Summer Assignment Part 1

3/10/2018 Summer Assignment Part 1
Summer Assignment Part 1
Due: 11:59pm on Tuesday, September 12, 2017
You will receive no credit for items you complete after the assignment is due. Grading Policy
Derivatives
Learning Goal:
To understand the concept of derivatives as the slope of a function graph.
There are two fundamental tools of calculus—the derivative and the integral. The derivative is a measure of the rate of change of
a function. You’ll see derivatives often throughout your study of physics because much of physics involves describing rates of
change.
Part A
What does “rate of change” mean, exactly? A function describes how one quantity is related to another – how y is related to
x. As an example, y could be your height and x your age. The three graphs below show three cases of how your height could
change with age.
Sort the graphs according to which best represents the graph of your height against age for the following periods:
During your childhood, as you grew up
Between age 30 and age 50
During old age, when your spine compacts a little
Drag the appropriate items to their respective bins.
Hint 1. Identify the graph that illustrates growth
Age is plotted on the horizontal axis in each graph, with age increasing from left to right. Height is plotted on the
vertical axis. Think about the childhood period, when you are growing. What kind of graph illustrates growth?
ANSWER:
A graph that is flat as you move from left to right.
A graph that rises as you move from left to right.
A graph that falls as you move from left to right.
ANSWER:
https://session.masteringphysics.com/myct/assignmentPrintView?assignmentID=5372679 1/39
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Childhood Age 30 to age 50 Old age
Correct
The positive (upward) slope on Graph 2 corresponds to your increasing height during childhood. Your height won’t
change between ages 30 and 50, so Graph 1 is correct: It is horizontal, and its slope is zero. And finally, your
decreasing height during old age corresponds to the negative (downward) slope on Graph 3.
These three graphs of height vs. age are three important special cases of functions:
Graph 1 shows a quantity that remains constant with respect to another quantity.
Graph 2 shows a quantity that increases with respect to another quantity.
Graph 3 shows a quantity that decreases with respect to another quantity.
These graphs also give three important special cases in our understanding of rate of change.
Part B
Graphs 4 and 5 show the same information as Graphs 2 and 3, but this time with specific information about height and age
on the graph axes. From the graphs, you can find the exact rate of change of the person’s height in each case. Find the rate
of change of the height from age 8 to 16 and from age 60 to 80. Express both answers in units of cm per year, to two
significant figures. Separate your answers with a comma.
Express your answers numerically to two significant figures separated by a comma.
Hint 1. How to approach the problem
The rate of change corresponds to the slope on the graph. The slope is commonly thought of as rise/run. In terms of
the x and y values on the graph, the slope is
rise Δy
rate of change = slope = =
run Δx
Read the values of Δx and Δy from the graph, and from these compute the slope as given by the formula above. In
this problem, Δx is the change in age and Δy is the change in height.
Hint 2. Calculate the slope of Graph 4
It’s often easiest to pick points on the line that lie on the intersection of gridlines: this makes reading off the values on
the axes straightforward. On Graph 4, we have two such points: (8, 125) and (16, 175). What are the rise and run
values corresponding to these two points?
Express your answers numerically separated by a comma.
ANSWER:
rise, run = 50,8 cm, years
Hint 3. Calculate the slope of Graph 5
It’s often easiest to pick points on the line that lie on the intersection of gridlines: This makes it straightforward to read
off the values on the axes. On Graph 5, we have two such points: (60, 175) and (80, 170). What are the rise and run
values corresponding to these two points?
Express your answers numerically separated by a comma.
ANSWER:
rise, run = 5,20 cm, years
ANSWER:
6.3,0.25 cm/yr
Correct
What you’ve just done is calculate the derivative of a function, in this case a person’s height vs. time, because the
derivative measures a function’s rate of change. The answers here illustrate that a derivative can have
a positive value, when the function is increasing;
a negative value, when the function is decreasing;
a value of zero, when the function isn’t changing.
These are the three special cases of rates of change we mentioned above.
Part C
The next graph shows a different function in . Which of the graphs
below is the derivative dy/dx of this function?
Notice that the slope of the graph in Part C is constant. So you’re looking for an answer graph that’s constant that is,
a graph with a horizontal slope.
Hint 2. Narrowing down the options
Which of the two graphs with horizontal slopes is correct? To determine this, measure carefully the slope of your
graph, using the numbers provided on the axes. Then, determine the slope as you did in Part B.
ANSWER:
Correct
The original function is increasing at a constant rate throughout the interval, so the answer must be a constant.
Measuring the slope of the graph carefully leads you to the correct answer, 0.6.
Part D
So far we have only looked at functions with a constant slope (positive, negative, or zero). But the slope of a function, and
thus its derivative, can change. Consider the next function shown in . Rank, in increasing order, the derivatives of the
function at each of the points marked A through D.
Express your answer in order of increasing slopes as a string without spaces between points. For example, enter
ABCD if you think the derivative at point A is the smallest, B is the next larger, and so on.
Look carefully at the graph’s slope at each of the four points. The slope may be positive, zero, or negative. If you are
ranking in the order of increasing slopes, then negative slopes will be listed first, then zero, and then positive slopes.
For a positive slope, the more sharply the graph slopes upward, the larger the slope.
ANSWER:
CBDA
Correct
The slope at point C is negative, so the derivative there is the smallest. At B, the graph is horizontal, so the
derivative is zero. At points A and D, the steeper slope corresponds to the larger derivative.
Part E
Functions are not all straight lines. If a function is curved, the derivative is not constant but changing. To find the derivative at
any point, draw a line tangent to the graph at that point. The slope of the tangent line is the derivative. As you move along
the graph, the slope of the tangent line changes, and so does the derivative.
The graph in shows a function x(t). The derivative of the function
at t = 1 is closest to:
Hint 1. Narrowing down the choices
The derivate at t = 1 is the slope of the curve there. Is the function increasing, decreasing, or zero at t = 1 ?
ANSWER:
increasing
decreasing
zero
Hint 2. Finding the answer
To determine the exact derivative of the function at t = 1 , draw a line tangent to the graph at that point. The slope of
the tangent line tells you the function’s derivative.
ANSWER:
10
–10
–5
Correct
At t = 1 , the function is increasing, so that tells you that the derivative (the slope of the tangent line) is positive.
Here, you needed to measure the slope of the tangent line carefully to find the numerical answer.
Part F
Referring again to the graph in Part E, rank, in increasing order, the derivatives of the function at each of the points A
through E. If two of the values are equal, you may list them in either order.
Express your answer in order of increasing slopes as a string without spaces between points. For example, enter
ABCDE if you think the derivative at point A is the smallest, B is the next larger, and so on.
Assess the values of the derivatives by looking carefully at the graph’s slope at each of the five points. The slope may
be positive, zero, or negative. To rank the derivatives in increasing order, the negative derivatives (negative slopes)
will be listed first, then zero, and then the positive derivatives (positive slopes). For a positive slope, the more sharply
the graph slopes upward, the larger the slope and hence the larger the derivative.
ANSWER:
CBDEA
Correct
At points B and D, the tangent line is horizontal, so the derivative is zero. At point C, the tangent line slopes
downward, and the derivative is negative. Thus, point C has the smallest derivative, followed by B and D, which are
equal. Measuring the two positive derivatives (the slopes of the tangent lines at A and E) reveals that the slope
(derivative) at E is smaller than at A.
In physics, x(t) might represent an object’s position in one dimension versus time. In that case, the derivative
represents velocity. Positive and negative velocity correspond to motion in opposite directions, and zero velocity
means the object is at rest. This is just one of the important ways that derivatives are used in physics.
Integrals
Learning Goal:
To understand the concept of an integral as the area under a function graph.
There are two fundamental tools of calculus—the derivative and the integral. Just as the derivative can be understood in a visual
way as the slope of a function graph, what is called a definite integral can be understood as the area under a function graph.
Definite integrals have many applications in physics, such as finding an object’s displacement from a known velocity and finding
work done by a known force. A definite integral gives you a numerical answer. There is a second kind of integral, called the
indefinite integral (or antiderivative), which is itself another function, but we won’t discuss that kind in this tutorial.
Part A
Many practical applications require calculations of area. Some of these calculations are straightforward, but others are more
difficult, and it turns out that the idea of the definite integral can help us with the more difficult cases. Let’s start with some
familiar shapes.
What is the area of a rectangle of length l and width w?
Express your answer in terms of l and w.
ANSWER:
lw
Correct
The area of a rectangle is found by simply multiplying the length by the width.
You also know how to find the area of a circle. But if you didn’t already know the formula, how would you go about
figuring it out? In Part B, we’ll look at one method in detail to introduce key ideas about integrals.
Part B
Take a circle of radius R as shown in , and imagine peeling it like an apple: Cut off a thin strip from all the way around the
edge (the green strip), and straighten that strip out to a rectangle, as shown in . Call the tiny width of the strip Δr. The length
of the strip is 2πR because that’s the circumference of the circle. The bit of “peel” is the circumference of the skin on the
outside of the circle.
What is the area of the green strip?
Express your answer in terms of π, R, and Δr.
Notice that the strip in question becomes a rectangle in the figure Part B.2. From Part A, the area of a rectangle is its
length times its width.
ANSWER:
2πRΔr
Correct
The area of this rectangle is its length 2πR multiplied by its width Δr.
Part C
Now, imagine peeling more and more strips of width Δr from our circle, and laying them all out as rectangles side by side,
as shown in – starting with the first (outermost) strip at the far
right. As you peel more and more, the strips get shorter and
shorter because the circle is getting smaller and smaller, until you
have the smallest strip laid at far left – this strip, if Δr is really tiny,
is essentially the center of the circle!
What is the area of the circle? You’ve now chopped it into little
strips, but notice that the area of the circle is the same as the sum
of the areas of all our strips. If Δr is really small, you can see that
all the strips approximate a triangle in the figure Part C (the area
under the diagonal line). So the sum of the areas of all our strips is
the area of this triangle.
What is the area of the triangle?
Express your answer in terms of π and R.
Hint 1. The formula for the area of a triangle
Keep in mind that the area of a triangle is one half its base times its height.
ANSWER:
1 2
(2πR )
2
Correct
The area of the triangle is half the base (which is R) times the height (which is 2πR ).
2
The area of the triangle in the figure Part C is πR , the formula you know for the area of a circle. We’ve proved it!
We didn’t do it entirely rigorously, but the essence of our method (dividing something into tiny pieces and adding
those up) lies at the heart of understanding definite integrals.
Part D
Now, look at a general function f (x) , as shown in .
Suppose you want to find the area under the curve, between
x = a and x = b —that is, the blue shaded area. Using our
method above, we can add up the areas of lots of skinny
rectangles like the green one. Each rectangle has area f (x)Δx,
and we want to sum these areas between x = a and x = b,
letting Δx get very small. Mathematically, you may recognize this
b
sum as a definite integral: ∫a f (x) dx.
The notation may look intimidating, but just keep in mind that the
f (x)dx refers to the small rectangle areas, the ∫ sign stands, in
a sense, for the S in “sum” (that’s actually how the symbol for
integration was chosen), and the a and b at the bottom and top of
b
∫ give you the start and end of the region you’re interested in.
a
b
Thus, the definite integral ∫a f (x) dx means the total area
under the curve f (x) between x = a and x = b . For the function f (x) shown below, find the definite integral

4
∫ f (x) dx.
1
Express your answer numerically.
4
∫ f (x) dx is the area under the graph between x = 1 and x = 4. Because this function graph is horizontal
1
between x = 1 and x = 4 , the area you need to find is that of a rectangle.
ANSWER:
15
Correct
The area under this function curve is a rectangle, so its area is just its length times its width.
Part E
4
For the function f (x) shown below, find the definite integral∫1 f (x) dx.
Hint 1. The areas below the xaxis
Again, in this part you are finding the area of a rectangle, but when the function graph is below the xaxis, the area is
counted as negative.
ANSWER:
6
Correct
Just as in Part D, the area is that of a rectangle, so it’s straightforward to find. The twist here is that the area lies
below the xaxis, so that area is counted as negative.
Part F
6
For the function f (x) shown below, find the definite integral∫ f (x) dx.
0
This time you have several rectangles. Find the area of each and add them, keeping in mind that area below the x
axis is negative.
ANSWER:
Correct
In this case, the net area is the sum of positive area (above the xaxis) and negative area (below the xaxis).
Part G
Find the definite integral of the function F shown in the graph below, over the limits from 0 to 3.
In this case the function F varies, but you can still find the definite integral by finding the area under the graph. That
area is a triangle, so its area is half the base multiplied by the height.
ANSWER:
18
Correct
In this case, the function F varies, but you can still find the definite integral by finding the area under the graph.
That area is a triangle, so its area is ½(base)(height) = ½(3)(12) = 18.
One application of definite integrals in physics is in calculating the work done by a force acting through a
displacement. If the function F shown in the figure represents force, then the definite integral is the work done by
that force. In this example, if the force F is measured in newtons (N) and position x is in meters (m), then the work
done, measured in joules (J), is
3
W = ∫ F dx = 18 J
0
Part H
10
For the function shown below, the definite integral ∫ f (x) dx is closest to which of the following?
0
This problem involves adding different kinds of area. Break the entire interval (from x = 0 to x = 10) into smaller
intervals to find shapes that you recognize. Find the area of each, and then add your results to find the net area (the
definite integral).
Hint 2. What are the shapes?
As shown below, this function can be broken into rectangles (yellow) and triangles (green). The area of each
rectangle is length times width, and the area of each triangle is half its base times height. Read the lengths you need
from the values on the graph.
Hint 3. The positive and negative areas
Recall that area above the xaxis is counted as positive, and area below the xaxis is negative, as shown below.
ANSWER:
–8
–4
Correct
In this case, you had to break the larger interval into smaller ones to identify the different shapes and find their
areas. The definite integral always corresponds to the net area over the entire interval.
Converting Units
The ability to convert from one system of units to another is important in physics. It is often impractical to measure quantities in
the standard meters, kilograms, and seconds, but the laws of physics that you learn will involve constants that are defined in
these units. Therefore, you may often have to convert your measured quantities into meters, kilograms, and seconds.
The following table lists metric prefixes that come up frequently in physics. Learning these prefixes will help you in the various
exercises.
mega (M) ×10
6
kilo (k) ×10
3

centi (c) ×10
−2

milli (m) ×10
−3

micro (μ) ×10
−6

nano (n) ×10
−9

When doing unit conversions, you need a relation between the two units. For instance, in converting from millimeters to meters,
you need to know that
1 m = 1000 mm .
Once you know this, you need to divide one side by the other to obtain a ratio of m to mm:
1 m
1= .
1000 mm
If you are converting from millimeters to meters, then this is the proper ratio. It has mm in the denominator, so that it will cancel
the units of the quantity that you are converting. For instance, if you were converting 63 mm, then you would have
1 m
63 mm ⋅ = 0.063 m .
1000 mm
If you were converting a quantity from meters to millimeters, you would use the reciprocal ratio:
1000 mm
1= .
1 m
Part A
Suppose that you measure a pen to be 10.5 cm long. Convert this to meters.
Express your answer in meters.
Hint 1. Relating centimeters and meters
To solve this problem, you will need to use the relation 100 cm = 1 m. You can determine such relations using the
metric prefixes given in the introduction to this problem. If one centimeter equals 10 −2 meters, then you need 10 2
centimeters to equal a whole meter, just as you know that if one quarter equals 4−1 US dollars, then you need 41
quarters to equal a whole US dollar.
ANSWER:
10.5 cm = 0.105 m
Correct
When converting areas, you must be careful to use the correct ratio. If you were converting from mm2 to m2 , it might be

tempting to use
1 m
1000 mm
2
again. Be careful! Think of mm2 as (mm) = (mm) ⋅ (mm). That is to say, think of this as a pair of millimeter units, each of
which must be converted separately. To convert 130 mm2 to square meters you would use the following calculation:
2
2 1 m 1 m 2 1 m
130 mm ⋅( )⋅ ( ) = 130 mm ⋅(
3
) .
1000 mm 1000 mm 10 mm
Notice that the exponent distributes to both the numbers and the units:
2
2
2 1 m 2 1 m
130 mm ⋅(
3
) = 130 mm ⋅(
6
).
2
10 mm 10 mm
Now the mm2 will cancel properly:
2 −4
1 m
130 mm
2
⋅( ) = 1.30 × 10 m
2
.
6
10 mm2
Part B
Suppose that, from measurements in a microscope, you determine that a certain bacterium covers an area of 1.50 μm
2
.
Convert this to square meters.
Express your answer in square meters.
Hint 1. Find the conversion factor
Which of the following gives the proper conversion factor to use? From the table in the introduction, you can see that
m, which gives 10 μm = 1 m.
−6 6
1 μm = 10
ANSWER:
6 2
10 μm
1 m2
2
1 m
6
10 μm2
12 2
10 μm
1 m2
2
1 m
12
10 μm2
ANSWER:
1.50 μm2 = 1.50×10−12 m2
Correct
As with areas, you must be careful when converting between volumes. For volumes, you must cancel off three copies of
whatever unit you are converting from.
Part C
Suppose that you find the volume of all the oceans to be 1.4 × 10 9 km3 in a reference book. To find the mass, you can use

the density of water, also found in this reference book, but first you must convert the volume to cubic meters. What is this
volume in cubic meters?
Express your answer in cubic meters.
m.
3
1 km = 10
ANSWER:
3
1 m
6
10 km3
9 3
10 m
1 km3
3 3
10 m
1 km3
6 3
10 km
1 m3
3
1 km
9
10 m3
3
1 km
3
10 m3
ANSWER:
1.4 × 10
9
km
3
= 1.40×1018 m3
Correct
Part D
In a laboratory, you determine that the density of a certain solid is 5.23 × 10 −6 kg/mm
3
. Convert this density into
kilograms per cubic meter.
Notice that the units you are trying to eliminate are now in the denominator. The same principle from the previous parts
applies: Pick the conversion factor so that the units cancel. The only change is that now the units you wish to cancel must
appear in the numerator of the conversion factor.
Express your answer in kilograms per cubic meter.
m . Recall that you are trying to cancel units out of the denominator of the fraction.
−3
1 mm = 10
ANSWER:
3
1 m
9
10 mm3
6 3
10 m
1 mm3
3 3
10 m
1 mm3
9 3
10 mm
1 m3
3
1 mm
6
10 m3
3
1 mm
3
10 m3
ANSWER:
−6 kg kg
5.23 × 10 = 5230
mm3 m3
Correct
You are now ready to do any sort of unit conversion. You may encounter problems that look far more complex than
those you've done in this problem, but if you carefully set up conversion factors one at a time to cancel the units
you don't want and replace them with the units that you do want, then you will have no trouble.
Understanding Vector Addition
Learning Goal:
To learn to add vectors.
In physics, many important quantities—from the simple foundations of mechanics such as position and force to very foreign ideas
such as electric current densities and magnetic fields—are vectors. Simply knowing what a vector is helps understanding, but to
really use the ideas of physics and predict things, you need to be able to do calculations with those vectors. The simplest
operation you might need to perform on vectors is to add them.
Suppose that you are swimming in a river while a friend watches from the shore. In calm water, you swim at a speed of 1.25 m/s
. The river has a current that runs at a speed of 1.00 m/s.
Note that speed is the magnitude of the velocity vector. The velocity vector tells you both how fast something is moving and in
which direction it is moving.
Part A
If you are swimming upstream (i.e., against the current), at what speed does your friend on the shore see you moving?
Express your answer in meters per second.
If you are swimming against the current in a river, then the river is slowing you down. Therefore, your speed would be
1.25 m/s − 1.00 m/s.
ANSWER:
0.25 m/s
Correct
You see that simply adding the two speeds would have you moving at 2.25 m/s, nine times faster than you would
actually move.
You likely could answer the last question without thinking about vectors at all. If a person swims against a current, it slows the
person down. The speeds subtract in this case, because you are not actually adding speeds. You are adding velocities, which are
vectors.
To add two vectors, say A⃗ + B⃗ , think of taking one vector (B⃗ ) and putting its tail on the head of the other vector (A⃗ ). The sum of
the two vectors is then the vector that begins at the tail of A⃗ and ends at the head of B⃗ .
Part B
If instead of swimming against the current you swam directly across the river (by your reckoning) at a speed of 1.00 m/s
from left to right, which figure correctly shows the velocity vector with which your friend on the shore would see you moving?
Choose the correct figure. The added vectors are shown in gray; the vector representing their sum is shown in black.
ANSWER:
A

B

C

D
Correct
Although drawing vectors is helpful for visualizing what happens when you add vectors, it is not a convenient way to calculate
precise results: Adding components is preferable. When you add two vectors, the resulting vector's components are the sums of
the corresponding components of the original vectors.
For instance, consider the two vectors A⃗ and B⃗ with components (ax , ay ) and (bx , by ), respectively. If you want to find the sum

⃗ ⃗
A +B , then you would simply add the x components to get the resulting x component and add the y components to get the
resulting y component:
⃗ ⃗
A + B = (ax + b x , ay + b y ) .
For the situation of you swimming across the river from left to right at 1.00 m/s, use a standard set of coordinates where the x
axis is horizontal, with positive pointing to the right, and the y axis is vertical, with positive pointing upward.
Part C
Which of the following gives the correct components for the current velocity and the pure swimming velocity (i.e., the velocity
that you would have in still water) using this coordinate system?
ANSWER:
current: (1.00 ,
m/s 0.00 m/s) ; swimming: (0.00 ,
m/s 1.00 m/s)
current: (0.00 ,
m/s 1.00 m/s) ; swimming: (1.00 ,
m/s 0.00 m/s)
current: (−1.00 ,
m/s 0.00 m/s) ; swimming: (0.00 ,
m/s −1.00 m/s)
current: (0.00 ,
m/s 1.00 m/s) ; swimming: (−1.00 ,
m/s 0.00 m/s)
current: (0.00 ,
m/s −1.00 m/s) ; swimming: (1.00 ,
m/s 0.00 m/s)
Correct
Part D
What is the resultant velocity vector when you add your swimming velocity and the current velocity?
Give the x and y components in meters per second separated by a comma.
ANSWER:
1,1 m/s
Correct
Look at figure D in Part B. It makes sense from this figure that the components of the final vector should be
(1, −1), because the two vectors that you are adding are parallel to the coordinate axes. You can follow along the
two vectors and see what the final components should be. Adding vectors by adding their components always
works, regardless of the directions of the vectors.
Part E
Consider the two vectors C ⃗ and D⃗ , defined as follows:
⃗
C = (2.35, −4.27) and D⃗ = (−1.30, −2.21) .
What is the resultant vector R⃗ = ⃗
C +D
⃗
?
Give the x and y components of R⃗ separated by a comma.
ANSWER:
Rx , Ry = 1.05,6.48
Correct
Trig Functions and Right Triangles
Learning Goal:
To use trigonometric functions to find sides and angles of right triangles.
The functions sine, cosine, and tangent are called trigonometric functions (often shortened to "trig functions"). Trigonometric just
means "measuring triangles." These functions are called trigonometric because they are used to find the lengths of sides or the
measures of angles for right triangles. They can be used, with some effort, to find measures of any triangle, but in this problem
we will focus on right triangles. Right triangles are by far the most commonly used triangles in physics, and they are particularly
easy to measure.
The sine, cosine, and tangent functions of an acute angle in a right triangle are defined using the relative labels "opposite side" O
and "adjacent side" A. The hypotenuse H is the side opposite the
right angle.
As you can see from the figure, the opposite side O is the side of the
triangle not involved in making the angle. The side called the adjacent
side A is the side involved in making the angle that is not the
hypotenuse. (The hypotenuse will always be one of the two sides
making up the angle, because you will always look at the acute angles,
not the right angle.)
The sine function of an angle θ, written sin(θ) , is defined as the ratio
of the length O of opposite side to the length H of the hypotenuse:
O
sin(θ) = .
H
You can use your calculator to find the value of sine for any angle. You
can then use the sine to find the length of the hypotenuse from the
length of the opposite side, or vice versa, by using the fact that the
previous formula may be rewritten in either of the following two forms:
O = H sin(θ)
or
O
H = .
sin(θ)
Part A
Suppose that you need to get a heavy couch into the bed of a pickup truck. You know the bed of the truck is at a height of
1.00 m and you need a ramp that makes an angle of 40∘ with the
ground if you are to be able to push the couch.
Use the sine function to determine how long of a board you need
to use to make a ramp that just reaches the 1.00m high truck bed
at a 40∘ angle to the ground.
Express your answer in meters to three significant figures.
Hint 1. Using the sine function
The ramp is the hypotenuse of the right triangle in the figure, and the side of length 1.00 m is opposite the 40∘ angle.
To find the length of the hypotenuse, use the
O
H =
sin(θ)
form of the sine formula. Plugging in the given values will give you the length of the hypotenuse.
ANSWER:
1.56 m
Correct
The cosine function is another useful trig function. The definition of the cosine function is similar to the definition of the sine
function:
A
cos(θ) = .
H
This equation can be rearranged the same way that the equation for sine was rearranged. With the cosine of an angle, you can
find the length of the adjacent side from the length of the hypotenuse, or vice versa.
Part B
You need to set up another simple ramp using the board from Part A (i.e., a board of length 1.56 m ). If the ramp must be at
a 25∘ angle above the ground, how far back from the bed of the
truck should the board touch the ground? Assume this is a
different truck than the one from Part A.
Hint 1. Using the cosine function
The ramp is the hypotenuse of the right triangle in the figure, and the distance along the ground is adjacent to the 25∘
angle. To find the length of the adjacent side, use the
A = H cos(θ)
form of the cosine formula. Plugging in the given values will give you the distance along the ground.
ANSWER:
1.41 m
Correct
The third frequently used trig function is the tangent function. The tangent of an angle θ is defined by the equation
O
tan(θ) = .
A
This equation can be rearranged the same way that the equations for sine and cosine were rearranged previously. With the
tangent of an angle, you can find the length of the adjacent side from the length of the opposite side or vice versa.
Part C
Surveyors frequently use trig functions. Suppose that you measure the angle from your position to the top of a mountain to
be 2.50∘ . If the mountain is 1.00 km higher in elevation than your
position, how far away is the mountain?
Express your answer in kilometers to three significant
figures.
Hint 1. Using the tangent function
The height of the mountain is opposite the 2.50∘ angle of the right triangle in the figure, and the distance to the
mountain is adjacent to the 2.50∘ angle. To find the distance to the mountain, use the
O
A=
tan(θ)
form of the tangent formula. Plugging in the given values will give you the distance to the mountain.
ANSWER:
22.9 km
Correct
All of the trig functions also have inverses. The inverses of the sine, cosine, and tangent functions are written as sin−1 , cos−1 ,
−1
and tan −1 , respectively. [Be careful not to confuse the notation sin (x) for the inverse sine function with
−1
(sin(x)) = 1/ sin(x).] These inverse functions are also sometimes written asin, acos , and atan, short for arcsine,
arccosine, and arctangent, respectively. Your calculator should have three buttons with one of those sets of three labels.
Since a trig function takes an angle and gives a ratio of sides, the inverse trig functions must take as input a ratio of sides and
then give back an angle. For example, if you know that the length of the side adjacent to a particular angle θ is 12 cm and the
length of the hypotenuse of this triangle is 13 cm, you can find the measure of angle θ using the inverse cosine. The cosine of θ
would be 12/13, so the inverse cosine of 12/13 will give the value of θ:
12
cos(θ) =
13
implies that
12
θ = acos( ).
13
Using the cos−1 or acos button on your calculator, you should check that the measure of θ is 22.6∘ .
Part D
The 345 right triangle is a commonly used right triangle. Use the
inverse sine function to determine the measure of the angle
opposite the side of length 3.
Express your angle in degrees to three significant figures.
Hint 1. Using the inverse sine
To use the inverse sine, first write down the formula for the sine of the angle:
O 3
sin(θ) = =
H 5
for the triangle in the figure. This tells you that the measure of the angle θ is the inverse sine of 3/5.
ANSWER:
θ = 36.9 degrees
Correct
Part E
A support wire is attached to a recently transplanted tree to be sure that it stays vertical. The wire is attached to the tree at a
point 1.50 m from the ground, and the wire is 2.00 m long. What is the angle ϕ between the tree and the support wire?
Express your answer in degrees to three significant figures.
Hint 1. Choose the correct function
Using the given information, which of the following functions should you use to find the measure of ϕ?
ANSWER:
asin
acos
atan
Correct
ANSWER:
ϕ = 41.4 degrees
Correct
Understanding Components of Vectors
Learning Goal:
To understand and be able to calculate the components of vectors.
You have heard vectors defined as quantities with magnitude and direction, familiar ideas also found in statements such as “three
miles northeast of here.” Components, the lengths in the x and y directions of the vector, are a different way to define vectors. In
this problem, you will learn about components, by considering ways that they arise in everyday life.
Suppose that you needed to tell some friends how to get from point A to point B in a city. The net displacement vector from point
A to point B is shown in the figure. You could tell them that to get from A to B they should go 3.606 blocks in a direction 33.69∘
north of east. However, these instructions would be difficult to follow, considering the buildings in the way.
Part A
You would more likely give your friends a number of blocks to go east and then a number of blocks to go north. What would
these two numbers be?
Enter the number of blocks to go east, followed by the number of blocks to go north, separated by a comma.
ANSWER:
3,2 blocks
Correct
If you call east the x direction and north the y direction, then you can see that you have broken up the displacement
vector into components. The two lighter colored vectors in the figure below have magnitudes equal to the
components of the displacement vector in their respective directions.
As drawn, you can see that these component vectors add together to give the original vector, just as going 3 blocks
east, then 2 north gets you to the same place as going 3.606 blocks in the direction 33.69∘ north of east.
Notice that the figure with the component vectors drawn in has the shape of a right triangle. You can use trigonometry to find the
components of any vector.
Recall that, for some angle θ in a right triangle, the sine of that angle, sin(θ) , is defined as the length of the side (O) opposite the
angle divided by the length of the hypotenuse (H) of the triangle, and the cosine of the angle, cos(θ), is defined as the length of
the side (A) adjacent to the angle divided by the length of the hypotenuse of the triangle.
In terms of these definitions, and the hypotenuse’s length h, the
triangle’s sides have the following lengths: h sin(θ) for the side
opposite the angle, and h cos(θ) for the side adjacent to the angle.
Part B
⃗
Consider the vector b with magnitude 4.00 m at an angle 23.5 north of east. What is the x component b x of this vector?
∘
ANSWER:
bx = 3.67 m
Correct
Part C
⃗
Consider the vector b with length 4.00 m at an angle 23.5 north of east. What is the y component b y of this vector?
∘
ANSWER:
by = 1.59 m
Correct
You can also think about components as projections onto the coordinate axes. Consider the shadow cast by your hand if you hold
it near a movie screen. As you tilt your hand closer to the horizontal, the shadow gets smaller. If you think of your hand as a
vector with tail at the base of your palm and arrow at your fingertips, the shadow's height corresponds to the y component of the
vector. If you were to shine another light from above, the shadow cast below your hand would correspond to the x component.
Part D
What is the length of the shadow cast on the vertical screen by your 10.0 cm hand if it is held at an angle of θ = 30.0
∘
above horizontal?
Express your answer in centimeters to three significant figures.
Hint 1. Which component do you need?
Since the shadow is vertical and the horizontal direction coincides with the positive x axis, the shadow of your hand
would be the y component of the "hand vector."
ANSWER:
5 cm
Correct
You can also use your knowledge of right triangles to solve the problem in reverse, that is, to find the magnitude and direction of
a vector from its components.
If you know the two components of a twodimensional vector, you can use the Pythagorean Theorem to find the vector’s
magnitude (i.e., length) by adding the squares of the two components and then taking the square root. In Parts B and C, the two
components were 3.668 m and 1.595 m , and the vector’s magnitude is
−−−−−−−−−−−−−−−
2 2
⃗ = √ (3.668)
|v | + (1.595) = 4.000 .
Part E
What is the magnitude of a vector with components (15 m, 8 m)?
Express your answer in meters.
Hint 1. More about the Pythagorean Theorem
Recall from geometry that the Pythagorean Theorem says
a
2
+b
2
= c
2
,
where a and b are the lengths of the two legs of a right triangle and c is the length of the hypotenuse. You know from
the previous discussion that the x and y components of a vector can be thought of as the lengths of two legs of a right
triangle with the vector itself as hypotenuse. Therefore the magnitude of the vector |v |⃗ and the two components v x
and v y must satisfy the Pythagorean Theorem:
2
vx + vy = v
2 2
.
Taking the square root of both sides gives the relation

−−−−−−
2 2
⃗ = √ v + v .
v = |v | x y
ANSWER:
17 m
Correct
Finding the direction from the components requires a bit of trigonometry. In a right triangle, the tangent of an angle is the length of
the side (O) opposite the angle divided by the length of the side (A) adjacent to the angle.
Using this definition and the figure showing the right triangle, you can see that the tangent of the angle above the positive x axis
is the y component of the vector (the length of side O) divided by the x component of the vector (the length of side A):
vy
tan(θ) =
vx
.
When you use this formula, remember that you are finding the angle measured counterclockwise from the positive x axis.
Sometimes you will be asked for the angle with other axes. You should be able to use the same trigonometry described here, but
this formula may not be quite right.
Part F
What is the angle above the x axis (i.e., "north of east") for a vector with components (15 m, 8 m)?
Express your answer in degrees to three significant figures.
ANSWER:
28.1 degrees
Correct
Exercise 1.3
Part A
How many nanoseconds does it take light to travel 3.00 f t in vacuum?
ANSWER:
t = 3.05 ns
Correct
Neptunium
In the fall of 2002, a group of scientists at Los Alamos National Laboratory determined that the critical mass of neptunium237 is
about 60.0 kg. The critical mass of a fissionable material is the minimum amount that must be brought together to start a chain
reaction. Neptunium237 has a density of 19.5 g/cm3 .
Part A
What would be the radius r of a sphere of neptunium237 that has a critical mass?
Express your answer in centimeters to three significant figures.
You have the mass and the density in incompatible units. So, you need to convert one to make them compatible.
Mass is a simpler unit, so it will probably be easier to convert it. Once you have the two in compatible units, use the
definition of density and the volume of a sphere to determine the necessary radius in centimeters.
Hint 2. Convert the critical mass to grams
Since the density is given in grams per cubic centimeter, convert the critical mass into grams. Use the fact that
1 kg = 1000 g .
Express your answer in grams to three significant figures.
ANSWER:
mass = 60000 g
Hint 3. Find the needed volume
The density ρ of a material is the ratio of its mass m to its volume V (i.e., ρ = m/V ). Solve this equation for V and
then plug in the critical mass in grams with the density in grams per cubic centimeter to get the necessary volume.
Express your answer in cubic centimeters to three significant figures.
ANSWER:
V = 3080 cm3
Hint 4. Volume of a sphere
Recall that the volume of a sphere is given by the equation
4 3
V = πr ,
3
where r is the radius of the sphere. Use the necessary volume, which you've found previously, to determine the
radius of the sphere.
ANSWER:
r = 9.02 cm
Correct
Exercise 1.15
A useful and easytoremember approximate value for the number of seconds in a year is π × 10 7 .
Part A
Determine the percent error in this approximate value. (There are 365.24 days in one year.)
ANSWER:
0.446 %
Correct
Significant Figures
Part A
To seven significant figures, the mass of a proton is 1.672623 × 10 −27 kg . Which of the following choices demonstrates

correct rounding?
Check all that apply.
ANSWER:
−27
1.672 × 10 kg
−27
1.67 × 10 kg
−27
1.67263 × 10 kg
Correct
The number 1.672 × 10 −27 is incorrect because when we round to four significant figures we get 1.673, not 1.672.

Similarly, 1.67263 × 10 −27 is incorrect because when we round to six significant figures we get 1.67262, not
1.67263.
Part B
To eight significant figures, Avogadro's constant is 6.0221367 × 10 23 mol
−1
. Which of the following choices demonstrates
correct rounding?
Check all that apply.
ANSWER:
23 −1
6.022 × 10 mol
23 −1
6.0 × 10 mol
23 −1
6.02214 × 10 mol
Correct
All these options are correct; they represent different levels of precision, even though the numerical value is the
same.
Exercise 1.29
A spelunker is surveying a cave. She follows a passage 180 m straight west, then 290 m in a direction 45∘ east of south, and
then 280 m at 30∘ east of north. After a fourth unmeasured displacement, she finds herself back where she started.
Part A
Use a scale drawing to determine the magnitude of the fourth displacement.
Express your answer using two significant figures.
ANSWER:
170 m
Correct
Part B
Determine the direction of the fourth displacement.
Express your answer using two significant figures.
ANSWER:
13 ∘ South of West
Correct
Exercise 1.33
Vector A⃗ has ycomponent Ay = +17.0 m . A⃗ makes an angle of 32.0 ∘ counterclockwise from the +yaxis.
Part A
What is the xcomponent of A⃗ ?
Express your answer with the appropriate units.
ANSWER:
Ax = 10.6 m
Correct
Part B
What is the magnitude of A⃗ ?
Express your answer with the appropriate units.
ANSWER:
A = 20.0 m
Correct
Exercise 1.30
Let the angle θ be the angle that the vector A⃗ makes with the +xaxis, measured counterclockwise from that axis. Find the angle θ
for a vector that has the following components.
Part A
Ax = 2.40 m , Ay = 2.50 m
ANSWER:
314 ∘
Correct
Part B
Ax = 1.10 m , Ay = 1.30 m
ANSWER:
49.8 ∘
Correct
Part C
Ax = 1.00 m , Ay 4.30 m
=
ANSWER:
103 ∘
Correct
Part D
Ax = 3.30 m , Ay 2.20 m
=
ANSWER:
214 ∘
Correct
Exercise 1.41
Write each vector in the figure in terms of the unit vectors ^i and ^
j.
Part A
Express your answer in terms of the unit vectors ^i and ^
j . Use the 'unit vector' button to denote unit vectors in your
answer.
ANSWER:
A
⃗
= ^ ^
0 i − 8j m
Correct
Part B
answer.
ANSWER:
B
⃗
= ^ ^
7.50 i + 13.0 j m
Answer Requested
Part C
answer.
ANSWER:
C
⃗
= ^ ^
−11 i − 5.07 j m
Correct
Part D
answer.
ANSWER:
D
⃗
= ^ ^
−7.99 i + 6.02 j m
Correct
Exercise 1.45
For the vectors A⃗ , B⃗ , and C ⃗ in the figure , find the scalar products.
Part A
ANSWER:
⃗
A ⋅B
⃗
= 104
Correct
Part B
ANSWER:
⃗
B ⋅C
⃗
= 147
Correct
Part C
ANSWER:
⃗
A ⋅C
⃗
= 40.6
Correct
Exercise 1.51
Part A
For the two vectors A⃗ and B⃗ in the figure , find the scalar product A⃗ ⋅ B⃗ .
ANSWER:
⃗ ⃗
= 6.62 m
2
A ⋅B
Correct
Part B
Find the magnitude of the vector product A⃗ × B⃗ .
ANSWER:
5.55 m2
Correct
Part C
What is the direction of the vector product A⃗ × B⃗ ?
ANSWER:
+zdirection
zdirection
Correct
Finding the Cross Product
⃗ ⃗
The figure shows two vectors T and U separated by an angle θTU .

You are given that T ⃗ = ⃗
,
(3, 1, 0) U = (2, 4, 0) , and T ⃗ × U ⃗ = V .⃗

Part A
⃗
Express V as an ordered triplet of values, separated by commas.
ANSWER:
V
⃗
= 0,0,10
Correct
Part B
Find the magnitude of V .⃗
ANSWER:
⃗
|V | = 10
Correct
Part C
⃗ ⃗
Find the sine of the angle between T and U.
ANSWER:
sin(θT U ) = 0.707
Correct
Score Summary:
Your score on this assignment is 96.0%.

You received 16.33 out of a possible total of 17 points.

Summer Assignment Part 1

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3/10/2018 Summer Assignment Part 1

Childhood Age 30 to age 50 Old age

rise, run = 50,8 cm, years

rise, run = 5,20 cm, years

under the curve f (x) between x = a and x = b . For the function f (x) shown below, find the definite integral

10.5 cm = 0.105 m

When converting areas, you must be careful to use the correct ratio. If you were converting from mm2 to m2 , it might be

1.50 μm2 = 1.50×10−12 m2

Suppose that you find the volume of all the oceans to be 1.4 × 10 9 km3 in a reference book. To find the mass, you can use

For instance, consider the two vectors A⃗ and B⃗ with components (ax , ay ) and (bx , by ), respectively. If you want to find the sum

θ = 36.9 degrees

ϕ = 41.4 degrees

bx = 3.67 m

by = 1.59 m

t = 3.05 ns

mass = 60000 g

V = 3080 cm3

r = 9.02 cm

To seven significant figures, the mass of a proton is 1.672623 × 10 −27 kg . Which of the following choices demonstrates

The number 1.672 × 10 −27 is incorrect because when we round to four significant figures we get 1.673, not 1.672.

Vector A⃗ has ycomponent Ay = +17.0 m . A⃗ makes an angle of 32.0 ∘ counterclockwise from the +yaxis.

sin(θT U ) = 0.707

Anda mungkin juga menyukai

Summer Assignment Part 1

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

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Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

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Summer Assignment Part 1

Diunggah oleh

Hak Cipta:

Format Tersedia

3/10/2018 Summer Assignment Part 1

Childhood Age 30 to age 50 Old age

rise, run = 50,8 cm, years

rise, run = ­5,20 cm, years

under the curve f (x) between x = a and x = b . For the function f (x) shown below, find the definite integral

10.5 cm = 0.105 m

When converting areas, you must be careful to use the correct ratio. If you were converting from mm2 to m2 , it might be

1.50 μm2 = 1.50×10−12 m2

Suppose that you find the volume of all the oceans to be 1.4 × 10 9 km3 in a reference book. To find the mass, you can use

For instance, consider the two vectors A⃗ and B⃗ with components (ax , ay ) and (bx , by ), respectively. If you want to find the sum

θ = 36.9 degrees

ϕ = 41.4 degrees

bx = 3.67 m

by = 1.59 m

t = 3.05 ns

mass = 60000 g

V = 3080 cm3

r = 9.02 cm

To seven significant figures, the mass of a proton is 1.672623 × 10 −27 kg . Which of the following choices demonstrates

The number 1.672 × 10 −27 is incorrect because when we round to four significant figures we get 1.673, not 1.672.

Vector A⃗ has y­component Ay = +17.0 m . A⃗ makes an angle of 32.0 ∘ counterclockwise from the +y­axis.

sin(θT U ) = 0.707

Anda mungkin juga menyukai

rise, run = 5,20 cm, years

Vector A⃗ has ycomponent Ay = +17.0 m . A⃗ makes an angle of 32.0 ∘ counterclockwise from the +yaxis.