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Irvine Valley College *
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70
Subject
Physics
Date
Apr 3, 2024
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11
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LAB
2
Forces And Accelerations
In this laboratory, we will be analyzing a spring scale and a cart and track system with a various assortment of masses.
The goal of this lab is to better familiarize you with Newton’s Laws as well as forces and accelerations in general.
Given Quantities
• Track Length
=
0.8m
• Mass of Weight Hook
=
5g
• Mass of Cart
=
520g
• Mass of Pulley
=
30g
• Mass of String
º
0.5g
• Mass of Rectangular Metal Block
=
500g
2.1
Analyzing Net Force And Accelerations
In this part of the lab, we will try to better understand the relationship between forces and accelerations by using a
mass and a spring scale. As background, a spring scale works in a similar fashion to an ordinary household scale.
When a weight is attached to it, its spring stretches and the scale displays the weight of the attached object in units of
Newtons.
Figure 2.1: 500 Gram Mass on Spring
105
2. F
ORCES
A
ND
A
CCELERATIONS
1.
Take the
500g
mass (or another mass that you have been provided) and attach it to the end of the spring scale.
Because the spring scales may not be totally accurate, record the reading on the scale in the space below.
2.
Draw a
Free Body Diagram
for the mass and spring scale system while it is at rest in the space below. Include
the “Force of the Scale” and “Weight of the Mass”. Indicate the relationship between these two forces.
Figure 2.2: Moving Scale
3.
Before we proceed any farther, let’s do a quick thought experiment. What would happen to the reading of
the scale if you were to move the scale up or down with a constant velocity, while the mass was attached (but
without touching the mass)? Would the reading on the scale increase, decrease, or stay the same? Briefly
explain your reasoning.
4.
Now, with the
500g
mass attached, hold the scale and move it up and then down with a constant velocity.
What happens to the reading of the scale as you do so? Was your group’s hypothesis correct? If not, explain
why.
5.
Draw a
Free Body Diagram
for the mass and scale system as it is moved with constant velocity. Indicate
the relationship between the “Force of the Scale” and “Weight of the Mass” and indicate the direction of
acceleration if applicable.
6.
Before we proceed any farther, let’s do another quick thought experiment. What would happen to the reading
of the scale if you were to move the scale up from the floor to approximately shoulder level rather quickly?
Would the reading on the scale increase, decrease, or stay the same? Briefly explain your reasoning.
7.
With the
500g
mass attached, one teammate will hold the scale (with mass still attached) close to the ground
and then move it up to shoulder level rather quickly. The rest of the team will observe the reading of the scale.
What happens to the reading of the scale as the mass is moved quickly upward? Was your group’s hypothesis
correct? If not, explain why.
106
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88
2.1. Analyzing Net Force And Accelerations
8.
Draw a
Free Body Diagram
for the mass and scale system as it is moved upward quickly from the floor. Indicate
the relationship between the “Force of the Scale” and “Weight of the Mass” and indicate the direction of
acceleration if applicable.
9.
Before we proceed any farther, let’s do another thought experiment. What would happen to the reading of the
scale if you were to move it from shoulder level to the floor rather quickly? Would the reading on the scale
increase, decrease, or stay the same? Briefly explain your reasoning.
10.
With the
500g
mass attached, have one teammate hold the scale and mass at shoulder level then have them
move it toward the ground rather quickly while the rest of the team observes the reading of the scale. What
happens to the reading of the scale as the mass is moved quickly downward? Was your group’s hypothesis
correct? If not, explain why.
11.
Draw a
Free Body Diagram
for the mass and scale system as it is moved downward quickly. Indicate the rela-
tionship between the “Force of the Scale” and “Weight of the Mass” and indicate the direction of acceleration
if applicable.
12.
Using the principles you learned above explain how someone would feel in an elevator as it initially moves
upward, as it is traveling upward, and as it comes to a stop. Specifically, explain whether someone would feel
lighter, heavier, or the same weight at these three points and briefly explain why using a combination of Free
Body Diagrams and brief explanations.
107
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fund
2. F
ORCES
A
ND
A
CCELERATIONS
2.2
Newton’s First Law / Analyzing Simple Accelerations
Take your track and place it flat against the table, and then place your cart on the track. Ensure that the track is
flat and level, and that the cart can remain at rest while on the track. Adjust the track as necessary. Ensure that the
“Bubble Level” is securely attached to the cart using the piece of putty, and that the bubble is centered between the lines
when the cart is at rest i.e. that the level is parallel to the table. Assume that all surfaces are perfectly smooth, which
means the cart does not slow down due to friction. Refer to the picture below.
Figure 2.3: Cart on Level Track
1. Briefly explain Newton’s First Law and provide an every-day example below.
2.
Before we begin the next part of the lab, let us briefly think about what is inside of a bubble level. Consider
that a bubble level contains some sort of fluid, and some sort of gas. For our purposes, we can assume that
the level contains a combination of water and air. Which of these components likely has more mass, the water
or the air bubble?
Now we are going to try and make some predictions. For each of the motions described below,
predict
where the
bubble will be in the level and sketch the location of the bubble within each box. For each case, try and briefly explain
your prediction. It may also be helpful to think about what happens to the fluid that is in the level during these time
periods.
Case 1: Cart moves to the right and
is speeding up.
Case 2: Cart moves to the right with
constant velocity.
Case 3: Cart moves to the right and
is slowing down.
Explanation:
Explanation:
Explanation:
Now you will try it out. Take your cart and place it at the end of the track farthest away from the bumper. With
your hand, give the cart a gentle but quick tap toward the end of the track with the bumper.
1.
While your hand is pushing the cart, sketch the position of the bubble. What can you say about the cart’s
108
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Related Questions
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*
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Exercise 1: Calculate me!
A 100-gram ball m1, and a 200-gram ball m2, connected by a rod with a length of 60 cm.
the mass of the rod is ignored. The axis or rotation is located at the center of the rod. What
is the momentum of inertia of the balls about the axis rotation?
Illustration:
A
Ace
m1
m2
B
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You may want to review (Pages 821 - 822)
For help with math skills, you may want to review:
Part A
Rearrangement of Equations Involving Multiplication and
Division
What is the force on the first wire in (Figure 1)? Assume that I = 8.0 A and d = 44 cm
For general problem-solving tips and strategies for this
topic, you may want to view a Video Tutor Solution of The
working of a speaker.
O Fm1 = (4.2 x 10N, down)
O Fm= (1.4 x 10 N, up)
O Fm1 = (1.4 x 104N, down)
O Fm 1 = (2.8 x 10-4 N, up)
O Fa1 =0N
Submit
Request Answer
• Part B
What is the force on the second wire in the figure?
O Em 2 = (2.8 x 10N, up)
O Fen 2 = (2.8 x 104 N, down)
O Fm = (1.4 x 104 N, down)
O Fm- (1.4 x 104 N, up)
O Fm =0N
Submit
Request Answer
Figure
« 1 of 1>
• Part C
What is the force on the third wire in the figure?
O F = (4.2 x 10N, up)
O Fm- (2.8 x 104 N, down)
2.0 cm
O Fm= (1.4 x 10N, up)
2.0 cm
O Fm- (1.4 x 104 N, down)
OF1=ON
Submit
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ReferenceS
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EXPERIMENT ONE
The
purpose
of this experiment is to use the given data to plot graphs and determine the
experimental values of the acceleration due to gravity.
A. The table below shows data taken in a free-fall experiment. Measurements were m
the distance fall (y) at each of four precisely measured times. Complete the table. F
off to same number of decimal places, even if you carry extra digits during your
intermediate calculations.
Time, t
(s)
(s-)
yı(m)
y2(m)
y3(m)
y4(m)
ys(m)
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.50
1.0
1.4
1.1
1.4
1.5
1.28
0.25
0.75
2.6
3.2
2.8
2.5
3.1
2.84
0.5625
1.00
4.8
4.4
5.1
4.7
4.8
4.76
1.25
8.2
7.9
7.5
8.1
7,4
7.82
1.5625
1.50
cn寸|
1249
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Return to page 61 of the Student Module Booklet and begin Lesson
questions 11 to 14, read each question carefully. Decide which of the choices
completes the statement or answers the question. Place your answer in the
I space given.
11. You can reduce the braking force required to stop a car by
A. lengthening the braking time
B. reducing the braking time
C.
increasing the friction between the tires and the road
D. increasing the friction between the brake pads and drums
12. To decrease the forces experienced in an accident,
A. decrease the time over which the change in momentum occurs
B. increase the time over which the change in momentum occurs
C. increase the change in velocity
D. increase the mass of the vehicle
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A window washer pulls herself upward using the bucket-pulley
apparatus shown in (Figure 1). The mass of the person plus the
bucket is 61 kg.
Part A
How hard must she pull downward to raise herself slowly at constant speed?
Express your answer to two significant figures and Include the appropriate units.
HA
Value
Units
F=
Submit
Request Answer
Figure
1 of 1
Part B
If she increases this force by 13 %, what will her acceleration be?
Express your answer to two significant figures and include the appropriate units.
a = Value
Units
Submit
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A 2.0-kg mass and a 3.0-kg mass are on a horizontal
frictionless surface, connected by a massless spring with
spring constant k = 110 N/m . A 15-N force is applied
to the larger mass, as shown in the figure below. (Figure
1)
Part A
How much does the spring stretch from its equilibrium length?
Express your answer using two significant figures.
nν ΑΣφ
Figure
1 of 1
cm
Submit
Previous Answers Request Answer
X Incorrect; Try Again; 3 attempts remaining
2 kg
3 kg
15N
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Stuck need help! The class I'm taking is physics for scientists and engineers!
Problem is attached. please view attachment before answering.
***I need help with parts D and E***
Really struggling with this concept. Any help will be greatly appreciated! Please detail explain so I can fully understand how to solve. Thank you so much.
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Two boxes, A and B, are connected to each end of a light vertical rope,
as shown in the following figure. A constant upward force 86.0 N is
applied to box A. Starting from rest, box B descends 12.2 m in 3.00 s.
The tension in the rope connecting the two boxes is 37.0 N (Figure 1).
Figure
1 of 1
B
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1.
Mechanical structure of 3-DOF RPY wrist is shown in Figure 1
Joint 1
Joint 2
Joint 3
Tool point
P
Arm end
Roil
Pitch
Yaw
Figure 1 3-DOF RPY wrist configuration
Formulate the forward kinematic model and describe the steps for frame assignment to the links of the
given manipulator.
b. Determine the D-H parameters of the tool point P with respect to the base for the 3 DOF manipulator
а.
Compute the orientation and position of the too point P for the displacement variable el=60°, e2=120° and
ө3-30°.
с.
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You hang a book bag on a spring scale and place the bag on a
platform scale so that the platform scale reads 29.7 N and the spring
scale reads 17.6 N.
Part A
Draw a force diagram for the bag to represent the situation. Fs on B is the elastic force exerted by the spring on the bag, Np
on B is the normal force exerted by the
platform scale on the bag, and FE on B is the gravitational force exerted by Earth on the bag.
Draw the vectors starting at the black dot. The location and orientation of the vectors will be graded. The length of the vectors will not be graded.
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EXPERIMENT ONE
The purpose of this experiment is to use the given data to plot
graphs and determine the experimental values of the acceleration
due to gravity.
A. The table below shows data taken in a free-fall experiment.
Measurements were made of the distance fall (y) at each of
four precisely measured times. Complete the table. Round
off to same number of decimal places, even if you carry
extra digits during your intermediate calculations.
Time, ly,(m) y,(m)ly,(m)ly,(m)ly.(m)yt (s')
(s)
0.00
0.00
0.00 0.00 Jo.00 0.00
0.50
1.0
1.4
1.1
1.4
1.5
0.75
2.6
1.00
4.8
8.2
3.2
2.8 2.5 3.1
4.4
5.1
4.7
4.8
1.25
7.9
7.5
8.1
7.4
B. The equation of motion for an object in free fall starting
from rest is y = ½ gt, where g is the acceleration due to
gravity. This is the equation of a parabola, which has the
general form y = ax². Convert the curve to a straight line by
plotting i versus t?. That is, plot the square of the time on
the horizontal axis. Determine the slope of the line and
compute the…
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110
FORCES AND EQUATIONS OF MOTION
However, the integral is simply the total mass of the sphere, and we find
that for r > R, the force between m and the sphere is identical to the
force between two particles m and M separated a distance r.
Problems
For problems marked *, refer to page 520 for a hint, clue, or
answer.
3.1 Leaning pole with friction
Two identical masses M are pivoted at each end of a massless pole
of length L. The pole is held leaning against frictionless surfaces at
angle 6, as shown, and then released. Find the initial acceleration
of each mass.
3.2 Sliding blocks with friction*
Mass MA = 4 kg rests on top of mass Mg = 5 kg that rests on a fric-
tionless table. The coefficient of friction between the two blocks is
4 kg
5 kg
such that the blocks just start to slip when the horizontal force F
applied to the lower block is 27 N. Suppose that now a horizontal
force is applied to the upper block. What is its maximum value for
the blocks to slide without slipping relative to…
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In the (Figure 1) the coefficient of static friction between mass mAmA and the table is 0.50, whereas the coefficient of kinetic friction is 0.10. Ignore masses of the cord and the (frictionless) pulley.
What minimum value of mAmA will keep the system from starting to move?
Express your answer to two significant figures and include the appropriate units.
What value of mAmA will keep the system moving at constant speed?
Express your answer to two significant figures and include the appropriate units.
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A Ims.cisjubail.gov.sa
* Question Completion Status:
• In part a write the answer in one word.
• In part b find A in SI unit and write the unit.
• In part c write the answer as a number.
QUESTION 17
A string with a mass of 4.44 g and a length of 1.51 m has one end attached to a wall; the other end is draped over a
pulley a distance d= 4.00 m from the wall and attached to a hanging object with a mass 2.09 kg. If the horizontal part of
the string is plucked, what is the fundamental frequency of vibration?
QUESTION 18
A driver travels northbound on a highway at a speed of =26.6 m/s. A police car, traveling southbound at a speed of
65.8 m/s, approaches with its siren producing sound at a frequency of 2,309 Hz. What frequency in (Hz) does the
driver detect after the police car passes him?
(speed of sound v = 343 m/s)
Note: Answer will be up to two decimal places
Click Save and Submit to save and submit. Click Save All Answers to save all answers.
Save All Ans
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Learning Goal:
Once you have decided to solve a problem using Newton's 2nd law, there are
steps that will lead you to a solution. One such prescription is the following:
• Visualize the problem and identify special cases.
Isolate each body and draw the forces acting on it.
Choose a coordinate system for each body.
Apply Newton's 2nd law to each body.
• Write equations for the constraints and other given information.
• Solve the resulting equations symbolically.
●
Check that your answer has the correct dimensions and satisfies
special cases.
●
●
●
• If numbers are given in the problem, plug them in and check that
the answer makes sense.
• Think about generalizations or simplifications of the problem.
As an example, we will apply this procedure to find the acceleration of a block of
mass m2 that is pulled up a frictionless plane inclined at angle with respect to
the horizontal by a massless string that passes over a massless, frictionless
pulley to a block of mass m₁ that is hanging…
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How do the values of µs compare to the values of µk? (Of course, you can only compare them for the same pairs of materials.)
Is the relationship between µs and µk what you expected? Explain.
What are three reasons why friction is needed?
Does the coefficient of friction change with mass?
How can we reduce friction?
What would happen if there was no friction?
Does frictional force depend on mass?
What are 3 factors that affect friction?
Is friction affected by surface area?
Can humans live without friction?
Why is the coefficient of friction less than 1? Explain.
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In the figure(Figure 1) the coefficient of static friction between mass mA and the table is 0.43, whereas the coefficient of kinetic friction is 0.33.
Part A
What minimum value of mA will keep the system from starting to move?
Express your answer using two significant figures.
Part B
What value of mA will keep the system moving at constant speed?
Express your answer using two significant figures.
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Choose the correct letter
We can apply the laws of conservation of linear momentum and angular momentum to the description of the motion of rigid bodies because
A. Forces that maintain constant distances between different pairs of point masses are internal forces (i.e. forces of constraint)
B. Forces of constraint come in pairs and obey Newton’s third law (i.e. they are equal and act along the same line of action)
C. In any displacement the relative distances and the orientations of different particles remain the same with respect to each other
D. No network is done by the internal forces or the forces of constraint
E. All of the above are correct
F. None of the above is correct
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If you were performing this experiment in an in-class laboratory, you would be given one or more small iron balls. These would be utilized with a variant of the Free-Fall apparatus shown in the graphic below.
(INSERT PICTURE HERE)
You would first raise the upper black clamp to the desired height above the middle clamp. Then you would place the ball firmly in the upper clamp. Next, you would turn on the timer and adjust its initial reading to zero. After you release the ball, it falls towards the middle clamp. When it encounters this clamp, the timer stops and you can read the time of fall.
Results are usually within 10% of the standard value of g. Here, in this online version, I will supply values of height (h) and time (t). First, calculate the average time (tav) for each height and use it as described next. You will use the third equation above to calculate the value of gravitational acceleration (g) in each case. Then, you will determine the…
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The class I'm taking is physics for scientists and engineers!
**I just need help with part G**
I have attached the problem below! Please view both attachments before answering. If you can please explain your answer so I can fully understand. Thank you so so much!
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Item 13
A long, straight wire carries a current of 14 A. Next to the wire is a square
loop with sides 1.0 m in length, as shown in the figure(Figure 1). The loop
carries a current of 2.5 A in the direction indicated.
Figure
14 A
1.0 m
2.5 A
1.2 m
1 of 1
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Please refer to the picture with the formulas and constants that need to be used in this problem.
Harzan wants to swing from one bank of the river to the other using an overhaning vine. As he swings, he traces out an arc of a circle.
Part 1) Please draw and label a free body diagram of Harzan at the bottom of the swing.
Answer: we have to discuss the motion of the swinging person
Part 2) What forces act as the radial force in the circular motion?
Answer: In the radial direction centrifugal force will act as a source of tension
Part 3) Is this uniform circular motion? Explain
Answer: The motion is similar to that of a pendulum, thus the vine-swinger system acts like a physical pendulum, the motion will not be uniform circular.
Part 4) The vine is 6.2 m long, and Harzan's mass is 85 kg. At the bottom of his swing, he is travelling at 4.3 m/s. What is the magnitide of the radial acceleration that Harzan experiences?
Part 5) How much tension must the vine support in order to safely…
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Learning outcome Fundamental./ evaluation
Fundamental.7 deals with the equation of motion. The use of the equation of motion to solve this problem is mandatory. Solution using other approaches
(conservation of energy...) will be automatically considered false.
For the problem related to Fundamental.7 sketches of the system showing:
• the respective velocity and acceleration and the frame of reference considered
• the forces acting on the system of considered, in other words, a free body diagram (FBD)
are mandatory. Their absences will automatically make the problem false.
2
Lft
The 2-lb man lies against the cushion for which the coefficient of static friction is 0.6. The angle the cushion has is 70°
Determine the smallest angular velocity he rotates about the z-axis, at L-8-ft from G, to ensure the man will not slip.
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Stuck need help! The class I'm taking is physics for scientists and engineers!
Problem is attached. please view attachment before answering.
***I need help with parts A,B,C, and D***
Really struggling with this concept. Any help will be greatly appreciated! Please detail explain so I can fully understand how to solve. Thank you so much.
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The class I'm taking is physics for scientists and engineers!
*** I need help with parts C and D only ***
I am completely stuck. Need help. I have attached the problem. Please view attachment before answering. Please write step-by-step solution so I can fully understand.
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ANALYSIS I
Data Set 1.
Imagine that a cart is
rolling smoothly along alevel track as shown in the diagram at
the right. A motion detector, placed at the left end of the track,
records the position of the moving cart at equal intervals of time.
Assume that the forces of friction are very small and can be
neglected in your data analysis. The motion data is shown
below.
t, s x, m
0.20 0.69
0.40 0.80
0.60 1.18
0.80 1.29
1.00 1.69
1.20 1.83
You wish to learn the relationship between position and
time. Time t is the independent variable and position x is the
dependent variable. Enter the data into a graphing calculator
or a data analysis program, plot the data and examine the
resulting graph. Often, it is best to plot data as points only and
omit the connecting lines between points. Most plotting
programs allow you to display plotted data either way.
1.
2.
Make a freehand sketch of the resulting graph. Include
axes labels (variable names and units) on your sketch. Does
the graph show a…
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