Transcript Conceptual Physical Science 5e – Chapter 1

Conceptual Physical Science 5e – Chapter 1
Conceptual
Physical
Science
5th Edition
Chapter 1:
Patterns of Motion
and Equilibrium
© 2012 Pearson Education, Inc.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The force due to gravity on a body is the body’s
A.
B.
C.
D.
mass.
weight.
density.
All of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The force due to gravity on a body is the body’s
A.
B.
C.
D.
mass.
weight.
density.
All of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When the mass of an object is compared to its volume, the
concept is
A.
B.
C.
D.
mass.
weight.
volume.
density.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When the mass of an object is compared to its volume, the
concept is
A.
B.
C.
D.
mass.
weight.
volume.
density.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When we say that 1 kilogram weighs 10 N, we mean that
A.
B.
C.
D.
1 kg is 10 N.
it’s true at Earth’s surface.
it’s true everywhere.
mass and weight are one and the same.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When we say that 1 kilogram weighs 10 N, we mean that
A.
B.
C.
D.
1 kg is 10 N.
it’s true at Earth’s surface.
it’s true everywhere.
mass and weight are one and the same.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The mass of 1 kilogram of iron
A.
B.
C.
D.
is less on the Moon.
is the same on the Moon.
is greater on the Moon.
weighs the same everywhere.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The mass of 1 kilogram of iron
A.
B.
C.
D.
is less on the Moon.
is the same on the Moon.
is greater on the Moon.
weighs the same everywhere.
Comment:
But is the weight of 1 kg of iron the same on the Earth and the
Moon?
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A pair of 3-N and 4-N forces CANNOT have a resultant of
A.
B.
C.
D.
0 N.
1 N.
7 N.
But it can have any of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A pair of 3-N and 4-N forces CANNOT have a resultant of
A.
B.
C.
D.
0 N.
1 N.
7 N.
But it can have any of the above.
Explanation:
When parallel, the two vectors can add to 7 N or subtract to 1 N.
They cannot cancel to zero.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A pair of parallel forces of 8 N and 12 N can have a
resultant of
A.
B.
C.
D.
4 N.
20 N.
Both of the above.
Neither of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A pair of parallel forces of 8 N and 12 N can have a
resultant of
A.
B.
C.
D.
4 N.
20 N.
Both of the above.
Neither of the above.
Explanation:
When parallel, 12 N + 8 N = 20 N, or 12 N – 8 N = 4 N.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The equilibrium rule, F = 0, applies to
A.
B.
C.
D.
objects or systems at rest.
objects or systems in uniform motion in a straight line.
Both of the above.
None of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The equilibrium rule, F = 0, applies to
A.
B.
C.
D.
objects or systems at rest.
objects or systems in uniform motion in a straight line.
Both of the above.
None of the above.
Comment:
We say objects moving with uniform motion in a straight line are
not accelerating.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When you stand on two bathroom scales, with more weight
on one scale than on the other, the readings on both scales
will
A.
B.
C.
D.
cancel to zero.
add to equal your weight.
add to be somewhat less than your weight.
add to be somewhat more than your weight.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When you stand on two bathroom scales, with more weight
on one scale than on the other, the readings on both scales
will
A.
B.
C.
D.
cancel to zero.
add to equal your weight.
add to be somewhat less than your weight.
add to be somewhat more than your weight.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When Nellie Newton hangs by a pair of vertical ropes, the
tension in each rope will be
A.
B.
C.
D.
less than half her weight.
half her weight.
more than half her weight.
equal to her weight.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When Nellie Newton hangs by a pair of vertical ropes, the
tension in each rope will be
A.
B.
C.
D.
less than half her weight.
half her weight.
more than half her weight.
equal to her weight.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When an airplane flies horizontally at constant speed in a
straight line, the air drag on the plane is
A.
B.
C.
D.
less than the amount of thrust.
equal to the amount of thrust.
more than the amount of thrust.
None of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When an airplane flies horizontally at constant speed in a
straight line, the air drag on the plane is
A.
B.
C.
D.
less than the amount of thrust.
equal to the amount of thrust.
more than the amount of thrust.
None of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When an airplane flying horizontally in a straight line gains
speed, the thrust on the plane is
A.
B.
C.
D.
less than the amount of air drag.
equal to the amount of air drag.
more than the amount of air drag.
None of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When an airplane flying horizontally in a straight line gains
speed, the thrust on the plane is
A.
B.
C.
D.
less than the amount of air drag.
equal to the amount of air drag.
more than the amount of air drag.
None of the above.
Explanation:
In gaining speed, the net force is greater than zero in the direction
of the thrust, so thrust exceeds air drag. It is not in equilibrium.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The force of friction between materials sliding against each
other depends on
A.
B.
C.
D.
the kind of materials.
the roughness of the materials.
the force with which they are pressed together.
All of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The force of friction between materials sliding against each
other depends on
A.
B.
C.
D.
the kind of materials.
the roughness of the materials.
the force with which they are pressed together.
All of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The difference between speed and velocity mostly involves
A.
B.
C.
D.
amount.
direction.
acceleration.
All of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The difference between speed and velocity mostly involves
A.
B.
C.
D.
amount.
direction.
acceleration.
All of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The kind of speed you read on a speedometer is
A.
B.
C.
D.
average speed.
instantaneous speed.
changing speed.
constant speed.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The kind of speed you read on a speedometer is
A.
B.
C.
D.
average speed.
instantaneous speed.
changing speed.
constant speed.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
Distance traveled is equal to average speed multiplied by
A.
B.
C.
D.
distance.
time.
acceleration.
instantaneous speed.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
Distance traveled is equal to average speed multiplied by
A.
B.
C.
D.
distance.
time.
acceleration.
instantaneous speed.
Comment:
total distance traveled
travel time
total distance traveled  average speed  travel time
© 2012 Pearson Education, Inc.
average speed 
Conceptual Physical Science 5e – Chapter 1
Constant speed in a constant direction is
A.
B.
C.
D.
constant velocity.
acceleration.
Both of the above.
Neither of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
Constant speed in a constant direction is
A.
B.
C.
D.
constant velocity.
acceleration.
Both of the above.
Neither of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A hungry bee looking directly ahead sees a flower in a
5-m/s breeze. When it gets to the flower, how fast and in
what direction should it fly in order to hover above the
flower?
A.
B.
C.
D.
The bee should fly 5 m/s into the breeze.
The bee should fly 5 m/s away from the breeze.
The bee will not be able to fly in a 5-m/s breeze.
The bee will not be able to reach the flower.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A hungry bee looking directly ahead sees a flower in a
5-m/s breeze. When it gets to the flower, how fast and in
what direction should it fly in order to hover above the
flower?
A.
B.
C.
D.
The bee should fly 5 m/s into the breeze.
The bee should fly 5 m/s away from the breeze.
The bee will not be able to fly in a 5-m/s breeze.
The bee will not be able to reach the flower.
Explanation:
When just above the flower, it should fly at 5-m/s into the breeze
in order to hover at rest. This is why bees grip onto a flower to
prevent from being blown off.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When a car rounds a curve, it is
A.
B.
C.
D.
moving uniformly.
accelerating.
in rotational equilibrium.
changing its speed.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When a car rounds a curve, it is
A.
B.
C.
D.
moving uniformly.
accelerating.
in rotational equilibrium.
changing its speed.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When a bird flies at 8 km/h in an 8-km/h headwind (moving
against the wind), the speed of the bird relative to the
ground is
A.
B.
C.
D.
zero.
8 km/h.
16 km/h.
more than 16 km/h.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When a bird flies at 8 km/h in an 8-km/h headwind (moving
against the wind), the speed of the bird relative to the
ground is
A.
B.
C.
D.
zero.
8 km/h.
16 km/h.
more than 16 km/h.
Comment:
And if it turns around and flies with the wind, its ground speed will
be 16 km/h.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
If a motor vehicle increases its speed by 4 km/h each
second, its acceleration is
A.
B.
C.
D.
4 km/h.
4 km/h per second.
4 m/s per second.
4 m/s.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
If a motor vehicle increases its speed by 4 km/h each
second, its acceleration is
A.
B.
C.
D.
4 km/h.
4 km/h per second.
4 m/s per second.
4 m/s.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When a ball rolling down an inclined plane gains 4 m/s
each second, the acceleration of the ball is
A.
B.
C.
D.
0.
4 m/s.
4 m/s2.
None of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When a ball rolling down an inclined plane gains 4 m/s
each second, the acceleration of the ball is
A.
B.
C.
D.
0.
4 m/s.
4 m/s2.
None of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A body undergoes acceleration whenever there is a change
in its
A.
B.
C.
D.
speed.
velocity.
direction.
All of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A body undergoes acceleration whenever there is a change
in its
A.
B.
C.
D.
speed.
velocity.
direction.
All of the above.
Explanation:
The figure says it all!
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A ball initially at rest rolls along a pair of equal-length
tracks A and B. It will roll faster when
A.
B.
C.
D.
in the dip of track B.
at the end of track B.
either in the dip or at the end of track B.
at the end of track A.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A ball initially at rest rolls along a pair of equal-length
tracks A and B. It will roll faster when
A.
B.
C.
D.
in the dip of track B.
at the end of track B.
either in the dip or at the end of track B.
at the end of track A.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A ball rolls along equal-length tracks A and B. Due to
increased speed in the dip, it will have an overall greater
average speed on track
A.
B.
C.
D.
A.
B.
Both the same.
Neither of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A ball rolls along equal-length tracks A and B. Due to
increased speed in the dip, it will have an overall greater
average speed on track
A.
B.
C.
D.
A.
B.
Both the same.
Neither of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A ball rolls along equal-length tracks A and B. It will reach
the end of track B
A.
B.
C.
D.
sooner than along track A.
at the same time as along track A.
later than along track A.
None of these make sense.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
A ball rolls along equal-length tracks A and B. It will reach
the end of track B
A.
B.
C.
D.
sooner than along track A.
at the same time as along track A.
later than along track A.
None of these make sense.
Comment:
So Ball B wins the race, but at the same final speed!
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
If you drop a boulder from a tall cliff, as it falls it will gain
A.
B.
C.
D.
10 m/s of speed each second.
more and more speed each second.
equal amount of falling distance each second.
All of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
If you drop a boulder from a tall cliff, as it falls it will gain
A.
B.
C.
D.
10 m/s of speed each second.
more and more speed each second.
equal amount of falling distance each second.
All of the above.
Comment:
Answer B is incorrect, for a boulder in free fall
gains the same amount of speed each second.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
After being dropped from the top of a high building, a freefalling object has a speed of 30 m/s at one instant. Exactly
1 second earlier, its speed was
A.
B.
C.
D.
the same.
10 m/s.
20 m/s.
40 m/s.
Explanation:
A free-falling object changes its speed by 10 m/s each second. 30
m/s – 10 m/s = 20 m/s. If it were moving upward, technically still in
“free fall,” its speed 1 second earlier would be 40 m/s.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
After being dropped from the top of a high building, a freefalling object has a speed of 30 m/s at one instant. Exactly
1 second earlier, its speed was
A.
B.
C.
D.
the same.
10 m/s.
20 m/s.
40 m/s.
Explanation:
A free-falling object changes its speed by 10 m/s each second.
30 m/s – 10 m/s = 20 m/s. If it were moving upward, technically
still in “free fall,” its speed 1 second earlier would be 40 m/s.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
Toss a ball straight upward, and each second on the way to
the top it
A.
B.
C.
D.
loses 10 m/s in speed.
accelerates upward.
Both of the above.
Neither of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
Toss a ball straight upward, and each second on the way to
the top it
A.
B.
C.
D.
loses 10 m/s in speed.
accelerates upward.
Both of the above.
Neither of the above.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When a ball is tossed straight upward, the direction of its
acceleration is
A.
B.
C.
D.
upward also.
downward, toward Earth’s center.
actually horizontal.
at some sort of a strange angle.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
When a ball is tossed straight upward, the direction of its
acceleration is
A.
B.
C.
D.
upward also.
downward, toward Earth’s center.
actually horizontal.
at some sort of a strange angle.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The longest that anyone in your school can be in the air
when jumping straight upward, landing at the same place,
is
A.
B.
C.
D.
less than 1 second.
about 1 second.
about 2 seconds.
more than 2 seconds.
© 2012 Pearson Education, Inc.
Conceptual Physical Science 5e – Chapter 1
The longest that anyone in your school can be in the air
when jumping straight upward, landing at the same place,
is
A.
B.
C.
D.
less than 1 second.
about 1 second.
about 2 seconds.
more than 2 seconds.
Comment:
Even basketball legend Michael Jordan had a hang time of less
than 1 second.
© 2012 Pearson Education, Inc.