Assignment-1

Due: 11:59pm on Monday, June 3, 2019

You will receive no credit for items you complete after the assignment is due. Grading Policy

Problem 1.1

A car skids to a halt to avoid hitting an object in the road.

Part A
Select the correct basic motion diagram from the time the skid begins until the car is stopped.
ANSWER:

Correct
 Problem 1.3

You are watching a jet ski race. A racer speeds up from rest to 70 mph in just a few seconds, then continues at a constant speed.

Part A
Select the correct basic motion diagram of the jet ski, using images from the video, from 10 s before reaching top speed until 10 s afterward.
ANSWER:

Correct

Tactics Box 1.1 Vector Addition

Learning Goal:
To practice Tactics Box 1.1 Vector Addition.
Vector addition obeys rules that are different from those for the addition of two scalar quantities. When you add two vectors, their directions, as well as their magnitudes, must be taken into account. This Tactics Box
explains how to add vectors graphically.

⃗ 
TACTICS BOX 1.1 Vector addition To add B to A⃗ , perform these steps:
 1. Draw A⃗ .

2. Place the tail of B⃗  at the tip of A⃗ .

3. Draw an arrow from the tail of A⃗ to the tip of B⃗ . This is vector A⃗ + B⃗ .

Part A

Create the vector R⃗  = ⃗ 

A +B
⃗ 
by following the steps in the Tactics Box above. When moving vector B⃗ , keep in mind that its direction should remain unchanged.
The location, orientation, and length of your vectors will be graded.
ANSWER:
 No elements selected

Select the elements from the list and add them to the canvas setting the appropriate attributes.

Correct

Part B
 ⃗ 
Create the vector R⃗  = C +D
⃗ 
by following the steps in the Tactics Box above. When moving vector D⃗ , keep in mind that its direction should remain unchanged.
The location, orientation, and length of your vectors will be graded.

ANSWER:

No elements selected

Select the elements from the list and add them to the canvas setting the appropriate attributes.
 Correct

Problem 1.5

You drop a soccer ball from your third -story balcony.

Part A
Use the particle model to draw a motion diagram showing the ball's position and average velocity vectors from the time you release the ball until the instant it touches the ground.

ANSWER:
 Correct

Problem 1.8

The following figure shows the first three points of a motion diagram.
Part A
Is the object’s average speed between points 1 and 2 greater than, less than, or equal to its average speed between points 0 and 1?
ANSWER:

The object's average speed between points 1 and 2 greater than its average speed between points 0 and 1.

The object's average speed between points 1 and 2 less than its average speed between points 0 and 1.

The object's average speed between points 1 and 2 equal to its average speed between points 0 and 1.

Correct

Part B
Find the average acceleration vector at point 1. Draw the completed motion diagram, showing the velocity vectors and acceleration vector (v 0 is velocity between points 0 and 1 and v 1 is velocity between points 1
and 2).
Draw the velocity vectors starting at the appropriate black dots and acceleration vector. The location, orientation and length of the velocity vectors will be graded. The orientation of the acceleration
vector will be graded. The location and length of the acceleration vector will not be graded.

ANSWER:
 No elements selected

Select the elements from the list and add them to the canvas setting the appropriate attributes.

Correct
 Problem 1.12

A speed skater accelerates from rest and then keeps skating at a constant speed.

Part A
Select the correct complete motion diagram of the skater.
ANSWER:

Correct

PSS 1.1 Motion Diagrams

Learning Goal:
To practice Problem-Solving Strategy 1.1 for motion diagram problems.
A car is traveling with constant velocity along a highway. The driver notices he is late for work, so he stomps down on the gas pedal and the car begins to speed up. The car has just achieved double its initial velocity when
the driver spots a police officer behind him and applies the brakes. The car then slows down, coming to rest at a stoplight ahead.

Draw a complete motion diagram for this situation.

PROBLEM-SOLVING STRATEGY 1.1 Motion diagrams

MODEL: Determine whether it is appropriate to model the moving object as a particle. Make simplifying assumptions when interpreting the problem statement.

VISUALIZE: A complete motion diagram consists of:

The position of the object in each frame of the video, shown as a dot. Use five or six dots to make the motion clear but without overcrowding the picture. More complex motions may need more dots.
The average velocity vectors, found by connecting each dot in the motion diagram to the next with a vector arrow. There is one velocity vector linking each set of two position dots. Label the row of velocity
vectors v .⃗ 
The average acceleration vectors, found using Tactics Box 1.3. There is one acceleration vector linking each set of two velocity vectors. Each acceleration vector is drawn at the dot between the two velocity
vectors it links. Use 0⃗ to indicate a point at which the acceleration is zero. Label the row of acceleration vectors a⃗ .

Model
It is appropriate to use the particle model for the car. You should also make some simplifying assumptions.

Part A
The car's motion can be divided into three different stages: its motion before the driver realizes he's late, its motion after the driver hits the gas (but before he sees the police car), and its motion after the driver sees
the police car. Which of the following simplifying assumptions is it reasonable to make in this problem?

A. During each of the three different stages of its motion, the car is moving with constant acceleration.
B. During each of the three different stages of its motion, the car is moving with constant velocity.
C. The highway is straight (i.e., there are no curves).
D. The highway is level (i.e., there are no hills or valleys).
Enter all the correct answers in alphabetical order without commas. For example, if statements C and D are correct, enter CD.
ANSWER:

ACD

Correct
In addition to the assumptions listed above, in the rest of this problem assume that the car is moving in a straight line to the right.

Visualize

Part B
In the three diagrams shown to the left, the position of the car at five subsequent instants of time is represented by black dots, and the car's average velocity is represented by green arrows. Which of these diagrams
best describes the position and the velocity of the car before the driver notices he is late?
 ANSWER:

Correct

Part C
Which of the diagrams shown to the left best describes the position and the velocity of the car after the driver hits the gas, but before he notices the police officer?
ANSWER:

C
 Correct

Part D
Which of the diagrams shown to the left best describes the position and the velocity of the car after the driver notices the police officer?

ANSWER:

Correct

Part E
Which of the diagrams shown below most accurately depicts the average acceleration vectors of the car during the events described in the problem introduction?

ANSWER:
 A

Correct
You can now draw a complete motion diagram for the situation described in this problem. Your diagram should look like this:

Problem 1.19

Part A
Choose a short description of the motion of a real object for which would be a realistic position-versus-time graph.
 ANSWER:

A pedestrian is walking on a straight city street. It takes him 200 s to cover a distance of 200 m. Then he stops at the stoplight and waits for another 200 s. Getting tired of waiting, he decides to turn back
and start walking at the speed of 1 m/s.

A forgetful physics professor goes to work on a straight road to campus. Walking at a constant speed, he covers a distance of 100 m in 200 s. He then stops to check if he forgotten his keys for 200 s. After
finding the keys, he walks to the campus covering the distance of 200 m in 200 s.

A boat travels in a straight line at a constant speed for 200 m and covers a distance of 200 s. It then stops for and stands still for 200 s. After that, it travels for 200 s with it's initial velocity.

A jet-propelled car travels in a straight line. It takes 100 s for it to accelerate from 0 m/s to 100 m/s. After that it maintains this speed for 200 s. Determined to set a new world record, the pilot decides to
speed up and accelerates further, getting from 100 m/s to 300 m/s in next 200 s.

Correct

Tactics Box 1.5 Drawing a Pictorial Representation

Learning Goal:
To practice Tactics Box 1.5 Drawing a Pictorial Representation.

You will find that motion problems and other physics problems often have several variables and other pieces of information to keep track of. The best way to tackle such problems is to draw a pictorial representation of the
problem that shows all of the important details. This Tactics Box explains how to draw a pictorial representation of a motion problem.
TACTICS BOX 1.5 Drawing a pictorial representation

1. Draw a motion diagram. The motion diagram develops your intuition for the motion.
2. Establish a coordinate system. Select your axes and origin to match the motion. For one-dimensional motion, you want either the x-axis or the y-axis parallel to the motion. The coordinate system
determines whether the signs of v and a are positive or negative.
3. Sketch the situation. Not just any sketch. Show the object at the beginning of the motion, at the end, and at any point where the character of the motion changes. Show the object, not just a dot, but very
simple drawings are adequate.
4. Define symbols. Use the sketch to define symbols representing quantities such as position, velocity, acceleration, and time. Every variable used later in the mathematical solution should be defined on the
sketch. Some will have known values, and others are initially unknown, but all should be given symbolic names.
5. List known information. Make a table of the quantities whose values you can determine from the problem statement or that can be found quickly with simple geometry or unit conversions. Some quantities
are implied by the problem, rather than explicitly given. Others are determined by your choice of coordinate system.
6. Identify the desired unknowns. What quantity or quantities will allow you to answer the question? These should have been defined as symbols in step 4. Don’t list every unknown, only the one or two
needed to answer the question.

Follow the steps above to draw a pictorial representation of the following problem: A light train is traveling on a straight section of track at a constant speed of 15 m/s. As it approaches the next station, it starts to slow
down at a rate of 5 m/s2 until it stops at the station. From the moment the train starts to slow down, how long does it take for the train to reach the station? Note that you are not expected to solve this problem, only to
draw the pictorial representation.

Part A
Draw a motion diagram for the train. Assume that the train is moving toward the right and starts to slow down at t = 0 . The separation of each dot represents an elapsed time of one second. Include velocity vectors
and the acceleration vector in your drawing. Keep in mind that the acceleration of the train has a magnitude of 5 m/s2 .

The orientation and length of the velocity vectors will be graded. Only the direction of the acceleration vector will be graded. The location of the vectors will not be graded.

Hint 1. How to draw the vectors with correct lengths

Draw each velocity vector between the corresponding two black dots. To draw the acceleration with the correct length, click on the vector info button; adjust the vector until the length displayed in the
properties window has the desired value.

ANSWER:
 No elements selected

Select the elements from the list and add them to the canvas setting the appropriate attributes.

Correct

Part B
Draw the coordinate system that is most appropriate for the train's motion. Since this problem deals with one-dimensional motion, you need only the x-axis. Note that xi , xf , ti , tf , (v x )i and (v x )f are the initial
position, final position, initial time, final time, initial velocity, and final velocity of the train, respectively.

The orientation of the vector will be graded. The location and length of the vector will not be graded.
ANSWER:

No elements selected

Select the elements from the list and add them to the canvas setting the appropriate attributes.
 Correct
Keep in mind that the choice of coordinate system is arbitrary. However, in problems involving one-dimensional motion it is often convenient to select the x-axis to match the motion. Thus, in this case the
positive end of the x-axis is chosen to be to the right.

Though it is an arbitrary choice, it is often convenient to place the origin at the location where the nature of the motion changes. In this problem, it is where the train starts to slow down. We will assume this for Part C.

Part C
To complete your pictorial representation of the problem, you should compile two lists: one of known quantities and one of the unknown quantities that will allow you to answer the question in the problem. Below are all
of the relevant quantities in this problem. Sort them accordingly.
Drag the appropriate items to their respective bins.

ANSWER:

Reset Help

Known Unknown

(vx ) ti (vx ) xi
i f

xf tf

ax
 Correct
Now that you have identified the list of known and unknown quantities, you can add this information to your pictorial representation in the form of a table. The actual sketch that you draw might look like this:

Consistency of Units

In physics, every physical quantity is measured with respect to a unit. Time is measured in seconds, length is measured in meters, and mass is measured in kilograms. Knowing the units of physical quantities will help you
solve problems in physics.

Part A
Gravity causes objects to be attracted to one another. This attraction keeps our feet firmly planted on the ground and causes the moon to orbit the earth. The force of gravitational attraction is represented by the
equation
Gm 1 m 2
F = ,
r2
where F is the magnitude of the gravitational attraction on either body, m1 and m2 are the masses of the bodies, r is the distance between them, and G is the gravitational constant. In SI units, the units of force are
kg ⋅ m/s , the units of mass are kg, and the units of distance are m. For this equation to have consistent units, the units of G must be which of the following?
2

Hint 1. How to approach the problem

To solve this problem, we start with the equation

Gm 1 m 2
F = .
r2
For each symbol whose units we know, we replace the symbol with those units. For example, we replace m1 with kg. We now solve this equation for G.
 ANSWER:

3
kg

m⋅s2

2
kg⋅s

3
m

3
m

kg⋅s2

kg⋅s2

Correct

Part B
One consequence of Einstein's theory of special relativity is that mass is a form of energy. This mass-energy relationship is perhaps the most famous of all physics equations:
E = mc ,
2

where m is mass, c is the speed of the light, and E is the energy. In SI units, the units of speed are m/s. For the preceding equation to have consistent units (the same units on both sides of the equation), the units
of E must be which of the following?

Hint 1. How to approach the problem

To solve this problem, we start with the equation
E = mc. 2

For each symbol whose units we know, we replace the symbol with those units. For example, we replace m with kg. We now solve this equation for E .

ANSWER:
 kg⋅m

2
kg⋅m

s2

2
kg⋅s

2
m

2
kg⋅m

Correct
To solve the types of problems typified by these examples, we start with the given equation. For each symbol whose units we know, we replace the symbol with those units. For example, we replace m with
kg. We now solve this equation for the units of the unknown variable.

Measurements in SI Units

Familiarity with SI units will aid your study of physics and all other sciences.

Part A
What is the approximate height of the average adult in centimeters?

Hint 1. Converting between feet and centimeters

The distance from your elbow to your fingertips is typically about 50 cm.

ANSWER:

100 cm

200 cm

300 cm
 Correct
If you're not familiar with metric units of length, you can use your body to develop intuition for them. The average height of an adult is 5 f eet 6.4 inches. The distance from elbow to fingertips on the average
adult is about 50 cm. Ten mm (1 cm) is about the width of this adult's little finger and 10 cm is about the width of the average hand.

Part B
Approximately what is the mass of the average adult in kilograms?

Hint 1. Converting between pounds and kilograms

1
Something that weighs 1 pound has a mass of about kg.
2

ANSWER:

80 kg

500 kg

1200 kg

Correct

Something that weighs 1 pound has a mass of about (1/2) kg . This is a useful conversion to keep in mind!

Significant Figures Conceptual Question

In the parts that follow select whether the number presented in statement A is greater than, less than, or equal to the number presented in statement B. Be sure to follow all of the rules concerning significant figures.

Part A

Statement A: 2.567 km, to two significant figures.

Statement B: 2.567 km, to three significant figures.
 Determine the correct relationship between the statements.

Hint 1. Rounding and significant figures

Rounding to a different number of significant figures changes a number. For example, consider the number 3.4536. This number has five significant figures. The following table illustrates the result of rounding
this number to different numbers of significant figures:
Four significant figures ⟹ 3.454

Three significant figures ⟹ 3.45

Two significant figures ⟹ 3.5
One significant figure ⟹ 3

Notice that, when rounding 3.4536 to one significant figure, since 0.4536 is less than 0.5, the result is 3, even though if you first rounded to two significant figures (3.5), the result would be 4.

ANSWER:

greater than

Statement A is less than Statement B.

equal to

Correct

Part B

Statement A: (2.567 km + 3.146 km), to two significant figures.

Statement B: (2.567 km, to two significant figures) + (3.146 km, to two significant figures).
Determine the correct relationship between the statements.

ANSWER:
 greater than

Statement A is less than Statement B.

equal to

Correct
Evaluate statement A as follows: (2.567 km + 3.146 km ) = 5.713 km to two significant figures is 5.7 km . Statement B evaluates as 2.6 km + 3.1 km = 5.7 km . Therefore, the two statements are equal.

Part C

Statement A: Area of a rectangle with measured length = 2.536 m and width = 1.4 m.
Statement B: Area of a rectangle with measured length = 2.536 m and width = 1.41 m.
Since you are not told specific numbers of significant figures to round to, you must use the rules for multiplying numbers while respecting significant figures. If you need a reminder, consult the hint.
Determine the correct relationship between the statements.

Hint 1. Significant figures and multiplication

When you multiply two numbers, the result should be rounded to the number of significant figures in the less accurate of the two numbers. For instance, if you multiply 2.413 (four significant figures) times 3.81
(three significant figures), the result should have three significant figures: 2.413 × 3.81 = 9.19. Similarly, 2 × 7.664323 = 20 , when significant figures are respected (i.e., 15.328646 rounded to one
significant figure).

ANSWER:

greater than

Statement A is less than Statement B.

equal to
 Correct

Evaluate statement A as follows: (2.536 m ) (1.4 m ) = 3.5504 m2 to two significant figures is 3.6 m2 . Statement B evaluates as (2.536 m ) (1.41 m ) = 3.57576 m2 to three significant figures is 3.58 m2 .
Therefore, statement A is greater than statement B.

± Scientific Notation

A number written in scientific notation has the form a × 10 k , where 1 ≤ a < 10 and k is an integer, that is, k is one of . . . −3, −2, −1, 0, 1, 2, 3....

Part A
Determine the values of a and k when 299, 790, 000 is written in scientific notation.
Enter a and k, separated by commas.

ANSWER:

a k, = 2.9979,8

Correct

The value 2.9979 × 10 8 is the magnitude of the speed of light in meters per second, to five significant figures. This is really fast: about 675 million miles per hour!

Part B
Determine the values of a and k when 0.51 is written in scientific notation.
Enter a and k, separated by commas.
ANSWER:

a k, = 5.1,-1

Correct
The value 0.51 is the magnitude of the energy associated with a stationary electron, sometimes called its "rest energy," expressed in millions of electron volts, or MeV.
Part C

Now consider the expression 4.0 × 10 3 + 4 × 10

2
. Determine the values of a and k when the value of this expression is written in scientific notation.
Enter a and k, separated by commas.

Hint 1. How to approach the problem

Write both numbers such that they have the same power of 10. In this case it would be best to choose the common power to be either 3 or 2, since these are the two that appear in the expression given. Now
you can add the factors that are multiplied by 10 n . For example, 2 × 10 13 + 3 × 10 13 = 5 × 10 13 .

ANSWER:

a k , = 4.4,3

Correct

The value 4 × 10 3 = 4000 is the approximate radius of the earth in miles.

Part D
Finally, consider the expression
−11 24
(6.67×10 )(5.97×10 )

6 2
.
(6.38×10 )

Determine the values of a and k when the value of this expression is written in scientific notation.
Enter a and k, separated by commas.

Hint 1. A walk-through
2
Express all the numbers in the expression using scientific notation. To do this, recall that (a × 10 k ) = a
2
× 10
(2⋅k)
. Then you should get a fraction of the form
k k
(a1 ×10 1 )(a2 ×10 2 )

k
,
a3 ×10 3

or
k k
a1 ⋅a2 10 1 ⋅10 2
.
a3 k
10 3

To determine a, you have to divide a1 ⋅ a2 by a3 . This will often give you a number that is not between 1 and 10; in that case, you have to write it in scientific notation, for instance,
 a1 ⋅a2 k4

a3
= a4 × 10 .

The next step is to find k5 in the expression

k k
k5 10 1 ⋅10 2
10 = .
k
10 3

Do this by subtracting k3 from the sum of k1 and k2 :

k5 = (k1 + k2 ) − k3 .

The value of a you are looking for is equal to a4 ; k is equal to k4 + k5 .

ANSWER:

,
a k = 9.78,0

Correct
This is the magnitude of the acceleration experienced by a freely falling body near the surface of the earth, expressed in meters per second squared (m/s2 ). This acceleration is usually denoted by the
2
symbol g. You may learn later that this acceleration is related to the mass Me and radius Re of the earth as g = GMe /R
e
, where G = 6.67 × 10
−11 2
N ⋅ m /kg
2
is called the gravitational constant,
postulated by Sir Isaac Newton and first measured by Henry Cavendish in 1798.

Score Summary:
Your score on this assignment is 90.6%.
You received 11.78 out of a possible total of 13 points.