GSC109 01 lecture outline
- 1. © 2012 Pearson Education, Inc. Conceptual Physical Science 5th Edition Chapter 1: PATTERNS OF MOTION AND EQUILIBRIUM © 2012 Pearson Education, Inc.
- 2. © 2012 Pearson Education, Inc. This lecture will help you understand: • Aristotle on Motion • Galileo’s Concept of Inertia • Mass—A Measure of Inertia • Net Force • The Equilibrium Rule • Support Force • Dynamic Equilibrium • The Force of Friction • Speed and Velocity • Acceleration
- 3. © 2012 Pearson Education, Inc. Aristotle on Motion Aristotle classified motion into two kinds: • Natural motion – motion that is straight up or straight down • Violent motion – imposed motion resulting from an external push or pull
- 4. © 2012 Pearson Education, Inc. Galileo’s Concept of Inertia Italian scientist Galileo demolished Aristotle’s assertions in early 1500s. In the absence of a force, objects once set in motion tend to continue moving indefinitely.
- 5. © 2012 Pearson Education, Inc. Galileo’s Concept of Inertia Legend of the Leaning Tower of Pisa: Galileo showed that dropped objects fall to the ground at the same time when air resistance is negligible.
- 6. © 2012 Pearson Education, Inc. Galileo’s Concept of Inertia Discovery: In the absence of friction, no force is necessary to keep a horizontally moving object moving.
- 7. © 2012 Pearson Education, Inc. Galileo’s Concept of Inertia Experiment: Balls rolling down inclined planes and then up others tend to roll back up to their original heights.
- 8. © 2012 Pearson Education, Inc. Galileo’s Concept of Inertia Conclusion: The tendency of a moving body to keep moving is natural—every material object resists change in its state of motion. This property of things to resist change is called inertia.
- 9. © 2012 Pearson Education, Inc. The use of inclined planes for Galileo’s experiments helped him to A. eliminate the acceleration of free fall. B. discover the concept of energy. C. discover the property called inertia. D. discover the concept of momentum. Galileo’s Concept of Inertia CHECK YOUR NEIGHBOR
- 10. © 2012 Pearson Education, Inc. The use of inclined planes for Galileo’s experiments helped him to A. eliminate the acceleration of free fall. B. discover the concept of energy. C. discover the property called inertia. D. discover the concept of momentum. Explanation: Note that inertia is a property of matter, not a reason for the behavior of matter. Galileo’s Concept of Inertia CHECK YOUR ANSWER
- 11. © 2012 Pearson Education, Inc. Mass—A Measure of Inertia The amount of inertia possessed by an object depends on the amount of matter—the amount of material that composes it—its mass: greater mass ⇒ greater inertia smaller mass ⇒ smaller inertia
- 12. © 2012 Pearson Education, Inc. Mass—A Measure of Inertia Mass • Quantity of matter in an object • Measure of inertia or sluggishness that an object exhibits in response to any effort made to start it, stop it, or change its state of motion in any way
- 13. © 2012 Pearson Education, Inc. Mass—A Measure of Inertia Weight • Amount of gravitational pull on an object • Proportional to mass Twice the mass ⇒ twice the weight Half the mass ⇒ half the weight
- 14. © 2012 Pearson Education, Inc. Mass—A Measure of Inertia Mass versus volume: • Mass involves how much matter an object contains • Volume involves how much space an object occupies
- 15. © 2012 Pearson Education, Inc. The concept of inertia mostly involves A. mass. B. weight. C. volume. D. density. Mass—A Measure of Inertia CHECK YOUR NEIGHBOR
- 16. © 2012 Pearson Education, Inc. The concept of inertia mostly involves A. mass. B. weight. C. volume. D. density. Explanation : Anybody get this wrong? Check the title of this slide! :-) Mass—A Measure of Inertia CHECK YOUR ANSWER
- 17. © 2012 Pearson Education, Inc. Mass—A Measure of Inertia Kilogram • standard unit of measurement for mass • on Earth’s surface, 1 kg of material weighs 10 newtons • away from Earth (on the Moon), 1 kg of material weighs less than 10 newtons
- 18. © 2012 Pearson Education, Inc. When the string is pulled down slowly, the top string breaks, which best illustrates the A. weight of the ball. B. mass of the ball. C. volume of the ball. D. density of the ball. Mass—A Measure of Inertia CHECK YOUR NEIGHBOR
- 19. © 2012 Pearson Education, Inc. When the string is pulled down slowly, the top string breaks, which best illustrates the A. weight of the ball. B. mass of the ball. C. volume of the ball. D. density of the ball. Explanation: Tension in the top string is the pulling tension plus the weight of the ball, both of which break the top string. Mass—A Measure of Inertia CHECK YOUR ANSWER
- 20. © 2012 Pearson Education, Inc. When the string is pulled down quickly, the bottom string breaks, which best illustrates the A. weight of the ball. B. mass of the ball. C. volume of the ball. D. density of the ball. Mass—A Measure of Inertia CHECK YOUR NEIGHBOR
- 21. © 2012 Pearson Education, Inc. When the string is pulled down quickly, the bottom string breaks, which best illustrates the A. weight of the ball. B. mass of the ball. C. volume of the ball. D. density of the ball. Explanation: It is the “laziness” of the ball that keeps it at rest resulting in the breaking of the bottom string. Mass—A Measure of Inertia CHECK YOUR ANSWER
- 22. © 2012 Pearson Education, Inc. Mass—A Measure of Inertia Measure of compactness Density is the measure of how much mass occupies a given space Equation for density: Density = in grams per cubic centimeter or kilograms per cubic meter mass volume
- 23. © 2012 Pearson Education, Inc. The density of 1 kilogram of iron is A. less on the Moon. B. the same on the Moon. C. greater on the Moon. D. All of the above. Mass—A Measure of Inertia CHECK YOUR NEIGHBOR
- 24. © 2012 Pearson Education, Inc. The density of 1 kilogram of iron is A. less on the Moon. B. the same on the Moon. C. greater on the Moon. D. All of the above. Explanation: Both mass and volume of 1 kilogram of iron is the same everywhere, so density is the same everywhere. Mass—A Measure of Inertia CHECK YOUR ANSWER
- 25. © 2012 Pearson Education, Inc. Net Force Force simply a push or a pull Net force • combination of all forces that act on an object • changes an object’s motion
- 26. © 2012 Pearson Education, Inc. A cart is pushed to the right with a force of 15 N while being pulled to the left with a force of 20 N. The net force on the cart is A. 5 N to the left. B. 5 N to the right. C. 25 N to the left. D. 25 N to the right. Net Force CHECK YOUR NEIGHBOR
- 27. © 2012 Pearson Education, Inc. A cart is pushed to the right with a force of 15 N while being pulled to the left with a force of 20 N. The net force on the cart is A. 5 N to the left. B. 5 N to the right. C. 25 N to the left. D. 25 N to the right. Net Force CHECK YOUR ANSWER
- 28. © 2012 Pearson Education, Inc. The Equilibrium Rule The equilibrium rule: The vector sum of forces acting on a non- accelerating object or system of objects equals zero. Mathematical notation: ΣF = 0.
- 29. © 2012 Pearson Education, Inc. The equilibrium rule, ΣF = 0, applies to A. vector quantities. B. scalar quantities. C. Both of the above. D. Neither of the above. The Equilibrium Rule CHECK YOUR NEIGHBOR
- 30. © 2012 Pearson Education, Inc. The equilibrium rule, ΣF = 0, applies to A. vector quantities. B. scalar quantities. C. Both of the above. D. Neither of the above. Explanation: Vector addition takes into account + and – quantities that can cancel to zero. Two forces (vectors) can add to zero, but there is no way that two masses (scalars) can add to zero. The Equilibrium Rule CHECK YOUR ANSWER
- 31. © 2012 Pearson Education, Inc. Support Force Support force • is force that supports an object on the surface against gravity • is also normal force
- 32. © 2012 Pearson Education, Inc. When you stand on two bathroom scales, with one foot on each scale and weight evenly distributed, each scale will read A. your weight. B. half your weight. C. zero. D. actually more than your weight. Support Force CHECK YOUR NEIGHBOR
- 33. © 2012 Pearson Education, Inc. When you stand on two bathroom scales, with one foot on each scale and weight evenly distributed, each scale will read A. your weight. B. half your weight. C. zero. D. actually more than your weight. Explanation: You are at rest on the scales, so ΣF = 0. The sum of the two upward support forces is equal to your weight. Support Force CHECK YOUR ANSWER
- 34. © 2012 Pearson Education, Inc. Dynamic Equilibrium An object that moves at constant velocity is in equilibrium. When two or more forces cancel to zero on a moving object, then the object is in equilibrium.
- 35. © 2012 Pearson Education, Inc. A bowling ball is in equilibrium when it A. is at rest. B. moves steadily in a straight-line path. C. Both of the above. D. None of the above. Dynamic Equilibrium CHECK YOUR NEIGHBOR
- 36. © 2012 Pearson Education, Inc. A bowling ball is in equilibrium when it A. is at rest. B. moves steadily in a straight-line path. C. Both of the above. D. None of the above. Dynamic Equilibrium CHECK YOUR ANSWER
- 37. © 2012 Pearson Education, Inc. The Force of Friction Friction • the resistive force that opposes the motion or attempted motion of an object through a fluid or past another object with which it is in contact • always acts in a direction to oppose motion
- 38. © 2012 Pearson Education, Inc. The Force of Friction Friction (continued) • between two surfaces, the amount depends on the kinds of material and how much they are pressed together • due to surface bumps and also to the stickiness of atoms on the surfaces of the two materials
- 39. © 2012 Pearson Education, Inc. The force of friction can occur A. with sliding objects. B. in water. C. in air. D. All of the above. The Force of Friction CHECK YOUR NEIGHBOR
- 40. © 2012 Pearson Education, Inc. The force of friction can occur A. with sliding objects. B. in water. C. in air. D. All of the above. Explanation: Friction can also occur for objects at rest. If you push horizontally on your book and it doesn’t move, then friction between the book and the table is equal and opposite to your push. The Force of Friction CHECK YOUR ANSWER
- 41. © 2012 Pearson Education, Inc. When Nellie pushes a crate across a factory floor at constant speed, the force of friction between the crate and the floor is A. less than Nellie’s push. B. equal to Nellie’s push. C. equal and opposite to Nellie’s push. D. more than Nellie’s push. The Force of Friction CHECK YOUR NEIGHBOR
- 42. © 2012 Pearson Education, Inc. When Nellie pushes a crate across a factory floor at constant speed, the force of friction between the crate and the floor is A. less than Nellie’s push. B. equal to Nellie’s push. C. equal and opposite to Nellie’s push. D. more than Nellie’s push. The Force of Friction CHECK YOUR ANSWER
- 43. © 2012 Pearson Education, Inc. When Nellie pushes a crate across a factory floor at an increasing speed, the amount of friction between the crate and the floor is A. less than Nellie’s push. B. equal to Nellie’s push. C. equal and opposite to Nellie’s push. D. more than Nellie’s push. The Force of Friction CHECK YOUR NEIGHBOR
- 44. © 2012 Pearson Education, Inc. When Nellie pushes a crate across a factory floor at an increasing speed, the amount of friction between the crate and the floor is A. less than Nellie’s push. B. equal to Nellie’s push. C. equal and opposite to Nellie’s push. D. more than Nellie’s push. Explanation: The increasing speed indicates a net force greater than zero. Her push is greater than the friction force. The crate is not in equilibrium. The Force of Friction CHECK YOUR ANSWER
- 45. © 2012 Pearson Education, Inc. Speed and Velocity Speed is described as the distance covered per amount of travel time Equation for speed: Speed = distance covered travel time
- 46. © 2012 Pearson Education, Inc. Speed and Velocity Average speed • is total distance traveled divided by travel time • equation: average speed = Instantaneous speed • is speed at any instant of time total distance covered travel time
- 47. © 2012 Pearson Education, Inc. The average speed in driving 30 km in 1 hour is the same average speed as driving A. 30 km in one-half hour. B. 30 km in two hours. C. 60 km in one-half hour. D. 60 km in two hours. Speed and Velocity CHECK YOUR NEIGHBOR
- 48. © 2012 Pearson Education, Inc. The average speed in driving 30 km in 1 hour is the same average speed as driving A. 30 km in one-half hour. B. 30 km in two hours. C. 60 km in one-half hour. D. 60 km in two hours. Speed and Velocity CHECK YOUR ANSWER
- 49. © 2012 Pearson Education, Inc. Motion is Relative • Everything is always moving. • At this moment, your speed relative to the Sun is about 100,000 kilometers per hour. • When we say a space shuttle travels at 30,000 kilometers per hour, we mean relative to the Earth.
- 50. © 2012 Pearson Education, Inc. A hungry bee sees a flower in a 5-m/s breeze. How fast and in what direction should the bee fly in order to hover above the flower? A. It should fly toward the flower, then at 5 m/s into the breeze. B. It should fly with the breeze at 5 m/s away from the flower. C. The bee will not be able to fly in a 5-m/s breeze. D. The bee will not be able to reach the flower. Explanation: When just above the flower, it should fly at 5 m/s in order to hover at rest. This is why bees grip onto a flower to prevent from being blown off. Motion is Relative CHECK YOUR NEIGHBOR
- 51. © 2012 Pearson Education, Inc. A hungry bee sees a flower in a 5-m/s breeze. How fast and in what direction should the bee fly in order to hover above the flower? A. It should fly toward the flower, then at 5 m/s into the breeze. B. It should fly with the breeze at 5 m/s away from the flower. C. The bee will not be able to fly in a 5-m/s breeze. D. The bee will not be able to reach the flower. Explanation: When just above the flower, it should fly at 5-m/s in order to hover at rest. This is why bees grip onto a flower to prevent from being blown off. Motion is Relative CHECK YOUR ANSWER
- 52. © 2012 Pearson Education, Inc. Acceleration Galileo first formulated the concept of acceleration in his experiments with inclined planes.
- 53. © 2012 Pearson Education, Inc. Acceleration Acceleration is the rate at which velocity changes with time. The change in velocity may be in magnitude, in direction, or both. Equation for acceleration: Acceleration = change of velocity time interval
- 54. © 2012 Pearson Education, Inc. An automobile cannot maintain a constant speed when A. accelerating. B. rounding a curve. C. Both of the above. D. None of the above. Acceleration CHECK YOUR NEIGHBOR
- 55. © 2012 Pearson Education, Inc. An automobile cannot maintain a constant speed when A. accelerating. B. rounding a curve. C. Both of the above. D. None of the above. Explanation: When rounding a curve, the automobile is accelerating, for it is changing direction. Acceleration CHECK YOUR ANSWER
- 56. © 2012 Pearson Education, Inc. Acceleration and velocity are actually A. much the same as each other. B. rates, but for different quantities. C. the same when direction is not a factor. D. the same for free-fall situations. Acceleration CHECK YOUR NEIGHBOR
- 57. © 2012 Pearson Education, Inc. Acceleration and velocity are actually A. much the same as each other. B. rates, but for different quantities. C. the same when direction is not a factor. D. the same for free-fall situations. Explanation: Velocity is the rate at which distance changes with time; acceleration is the rate at which velocity changes with time. Acceleration CHECK YOUR ANSWER
- 58. © 2012 Pearson Education, Inc. Acceleration Free fall When the only force acting on a falling object is gravity, (with negligible air resistance), the object is in a state of free fall.
- 59. © 2012 Pearson Education, Inc. If a falling object gains 10 m/s each second it falls, its acceleration is A. 10 m/s. B. 10 m/s per second. C. Both of the above. D. Neither of the above. Acceleration CHECK YOUR NEIGHBOR
- 60. © 2012 Pearson Education, Inc. If a falling object gains 10 m/s each second it falls, its acceleration is A. 10 m/s. B. 10 m/s per second. C. Both of the above. D. Neither of the above. Explanation: It is common to express 10 m/s per second as 10 m/s/s, or 10 m/s2 . Acceleration CHECK YOUR ANSWER
- 61. © 2012 Pearson Education, Inc. A free-falling object has a speed of 30 m/s at one instant. Exactly one second later its speed will be A. the same. B. 35 m/s. C. more than 35 m/s. D. 60 m/s. Acceleration CHECK YOUR NEIGHBOR
- 62. © 2012 Pearson Education, Inc. A free-falling object has a speed of 30 m/s at one instant. Exactly one second later its speed will be A. the same. B. 35 m/s. C. more than 35 m/s. D. 60 m/s. Explanation: One second later its speed will be 40 m/s, which is more than 35 m/s. Acceleration CHECK YOUR ANSWER
- 63. © 2012 Pearson Education, Inc. The distance fallen by a free-falling body A. remains constant each second of fall. B. increases each second when falling. C. decreases each second when falling. D. None of the above. Acceleration CHECK YOUR NEIGHBOR
- 64. © 2012 Pearson Education, Inc. The distance fallen by a free-falling body A. remains constant each second of fall. B. increases each second when falling. C. decreases each second when falling. D. None of the above. Explanation: See Table 1.2 for verification of this. Falling distance ∼ time squared. Acceleration CHECK YOUR ANSWER
- 65. © 2012 Pearson Education, Inc.
Editor's Notes
- #10: C. discover the property called inertia.
- #11: C. discover the property called inertia.
- #16: A. mass.
- #17: A. mass.
- #19: A. weight of the ball.
- #20: A. weight of the ball.
- #21: B. mass of the ball.
- #22: B. mass of the ball.
- #24: B. the same on the Moon.
- #25: B. the same on the Moon.
- #27: A. 5 N to the left.
- #28: A. 5 N to the left.
- #30: A. vector quantities.
- #31: A. vector quantities.
- #33: B. half your weight.
- #34: B. half your weight.
- #36: C. Both of the above.
- #37: C. Both of the above.
- #40: D. All of the above.
- #41: D. All of the above.
- #42: C. equal and opposite to Nellie’s push.
- #43: C. equal and opposite to Nellie’s push.
- #44: A. less than Nellie’s push.
- #45: A. less than Nellie’s push.
- #48: D. 60 km in two hours.
- #49: D. 60 km in two hours.
- #51: A. It should fly toward the flower, then at 5 m/s into the breeze.
- #52: A. It should fly toward the flower, then at 5 m/s into the breeze.
- #55: C. Both of the above.
- #56: C. Both of the above.
- #57: B. rates, but for different quantities.
- #58: B. rates, but different quantities.
- #60: B. 10 m/s per second.
- #61: B. 10 m/s per second.
- #62: C. more than 35 m/s.
- #63: C. more than 35 m/s.
- #64: B. increases each second when falling.
- #65: B. increases each second when falling.