masses‚ but the net force applied to #1 is 20 N and to #2 is 400 N. The acceleration | of each piece of kryptonite is the same. | | depends on the weight of each piece of kryptonite. | | of #2 is larger. | | of #1 is larger. | 6. A car rounds a curve while maintaining constant speed. The correct statement is: | The velocity of the car is constant. | | The velocity of the car is zero. | | The acceleration of the car is zero. | | No net force acts on the car. | | A net force
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to show that the acceleration is proportional to the force causing the motion. Theory Newton’s second law of motion states that the acceleration of an object is directly proportional to the net force acting on the object and inversely proportional to the total mass. a = net force/ total mass If an object is acted on by a net force ‚ it will experience an acceleration that is equal to the net force divided by the mass. Because the net force is a vector‚ the acceleration is also a vector‚
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Question 1 Three months ago‚ a fictional preschooler who will be referred to as K.M. experienced a traumatic event. While K.M. was in the kitchen with her mother and her 2-year-old brother‚ A.M.‚ she witnessed A.M. spill a hot kettle of water all over his body. This spill resulted in burns on A.M.’s chest and neck‚ which caused him to start screaming and crying. K.M. was very frightened‚ but was not able to be comforted‚ as her mother was tending to A.M.’s wounds and calling K.M.’s father to let
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See also 5 Notes and references 6 Further reading 7 External links Formula The magnitude of the centripetal force on an object of mass m moving at tangential speed v along a path with radius of curvature r is:[5] where is the centripetal acceleration. The direction of the force is toward the center of the
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purpose of this lab was to prove Newton’s 2nd Law; which states accelerate equals force divided by mass (a=F/m). During this lab we were trying to find out the relationship between acceleration‚ force‚ and mass by using a air track‚ glider with picket fence‚ and photogates. Before I did the lab‚ I had already knew that acceleration‚ force‚ and mass were related. I just didn’t know how they were related. When recording the results of this lab we had to record the applied force in Newton’s. Newtons’s is a
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an Incline Lab Kennedy Van Allen SPH 4U1 February 20‚ 2014 M. Reid Purpose: To determine both qualitative and quantitative properties of the motion of a cart on an inclined plane on position vs. time‚ velocity vs. time and acceleration vs. time graphs. Question: Which properties of the cart’s motion can be determined from examining each of the three graphs? Hypothesis: The predictions on the type of motion demonstrated by the cart-qualitatively- are shown below.
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Lab 3: Newton’s Second Law: The Atwood Machine Introduction: In the study of physics a lot of the basics were put in place by Isaac Newton. Out of the 3 laws of motion he had declared the second law states that force equals mass times acceleration (F=ma). The Atwood machine is a machine that has a pulley in the air and a string running through the pulley‚ some kind of mass is suspended by each end of the string. When the suspended masses are unequal‚ the system will accelerate towards the direction
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On November 12‚ 1984‚ Dethorne Graham was starting to recognize the onset of a diabetic reaction. He knew what he needed and he asked one of his friends to drive him to the nearest convenience store. Graham walked away from the car towards the convenience store without noticing the police officer‚ Connor‚ that was sitting across the road. Although once Graham got in the store and realized how many people were in the store he quickly walked out thinking it would be faster to go somewhere else. Connor
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LAB WRITE-UP NAME: Gabriel-Ohanu Emmanuel PARTNER: Baptiste Gilman TITLE: Graph Matching PURPOSE: The purpose of the experiment was to analyze the motion of a student walking along a straight line in front of the motion detector moving back and forward with different speed trying to match the graph provided. To also understand and interpret graphs of distance vs time and velocity vs time. To also know what the slopes of the each graph represent which tells how far the student travelled
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scale and the person experience acceleration. This will change the contact force (the Normal Force) between the person and the scale. Let’s look at several cases. We will assume that Up is the positive direction and Down is the negative direction. Case 1: No acceleration of elevator If the acceleration of the elevator is zero‚ then there are two possible scenarios; the elevator can be at rest (stationary‚ zero velocity) or moving with a constant speed (no acceleration if velocity does not change).
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