Apply Newton's third law to define systems and solve problems of motion.
The information presented in this section supports the following AP® learning objectives and science practices:
3.A.2.1 The student is able to represent forces in diagrams or mathematically using appropriately labeled vectors with magnitude, direction, and units during the analysis of a situation.
(S.P. 1.1)
3.A.3.1 The student is able to analyze a scenario and make claims (develop arguments, justify assertions) about the forces exerted on an object by other objects for different types of forces or components of forces.
(S.P. 6.4, 7.2)
3.A.3.3 The student is able to describe a force as an interaction between two objects and identify both objects for any force.
(S.P. 1.4)
3.A.4.1 The student is able to construct explanations of physical situations involving the interaction of bodies using Newton's third law and the representation of action-reaction pairs of forces.
(S.P. 1.4, 6.2)
3.A.4.2 The student is able to use Newton's third law to make claims and predictions about the action-reaction pairs of forces when two objects interact.
(S.P. 6.4, 7.2)
3.A.4.3 The student is able to analyze situations involving interactions among several objects by using free-body diagrams that include the application of Newton's third law to identify forces.
(S.P. 1.4)
3.B.2.1 The student is able to create and use free-body diagrams to analyze physical situations to solve problems with motion qualitatively and quantitatively.
(S.P. 1.1, 1.4, 2.2)
4.A.2.1 The student is able to make predictions about the motion of a system based on the fact that acceleration is equal to the change in velocity per unit time, and velocity is equal to the change in position per unit time.
(S.P. 6.4)
4.A.2.2 The student is able to evaluate using given data whether all the forces on a system or whether all the parts of a system have been identified.
(S.P. 5.3)
4.A.3.1 The student is able to apply Newton's second law to systems to calculate the change in the center-of-mass velocity when an external force is exerted on the system.
(S.P. 2.2)
There is a passage in the musical
Man of la Mancha
that relates to Newton’s third law of motion. Sancho, in describing a fight with his wife to Don Quixote, says, “Of course I hit her back, Your Grace, but she’s a lot harder than me and you know what they say, ‘Whether the stone hits the pitcher or the pitcher hits the stone, it’s going to be bad for the pitcher.’” This is exactly what happens whenever one body exerts a force on another—the first also experiences a force (equal in magnitude and opposite in direction). Numerous common experiences, such as stubbing a toe or throwing a ball, confirm this. It is precisely stated in
Newton’s third law of motion .
Newton’s third law of motion
Whenever one body exerts a force on a second body, the first body experiences a force that is equal in magnitude and opposite in direction to the force that it exerts.
Questions & Answers
A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?