Concept explainers
* While babysitting their younger brother, Chrisso and Devin are playing with toys. They notice that the squishy Piglet slows down in a repeatable way when they push it along the smooth wooden floor. They propose a hypothesis that the toy slows down with a constant acceleration, which does not depend on the toy’s initial veloctiy. Foe each of five different initial speeds, they measure the distance traveled by the toy from the time they stop pushing it to the time the toy stops moving, and they measure the corresponding time interval. Their data are presented below. Do the data support their hypothesis? Explain. If yes, determine the average acceleration of Piglet and the maximum speed with which Chrisso and Devin push Piglet.
Experiment # | Distance (m) | Time(s) |
1 | 0.96 | 0.65 |
2 | 2.84 | 1.12 |
3 | 1.72 | 0.87 |
4 | 2.53 | 1.05 |
5 | 0.62 | 0.53 |
Want to see the full answer?
Check out a sample textbook solutionChapter 2 Solutions
Modified Mastering Physics with Pearson eText -- Access Card -- for College Physics: Explore and Apply (18-Weeks)
Additional Science Textbook Solutions
Conceptual Integrated Science
The Cosmic Perspective (8th Edition)
Lecture- Tutorials for Introductory Astronomy
University Physics (14th Edition)
College Physics: A Strategic Approach (3rd Edition)
Introduction to Electrodynamics
- Case Study Crall and Whipple attached a fan to a cart placed on a level track and then released the cart. They made a position-versus-time graph (Fig. P2.54) and fit a curve to these data such that x=0.036m+(0.0080m/s)t+(0.10m/s2)t2 a. Find and graph the velocity as a function of time. b. What is the shape of the velocity-versus-time graph? What do you expect the acceleration-versus-time graph to look like? Explain. c. Find and graph the acceleration as a function of time.arrow_forwardA student drives a moped along a straight road as described by the velocity-versus-time graph in Figure P2.12. Sketch this graph in the middle of a sheet of graph paper. (a) Directly above your graph, sketch a graph of the position versus time, aligning the time coordinates of the two graphs. (b) Sketch a graph of the acceleration versus time directly below the velocity-versus-time graph, again aligning the time coordinates. On each graph, show the numerical values of x and ax for all points of inflection. (c) What is the acceleration at t = 6.00 s? (d) Find the position (relative to the starting point) at t = 6.00 s. (e) What is the mopeds final position at t = 9.00 s? Figure P2.12arrow_forwardA woman is reported to have fallen 144 ft from the 17th floor of a building, landing on a metal ventilator box that she crushed to a depth of 18.0 in. She suffered only minor injuries. Ignoring air resistance, calculate (a) the speed of the woman just before she collided with the ventilator and (b) her average acceleration while in contact with the box. (c) Modeling her acceleration as constant, calculate the time interval it took to crush the box.arrow_forward
- A commuter backs her car out of her garage with a constant acceleration of 1.3 m/s2. Assume that her initial motion is in the positive direction. How long does it take her to reach a speed of 2.45 m/s in seconds? t1 = If she then brakes to a stop in 0.85 s, what is her acceleration in meters per square second? a2 =arrow_forwardA student drives a moped along a straight road as described by the velocity–time graph in Figure P2.58. Sketch this graph in the middle of a sheet of graph paper. (a) Directly above your graph, sketch a graph of the position versus time, aligning the time coordinates of the two graphs. (b) Sketch a graph of the acceleration versus time directly below the velocity–time graph, again aligning the time coordinates. On each graph, show the numerical values of x and ax for all points of inflection. (c) What is the acceleration at t = 6.00 s? (d) Find the position (relative to the starting point) at t = 6.00 s. (e) What is the moped’s final position at t = 9.00 s?arrow_forward(a) Differentiate between speed and velocity. (b) The speed versus time graph for an object is shown below: (i) Describe the motion of the object. (ii) Calculate the total distance covered by the object in 10 s. (iii) Calculate the average speed of the object after 10 s.arrow_forward
- A fireworks shell is accelerates from rest to a speed of 50.7 m/s in a straight-line distance of 0.27 m. Part (a) What is the magnitude of the acceleration in m/s2?Numeric : A numeric value is expected and not an expression.a = __________________________________________Part (b) How long, in seconds, did it take the shell to move the 0.27 m?Numeric : A numeric value is expected and not an expression.t = __________________________________________arrow_forwardA. Label the graphs as Position, Velocity or Acceleration B. Which of the following situations, consistent with your answer to Part (a), is most accurately represented by the graphs? A car driving in the negative x direction suddenly shifts into reverse, and, with tires spinning, slows to a momentary stop before beginning to move in the positive x direction. A rock is dropped from rest from the top of a tall building. The positive direction is upward, and drag may be neglected. A sprinter runs a 100-meter dash in the negative x direction. Starting from rest, she has a constant acceleration for the first 50 meters followed by a constant speed for the remaining 50 meters. A car driving in the positive x direction slams on its brakes and comes to rest.arrow_forwardA student drives a moped along a straight road as described by the velocitytime graph in Figure P2.32. Sketch this graph in the middle of a sheet of graph paper. (a) Directly above your graph, sketch a graph of the position versus time, aligning the time coordinates of the two graphs. (b) Sketch a graph of the acceleration versus time directly below the velocitytime graph, again aligning the time coordinates. On each graph, show the numerical values of x and ax for all points of inflection. (c) What is the acceleration at t = 6.00 s? (d) Find the position (relative to the starting point) at t = 6.00 s. (e) What is the mopeds final position at t = 9.00 s? Figure P2.32arrow_forward
- A glider of length moves through a stationary photogate on an air track. A photogate (Fig. P2.44) is a device that measures the time interval td during which the glider blocks a beam of infrared light passing across the photogate. The ratio vd = /td is the average velocity of the glider over this part of its motion. Suppose the glider moves with constant acceleration. (a) Argue for or against the idea that vd is equal to the instantaneous velocity of the glider when it is halfway through the photogate in space. (b) Argue for or against the idea that vd is equal to the instantaneous velocity of the glider when it is halfway through the photogate in time.arrow_forwardA glider of length moves through a stationary photogate on an air track. A photogate (Fig. P2.19) is a device that measures the time interval td during which the glider blocks a beam of infrared light passing across the photogate. The ratio vd = /td is the average velocity of the glider over this part of its motion. Suppose the glider moves with constant acceleration. (a) Argue for or against the idea that vd is equal to the instantaneous velocity of the glider when it is halfway through the photogate in space. (b) Argue for or against the idea that vd is equal to the instantaneous velocity of the glider when it is halfway through the photogate in time. Figure P2.19arrow_forwardA speedboat moving at 30.0 m/s approaches a no-wake buoy marker 1.00 102 m ahead. The pilot slows the boat with a constant acceleration of 3.50 m/s2 by reducing the throttle. (a) How long does it take the boat to reach the buoy? (b) What is the velocity of the boat when it reaches the buoy?arrow_forward
- Physics for Scientists and Engineers: Foundations...PhysicsISBN:9781133939146Author:Katz, Debora M.Publisher:Cengage LearningPrinciples of Physics: A Calculus-Based TextPhysicsISBN:9781133104261Author:Raymond A. Serway, John W. JewettPublisher:Cengage LearningPhysics for Scientists and Engineers with Modern ...PhysicsISBN:9781337553292Author:Raymond A. Serway, John W. JewettPublisher:Cengage Learning
- Physics for Scientists and EngineersPhysicsISBN:9781337553278Author:Raymond A. Serway, John W. JewettPublisher:Cengage LearningGlencoe Physics: Principles and Problems, Student...PhysicsISBN:9780078807213Author:Paul W. ZitzewitzPublisher:Glencoe/McGraw-HillCollege PhysicsPhysicsISBN:9781305952300Author:Raymond A. Serway, Chris VuillePublisher:Cengage Learning