Chapter 5: Q15CQ (page 138)
Suppose you are driving a classic car. Why should you avoid slamming on your brakes when you want to stop in the shortest possible distance? (Many modern cars have antilock brakes that avoid this problem.)
Slamming on the brakes is the shortest possible distance that may cause skidding.
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The driver of a speeding truck slams on the brakes and skids to a stop through a distance d. On another trial, the initial speed of the truck is half as large. What now will be the truck’s skidding distance? (a) (b) (c) d (d) d/2 (e) d/4
Question: If an object is in equilibrium, which of the following statements is not true? (a) The speed of the object remains constant. (b) The acceleration of the object is zero. (c) The net force acting on the object is zero. (d) The object must be at rest. (e) There are at least two forces acting on the object.
Question: A block of mass 2.20 kg is accelerated across a rough surface by a light cord passing over a small pulley as shown in Figure P5.99. The tension T in the cord is maintained at 10.0 N, and the pulley is 0.100 m above the top of the block. The coefficient of kinetic friction is 0.400. (a) Determine the acceleration of the block when x = 0.400 m. (b) Describe the general behavior of the acceleration as the block slides from a location where x is large to x= 0 . (c) Find the maximum value of the acceleration and the position x for which it occurs. (d) Find the value of x for which the acceleration is zero.
In Figure OQ5.2, a locomotive has broken through the wall of a train station. During the collision, what can be said about the force exerted by the locomotive on the wall? (a) The force exerted by the locomotive on the wall was larger than the force the wall could exert on the locomotive. (b) The force exerted by the locomotive on the wall was the same in magnitude as the force exerted by the wall on the locomotive. (c) The force exerted by the locomotive on the wall was less than the force exerted by the wall on the locomotive. (d) The wall cannot be said to “exert” a force; after all, it broke.
As shown in figure CQ5.22, student A, a 55 kg girl, sits on one chair with metal runners, at rest on a classroom floor. Student B, an 80 kgboy, sits on an identical chair. Both students keep their feet off the floor. A rope runs from student A’s hands around a light pulley and then over her shoulder to the hands of a teacher standing on the floor behind her. The low-friction axle of the pulley is attached to a second rope held by student B, all ropes run parallel to the chair runners.
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