2 Motion. Contents. Overview

Transcription

1 Phyical Science 11th Edition Tillery Solution Manual Full Download: Motion Content.1 Decribing Motion. Meauring Motion Speed Velocity Acceleration Science and Society: Tranportation and the Environent Force.3 Horizontal Motion on Land.4 Falling Object A Cloer Look: A Bicycle Racer Edge.5 Copound Motion Vertical Projectile Horizontal Projectile A Cloer Look: Free Fall.6 Three Law of Motion Newton Firt Law of Motion Newton Second Law of Motion Weight and Ma Newton Third Law of Motion.7 Moentu Conervation of Moentu Ipule.8 Force and Circular Motion.9 Newton Law of Gravitation Earth Satellite A Cloer Look: Gravity Proble Weightlene People Behind the Science: Iaac Newton Overview Thi chapter priarily contain the pattern of otion developed by Iaac Newton (A.D ). Newton ade any contribution to cience, but hi three law of otion and hi law of gravitation are the ot faou. The three law of otion are concerned with (1) what happen to the otion of a ingle object when no unbalanced force are involved, () the relationhip between the force, the a of an object, and the reulting change of otion when an unbalanced force i involved, and (3) the relationhip between the force experienced by two object when they interact. The law of otion are univeral, that i, they apply by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part. Full download all chapter intantly pleae go to Solution Manual, Tet Bank ite: tetbanklive.co

2 throughout the known univere and decribe all otion. Throughout the univere a i a eaure of inertia, and inertia exit everywhere. A change of otion, acceleration, alway reult fro an unbalanced force everywhere in the known univere. Finally, force of the univere alway coe in pair. Of the two force one force i alway equal in agnitude but oppoite in direction to the other. The law of gravitation i alo applicable throughout the known univere. All object in the Solar Syte the un and the planet, the earth and it oon, and all orbiting atellite obey the law of gravitation. Relativitic conideration hould not be entioned at thi tie. Concentrate on Newton' law of otion, not Eintein' odification of the. The key to undertanding pattern of otion i to undertand iultaneouly the idea repreented in the three law of otion. Thee area follow: 1. Inertia i the reitance to a change in the tate of otion of an object in the abence of an unbalanced force. An object at ret reain at ret and an object oving in a traight line retain it traight-line otion in the abence of an unbalanced force. The analyi of why a ball oving acro a ooth floor coe to a top, a preented in the previou chapter, i an iportant part of the developent of thi concept. Newton' firt law of otion i alo known a the law of inertia.. Ma i defined a a eaure of inertia, that i, a reitance to a change in the tate of otion of an object. Thu the greater the a the greater the reitance to a change in the tate of otion of an object. Acceleration i a change in the tate of otion of an object. According to the definition developed in the previou chapter, an object that peed up, low down, or change it direction of travel i undergoing an acceleration. Student who have difficulty accepting the eaning of a and acceleration often have le difficulty if they are told thee are definition of the quantitie. A force i a puh or a pull that i capable of cauing a change in the tate of otion of an object, that i, capable of producing an acceleration. The reulting acceleration i alway in the ae direction a the direction of the applied force. Newton' econd law of otion i a relationhip between a, acceleration, and an unbalanced force that becoe clear when the conceptual eaning of thee ter i undertood. The relationhip i that the greater the a (inertia), the greater the force required to bring about a change in the tate of otion (acceleration). In ybol for, the relationhip i a F/, or the ore failiar F a. Since a newton of force i defined in ter of a certain a (1 kg) and a certain acceleration (1 / ), the unit are the ae on both ide and the relationhip becoe an equation, or F = a. Thi i an exaple of an equation that define a concept (ee chapter 1). 3. A ingle force never occur alone; a force i alway produced by the interaction of two or ore object. There i alway a atched and oppoite force that occur at the ae tie, and Newton' econd law of otion i a tateent of thi relationhip by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

3 Suggetion 1. The need for preciion and exact undertanding hould be ephaized a the variou ter uch a peed, velocity, rate, ditance, acceleration, and other are preented. Stre the reaoning behind each equation, for exaple, that velocity i a ratio that decribe a property of object in otion. Likewie, acceleration i a tie rate of change of velocity, o v f - v i /t not only ake ene but can be reaoned out rather than eorized. Alo tre the need to how how unit are handled in olving proble. The coplete anipulation of unit atheatically i treed throughout thi book. Typically tudent ut be hown how unit work erve a a check on proble-olving tep. Student are oetie confued by the ue of the ybol v for both peed and velocity. Explain that peed i the ae quantity a velocity but without direction, o the ae ybol i ued to iplify thing. On the point of iplifying thing, avoid the teptation to ue calculu in any explanation or dicuion.. Student are generally intereted in relative to what quetion concerning otion. For exaple, what i the peed of an inect flying at 5 ph fro the front to the back of a bu oving at 50 ph? What do you oberve happening to an object dropped inide an airplane oving at 600 ph? What would an oberver outide the airplane oberve happening to the object? 3. The dicuion of what happen to a ball rolling acro the floor i an iportant one, and any tudent who think fro an Aritotelian fraework are urpried by the analyi. When dicuing the role of friction and object oving on the earth urface, it i often intereting to ak why planet do not top oving around the un. Spur on the dicuion by anwering with another quetion, why hould they top? It ight be helpful to review the eaning of vector arrow that repreent force. 4. Another way to conider acceleration i to ak, How fat doe how fat change? If tudent have learned the concept of a ratio they will undertand the concept of unifor traight-line otion. The acceleration concept, however, require the ue of a ratio within another ratio, that i, a change of velocity (a ratio within) per unit of tie (the acceleration ratio). Thi undertanding i neceary (along with oe baic ath kill) to undertand the eaning of uch unit a /. 5. Deontration that illutrate the characteritic of projectile otion are illutrated in everal device found in cientific catalog. Aong the ot ipreive i the onkey and hunter deontration. Student enjoy thi deontration along with the huor that the intructor can induce while perforing it. 6. There are any deontration and device available fro cientific upplier that readily illutrate the law of otion. However, none ee better than the peronal experience of tudent who have tood in the aile of a bu a it tart oving, turn a corner, or coe to a top. Ue the three law of otion to analyze the inertia, force, and reulting change of otion of a tudent tanding in uch an aile of a bu by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

4 7. Stre that weight and a are two entirely different concept. You will probably have to ephaize ore than once that weight i another nae for the gravitational force acting on an object, and that weight varie fro place to place while a doe not. Ue the econd law of otion to how how weight can be ued to calculate a. A large deontration pring cale calibrated in newton can be ued to how that a 1-kg a weigh 9.8 N. Other ae can be weighed to how that weight and a are proportional in a given location. 8. In olving proble involving the third law of otion, it i helpful for tudent to realize that a change in the tate of otion alway occur in the ae direction a the direction of an applied force. If you apply an unbalanced force on a ball toward the North, you would expect the ball to ove toward the North. Thu if one tart walking toward the North a force ut have been applied in the ae direction. The foot puhed on the ground in the oppoite direction, o it ut be that the equal and oppoite force of the ground puhing on the foot i what caued the otion toward the North. It ee alot anthropoorphic to tate that the ground puhed on a foot, but no other anwer i poible with thi analyi. The next tep, o to peak, i to realize that ince the force of the foot on the ground equal the force of the ground on the foot (third law). Then the a of the earth tie the acceleration of the earth (econd law) ut equal the a of the peron tie the acceleration of the peron (a = a). Thi ean at leat two thing: (1) that the earth ut ove when you walk acro the urface (earth' acceleration ut be greater than zero) and () that the earth would ove with the ae acceleration a the peron if both had the ae a. Student are aking progre when they can undertand or ake thi kind of analyi. 9. A trong cord attached to a large coffee can half filled with water ake an intereting deontration of centripetal force and inertia when whirled overhead. Practice thi, however, before trying before a cla. 10. Additional deontration: (a) Show the trobocopic effect a a ean of eauring otion. Ue a trobe light or hand trobocope, for exaple, to top the otion of a pinning wheel of an upidedown bicycle. (b) Roll a teel ball down a long rap and ark the ditance at the end of each econd. Plot ditance v. tie and ditance v. tie quared to verify the acceleration equation. (c) Cruple a heet of paper tightly into a all ball. Drop the crupled ball and a heet of uncrupled paper fro the ae height. Dicu which i accelerated at 9.8 / and the roll of air reitance. (d) Ue the coercial apparatu that hoot or ove one ball horizontally and drop another ball vertically at the ae tie. A ingle click ean that both ball hit the floor at the ae tie. Thi illutrate the independence of velocitie by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

5 (e) Drop a all teel ball fro the highet place practical into a tub of water. Make ure thi i done on a day without wind and with no peron near the tub. Tie the fall with a topwatch. Meaure the vertical ditance accurately, then find g fro d = 1/gt. (f) Ue a pring cale to how that a 1.0-kg a weigh 9.8 N. Ue other ae to how that the weight of an object i alway proportional to the a in a given location. (g) Ue an air track to illutrate Newton firt and econd law of otion. If an air track i not available, conider a lab of ice or dry ice on a ooth deontration tabletop. Wood block can be et on the ice to add a. (h) Will a jet plane backed up to a brick wall take off fater than one out in the open? Copare the jet plane to a balloon filled with air, that i, a jet of ecaping air propel the balloon. Thu, the oveent i a conequence of Newton third law and the brick wall will ake no difference a jet plane backed up to a brick will take off the ae a an identical jet plane out in the open. (i) Seat yourelf on a all cart with a CO fire extinguiher or a bottle of copreed air fro the hop. Hold the device between your feet and leg with the ecape valve pointed away fro your body. With the way clear behind you, carefully dicharge a hort burt of ga a you accelerate. Thi attention-grabber afford an opportunity to review all three of Newton Law of otion. (j) Deontrate that the acceleration of a freely falling object i independent of weight. Ue a coercial free-fall tube if one i available. If not, try a large-diaeter 1-eter gla or platic tube with a olid topper in one end and a one-hole topper in the other. Place a coil and a feather in the tube, then connect the one-hole topper to a vacuu pup. Invert the tube to how how the coin and feather fall in air. Pup air fro the tube then again invert to how the coin and feather in free fall. For Cla Dicuion 1. Neglecting air reitance, a ball in freefall will have a. contant peed and contant acceleration. b. increaing peed and increaing acceleration. c. increaing peed and decreaing acceleration. d. increaing peed and contant acceleration. e. decreaing peed and increaing acceleration by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

6 . Neglecting air reitance, a ball rolling down the lope of a teep hill will have a. contant peed and contant acceleration. b. increaing peed and increaing acceleration. c. increaing peed and decreaing acceleration. d. increaing peed and contant acceleration. e. decreaing peed and increaing acceleration. 3. Again neglecting air reitance, a ball thrown traight up will coe to a oentary top at the top of the path. What i the acceleration of the ball during thi top? a. 9.8 /. b. zero. c. le than 9.8 /. d. ore than 9.8 /. 4. Again neglecting air reitance, the ball thrown traight up coe to a oentary top at the top of the path, then fall for 1.0. What i peed of the ball after falling 1.0? a. 1 / b. 4.9 / c. 9.8 / d / 5. Yet again neglecting air reitance, the ball thrown traight up coe to a oentary top at the top of the path, then fall for.0. What ditance did the ball fall during the.0? a. 1 b. 4.9 c. 9.8 d A ball i thrown traight up at the ae tie a ball i thrown traight down fro a bridge, with the ae initial peed. Neglecting air reitance, which ball would have a greater peed when it hit the ground? a. The one thrown traight up. b. The one thrown traight down. c. Both ball would have the ae peed by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

7 7. After being releaed, a ball thrown traight down fro a bridge would have an acceleration of a. 9.8 /. b. zero. c. le than 9.8 /. d. ore than 9.8 /. 8. A gun i aied at an apple hanging fro a tree. The intant the gun i fired the apple fall to the ground, and the bullet a. hit the apple. b. arrive late, iing the apple. c. ay or ay not hit the apple, depending on how fat it i oving. 9. You are at ret with a grocery cart at the uperarket, when you ee an opening in a checkout line. You apply a certain force to the cart for a hort tie and acquire a certain peed. Neglecting friction, how long would you have to puh with half the force to acquire the ae final peed? a. one-fourth a long. b. one-half a long. c. for twice a long. d. for four tie a long. 10. Once again you are at ret with a grocery cart at the uperarket, when you apply a certain force to the cart for a hort tie and acquire a certain peed. Suppoe you had bought ore grocerie, enough to double the a of the grocerie and cart. Neglecting friction, doubling the a would have what effect on the reulting final peed if you ued the ae force for the ae length of tie? The new final peed would be a. one-fourth. b. one-half. c. doubled. d. quadrupled. 11. You are oving a grocery cart at a contant peed in a traight line down the aile of a tore. The force on the cart are a. unbalanced, in the direction of the oveent. b. balanced, with a net force of zero. c. equal to the force of gravity acting on the cart. d. greater than the frictional force oppoing the otion of the cart by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

8 1. Conidering the gravitational attraction between the Earth and Moon, the a. ore aive Earth pull harder on the le aive Moon. b. le aive Moon pull harder on the ore aive Earth. c. attraction between the Earth and Moon and the Moon and Earth are equal. d. attraction varie with the Moon phae, being greatet at a full oon. 13. You are outide a tore, oving a loaded grocery cart down the treet on a very teep hill. It i difficult, but you are able to pull back on the handle and keep the cart oving down the treet in a traight line and at a contant peed. The force on the cart are a. unbalanced, in the direction of the oveent. b. balanced, with a net force of zero. c. equal to the force of gravity acting on the cart. d. greater than the frictional force oppoing the otion of the cart. 14. Which of the following ut be true about a hore pulling a buggy? a. According to the third law of otion, the hore pull on the buggy and the buggy pull on the hore with an equal and oppoite force. Therefore the net force i zero and the buggy cannot ove. b. Since they ove forward, thi ean the hore i pulling harder on the buggy than the buggy i pulling on the hore. c. The action force fro the hore i quicker than the reaction force fro the buggy, o the buggy ove forward. d. The action-reaction force between the hore and buggy are equal, but the reiting frictional force on the buggy i aller ince it i on wheel. 15. Suppoe you have a choice of driving your peeding car head on into a aive concrete wall or hitting an identical car head on. Which would produce the greatet change in the oentu of your car? a. The identical car. b. The concrete wall. c. Both would be equal. 16. A all, copact car and a large port utility vehicle collide head on and tick together. Which vehicle had the larger oentu change? a. The all, copact car. b. The large port utility vehicle. c. Both would be equal by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

9 17. Again conider the all, copact car and large port utility vehicle that collided head on and tuck together. Which experienced the larger deceleration during the colliion? a. The all, copact car. b. The large port utility vehicle. c. Both would be equal. 18. Certain profeional football player can throw a football o fat that it ove horizontally in a flat trajectory. a. True b. Fale Anwer: 1d, c (a = g traight down, but decreae to zero on a level urface), 3a (acceleration i a rate of change of velocity and gravity i acting, F = a, o a ut be occurring), 4b (initial peed wa zero, average peed i one-half of final peed), 5d, 6c, 7a (after releae only gravity act on ball), 8a (the apple and bullet accelerate downward together, no atter how fat the bullet i oving), 9c, 10b, 11b, 1c, 13b, 14d, 15c, 16c, 17a, 18b. Anwer to Quetion for Thought 1. The peed of the inect relative to the ground i the 50.0 i/h of the bu plu the 5.0 i/h of the inect for a total of 55 i/h. Relative to the bu alone the peed of the inect i 5.0 i/h.. After it leave the rifle barrel, the force of gravity acting traight down i the only force acting on the bullet. 3. Gravity doe not depend upon oe ediu o it can operate in a vacuu. 4. Ye, the all car would have to be oving with a uch higher velocity, but it can have the ae oentu ince oentu i a tie velocity. 5. A net force of zero i required to aintain a contant velocity. The force fro the engine balance the force of friction a a car drive with a contant velocity. 6. The action and reaction force are between two object that are interacting. An unbalanced force occur on a ingle object a the reult of one or ore interaction with other object. 7. Bending your knee a you hit the ground extend the topping tie. Thi i iportant ince the change of oentu i equal to the ipule, which i force tie the tie. A greater tie therefore ean le force when coing to a top. 8. Your weight can change fro place to place becaue weight i a downward force fro gravitational attraction on your a and the force of gravity can vary fro place to place. 9. Nothing! There i no force parallel to the otion to increae or decreae Earth' peed, o the peed reain contant by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

10 10. If you have oething to throw, uch a car key or a nowball, you can eaily get off the frictionle ice. Since the force you apply to the thrown object reult in an equal and oppoite force (the third law of otion), you will ove in the oppoite direction a the object i thrown (the econd law of otion). The ae reult can be achieved by blowing a puff of air in a direction oppoite to the way you wih to ove. 11. Conidering everything ele to be equal, the two rocket will have the ae acceleration. In both cae, the acceleration reult a burning rocket fuel ecape the rocket, exerting an unbalanced force on the rocket (third law) and the rocket accelerate during the applied force (econd law). The acceleration ha nothing to do with the ecaping gae having oething to puh againt. 1. The atronaut i traveling with the ae peed a the pacehip a he or he leave. If no net force i applied parallel to the direction of otion of either the atronaut or the pacehip, they will both aintain a contant velocity and will tay together. For Further Analyi 1. Siilar both peed and velocity decribe a agnitude of otion, that i, how fat oething i oving. Difference velocity ut pecify a direction; peed doe not.. Siilar both velocity and acceleration decribe otion. Difference velocity pecifie how fat oething i oving in a particular direction; acceleration pecified a change of velocity (peed, direction, or both). 3. Thi require a coparion of belief and an analyi and coparion with new context. Anwer will vary, but hould how undertanding of Newton three law of otion. 4. Thi quetion require both clarifying belief and coparing perpective. Anwer will vary. 5. Require refining of undertanding. Ma i a eaure of inertia, eaning a reitance to a change of otion. Weight i gravitational acceleration acting on a a. Since gravity can vary fro place to place, the weight a a reult of gravity will alo vary fro place to place. 6. Require clarifying and analyzing everal conceptual undertanding. Newton firt law of otion tell u that otion i unchanged in a traight line without an unbalanced force. An object oving on the end of a tring in a circular path i pulled out of a traight line by a centripetal force on the tring. The object will ove off in a traight line if the tring break. It would ove off in oe other direction if other force were involved. 017 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

11 Group B Solution 1. The ditance and tie are known and the proble aked for the average velocity. Liting thee quantitie with heir ybol, we have d = k t = 4.5 h v =? Thee are the quantitie involved in the average peed equation, which i already olved for the unknown average peed: d v = t k = 4.5 h k = 89 h. Liting the quantitie given in thi proble, we have d t v = 16.0 k = 45 in =? The proble pecifie that the anwer hould be in k/h. We ee that 45 inute i 45/60, or 3/4, or 0.75 of an hour, and the appropriate unit are: Subtituting the known quantitie, we have d t v = 16.0 k = 0.75 h =? d v = t 16.0 k = 0.75 h = k = 1 h k h by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

12 3. Weight i the gravitational force on an object. Newton econd law of otion i F = a, and ince weight (w) i a force (F), then F = w and the econd law can be written a w = a. The acceleration (a) i the acceleration due to gravity (g), o the equation for weight i w = g. (a) w = g = 80.0 kg 3.93 kg = = N = 314 N (b) w = g = 80.0 kg 1.64 kg = = 131. N = 131 N 4. Liting the known and unknown quantitie, a F = kg =. =? Thee are the quantitie found in Newton econd law of otion, F = a, which i already olved for force (F). Thu, F = a = kg. = kg = 1300 N = N by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

13 5. Liting the known and unknown quantitie, F a 300 N 3000 kg? F a a F = kg 300 = 3000 kg 300 kg kg We ee that 30.0 inute i 1/ or 0.50 of an hour, and d v = t 15.0 k 0.50 h 30.0 k/h 7. We ee that the ditance unit are kiloeter, but the velocity unit are /. We need to convert k to, then d d v = t = t v in by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

14 8. The ditance that a ound with thi velocity travel in the given tie i v = d t d = vt 343/ Since the ound traveled fro you to the cliff and then back, the cliff ut be 17 / = 86.0 away. 9. Note that the two peed given (80.0 k/h and 90.0 k/h) are average peed for two different leg of a trip. They are not the initial and final peed of an accelerating object, o you cannot add the together and divide by. The average peed for the total (entire) trip can be found fro definition of average peed, that i, average peed i the total ditance covered divided by the total tie elaped. Therefore, we tart by finding the ditance covered for each of the two leg of the trip: d v d vt t k Leg 1 ditance h h 80.0 k k Leg ditance h h k Total ditance (leg 1 plu leg ) = 60.0 k Total tie = 3.00 h v d 60.0 k t 3.00 h 86.7 k/h by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

15 10. a vf vi t 15 / 5.0 / a t vf vi vf vi t t a / 8.0 / The relationhip between average velocity ( v ), ditance (d), and tie (t) can be olved for tie: v = d t vt = d d t = v t 380,000,000 11, ,000,000 11, ,545 35,000 (about 9.6 hour) by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

16 13. The relationhip between average velocity ( v ), ditance (d), and tie (t) can be olved for ditance: v d t d vt How any hour... i a quetion about tie and the ditance i given. Since the ditance i given in k and the peed in /, a unit converion i needed. The eaiet thing to do i to convert k to. There are 1,000 in a k, and ( k) ( /k) = The relationhip between average velocity ( v ), ditance (d), and tie (t) can be olved for tie: d d v t t v t ,600 h 5.56 h by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

17 15. The initial velocity (v i ) i given a 74 /, the final velocity (v f ) i given a 675 /, and the tie i given a Acceleration, including a deceleration or negative acceleration, i found fro a change of velocity during a given tie. Thu, a v v 675 / 74 / f t 49.0 / i (The negative ign ean a negative acceleration, or deceleration.) 16. A rock thrown traight up decelerate to a velocity of zero, and then accelerate back to the urface jut a a dropped ball would do fro the height reached. Thu the tie decelerating upward i the ae a the tie accelerating downward. The ball return to the urface with the ae velocity with which it wa thrown (neglecting friction). Therefore: vf vi a t gt v v v gt v f v f f i i / by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

18 17. Thee three quetion are eaily anwered by uing the three et of relationhip, or equation that were preented in thi chapter: (a) v at v v f f i / v v 5 / 0 f i (b) v 13 (c) v d t d vt d Note that thi proble can be olved with a erie of three tep a in the previou proble. It can alo be olved by the equation that cobine all the relationhip into one tep. Either ethod i acceptable, but the following exaple of a one tep olution reduce the poibilitie of error ince fewer calculation are involved: d 1 gt by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

19 19. F = a a F kg 300 3,000 kg 300 kg 1 3,000 kg p = v 30.0 kg500 kg 15,000 kg 0,000 (one ignificant figure) 1. Ma of ball: F F = a = a kg kg kg p = v 4.0 kg 7.00 kg by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

20 . Liting the known and unknown quantitie: Shell = 30.0 kg Cannon =,000 kg Shell v = 500 / Cannon v =? / Thi i a conervation of oentu quetion, where the hell and cannon can be conidered a a yte of interacting object: v = v v v = 0 Shell oentu = Cannon oentu 30.0 kg 500, 000 kg vc 0 15,000 kg,000 kg vc 0 15,000 kg,000 kg vc 15,000 kg v c,000 kg c c 15,000 kg 1,000 1 kg by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

21 3. Book oentu v v B v v 0 B M Man oentu.00 kg kg vm kg 80.0 kg vm kg v M 80.0 kg M 0.0 kg kg (a) w = g = (5.00 kg) (9.8 ) = 49 N w = g (b) F = a a F kg kg 10.0 kg kg by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

22 5. F = a 0.0 kg kg kg N 6. F = a 60.0 kg kg 60.0 kg 60.0 N 7. F a and a vf vi vf vi F t t 1,000.0 kg 0.0 / 10.0 / , kg ,000 kg N by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

23 8. (a) / 36.0 k/h / k/h F F a a v v Ft t v v f i and a f i kg 3, , kg kg (b) w = g kg N 9. w = g w 60.0 kg N 590 N by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

24 30. v v F a and a F r r kg kg N 31. vf vi vf vi vf vi F a and a F t t t F t kg kg kg 1 kg by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

25 Nae Section Date Experient : Ratio Introduction The purpoe of thi introductory laboratory exercie i to invetigate how eaureent data are iplified in order to generalize and identify trend in the data. Data concerning two quantitie will be copared a a ratio, which i generally defined a a relationhip between nuber or quantitie. A ratio i uually iplified by dividing one nuber by another. Procedure Chalkboard Note: Clean up any pill, pleae! Part A: Circle and Proportionality Contant 1. Obtain three different ize of cup, container, or beaker with circular bae. Trace around the botto to ake three large but different-ized circle on a blank heet of paper. Figure.1. Mark the diaeter on each circle by drawing a traight line acro the center. Meaure each diaeter in and record the eaureent in Data Table.1. Repeat thi procedure for each circle for a total of three trial. 3. Meaure the circuference of each object by carefully poitioning a length of tring around the object bae, then graping the place where the tring end eet. Meaure the length in and record the eaureent for each circle in Data Table.1. Repeat the procedure for each circle for a total of three trial. Find the ratio of the circuference of each circle to it diaeter. Record the ratio for each trial in Data Table.1 on page The ratio of the circuference of a circle to it diaeter i known a pi (ybol π), which ha a value of 3.14 (the period ean any decial place). Average all the value of π in Data Table.1 and calculate the experiental error. 014 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part. 15

26 Part B: Area and Volue Ratio 1. Obtain one cube fro the upply of ae-ized cube in the laboratory. Note that a cube ha ix ide, or ix unit of urface area. The ide of a cube i alo called a face, o each cube ha ix identical face with the ae area. The overall urface area of a cube can be found by eauring the length and width of one face (which hould have the ae value) and then ultiplying (length)(width)(nuber of face). Ue a etric ruler to eaure the cube, then calculate the overall urface area and record your finding for thi all cube in Data Table. on page 3.. The volue of a cube can be found by ultiplying the (length)(width)(height). Meaure and calculate the volue of the cube and record your finding for thi all cube in Data Table.. 3. Calculate the ratio of urface area to volue and record it in Data Table.. 4. Build a ediu-ized cube fro eight of the all cube tacked into one olid cube. Find and record (a) the overall urface area, (b) the volue, and (c) the overall urface area to volue ratio, and record the in Data Table.. 5. Build a large cube fro 7 of the all cube tacked into one olid cube. Again, find and record the overall urface area, volue, and overall urface area to volue ratio and record your finding in Data Table.. 6. Decribe a pattern, or generalization, concerning the volue of a cube and it urface area to volue ratio. For exaple, a the volue of a cube increae, what happen to the urface area to volue ratio? How do thee two quantitie change together for larger and larger cube? A the volue of a cube increae the urface area to volue ratio approache zero. Part C: Ma and Volue 1. Obtain at leat three traight-ided, rectangular container. Meaure the length, width, and height inide the container (you do not want the container aterial included in the volue). Record thee eaureent in Data Table.3 (page 3) in row 1,, and 3. Calculate and record the volue of each container in row 4 of the data table. 014 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part. 16

27 Width Length Height Figure.. Meaure and record the a of each container in row 5 of the data table. Meaure and record the a of each container when level full of tap water. Record each a in row 6 of the data table. Calculate and record the a of the water in each container (a of container plu water inu a of epty container, or row 6 inu row 5 for each container). Record the a of the water in row 7 of the data table. Meaure the volue here Figure.3 3. Ue a graduated cylinder to eaure the volue of water in each of the three container. Be ure to get all the water into the graduated cylinder. Record the water volue of each container in illiliter (L) in row 8 of the data table. 4. Calculate the ratio of cubic centieter (c 3 ) to L for each container by dividing the volue in cubic centieter (row 4 data) by the volue in illiliter (row 8 data). Record your finding in the data table. 5. Calculate the ratio of a per unit volue for each container by dividing the a in gra (row 7 data) by the volue in illiliter (row 8 data). Record your reult in the data table. 014 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part. 17

28 6. Make a graph of the a in gra (row 7 data) and the volue in illiliter (row 8 data) to picture the a per unit volue ratio found in tep 5. Put the volue on the x-axi (horizontal axi) and the a on the y-axi (the vertical axi). The a and volue data fro each container will be a data point, o there will be a total of three data point. 7. Draw a traight line on your graph that i a cloe a poible to the three data point and the origin (0, 0) a a fourth point. If you wonder why (0, 0) i alo a data point, ak yourelf about the a of a zero volue of water! 8. Calculate the lope of your graph. (See appendix II on page 397 for inforation on calculating a lope.) lope y = = x ( ) g ( ) L = 10. g / L 9. Calculate your experiental error. Ue 1.0 g/l (gra per illiliter) a the accepted value. You can expect le than 10 percent error, probably le than 5 percent. 10. Denity i defined a a per unit volue, or a/volue. The lope of a traight line i alo a ratio, defined a the ratio of the change in the y-value per the change in the x-value. Dicu why the volue data wa placed on the x-axi and a on the y-axi and not vice vera. Becaue if you don't have a volue of water, you do not have a a. Volue i the independent variable and a i the dependent variable. 11. Wa the purpoe of thi lab accoplihed? Why or why not? (Your anwer to thi quetion hould how thoughtful analyi and careful, thorough thinking.) (Student anwer will vary.) 014 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part. 18

29 Reult 1. What i a ratio? Give everal exaple of ratio in everyday ue. A relationhip between nuber or quantitie. Exaple: 100 cent per dollar, 60 econd per inute, 365 day per year.. How i the value of π obtained? Why doe π not have unit? By taking the ratio of the circuference of a circle to the diaeter. Both circuference and diaeter are eaured in the ae unit and when you divide the circuference by the diaeter the unit cancel out. 3. Decribe what happen to the urface area to volue ratio for larger and larger cube. Predict if thi pattern would alo be oberved for other geoetric hape uch a a phere. Explain the reaoning behind your prediction. Surface area to volue ratio approache zero for larger and larger cube. Thi pattern would alo be true for other hape becaue urface area i proportional to length quared and volue i proportional to length cubed o urface area/volue i propotional to 1/length which goe toward zero a the object get larger. 4. Why doe cruhed ice elt fater than the ae aount of ice in a ingle block? There i ore urface area for the aller piece of ice than the ingle block, the air i in contact with ore of the ice, o it elt fater. 5. Which contain ore potato kin: 10 pound of all potatoe or 10 pound of large potatoe? Explain the reaoning behind your anwer in ter of thi laboratory invetigation. The 10 lb of all potatoe have ore potato kin. There i ore total urface area for the ae aller potatoe than the larger potatoe. 6. Uing your own word, explain the eaning of the lope of a traight-line graph. What doe it tell you about the two graphed quantitie? The lope of a traight-line graph tell you how one quantity change when the other variable change. In thi cae, the lope equal 1.0 g/l. Thi tell e that the a of water in gra equal the volue of the ae water in illiliter. 014 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part. 19

30 7. Explain why a lope of a/volue of a particular ubtance alo identifie the denity of that ubtance. Denity i a/volue. The lope equal the change in a divided by the change in volue. Thi i the ae a denity. Proble An aluinu block that i 1 3 ha a a of kilogra (kg). The following proble concern thi aluinu block: 1 One face 3 Figure.4 l. What i the volue of the block in cubic eter ( 3 )? Volue = (length)(width)(height) = (3 )( )(1 ) = What are the dienion of the block in centieter (c)? 300c by 00c by 100c 3. Make a ketch of the aluinu block and how the area of each face in quare centieter (c ). 60,000 c 30,000 c 0,000 c 014 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part. 0

31 4. What i the volue of the block expreed in cubic centieter (c 3 )? (300 c)(00 c)(100 c) = 6,000,000 c What i the a of the block expreed in gra (g)? kg 1000 g/1 kg = g 6. What i the ratio of a (g) to volue (c 3 ) for aluinu? a/volue = g/ c 3 =.7 g/c 3 7. Under what topic would you look in the index of a reference book to check your anwer to quetion 6? Explain. Check the value of a denity for aluinu. 014 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part. 1

32 Invitation to Inquiry If you have popped a batch of popcorn, you know that a given batch of kernel ight pop into big and fluffy popcorn. But another batch ight not be big and fluffy and oe of the kernel ight not pop. Popcorn pop becaue each kernel contain oiture that vaporize into tea, expanding rapidly and cauing the kernel to explode, or pop. Here are oe quetion you ight want to conider invetigating to find out ore about popcorn: Doe the ratio of water to kernel a influence the final fluffy ize of popped corn? (Hint: eaure a of kernel before and after popping). I there an optiu ratio of water to kernel a for aking bigger popped kernel? I the ize of the popped kernel influenced by how rapidly or how lowly you heat the kernel? Can you influence the ize of popped kernel by drying or adding oiture to the unpopped kernel? I a different ratio of oiture to kernel a better for ue in a icrowave than in a convention corn popper? Perhap you can think of ore quetion about popcorn. 014 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

33 Data Table.1 Circle and Ratio Sall Circle Mediu Circle Large Circle Trial Diaeter (D) Circuference (C) Ratio of C/D C Average = 3.0 Experiental error: % fro π D Data Table. Data Table. Area and Volue Ratio Area and Volue Ratio Sall Cube Mediu Cube Large Cube Sall Cube Mediu Cube Large Cube Surface Area Surface Area (c ) Volue Volue (c 3 ) Ratio of Area/Volue 3.0 (c Ratio of Area/Volue )/(c 3 ) 1.5 (c )/(c 3 ) 0.75 (c )/(c 3 ) 014 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part. 3

34 Data Table.3 Ma and Volue Ratio Container Nuber c 10 c 0 c 1. Length of container c c c 4 c 5 c 7.5 c. Width of container c c c 8 c 4.5 c 6.5 c 3. Height of container c c c 4. Calculated volue c c c g 50 g 400 g 5. Ma of container g g g 39 g 475 g 1375 g 6. Ma of container and water g g g 19 g 5 g 975 g 7. Ma of water g g g 19 L 5 L 975 L 8. Meaured volue of water L L L 9. Ratio of calculated volue to eaured volue of water 10. Ratio of a of water to eaured volue of water c 3 /L c /L 1.0 g/l c 3 /L 1.0 c 3 /L c /L c /L 1.0 g/l 1.0 g/l 014 by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part. 4

35 Volue (L) Ma v. Volue of Water Phyical Science/Tillery a (g) by McGraw-Hill Education. Thi i proprietary aterial olely for authorized intructor ue. Not authorized for ale or ditribution in any anner. Thi docuent ay not be copied, canned, duplicated, forwarded, ditributed, or poted on a webite, in whole or part.

36 cal Science 11th Edition Tillery Solution Manual ownload: ownload all chapter intantly pleae go to Solution Manual, Tet Bank ite: tetbanklive.co