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IB Physics Power Points<br />Topic 6 SL<br />Fields and Forces<br />www.pedagogics.ca<br />Newton’s Universal Law of Gravitation – Practice Problems<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />A 50 kg student in an elevator moving downwards at 2 ms-1.<br />A 50 kg student in an elevator moving upwards at 5 ms-1.<br />A 50 kg student in an elevator accelerating upwards at 1 ms-2.<br />A 50 kg student in an elevator accelerating downwards at 3 ms-2<br />A 50 kg student in an elevator falling freely<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />weight = 50 kg x 10 ms-2 = 500 N<br />500 N<br />mg<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />500 N<br />Fg<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />500 N<br />W<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />FN<br />500 N<br />500 N<br />mg<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />A 50 kg student in an elevator moving downwards at 2 ms-1.<br />A 50 kg student in an elevator moving upwards at 5 ms-1.<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />A 50 kg student in an elevator moving downwards at 2 ms-1.<br />A 50 kg student in an elevator moving upwards at 5 ms-1.<br />FN<br />500 N<br />500 N<br />mg<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />A 50 kg student in an elevator moving downwards at 2 ms-1.<br />A 50 kg student in an elevator moving upwards at 5 ms-1.<br />A 50 kg student in an elevator accelerating upwards at 1 ms-2.<br />FN<br />500 N<br />500 N<br />mg<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />A 50 kg student in an elevator moving downwards at 2 ms-1.<br />A 50 kg student in an elevator moving upwards at 5 ms-1.<br />A 50 kg student in an elevator accelerating upwards at 1 ms-2.<br />FN<br />?<br />500 N<br />mg<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />A 50 kg student in an elevator moving downwards at 2 ms-1.<br />A 50 kg student in an elevator moving upwards at 5 ms-1.<br />A 50 kg student in an elevator accelerating upwards at 1 ms-2.<br />FN<br />?<br />Fnet<br />ma<br />ma = 50 x 1 = 50 N<br />500 N<br />mg<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />A 50 kg student in an elevator moving downwards at 2 ms-1.<br />A 50 kg student in an elevator moving upwards at 5 ms-1.<br />A 50 kg student in an elevator accelerating upwards at 1 ms-2.<br />FN<br />550 N<br />500 N<br />mg<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />A 50 kg student in an elevator moving downwards at 2 ms-1.<br />A 50 kg student in an elevator moving upwards at 5 ms-1.<br />A 50 kg student in an elevator accelerating upwards at 1 ms-2.<br />A 50 kg student in an elevator accelerating downwards at 3 ms-2<br />FN<br />350 N<br />500 N<br />mg<br />
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1. Draw free body diagrams (including annotations and calculated values) representing the following situations (consider g = 10 ms-2)<br />A 50 kg student in an elevator at rest<br />A 50 kg student in an elevator moving downwards at 2 ms-1.<br />A 50 kg student in an elevator moving upwards at 5 ms-1.<br />A 50 kg student in an elevator accelerating upwards at 1 ms-2.<br />A 50 kg student in an elevator accelerating downwards at 3 ms-2<br />A 50 kg student in an elevator falling freely<br />500 N<br />mg<br />
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2. Which of the following graphs shows how the gravitational force varies with the distance of separation between two objects?<br />
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3. A satellite experiences a gravitational force of 228 N at an altitude of 4.0 × 107 m above Earth.<br />www.pedagogics.ca<br />What is the mass of this satellite?<br />23 kg<br />650 kg<br />910 kg<br />1 200 kg<br />
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4. A rock drops from a very high altitude towards the surface of the moon. Which of the following is correct about the changes that occur in the rock’s mass and weight?<br />
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