A 45 kg , 5.5-m-long beam is supported, but not attached to, the two posts in the figure (Figure 1). A 23 kg boy starts walking along the beam. Part A You may want to review (Page 294). How close can he get to the right end of the beam without it falling over? For help with math skills, you may want to review. Express your answer to two significant figures and include the appropriate units. The Vector Crss Product HA d = Value Units Submit Request Answer Provide Feedback Figure < 1 of 1> 3.0 m

A 45 kg , 5.5-m-long beam is supported, but not attached to, the two posts in the figure (Figure 1). A 23 kg boy starts walking along the beam. Part A You may want to review (Page 294). How close can he get to the right end of the beam without it falling over? For help with math skills, you may want to review. Express your answer to two significant figures and include the appropriate units. The Vector Crss Product HA d = Value Units Submit Request Answer Provide Feedback Figure < 1 of 1> 3.0 m

College Physics

11th Edition

ISBN:9781305952300

Author:Raymond A. Serway, Chris Vuille

Publisher:Raymond A. Serway, Chris Vuille

Chapter1: Units, Trigonometry. And Vectors

Section: Chapter Questions

Problem 1CQ: Estimate the order of magnitude of the length, in meters, of each of the following; (a) a mouse, (b)...

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Part A Given vectors A = -4.8î + 6.8ĵ and B = 9.61 + 6.7 j, determine the vector C that lies in the xy plane perpendicular to B and whose dot product with A is 20.0. Express your answer using two significant figures. Express your answer in terms of the unit vectors i and 3. C = ΑΣΦ ↑
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A 1,040-N crate is being pushed across a level floor at a constant speed by a force F of 390 N at an angle of 20.0° below the horizontal, as shown in the figure a below. Two figures show a side view of a crate positioned upon a horizontal surface. Figure (a): An arrow pointing downward and to the right is labeled vector F and forms an angle of 20° below the horizontal as it approaches the upper left edge of the crate. Figure (b): An arrow pointing upward and to the right is labeled vector F and forms an angle of 20° above the horizontal as it extends from the upper right edge of the crate. (a) What is the coefficient of kinetic friction between the crate and the floor? (Enter your answer to at least three decimal places.)(b) If the 390-N force is instead pulling the block at an angle of 20.0° above the horizontal, as shown in the figure b, what will be the acceleration of the crate? Assume that the coefficient of friction is the same as that found in part (a).
Let A = 4î – 2ĵ, B = −3î + 5ĵ, and Ē = 2A +3B. Part A Write vector E in component form. Express your answer in terms of the unit vectors i and j. Use the 'unit vector' button to denote unit vectors in your answer. VE ΑΣΦ E Submit Request Answer ?
The pair of pulleys is used to lift a 40-kg block 0.25 m. The constant upward acceleration of the block during the lift is +2.5 m/s^2, and the pulleys and rope have negligible inertia and negligible friction. A. What is the tension in the pulling rope? Express your answer with the appropriate units. B. What is the tension in the rope from which the block hangs? Express your answer with the appropriate units. C. Determine the magnitude of the force exerted by the upper mount on the top pulley. Express your answer with the appropriate units. D. How much work is done by the person pulling the rope in lifting the block 0.25 mm? Express your answer with the appropriate units. E. By how much does the kinetic energy of the block change in this process? Express your answer with the appropriate units. F. How much work is done on the block by the rope attached to it? Express your answer with the appropriate units. G. How much work does the ceiling do in this process? Express your answer with the…
Two students are conducting an experiment in which they are trying to find a relationship between the angle of incline of a ramp and the final speed a car reaches when rolling down the ramp. In order to collect their data, the students must determine the final speed of the car at the bottom of the ramp. The students discuss how they should determine this speed. Student 1: “We need to measure the length of the ramp and the time it takes the car to roll down it. Then we can divide the total distance by the total time to find the final speed.” What is wrong with Student 1’s method for determining the final speed? This method will only determine the average speed, not the final speed. This method will determine the acceleration, not the final speed. This method does not account for the height of the ramp. This method does not take into account the angle of the ramp.
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d. Force is a vector quantity and thus has both a magnitude and a direction. A vector can be represented graphically by a line drawn to scale in the direction of the line of action of the force. To distinguish between vector and scalar quantities, various ways are used. Identify and explain threeof these ways.
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