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By the end of this section, you will be able to:
  • Explain the meaning and usefulness of the concept of center of mass
  • Calculate the center of mass of a given system
  • Apply the center of mass concept in two and three dimensions
  • Calculate the velocity and acceleration of the center of mass

We have been avoiding an important issue up to now: When we say that an object moves (more correctly, accelerates) in a way that obeys Newton’s second law, we have been ignoring the fact that all objects are actually made of many constituent particles. A car has an engine, steering wheel, seats, passengers; a football is leather and rubber surrounding air; a brick is made of atoms. There are many different types of particles, and they are generally not distributed uniformly in the object. How do we include these facts into our calculations?

Then too, an extended object might change shape as it moves, such as a water balloon or a cat falling ( [link] ). This implies that the constituent particles are applying internal forces on each other, in addition to the external force that is acting on the object as a whole. We want to be able to handle this, as well.

A multiple exposure photograph of a cat falling. In the first image, the cat is held by its feet, upside down. It is released from this position and falls, but rotates as it turns so that in the last few images, it is right side up.
As the cat falls, its body performs complicated motions so it can land on its feet, but one point in the system moves with the simple uniform acceleration of gravity.

The problem before us, then, is to determine what part of an extended object is obeying Newton’s second law when an external force is applied and to determine how the motion of the object as a whole is affected by both the internal and external forces.

Be warned: To treat this new situation correctly, we must be rigorous and completely general. We won’t make any assumptions about the nature of the object, or of its constituent particles, or either the internal or external forces. Thus, the arguments will be complex.

Internal and external forces

Suppose we have an extended object of mass M , made of N interacting particles. Let’s label their masses as m j , where j = 1 , 2 , 3 , , N . Note that

M = j = 1 N m j .

If we apply some net external force     F ext on the object, every particle experiences some “share” or some fraction of that external force. Let:

f j ext = the fraction of the external force that the j th particle experiences.

Notice that these fractions of the total force are not necessarily equal; indeed, they virtually never are. (They can be, but they usually aren’t.) In general, therefore,

f 1 ext f 2 ext f N ext .

Next, we assume that each of the particles making up our object can interact (apply forces on) every other particle of the object. We won’t try to guess what kind of forces they are; but since these forces are the result of particles of the object acting on other particles of the same object, we refer to them as internal force     s f j int ; thus:

f j int = the net internal force that the j th particle experiences from all the other particles that make up the object.

Now, the net force, internal plus external, on the j th particle is the vector sum of these:

f j = f j int + f j ext .

where again, this is for all N particles; j = 1 , 2 , 3 , , N .

Questions & Answers

what does preconceived mean
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physiological Psychology
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Amanyire Reply
why is communication effective
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Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
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Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
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A child is a member of community not society elucidate ?
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Isn't practices worldwide, be it psychology, be it science. isn't much just a false belief of control over something the mind cannot truly comprehend?
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Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
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nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
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I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
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interpersonal relationships
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What would be the best educational aid(s) for gifted kids/savants?
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hello. autism is a umbrella term. autistic kids have different disorder overlapping. for example. a kid may show symptoms of ADHD and also learning disabilities. before treatment please make sure the kid doesn't have physical disabilities like hearing..vision..speech problem. sometimes these
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Source:  OpenStax, University physics volume 1. OpenStax CNX. Sep 19, 2016 Download for free at http://cnx.org/content/col12031/1.5
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