Unit 4 vocabulary - Riverdale Middle School
... 2. position – an object’s location compared to other things. 3. motion – a change in an object’s position compared to a fixed object. 4. apparent motion – when things appear to an observer to be moving but are not actually changing position. 5. speed – how fast an object’s position changes with time ...
... 2. position – an object’s location compared to other things. 3. motion – a change in an object’s position compared to a fixed object. 4. apparent motion – when things appear to an observer to be moving but are not actually changing position. 5. speed – how fast an object’s position changes with time ...
Chapter 3 Summary
... Weight and mass are closely related They are not the same Mass is an intrinsic property of the object Weight depends on the location of the object Example: • Assume mass on Earth is 10.0 kg ...
... Weight and mass are closely related They are not the same Mass is an intrinsic property of the object Weight depends on the location of the object Example: • Assume mass on Earth is 10.0 kg ...
Uniform Circular Motion (UCM)
... Centripetal forces are provided by real forces acting on the object. (FT, Ff, FN, Fg) (The actual force acting on the object that causes it to change direction.) ...
... Centripetal forces are provided by real forces acting on the object. (FT, Ff, FN, Fg) (The actual force acting on the object that causes it to change direction.) ...
P221_2009_week1
... This statement is true only in limited circumstances. Only if the mass of the buggy was perfectly larger than the mass of the horse to make up for the difference in friction would this statement be true. Keep track of your concepts! Mass has nothing to do with how much force is applied (except for g ...
... This statement is true only in limited circumstances. Only if the mass of the buggy was perfectly larger than the mass of the horse to make up for the difference in friction would this statement be true. Keep track of your concepts! Mass has nothing to do with how much force is applied (except for g ...
Exam 2
... 8) Is it possible for an object moving with a constant speed to accelerate? Explain. A) Yes, if an object is moving it can experience acceleration B) No, an object can accelerate only if there is a net force acting on it. C) Yes, although the speed is constant, the direction of the velocity can be c ...
... 8) Is it possible for an object moving with a constant speed to accelerate? Explain. A) Yes, if an object is moving it can experience acceleration B) No, an object can accelerate only if there is a net force acting on it. C) Yes, although the speed is constant, the direction of the velocity can be c ...
Take-Home Packet to Accompany In
... Weight: This is a force; it is the pull of gravity on a mass. Galileo Galilei: This Italian scientist described how objects fall in a vacuum. Newton’s First Law of Motion: An object at rest will remain at rest, or an object in motion will remain in motion in a straight line, unless acted upon by an ...
... Weight: This is a force; it is the pull of gravity on a mass. Galileo Galilei: This Italian scientist described how objects fall in a vacuum. Newton’s First Law of Motion: An object at rest will remain at rest, or an object in motion will remain in motion in a straight line, unless acted upon by an ...
Document
... Force and Motion – Cause and Effect • In chapter 2 we studied motion but not its cause. • In this chapter we will look at both force and motion – the cause and effect. • We will consider Newton’s: • Newton’s three laws of motion • Newton’s law of universal gravitation • Buoyancy and momentum ...
... Force and Motion – Cause and Effect • In chapter 2 we studied motion but not its cause. • In this chapter we will look at both force and motion – the cause and effect. • We will consider Newton’s: • Newton’s three laws of motion • Newton’s law of universal gravitation • Buoyancy and momentum ...
Mark the following statements true or false
... 1. (b) A conservative force can do no work on an object. 2. (a) Potential energy is necessarily a positive quantity. (b) Kinetic energy is necessarily a positive quantity. (c) The change in potential energy of an object is equal to the net work done on the object. 3. (a) I pick up a 50-lb crate and ...
... 1. (b) A conservative force can do no work on an object. 2. (a) Potential energy is necessarily a positive quantity. (b) Kinetic energy is necessarily a positive quantity. (c) The change in potential energy of an object is equal to the net work done on the object. 3. (a) I pick up a 50-lb crate and ...
Force, Mass, Acceleration, and Friction
... Newton’s Second Law of Motion – the net force acting on an object causes the object to accelerate in the direction of the net force. The acceleration of an object is determined by the size of the net force and the mass of the object. a = F / m, where F is measured in Newtons (N) and mass is measured ...
... Newton’s Second Law of Motion – the net force acting on an object causes the object to accelerate in the direction of the net force. The acceleration of an object is determined by the size of the net force and the mass of the object. a = F / m, where F is measured in Newtons (N) and mass is measured ...
A moving company uses the pulley system in figure 1 to lift heavy
... 9. Would it take more, less or the same force to move the crate, if the ground was made of a substance which would make the coefficient of friction .3? 10. Will it take more, less or the same force to pull the crate on the ramp at a constant speed as it does the crate on the ground at a constant spe ...
... 9. Would it take more, less or the same force to move the crate, if the ground was made of a substance which would make the coefficient of friction .3? 10. Will it take more, less or the same force to pull the crate on the ramp at a constant speed as it does the crate on the ground at a constant spe ...
Forces Reivew
... a) twice the force with which it was fired. d) one quarter of the force with which it was fired. b) one half the force with which it was fired. e) the same amount of force with which it was fired. c) zero, since no force is necessary to keep it moving. 4. One object has twice as much mass as another ...
... a) twice the force with which it was fired. d) one quarter of the force with which it was fired. b) one half the force with which it was fired. e) the same amount of force with which it was fired. c) zero, since no force is necessary to keep it moving. 4. One object has twice as much mass as another ...
Weight
In science and engineering, the weight of an object is usually taken to be the force on the object due to gravity. Weight is a vector whose magnitude (a scalar quantity), often denoted by an italic letter W, is the product of the mass m of the object and the magnitude of the local gravitational acceleration g; thus: W = mg. The unit of measurement for weight is that of force, which in the International System of Units (SI) is the newton. For example, an object with a mass of one kilogram has a weight of about 9.8 newtons on the surface of the Earth, and about one-sixth as much on the Moon. In this sense of weight, a body can be weightless only if it is far away (in principle infinitely far away) from any other mass. Although weight and mass are scientifically distinct quantities, the terms are often confused with each other in everyday use.There is also a rival tradition within Newtonian physics and engineering which sees weight as that which is measured when one uses scales. There the weight is a measure of the magnitude of the reaction force exerted on a body. Typically, in measuring an object's weight, the object is placed on scales at rest with respect to the earth, but the definition can be extended to other states of motion. Thus, in a state of free fall, the weight would be zero. In this second sense of weight, terrestrial objects can be weightless. Ignoring air resistance, the famous apple falling from the tree, on its way to meet the ground near Isaac Newton, is weightless.Further complications in elucidating the various concepts of weight have to do with the theory of relativity according to which gravity is modelled as a consequence of the curvature of spacetime. In the teaching community, a considerable debate has existed for over half a century on how to define weight for their students. The current situation is that a multiple set of concepts co-exist and find use in their various contexts.