Note: The only edition of the Conceptual Physics series that applies looks like this:
The accompanying workbook answers are supplied here.
The accompanying workbook answers are supplied here.You know who you are, and how your teacher always goes over the answers but never directly tells you what the answer is. Now, if you still pay attention in class, you might be able to pass! But having the answers never hurts. (By no means does this answer sheet mean you get a free pass through the year - It's only here to make sure you get the right answers in class!)
Units Key:
m - metre
s - second
h - hour
cm - centimetre
mm - millimetre
m/s - metres per second
s^2 - seconds squared
km - kilometre
etc.
Chapter 1-1
1. (Likely hypothesis) The price seems much smaller than it actually is, and people will be more encouraged to buy.
The hypothesis can be tested by selling the same item at half the stores at an even dollar, and the other half at 2 cents off. Then compare sales.
Library research: Read books about the life of F.W. Wooloworth, or read about the founders of various commercial retailing stores.
2. a. Hypothesis 1: The hole gets bigger. Hypothesis 2: It gets smaller. Hypothesis 3: It remains the same. A test for wrongness of any of these hypotheses is heating a plate and measuring the hole. (Hypothesis 1 is correct.)
b. (It depends on the situation - most research involves both.)
3. First look in the donkey's mouth. But watch out - it may have some missing teeth!
MAKING DISTICTIONS - This is to encourage your students to THINK. [there is no correct answer given in the answer book]
Chapter 2-1
1. [Diagram answers would be too confusing to describe; pay attention when your teacher goes over this example]
a. Evenly spaced - constant velocity means equal distances covered in equal times.
b. 1 m/s, 5 seconds
2. [Only the missing values are given] 16 m/s, 0.01 hours, 30 cm
3. [Diagram answers would be too confusing to describe; pay attention when your teacher goes over this example]
a. Yes, distance increases as the square of time; 36 m, 49 m, 64 m.
b. Yes; 11 m, 13 m, 15 m.
4. [Diagram answers would be too confusing to describe; pay attention when your teacher goes over this example]
a. 10 m/s, acceleration
b. time
c. 70 m/s, 245 m, 10 m/s^2
Chapter 2-2
1. $40
2. 40 m/s
3. $50
4. 50 m/s
5. 5 s
6. 5 s
7. 0 m/s
8. 10 m/s, 20 m/s
1. 125 m
2. 105 m
3. a. 30 m/s
b. 15 m/s
c. 45 m
4. 75 m
Table 1:
Velocity: Distance:
30 0
20 25
10 40
0 45
-10 40
-20 25
-30 0
-40 -35
-50 -80
Table 2:
Velocity: Distance:
40 0
30 35
20 60
10 75
0 80
-10 75
-20 60
-30 35
-40 0
[No values are given for Table 3]
Chapter 3-1
[Diagram answers would be too confusing to describe; pay attention when your teacher goes over this example]
1. 4
2. Vertical motion is affected only by gravity; horizontal motion does not affect vertical motion.
3. 3.5 s
4. The car was traveling at 24 m/s after it crashed through the rail (it covered it covered 24 m in a time of 1 s, the time to fall vertically 4.9 m). Therefore it must have been traveling faster than 24 m/s before hitting the rail, for some speed is lost in crashing through the rail. Therefore, the driver was speeding.
Chapter 3-2
[Diagram answers would be too confusing to describe; pay attention when your teacher goes over this example]
Chapter 4-1
1. (continue moving in a straight line at constant speed)
(inertia)
2. (C)
3. (100 km/h)
(100 km/h)
(at your feet below your hand)
(is the same as if the bus were at rest)
A body in motion tends to stay in motion as long as no net force is exerted on the body in the direction of motion. Since there is no horizontal force on the pencil, its horizontal motion doesn't change.
4. weight
mass
volume
5. 49 N
10 kg
* , *
*any value for kg as long as the same value is multiplied by 9.8 for N
6. 9.8 N
0.1 kg
1.3 kg, 12.7 N
882 N
7. The inertia of the block plays the main role; its tendency to remain at rest prevents it from sudden motion downward against her head.
More
More dangerous, for less inertia means more downward motion of the block when struck. Compare this to Figure A in Think-and-Explain # 5 at the end of chapter 3 in your textbook. The more massive the ball, the more "shielded" is the upper string when the lower string is snapped downward.
Chapter 4-2
1. 300 N, 300 N, 150 N
300 N
100 N, 150 N, 300 N
2. 500 N, 1000 N
3. 830 N
4. 1000 N
Vectors and Equilibrium
(zero)
(zero)
(greater than)
B
[Diagram answers would be too confusing to describe; pay attention when your teacher goes over this example]
Chapter 4-3
1, 2. [Diagram answers would be too confusing to describe; pay attention when your teacher goes over this example]
3. a. The horizontal component of velocity remains constant because no horizontal force acted.
b. The vertical component of velocity changes because of acceleration due to gravity.
4. No.
5. [Diagram answers would be too confusing to describe; pay attention when your teacher goes over this example]
Chapter 5-1
1. a. (zero)
b. no acceleration
2. a. (equal to)
b. (zero)
3. a. (equal to)
b. (zero)
c. (equal to)
4. a. (greater than)
b. (right)
5. 150 N
6. 200 N
7. 250 N
8. 0 m/s^2, 1m/s^2, 5 m/s^2
Diagram (top to bottom): 10 m/s^2, 6 m/s^2, 0 m/s^2, -2 m/s^2, -10 m/s^2, 0 m/s^2
1. (most)
2. (a)(b)
3. (d)(e)
4. (still downward)
5. (c) (f)
6. (c) (f)
7. (c)
8. (greater)
Chapter 5-2
1. a. a = F/25 kg
Table 1: 4 m/s^2, 8 m/s^2, 250 N
b. a = (F - 50 N)/25 kg
Table 2: 2 m/s^2, 6 m/s^2
2. a. (2 m)
b. (B)
c. (mg)
d. (less than g)
e. a = (mg)/(2m) = g/2
3. a. (less), (close to zero)
b. (constrained)
4. a. (close to g)
b. (practically that of free fall)
5. (between zero and g)
6. a. (constant)
b. (more)
c. (does not accelerate)
Chapter 5-3
[Vector lines will not be shown for this chapter; pay attention when your teacher goes over them, or ask your teacher to help you draw them in]
1, 2, 3. [Vector lines]
4. [Vector lines]
a. (greater)
b. (decreases)
5. [Vector lines]
6. [Vector lines]
a. A
b. A
c. C
d. True
1, 2, 3. [Vector lines]
4. a. (decreases)
b. (increases)
c. Same
5. [Vector lines]
a. A
b. A
c. (decreases)
6. (is constant), (varies)
Chapter 5-4
1. (no friction)
2. a. (less than)
3. a. (equal to)
b. (decreases)
4. a. Same magnitude; opposite direction
b. (zero), (occurs)
5. (more) (g)
[1-12 on page 24 are all vector lines; ask your teacher for help if you don't understand how to draw them]
Chapter 5-5
1. a. The perpendicular component is larger.
b. The component parallel to the track.
c. It would produce no acceleration.
2. [Vector lines]
a, As in 1c. above, there is no component parallel to the direction of motion.
b. Yes, as in 1b. above there is a component parallel to the direction of motion.
3. [Vector lines]
a. Yes, because there is a component of force parallel to the direction of motion.
4. [Vector lines]
a. Boat 4 (will usually exceed Boat 1)
b. Boat 2 (or Boat 3)*
c. Boat 5
d. Boat 1 (no impact at wind speed)
*The wind misses the sail of Boat 2, and there is no component parallel to the keel for Boat 3.
NOTE: All answers are subject to change or alteration by your teacher, depending on how your teacher wants you to understand his or her lesson. PLEASE PAY ATTENTION IN CLASS AS YOU GO OVER THE ANSWERS TO THESE WORKSHEETS. This is NOT a foolproof guide, and does not provide enough explanation for you to thoroughly understand your lesson.
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