All of these forces taken together can cause a change in motion of an object. Fill in the spring-scale readings that show how much force she must exert. Let's explore the Second Law. In other words, we are using the terms to define each other, and this is not a good technique. The vector sum of all of the forces acting on an object is the net force. Complete the questions to the best of your ability.
You may want to refer to the information in the previous lesson. Both blocks have the same mass m. The same, 60 J 4. To understand this law, there are several terms that we must discuss. What is the tension in each strand? Let's express this in mathematical terminology. The woman supports a 100-N load with the friction-free pulley systems shown below. Acceleration and net force are directly proportional.
Fill in the blanks for the six systems shown. B falls vertically and drags A horizontally. We have previously explored this topic in Galileo Gardens with some of the graphing activities. A 600-N block is lifted by the friction-free pulley system shown. What is the tension in the end held by the man? What is the ideal mechanical advantage of the pulley system? Review the tutorial as needed to develop your understanding of the concepts. This can be confusing because matter is defined as anything that has mass and volume. How many strands of rope support the 600-N weight? This means that both a magnitude and direction are necessary for a complete description.
In Kepler Kingdom we explored this term and looked at mathematical relationships related to this topic. Read each definition and accompanying comments. . Remember that force is a vector quantity. We have previously explored this topic in Galileo Gardens with the various graphing activities.
Newton's Second Law states that the acceleration of an object is directly proportional to the net force acting on the object, is in the direction of the net force, and is inversely proportional to the mass of the object. It also means that as one quantity decreases, the other quantity decreases, too. We have previously discussed force in our study of vector quantities. If the man pulls his end down 60 cm, how many cm will the weight rise? We learned that acceleration is a change in motion, but we did not study the cause of the change in motion. I also want to mention that I once was in a discussion with several physics teachers regarding the definition of mass.
I like the definition Paul Hewitt gives in his textbook Conceptual Physics. Name Class Date Concept-Development Practice Page 9-2 Conservation of Energy 1. You may want to print this for your notebook. From this definition we learn that more than one force can act on an object at a given time. Please review each section as often as needed. .
. . . . . . .
. . . . .
. . . . .
. . . . .