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Is it possible for two different objects to have the same velocity but different speeds?

Short Answer

Expert verified
No, two objects cannot have the same velocity but different speeds.

Step by step solution

01

Understanding Velocity and Speed

Velocity is a vector quantity, which means it includes both a magnitude and a direction. Speed, however, is a scalar quantity and only has magnitude without any direction. Therefore, objects can share the same velocity if they are moving with the same speed and in the same direction.
02

Analyzing Speed and Direction

If two objects have the same velocity, it means they have identical speeds and both are moving in the same direction. However, if the direction changes, even while the magnitudes (speeds) remain the same, the velocities will differ.
03

Identifying Conditions for Different Speeds

For two objects to have different speeds, the magnitude of their velocity vectors must differ. Therefore, an object cannot have the same velocity as another if their speeds are different, since both speed and direction define velocity.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Vector Quantity
A vector quantity is a term used in physics to describe a quantity that possesses both magnitude and direction. One of the most common examples of a vector quantity is velocity. Understanding vectors is vital because they provide detailed information about how an object is moving, which is more than just how fast it moves. For instance, when an airplane flies, we want to know both its speed and the direction it is heading.
The magnitude of a vector is a measure of its size. In the case of velocity, this is the speed part—the rate at which the object travels. But what differentiates vector quantities from scalar is the direction. Each vector quantity should be assigned a specific direction, like north, south, east, or west, or any angle in between.
When dealing with vector quantities, vectors are often represented by arrows. The length of the arrow indicates the magnitude, while the arrowhead points in the direction. This graphical representation helps simplify complex motion scenarios, making it easier to analyze.
  • Magnitude: Represents the size or extent.
  • Direction: Indicates where the vector is heading.
  • Example: Velocity, Force, Displacement.
Scalar Quantity
Scalar quantities are the simpler counterparts of vector quantities. They are defined solely by a magnitude, lacking any direction. An everyday example of a scalar quantity is speed. Speed tells us how fast something is moving but ignores where it is going.
Think of a car's speedometer; it displays a numerical value (e.g., 60 km/h) that describes how fast the car is going, but without any indication of the direction. This is typical of scalar quantities. Scalars are straightforward and easy to work with, as they only require one measurement: their size or amount.
To summarize, scalar quantities provide basic information about magnitude, making them useful in scenarios where direction is irrelevant. They appear frequently in various scientific calculations and are essential for understanding more complex vector quantities.
  • Magnitude: The only required definition.
  • No directional component.
  • Example: Temperature, Mass, Distance, Speed.
Direction
Direction is an integral part of vector quantities, distinguishing them from scalar quantities. Understanding direction is crucial because it specifies the path along which an object moves or a force acts. For velocity, knowing the direction allows us to understand not just how fast an object is moving, but also where to.
Direction is usually indicated in terms of compass directions (like north or south) or angles relative to a reference direction. In navigation and physics, accurate direction measurements are essential for understanding motion paths and predicting future positions.
When expressing direction in vector problems, it often pairs with magnitude to provide a complete representation. This can also impact applications in real-world problems, such as determining how to travel from one location to another. Overall, direction adds depth to our understanding of how objects move and interact.
  • Gives a path or orientation.
  • Critical for defining vector quantities.
  • Expressed using compass points or angles.

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Most popular questions from this chapter

Two dragonflies have the following equations of motion: $$ \begin{aligned} &x_{1}=2.2 \mathrm{~m}+(0.75 \mathrm{~m} / \mathrm{s}) t \\ &x_{2}=-3.1 \mathrm{~m}+(-1.1 \mathrm{~m} / \mathrm{s}) t \end{aligned} $$ (a) Which dragonfly is moving faster? (b) Which dragonfly starts out closer to \(x=0\) at \(t=0\) ?

Two fish swimming in a river have the following equations of motion: $$ \begin{aligned} &x_{1}=-6.4 \mathrm{~m}+(-1.2 \mathrm{~m} / \mathrm{s}) t \\ &x_{2}=1.3 \mathrm{~m}+(-2.7 \mathrm{~m} / \mathrm{s}) t \end{aligned} $$ Which fish is moving faster?

Think \& Calculate A train on a straight track goes in the positive direction for \(5.9 \mathrm{~km}\), and then backs up for \(3.8 \mathrm{~km}\). (a) Is the distance covered by the train greater than, less than, or equal to its displacement? Explain. (b) What is the distance covered by the train? (c) What is the train's displacement?

The red kangaroo (Macropus rufus, shown in Figure 2.5) is the largest marsupial in the world. It has been clocked hopping at a speed of \(65 \mathrm{~km} / \mathrm{h}\). (a) How far (in kilometers) can a red kangaroo hop in \(3.2\) minutes at this speed? (b) How much time will it take the kangaroo to hop \(0.25 \mathrm{~km}\) at this speed?

Predict \& Explain You drive your car in a straight line at \(15 \mathrm{~m} / \mathrm{s}\) for \(10 \mathrm{~km}\), then at \(25 \mathrm{~m} / \mathrm{s}\) for another \(10 \mathrm{~km}\). (a) Is your average speed for the entire trip more than, less than, or equal to \(20 \mathrm{~m} / \mathrm{s}\) ? (b) Choose the best explanation from the following: A. More time is spent driving at \(15 \mathrm{~m} / \mathrm{s}\) than at \(25 \mathrm{~m} / \mathrm{s}\). B. The average of \(15 \mathrm{~m} / \mathrm{s}\) and \(25 \mathrm{~m} / \mathrm{s}\) is \(20 \mathrm{~m} / \mathrm{s}\). C. Less time is spent driving at \(15 \mathrm{~m} / \mathrm{s}\) than at \(25 \mathrm{~m} / \mathrm{s}\).

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