Block A in the figure (Figure 1) weighs 1.21 NN and block B weighs 3.61 NN . The coefficient of kinetic friction between all surfaces is 0.301. 1. Find the magnitude of the horizontal force F⃗ F→ necessary to drag block BB to the left at constant speed if AA rests on BB and moves with it (figure (a)). 2. Find the magnitude of the horizontal force F⃗ F→ necessary to drag block BB to the left at constant speed if AA is held at rest (figure (b)).

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Block A in the figure (Figure 1) weighs 1.21 NN and block B weighs 3.61 NN . The coefficient of kinetic friction between all surfaces is 0.301.

1. Find the magnitude of the horizontal force F⃗ F→ necessary to drag block BB to the left at constant speed if AA rests on BB and moves with it (figure (a)).

2. Find the magnitude of the horizontal force F⃗ F→ necessary to drag block BB to the left at constant speed if AA is held at rest (figure (b)).

 

### Understanding the Effects of Applied Force on Stacked Blocks

### Diagram Explanation

#### Part (a)

In the diagram labeled (a), two blocks are depicted:
- **Block A**: This is the smaller block placed on top of the larger block.
- **Block B**: This is the larger block resting on a horizontal surface.

There is a red arrow labeled \(\vec{F}\) pointing to the left, indicating the direction of the applied force \(\vec{F}\).

#### Part (b)

In the diagram labeled (b), the same two blocks, A and B, are depicted under a different condition:
- Block A and Block B maintain the same positions as in diagram (a).
- However, diagram (b) introduces an additional connection: a horizontal line, which can represent a string or rod, connecting the wall to Block A. This suggests that Block A is restrained from movement in the horizontal direction by this connection.

### Educational Insights

These diagrams can be used in the following educational contexts:

1. **Newton's Laws of Motion**: The diagrams are practical examples for discussing Newton's Second Law of Motion. In part (a), we can use the scenario to illustrate how the applied force \(\vec{F}\) affects both blocks, assuming no friction or negligible friction. In part (b), the connection can be used to discuss how constraints modify the system's response to the same applied force.

2. **Free-Body Diagrams**: Both scenarios are useful for teaching how to draw free-body diagrams. Part (a) requires consideration of the normal force, gravitational force, and the applied force on both blocks. Part (b) introduces the need to consider tension in the connection to the wall.

3. **Static and Kinetic Friction**: In these scenarios, one can explore the role of friction between block A and block B, and between block B and the surface. Part (a) allows for analysis of how block B might move relative to the surface under the influence of \(\vec{F}\), while part (b) provides an opportunity to discuss what happens when block A is fixed in place.

4. **Constraints in Mechanical Systems**: Discuss how adding constraints (like the string or rod in part (b)) affects the behavior of a system. This understanding is critical in fields such as mechanical engineering and physics.

These diagrams provide a clear visual representation of mechanical concepts, encouraging deeper understanding through both diagrammatic
Transcribed Image Text:### Understanding the Effects of Applied Force on Stacked Blocks ### Diagram Explanation #### Part (a) In the diagram labeled (a), two blocks are depicted: - **Block A**: This is the smaller block placed on top of the larger block. - **Block B**: This is the larger block resting on a horizontal surface. There is a red arrow labeled \(\vec{F}\) pointing to the left, indicating the direction of the applied force \(\vec{F}\). #### Part (b) In the diagram labeled (b), the same two blocks, A and B, are depicted under a different condition: - Block A and Block B maintain the same positions as in diagram (a). - However, diagram (b) introduces an additional connection: a horizontal line, which can represent a string or rod, connecting the wall to Block A. This suggests that Block A is restrained from movement in the horizontal direction by this connection. ### Educational Insights These diagrams can be used in the following educational contexts: 1. **Newton's Laws of Motion**: The diagrams are practical examples for discussing Newton's Second Law of Motion. In part (a), we can use the scenario to illustrate how the applied force \(\vec{F}\) affects both blocks, assuming no friction or negligible friction. In part (b), the connection can be used to discuss how constraints modify the system's response to the same applied force. 2. **Free-Body Diagrams**: Both scenarios are useful for teaching how to draw free-body diagrams. Part (a) requires consideration of the normal force, gravitational force, and the applied force on both blocks. Part (b) introduces the need to consider tension in the connection to the wall. 3. **Static and Kinetic Friction**: In these scenarios, one can explore the role of friction between block A and block B, and between block B and the surface. Part (a) allows for analysis of how block B might move relative to the surface under the influence of \(\vec{F}\), while part (b) provides an opportunity to discuss what happens when block A is fixed in place. 4. **Constraints in Mechanical Systems**: Discuss how adding constraints (like the string or rod in part (b)) affects the behavior of a system. This understanding is critical in fields such as mechanical engineering and physics. These diagrams provide a clear visual representation of mechanical concepts, encouraging deeper understanding through both diagrammatic
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