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# Ppt djy 2012 topic 6.1 - nulog practice problems

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Learning Task checking free body diagrams and NULOG misconceptions

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### Ppt djy 2012 topic 6.1 - nulog practice problems

1. 1. 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 />
2. 2. 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 />
3. 3. 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 />
4. 4. 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 />
5. 5. 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 />
6. 6. 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 />
7. 7. 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 />
8. 8. 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 />
9. 9. 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 />
10. 10. 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 />
11. 11. 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 />
12. 12. 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 />
13. 13. 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 />
14. 14. 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 />
15. 15. 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 />
16. 16. 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 />
17. 17. 2. Which of the following graphs shows how the gravitational force varies with the distance of separation between two objects?<br />
18. 18. 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 />
19. 19. 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 />