PHYSICS 212–FALL 2016 PROBLEMS IN ELECTROSTATICS Do
... 3. A right triangle has sides of 30, 40 and 50 cm. A charge of -10 x 10-6 C is placed at the right angle; a charge of + 10 x 10-6C at the smaller acute angle and a charge of + 5.0x10-6 C at the larger acute angle. Draw a diagram showing the individual forces and the resultant force acting on the cha ...
... 3. A right triangle has sides of 30, 40 and 50 cm. A charge of -10 x 10-6 C is placed at the right angle; a charge of + 10 x 10-6C at the smaller acute angle and a charge of + 5.0x10-6 C at the larger acute angle. Draw a diagram showing the individual forces and the resultant force acting on the cha ...
Concept Questions
... Step 1: Draw free body force diagrams for each object and indicate the point of application of each force Step 2: Select point to compute torque about (generally select center of ...
... Step 1: Draw free body force diagrams for each object and indicate the point of application of each force Step 2: Select point to compute torque about (generally select center of ...
Lecture01: Introduction, Vectors, Scalar and Vector Fields
... “Action at a Distance” forces are also called fields • Place a test mass, test charge, or test current at some test point in a field • It feels a force due to the presence of remote sources of the field. • The sources “alter space” at every possible test point. • The forces (vectors) at a test poin ...
... “Action at a Distance” forces are also called fields • Place a test mass, test charge, or test current at some test point in a field • It feels a force due to the presence of remote sources of the field. • The sources “alter space” at every possible test point. • The forces (vectors) at a test poin ...
A box is sliding up an incline that makes an angle of 20 degrees with
... (the seesaw is balanced). The second equilibrium condition (no translational motion) needs to be used only if we need to find the normal force at the pivot. We can introduce any point as the point of possible rotation. We consider point O – the center of the seesaw – as the point of possible rotatio ...
... (the seesaw is balanced). The second equilibrium condition (no translational motion) needs to be used only if we need to find the normal force at the pivot. We can introduce any point as the point of possible rotation. We consider point O – the center of the seesaw – as the point of possible rotatio ...
A crash test car of mass 1000 kg moving at constant
... These materials were produced by Educational Testing Service® (ETS®), which develops and administers the examinations of the Advanced Placement Program for the College Board. The College Board and Educational Testing Service (ETS) are dedicated to the principle of equal opportunity, and their progra ...
... These materials were produced by Educational Testing Service® (ETS®), which develops and administers the examinations of the Advanced Placement Program for the College Board. The College Board and Educational Testing Service (ETS) are dedicated to the principle of equal opportunity, and their progra ...
Chapter 4 Forces and Newton’s Laws of Motion Conclusion
... transmits the tension undiminished to the other end. If the mass is at rest or moving with a constant speed & direction the Net Force on the mass is zero! ...
... transmits the tension undiminished to the other end. If the mass is at rest or moving with a constant speed & direction the Net Force on the mass is zero! ...
Period 3 Activity Sheet: Motion and Forces
... 1) Add one 0.5 kg mass to the cart and allow it to run along the track with the fan set at high speed. How does the cart’s acceleration now compare to its acceleration with the force set at high speed but without added mass? 2) Add a second 0.5 kg mass to the cart. How does the acceleration now comp ...
... 1) Add one 0.5 kg mass to the cart and allow it to run along the track with the fan set at high speed. How does the cart’s acceleration now compare to its acceleration with the force set at high speed but without added mass? 2) Add a second 0.5 kg mass to the cart. How does the acceleration now comp ...
Force Tension Compression Shear and Torsion
... • These results will depend on the size and force of the automobile. • What are other examples of force? • How can the understanding of force help in the development of agriculture structures? ...
... • These results will depend on the size and force of the automobile. • What are other examples of force? • How can the understanding of force help in the development of agriculture structures? ...
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.