Concept explainers
BIO Head injuries in sports A research group at Dartmouth College has developed a Head Impact Telemetry (HIT) System that can be used to collect data about head accelerations during impacts on the playing field. The researchers observed 249,613 impacts from 423 football players at nine colleges and high schools and collected collision data from participants in other sports. The accelerations during most head impacts (>89%) in helmeted sports caused head accelerations less than a magnitude of 400 m/s2. However, a total of 11 concussions were diagnosed in players whose impacts caused accelerations between 600 and 1800 m/s2, with most of the 11 over 1000 m/s2.
Choose the changes in the head impacts that would reduce the acceleration during the impact.
A. A shorter impact time interval
B. A longer impact time interval
C. A shorter stopping distance
D. A longer stopping distance
E. A smaller initial speed
F. A larger initial speed
a. 1, 4, 6
b. 1, 3, 5
c. 1, 4, 5
d. 2, 4, 5
e. 2, 4, 6
Want to see the full answer?
Check out a sample textbook solutionChapter 2 Solutions
College Physics
Additional Science Textbook Solutions
Anatomy & Physiology (6th Edition)
Introductory Chemistry (6th Edition)
Physics for Scientists and Engineers: A Strategic Approach, Vol. 1 (Chs 1-21) (4th Edition)
Microbiology: An Introduction
Chemistry: An Introduction to General, Organic, and Biological Chemistry (13th Edition)
Campbell Essential Biology with Physiology (5th Edition)
- The velocity of an elevator is given by the graph shown. Assume the positive direction is upward. Velocity (m/s) 3.0 2.5 2.0 1.5 1.0 0.5 0 0 5.0 10 15 20 25 Time (s) (a) Briefly describe the motion of the elevator. Justify your description with reference to the graph. (b) Assume the elevator starts from an initial position of y = 0 at t=0. Deriving any numerical values you need from the graph: i. Write an equation for the position as a function of time for the elevator from t=0 to t = 3.0 seconds. ii. Write an equation for the position as a function of time for the elevator from t = 3.0 seconds to t = 19 seconds. (c) A student of weight mg gets on the elevator and rides the elevator during the time interval shown in the graph. Consider the force of con- tact, F, between the floor and the student. How Justify your answer with reference to the graph does F compare to mg at the following times? and your equations above. i. = 1.0 s ii. = 10.0 sarrow_forwardStudents are asked to use circular motion to measure the coefficient of static friction between two materials. They have a round turntable with a surface made from one of the materials, for which they can vary the speed of rotation. They also have a small block of mass m made from the sec- ond material. A rough sketch of the apparatus is shown in the figure below. Additionally they have equipment normally found in a physics classroom. Axis m (a) Briefly describe a procedure that would allow you to use this apparatus to calculate the coefficient of static friction, u. (b) Based on your procedure, determine how to analyze the data collected to calculate the coefficient of friction. (c) One group of students collects the following data. r (m) fm (rev/s) 0.050 1.30 0.10 0.88 0.15 0.74 0.20 0.61 0.25 0.58 i. Use the empty spaces in the table as needed to calculate quantities that would allow you to use the slope of a line graph to calculate the coefficient of friction, providing labels with…arrow_forwardPART Aarrow_forward
- answer both questionarrow_forwardOnly part A.) of the questionarrow_forwardIn general it is best to conceptualize vectors as arrows in space, and then to make calculations with them using their components. (You must first specify a coordinate system in order to find the components of each arrow.) This problem gives you some practice with the components. Let vectors A = (1,0, -3), B = (-2, 5, 1), and C = (3,1,1). Calculate the following, and express your answers as ordered triplets of values separated by commas.arrow_forward
- In general it is best to conceptualize vectors as arrows in space, and then to make calculations with them using their components. (You must first specify a coordinate system in order to find the components of each arrow.) This problem gives you some practice with the components. Let vectors A = (1,0, −3), B = (-2, 5, 1), and C = (3,1,1). Calculate the following, and express your answers as ordered triplets of values separated by commas.arrow_forwardOnly Part C.) is necessaryarrow_forwardOnly Part B.) is necessaryarrow_forward
- A (3.60 m) 30.0°- 70.0° x B (2.40 m)arrow_forwardIn general it is best to conceptualize vectors as arrows in space, and then to make calculations with them using their components. (You must first specify a coordinate system in order to find the components of each arrow.) This problem gives you some practice with the components. Let vectors A = (1,0, -3), B = (-2, 5, 1), and C = (3,1,1). Calculate the following, and express your answers as ordered triplets of values separated by commas.arrow_forwardfine the magnitude of the vector product express in sq meters what direction is the vector product in -z or +zarrow_forward
- College PhysicsPhysicsISBN:9781938168000Author:Paul Peter Urone, Roger HinrichsPublisher:OpenStax CollegeCollege PhysicsPhysicsISBN:9781305952300Author:Raymond A. Serway, Chris VuillePublisher:Cengage LearningPrinciples of Physics: A Calculus-Based TextPhysicsISBN:9781133104261Author:Raymond A. Serway, John W. JewettPublisher:Cengage Learning
- Physics for Scientists and Engineers: Foundations...PhysicsISBN:9781133939146Author:Katz, Debora M.Publisher:Cengage LearningUniversity Physics Volume 1PhysicsISBN:9781938168277Author:William Moebs, Samuel J. Ling, Jeff SannyPublisher:OpenStax - Rice University