Document
Document

3 Newton`s First Law of Motion—Inertia
3 Newton`s First Law of Motion—Inertia

Theoretical and experimental research of inertial mass of a four
Theoretical and experimental research of inertial mass of a four

... Galileo, based on the results of experiments, discovered that for freely falling bodies inertial mass always is equal to the gravitation mass mI = mG , ...
Motion - McGraw Hill Higher Education
Motion - McGraw Hill Higher Education

Section 6.3 Apparent Forces in Circular Motion
Section 6.3 Apparent Forces in Circular Motion

... Astronauts on the International Space Station are weightless because A. B. C. D. E. ...
Assignment 1 Chapter 5: Linear Forces
Assignment 1 Chapter 5: Linear Forces

Mechanical Advantage and Pulleys
Mechanical Advantage and Pulleys

PHYS 2325 Ch10 Problems
PHYS 2325 Ch10 Problems

Linear Momentum - Gonzaga Physics Department
Linear Momentum - Gonzaga Physics Department

... While the linear momentum of the system must remain unchanged, the linear momentum of the individual parts of the system may change. If one part of the system gains some amount of momentum, the rest of the system must lose that same amount of momentum. This result follows directly from Newton’s 3rd ...
Using Newton`s Laws
Using Newton`s Laws

... which is the acceleration we were asked to find in (a). Next, we solve the y equation to get n = mg cos u. Putting in the numbers gives n = 540 N. This is the answer to (b), the force the snow exerts on the skier. Assess  A look at two special cases shows that these results make sense. First, suppos ...
Momentum - Northern Highlands
Momentum - Northern Highlands

nt2_Formal_Exercises - Glen Urquhart High School
nt2_Formal_Exercises - Glen Urquhart High School

... 5. State that weight per unit mass is the gravitational field strength. 6. Carry out calculations involving the relationship between weight, mass and gravitational field strength including situations where g is not equal to 10 N/kg. 7. State that the force of friction can oppose the motion of a body ...
Chapter 2 - McGraw Hill Higher Education
Chapter 2 - McGraw Hill Higher Education

Stan Deyo – The Cosmic Conspiracy
Stan Deyo – The Cosmic Conspiracy

Sample Chapter  - McGraw Hill Higher Education
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Impulse of a Kendo Strike

SEC - Warrenphysics
SEC - Warrenphysics

... 30E. The loaded cab of an elevator has a mass of 3.0 X 103 kg and moves 210m up the shaft in 23 s at constant speed. At what average rate does the force from the cable do work on the cab? 31E. A 100 kg block is pulled at a constant speed of 5.0 m/s across a horizontal floor by an applied force of 12 ...
Revised Mass Spectroscopy1
Revised Mass Spectroscopy1

... ionization. The atomic beam is produced by accelerating ions from an ion source though a charge-exchange cell. The ions pick up an electron in collisions with neutral atoms to form a beam of high-energy atoms. It is used for large biological molecules that are difficult to get into the gas phase. In ...
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CHAPTER 1 Forces in action

Mass spectrometry - ERTE
Mass spectrometry - ERTE

... passing through a radio frequency (RF) quadrupole field created between 4 parallel rods. Only the ions in a certain range of mass/charge ratio are passed through the system at any time, but changes to the potentials on the rods allow a wide range of m/z values to be swept rapidly, either continuousl ...
CHAPTER 1 Forces in action
CHAPTER 1 Forces in action

Horizontal Kinematics - The Woodlands High School
Horizontal Kinematics - The Woodlands High School

... 10. How fast must a bullet be shot to reach a height of 250 m? 11. The acceleration due to gravity on Mars is 8.9 m/s2. If balls on Mars and the Earth are thrown upward simultaneously with a speed of 10m/s, which would return to the ground first and by how much time would it beat the other ball? [th ...
Work/Energy
Work/Energy

... of water just 30.0 cm deep! Assuming that he had a mass of 50.0 kg and that he stopped just as he reached the bottom of the tank, what is the magnitude of the impulse imparted to him while in the tank of water (in units of kg m/s)? ...
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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.
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