A student hits a board with an initial speed of 10.0 m/s. The student's hand and the board are in contact for 0.002 second and the speed of the hand decreases to 1.0 m/s during the contact between the board and the hand (the hand is aļways moving forward). The mass of the student's hand and arm is 1.0 kg, and the board has a cross-sectional area A = 10.0 cm². £stimate the shear stress on the board.
A student hits a board with an initial speed of 10.0 m/s. The student's hand and the board are in contact for 0.002 second and the speed of the hand decreases to 1.0 m/s during the contact between the board and the hand (the hand is aļways moving forward). The mass of the student's hand and arm is 1.0 kg, and the board has a cross-sectional area A = 10.0 cm². £stimate the shear stress on the board.
Physics for Scientists and Engineers: Foundations and Connections
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ISBN:9781133939146
Author:Katz, Debora M.
Publisher:Katz, Debora M.
Chapter13: Rotation Ii: A Conservation Approach
Section: Chapter Questions
Problem 64PQ
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![A student hits a board with an initial speed of 10.0 m/s. The student's hand and the board are in contact for 0.002 second and the
speed of the hand decreases to 1.0 m/s during the contact between the board and the hand (the hand is alvays moving forward).
The mass of the student's hand and arm is 1.0 kg, and the board has a cross-sectional area A = 10.0 cm?. Estimate the shear stress
on the board.](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2Fa4eeffb1-6a9b-4f01-affd-934043c3e3ae%2Fed84ceed-396c-4d36-964f-740df87da25c%2Fudt8t8k_processed.png&w=3840&q=75)
Transcribed Image Text:A student hits a board with an initial speed of 10.0 m/s. The student's hand and the board are in contact for 0.002 second and the
speed of the hand decreases to 1.0 m/s during the contact between the board and the hand (the hand is alvays moving forward).
The mass of the student's hand and arm is 1.0 kg, and the board has a cross-sectional area A = 10.0 cm?. Estimate the shear stress
on the board.
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