Quite obviously, the net force is not always 0 Newton. In fact, whenever objects are accelerating, the forces will not balance and the net force will be nonzero. This is consistent with Newton's first law of motion. For example consider the situation described below.
homework for lab 3 force and motion answer key
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A pack of five Artic wolves are exerting five different forces upon the carcass of a 500-kg dead polar bear. A top view showing the magnitude and direction of each of the five individual forces is shown in the diagram at the right. The counterclockwise convention is used to indicate the direction of each force vector. Remember that this is a top view of the situation and as such does not depict the gravitational and normal forces (since they would be perpendicular to the plane of your computer monitor); it can be assumed that the gravitational and normal forces balance each other. Use a scaled vector diagram to determine the net force acting upon the polar bear. Then compute the acceleration of the polar bear (both magnitude and direction). When finished, check your answer by clicking the button and then view the solution to the problem by analyzing the diagrams shown below.
The above two problems (the force table problem and the polar bear problem) illustrate the use of the head-to-tail method for determining the vector sum of all the forces. The resultants in each of the above diagrams represent the net force acting upon the object. This net force is related to the acceleration of the object. Thus, to put the contents of this page in perspective with other material studied in this course, vector addition methods can be utilized to determine the sum of all the forces acting upon an object and subsequently the acceleration of that object. And the acceleration of an object can be combined with kinematic equations to determine motion information (i.e., the final velocity, the distance traveled, etc.) for a given object.
How would you answer such a question? Would you quickly conclude 20 Newton, thinking that two force vectors can be added like any two numerical quantities? Would you pause for a moment and think that the quantities to be added are vectors (force vectors) and the addition of vectors follow a different set of rules than the addition of scalars? Would you pause for a moment, pondering the possible ways of adding 10 Newton and 10 Newton and conclude, "it depends upon their direction?" In fact, 10 Newton + 10 Newton could give almost any resultant, provided that it has a magnitude between 0 Newton and 20 Newton. Study the diagram below in which 10 Newton and 10 Newton are added to give a variety of answers; each answer is dependent upon the direction of the two vectors that are to be added. For this example, the minimum magnitude for the resultant is 0 Newton (occurring when 10 N and 10 N are in the opposite direction); and the maximum magnitude for the resultant is 20 N (occurring when 10 N and 10 N are in the same direction).
The purpose of this is course is to familiarize students with data acquisition and data processing methods, such that they can independently conduct a practical experiment and subsequent data analysis to answer a concrete scientific question.At the end of the course, students will have both theoretical knowledge of, and hands-on laboratory experience with data acquisition systems commonly used in the more technical approach of human movement sciences. Specifically, students will learn to use a force platform, a (marker-based) motion capture device, and to collect Electromyography. In addition, students will be familiarized with signal processing and data preparation methods that are commonly applied to these measurements.
Data acquisition amounts to transforming a physical signal (e.g. force) into an analog electrical signal (e.g. through deformation of a conductive material), which is then digitally sampled to a computer. Usually, the raw sampled data will need to be digitally processed to be able to answer scientific questions. This course tracks the path of physical signals, from the sensor into the computer, and introduces common data processing techniques. Students will learn the theoretical/conceptual basis of data acquisition and processing methods, and will learn to apply these in hands-on laboratory experiments and corresponding data processing assignments. Measurement systems that are covered include: Force plates (measuring the reaction force from the ground onto a person); marker-based motion capture (tracking body parts through 3D space) and Electromyography (EMG, measuring the electrical signal that accompanies muscle activation). In addition, more advanced measurement techniques will be briefly introduced, such as video-based (marker-less) motion capture and inertial measurement unit-based motion capture. In the last part of the course, students will apply their knowledge to explore a measurement system of their own choice, and answer a simple science question of their interest.The course will be divided into three parts, each motivated by a simple science question.
A calculus based introduction to the basic concepts underlying physical phenomena, including kinematics, dynamics, energy, momentum, forces found in nature, rotational motion, angular momentum, simple harmonic motion, fluids, thermodynamics and kinetic theory. Lectures, discussion, demonstration, and laboratory. Pre or Co-requisites: high school trigonometry and algebra; AP calculus or MATH 224/225. 4 credits. Levels: Undergraduate 2ff7e9595c
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