physics part a · 2020. 5. 31. · physics part a- summer 2020 curriculum lesson concepts teks...

Physics

Student Name: __________________

Student ID: _____________________

School Name: ___________________

Summer School Distance

Learning Packet

Teacher Name: __________________

HIGH SCHOOL

Part A

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000 www.bisd.us

May 2020

Esteemed Parents and Family Members,

We hope this letter finds you safe and healthy amid this uneasy time of COVID-19. As always, our priority is

the safety and welfare of our students. Our 2020 summer program will continue by utilizing virtual learning

platforms and will begin on June 1 and end on June 18, 2020. The purpose of the summer program is to

provide students the opportunity to gain credit for the course your student has failed.

You have received this summer 2020 instructional packet for your (9th - 12th grade) student. This instructional

packet includes materials for the core area(s) your student has failed.

We ask that you contact your student’s school to:

• give you the failing subject area(s)

• give you your student’s summer teachers’ name and contact information / email address

• update any contact information including any changes and additional contact numbers, and

email addresses, etc.

• receive login information for the digital platform

The platform utilized this summer will be:

• 9th -12th Google Classroom

(Download Google Classroom app or access through the Clever Portal)

Our sincere hope is that your child will participate and take advantage of this opportunity for promotion that

will greatly support your child’s area(s) of educational need.

Please encourage your student to read, watch educational programs, and practice their writing and speaking

skills. This is also a great time to share family stories and traditions, play board games and enjoy family time.

As always, it is an honor to continue to serve you and we value your family's commitment in entrusting us with

your child's education.

BISD does not discriminate on the basis of race, color, national origin, gender, religion, age, or disability or genetic information in employment

or provision of services, programs, or activities.

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000 www.bisd.us

Mayo de 2020

Estimados Padres y Miembros de Familia,

Esperamos que esta carta le encuentre a buen resguardo y en buena salud durante estos días difíciles del

COVID-19. Como siempre, nuestra prioridad es la seguridad y el bienestar de nuestros estudiantes. Nuestro

programa de verano 2020 continuará utilizando plataformas de aprendizaje virtuales y comenzará el 1 de junio

y terminará el 18 de junio de 2020. El propósito del programa de verano es proporcionar a los estudiantes que

no fueron promovidos al siguiente grado, una oportunidad para obtener la promoción.

Con el fin de trabajar en la promoción de su hijo/a al siguiente grado, usted ha recibido un paquete de

instrucción para el verano del 2020 para su hijo/a de preparatoria. Dicho paquete incluye materiales para la(s)

asignatura(s) que su hijo/a reprobó.

Le pedimos que se ponga en contacto con la escuela de su hijo/a para:

• darle el área(s) de materia(s) que está reprobando.

• darle el nombre del maestro/a de verano de su hijo/a y su correo electrónico

• actualizar cualquier información de contacto, incluyendo cualquier cambio y números

de contacto adicionales, y correo electrónico, etc.

• recibir la información para conectarse a las plataformas digitales

La siguiente plataforma virtual se utilizará este verano para la preparatoria:

• Google Classroom

(Descargar aplicación de Google Classroom o usar el portal de Clever)

Esperamos sinceramente que su hijo/a participe y aproveche esta oportunidad de promoción que apoyará en

gran medida las áreas de su necesidad educativa.

Anime a sus hijos/as a leer, ver programas educativos y practicar sus habilidades para escribir y hablar. Este es

también un gran momento para compartir historias y tradiciones familiares, jugar juegos de mesa y disfrutar

del tiempo en familia.

Como siempre, es un honor continuar sirviéndole y valoramos nuestro compromiso con su familia al

confiarnos la educación de su hijo/a.

BISD no discrimina de acuerdo de raza, color, origen nacional, género, religión, edad, información genética, o incapacidad en el empleo o en

la provisión de servicios, programas o actividades.

Physics Part A- Summer 2020 Curriculum

Lesson Concepts TEKS Assignments

Week 1: June 1-5 1 Motion Graphs & Charts 4A -1.P.4A Standards Review Pgs. 1-3 2 -Graphing Skills: Displacement & Velocity

3 1 Dimensional Motion 4B -1.P.4B Standards Review Pgs. 4-5 -Math Skills: Acceleration

Name Date

© Houghton Mifflin Harcourt Publishing Company

1 Texas Physics Standards Review

Force and Motion

The student will demonstrate an understanding of the relationship of force and motion in one and two dimensions.

(P.4) Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to (A) generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photogates;

Standard reVieW

A physicist may make use of real-time technologies, such as a motion detector, instead of a recording timer to determine velocity and acceleration. The motion detector measures the position of an object by sending sound waves toward the object and measuring the time that the waves take to echo back to the sensor.

The velocity of an object can be determined if the object’s position is known at specific times along its path. One way to determine this is to make a graph of the motion. The figure below represents such a graph.

0 2.0 4.0 8.06.0

Pos

itio

n (

m)

Time (s)

16.0

12.0

8.0

4.0

0

Notice that time is plotted on the horizontal axis and distance is plotted on the vertical axis. For any position-time graph, we can also determine the average velocity by drawing a straight line between any two points on the graph. The slope of this line indicates the aver-age velocity between the positions and times represented by these points.

1.P.4.A Physics

DO NOT EDIT--Changes must be made through “File info” CorrectionKey=A

Name Date



Standard Practice

The following graph shows the distance an object traveled along a straight path as a function of time. Use the graph to answer questions 1–4.

Dis

tanc

e (m

)

Distance Versus Time

Time (s)

50

40

30

20

10

050 10 15 20 25 30

1 During which of the following time periods did the object travel at a constant velocity?

A 0–5 s

B 0–15 s

C 15–20 s

D 20–25 s

2 Which of the following statements best describes the object’s motion between the time period of 23 s to 30 s?

A The object is at rest.

B The object has a negative velocity.

C The object has a positive velocity.

D The object has a constant positive acceleration.

1.P.4.A Physics


Name Date



3 According to the data in the graph, during which time period was the average velocity the greatest?

A 0–10 s

B 10–17.5 s

C 17.5–30 s

D 0–30 s

4 What total distance in meters did the object travel during the time interval of 10 s to 25 s?

1.P.4.A Physics


Name:_____________________________ Class:__________________ Date:__________________


Holt McDougal Physics Study Guide

Motion in One Dimension

Graph Skills

Displacement and Velocity A minivan travels along a straight road. It initially starts moving toward the east. Below is the position-time graph of the minivan. Use the information in the graph to answer the questions.

1. Does the minivan move to the east? If so, during which time interval(s)?

_________________________________________________________________

2. Does the minivan move to the west? If so, during which time interval(s)?

_________________________________________________________________

3. Is the minivan’s speed between t1 and t2 greater than, less than, or equal to its speed between t2 and t3?

_________________________________________________________________

4. Is the minivan’s speed between t4 and t5 greater than, less than, or equal to its speed between t6 and t7?

_________________________________________________________________

5. Does the minivan ever stop completely? If so, at which time(s)?

_________________________________________________________________

6. Does the minivan ever move with a constant velocity? If so, at which time(s)?

_________________________________________________________________

7. What is the total displacement of the minivan during the trip?

_________________________________________________________________

Name Date



Force and Motion


(P.4) Science concepts. The student knows and applies the laws governing motion in a vari-ety of situations. The student is expected to (B) describe and analyze motion in one dimen-sion using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration;

Standard reVieW

As any object moves from one position to another, the length of the straight line drawn from its initial position to the object’s final position is called the displacement of the object. In everyday language, the terms speed and velocity are used interchangeably. In physics, velocity describes motion with both a direction and a numerical value (a magnitude) indicating how fast something moves. Speed has no direction, only magnitude. The quantity that describes the rate of change of velocity is called acceleration. The average velocity is defined as the displacement divided by the time interval during which the displacement occurred. For any position-time graph, we can also determine the average velocity by drawing a straight line between any two points on the graph. The slope of this line indicates the average velocity between the positions and times represented by these points.

To determine the velocity at some instant, we study a small time interval near that instant. As the intervals become smaller and smaller, the average velocity over that interval approaches the instantaneous velocity, the velocity at a specific point in time. One way to determine the instantaneous velocity is to construct a straight line that is tangent to the position-versus-time graph at that instant. The slope of this tangent line is equal to the value of the instanta-neous velocity at that point.

Displacement Velocity with Constant Acceleration Δd = df –di f iv = v + a tΔAverage Velocity Displacement with Constant Acceleration

= = avgf i

df – di dvt t t

Δ

Δ −( )21 =

2id v t a tΔ Δ + Δ

Average Acceleration Final Velocity after Any Displacement

= = f iavg

f i

v vvat t t

−Δ

Δ −2 2 = 2f iv v a d+ Δ

Displacement with Constant Acceleration

( )1 = 2 i fd v + v tΔ Δ

Refe

renc

e In

form

atio

n

average speed =distance traveled

time of travel

1.P.4.B Physics


Name Date



Standard Practice

To answer questions 1–2, use the following position-time graph of a squirrel running along a clothesline.

4.01.0 3.0

4.0

3.0

2.0

1.0

0

−1.0

−2.0Time (s)

Posi

tion

(m

)2.0 5.0

1 What is the squirrel’s displacement at time t = 3.0 s?

A -6.0 m

B -2.0 m

C +0.8 m

D +2.0 m

2 What is the squirrel’s average velocity during the time interval between 0.0 s and 3.0 s?

A -2.0 m/s

B -0.67 m/s

C 0.0 m/s

D +0.53 m/s

3 A boat with an initial speed of 5.0 m/s accelerates at a uniform rate of 1.2 m/s2 for 5.0 s. What is the final speed of the boat during this time?

A 6.0 m/s

B 6.2 m/s

C 11 m/s

D 26 m/s

4 If a snowmobile accelerates at the rate of -0.60 m/s2 from its initial velocity of +3.0 m/s, how long will it take to reach a complete stop?

1.P.4.B Physics


Name:_____________________________ Class:__________________ Date:__________________




Math Skills

Acceleration A car is traveling down a straight road. The driver then applies the brake, and the car decelerates with a constant acceleration until it stops. Refer to the equations below to answer the questions.

Δx =12

(vi + v f )Δt v f = vi + a(Δt )

Δx = vi(Δt ) + 12

a(Δt )2 v f2 = vi

2 + 2aΔx

1. What is the car’s final speed vf? Explain your answer.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. You are given the distance the car travels and the length of time it takes for the car to come to a complete stop after the driver applies the brakes. What is the expression for the car’s initial speed?

_________________________________________________________________

3. You are given the car’s initial speed and the length of time it takes for the car to come to a full stop after the driver applies the brakes. What is the expression for the magnitude of the car’s acceleration?

_________________________________________________________________

4. You are given the car’s initial speed and the distance the car travels before it comes to a complete stop after the driver applies the brakes. What is the expression for the magnitude of the car’s acceleration?

_________________________________________________________________

5. You are given the magnitude of the car’s acceleration and the length of time it takes for the car to come to a full stop after the driver applies the brakes. What is the expression for the initial speed of the car, and what is the expression for the distance it traveled before it came to a complete stop?

_________________________________________________________________



Week 2: June 8-12

4 1 Dimensional Motion 4B -Math Skills: Falling Objects

-Chapter 2 Concept Map

5 Effect of Forces

4D

-1.P.4D Standards Review Pgs. 8-9 -Diagram Skills: Newton’s Laws of Motion

6 -Concept Review: Everyday Forces -Chapter 4 Concept Map

Name:_____________________________ Class:__________________ Date:__________________




Math Skills

Falling Objects A juggler throws a ball straight up into the air. The ball remains in the air for a time Δt before it lands back in the juggler’s hand.

Δy = vi(Δt ) +12

a(Δt )2

v f = vi + a(Δt )

v f2 = vi

2 + 2aΔy

1. Answer the following questions in terms of Δt and g.

a. What is the acceleration of the ball during the entire time the ball is in the air?

_________________________________________________________________

b. With what speed did the juggler throw the ball into the air? (Hint: What is the total displacement of the ball during the time it is in the air?)

_________________________________________________________________

c. How much time elapsed before the ball reached its maximum height?

_________________________________________________________________

d. How high above the point of release did the ball rise?

_________________________________________________________________

2. Assume that the ball was in the air for 2.4 s. Answer the following questions:

a. What is the acceleration of the ball during the entire time the ball is in the air?

_________________________________________________________________

b. With what speed did the juggler throw the ball into the air?

_________________________________________________________________

c. How much time elapsed before the ball reached its maximum height?

_________________________________________________________________

Name Date



Force and Motion


(P.4) Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to (D) calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects;

Standard reVieW

Newton’s first law of motion. In the 1630s, Galileo concluded correctly that it is an object’s nature to maintain its state of motion or rest. Note that an object on which no force is act-ing is not necessarily at rest; the object could also be moving with a constant velocity. This concept was further developed by Newton in 1687 and has come to be known as Newton’s first law of motion. Inertia is the tendency of an object not to accelerate. Newton’s first law is often referred to as the law of inertia because it states that in the absence of a net force, a body will preserve its state of motion. In other words, Newton’s first law says that when the net external force on an object is zero, the object’s acceleration (or the change in the object’s velocity) is zero.

Newton’s second law of motion. From Newton’s first law, we know that an object with no net force acting on it is in a state of equilibrium. We also know that an object experiencing a net force undergoes a change in its velocity. The relationships between mass, force, and acceleration are quantified in Newton’s second law. The acceleration of an object is directly proportional to the net force acting on the object and inversely proportional to the object’s mass. In equation form, we can state Newton’s second law as follows: ∑ F ma= . (Note that force, F, and acceleration, a, are both vector quantities.)

Newton’s third law of motion. A force is exerted on an object when that object interacts with another object in its environment. Newton recognized that a single isolated force can-not exist. Instead, forces always exist in pairs. If two objects interact, the magnitude of the force exerted on object 1 by object 2 is equal to the magnitude of the force simultaneously exerted on object 2 by object 1, and these two forces are opposite in direction.

1.P.4.D Physics

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=B

PH_CTXEAN060432_RP1C.indd 8 11/6/13 12:49 PM

Name Date



Standard Practice 1 Two restaurant employees push a 730 kg wheeled dumpster along a horizontal

surface. After they push the dumpster a distance of 5.5 m starting from rest, its speed is 0.75 m/s. What is the magnitude of the net force on the dumpster?

A 3.8 N

B 37 N

C 370 N

D 3700 N

2 If a small sports car collides head-on with a massive truck, which vehicle experiences the greater impact force?

A The small sports car

B The massive truck

C The impact forces are equal but opposite in direction

D Not enough information is given to determine

3 Which of the following terms is defined as the tendency of a moving object to resist a change in speed or direction?

A Kinetic friction

B Inertia

C Mass

D Static friction

4 A freight train has a mass of 1.5 × 107 kg. If the locomotive can exert a constant pull of 7.5 × 105 N, how long in seconds would it take to increase the speed of the train from rest to 85 km/h? (Disregard friction.)

1.P.4.D Physics


Name:_____________________________ Class:__________________ Date:__________________



Forces and the Laws of Motion

Diagram Skills

Newton’s First Law A lantern of mass m is suspended by a string that is tied to two other strings, as shown in the figure below. The free-body diagram shows the forces exerted by the three strings on the knot.

1. In terms of F1, F2, and F3, what is the net force acting on the knot? (Hint: The lantern is in equilibrium.)

_________________________________________________________________

2. Find the magnitudes of the x and y components for each force acting on the knot. (Assume the positive directions are to the right and up.)

String 1 (F1) x component ___________ y component ___________



3. In terms of F1, F2, and F3, what is the magnitude of the net force acting on the knot in the x direction? in the y direction?

Fx net =__________________________________________________________ Fy net =____________________________________________________________

4. Assume that θ1 = 30°, θ2 = 60°, and the mass of the lantern is 2.1 kg. Find, F1, F2 and F3.

F1 = _____________________________________________________________

F2 = _____________________________________________________________

F3 = _____________________________________________________________

Name:_____________________________ Class:__________________ Date:__________________




Diagram Skills

Newton’s Second and Third Laws The figure on the left below illustrates a sled with a mass of M pulled horizontally along the ground by a force with a magnitude of F. A box with a mass of m lies on the sled and remains at rest relative to the sled. Assume there is friction between the surface of the sled and the box and between the surface of the ground and the sled. The figure on the right below shows the force diagram for this situation.

1. Identify any action-reaction pairs in the force diagram.

_________________________________________________________________

2. Which of the forces shown would be included in the free-body diagram of the box?

_________________________________________________________________

3. Which of the forces shown would be included in the free-body diagram of the sled?

_________________________________________________________________

4. What is the net force on the box in the horizontal direction? _________________

5. What is the net force on the box in the vertical direction? ___________________

6. What is the net force on the sled in the horizontal direction? _________________

7. What is the net force on the sled in the vertical direction? ___________________

Name:_____________________________ Class:__________________ Date:__________________




Concept Review

Everyday Forces A wooden box with a mass of 10.0 kg rests on a ramp that is inclined at an angle of 25° to the horizontal. A rope attached to the box runs parallel to the ramp and then passes over a frictionless pulley. A bucket with a mass of m hangs from the end of the rope. The coefficient of static friction between the ramp and the box is 0.50. The coefficient of kinetic friction between the ramp and the box is 0.35.

1. Suppose the box remains at rest relative to the ramp. What is the maximum magnitude of the friction force exerted on the box by the ramp?

_________________________________________________________________

2. Suppose the box slides along the ramp. What is the maximum magnitude of the friction force exerted on the box by the ramp?

_________________________________________________________________

3. Suppose the bucket has a mass of 2.0 kg.

a. What is the friction force exerted on the box by the ramp?

_________________________________________________________________

b. Does the box remain at rest relative to the ramp?

_________________________________________________________________

4. Suppose water is added to the bucket so that the total mass of the bucket and its contents is 6.0 kg.

a. What is the friction force exerted on the box by the ramp?

_________________________________________________________________

b. Does the box remain at rest relative to the ramp?

_________________________________________________________________



Week 3: June 15-17

7

Types of Forces

5AB

-2.P.5A Standards Review Pgs. 15-16 -2.P.5B Standards Review Pgs. 17-18

8 -Concept Review: Newton’s Law of Gravitational Force

Last Day /Check Out: June 17

Name Date



Gravitational, ElEctrical, MaGnEtic, and nuclEar ForcEs

The student will demonstrate an understanding of gravitational, electrical, magnetic, and nuclear forces.

(P.5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to (A) research and describe the historical development of the concepts of gravitational, electromagnetic, weak, nuclear, and strong nuclear forces;

standard rEviEW

Scientists identify four fundamental forces in nature. These forces are gravity, the elec-tromagnetic force, the strong nuclear force, and the weak nuclear force. The fundamental forces vary widely in strength and the distance over which they act.

Published on July 5, 1687, Isaac Newton’s Principia stated quantitatively that the mag-nitude of the gravitational force between two masses was proportional to the product of the masses divided by the distance of separation squared. In 1873, James Clerk Maxwell linked the forces of electricity and magnetism, once believed to be separate, in his pub-lication Treatise on Electricity and Magnetism. Gravitational and electromagnetic forces act over longer distances. Their effects extend an infinite distance, although these effects decrease rapidly as the distance between objects increases.

Around 1934, puzzled as to how a nucleus full of protons did not fly apart due to repul-sion forces, physicists developed the concept of a “nuclear force” that holds it together. To-day, we understand that the strong nuclear force holds together the protons and neutrons in the nuclei of atoms and is the strongest of all the forces. However, it is negligible over distances greater than the size of an atomic nucleus. The weak nuclear force acts over even smaller distances, about the diameter of a proton. It is about one-millionth as strong as the strong force. The electromagnetic force is about 1/100 the strength of the strong nuclear force. The gravitational force is much weaker than the electromagnetic force. Consider a proton and an electron in an atom. The electromagnetic force is about 1040 times as great as the gravitational force between them! That is why the effects of the electromagnetic force can be observed in the interactions of atoms, while the gravitational force can only be observed in the interactions of very large objects.

2.P.5.A Physics


Name Date



STANDARD PRACTICE 1 What keeps the protons in an atomic nucleus from flying away from one another?

A They are attracted to one another by electric forces.

B Neutrons bond with protons, holding the protons together.

C The attraction between electrons and protons holds the nucleus together.

D The strong nuclear force is stronger than the repulsive electric force at short distances.

2 How does the force that holds the nucleus together compare to the electromagnetic force that causes protons and electrons to stay together in atoms?

A The nuclear force is equal to the electromagnetic force.

B The nuclear force is stronger than the electromagnetic force under all conditions.

C The nuclear force is stronger than the electromagnetic force at very short distances but equal at longer distances.

D The nuclear force is stronger than the electromagnetic force at very short distances but weaker at longer distances.

3 Which is the weakest of the four fundamental forces?

A Electromagnetic

B Gravitational

C Strong nuclear

D Weak nuclear

4 The strength of the strong nuclear force is about how many times stronger than the electromagnetic force?

2.P.5.A Physics



Name Date



Gravitational, ElEctrical, MaGnEtic, and nuclEar ForcEs

The student will demonstrate an understanding of gravitational, electrical, magnetic, and nuclear forces.

(P.5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to (B) describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers;

standard rEviEW

Earth and many of the other planets in our solar system travel in nearly circular orbits around the sun. Thus, a centripetal force must keep them in orbit. One of Isaac Newton’s great achievements was the realization that the centripetal force that holds the planets in orbit is the very same force that pulls an apple toward the ground—gravitational force.

Newton developed the following equation to describe quantitatively the magnitude of the gravitational force if distance r separates masses m1 and m2:

Fg = Gm 1 m 2 ______

r 2 , G = 6.673 × 10–11 N • m2

______ kg2

Newton’s Law of Universal Gravitation

G is called the constant of universal gravitation. The value of G was unknown in Newton’s day, but experiments have since determined it. Newton demonstrated that the gravitational force that a spherical mass exerts on a particle outside the sphere would be the same if the entire mass of the sphere were concentrated at the sphere’s center. When calculating the gravitational force between Earth and our sun, for example, you use the distance between their centers. Gravitational force always attracts objects to one another. The force that the sun exerts on Earth is equal and opposite to the force that Earth exerts on the sun. This relationship is an example of Newton’s third law of motion. Gravitational force exists between any two masses, regardless of size.

2.P.5.B Physics


Name Date



STANDARD PRACTICE 1 The planet Venus has a mass of 4.87 × 1024 kg, and Earth has a mass of

5.97 × 1024 kg. How far apart are the two planets when they exert a gravitational force of 1.12 × 1018 N on one another?

A 1.54 × 103 m

B 4.16 × 1010 m

C 1.72 × 1021 m

D 4.66 × 1028 m

2 Which of the following is an incorrect interpretation of the expression ag= g = GmE/r

2?

A Gravitational field strength changes with an object’s distance from the center of Earth.

B Free-fall acceleration changes with an object’s distance from the center of Earth.

C Free-fall acceleration is independent of the falling object’s mass.

D Free-fall acceleration is dependent on the falling object’s mass.

3 According to the universal law of gravitation, if you halve the distance between two objects, how does the gravitational force between them change?

A Increases by a factor of 2

B Increases by a factor of 4

C Decreases to 1 __ 2 the original force

D Decreases to 1 __ 4 the original force

4 What is the magnitude of the gravitational force (in newtons) a 66.5 kg person would experience while standing on the surface of Pluto?

Object Mass RadiusEarth 5.97 × 1024 kg 6.38 × 106 m

Mars 6.42 × 1023 kg 3.40 × 106 m

Pluto 1.25 × 1022 kg 1.20 × 106 m

2.P.5.B Physics



Name:_____________________________ Class:__________________ Date:__________________



Circular Motion and Gravitation

Concept Review

Newton’s Law of Universal Gravitation

1. Newton’s universal law of gravitation states that Fg = G m1m2

r2 . Consider a system

of two masses, m1 = m2 = M, at a distance r = Ro. The gravitational force on each

of these masses would be Fo = G MM

Ro2 = G M 2

Ro2 . Find the ratio of the new

gravitational force to the original force, oF , for each of the following situations.

a. m1 = M, m2 = 2M, r = Ro. ___________________________________________

b. m1 = m2 = 2M, r = Ro. _____________________________________________

c. m1 = m2 = M, r = 2Ro. _____________________________________________

d. m1 = m2 = M, r = −Ro. _____________________________________________ 2. For each situation in item 1, write a sentence that summarizes in words what has

changed and how that change has affected the gravitational force.

a. _______________________________________________________________

_________________________________________________________________

b. _______________________________________________________________

_________________________________________________________________

c. _______________________________________________________________

_________________________________________________________________

d. _______________________________________________________________

_________________________________________________________________ 3. Why is a force necessary to create circular motion?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

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