Pearson Physics 11 NSW

458 Pages·018.835 MB·English

by  Bryonie Scott

PEARSON
PHYSICS
NEW SOUTH WALES
STUDENT BOOK
NSW
STAGE 6

i
Pearson Australia
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ii
PPEEAARRSSOONN
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PEARSON E
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PHYSICS R
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NSTUEDWEN TS BOOUOKTH WALES P NNEEWW SSOOUUTTHH WWAALLEESS
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AUTHORS IC
Amber Dommel S
Norbert Dommel 1 Writing and development team
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WALES S CSAuombnbtjeeecnrtt LDDeeoavmdelmopeelr TCAeolainsctthraiebirru tHinagr kAnuethsosr ALES STUDENT BOOK
T
U Teacher Teacher
D
E Author Contributing Author
N
T B Norbert Dommel Brianna Hore AaBtrc ocpewesasser sd aoignnidpta lbal ucreeyss ao.ctu oprmecea.asrus o n .com.au SNTASGWE 6
O
O Lecturer Teacher
K
Author Skills and Assessment Author Cameron Parsons
Scientist
Mark Hamilton George Howitt
Answer Checker
Teacher Scientist
Author Answer Checker Jeffrey Stanger
Teacher
Kristen Hebden John Joosten
Contributing Author and
Teacher Educator
Reviewer
Author Skills and Assessment Author
Access digital resources
at pearsonplaces.com.au NSW Craig Tilley
Browse and buy at pearson.com.au David Madden Jack Jurica
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iii
Working scientifically Module 2 Dynamics
CHAPTER 1 Working scientifically 2 CHAPTER 4 Forces 119
1.1 Questioning and predicting 4 How are forces produced between objects
1.2 Planning investigations 10 and what effects do forces produce?
1.3 Conducting investigations 15 4.1 Newton’s first law 120
1.4 Processing data and information 19 4.2 Newton’s second law 129
1.5 Analysing data and information 24 4.3 Newton’s third law 135
1.6 Problem solving 33 Chapter 4 review 141
1.7 Communicating 36
CHAPTER 5 Forces, acceleration and energy 143
Chapter 1 review 42
How can the motion of objects be explained
and analysed?
Module 1 Kinematics
5.1 Forces and friction 144
5.2 Work 155
CHAPTER 2 Motion in a straight line 47
5.3 Energy changes 162
How is the motion of an object moving in a
straight line described and predicted? 5.4 Mechanical energy and power 170
Chapter 5 review 181
2.1 Scalars and vectors 48
2.2 Displacement, speed and velocity 55 CHAPTER 6 Momentum, energy and
2.3 Acceleration 63 simple systems 183
How is the motion of objects in a simple system
2.4 Graphing position, velocity and acceleration
dependent on the interaction between the objects?
over time 68
2.5 Equations of motion 78 6.1 Conservation of momentum 184
2.6 Vertical motion 84 6.2 Change in momentum 193
Chapter 2 review 89 6.3 Momentum and net force 196
Chapter 6 review 204
CHAPTER 3 Motion on a plane 93
How is the motion of an object that changes its Module 2 review 206
direction of movement on a plane described?
3.1 Vectors in two dimensions 94
3.2 Vector components 103
3.3 Relative motion 106
Chapter 3 review 111
Module 1 review 113
iv
Module 3 Waves and Module 4 Electricity and
thermodynamics magnetism
CHAPTER 7 Wave properties 215 CHAPTER 12 Electrostatics 337
What are the properties of all waves and wave motion? How do charged objects interact with other
charged objects and with neutral objects?
7.1 Mechanical waves 216
7.2 Measuring mechanical waves 220 12.1 Electric charge 338
Chapter 7 review 227 12.2 Electric fields 344
12.3 Coulomb’s law 352
CHAPTER 8 Wave behaviour 229
Chapter 12 review 357
How do waves behave?
CHAPTER 13 Electric circuits 359
8.1 Wave interactions 230
How do the processes of the transfer and the
8.2 Resonance 240
transformation of energy occur in electric circuits?
Chapter 8 review 243
13.1 Electric current and circuits 360
CHAPTER 9 Sound waves 245
13.2 Energy in electric circuits 367
What evidence suggests that sound is a
13.3 Resistance 374
mechanical wave?
13.4 Series and parallel circuits 384
9.1 Sound as a wave 246
Chapter 13 review 397
9.2 Sound behaviour 252
CHAPTER 14 Magnetism 399
9.3 Standing waves 259
How do magnetised and magnetic objects interact?
Chapter 9 review 268
14.1 Magnetic materials 400
CHAPTER 10 Ray model of light 271
14.2 Magnetic fields 404
What properties can be demonstrated when
14.3 Calculating magnetic fields 413
using the ray model of light?
Chapter 14 review 417
10.1 Light as a ray 272
10.2 Refraction 278 Module 4 review 419
10.3 Curved mirrors and lenses 284
ANSWERS 423
Chapter 10 review 296
GLOSSARY 437
CHAPTER 11 Thermodynamics 299
INDEX 441
How are temperature, thermal energy and
particle motion related?
11.1 Heat and temperature 300
11.2 Specific heat capacity 308
11.3 Latent heat 312
11.4 Conduction 317
11.5 Convection 322
11.6 Radiation 325
Chapter 11 review 328
Module 3 review 330
v
How to use this book
Pearson Physics 11
CHAPTER
Forces
New South Wales
Pearson Physics 11 New South Wales Ionb tjehcet ss einve onuter eunntihv ecresnet muroy vSei ra Iss athaecy N deow. tTohne pseu blaliwshs ebde ctharmeee ltahwes f othuantd eaxtipolnai no fw ah y
branch of physics called mechanics: the science of how and why objects move. They
have become commonly known as Newton’s three laws of motion.
has been written to the new New Using Newton’s laws, this chapter will describe the relationship between the forces
acting on an object and its motion.
Content
South Wales Physics Stage 6 Syllabus.
INQUIRY QUESTION
How are forces produced between objects and what effects do
The book covers Modules 1 to 4 in forces produce?
By the end of this chapter you will be able to:
• using Newton’s Laws of Motion, describe static and dynamic interactions between Section
an easy-to-use resource. Explore two or more objects and the changes that result from:
- a contact force
- a force mediated by fields
how to use this book below. • etwxpol-odriem tehnes icoonnacle cpotn otef xntest ufosirncge: a(nAdC SePqHui0li5b0ri)u mIC Tin oNne-dimensional and simple Each chapter is clearly divided
- algebraic addition
- vector addition
• -s ovlveec tporro abdledmitiso no rb my arekseo qluutaionnt itinattiov ec opmrepdoicnteionntss about resultant and component into manageable sections of
• cf--o orFF(cid:31)(cid:31)n(cid:30)(cid:30)cAdxeBsu= c=bF(cid:31)t(cid:30)y −ac Fa(cid:31) o(cid:30)ppBsrApθalc,y tF(cid:31)i(cid:30)incyga =lt hinF(cid:31)(cid:30)evs efionsltθliogwatiniogn rteola etxiopnlasihni pasn: dI CpTre dNict the motion of objects on work. Best-practice literacy and
Chapter opener inclined planes (ACSPH098) CCT ICT
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The chapter opening page link with high quality, relevant photos
the Syllabus to the chapter and illustrations to help students
content. Key content addressed better understand the idea or
in the chapter is clearly listed. concept being developed.
M04_PPN_SB11_9298.indd 119 11/7/17 12:03 PM
10.2 Refraction In musical instruments and loudspeakers, resonance is a desired effect. The
RPHaYyS ICmS oINdQUeIRlY o f ClCigTht Wsinlo hFweisgn ud lriogewh 1nt0 .p .Ta2sh.1sies. s Rc fheraofnrmag ceo tniineo snmp ieesde tdihu ecm anu (assmeusbe t shgtaeivn leicngeh )tt oi nr aat yoc htaoan nocghtheae nirng, eitt h deeii rtdehicertrei ocstpnioe, eands o ssf hu lopigw ohnrt sestooyn suhdtnaeendmsicignsen g aa nanbd sdo ys aasurtmdsepsmp elon itffshy iao pptni aap brnrtreoiicvsdue gnaleantsrsd, frr reeteshsqooeunn eeaannnnccccileeeo. sis.su Inrneo sto atohlfwe ralo ysusyd sdtseepsmeirasak,b eslrues,c ahan raeds cdcaearsrei geisnx ethadak uetsnot
Wbeh daet mproonpsetrrtaiteesd c wanh en caused by changes in its speed (Figure 10.2.1). PHYSICSFILE ICT CCT
using the ray model of Tacoma Narrows Gorge suspension bridge
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COLLECT THIS… 1940. It was originally
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1 Soak the water beads in water. until the whole bridge
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in water and half are out of
the water. REFRACTIVE INDEX
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water or another clear substance?
278 MODULE 3 | WAVES AND THERMODYNAMICS CHAPTER 8 | WAVE BEHAVIOUR 241
M10_PPN_SB11_9298.indd 278 11/7/17 12:12 PM M08_PPN_SB11_9298.indd 241 11/7/17 8:32 AM
Physics Inquiry Physics in Action
Physics Inquiry features are inquiry- Physics in Action boxes place physics in an applied situation
based activities that pre-empt or a relevant context. These refer to the nature and practice
the theory and allow students to of physics, applications of physics and the associated issues
engage with the concepts through and the historical development of concepts and ideas.
a simple activity that sets students
up to ‘discover’ the science before
they learn about it. They encourage PhysicsFile
students to think about what happens
PhysicsFiles include a range of interesting and
in the world and how science can
real-world examples to engage students.
provide explanations.
vi
Highlight box
Aeroplane in a cross wind
A similar situation can be applied to calculating the velocity of an aeroplane with
Highlight boxes focus students’ roepsppoescitt et oto tihtse d igrreocutinodn. oAf sm oanti oane (rhopealadn ew iflnieds) , iitn wthilel seaxmpee rdieirnecceti owni ntod sit sb mloowtiionng
(tail wind), or at some angle across its direction of motion (cross wind). If you
know both the velocity of the plane relative to the wind and the velocity of the wind
attention on important information relative to the ground, by using the rules for vector addition the resultant vector of
these two values will describe the velocity of the plane relative to the ground.
sauncdh s ausm kmeya rdye pfioniintitosn. s, formulae wvPhGe=rev vvvPPPWWWGG+ iiisssv tWtthhhGeee vvveeellloooccciiitttyyy ooofff ttthhheee ppwllaiannndee rrreeellalaatttiivivveee tttooo ttthhheee ggwrroionuudnndd
Worked example 3.3.3
FIND THE RESULTANT VELOCITY OF AN AEROPLANE IN A CROSS WIND
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Worked examples Thinking Working
Wrersiutelt aonutt vtheleo ceiqtyu.ation describing the vPG=vPW+vWG PCHoYmSpICoSnFeInLtEs oICf Tfl igNht
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bEay cchle Warolyrk leindk einxga munpdlee risly finolglo lwogeidc btoy tah eT rrye Yleovuarnste clfa alccutilvaittiyo. ns. A9ttUfvrhhe0soseec i°mtno t hrotrge oeert s.h tmeutrewial g ttcowaooh nen v ctseoo atcvmt lhetvcoeeeluortcrlscr,at y ioattt,eo pryc . pttabohlley cet u hPamledya atdtrhegeea nsdtghui toaelutrr adaeanes nat’ g ot lfe vv taPP2GnGθ θ==== ===393 9000t834a020 3.505n02 0k−30 1m0+°2 0 5 4+h.1 5–2512 025 amdcicaWctooonn ohpommmddwetu inpppgmnsowhoooi nvdaennn.aeke seeerTses dnnn htistsghttte h s tnr sipeh oswilnu neo uppeelg wgllpier a ghdosadlnha du ttenptteuhh o elf cieeao tt be nsorrpaid ec esfilg eroa,ecb. r nr .aaodyAwelv nelnt aissdohtdryicfoedd . rt w t eihwThbrneheeein essdalgi e fs.dtst h r aeg
This mirror problem allows students to immediately test their Determine the direction of the vector The direction is N8.53°W
relative to north or south.
understanding. Sthtea tree tshuelt amnat gvneicttuodre. and direction of vPG = 303 km h–1, N8.53°W
Worked example: Try yourself 3.3.3
Fully worked solutions to all Worked example: Try yourself are FIA8N5 jDe.0t T kaHmirEc h rR–a1fE ts SiosUu tLtrhTaA.vNelTlin VgE aLtO 9C0IT0Y k mO Fh –A1 Nea AstE, RwOitPh LaA cNroEs IsNw iAn dC RblOoSwSin Wg IaNt D csFpoIGemUepdRo Eon f3e an.3nt.s 4a i enTrvhooeplrvleae ndae ri.en mthuel tdipirleec vtieocnto arn d
available on Pearson Physics 11 New South Wales Reader+. Determine the velocity of the plane relative to the ground.
CHAPTER 3 | MOTION ON A PLANE 109
M03_PPN_SB11_9298.indd 109 11/7/17 12:00 PM
Additional content
Additional content features include
Section summary
material that goes beyond the core content
of the Syllabus. They are intended for Each section has a section summary
students who wish to expand their depth of to help students consolidate the key
understanding in a particular area. points and concepts of each section.
PHYSICSFILE CCT Sinutob stthiteu teeq uthaeti ovanl.ues for this situation ∆U = 50 × 9.8 × 0.4 1.1 Review
NgThreea wfvoitrtmoanutli’aos ∆n uUn=ivmegr∆sha lis lbaawse do f Suntaittse athned asnigsnwifierc awnitt hfi gauprperso.priate ∆U = 196 J SUMMARY
on the assumption that the Earth’s Worked example: Try yourself 5.3.5 • Before you begin your research it is important to It is important not to attempt something that you
gHggaoEafiGravitational field strength ()N/kglserrrnaotaaaslirlwdty11vvvutuh iii468022mebtttid’saaavseep ttte vc iiistrooo(aoi,uFEo nnnlmNiriandsga a5fpre ateAllu.to rrwcsfifilhreefte e ee1it'sdntas.o ll0iu 5ig dd gnCcgcd.t nt’r3olidhesso1sain.fie 5s5vw(tucscc×ehi)notrati. a atea it2n1nhTvtonat0s0 teh i tt stao0t hrfiaehgsals0ne2tns raer iad 5 atk tl Ewa.l uesvm labfiuaciid3ttr)owrreahet0efvhlt a daieo’ocss f3ent eh5 a telh e CRAmhi CUAEsfaaaF LstEApsrattelCEo+thcronrr pMReUmul geteoAeseaEl rtLtaassanc hDNAtip, tshts eseoeTiDii C eratrc9f eI i ttdIElkaNiix.th Ts8m,she lt ie GsLeI aneN1cOu p En t ie2r pGnobhkVdNr u5r cgageRpeEhbtA r−tdycadLAei b1 ms Lhno caVied asatabs rI un vto e Tnf7aboredffA b0ieirab n nTtymg tlcehg lhI ni mg Ofve iesraosre oNt ata f ogasjm yvbuAprrqbiioeoimtLa oulouaidiu tttveptPresy nliee i o.n nOad btzntteo n.eTehimaa sddEeslnlwa, t. N peognaeTenTorriryheroe It ceAe uwrrieso ngLngabl raytc dyraiE soaes.iybt Nslm;cWi y cetfEe pohnhltpRarroeeao eGs nersttstgYex w iscatyan eho R mtpdmoe iEsao fpiiaf Lltngat lesAheen tsnahn,Tei tfi wee oIitbVacyrrfh gaalEr6 heeybne n.o,T n0yt w l oO.ed afikrhr sgg Asgea u ptyna hrb.rn eeiwEunds lnobg.a trg ashkietsbe ie ciy s in KE••• YcpucTiprTpaOtmia snhQeornnhhnrurn veleaeignd aUeedrmceaa yvopdt qeestE ciphiaiaooueonrt unhtyuaSisrsu ncegtegiypat reeeTtsesasqa p n o mtv hadttanoIukoo tiaiOnio iohfdnep psnflb bdinnuNeset ott flthse/bet oes r whSbibio te ir reostsheialaemer no ten e eantwffi cvsd uosoxera dheoees g prrrdnar asceeneteeewe as tos n ti trifipwrinteoa gne tieebnmfrx qnreasdomivoettestrudthai regaee m eocei trswnbrnrdewhfyenueye tl vh. ,e.y e tsc i nsiiFti qm Bods shladoitopeuin u eyobunetra oreqrn ois slergsnur eesec uccid s.ivtntx eenenri iaiTiearlovaivcs ,vibsyh somesentn,se itieirsnayqnodt.ins pg oto otnug qgibflaipagubeu g e uatwcba d :sarsitews cotataoehtt‘isiheTineosistr oatllaeevhe l.inetn t forav d e bho rf. natt ar reeoiool o tut inmtnoae sntr e, . ’ •• ctdfT---Ivtah aah icffiiernseAstAmiwAcii nhl narceorin iietdeedcabmulolni le seo ey ieltlasincbetp os pnnpt crct de utaoetevedeoaohr enrre ndnmumvo atctptscdha adrlen btlerepidinereeisngelnygaealundtn eage a soedbrtt tttt u t nvhie oeitelcvnivneharon e aaaegh cia ren tnirrtrid hrna eeai.ti vceiaa anh tnsgbaoosthbbndpehovlremreellg ie.o reeaea i o iesnFpn .tire b bssiti ocvTslmssiol cishgreeeac h hn eoaasee a eiioltrvfs trt sytxo vviaaio ev g oaaaie avrodlsaaanm rndia nlar itvt.add.iacii ebhplaaobahb e elrlbcniboeeavlin hela. ir,vlne cdte aabaihstget etnhlr: oeaoe pimgawar t reie t tybniiiwh ntdgs.l hae idht tk dht hett te euhihn bsp reat eti nt g
FstIrGeUnRgtEh 5 d.3e.c5r eTahsee sE awritthh’ sa lgtirtauvditea.tional field dspornine gosn a tnhde mbo, uanncdi nthge bna rllesl eaarsee c tohmism enoner egxya, marpe lceas;ll ehdo weelavsetri,c m maantye roitahlse.r M etal 1 Sisc sietantteisdt sa mnda kthei so biss ethrveant ieoxnpse frriomme nwtahlilcyh t eas hteydp.othesis 4 Irna nagneo tohf evra eluxepse rtiom deenstc ari bsetu tdheen bt ruigsehstn tehses foofl loaw liignhgt :
materials are at least partially elastic. If their shape is manipulated, items such a Define ‘hypothesis’. dazzling, bright, glowing, dim, off
as our skin, metal hair clips and wooden rulers all have the ability to restore b How are theories and principles different from a What type of variable is ‘brightness’?
themselves to their original shape once released. hypothesis? 5 Select the best hypothesis from the three options
SKIL LBUILDER N poMteantteiraila elsn tehragty daore n roetf ererrteudrn t oto a tsh peliar sotricig minaalt esrhiaalpse. Palnasdt irceinleea sise athne eirx asmtopreled 2 WA hIifc ahn o of bthjeec tf oisll oswuibnjge cdt etsoc ari bceosn satna nint qnueitr yfo qrcuee,s tthioenn? it bAe lHowyp. oGtihvees ries a1s:o Inf sb footrh ytohuer a cnhgouiclaer. momentum and
MvWtvevfdtkoohaeiqinsrhgeSrelucopeie euiaaesmctltncbaict hictvi lcailoeyt letetewalen ra.cv,mr no oi rtFletfeoyp ohoecqv,rrr rrentegu i lo nsi ticwysarynr t,e vns toosmKhse ittrrauicaeknsutr=tly n, elt oeaWt cg 12ioqrirspes efuqtm ,l = oaiwaumien vFtadopsin 2uocrr tre,be hkloantttsd.yeihld pa,f euottrtlih oh cret eewed o wofh EkxTae phii rssvee= e ta:erh12 ylpea k rpsxaotl2miapcse otpriutcoyn t meto nofa tftti heaerlex i eateenll.naessrigtoiycn o mof raa tcneo romiabplj ecrecatsl,ls eEidop n, ti hsoe fg stihvpeerni nm bga yct eothrnieas ltfaonrmtula: 3 BCDIvtabnho elawWwIaTcHHt na ocnhaioopchglin elvrwwrriea csn eaem m teu?accbcc froitrsooyoetvievi.cuu amenaaealltdgddsd ulew. e drnittin ihetihittn nvsuhebeeg m setvas vhu oot o aeicgirlgln t otgcasaca neoaugutgissnneborettrt tan iiiertbnnnn,han e ueatcata lo .taatansi ucn sst duesctogii ledc usevbl ceancecarnrtrdoetriatat lit tlcieecbisis ro h lciviaeneoaiar ?s.nnmcr i guiawneeibt cas slhcs eet aa?hrunieesi sce astlo BC iaHmHrahaanannrnoyyedeoggglpprd tiuuuiutioon oilllaasttaaa nhh arrrdso ee atetf((mssr uffrrciieaoossecort tt ekccrm23aaoa thtt::pstesii eaoo YIoenydftnno ssoti rniuaau,(out lglltimrat))orh a ypnsvvei.tonyoeei,n ouesllsi oofnttrai et)cctat i ihmsoiiapltt penyy.vo yr easwiid slnritotuei agilsco lrkb liiinonaetnoywl cgsato rhie orffenadar a cni nw nwsrdg eceihwuitarvdhelehesa, n aerterth’ shs nstaee he ai.t nreshsby a eto mhyre ne e
create the scalar value for energy.
26 MODULE 2 | DYNAMICS CHAPTER 1 | WORKING SCIENTIFICALLY 9
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SkillBuilder Section review questions
A skillBuilder outlines a method or Each section finishes with key questions
technique. They are instructive and self- to test students’ understanding and ability
contained. They step students through the to recall the key concepts of the section.
skill to support science application.
vii
How to use this book
Module review
Each module finishes with a set of questions,
Chapter review
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Each chapter finishes with a list of key terms extended response. These questions assist
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to test students’ ability to apply the knowledge and understanding, and applying it to these
gained from the chapter. types of questions.
MODULE 1 • REVIEW
Chapter review REVIEW QUESTIONS
KEY TERMS Kinematics M1R 1W.1S0 1W.1S1
contact force mass Newton’s third law Multiple choice 4 A ball dropped from rest from a height h hits the
effinooqerruccrieetlii abmrieudmiated by a field nnNNeeeetwww ftttoooornnnc’’ess fiserscto lnadw law ntweoerrmigmhinatla lr evaecloticointy force 1 AfoArf o ctm8ah.r2r era5eec sm cst.ee Wlceorhanatdte ssd? iisnt aan scter ahigahs tt hline ec aart atr aravetell eodf 5a.t5 t mhe s e−2n d ghtAhre eoi12g ughvnrtdo ou wfn i2dthh? . aW sipthe ewdh va.t Tshpee ebda lwl iosu tlhde tnh ere bleaalls endo wfr ostmri kae
B 11 m B 2v
KEY QUESTIONS CD 1264..575 m m CD 24vv
12 WABCDAtthe nhsettpatt diwhhuct a rbeehodtraou t eiemiobn scnllf ieu la ltceslct rgiothsicatsanlrehrl roeidt t drfstts oaiiotb cnalvmwla gteofilao olwcllwsrriv dni cfiincotnesghogr g ctl b t,lhaao eiesd re tchesbi wnacb eeeregha txnewocaonkoemt leit ocwonpfen lotets hw safter o hoit d atrfcra gtahc ienpioan .anrm gWsbtaseaehecdgfetnon nrgfeoe etr srcse s? 78 CufabIofo f p or ttwwnctrtehhheeqsaoesee iur dfu edrfivfelloooqsteirblamr ucl fconrtotahie owtullr re rcfmrime fnoeedterg ,q.a i tca afusodeog s i1rerrerceias0sgedcm hNser ft ix boa.od pcSrefoe tskttwirh hneitenetehgcnw eohtociahbr:nerr j daeetachesc c s etff ei ootnslorregacc rlbmeeaee,st eoi aoi abnnfnnoj desdr ?cc aett h:,1 eaw0 h 2Ni0c hN 32 fsABCDAtAriem o gbcm6112roeika.394 n2 eip...rsd5727 eh a 555 ssmo chtd mmmfc. oeeWitwplsehin crma atbittno eedgtsliio o stiwtnhna.?e naT cv hseeetl ro datcorigaiethiysn t o tilhsfin e ame b soaimkvt eiaan l tglrr a atootvenye loat rif na s2 itntr.h5a ve imge thr hsst−iu r2ds 56 gvAAwBCDAer n ibotl −+−+ohuaa8822c elnali mmmm trd iyovs pessssw td−−−−hlloia1111rtacohntip etaty ph fl veeoieed fb ls,o+ afca5alil lmt dleysix ssovpt−efa1e rn−.r tiI3cietce mnar eclol sbeyf −s o31a?u.0n nW0dd hkssmat, rtai kidnseud ste h lt eenha oecv rhegtsahr on,t uhgthenee dinn
regaining their balance. Has a force acted to push the A equal and opposite section of track, and is initially moving in an easterly changes course and travels 400 km due east.
passengers backwards? Explain your answer. B equal and in the same direction direction. What is the distance travelled and the final displacement
3 Aco bnoswtalnintg v eblaolcl irtoy.l lWs ahliocnhg o af tshme ofooltlho wwionogd deina gflroaomr sa t CD ddiiffffeerreenntt aanndd oinp tphoes istaeme direction +0.2 oAf tdhiest aanercoep =la 7n0e0? km, displacement = 500 km north-east
ctnAChooerr rmbecaatllll yfao sirn cidte i rccoaaltlnes sbtF ote⃗hweean r hdigosnr itozhroBDeen drt.ai)gl hfFot?⃗r c(Tehs ea cwteiniggh ot na nd 9111 120 C9CnaAaC ne. aaa2n1t llleo0ccc 5fuuutbo 0m lllfjr aaaeNoc stttcre eee−ctf 2 ooettt wrehhh fco iaeeet9efhs 5 maa3t a a.cc05wca cct m5Nhsees0sell aeea s nNosrrto aas f aua n tta oiit ofoo4nhfornn 5r1toa ch°oo0cb e afft ajk senoaacg cfgo t. t66 sln3 Ae i50o f5 i 7.stnt9i2o.te k g Nciagtt oh.c genmceoaed lxosfl e ttfdb ooraaiarrrccbtlelete icsksw t o eoihaof n tewn1 n hi5to e.a nNn Velocity of train –1(m s)+–00..110 2 4 6 8 10Time1 2(s) 7 BCsADAArops caesdd1dadueiii9r sssdm t tttmth aaahoiannnn afst gccc−t t m1 heeeias e ===a c i kcno777erin000 tsais000 afatlt akkklneynmmmr at ai ,,,nt ta ddd gchriiielcsssaeseppps tlo lll eaaatbfrr cccaae1eeevtg1mmmieio°nl neeelswennn doittttto f h1 === 2 r 0to755 mh0l000el s000m dh− okkk1eo,mmmw trwrinze nNhN osaoa?n53 trst36 tatih..sel19.- e te°°phEEa es t
F⃗ F⃗ F⃗ F⃗ adcirtesc otino nth. Ue ssianmg eth oeb djeiacgt raatm an b aenlogwle, coafl c3u0l°a tteo tthhee nx et –0.2 BC 2702 kkmm hh−−11
45 AatabNcainho c eftfetnoeoWAws srrsr rtcnhtocaeoaeeana mnnt lt ho ’o tiesfti fefos. v ofi5 r1eWftcbro lh0Nsoehrje etNc?c a s cielnt tait asmye.dw c tiuiu tn ssfsnlt ott ielaafnrerqctngoseueesums i olai aist ubclnhhestr aeifliunyutts ng mtaaao bnocn? art n oslieag btxfnhhrjtcetoee ecrm oondtn b a,w rljeai ieglxfnlcoht tmerot?c rbtaneoji ae nfllcret otfaf,omt i anrocn anaedn fxo dr4ci5reeºF→ ca1tniodn i.nitial ac3cF→0e2ºleration actingy on txhe object in the ab W6ABCDW1AB 1 hhs 000100eaas ... .cmmett4824 ocdi mmmmsnoi sdnt thesdaae snos dcfot eiifst sipdt sloma emcose tomtiohtineeon ?ntt?r aoifn t htrea vteral iinn athftee rfi trhset first 8 DBCabA DW o bahvvvv7oBBBBti2ac,SSSS htSm ==== ref esovvvvql−BBSSar1uGGGG tsaivu++++teibovv(( mt−−nBSoSGvv a c BSaraGG insn)) u ebb aemn udasr eGind ef ot?o r( Ucgarsolecu utnhladet. e)s uthbes cvreiplotcs itBy foofr
6 What are the horizontal and vertical components C 0.8 m east
o4f5 a°  ufoprwcea rodfs 5 f0ro Nm a tchtein pg oosnit iavne ox bdjiercetc taiot na?n angle of D 1.2 m east
CHAPTER 4 | FORCES 141 REVIEW QUESTIONS 113
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