Homework 1: Due: 11:59pm On Sunday, September 12, 2010

MasteringPhysics: Assignment Print View Page 1 of 33
Homework 1
Due: 11:59pm on Sunday, September 12, 2010
Note: You will receive no credit for late submissions. To learn more, read your instructor's Grading Policy
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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- ( )
kilo- ( )
centi- ( )
milli- ( )
micro- ( )
nano- ( )
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
.
Once you know this, you need to divide one side by the other to obtain a ratio of to :
If you are converting from millimeters to meters, then this is the proper ratio. It has in the denominator, so that it will cancel the units of the
quantity that you are converting. For instance, if you were converting , then you would have
If you were converting a quantity from meters to millimeters, you would use the reciprocal ratio:
Part A
Suppose that you measure a pen to be 10.5 long. Convert this to meters.
Hint A.1 Relating centimeters and meters

Hint not displayed
Express your answer in meters.
ANSWER: 0.105
10.5 =
Correct
When converting areas, you must be careful to use the correct ratio. If you were converting from to , it might be tempting to use
again. Be careful! Think of as . That is to say, think of this as a pair of millimeter units, each of which must be
converted separately. To convert to square meters you would use the following calculation:
Notice that the exponent distributes to both the numbers and the units:
Now the will cancel properly:
http://session.masteringphysics.com/myct/assignmentPrintView?assignmentID=1425767 9/16/2010
Part B
Suppose that, from measurements in a microscope, you determine that a certain bacterium covers an area of . Convert this to square
meters.
Hint B.1 Find the conversion factor

Hint not displayed
Express your answer in square meters.
ANSWER: 1.50×10−12
1.50 =
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 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?
Hint C.1 Find the conversion factor
Hint not displayed
Express your answer in cubic meters.
ANSWER: 1.40×1018
=
Correct
Part D
In a laboratory, you determine that the density of a certain solid is . 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.
Hint D.1 Find the conversion factor

Hint not displayed
Express your answer in kilograms per cubic meter.
ANSWER:
5230
=
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.
Interpreting Graphs
Learning Goal: To be able to gain many different types of information from a graph.
Being able to read graphs is an important skill in physics. It is also critical in day-to-day life, as information in the news and in business meetings
is often presented in graphical form. In this problem, you will consider a single graph and all of the information that can be gained from it. Since
the graph axes have no labels, think of it as a graph of something important to you, whether that is GPA, your bank balance, or something else.
Specific applications will be noted for each way of analyzing a graph.
The easiest information to obtain from a graph is its value at a point. The height of the graph above the horizontal axis gives the value of the
graph. Points above the horizontal axis have positive values, whereas points below the axis have negative values. The vertical axis will usually
have specific values marked off so that you can tell exactly what value each height corresponds to. In the graph you've been given, there are
no exact values labeled, but you can still tell relative values; you can make statements such as, "At point D, the graph has a greater value than
at point C."
Part A
At which point(s) does the graph have a positive value?
Hint A.1 Determining positive values from a graph

Hint not displayed
Enter all of the correct letters in alphabetical order. For instance, if you think that the correct choices are B and F, you would
enter BF.
ANSWER: ABCDEF
Correct
The difference between positive and negative is important in many situations, for instance on your bank statement. In physics it makes a
big difference in many scenarios. Positive position means to the right or above some reference point; negative position means to the left
or below the reference point. Positive velocity means moving to the right, whereas negative velocity means moving to the left.
The graph is often more convenient than a table of numbers or an equation, because you can immediately see where the graph takes
positive values and where it takes negative values. With an equation or a table of numbers, this would take some algebra or guess work.
Since the value of the graph at a point is indicated by its height above the horizontal axis, the maximum value of the graph is the highest point
on the graph. Similarly, the minimum value of the graph is the lowest point, which may be below the horizontal axis.
Part B
At which point does the graph have its maximum value?
Enter the correct letter.
ANSWER: E
Correct
Rate of change and slope
Another type of information that can be gleaned from a graph is the rate of change of the values. Just as you care whether your bank account
has a positive or negative value (i.e., if you have money or owe the bank money) you may also be interested in the rate of change of your bank
account. If the rate of change is positive, then you are gaining money. If the rate of change is negative, then you are losing money.
The rate of change of a graph is given by the slope of the graph. If the graph is a line, then the slope is just the slope that you are accustomed
to for lines (i.e., the change in the vertical position divided by the change in the horizontal position). There are a few important things to
remember about slope. If the line tilts upward as you follow it to the right (like this: ) then the graph has a positive slope. We would say that
the graph is increasing. Similarly, if it tilts downward as you follow it to the right (like this: ) then the slope is negative and we say that the
graph is decreasing. The steeper the tilt, the larger the rate of change.
Part C
Look at the graph from the introduction. The three points C, D, and F are all on straight segments. Rank them from greatest rate of change to
least rate of change.
Hint C.1 Slope at point D

Hint not displayed
ANSWER:
View
Correct
For more complex curves, you will have to draw the tangent line at a point to determine the rate of change of the graph at that point. The
tangent is a line that just touches the curve. To do this, instead of passing through two
nearby points, the line has to align itself so that its rate of change is the same as the
rate of change of the graph at that point. Therefore, once you've drawn the tangent line,
its slope is the same as the slope of the curve at that point.
In general, you will be able to rely on your intuitive sense of "Is the graph growing
higher or lower at this point?" but it's good to keep in mind this more precise definition in
terms of the tangent line. It will help you out in situations that are hard to figure out by
simple examination.
In the following two parts, consider again the graph shown in the introduction to the
problem.
Part D
At which point is the graph increasing at the greatest rate? For now, ignore point E. We will discuss it after this part.
Hint D.1 Drawing the tangent

Hint not displayed
ANSWER: D
Correct
You were told to ignore point E for this part. This is because the rate of change is not well defined at sharp corners. You won't ever be
asked for the rate of change of a graph at a sharp corner, though points near the corner should have well-defined rates of change.
Points B and C are also special, because the slope at those points is zero. This should be easy to see at C, since the graph is actually a
horizontal line in the area near C. If you carefully work out the tangent at point B using the method described in the hint for this part, you
will see that the tangent is horizontal there as well. Since a horizontal tangent has a slope of zero, which is neither negative nor positive,
the graph is neither increasing nor decreasing at points B and C.
Part E
At which point(s) is the graph decreasing?
Enter all of the correct letters in alphabetical order. For instance, if you think that the correct choices are B and F, you would
enter BF.
ANSWER: FGH
Correct
Area under a graph
The other piece of information important to physics that can be found from a graph is the area under the graph between two points on the
graph. The light blue region in the figure shows the area under the graph between two points. The area under a graph is important if you have
graphed the rate of change in some quantity. In physics, you might have a graph of the
velocity of some object vs. time. Since velocity is the rate of change of position, the
area under the velocity graph between two times gives the total change in position
between those two times.
An important point is that if the graph dips beneath the horizontal axis, then the area
below the axis is subtracted from the area above the axis. In this figure , the same
graph is shown, but now the area is between two more widely separated points.
However, if you compare this figure to the previous one, you'll see that equal areas
were added above and below the horizontal axis. Therefore, the "area under the graph"
in the two figures is the same, even though you see more shading in the second figure.
In the following two parts, consider again the graph shown in the introduction to the
problem.
Part F
You wish to find the area under the graph between the origin and some point on the graph. Which point will yield the greatest area?
ANSWER: G
Correct
Part G
You are looking at the area under the graph between two points. The area is zero. Which two points are you looking at?
Hint G.1 How to approach the problem

Hint not displayed
Enter the two letters in alphabetical order. For instance, if you think that the correct choice is B and F, you would enter BF.
ANSWER: FH
Correct
The Mathematics of Waves
Learning Goal: To qualitatively understand the formula for sine functions.

Consider a wave moving on a string. If you take a picture of the string at a specific time, then you get a graph of shape . If this is a simple
sinusoidal wave (such as the standing wave harmonics found in musical instruments), then you can write
,
where is the amplitude of the wave and is the angular frequency. The figure shows
how these quantities appear in the graph of . Note that when you are
graphing the sine function, the argument is in radians. In this problem, we will look
at the sine function, which is useful for modeling the motion of everything from pendulums
to ocean tides.
The function oscillates between a minimum value of and a maximum value of . Multiplying this function by a number
changes the minimum and maximum values, increasing the magnitudes if and decreasing the magnitudes if .
Part A
Give the minimum and maximum values of the function .
Give the minimum value followed by the maximum value, separated by a comma.
ANSWER: -3,3
Correct
If you move to the right starting from , the function begins to repeat itself when you reach . This shows that the
function has a period of . More formally, saying a function has a period of means the value of the function at is the same
as the value at , , etc. (as well as at , , and so on).
If you change the function to , then starting from , the function begins to repeat itself when Solving for , you can
see that the period has changed from to .
Part B
What is the period of the function ?
Express your answer to three significant figures.
ANSWER: 1.57
=
Correct
Part C
For a sine function with amplitude and period , what is ?
Hint C.1 Find the angular frequency
For Part B, you used the fact that . Use the same formula to find the angular frequency of a sine function with period .
ANSWER: 0.628
=
Correct
ANSWER: 0.441
=
Correct
The cosine function
The generic cosine function works the same way as the generic sine function. Compare the graphs of and
.[ is on top; is on the bottom.]
Part D
For a cosine function with amplitude and period , what is ?
Hint D.1 Find the angular frequency
Hint not displayed
ANSWER: -0.607
=
Correct
Made to Order (of Magnitude)
Learning Goal: To be able to make order-of-magnitude calculations.

Imagine that a company wants to build a new factory. Such a complex project would involve significant investment in terms of both time and
money. Consequently, before construction can start the company asks for an estimate of the total cost. Although estimate figures are not exact,
they are still helpful: For instance, if the projected cost is three times the amount of money that the company is willing to spend, the project will be
canceled or substantially changed.
Individuals make such estimates all the time. For instance, when you need to drive somewhere for a meeting, you can roughly predict how much
time you will spend on the road and depart accordingly. Of course, the actual travel time is unlikely to be exactly the same as the estimated
one—but it still helps to make an estimate so that you can decide when to leave.
Physicists must frequently make such estimates—known as order-of-magnitude calculations—as part of their job. Depending on the results of the
estimate, a potentially lengthy and costly research project may be postponed, canceled, or redesigned. Being able to make a quick calculation
and get a "ball-park figure" of the expected result is an important skill for a scientist, involving processes such as identifying relevant information,
searching for this information, and using your experience or background knowledge.
In this problem, you will practice making such order-of-magnitude calculations.
What is the total mass of all the people on earth?
It is impossible, of course, to give an accurate answer to this question. However, it is quite possible to find the order of magnitude of the
answer. All one needs to do is to use some common sense and, possibly, search for relevant reference information. The calculation can
proceed as follows:
There are about people on earth. An average adult male weighs, say, 75 ; an average adult female weighs about 60 , and an
average child will weigh considerably less than 60 . Figuring roughly one child per adult, we can reasonably say that an average person's
mass is about 50 , which gives the total mass of all humans on our planet as
.
Of course, we may be off in our estimates of the average mass or number of people. While it would be unreasonable to say that we know the
total mass is , we can be reasonably sure that we have the correct order of magnitude; that is, we have the correct exponent to
which the number 10 is raised.
In each of the following problems, you will be asked to make similar estimates.
Part A
How many people could fit into the largest office building in the world? Assume that everybody must be standing on the floor.
Hint A.1 What reference information should you be looking for?

What information should you be looking for?
Check all that apply.
ANSWER:
What is the tallest building in the world?
What is the most massive building in the world?
What building in the world has the largest floor area?
In which country is the largest building in the world located?
How many people can be found in the largest building in the world on a typical day?
Correct
Only the floor area matters here; height, mass, and location are irrelevant. The number of people working in the building on a typical
day probably does not matter: One would hope that, on a normal day, this building is not "standing room only."
Hint A.2 What numeric quantities do you need to estimate?

What numeric quantities do you need to estimate?
ANSWER:
the mass of an average person
the height of an average person
the amount of space the average person needs to work efficiently
the the area that an average person takes up while standing
the volume of an average person
Correct
Round the answer to the nearest power of 10 and then express your answer as the order of magnitude. For instance, if your
estimated answer is , enter 5. If your estimated answer is , you should enter 6 (rounding up to the next power of
10).
ANSWER: 6
Correct
Your process for solving this problem might have been something like this:
First, a simple library or Internet search would tell you that the largest building in the world (in terms of the total floor area) is the
Pentagon, the main building of the U.S. Department of Defense. Its total floor area is about but only can be
occupied; it would be hard to stand inside a wall! Assuming that an average person occupies about 2.0 when standing (a conservative
estimate), we can see that about people (more than three times the entire population of Washington, DC) could fit into the
Pentagon—assuming the floors held up!
Your own answer may have been different from ours or used different details; however, the order of magnitude was, hopefully, the same.
Part B
If the entire population of the United States forms a human chain by holding hands, how many times can such a chain be wrapped around the
earth's equator?
Round your answer to the nearest integer.
ANSWER: 8
Correct
Here is one way to solve this problem:

There are about 300 million people in the United States. The distance between the tips of a person's outstretched hands is roughly equal
to the height of the person. Counting children, we estimate the average palm-to-palm distance as one meter. Since the equator is about
40 million meters long, division yields about 7.5. However, in this part any answer between 5 and 15 is considered correct—after all, we
are just estimating.
Part C
How many times does your heart beat during your lifetime?
10).
ANSWER: 9
Correct
On average, your heart beats about once every second. The number of seconds in the lifetime of an average U.S. resident is
assuming a lifetime of 75 years. Of course, we didn't account for leap years since this is just an estimate.
Part D
Legend has it that, many centuries ago, Archimedes jumped out of his bathtub and ran across town naked screaming "Eureka!" after he solved
an especially difficult problem. Though you may not have thought of things this way before, when you drink a glass of water, the water that you
are drinking contains some water molecules that were in Archimedes' bathwater that day, because water doesn't get created or destroyed on a
large scale. It follows the water cycle, which includes rain, evaporation, flowing of rivers into the ocean, and so on. In the more than two
thousand years since his discovery, the water molecules from Archimedes' bathwater have been through this cycle enough times that they are
probably about evenly distributed throughout all the water on the earth. When you buy a can of soda, about how many molecules from that
famous bathtub of Archimedes are there in that can?
Hint D.1 How to approach the problem

Hint not displayed
Hint D.2 Avogadro's number

Hint not displayed
Hint D.3 What to estimate

Hint not displayed
10).
ANSWER: 6
Correct
We used the following assumptions: The total mass of water on the earth's surface is (reference information available from
many different sources); the mass of the water in the bathtub is guessed to be 200 ; the mass of the water in the can of soda is
estimated to be about 0.33 ; and 1 of water contains about .
Thus the total number of molecules in the can is roughly . The fraction of the bathtub molecules in the can is .
Therefore, the number of bathtub molecules contained in the can is
Your answer is most likely different but it should still have the same order of magnitude, equal to 6. In case of some "wilder" assumptions,
we count 5 and 7 as correct too.
PSS 1.2 Unit Conversions
Learning Goal: To practice Problem-Solving Strategy 1.2 Unit Conversions.

A gallon of water in the United States weighs about 8.33 . In other words, the density of water is 8.33 . What is the density of water in
? What is the density of water in ?
Problem-Solving Strategy: Unit conversions

IDENTIFY the relevant concepts:
In most cases, you're best off using the fundamental SI units (meters, kilograms, seconds) within a problem. If you need the answer to be in a
different set of units, wait until the end of the problem to make the conversion.
SET UP the problem and EXECUTE the solution as follows:
Units are multiplied and divided just like ordinary algebraic symbols. This gives us an easy way to convert a quantity from one set of units to
another. The key idea is to express the same physical quantity in two different units and form an equality. For example, since
the ratio equals 1.
EVALUATE your answer:
If you do your units conversion correctly, unwanted units will cancel. Finally, check whether your answer is reasonable. If you have converted to
a smaller unit, for example, the number representing the quantity should be larger.
IDENTIFY the relevant concepts
The physical property of density is given by mass/volume. The SI unit for mass is the kilogram ( ) and for volume it is the cubic meter ( ).
Therefore, density should be given in units of .
SET UP the problem and EXECUTE the solution as follows
Part A
Calculate the density of water in .
Hint A.1 Find the conversion factor between pounds and kilograms
Hint not displayed
Hint A.2 Find the conversion factor between gallons and cubic meters
Hint not displayed
Express your answer in kilograms per cubic meter using three significant figures.
ANSWER: 1000
8.33 =
Correct
If you were to complete the conversion and find the equivalent density in of 8.33 , you would write
Part B
Now, convert the density of water to .
Hint B.1 Find the conversion factor between cubic meters and cubic centimeters
Hint not displayed
Express your answer in grams per cubic centimeter using three significant figures.
ANSWER: 1.00
1000 =
Correct
If you had 1 of water (about the size of a sugar cube), it would have a mass of 1 .
EVALUATE your answer
Part C
The same physical quantity, such as density, can be reported using different units. Above, you found that water has a density of
. Because the density of water must be the same regardless of what units you use to measure it, you can conclude
that an object whose density is 1 must be less dense than water. In other words, 1 is less than 1 .
If you had three different objects with densities of 1 ,1 , and 1 , which object would be the most dense?
Hint C.1 How to approach the problem

If all these densities were given in the same units, you could easily compare the objects to identify the most dense and least dense. Since
the units given are all different, convert all the densities to a common set of units, such as , before making your comparison.
Rank the given densities from most to least dense. To rank items as equivalent, overlap them.
ANSWER:
View
Correct
These three densities are readily compared if they are converted to the SI unit of density, :
PSS 1.3 Vector Addition
Learning Goal: To practice Problem-Solving Strategy 1.3 Vector Addition.

Three people pull horizontally on ropes attached to a post, as shown in the figure. The
total force that they exert on the post is zero. One of them pulls directly north with
= 500 . Another pulls with = 400 in a direction west of north. Find the
magnitude and direction of the force exerted by the third person so that the sum of the
three forces is zero.
Problem-Solving Strategy: Vector addition

IDENTIFY the relevant concepts:
Decide what your target variable is. It may be the magnitude of the vector sum, the direction, or both.
SET UP the problem using the following steps:
Draw the individual vectors being summed and the coordinate axes being used. In your drawing, place the tail of the first vector at the origin of
the coordinates; place the tail of the second vector at the head of the first vector; and so on. Draw the vector sum from the tail of the first
vector to the head of the last vector. Use your drawing to make rough estimates of the magnitude and direction of ; you'll use these estimates
later to check your calculations.
EXECUTE the solution as follows:
Find the x and y components of each individual vector, and record your results in a table. Be particularly careful with signs: Some components
may be positive, and some may be negative.
Add the individual x components algebraically, including signs, to find , the x component of the vector sum. Do the same for the y
components to find .
Then, the magnitude and direction of the vector sum are given by
EVALUATE your answer:

Check your results for the magnitude and direction of the vector sum by comparing them with the rough estimates you made from your drawing.
Keep in mind that the magnitude is always positive and that is measured from the +x axis. The value of that you find with a calculator
may be the correct one, or it may be off by 180 degrees. You can decide by examining your drawing.
IDENTIFY the relevant concepts
Force is a vector quantity, so vector addition must be used to add the three forces acting on the post. This problem requires you to find both the
magnitude and direction of one of the forces, such that the total vector sum is zero.
SET UP the problem using the following steps
Part A
Add vectors to the diagram below to indicate the vector sum of the three forces acting on the post: . Use the
conventional choice of coordinates, with the +x axis as east and the +y axis as north.
Hint A.1 How to approach the problem

You should draw the three vectors corresponding to the forces applied to the post, adding them head to tail as outlined in the Set Up step of
the strategy. You have enough information to straightforwardly draw the vectors and . By considering that the total force exerted on
the post is zero, you can determine how to draw the unknown force .
Hint A.2 How to draw the vector of the force exerted by the third person
The total force on the post is zero: . When a set of vectors sum to zero, the head of the last vector must be located at the
tail of the first vector. is therefore drawn from the head of to the tail of .
Draw vectors , , and on the diagram below such that . Draw starting from the origin of the axes
provided. Each unit on the graph is 100 .
ANSWER:
View
All attempts used; correct answer displayed
EXECUTE the solution as follows
Part B
Calculate the magnitude of the force exerted by the third person.
Hint B.1 How to approach the problem
The total force on the post is zero: .
This can be written as .
Add the x components of and to find the negative of the x component of . Similarly, add the y components of and to find the
negative of the y component of . Once you know , use the formula
from the introduction.
Hint B.2 Determine the vector components of the force exerted by the second person
It is important to use the correct angle and trigonometric function when calculating the component of a vector. If the direction of the vector
(with magnitude ) is described by the angle that it makes with the +x axis, then its components are
.
However, the angle given in this problem is not measured from the +x axis. You should use geometry to calculate an angle from the +x axis
before using the above formulas.
Calculations using the angle measured from the +x axis will also give the correct sign (positive or negative) for the components.
Consider the force vector = 400 , west of north. Calculate the x and y components of the force, and , using the
conventional choice of coordinates, with the +x axis as east and the +y axis as north.
Express the x and y components of in newtons, separated by a comma, to three significant figures.
ANSWER: -346,200
, =
Answer Requested
Express the magnitude of in newtons to three significant figures.
ANSWER: 781
=
Correct
Part C
Determine the direction in which the third person is pulling.
Express the angle in degrees that makes, counterclockwise, with the +x axis. Express your answer to three
significant figures.
ANSWER: 296
=
EVALUATE your answer
Part D
By adding vectors using components, you have been able to determine an unknown force, both magnitude and direction, to three significant
figures:
= 781 , south of east.
You can check your answer by comparing it to the diagram in Part A above.
Some other students calculated , not as correctly as you, and came up with a set of different values. Pretend that you do not know the
actual value of , and by considering the vector addition diagram in Part A, decide which of the following values could possibly be correct,
and which are definitely incorrect.
Drag the appropriate values to their respective bins.
ANSWER:
View
Correct
Vector Components--Review
Learning Goal: To introduce you to vectors and the use of sine and cosine for a triangle when resolving components.
Vectors are an important part of the language of science, mathematics, and engineering. They are used to discuss multivariable calculus,
electrical circuits with oscillating currents, stress and strain in structures and materials, and flows of atmospheres and fluids, and they have many
other applications. Resolving a vector into components is a precursor to computing things with or about a vector quantity. Because position,
velocity, acceleration, force, momentum, and angular momentum are all vector quantities, resolving vectors into components is the most
important skill required in a mechanics course.
The figure shows the components of , and , along the x and y axes of the
coordinate system, respectively. The components of a vector depend on the coordinate
system's orientation, the key being the angle between the vector and the coordinate
axes, often designated .
Part A
The figure shows the standard way of measuring the angle. is measured to the
vector from the x axis, and counterclockwise is positive.
Express and in terms of the length of the vector and the angle , with
the components separated by a comma.
ANSWER:
, =
Correct
In principle, you can determine the components of any vector with these expressions. If lies in one of the other quadrants of the plane,
will be an angle larger than 90 degrees (or in radians) and and will have the appropriate signs and values.
Unfortunately this way of representing , though mathematically correct, leads to equations that must be simplified using trig identities
such as
and
.
These must be used to reduce all trig functions present in your equations to either or . Unless you perform this followup
step flawlessly, you will fail to recoginze that
,
and your equations will not simplify so that you can progress further toward a solution. Therefore, it is best to express all components in
terms of either or , with between 0 and 90 degrees (or 0 and in radians), and determine the signs of the trig
functions by knowing in which quadrant the vector lies.
Part B
When you resolve a vector into components, the components must have the form or . The signs depend on which
quadrant the vector lies in, and there will be one component with and the other with .
In real problems the optimal coordinate system is often rotated so that the x axis is not horizontal. Furthermore, most vectors will not lie in the
first quadrant. To assign the sine and cosine correctly for vectors at arbitrary angles, you must figure out which angle is and then properly
reorient the definitional triangle.
As an example, consider the vector shown in the diagram labeled "tilted axes,"
where you know the angle between and the y axis.

Which of the various ways of orienting the definitional triangle must be used to resolve
into components in the tilted coordinate system shown? (In the figures, the
hypotenuse is orange, the side adjacent to is red, and the side opposite is yellow.)
Hint B.1 Recommended procedure for resolving a vector into components
Hint not displayed
Hint B.2 Finding the trigonometric functions

Hint not displayed
Indicate the number of the figure with the correct orientation.
ANSWER:
1
2
3
4
Correct
Part C
Choose the correct procedure for determining the components of a vector in a given coordinate system from this list:
ANSWER:
Align the adjacent side of a right triangle with the vector and the hypotenuse along a coordinate direction
with as the included angle.
Align the hypotenuse of a right triangle with the vector and an adjacent side along a coordinate direction with
as the included angle.
Align the opposite side of a right triangle with the vector and the hypotenuse along a coordinate direction
Align the hypotenuse of a right triangle with the vector and the opposite side along a coordinate direction
Correct
Part D
The space around a coordinate system is conventionally divided into four numbered quadrants depending on the signs of the x and y
coordinates . Consider the following conditions:
,
,
,
,
Which of these conditions are true in which quadrants?
Write the answer in the following way: If A were true in the third quadrant, B in
the second, C in the first, and D in the fourth,
enter "3, 2, 1, 4" as your response.
ANSWER: 1,4,2,3
Correct
Part E
Now find the components and of in the tilted coordinate system of Part B.
Express your answer in terms of the length of the vector and the angle , with the components separated by a comma.
ANSWER:
, =
Correct
A Trip to Europe
Learning Goal: To understand how to use dimensional analysis to solve problems.

Dimensional analysis is a useful tool for solving problems that involve unit conversions. Since unit conversion is not limited to physics problems
but is part of our everyday life, correct use of conversion factors is essential to working through problems of practical importance.
For example, dimensional analysis could be used in problems involving currency exchange. Say you want to calculate how many euros you get if
you exchange 3600 ( ), given the exchange rate , that is, 1 to 1.20 . Begin by writing down
the starting value, 3600 . This can also be written as a fraction:
Next, convert dollars to euros. This conversion involves multiplying by a simple conversion factor derived from the exchange rate:
Note that the "dollar" unit, , should appear on the bottom of this conversion factor, since appears on the top of the starting value.
Finally, since dollars are divided by dollars, the units can be canceled and the final result is
Currency exchange is only one example of many practical situations where dimensional analysis may help you to work through problems.
Remember that dimensional analysis involves multiplying a given value by a conversion factor, resulting in a value in the new units. The
conversion factor can be the ratio of any two quantities, as long as the ratio is equal to one.
You and your friends are organizing a trip to Europe. Your plan is to rent a car and drive through the major European capitals. By consulting a
map you estimate that you will cover a total distance of 5000 . Consider the euro-dollar exchange rate given in the introduction and use
dimensional analysis to work through these simple problems.
Part A
You select a rental package that includes a car with an average consumption of 6.00 of fuel per 100 . Considering that in Europe the
average fuel cost is 1.063 , how much (in US dollars) will you spend in fuel in your trip?

Hint not displayed
Hint A.2 Find the unit factor to express the cost of fuel in euros
Hint not displayed
Hint A.3 Find the unit factor to convert euros to dollars

Hint not displayed
Hint A.4 Canceling units

Hint not displayed
Express your answer numerically in US dollars to three significant figures.
ANSWER: 383
Cost of fuel =
Correct
Part B
How many gallons of fuel would the rental car consume per mile?

Begin with writing the consumption rate in liters per kilometer. Then multiply this by the unit factor needed to convert kilometers to miles.
Finally convert liters to gallons. Be sure to cancel units so that your answer is dimensionally consistent.
Hint B.2 Find the unit factor to convert kilometers to miles

Which of these unit factors can be used to convert kilometers to miles?
Hint B.2.1 Conversion factor

Hint not displayed
ANSWER:
Answer not displayed
Hint B.3 Find the unit factor to convert liters to gallons

Which of these unit factors can be used to convert liters to gallons?
Hint B.3.1 Conversion factor

Hint not displayed
ANSWER:
Answer not displayed
Express your answer numerically in gallons per mile to three significant figures.
ANSWER: 2.54×10−2
Part C
What is the average cost, in dollars per gallon, of fuel in Europe?
Hint C.1 How to approach the problem

Hint not displayed
Hint C.2 Find the unit factor to convert euros to dollars

Hint not displayed
Hint C.3 Find the unit factor to convert liters to gallons

Hint not displayed
Express your answer numerically in dollars per gallon to three significant figures.
ANSWER: 4.83
Correct
Adding Scalar Multiples of Vectors Graphically

Draw the vectors indicated. You may use any extra (unlabeled) vectors that are helpful; but, keep in mind that the unlabeled vectors should not
be part of your submission.
Part A
Draw the vector .
You can add the vectors graphically or using components, but a graphical approach will be the simplest. It may help to draw the vector
first.
Hint A.2 Draw
Draw the vector .
The length and orientation of the vector will be graded. The location of the vector is not important.
ANSWER: Answer not displayed
Hint A.3 Adding vectors graphically

To add two vectors, slide one vector (without rotating it) until its tip coincides with the tail of the second vector. The sum of the two vectors is
the vector that goes from the tail of the first vector to the tip of the second:
ANSWER:
View
Answer Requested
Now use the same technique to answer the next two parts.
Part B
Draw the vector .
Hint B.1 Find and
Draw the vectors and . Recall that multiplying a vector by a negative number reverses its direction.
The length and orientation of the vectors will be graded. The locations of the vectors are not important.
Hint B.2 Adding vectors graphically

ANSWER:
View
Part C
Draw the vector .
Hint C.1 Find and
Draw the vectors and .
The length and orientation of the vectors will be graded. The locations of the vectors are not important.
Hint C.2 Adding vectors graphically

ANSWER:
View
Correct
Converting between Different Units

Unit conversion problems can seem tedious and unnecessary at times. However, different systems of units are used in different parts of the
world, so when dealing with international transactions, documents, software, etc., unit conversions are often necessary.
Here is a simple example. The inhabitants of a small island begin exporting beautiful cloth made from a rare plant that grows only on their
island. Seeing how popular the small quantity that they export has been, they steadily raise their prices. A clothing maker from New York,
thinking that he can save money by "cutting out the middleman," decides to travel to the small island and buy the cloth himself. Ignorant of the
local custom of offering strangers outrageous prices and then negotiating down, the clothing maker accepts (much to everyone's surpise) the
initial price of 400 . The price of this cloth in New York is 120 .
Part A
If the clothing maker bought 500 of this fabric, how much money did he lose? Use and .

Hint not displayed
Hint A.2 Find how much he paid

Hint not displayed
Hint A.3 Find the price in New York

Hint not displayed
Express your answer in dollars to three significant figures.
ANSWER: 5.32×104
Correct
Still think that unit conversion isn't important?
Here is a widely publicized, true story about how failing to convert units resulted in a huge loss. In 1998, the Mars Climate Orbiter probe
crashed into the surface of Mars, instead of entering orbit. The resulting inquiry revealed that NASA navigators had been making minor course
corrections in SI units, whereas the software written by the probe's makers implicitly used British units. In the United States, most scientists use
SI units, whereas most engineers use the British, or Imperial, system of units. (Interestingly, British units are not used in Britain.) For these two
groups to be able to communicate to one another, unit conversions are necessary.
The unit of force in the SI system is the newton ( ), which is defined in terms of basic SI units as . The unit of force in the
British system is the pound ( ), which is defined in terms of the slug (British unit of mass), foot ( ), and second ( ) as .
Part B
Find the value of 15.0 in pounds. Use the conversions and .

Hint not displayed
Hint B.2 Calculate the first conversion

Hint not displayed
Express your answer in pounds to three significant figures.
ANSWER: 3.37
15.0 =
Correct
Thus, if the NASA navigators believed that they were entering a force value of 15 (3.37 ), they were actually entering a value nearly
four and a half times higher, 15 . Though these errors were only in tiny course corrections, they added up during the trip of many
millions of kilometers.
In the end, the blame for the loss of the 125-million-dollar probe was placed on the lack of communication between people at NASA that
allowed the units mismatch to go unnoticed. Nonetheless, this story makes apparent how important it is to carefully label the units used to
measure a number.
Covered in Cash
Part A
How much would it cost to cover the entire United States (including Alaska and Hawaii) with dollar bills?
Hint A.1 Determine what equation to use

The "cost" of doing this is another way of asking for the "number of dollars (bills)" required to do this. This is related to the area of the United
States and the area of a dollar bill . What is the relation between cost and these areas?
Express your answer in terms of and .
ANSWER: Cost = Answer not displayed
Hint A.2 Find the area of the United States

Hint not displayed
Hint A.3 Find the area of a dollar bill
Hint not displayed
Hint A.4 Find the area of the United States in square centimeters
Hint not displayed
Express your answer to one significant figure.
ANSWER: 9.0×1014
dollars
Correct
Part B
What would be the cost to each person in the United States?
Hint B.1 Population of the United States

Hint not displayed
ANSWER: 3.0×106
per inhabitant
Correct
Finding the Cross Product
The figure shows two vectors and separated by an angle .
You are given that , , and .
Part A
Express as an ordered triplet of values, separated by commas.
ANSWER: 0,0,10
=
Correct
Part B
Find the magnitude of .
ANSWER: 10
=
Correct
Part C
Find the sine of the angle between and .
ANSWER: 0.707
=
Correct
How Many Drops in All the Oceans?
Part A
How many drops of water are in all the oceans on earth? Assume that contains 25 drops of water. Remember that this is an order-of-
magnitude problem, so you should expect that you will only find rough estimates for the numbers you require.
Hint A.1 Mean depth of the oceans

Hint not displayed
Hint A.2 Radius of the earth

Hint not displayed
Hint A.3 Percent of the earth covered by ocean

Hint not displayed
Hint A.4 Surface area of a sphere

Hint not displayed
ANSWER: 4.0×1025
drops
Correct
Although order-of-magnitude calculations may seem silly at times, they are a major tool used by physicists. Any time that you are solving
a problem in physics, it is helpful to have an estimate in your head of the order of magnitude that you expect from the answer. For
instance, if you were trying to find the average speed of a car over a long trip and got an answer of 1000 miles per hour, you would
immediately know that you had done something wrong, because your answer has the wrong order of magnitude.
Order-of-magnitude problems are sometimes called Fermi problems, after the physicist Enrico Fermi who was reportedly a master of such
approximate calculations. When the first atomic bomb was tested, Fermi was able to get a rough estimate of the power that the bomb
released by throwing some torn bits of paper into the air as the pressure wave from the bomb passed him and then performing a rough
calculation.
Neptunium
In the fall of 2002, a group of scientists at Los Alamos National Laboratory determined that the critical mass of neptunium-237 is about .
The critical mass of a fissionable material is the minimum amount that must be brought together to start a chain reaction. Neptunium-237 has a
density of .
Part A
What would be the radius of a sphere of neptunium-237 that has a critical mass?

Hint not displayed
Hint A.2 Convert the critical mass to grams

Hint not displayed
Hint A.3 Find the needed volume

Hint not displayed
Hint A.4 Volume of a sphere

Hint not displayed
Express your answer in centimeters to three significant figures.
ANSWER: 9.02
=
Correct
Significant Figures
Part A
To seven significant figures, the mass of a proton is . Which of the following choices demonstrates correct rounding?
ANSWER:
Correct
The number is incorrect because when we round to four significant figures we get 1.673, not 1.672. Similarly,
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 . Which of the following choices demonstrates correct rounding?
ANSWER:
Correct
All these options are correct; they represent different levels of precision, even though the numerical value is the same.
Tracking a Plane
A radar station, located at the origin of xz plane, as shown in the figure , detects an
airplane coming straight at the station from the east. At first observation (point A), the
position of the airplane relative to the origin is . The position vector has a
magnitude of 360 and is located at exactly 40 above the horizon. The airplane
is tracked for another 123 in the vertical east-west plane for 5.0 , until it has
passed directly over the station and reached point B. The position of point B relative to
the origin is (the magnitude of is 880 ). The contact points are shown in the
diagram, where the x axis represents the ground and the positive z direction is upward.
Part A
Define the displacement of the airplane while the radar was tracking it: . What are the components of ?

Hint not displayed
Hint A.2 Finding the components of
Hint not displayed
Hint A.3
Finding the components of
Hint not displayed
Express in meters as an ordered pair, separating the x and z components with a comma, to two significant figures.
ANSWER: -1100,26
=
Correct
Vector Addition Ranking Task

Six vectors ( through ) have the magnitudes and directions indicated in the figure.
Part A
Rank the vector combinations on the basis of their magnitude.
Hint A.1 Adding vectors graphically

Hint not displayed
Rank from largest to smallest. To rank items as equivalent, overlap them.
ANSWER:
View
Part B
Rank the vector combinations on the basis of their angle, measured counterclockwise from the positive x axis. Vectors parallel to the positive x
axis have an angle of 0 . All angle measures fall between 0 and 360 .
Hint B.1 Angle of a vector
The angle of a vector is to be measured counterclockwise from the x axis, with the x axis as 0 . The following vectors are at the angles
listed and are shown on the graph below.
Notice that the magnitude of the vector is irrelevant when determining its angle
Rank from largest to smallest. To rank items as equivalent, overlap them.
ANSWER:
View
Answer Requested
Vector Dot Product
Let vectors , , and .

Calculate the following:
Part A
Hint A.1 Remember the dot product equation

Hint not displayed
ANSWER: -10
=
Correct
Part B
What is the angle between and ?
Hint B.1 Remember the definition of dot products

Hint not displayed
ANSWER: 2.33
=
Correct
Part C
ANSWER: 30
=
Correct
Part D
ANSWER: 30
=
Correct
Part E
Which of the following can be computed?
Hint E.1 Dot product operator

Hint not displayed
ANSWER:
Correct
and are different vectors with lengths and respectively. Find the following:
Part F
Hint F.1 What is the angle between a vector and itself?

Hint not displayed
Hint F.2 Remember the definition of dot products

Hint not displayed
Express your answer in terms of
ANSWER:
=
Correct
Part G
If and are perpendicular,
Hint G.1 What is the angle between perpendicular vectors?

Hint not displayed
ANSWER:
=
Correct
Part H
If and are parallel,
Hint H.1 What is the angle between parallel vectors?

Hint not displayed
Express your answer in terms of and .
ANSWER:
=
Correct
Vector Math Practice
Let vectors , , and , where are the components of the vectors along , , and respectively.
Calculate the following:
Part A
Hint A.1 How to approach this problem

Hint not displayed
Express your answer as an ordered triplet of components with commas to separate the components.
ANSWER: 14,2,15
=
Correct
Part B
Hint B.1 Magnitude of a vector

Hint not displayed
Express your answer as an ordered triplet with commas to separate the magnitudes.
ANSWER: 2.45,5.83,4.58
=
Correct
Part C
ANSWER: 11
=
Correct
Part D
Determine the angle between and .
Hint D.1 Definition of the dot product

Hint not displayed
Express your answer numerically in radians, to two significant figures.
ANSWER: 1.8
= radians
Correct
Part E
Express your answer as an ordered triplet of components with commas to separate the components.
ANSWER: -20,11,12
=
Correct
Part F
ANSWER: -39
=
Correct
Vectors in a Unit Cell
In nature, substances often possess a crystalline structure. The basic component of a

crystal is the unit cell, such as the rectangular parallelpiped illustrated.
In the questions that follow express your answers in terms of the unit vectors , , and ,
that is, a vector with components , , and in the x, y, and z directions,
respectively, is written .
Part A
What is the vector from point C to point O?
Hint A.1 Remember vector notation
A vector with components , , and in the x, y, and z directions, respectively, is written . The terms , , and
are the components (projections of length that can have either sign) along the three directions.
ANSWER:
=
Part B
What is the vector from point O to point E?
ANSWER:
=
Part C
What is the vector from point O to point F?
ANSWER:
=
Correct
Part D
What is the vector from A to B, ?
ANSWER:
=
Correct
Part E
What is the vector from point B to point E?
ANSWER:
=
Correct
Biking Vectors
A student bikes to school by traveling first = 1.10 north, then = 0.500 west, and finally = 0.200 south.
Part A
If a bird were to start out from the origin (where the student starts) and fly directly (in a straight line) to the school, what distance would the
bird cover?
Hint A.1 How to approach the problem by finding components

Hint not displayed
Hint A.2 Find the y component of
Hint not displayed
Hint A.3 Find the x component of
Hint not displayed
Hint A.4 Magnitude of a vector

Hint not displayed
Express your answer in miles.
ANSWER: 1.03
=
Correct
This direct distance is sometimes called the distance "as the crow flies."
Part B
You will now find the same quantity algebraically, without the need to use much geometry. Take the north direction as the positive y direction
and east as positive x. The origin is still where the student starts biking.
Let be the displacement vector corresponding to the first leg of the student's trip. Express in component form.
Express your answer as two numbers separated by a comma (e.g., 1.0,2.0). By convention, the x component is written first.
ANSWER: 0,1.10
, =
Part C
Similarly, let be the displacement vector corresponding to the second leg of the student's trip. Express in component form.
Express your answer as two numbers separated by a comma. Be careful with your signs.
ANSWER: -0.500,0
, =
Correct
Part D
Finally, let be the displacement vector corresponding to the last leg of the student's trip. Express in component form.
ANSWER: 0,-0.200
, =
Correct
Part E
The displacement vector for the bird can be written as (see the figure ). In the space provided, type in component form.
Hint E.1 How to add vectors algebraically
You are given that . You can find the components of by comparing components on either side of this equation. For
example, for you would get
.
Use this equation to find the x component. Write down a similar equation for the y component , and calculate its value.
ANSWER: -0.500,0.900
, =
Correct
The magnitude of a vector with components and is given by
Using this definition, you can check that this approach yields the same value for as the one found earlier. Depending on the
individual vectors in a given situation, you can decide whether the geometric or the algebraic approach would be more suitable.
Part F
Finally, find , the angle north of west of the path followed by the bird.
Hint F.1 Method 1: Simple trigonometry

Hint not displayed
Hint F.2 Method 2: Vector equations

Hint not displayed
Express your answer numerically in degrees.
ANSWER: 60.9
=
Correct
Moving at the Speed of Light
Part A
How many nanoseconds does it take light to travel a distance of 5.10 in vacuum?
Hint not displayed
Hint A.2 Find how many seconds it takes light to travel the given distance
Given that the speed of light in vacuum is , how many seconds does it take light to travel a distance of 5.10 ?
Hint A.2.1 Find the time it takes light to travel a certain distance
How long does it take light to travel a distance ? Let be the speed of light.
Hint A.2.1.1 The speed of an object

Hint not displayed
ANSWER:
Correct
Hint A.2.2 Convert the given distance to meters
Convert = 5.10 to meters.
Hint A.2.2.1 Conversion of kilometers to meters

Hint not displayed
Express your answer numerically in meters.
ANSWER: 5100
5.10 =
Correct
Express your answer numerically in seconds.
ANSWER: 1.70×10−5
Answer Requested
Now convert the time into nanoseconds. Recall that .
Express your answer numerically in nanoseconds.
ANSWER: 1.70×104
Correct
Resolving Vector Components with Trigonometry
Often a vector is specified by a magnitude and a direction; for example, a rope with
tension exerts a force of magnitude in a direction 35 north of east. This is a good
way to think of vectors; however, to calculate results with vectors, it is best to select a
coordinate system and manipulate the components of the vectors in that coordinate
system.
Part A
Find the components of the vector with length = 1.00 and angle =20.0 with respect to the x axis as shown.
Hint A.1 What is the x component?

Hint not displayed
Enter the x component followed by the y component, separated by a comma.
ANSWER: 0.940,0.342
=
Correct
Part B
Find the components of the vector with length = 1.00 and angle =10.0 with respect to the x axis as shown.
Hint B.1 What is the x component?

Hint not displayed
ANSWER: 0.985,0.174
=
Correct
The components of still have the same form, that is, , despite 's placement with respect to the y axis on the
drawing.
Part C
Find the components of the vector with length = 1.00 and angle 35.0 as shown.
Hint C.1 Method 1: Find the angle that makes with the positive x axis
Hint not displayed
Hint C.2 Method 2: Use vector addition

Hint not displayed
ANSWER: -0.574,0.819
=
Correct
Score Summary:
Your score on this assignment is 86%.
You received 86.03 out of a possible total of 100 points.

Homework 1: Due: 11:59pm On Sunday, September 12, 2010

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MasteringPhysics: Assignment Print View Page 1 of 33

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Hint A.1 Relating centimeters and meters

Express your answer in meters.

Now the will cancel properly:

Hint B.1 Find the conversion factor

Express your answer in square meters.

Hint C.1 Find the conversion factor

Hint not displayed

Express your answer in cubic meters.

Hint D.1 Find the conversion factor

Express your answer in kilograms per cubic meter.

Hint A.1 Determining positive values from a graph

Enter the correct letter.

Rate of change and slope

Hint C.1 Slope at point D

Hint D.1 Drawing the tangent

Enter the correct letter.

At which point(s) is the graph decreasing?

Area under a graph

Enter the correct letter.

Hint G.1 How to approach the problem

The Mathematics of Waves

Learning Goal: To qualitatively understand the formula for sine functions.

Give the minimum and maximum values of the function .

What is the period of the function ?

Express your answer to three significant figures.

For a sine function with amplitude and period , what is ?

Hint C.1 Find the angular frequency

Express your answer to three significant figures.

Express your answer to three significant figures.

The cosine function

For a cosine function with amplitude and period , what is ?

Hint D.1 Find the angular frequency

Hint not displayed

Express your answer to three significant figures.

Made to Order (of Magnitude)

Learning Goal: To be able to make order-of-magnitude calculations.

What is the total mass of all the people on earth?

Hint A.1 What reference information should you be looking for?

Check all that apply.

Hint A.2 What numeric quantities do you need to estimate?

Check all that apply.

Round your answer to the nearest integer.

Here is one way to solve this problem:

Hint D.1 How to approach the problem

Hint D.2 Avogadro's number

Hint D.3 What to estimate

PSS 1.2 Unit Conversions

Learning Goal: To practice Problem-Solving Strategy 1.2 Unit Conversions.

Problem-Solving Strategy: Unit conversions

IDENTIFY the relevant concepts

Therefore, density should be given in units of .

SET UP the problem and EXECUTE the solution as follows

Calculate the density of water in .

Now, convert the density of water to .

EVALUATE your answer

Hint C.1 How to approach the problem

PSS 1.3 Vector Addition

Learning Goal: To practice Problem-Solving Strategy 1.3 Vector Addition.

Problem-Solving Strategy: Vector addition

EVALUATE your answer: