Physics

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24. A point charge q1=2.40 μC is held stationary at the origin. A second point charge q2= -4.30 μC moves from the point x=0.150 m, y=0 to the point x=0.250 m, y= 0.250 m. How much work is done by the electric force on q2? 25. A charge of 28.0 nC is placed in a uniform electric field that is directed vertically upward and has a magnitude of 4.00 x 10^4 V/m. What work is done by the electric force when the charge moves (a) 0.450 m to the right; (b) 0.670 m upward; (c) 2.60 m at an angle of 45.0° downward from the horizontal? 26. A small particle has charge -5.00 μC and mass 2.00 x 10^-4 kg. It moves from point A, where the electric potential is VA=+200 V, to point B, where the electric potential is VB =+800 V. The electric force is the only force acting on the particle. The particle has speed 5.00 m/s at point A. What is its speed at point B? Is it moving faster or slower at B than at A? Explain. 27. A uniform electric field has magnitude E and is directed in the negative x-direction. The potential difference between point a (at x=0.60 m) and point b (at x=0.90 m) is 240 V. (a) Which point, a or b, is at the higher potential? (b) Calculate the value of E. (c) A negative point charge q=-0.200 μC is moved from b to a. Calculate the work done on the point charge by the electric field. 28. A silver wire 2.6 mm in diameter transfers a charge of 420 C in 80 min. Silver contains 5.8 x 10^28 free electrons per cubic meter. (a) What is the current in the wire? (b) What is the magnitude of the drift velocity of the electrons in the wire? 29. When switch S in the diagram is open, the voltmeter V of the battery reads 3.08 V. When the switch is closed, the voltmeter reading drops to 2.97 V, and the ammeter A reads 1.65 A. Find the emf, the internal resistance of the battery, and the circuit resistance R. 31. In the circuit shown in the diagram, find (a) the rate of conversion of internal (chemical) energy to electrical energy within the battery; (b) the rate of dissipation of electrical energy in the battery; (c) the rate of dissipation of electrical energy in the external resistor.
The engineers designing the lunar module needed to figure out a way to reduce its weight, but they had to make sure the astronauts could still see out of the cockpit. The engineers brainstormed solutions to the problem that would reduce the weight while still allowing the astronauts a clear view outside. The table below describes three solutions that the engineers considered. Solution 1: Reduce the weight of the lunar module by making the windows smaller. The seats would not be changed. Solution 2: Reduce the weight of the lunar module by removing the heavy seats and using lightweight stools instead. A lightweight wire cage would surround the astronauts to keep them from floating off during the mission. Solution 3: Reduce the weight of the lunar module by removing the seats altogether. Lightweight handlebars and elastic straps would keep the astronauts in place during the mission. If the astronauts stood, they would be closer to the windows. So, the astronauts would be able to see out of the windows better, even if the windows were smaller and lighter. Testing showed that if the windows were smaller, the astronauts would not be able to see well enough from their seats to pilot the lunar module. This solution was not used. Astronauts did not like the design. They did not want to sit in a wire cage because it would be too confining. This solution was not used. The astronauts would experience large forces while landing on and taking off from the Moon. If the astronauts were standing, their legs might not be able to handle these forces. This solution required additional testing to see if it would work. Based on the information above, which two things were true about the lunar module brainstorming process? Proposed solution 1 was not used because it did not meet the weight criteria. Proposed solution 3 met both criteria and was guaranteed to work. Proposed solution 3 included ideas from Proposed solutions 1 and 2. Proposed solution 2 was not used because the astronauts did not approve of the design.
A cell phone manufacturer tests the battery lifetimes of its cell phones by recording the time it takes for the battery charges to run out while testers are streaming videos on the phones continuously. The manufacturer claims that the population mean of the battery lifetimes of all phones of their latest model is 5.74 hours. As a researcher for a consumer information service, you want to test that claim. To do so, you select a random sample of 45 cell phones of the manufacturer's latest model and record their battery lifetimes. Assume it is known that the population standard deviation of the battery lifetimes for that cell phone model is 2.42 hours. Based on your sample, follow the steps below to construct a 90% confidence interval for the population mean of the battery lifetimes for all phones of the manufacturer's latest model. Then state whether the confidence interval you construct contradicts the manufacturer's claim. (a) Click on "Take Sample" to see the results from your random sample of 45 phones of the manufacturer's latest model. Number of phones Sample mean Sample standard deviation ------------ ------------- ------------- 45 5.47 2.13 Population standard deviation ------------ 2.42 Enter the values of the sample size, the point estimate for the population mean; the population standard deviation, and the critical value you need for your 90% confidence interval. (Choose the correct critical value from the table of critical values provided.) When you are done, select "Compute". Sample size: Point estimate: Standard error: Population standard deviation: Critical value: Compute (b) Based on your sample, graph the 90% confidence interval for the population mean of the battery lifetimes for all phones of the manufacturer's latest model. - Enter the lower and upper limits on the graph to show your confidence interval. - For the point (4), enter the manufacturer's claim of 5.74 hours.
It's All Uphill Interactive Background: In this Interactive, you will analyze the motion of a cart being pulled up an inclined plane at a constant speed. The angle of the incline can be modified by 10° increments between the values of 30° and 90°. Three different masses can be selected - 2.0 kg, 3.0 kg, and 4.0 kg. In each simulation, the cart is pulled to the same height -1.0 meter above the original starting position. For each simulation, the force that must be applied is reported on the screen. The displacement of the cart can be measured using the cm ruler that is displayed for each trial. Purpose: To determine the effect of the angle of an inclined plane upon the amount of force and the amount of work done when pulling a cart up an inclined plane at a constant speed and to the same height. Discussion of Procedure: Select a mass from one of the three choices. Tap the Run Trial button. The force required to pull the cart at a constant speed is displayed on the screen; record in the Data Table. The displacement from the starting position to the final position can be measured using the cm ruler; record in the Data Table. (Note that the table lists meters as the unit.) The force and the displacement vectors are both directed parallel to the inclined plane. Use the force and displacement to calculate the work done. Repeat the procedure for all angles. Data tables are provided for a single cart mass. Additional tables can be made if necessary. Data: Mass: kg Angle ( ° ) Force (N) Displacement (m) Work (J) 30.0 40.0 50.0 60.0 70.0 80.0 90.0