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Presentation
Chapter 5
Applying
Newtons Laws
Class Videos
Forces in Jumping
Solving Problems Using
Newtons Laws
PhETs
Lunar Lander
Forces in 1D
Friction
The Ramp
Text p. 125
A. 25 N
B. 50 N
C. 100 N
D. 200 N
A. 25 N
B. 50 N
C. 100 N
D. 200 N
Text: p. 126
2015 Pearson Education, Inc. Slide 5-21
Reading Question 5.1
Which of these objects is in equilibrium?
A. 20 N
B. 10 cos N
C. 10 sin N
D. 20 cos N
E. 20 sin N
A. 20 N
B. 10 cos N
C. 10 sin N
D. 20 cos N
E. 20 sin N
If her aim is true, the ball will just make it into the hole.
What are the components of w in the coordinate system
shown?
What are the components of w in the coordinate system
shown?
A. > 490 N
B. 490 N
C. < 490 N but not 0 N
D. 0N
A. > 490 N
B. 490 N
C. < 490 N but not 0 N
D. 0N
A. > 490 N
B. 490 N
C. < 490 N but not 0 N
D. 0N
A. > 490 N
B. 490 N
C. < 490 N but not 0 N
D. 0 N The bathroom scale would read 0 N.
Weight is reading of a scale on which the
object is stationary relative to the scale.
2015 Pearson Education, Inc. Slide 5-77
Example Problem
A 50-kg student gets in a 1000-kg elevator at rest. As the
elevator begins to move, she has an apparent weight of 600
N for the first 3 s. How far has the elevator moved, and in
which direction, at the end of 3 s?
A. n > mg
B. n = mg
C. n < mg
D. n=0
E. Not enough information to tell
A. n > mg
B. n = mg
C. n < mg
D. n=0
E. Not enough information
to judge the size of the
normal force
A. n > mg
B. n = mg
C. n < mg
D. n=0
E. Not enough information
to judge the size of the
normal force
A. fs > T
B. fs = T
C. fs < T
D. fs = smg
E. fs = 0
A. fs > T
B. fs = T Newtons first law
C. fs < T
D. fs = smg
E. fs = 0
Text: p. 140
2015 Pearson Education, Inc. Slide 5-106
QuickCheck 5.8
A. Yes
B. No
C. Not enough information to say
A. Yes
B. No 30 N < fs max = 40 N
C. Not enough information to say
A. Stops immediately.
B. Continues with the speed it had when the rope broke.
C. Continues speeding up for a short while, then slows
and stops.
D. Keeps its speed for a short while, then slows and stops.
E. Slows steadily until it stops.
A. Stops immediately.
B. Continues with the speed it had when the rope broke.
C. Continues speeding up for a short while, then slows
and stops.
D. Keeps its speed for a short while, then slows and stops.
E. Slows steadily until it stops.
Text: p. 144
Text: p. 144
Text: p. 144
Text: p. 144
Text: p. 144
Text: p. 144
Text: p. 145
2015 Pearson Education, Inc. Slide 5-136
QuickCheck 5.11
A. T1 > T2
B. T1 = T2
C. T1 < T2
D. Not enough information to tell
A. T1 > T2
B. T1 = T2
C. T1 < T2
D. Not enough information to tell
A. FB on H = FH on B = FA on B = FB on A
B. FB on H = FH on B > FA on B = FB on A
C. FB on H = FH on B < FA on B = FB on A
D. FH on B = FH on A > FA on B
A. FB on H = FH on B = FA on B = FB on A
B. FB on H = FH on B > FA on B = FB on A
C. FB on H = FH on B < FA on B = FB on A
D. FH on B = FH on A > FA on B
The two masses are at rest. The pulleys are frictionless. The
scale is in kg. The scale reads
A. 0 kg
B. 5 kg
C. 10 kg
The two masses are at rest. The pulleys are frictionless. The
scale is in kg. The scale reads
A. 0 kg
B. 5 kg
C. 10 kg
Text: p. 148
A. T < mg
B. T = mg
C. T > mg
A. T < mg
B. T = mg
Tension has to be
C. T > mg less than mg for
the block to have
a downward
acceleration.
This is also the acceleration with which the set falls. If the
ropes tension was needed, we could now find it from
T = mMaMy+ mMg.
ASSESS If the stagehand werent holding on, the set would
fall with free-fall acceleration g. The stagehand acts as a
counterweight to reduce the acceleration.
Text: p. 152
2015 Pearson Education, Inc. Slide 5-169
Summary: General Strategy
Text: p. 152
2015 Pearson Education, Inc. Slide 5-170
Summary: Important Concepts
Text: p. 152
2015 Pearson Education, Inc. Slide 5-171
Summary: Important Concepts
Text: p. 152
Text: p. 152
2015 Pearson Education, Inc. Slide 5-173
Summary: Applications
Text: p. 152
Text: p. 152
Text: p. 152
Text: p. 152
Text: p. 152
Text: p. 152