1answer.
Ask question
Login Signup
Ask question
All categories
  • English
  • Mathematics
  • Social Studies
  • Business
  • History
  • Health
  • Geography
  • Biology
  • Physics
  • Chemistry
  • Computers and Technology
  • Arts
  • World Languages
  • Spanish
  • French
  • German
  • Advanced Placement (AP)
  • SAT
  • Medicine
  • Law
  • Engineering
romanna [79]
3 years ago
9

A 25 kg child plays on a swing having support ropes that are 2.20 m long. A friend pulls her back until the ropes are 42◦ from t

he vertical and releases her from rest.
(a) What is the potential energy for the child just as she is released, compared to the potential energy at the bottom of the swing?

(b) How fast will she be moving at the bottom of the swing?

(c) How much work does the tension in the ropes do as the child swings from the initial position to the bottom of the swing? Hint: Think about the angle between the Tension force and the direction of motion.
Physics
1 answer:
Semmy [17]3 years ago
3 0

Answer:

A) P.E = 138.44 J

B) The velocity of swing at bottom, v = 3.33 m/s

C) The work done, W = -138.44 J

Explanation:

Given,

The mass of the child, m = 25 Kg

The length of the swing rope, L = 2.2 m

The angle of the swing to the vertical position, ∅ = 42°

A) The potential energy at the initial position ∅ = 42° is given by the relation

                                P.E = mgh joule

Considering h  = 0 for the vertical position

The h at ∅ = 42° is  h = L (1 - cos∅)

                               P.E = mgL (1 - cos∅)

Substituting the given values in the above equation

                               P.E = 25 x 9.8 x 2.2 (1 - cos42°)

                                      = 138.44 J

The potential energy for the child just as she is released, compared to the potential energy at the bottom of the swing is, P.E = 138.44 J

B) The velocity of the swing at the bottom.

At bottom of the swing the P.E is completely transformed into the K.E

                  ∴                 K.E = P.E

                                     1/2 mv² = 138.44

                                     1/2 x 25 x v² 138.44

                                            v² = 11.0752

                                             v = 3.33 m/s

The velocity of the swing at the bottom is, v = 3.33 m/s

C) The work done by the tension in the rope from initial position to the bottom

             Tension on string, T = Force acting on the swing, F

                      W=L\int\limits^0_\phi{F} \, d \phi

                             =L\int\limits^0_\phi{mg.sin \phi} \, d \phi

                            = -Lmg[cos\phi]_{42}^{0}

                            = - 2.2 x 25 x 9.8 [cos0 - cos 42°]

                            = - 138.44 J

The negative sign in the in energy is that the work done is towards the gravitational force of attraction.

The work done by the tension in the ropes as the child swings from the initial position to the bottom of the swing, W = - 138.44 J

You might be interested in
The process by which people walk A) requires only a little energy. B) is powered by the body’s surplus heat energy. C) relies on
Andreyy89
I think the answer would be c
4 0
3 years ago
Read 2 more answers
20 N effort is used in the 20 cm long spanner to unscrew a nut, then calculate momentum to unscrew the nut. [ Ans=4 Nm]
irga5000 [103]

Answer:

Refer to the attachment.

7 0
3 years ago
3 3
olganol [36]

Answer:

I Dont know u answer it

Explanation:

8 0
2 years ago
PLZ! PLZ! PLZ! HELP! WILL GIVE BRAINLIEST! Scientific Claim Engaging in scientific argument is a critical piece to the applicati
Nastasia [14]

Answer:

Explanation:

1The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. (NRC Framework, 2012, p. 73)

Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community.

Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.

Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts.

Respectfully provide and receive critiques about one’s explanations, procedures, models and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail.

Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system, based on empirical evidence concerning whether or not the technology meets relevant criteria and constraints.

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

8 0
2 years ago
A magnet has ___________ poles. Like poles__________each other and unlike poles __________. An electromagnet is used to separate
Stels [109]

Answer:

2 repel attracts light water

3 0
3 years ago
Read 2 more answers
Other questions:
  • Someone help me with this page please! I feel so stressed todayyyy and I feel like garbage thank you a lot✨
    6·1 answer
  • Scientific hypotheses, theories, and laws are all vital to the development of scientific ideas. They are all vital, but they are
    7·2 answers
  • What is a substance
    5·2 answers
  • Static cling makes your clothes stick together. what causes this to happen? 1. external forces to the clothes 2. forces of natur
    15·2 answers
  • WILL MARK BRAINLIEST ONCE I KNOW THE RIGHT ANSWER *(AFTER THE FULL TEST)*
    12·1 answer
  • What is the wavelength of the wave
    10·2 answers
  • Plz help me make a nice C-E-R for science I will give brainly for the best C-E-R
    11·1 answer
  • The right to gather to advance some political or social cause is known as
    11·1 answer
  • A cruise ship has a mass of 100,000,000 kg and a kinetic energy of 5,000,000 kJ. Calculate the speed of the cruise ship.
    6·1 answer
  • A thin rod of length d on a frictionless surface is pivoted about one end
    15·1 answer
Add answer
Login
Not registered? Fast signup
Signup
Login Signup
Ask question!