Conceptual Physical Science 5 e Chapter 1 Conceptual
- Slides: 61
Conceptual Physical Science 5 e – Chapter 1 Conceptual Physical Science 5 th Edition Chapter 1: Patterns of Motion and Equilibrium © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The force due to gravity on a body is the body’s A. B. C. D. mass. weight. density. All of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The force due to gravity on a body is the body’s A. B. C. D. mass. weight. density. All of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When the mass of an object is compared to its volume, the concept is A. B. C. D. mass. weight. volume. density. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When the mass of an object is compared to its volume, the concept is A. B. C. D. mass. weight. volume. density. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When we say that 1 kilogram weighs 10 N, we mean that A. B. C. D. 1 kg is 10 N. it’s true at Earth’s surface. it’s true everywhere. mass and weight are one and the same. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When we say that 1 kilogram weighs 10 N, we mean that A. B. C. D. 1 kg is 10 N. it’s true at Earth’s surface. it’s true everywhere. mass and weight are one and the same. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The mass of 1 kilogram of iron A. B. C. D. is less on the Moon. is the same on the Moon. is greater on the Moon. weighs the same everywhere. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The mass of 1 kilogram of iron A. B. C. D. is less on the Moon. is the same on the Moon. is greater on the Moon. weighs the same everywhere. Comment: But is the weight of 1 kg of iron the same on the Earth and the Moon? © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A pair of 3 -N and 4 -N forces CANNOT have a resultant of A. B. C. D. 0 N. 1 N. 7 N. But it can have any of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A pair of 3 -N and 4 -N forces CANNOT have a resultant of A. B. C. D. 0 N. 1 N. 7 N. But it can have any of the above. Explanation: When parallel, the two vectors can add to 7 N or subtract to 1 N. They cannot cancel to zero. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A pair of parallel forces of 8 N and 12 N can have a resultant of A. B. C. D. 4 N. 20 N. Both of the above. Neither of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A pair of parallel forces of 8 N and 12 N can have a resultant of A. B. C. D. 4 N. 20 N. Both of the above. Neither of the above. Explanation: When parallel, 12 N + 8 N = 20 N, or 12 N – 8 N = 4 N. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The equilibrium rule, F = 0, applies to A. B. C. D. objects or systems at rest. objects or systems in uniform motion in a straight line. Both of the above. None of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The equilibrium rule, F = 0, applies to A. B. C. D. objects or systems at rest. objects or systems in uniform motion in a straight line. Both of the above. None of the above. Comment: We say objects moving with uniform motion in a straight line are not accelerating. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When you stand on two bathroom scales, with more weight on one scale than on the other, the readings on both scales will A. B. C. D. cancel to zero. add to equal your weight. add to be somewhat less than your weight. add to be somewhat more than your weight. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When you stand on two bathroom scales, with more weight on one scale than on the other, the readings on both scales will A. B. C. D. cancel to zero. add to equal your weight. add to be somewhat less than your weight. add to be somewhat more than your weight. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When Nellie Newton hangs by a pair of vertical ropes, the tension in each rope will be A. B. C. D. less than half her weight. more than half her weight. equal to her weight. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When Nellie Newton hangs by a pair of vertical ropes, the tension in each rope will be A. B. C. D. less than half her weight. more than half her weight. equal to her weight. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When an airplane flies horizontally at constant speed in a straight line, the air drag on the plane is A. B. C. D. less than the amount of thrust. equal to the amount of thrust. more than the amount of thrust. None of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When an airplane flies horizontally at constant speed in a straight line, the air drag on the plane is A. B. C. D. less than the amount of thrust. equal to the amount of thrust. more than the amount of thrust. None of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When an airplane flying horizontally in a straight line gains speed, the thrust on the plane is A. B. C. D. less than the amount of air drag. equal to the amount of air drag. more than the amount of air drag. None of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When an airplane flying horizontally in a straight line gains speed, the thrust on the plane is A. B. C. D. less than the amount of air drag. equal to the amount of air drag. more than the amount of air drag. None of the above. Explanation: In gaining speed, the net force is greater than zero in the direction of the thrust, so thrust exceeds air drag. It is not in equilibrium. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The force of friction between materials sliding against each other depends on A. B. C. D. the kind of materials. the roughness of the materials. the force with which they are pressed together. All of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The force of friction between materials sliding against each other depends on A. B. C. D. the kind of materials. the roughness of the materials. the force with which they are pressed together. All of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The difference between speed and velocity mostly involves A. B. C. D. amount. direction. acceleration. All of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The difference between speed and velocity mostly involves A. B. C. D. amount. direction. acceleration. All of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The kind of speed you read on a speedometer is A. B. C. D. average speed. instantaneous speed. changing speed. constant speed. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The kind of speed you read on a speedometer is A. B. C. D. average speed. instantaneous speed. changing speed. constant speed. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 Distance traveled is equal to average speed multiplied by A. B. C. D. distance. time. acceleration. instantaneous speed. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 Distance traveled is equal to average speed multiplied by A. B. C. D. distance. time. acceleration. instantaneous speed. Comment: © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 Constant speed in a constant direction is A. B. C. D. constant velocity. acceleration. Both of the above. Neither of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 Constant speed in a constant direction is A. B. C. D. constant velocity. acceleration. Both of the above. Neither of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A hungry bee looking directly ahead sees a flower in a 5 -m/s breeze. When it gets to the flower, how fast and in what direction should it fly in order to hover above the flower? A. B. C. D. The bee should fly 5 m/s into the breeze. The bee should fly 5 m/s away from the breeze. The bee will not be able to fly in a 5 -m/s breeze. The bee will not be able to reach the flower. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A hungry bee looking directly ahead sees a flower in a 5 -m/s breeze. When it gets to the flower, how fast and in what direction should it fly in order to hover above the flower? A. B. C. D. The bee should fly 5 m/s into the breeze. The bee should fly 5 m/s away from the breeze. The bee will not be able to fly in a 5 -m/s breeze. The bee will not be able to reach the flower. Explanation: When just above the flower, it should fly at 5 -m/s into the breeze in order to hover at rest. This is why bees grip onto a flower to prevent from being blown off. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When a car rounds a curve, it is A. B. C. D. moving uniformly. accelerating. in rotational equilibrium. changing its speed. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When a car rounds a curve, it is A. B. C. D. moving uniformly. accelerating. in rotational equilibrium. changing its speed. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When a bird flies at 8 km/h in an 8 -km/h headwind (moving against the wind), the speed of the bird relative to the ground is A. B. C. D. zero. 8 km/h. 16 km/h. more than 16 km/h. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When a bird flies at 8 km/h in an 8 -km/h headwind (moving against the wind), the speed of the bird relative to the ground is A. B. C. D. zero. 8 km/h. 16 km/h. more than 16 km/h. Comment: And if it turns around and flies with the wind, its ground speed will be 16 km/h. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 If a motor vehicle increases its speed by 4 km/h each second, its acceleration is A. B. C. D. 4 km/h per second. 4 m/s. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 If a motor vehicle increases its speed by 4 km/h each second, its acceleration is A. B. C. D. 4 km/h per second. 4 m/s. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When a ball rolling down an inclined plane gains 4 m/s each second, the acceleration of the ball is A. B. C. D. 0. 4 m/s 2. None of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When a ball rolling down an inclined plane gains 4 m/s each second, the acceleration of the ball is A. B. C. D. 0. 4 m/s 2. None of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A body undergoes acceleration whenever there is a change in its A. B. C. D. speed. velocity. direction. All of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A body undergoes acceleration whenever there is a change in its A. B. C. D. speed. velocity. direction. All of the above. Explanation: The figure says it all! © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A ball initially at rest rolls along a pair of equal-length tracks A and B. It will roll faster when A. B. C. D. in the dip of track B. at the end of track B. either in the dip or at the end of track B. at the end of track A. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A ball initially at rest rolls along a pair of equal-length tracks A and B. It will roll faster when A. B. C. D. in the dip of track B. at the end of track B. either in the dip or at the end of track B. at the end of track A. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A ball rolls along equal-length tracks A and B. Due to increased speed in the dip, it will have an overall greater average speed on track A. B. C. D. A. B. Both the same. Neither of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A ball rolls along equal-length tracks A and B. Due to increased speed in the dip, it will have an overall greater average speed on track A. B. C. D. A. B. Both the same. Neither of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A ball rolls along equal-length tracks A and B. It will reach the end of track B A. B. C. D. sooner than along track A. at the same time as along track A. later than along track A. None of these make sense. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 A ball rolls along equal-length tracks A and B. It will reach the end of track B A. B. C. D. sooner than along track A. at the same time as along track A. later than along track A. None of these make sense. Comment: So Ball B wins the race, but at the same final speed! © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 If you drop a boulder from a tall cliff, as it falls it will gain A. B. C. D. 10 m/s of speed each second. more and more speed each second. equal amount of falling distance each second. All of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 If you drop a boulder from a tall cliff, as it falls it will gain A. B. C. D. 10 m/s of speed each second. more and more speed each second. equal amount of falling distance each second. All of the above. Comment: Answer B is incorrect, for a boulder in free fall gains the same amount of speed each second. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 After being dropped from the top of a high building, a freefalling object has a speed of 30 m/s at one instant. Exactly 1 second earlier, its speed was A. B. C. D. the same. 10 m/s. 20 m/s. 40 m/s. Explanation: A free-falling object changes its speed by 10 m/s each second. 30 m/s – 10 m/s = 20 m/s. If it were moving upward, technically still in “free fall, ” its speed 1 second earlier would be 40 m/s. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 After being dropped from the top of a high building, a freefalling object has a speed of 30 m/s at one instant. Exactly 1 second earlier, its speed was A. B. C. D. the same. 10 m/s. 20 m/s. 40 m/s. Explanation: A free-falling object changes its speed by 10 m/s each second. 30 m/s – 10 m/s = 20 m/s. If it were moving upward, technically still in “free fall, ” its speed 1 second earlier would be 40 m/s. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 Toss a ball straight upward, and each second on the way to the top it A. B. C. D. loses 10 m/s in speed. accelerates upward. Both of the above. Neither of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 Toss a ball straight upward, and each second on the way to the top it A. B. C. D. loses 10 m/s in speed. accelerates upward. Both of the above. Neither of the above. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When a ball is tossed straight upward, the direction of its acceleration is A. B. C. D. upward also. downward, toward Earth’s center. actually horizontal. at some sort of a strange angle. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 When a ball is tossed straight upward, the direction of its acceleration is A. B. C. D. upward also. downward, toward Earth’s center. actually horizontal. at some sort of a strange angle. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The longest that anyone in your school can be in the air when jumping straight upward, landing at the same place, is A. B. C. D. less than 1 second. about 2 seconds. more than 2 seconds. © 2012 Pearson Education, Inc.
Conceptual Physical Science 5 e – Chapter 1 The longest that anyone in your school can be in the air when jumping straight upward, landing at the same place, is A. B. C. D. less than 1 second. about 2 seconds. more than 2 seconds. Comment: Even basketball legend Michael Jordan had a hang time of less than 1 second. © 2012 Pearson Education, Inc.
- Conceptual physical science practice sheet chapter 2
- When air rapidly expands its temperature normally
- Heat is simply another word for
- Conceptual physical science 5th edition
- Branches of science mind map
- Natural and physical science
- My favourite subject science
- Physics chapter 2 review answers
- Chapter 6 physical science
- Physical science chapter 14 review
- Chapter 17 mechanical waves and sound
- Chapter 15 review physical science
- Physical science chapter 4 review
- Chapter 11 physical science
- Chapter 14 review physical science
- Physical science chapter 5 review
- As your room gets messier day by day, entropy is
- Chapter 16 review physical science
- Conceptual physical and mathematical models are used to
- Conceptual design database
- The central science 14th edition
- Conceptual integrated science explorations
- Pearson physics
- What is conceptual framework of science education
- Physical rate fences
- What is physical fitness test in mapeh
- Sains pada kurikulum paud
- Physical science jeopardy
- Noah carried a skateboard
- Physical science eoc practice test
- Physical science eoc review
- Chapter 4 work and energy section 1 work and machines
- Which is a “big idea” of physical science?
- Physical science lecture notes
- Prentice hall physical science: concepts in action
- Physical science force
- Academic standards in physical science
- What is displacement in physical science
- Big idea of energy transfer
- Velocity physical science
- Exploring physical science
- Physics waves notes pdf
- Lesson 1 thermal energy and the behavior of matter
- K h d m d c m chart
- Examples of testimonial evidence
- Pearson physical science concepts in action
- Physical science
- Physical
- Physical science
- Physical science 436
- Physical security computer science
- Physical science bell ringers
- Pearson physical science concepts in action
- Pearson physical science concepts in action
- Pearson physical science concepts in action
- Social science vs natural science
- Applied science vs pure science
- Rapid change
- Sciencefusion think central
- Rule of 70 population growth
- Windcube lidar
- Soft science definition