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Serway and Jewett - Physics for S&E 8/e (Homework)

James Finch

Physics - College, section 1, Fall 2019

Instructor: Dr. Friendly

Current Score : 3 / 33

Due : Monday, January 28, 2030 00:00 EST

Last Saved : n/a Saving...  ()

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Question
Points
1 2 3 4 5 6 7
3/5 –/12 –/4 –/6 –/1 –/2 –/3
Total
3/33 (9.1%)

  • Instructions

    The WebAssign content for Physics for Scientists and Engineers 8/e by Serway and Jewett includes an extensive bank of more than 5,000 questions including end-of-chapter problems, interactive Active Figure questions, and tutorial problems offering feedback and hints to guide students to content mastery.

    What's New in this Edition? Based on their analysis of WebAssign data, the authors identified and enhanced the most frequently assigned problems, ensuring students receive support where they need it most. Denoted in the text by a shaded box around the problem number, each of these problems in Enhanced WebAssign provides students with targeted answer-specific feedback designed to address common misconceptions plus either a Watch It solution video or a Master It interactive tutorial.

    Take a tour of this brief demo, expanding the Instructor Notes on each problem below to learn more about the problem type and to receive some suggested incorrect answers to experiment with so you can see how Enhanced WebAssign not only simplifies the process of homework for you, but improves learning for your students! This demo assignment allows many submissions and allows you to try another version of the same question for practice wherever the problem has randomized values.

Assignment Submission

For this assignment, you submit answers by question parts. The number of submissions remaining for each question part only changes if you submit or change the answer.

Assignment Scoring

Your last submission is used for your score.

1. 3/5 points  |  Previous Answers was SerPSE8 4.AF.07. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5
–/1 1/1 0/1 1/1 1/1
0/50 1/50 1/50 1/50 1/50
Total
3/5
 

  • Part 1 - Instructor Note

    Active Figures build conceptual understanding, allowing students to view animations of figures from the text and visualize phenomena and pro¬cesses that can't be represented on the printed page. Students can change variables to see the effects, conduct suggested explorations of the prin¬ciples involved, and receive feedback on related quiz questions.

  • Part 2 - Sample Active Figure

    Active Figure 4.7 - The Projectile Path

    Instructions: The simulation below illustrates the motion of a projectile launched at different speeds and angles.


    Display in a New Window | Explore with this Active Figure     Explore
    A projectile is launched with a launch angle of 30° with respect to the horizontal direction and with initial speed 12 m/s.

    (A) How do the vertical and horizontal components of its velocity vary with time?
    (B) How long does it remain in flight?
    (C) For a given launch speed, what launch angle produces the longest time of flight?


    Conceptualize
    Consider the projectile to be a point mass that starts with an initial velocity, upward and to the right, with forces from air resistance neglected. There is no force acting horizontally to accelerate its horizontal motion, while its vertical motion is accelerated downward by gravity. Therefore as the projectile moves to the right at a constant rate, the vertical part of its motion consists of first rising upward and then moving downward until the projectile strikes the ground. Use the simulation to display the projectile motion.

    Categorize
    The velocity has components in both the x and y directions, so we categorize this as a problem involving particle motion in two dimensions. The particle also has only a y component of acceleration, so we categorize it as a particle under constant acceleration in the y direction and constant velocity in the x direction.

    (A) How do the vertical and horizontal components of its velocity vary with time?

    Analyze The initial velocity in the x-direction vxi is related to the initial speed by

    vxi = vi cos 30°
    The constant velocity in the x-direction means that the equation describing the time dependence of x for the particle, with x0 taken as 0, is
    x = x0 + vxit = 0 + m/s t
    The equation for the vertical coordinate, which is constantly accelerating downward at g = 9.8 m/s2, is
    y = y0 + vyit - ½gt2 = ( Correct: Your answer is correct. m/s) t + ( Incorrect: Your answer is incorrect. m/s2) t2 The response you submitted has the wrong sign.
    Finalize
    The -½gt2 term is negative. The other time-dependent term is proportional to t and positive. Which of the two dominates at small t ? Which term's magnitude gets larger faster as t gets large? What effect does that have on the sign of the y coordinate as t starts out small and then gets larger? Is this consistent with the path you expect the projectile to take?
    Hint

    (B) How long does it remain in flight?

    Analyze
    The y-component of the projectile's velocity decreases by 9.8 m/s for each second of flight as the projectile rises. Therefore it takes a time of

    ty,max =
    vyi
    g
    		=
    vi sin θ
    g
    for the vertical component of velocity to reach a value of 0, wihch occurs at the projectile's maximum height. At each height on the way down the particle has regained the same speed and has the same acceleration as it had on the way up, so that the complete time of flight is twice the time to reach the maximum height, and is equal to
    tflight =
    2vi sin θ
    g
    In the present problem, that expression gives
    tflight = Correct: Your answer is correct. s

    (C) For a given launch speed, what launch angle produces the longest time of flight?
    Analyze
    The time of flight for a given initial speed vi,

    tflight =
    2vi sin θ
    g
    is largest when sin θ is largest, which is at θ = Correct: Your answer is correct. °. What does that correspond to physically?
    Finalize
    Is the result consistent with experience? Try the simulation for various launch angles and speeds, and check if the computer calculation shows this same result.

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2. –/12 points SerPSE8 4.AE.04. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6 7 8 9 10 11 12
–/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1
0/50 0/50 0/50 0/50 0/50 0/50 0/50 0/50 0/50 0/50 0/50 0/50
Total
–/12
 

  • Part 1 - Instructor Notes

    Active Examples, based on the worked examples in the text, guide students through the process needed to master a concept. A related question at the end of these examples provides a twist on the text problem to test students' understanding. These questions include hints and feedback to help students solve the problem.

    Try It! The Master It portion of the Active Examples help overcome common misconceptions. If a student enters an answer based on a common mistake, students will receive feedback specific to that mistake. If their answer is incorrect but does not meet one of these specific conditions, they will still get generic numerical feedback as to how far off they are.

    Try some of these values for Master It part a to see what feedback you get!
    Incorrect formulaIncorrect answer
    t<0 Answers may vary
    sqrt(2gh) 29.7
    2gh 883
    sqrt((2d)/g 3.72
    Correct formula Correct answer
    sqrt((2y_f)/g 3.03
Your work in question(s) will also be submitted or saved.
Viewing Saved Work Revert to Last Response
3. –/4 points SerPSE8 4.P.005.WI. My Notes
Question Part
Points
Submissions Used
1 2 3 4
–/1 –/1 –/1 –/1
0/50 0/50 0/50 0/50
Total
–/4
 

  • Part 1 - Instructor Notes

    Watch It! Videos, available as a hint to students where applicable, step students through a video solution of the problem, using different values than have been assigned. This specific problem also uses WebAssign's new physPad answer entry palette to allow students to easily and naturally enter physics notation required for their answer.
Your work in question(s) will also be submitted or saved.
Viewing Saved Work Revert to Last Response
4. –/6 points SerPSE8 4.P.007.MI. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6
–/1 –/1 –/1 –/1 –/1 –/1
0/50 0/50 0/50 0/50 0/50 0/50
Total
–/6
 

  • Part 1 - Instructor Notes

    Master It! Tutorials walk students step-by-step through the problem, using different values than have been assigned. More than 300 problems have a Master It link that walks students step-by-step through the solution.

    Try It! If a student makes one of several common mistakes on any question part above, they will get feedback specific to the mistake they made. If their answer is incorrect but does not meet one of these specific conditions, they will still get generic feedback.

    Try some of these values for the first answer of Part A to see what feedback you get!
    Incorrect formulaIncorrect answer
    ax = 
    rx2 − vx1
    t1
     
    		 0.316
    ax = 
    −(vx2 − vx1)
    t1
    		 -0.684
    ax = 
    vx1
    t1
    		 0.211
    ax = 
    vx2
    t2
    		 0.895
    Correct formula Correct answer
    ax = 
    vx2 − vx1
    t1
     
    		 0.684

Need Help? Master It

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Viewing Saved Work Revert to Last Response
5. –/1 points SerPSE8 4.P.070. My Notes
Question Part
Points
Submissions Used
1
–/1
0/50
Total
–/1
 

  • 1 - Note to Instructors

    Symbolic problems ask students to solve a problem using only symbolic manipulation. Reviewers of the seventh edition (as well as the majority of respondents to a large survey) asked specifically for an increase in the number of symbolic problems found in the text, as this better reflects the way instructors want their students to think when solving physics problems. An example of a Symbolic problem appears below.
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6. –/2 points SerPSE8 4.QQ.004. My Notes
Question Part
Points
Submissions Used
1 2
–/1 –/1
0/50 0/50
Total
–/2
 

  • 1 - Note to Instructors

    Quick Quizzes provide students an opportunity to test their understanding of the physical concepts presented. The questions require students to make decisions on the basis of sound reasoning, and some of the questions have been written to help students overcome common misconceptions. Quick Quizzes have been cast in an objective format, including multiple-choice, true–false, and ranking. Answers to all Quick Quiz questions are found at the end of the text, with additional explanations in the Instructor's Manual. Many instructors choose to use such questions in a "peer instruction" teaching style or with the use of personal response system "clickers," but they can be used in standard quiz format as well. An example of a Quick Quiz follows below.
Your work in question(s) will also be submitted or saved.
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7. –/3 points SerPSE8 4.XP.01. My Notes
Question Part
Points
Submissions Used
1 2 3
–/1 –/1 –/1
0/50 0/50 0/50
Total
–/3
 

  • Part 1 - Instructor Notes

    Extra Problems are interspersed throughout the textbook collection where appropriate. Not found in the actual text, these problems give you the opportunity to add more questions to your assignments.
Your work in question(s) will also be submitted or saved.
Viewing Saved Work Revert to Last Response
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