Momentum Tables Physics

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A ball is traveling through the air as represented by the initial momentum vector shown above on the left. A racket then makes contact with the ball, as shown in the middle figure above. After the racket makes contact with the ball, the ball is traveling through the air as represented by the momentum vector shown above on the right. Which of the following vectors could represent the impulse the racket exerts on the ball?

• A vector that points in the rightward direction

• A vector that points up and to the right

• A vector that points straight up

• A vector that points straight down

• A vector that points straight to the left

Tags

NGSS.HS-PS2-1

NGSS.HS-PS2-2

A stationary golf ball is hit by a club. While the club is in contact with the ball, the ball compresses, the club exerts maximum force when the ball is at maximum compression, and then the ball expands. The momentum of the golf ball after contact with the club is represented by the vector above. Which of the following groups of vectors could represent the force exerted on the ball at the three moments described?

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Tags

NGSS.HS-PS2-1

NGSS.HS-PS2-2

Students perform an experiment with the goal of finding the relationship between the force applied to an object and the time required to stop the object. During the experiment, a student jumps and lands on a large sensor that measures the magnitude of the force exerted on the scale and the time it takes to bring the student to rest. During the first trial, the student jumps and lands on the sensor while keeping their legs perfect straight. Which of the following describes a proper change in procedure to correctly find the relationship between the force applied to an object and the time required to stop the object?

• Jump to the same height and land with knees bent. This will increase the time to bring the student to rest and decrease the magnitude of the force.

• Jump to the same height and land with knees bent. This will decrease the time to bring the student to rest and increase the magnitude of the force.

• Jump higher and land with knees bent. This will increase the time to bring the student to rest and decrease the magnitude of the force.

• Jump higher and land with knees bent. This will decrease the time to bring the student to rest and increase the magnitude of the force.

• Jump higher and land with legs straight. This will increase the time to bring the student to rest and decrease the magnitude of the force.

Tags

NGSS.HS-PS2-1

Tags

NGSS.HS-PS2-1

A 2.0 kg ball is dropped from a height of 20 m onto a soft surface and rebounds to a height of 5.0 m. What is the magnitude of the impulse exerted on the ball by the floor?

• 10 N·s

• 20 N·s

• 40 N·s

• 60 N·s

• 100 N·s

Tags

NGSS.HS-PS2-2

Two blocks are sliding toward one another along a level horizontal surface. One block is moving due east, and the other block is moving due west. The two blocks collide. Which of the following is NOT a possible set of directions the two blocks could be traveling after the collision?

• Both blocks are traveling east after the collision.

• Both blocks are traveling west after the collision.

• One block travels northeast, and the other block travels northwest.

• One block travels southwest, and the other block travels northeast.

• One block travels southeast, and the other block travels northwest.

Tags

NGSS.HS-PS2-2

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Tags

NGSS.HS-PS2-1

NGSS.HS-PS2-2

• The scale used to determine the masses of the carts is off by 5%.

• During the collision, some of the kinetic energy of the carts is converted to heat.

• Some of the elastic potential energy of the spring is converted to kinetic energy.

• There is a small amount of friction between the track and the carts.

• One end of the track is slightly higher than the other.

Tags

NGSS.HS-PS2-2

• I and III only
  

• II and III only
  

• I and IV only
  

• II and IV only
  

• II, III and IV
  

Tags

NGSS.HS-PS2-2