CHAPTER 5

Chapter Overview
Section 1  introduces work and shows
calculations of the work done in a
variety of situations.
Section 2  identifies and shows
calculations using kinetic energy, the
work–kinetic energy theorem, and
different types of potential energy.
Section 3  explores the conditions
necessary for conservation of mechani-
cal energy and applies this principle to
problem solving.
Section 4  introduces the relationships
among work, time, power, force, and
speed.
This whimsical piece of art is called PE
an audiokinetic sculpture. Balls
are raised to a high point on the
curved blue track. As the balls move PE+KE
down the track, they turn levers,
spin rotors, and bounce off elastic
membranes. The energy that each
ball has—whether associated with
KE
the ball’s motion, the ball’s position
above the ground, or the ball’s loss of
mechanical energy due to friction—
varies in a way that keeps the total
energy of the system constant.

About the Image

This audiokinetic sculpture was created
by George Rhoads, whose sculptures can
be seen at the Boston Museum of
Science, at the Port Authority Bus
Terminal in New York City, and in various
shopping centers. After completing the
chapter, have students return to this
photograph and apply the concepts of
work and the conservation of energy to
describe which balls have mostly
potential energy and which have mostly
kinetic energy.

Lab 152
Preview
The following investigations support the QuickLab
concepts
Untitled-5 152 presented in this chapter. Mechanical Energy 5/9/2011 5:07:58 AM

Labs DEMONSTRATIONS
Exploring Work and Energy Work
Loss of Mechanical Energy (Probeware) Quantifying Work
Conservation of Mechanical Energy (Probeware) Potential Energy
Conservation of Mechanical Energy (Core Skill) Mechanical Energy
Work (Open Inquiry) Conservation of Energy
Power Programming (STEM)

152  Chapter 5
 CHAPTER 5

Work and
SECTION 1
Work

Focus and Motivate 

SECTION 2
Energy

Energy
SECTION 3
Conservation of
Energy
SECTION 4
Power
Why It Matters
Work, energy, and power
are related to one
another. Everyday
machines, such as
motors, are usually
described by the amount
of work that they are
capable of doing or by
the amount of power that
they produce.
Activate Prior
Knowledge
Knowledge to Review
• Review the kinematic equations.
• Newton’s second law states that
force = mass × acceleration (F = ma).
• Kinetic friction is a resistive force
exerted on a moving body by its
environment.
Items to Probe
• Familiarity with phenomena of energy
transformation: Ask students to
describe the action of jumping up and
down on a trampoline in terms of
energy.
• Preconceptions about energy
dissipation: Ask students if energy is
ever lost in a process.

ONLINE Physics
HMDScience.com

ONLINE LABS
Exploring Work and Energy
PREMIUM
Conservation of Mechanical CONTENT
Energy Physics
(br) ©Corbis

Loss of Mechanical Energy HMDScience.com

Power Programming Kinetic Energy

Why It Matters 153

Connecting to Biology
Untitled-5 153
In physics, work is done when energy is
transferred to or from an object by force. This
work is made possible by a variety of energy
sources, including both kinetic and potential
energy. In biology, work can be defined as any
process carried out by an organism, whether
it is carried out at the cellular level or by the
entire organism. Organisms continuously use
energy to do work, and this work is made
possible by chemical energy.
Examples of work in biological systems definition in physics. Where is work being
include a cheetah running after its prey5/9/2011
or a5:08:05 AM done when food is digested? In the digestive
chimpanzee picking up a banana. Less obvious system
examples include the digestion of food or the
transport of materials into and out of cells.
Every moment, our bodies use energy to
survive. Even when we are sleeping, our
bodies are doing work.
After briefly discussing the biological
definition of work, ask students how the
definition of work in biology is related to the

Work and Energy  153

 SECTION  1
 Plan and Prepare
Preview Vocabulary
Academic Vocabulary  Work is a term
that has both a common-use definition
and a formal science definition. In
everyday English, the word work is used
to describe efforts directed toward
producing or accomplishing something,
whether it is solving a problem in
mathematics or in life. But in physics, the
word takes a different and specific
meaning. In physics, work is not done
unless an object is moved as a result of
the action of a force.
 Teach
Demonstration
Work
Purpose  Determine whether work is
done in various situations.
Materials  teacher’s text, spring scale,
string
Procedure  Hang the textbook from the
scale with the string. Hold the book
stationary, have the students note the
scale reading, and record the weight (mg)
of the book. Ask the students if the
spring is exerting a force on the book.
Yes, the spring exerts a force on the
book that is equal to and opposite the
book’s weight. Ask students if the spring
is doing work on the book, which is being
held in a fixed position. No, because the
displacement of the book is zero.
Now lift the book by pulling up on
the spring at a constant velocity and
have the students note the scale
reading. Again ask the students if the
spring is doing work on the book. Yes,
the force of the lifting, equal in magni-
tude to the weight of the book, is
upward, and the displacement is upward.
Have students calculate the amount of
work. m × g × h
154  Chapter 5
SECTION 1
Objectives
Recognize the difference
between the scientific and
Work
Key Term
ordinary definitions of work.
Define work by relating it to
work
force and displacement.
Definition of Work
Identify where work is being
performed in a variety of
Many of the terms you have encountered so far in this book have meanings
in physics that are similar to their meanings in everyday life. In its everyday
situations. sense, the term work means to do something that takes physical or mental
Calculate the net work done effort. But in physics, work has a distinctly different meaning. Consider the
when many forces are applied following situations:
to an object. • A student holds a heavy chair at arm’s length for several minutes.
• A student carries a bucket of water along a horizontal path while
walking at constant velocity.
It might surprise you to know that as the term work is used in physics,
there is no work done on the chair or the bucket, even though effort is
required in both cases. We will return to these examples later.
Work is done on an object when a force causes a displacement of
the object.
Imagine that your car, like the car shown in Figure 1.1, has run out of gas
and you have to push it down the road to the gas station. If you push the
work the product of the component car with a constant horizontal force, the work you do on the car is equal to
of a force along the direction of the magnitude of the force, F, times the magnitude of the displacement of
displacement and the magnitude
of the displacement
the car. Using the symbol d instead of ∆x for displacement, we define
work for a constant force as
W = Fd
Work is not done on an object unless the object is moved with
FIGURE 1.1
the action of a force. The application of a force alone does not
Work Done When Pushing a Car This person
constitute work. For this reason, no work is done on the chair
exerts a constant force on the car and displaces it to the when a student holds the chair at arm’s length. Even though the
left. The work done on the car by the person is equal to the student exerts a force to support the chair, the chair does not
force the person exerts times the displacement of the car.
move. The student’s tired arms suggest that work is being done,
which is indeed true. The quivering muscles in the student’s
arms go through many small displacements and do work within
the student’s body. However, work is not done on the chair.
Work is done only when components of a force are
©UpperCut Images/Getty Images
parallel to a displacement.
When the force on an object and the object’s displacement
are in different directions, only the component of the force
that is parallel to the object’s displacement does work.
Components of the force perpendicular to a displacement do
not do work.
Differentiated
154 Chapter 5
Instruction
Below Level
Point out that although the crate in Figure 1.2 is
Untitled-7 154 5/9/2011 5:08:56 AM
a large object, you can think of all of its mass as
being at the object’s center. This simplifies the
analysis of the situation as well as the calcula-
tions. At this point in their learning of physics,
students need not be concerned with the
distribution of weight or mass.
 For example, imagine pushing a crate along the ground. If the force FIGURE 1.2
you exert is horizontal, all of your effort moves the crate. If your force is at
an angle, only the horizontal component of your applied force causes a Definition of Work The work done Hold the book at shoulder height and
displacement and contributes to the work. If the angle between the force on this crate is equal to the force times the carry it across the room at a constant
displacement times the cosine of the angle
and the direction of the displacement is θ, as in Figure 1.2, work can be
between them.
speed. Ask students if work is being
expressed as follows:
done on the book. No, because the
W = Fd cos θ upward force is perpendicular to the
If θ = 0°, then cos 0° = 1 and W = Fd, which is the definition of work horizontal displacement.
d
given earlier. If θ = 90°, however, then cos 90° = 0 and W = 0. So, no work
is done on a bucket of water being carried by a student walking horizon-
tally. The upward force exerted by the student to support the bucket is
Classroom Practice
F
perpendicular to the displacement of the bucket, which results in no work
done on the bucket.
Finally, if many constant forces are acting on an object, you can find W = Fd cos Work
the net work done on the object by first finding the net force on the A 20.0 kg suitcase is raised 3.0 m above a
object. platform by a conveyor belt. How much
PHYSICS/ MC Fix 7-23
workPHis99done
Spec. Number on the suitcase?
PE C05-001-002-A 1
Net Work Done by a Constant Net Force Boston Graphics, Inc.
Answer: 5.9 × 10 J
617.523.1333
2

Wnet = Fnet d cos θ

net work = PROBLEM guide A

net force × displacement × cosine of the angle between them Did YOU Know? Use this guide to assign problems.
The joule is named for the British
physicist James Prescott Joule (1818– SE = Student Edition Textbook
Work has dimensions of force times length. In the SI system, work has
a unit of newtons times meters (N•m), or joules (J). To give you an idea of 1889). Joule made major contributions PW = Sample Problem Set I (online)
to the understanding of energy, heat,
how large a joule is, consider that the work done in lifting an apple from
and electricity. PB = Sample Problem Set II (online)
your waist to the top of your head is about 1 J.
Solving for:
PREMIUM CONTENT
W SE Sample, 1–3; Ch. Rvw.
Work Interactive Demo 7–10, 45–46, 50
HMDScience.com
Sample Problem A How much work is done on a vacuum PW 8–11
cleaner pulled 3.0 m by a force of 50.0 N at an angle of 30.0° above PB 5–7
the horizontal?
F SE Ch. Rvw. 50
ANALYZE Given: F = 50.0 N θ = 30.0° d = 3.0 m
PW 5–7
Unknown: W=?
PB Sample, 1–4
SOLVE Use the equation for net work done by a constant force: d SE 4
W = Fd cos θ
PW Sample, 1–4
Only the horizontal component of the applied force is doing work on
the vacuum cleaner.
PB 8–10
W = (50.0 N)(3.0 m)(cos 30.0°) *Challenging Problem
W = 130 J

Continued
Problem Solving Work and Energy 155

Reality Check
Untitled-7 155
Review the equation for the net work done 5/9/2011 5:08:57 AM

by a constant net force, making sure students

understand that no net work is done on any
object being moved perpendicular to its
weight, regardless of the mass of the object
or the distance it moves. Students should
understand that the value of the cosine of
90° (0) will always result in zero net work
being done.

Work and Energy  155

 Work (continued)

 Teach continued 1. A tugboat pulls a ship with a constant net horizontal force of 5.00 × 103 N and
causes the ship to move through a harbor. How much work is done on the ship if it
Answers moves a distance of 3.00 km?

Practice A 2. A weightlifter lifts a set of weights a vertical distance of 2.00 m. If a constant net
force of 350 N is exerted on the weights, what is the net work done on the weights?
1. 1.50 × 107 J
2. 7.0 × 102 J 3. A shopper in a supermarket pushes a cart with a force of 35 N directed at an angle
of 25° downward from the horizontal. Find the work done by the shopper on the
3. 1.6 × 103 J cart as the shopper moves along a 50.0 m length of aisle.
4. 1.1 m 4. If 2.0 J of work is done in raising a 180 g apple, how far is it lifted?

Demonstration The sign of work is important.

Work is a scalar quantity and can be positive or negative, as shown in
Quantifying Work Figure 1.3. Work is positive when the component of force is in the same
Purpose  Demonstrate the relationship direction as the displacement. For example, when you lift a box, the work
between the direction and the magni- done by the force you exert on the box is positive because that force is
upward, in the same direction as the displacement.
tude of a force.
Work is negative when the force is in the direction opposite the
Materials  plastic sled or piece of displacement. For example, the force of kinetic friction between a sliding
cardboard, 3-m and 1-m lengths of rope box and the floor is opposite to the displacement of the box, so the work
done by the force of friction on the box is negative.
Procedure  Attach both ropes to the If you are very careful in applying the equation for work, your answer
sled, and ask a student volunteer to sit will have the correct sign: cos θ is negative for angles greater than 90° but
on the sled. Ask students whether it will less than 270°.

require more force to pull the sled

across the floor with the 1-m rope or
with the 3-m rope. The 3-m rope will
require less force. Have a student try to
pull the sled with each rope and report
to the class which way is easier. Sketch
both situations on the board, emphasiz-
ing that the horizontal component of
FIGURE 1.3
Negative (–) work Positive (+) work
Positive and Negative Values
of Work Depending on the angle, an
applied force can either cause a moving F F
car to slow down (left), which results in
negative work done on the car, or speed
up (right), which results in positive work
done on the car. d d

the force is smaller with the short rope

because it is held at a greater angle F F

above the horizontal.

d d

Differentiated
156 Chapter 5
Instruction
Below Level negative when the force is opposite the
Ask students how the two examples of
Untitled-7 156 direction of displacement. 5/9/2011 5:08:58 AM

negative work shown in Figure 1.3 could be

examples of positive work even though the
force remains unchanged. Students should
recognize that positive work is being done
if the car moves in reverse.
Ask students to explain how the examples
of positive work shown in Figure 1.3 should be
changed to show negative work. Students
should then understand that work is always

156  Chapter 5
 If the work done on an object results only in a change in the object’s
speed, the sign of the net work on the object tells you whether the
Teaching Tip
object’s speed is increasing or decreasing. If the net work is positive, the Write the following table on the board
object speeds up and work is done on the object. If the net work is
to help students remember the various
negative, the object slows down and work is done by the object on
something else. situations that affect the sign of work.

Force is in positive work

direction of
motion.
SECTION 1 FORMATIVE ASSESSMENT
Force opposes negative work
Reviewing Main Ideas motion.
1. For each of the following cases, indicate whether the work done on the Force is 90° to no work
second object in each example will have a positive or a negative value. motion.
a. The road exerts a friction force on a speeding car skidding to a stop.
b. A rope exerts a force on a bucket as the bucket is raised up a well. Object is not in no work
c. Air exerts a force on a parachute as the parachutist falls to Earth. motion.
2. If a neighbor pushes a lawnmower four times as far as you do but exerts
only half the force, which one of you does more work and by how much?
3. A worker pushes a 1.50 × 103 N crate with a horizontal force of 345 N a
distance of 24.0 m. Assume the coefficient of kinetic friction between the
Assess and Reteach 
crate and the floor is 0.220.
a. How much work is done by the worker on the crate? Assess  Use the Formative Assessment
b. How much work is done by the floor on the crate?
on this page to evaluate student
c. What is the net work done on the crate?
mastery of the section.
4. A 0.075 kg ball in a kinetic sculpture moves at a constant speed along a
motorized vertical conveyor belt. The ball rises 1.32 m above the ground. Reteach  For students who need
A constant frictional force of 0.350 N acts in the direction opposite the
conveyor belt’s motion. What is the net work done on the ball?
additional instruction, download the
Section Study Guide.
Critical Thinking Response to Intervention  To reassess
5. For each of the following statements, identify whether the everyday or the
students’ mastery, use the Section Quiz,
scientific meaning of work is intended.
a. Jack had to work against time as the deadline neared. available to print or to take directly
b. Jill had to work on her homework before she went to bed. online at HMDScience.com.
c. Jack did work carrying the pail of water up the hill.
6. Determine whether work is being done in each of the following examples:
a. a train engine pulling a loaded boxcar initially at rest
b. a tug of war that is evenly matched
c. a crane lifting a car

Answers to Section Assessment Work and Energy 157

1. a. negative 4. 0.00 J
ntitled-7 157 b. positive 5. a. everyday sense 5/9/2011 5:08:59 AM

c. negative b. everyday sense

2. the neighbor; twice as much c. scientific sense
3. a. 8.28 × 103 J 6. a. yes
b. −7.92 × 103 J b. no
c. 3.6 × 102 J c. yes

Work and Energy  157

 SECTION  2 SECTION 2

 Plan and Prepare

Objectives
Identify several forms of energy. Energy
Calculate kinetic energy for an
Preview Vocabulary object. Key Terms
kinetic energy work–kinetic energy theorem potential energy
Greek Word Origins  The word kinetic Apply the work–kinetic energy gravitational potential energy elastic potential energy spring constant

comes from the Greek word kineti kis, theorem to solve problems.

which means “pertaining to motion” or
“caused by motion.” Although students
may not know what kinematics and
kinesthesia are, ask what the words have
in common.
Distinguish between kinetic and
potential energy.
Classify different types of
potential energy.
Calculate the potential energy
associated with an object’s
position.
Kinetic Energy
Kinetic energy is energy associated with an object in motion. Figure 2.1
shows a cart of mass m moving to the right on a frictionless air track
under the action of a constant net force, F, acting to the right. Because the
force is constant, we know from Newton’s second law that the cart moves
with a constant acceleration, a. While the force is applied, the cart accel-
erates from an initial velocity vi to a final velocity vf . If the cart is displaced
a distance of ∆x, the work done by F during this displacement is

 Teach Wnet = F∆x = ma∆x

When you studied one-dimensional motion, you learned that the follow-
ing relationship holds when an object undergoes constant acceleration:

Misconception Alert! v 2f = v 2i + 2a∆x

Students may think that kinetic energy v 2f – v 2i
a∆x = _
depends on the direction of motion. Ask 2
them to compare the kinetic energy of Substituting this result into the equation Wnet = ma∆x gives
identical cars traveling at the same
speed in each of the following situa- Wnet = m _ (
v 2f – v 2i
2
)
tions: one driving north, one driving 1 mv 2 – _
1 mv 2
Wnet = _ f i
south, one driving uphill, and one driving 2 2

downhill. The kinetic energy is the same
in each case because kinetic energy
depends only on mass and speed, which
are the same in each case.
kinetic energy the energy of an The quantity __12 mv2 has a special name in physics: kinetic energy. The
object that is due to the object’s motion kinetic energy of an object with mass m and speed v, when treated as a
particle, is given by the expression shown on the next page.
FIGURE 2.1

Work by a Constant Force The

©Richard Megna/Fundamental Photographs, New York

The Language of work done on an object by a constant
force equals the object’s mass times its
Physics acceleration times its displacement.

The symbol for kinetic energy, KE, may

look like the product of two variables
(K and E ) to some students. Point out
that the two letters together designate
kinetic energy. This symbol for kinetic
energy is not universal. Some books use
the letter K alone; others use E alone
Differentiated
158 Chapter 5
Instruction
and specify the kind of energy in
Below Level
() () ( ) ( )
context. ​v 2​f​ ​ ​mv 2​f ​​
For students who need help understanding
Untitled-196 158
_ _​v 2​i​ ​ _ ​mv 2​i​ ​ 5/19/2011 4:14:29 AM
Wnet = m ​ ​   ​   ​ - m ​ ​   ​   ​ = ​ ​   ​   ​ - ​ _
​   ​   ​
the derivation of the formula, expand it as 2 2 2 2
follows. 1 ​   from each term:
Next, factor out ​ _
Decompose the fraction inside the 2
parentheses: ​ 1 ​  m​v 2​f​ ​ - _
Wnet = _ ​ 1 ​  ​mv 2​i​ ​

( ) ( )
​v 2​f​ ​ - ​v 2i​​ ​ ​v 2​f​ ​ ​v 2​i​ ​ 2 2
Wnet = m ​ _
​   ​   ​= m ​ _
​   ​  - _ ​   ​   ​
2 2 2
Distribute m over the parentheses and then
multiply the denominators in each term:

158  Chapter 5
 Kinetic Energy
KE = __12 mv2 Classroom Practice
kinetic energy = __12 × mass × (speed)2
Kinetic Energy
A 6.0 kg cat runs after a mouse at
10.0 m/s. What is the cat’s kinetic energy?
Kinetic energy is a scalar quantity, and the SI unit for kinetic energy
(and all other forms of energy) is the joule. Recall that a joule is also used Answer: 3.0 × 102 J
as the basic unit for work.
Kinetic energy depends on both an object’s speed and its mass. If a
bowling ball and a volleyball are traveling at the same speed, which do PROBLEM guide B
you think has more kinetic energy? You may think that because they are
moving with identical speeds they have exactly the same kinetic energy.
Use this guide to assign problems.
However, the bowling ball has more kinetic energy than the volleyball SE = Student Edition Textbook
traveling at the same speed because the bowling ball has more mass than
the volleyball.
PW = Sample Problem Set I (online)
PB = Sample Problem Set II (online)
PREMIUM CONTENT
Solving for:
Kinetic Energy Interactive Demo
HMDScience.com
KE SE 3–4; Ch. Rvw. 14, 19, 44
Sample Problem B A 7.00 kg bowling ball moves at 3.00 m/s. PW 6, 8–9
How fast must a 2.45 g table-tennis ball move in order to have the PB Sample, 1–4
same kinetic energy as the bowling ball? Is this speed reasonable
for a table-tennis ball in play?
v SE Sample, 1–2; Ch. Rvw.
ANALYZE Given: The subscripts b and t indicate the bowling ball and the 20, 37, 44, 48
table-tennis ball, respectively.
PW 5–7
mb = 7.00 kg mt = 2.45 g vb = 3.00m/s
PB 8–10
Unknown: vt = ?
m SE 5
PW Sample, 1–4
PLAN First, calculate the kinetic energy of the bowling ball.
1 m v2 = _
1 (7.00 kg)(3.00 m/s)2 = 31.5 J PB 5–7
KEb = _
2 b b 2 *Challenging Problem
Then, solve for the speed of the table-tennis ball having the same
kinetic energy as the bowling ball.
1 m v 2 = KE = 31.5 J
KEt = _
2 t t b

√_
��
m = √ 2.45 × 10 kg
SOLVE KEb ������
__ (2)(31.5 J)
vt = –3
t

vt = 1.60 × 102 m/s

This speed would be very fast for a table-tennis ball.

Continued
Problem Solving Work and Energy 159

Deconstructing Problems
Untitled-196 159
Point out to students that in the equation for 5/19/2011 4:14:30 AM

kinetic energy, kinetic energy is expressed in

joules. Be sure students know that in order for
the units of energy to work out properly, mass
must be in kg and speed must be in m/s. Ask
them to calculate the kinetic energy of an
object that has a mass of 100 grams and moves
at 100 meters per minute. 0.14 J

Work and Energy  159

 Kinetic Energy (continued)

 Teach continued 1. Calculate the speed of an 8.0 × 104 kg airliner with a kinetic energy of 1.1 × 109 J.

Answers 2. What is the speed of a 0.145 kg baseball if its kinetic energy is 109 J?

Practice B 3. Two bullets have masses of 3.0 g and 6.0 g, respectively. Both are fired with a speed
of 40.0 m/s. Which bullet has more kinetic energy? What is the ratio of their kinetic
1. 1.7 × 102 m/s energies?
2. 38.8 m/s
4. Two 3.0 g bullets are fired with speeds of 40.0 m/s and 80.0 m/s, respectively. What
3. the bullet with the greater mass; are their kinetic energies? Which bullet has more kinetic energy? What is the ratio
2 to 1 of their kinetic energies?

4. 2.4 J, 9.6 J; the bullet with the greater 5. A car has a kinetic energy of 4.32 × 105 J when traveling at a speed of 23 m/s. What
speed; 1 to 4 is its mass?

5. 1.6 × 103 kg

The net work done on a body equals its change in kinetic energy.
The Language of The equation Wnet = __12 mv 2f − __12 mv 2i derived at the beginning of this
Physics section says that the net work done by a net force acting on an object is
equal to the change in the kinetic energy of the object. This important
The symbol ∆ (the Greek letter delta) is work–kinetic energy theorem the relationship, known as the work–kinetic energy theorem, is often written
net work done by all the forces acting
used to denote change. Students should on an object is equal to the change in
as follows:

be familiar with this symbol from earlier the object’s kinetic energy

chapters. Point out that although the
context is different, the symbol means
the same thing; namely, a difference
between two quantities. The subscripts
i and f used with KE stand for the initial
and final amounts, respectively, of
mechanical energy. Thus, ∆KE is the
difference between KEf and KEi, or
∆KE = KEf − KEi.
FIGURE 2.2 Work–Kinetic Energy Theorem
Wnet = ∆KE
Work and Kinetic Energy
The moving hammer has kinetic net work = change in kinetic energy
energy and can do work on the puck,
which can rise against gravity and
ring the bell.
When you use this theorem, you must include all the forces that do
work on the object in calculating the net work done. From this theorem,
we see that the speed of the object increases if the net work done on it is
positive, because the final kinetic energy is greater than the initial kinetic
energy. The object’s speed decreases if the net work is negative, because
the final kinetic energy is less than the initial kinetic energy.
The work–kinetic energy theorem allows us to think of kinetic energy

©Pulse Productions/PictureQuest/SuperStock
as the work that an object can do while the object changes speed or as the
amount of energy stored in the motion of an object. For example, the
moving hammer in the ring-the-bell game in Figure 2.2 has kinetic energy
and can therefore do work on the puck. The puck can do work against
gravity by moving up and striking the bell. When the bell is struck, part of
the energy is converted into sound.

Differentiated
160 Chapter 5
Instruction
Inclusion
In the ring-the-bell game, part of the energy
Untitled-196 160 5/19/2011 4:14:31 AM

of the moving puck is converted into sound.

The greater the force with which the puck hits
the bell, the louder the sound of the bell.
Students with hearing impairments may grasp
the concept of the relationship between
energy and sound. People with profound
hearing loss can often feel the vibrations
caused by sounds, with louder sounds causing
stronger vibrations.

160  Chapter 5
 PREMIUM CONTENT

Work–Kinetic Energy Theorem Interactive Demo

HMDScience.com
Sample Problem C On a frozen pond, a person kicks a 10.0 kg PROBLEM guide C
sled, giving it an initial speed of 2.2 m/s. How far does the sled
Use this guide to assign problems.
move if the coefficient of kinetic friction between the sled and the
ice is 0.10? SE = Student Edition Textbook
ANALYZE Given: m =10.0 kg vi = 2.2 m/s vf = 0 m/s µk = 0.10
PW = Sample Problem Set I (online)
Unknown: d=? PB = Sample Problem Set II (online)
Diagram:
Solving for:
vi
d SE Sample, 1–3; Ch. Rvw.
Fk 21–22
d PW 7
PB 5
HRW • Holt Physics
PLAN Choose an equationPH99PE-C05-004-001-A
or situation: F PW 3
This problem can be solved using the definition of work and the
PB 3–4
work–kinetic energy theorem.
Wnet = Fnet d cos θ W SE 5; Ch. Rvw. 44, 46
The net work done on the sled is provided by the force of kinetic PW 5
friction.
Wnet = Fk d cos θ = µk mgd cos θ PB 6
The force of kinetic friction is in the direction opposite d, so θ = 180°. KE SE 5; Ch. Rvw. 40, 44
Because the sled comes to rest, the final kinetic energy is zero. PW Sample, 1–2
1 mv 2
Wnet = ∆KE = KEf − KEi = −_
2 i PB 7–8
Use the work–kinetic energy theorem, and solve for d.
v SE 5; Ch. Rvw. 38, 44
1 mv 2 = µ mgd cos θ
−_
2 i k PW 4
2
-v
d=_ i PB 9–10
2 µkg cos θ
m PW 6
PB Sample, 1–2
SOLVE Substitute values into the equation:
–(2.2 m/s)2 *Challenging Problem
d = ___
2(0.10)(9.81 m/s2) (cos 180°)

d = 2.5 m

CHECK YOUR According to Newton’s second law, the acceleration of the sled is
WORK about −1 m/s2 and the time it takes the sled to stop is about 2 s. Thus,
the distance the sled traveled in the given amount of time should be
less than the distance it would have traveled in the absence of friction.

2.5 m < (2.2 m/s)(2 s) = 4.4 m

Continued
Problem Solving Work and Energy 161

Deconstructing Problems Simplify the common factors in each fraction:

Untitled-196 161
Use the following detailed manipulation to _ -​v 2i​​ ​ 5/19/2011 4:14:31 AM

​     ​ 
=d
show how the last equation in Part 2, Plan, 2 µkg cosθ
is obtained.
1 ​ m​v 2​​ ​ = µ mgd cosθ
Divide each side of - ​​ _ i
2 k
by µkmg cosθ :

__
​ 
(
2​ - _
2 )
​ 1 ​ m​v 2​i​ ​ ​
    
µkmgd cosθ
 ​= __
​    
​
2 (µkmg cosθ) µkmg cosθ

Work and Energy  161

 Work–Kinetic Energy Theorem (continued)

 Teach continued 1. A student wearing frictionless in-line skates on a horizontal surface is pushed by a
friend with a constant force of 45 N. How far must the student be pushed, starting
Answers from rest, so that her final kinetic energy is 352 J?

Practice C 2. A 2.0 × 103 kg car accelerates from rest under the actions of two forces. One is a
forward force of 1140 N provided by traction between the wheels and the road.
1. 7.8 m The other is a 950 N resistive force due to various frictional forces. Use the work–
2. 21 m kinetic energy theorem to determine how far the car must travel for its speed to
reach 2.0 m/s.
3. 5.1 m
3. A 2.1 × 103 kg car starts from rest at the top of a driveway that is sloped at an angle
4. 3.0 × 102 N
of 20.0° with the horizontal. An average friction force of 4.0 × 103 N impedes the
car’s motion so that the car’s speed at the bottom of the driveway is 3.8 m/s. What
is the length of the driveway?

Why It Matters 4. A 75 kg bobsled is pushed along a horizontal surface by two athletes. After the
The Energy in Food bobsled is pushed a distance of 4.5 m starting from rest, its speed is 6.0 m/s. Find
the magnitude of the net force on the bobsled.
This feature introduces students to
another form of potential energy:
chemical energy. Chemical energy, like
gravitational potential energy and elastic
potential energy, is a latent, stored form
of energy. However, chemical energy is
not simply or directly dependent on
The Energy in Food
relative position. Instead, chemical

energy depends on the molecular
structure and the strength of chemical
bonds, and this strength depends on the
relative affinities of different atoms in
molecules.
T
he food that you eat provides your body with
energy. Your body needs this energy to move
your muscles, to maintain a steady internal
temperature, and to carry out many other bodily
processes. The energy in food is stored as a kind of
potential energy in the chemical bonds within sugars
and other organic molecules.
defined as the amount of energy required to increase the
When you digest food, some of this energy is released. temperature of 1 mL of water by 1°C, which equals 4.186
The energy is then stored again in sugar molecules, joules (J). A food Calorie is actually 1 kilocalorie, or 4186 J.
usually as glucose. When cells in your body need energy
People who are trying to lose weight often monitor the
to carry out cellular processes, the cells break down the
number of Calories that they eat each day. These people
glucose molecules through a process called cellular
count Calories because the body stores unused energy as
respiration. The primary product of cellular respiration is
fat. Most food labels show the number of Calories in each
a high-energy molecule called adenosine triphosphate
serving of food. The amount of energy that your body
(ATP), which has a significant role in many chemical
needs each day depends on many factors, including your
reactions in cells.
age, your weight, and the amount of exercise that you
Nutritionists and food scientists use units of Calories to get. A typically healthy and active person requires about
quantify the energy in food. A standard calorie (cal) is 1500 to 2000 Calories per day.

Problem
162
Solving
Chapter 5

Take It Further Was he above or below his desired Calorie

In planning a diet, it is important for students
Untitled-196 162 intake for that day? 1964 Cal total; above For a 5/19/2011 4:14:33 AM

to know that fats, carbohydrates, and proteins person who needs to lose weight, does it
contain different numbers of Calories per make more sense to reduce protein intake or
gram. Fats and oils contain 9 Cal/g, and fat intake? Reducing fat reduces more Calories
carbohydrates and proteins contain 4 Cal/g. per gram.
Give students this problem: In one day, a
person ate 80 grams of fat, 300 grams of
carbohydrates, and 56 grams of protein. In
order to maintain his weight, this person
requires 1900 Calories per day.

162  Chapter 5
 Potential Energy FIGURE 2.3

Consider the balanced boulder shown in Figure 2.3. As long as the boulder
remains balanced, it has no kinetic energy. If it becomes unbalanced, it
Stored Energy Energy is present
in this example, but it is not kinetic
The Language of
will fall vertically to the desert floor and will gain kinetic energy as it falls. energy because there is no motion.
What kind of energy is it?
Physics
What is the origin of this kinetic energy?
In the symbol PEg, PE stands for
potential energy, and the subscript g
Potential energy is stored energy.
Potential energy is associated with an object that has the potential to
specifies that the source of this poten-
move because of its position relative to some other location. Unlike tial energy is gravity. Some texts use U
kinetic energy, potential energy depends not only on the properties of rather than PE to represent potential
an object but also on the object’s interaction with its environment.
energy.

Gravitational potential energy depends on height from a zero level.

You learned earlier how gravitational forces influence the motion of a
projectile. If an object is thrown up in the air, the force of gravity will Demonstration
eventually cause the object to fall back down. Similarly, the force of
gravity will cause the unbalanced boulder in the previous example to fall.
The energy associated with an object due to the object’s position relative potential energy the energy
Potential Energy
to a gravitational source is called gravitational potential energy. associated with an object because Purpose  Show that potential energy is
of the position, shape, or condition
Imagine an egg falling off a table. As it falls, it gains kinetic energy. But of the object stored energy.
where does the egg’s kinetic energy come from? It comes from the
Materials  a racquetball cut in half (note
gravitational potential energy that is associated with the egg’s initial
gravitational potential energy
position on the table relative to the floor. Gravitational potential energy the potential energy stored in the
that you may have to trim the cut ball
can be determined using the following equation: gravitational fields of interacting bodies slightly more for this demonstration to
work properly)
Gravitational Potential Energy
Caution  Do not face the area where
PEg = mgh
you drop the ball, because it may rise
gravitational potential energy = mass × free-fall acceleration × height up high enough to hit you.
Procedure  Pop the hollow hemisphere
The SI unit for gravitational potential energy, like for kinetic energy, is of the ball inside out and hold it
the joule. Note that the definition for gravitational potential energy given FIGURE 2.4
here is valid only when the free-fall acceleration is constant over the
hollow-side up. Before dropping it from
Defining Potential Energy with a low height, ask students to predict
entire height, such as at any point near Earth’s surface. Furthermore,
Respect to Position If B is the zero
gravitational potential energy depends on both the height and the
level, then all the gravitational potential whether it will bounce back and, if so,
free-fall acceleration, neither of which is a property of an object.
energy is converted to kinetic energy as the approximately how high.
Also note that the height, h, is measured from an arbitrary zero level. ball falls from A to B. If C is the zero level,
In the example of the egg, if the floor is the zero level, then h is the height then only part of the total gravitational Release the ball. The half ball will pop
of the table, and mgh is the gravitational potential energy relative to the potential energy is converted to kinetic out on impact with the surface and will
floor. Alternatively, if the table is the zero level, then h is zero. Thus, the energy during the fall from A to B.
bounce up to a greater height with its
potential energy associated with the egg relative to the table is zero.
A hollow side facing down. Ask students
Suppose you drop a volleyball from a second-floor roof and it lands on the
where the additional gravitational
(tr) ©George Schwartz

first-floor roof of an adjacent building (see Figure 2.4). If the height is mea-
sured from the ground, the gravitational potential energy is not zero because B potential energy came from. Elastic
the ball is still above the ground. But if the height is measured from the
potential energy was stored in the half
first-floor roof, the potential energy is zero when the ball lands on the roof. C
ball when it was inverted inside out.
Work and Energy 163

ntitled-196 163 5/19/2011 4:14:34 AM

Work and Energy  163


 Teach continued
TEACH FROM VISUALS
FIGURE 2.5  Point out that the spring’s
potential energy depends on the
difference between the spring’s relaxed
and compressed lengths.
elastic potential energy the energy
available for use when a deformed
elastic object returns to its original
configuration
spring constant a parameter that is a
measure of a spring’s resistance to
being compressed or stretched
FIGURE 2.5
Elastic Potential Energy The
distance to use in the equation for elastic
potential energy is the distance the spring
is compressed or stretched from its
relaxed length.
Differentiated
164 Chapter 5
Instruction
Below Level
Some students do not realize that the
Untitled-196 164
potential energy of an object is relative. Point
out that the zero level for measuring height is
arbitrarily defined in each problem. The
potential energy is calculated relative to that
level. Ask students how they would calculate
the potential energy of a book on their desk
relative to the desk, to the classroom floor,
and to the roof. The book on the desk has no
potential energy relative to the desk. Relative
164  Chapter 5
Gravitational potential energy is a result of an object’s position, so it
must be measured relative to some zero level. The zero level is the vertical
coordinate at which gravitational potential energy is defined to be zero.
This zero level is arbitrary, and it is chosen to make a specific problem
easier to solve. In many cases, the statement of the problem suggests
what to use as a zero level.
Elastic potential energy depends on distance compressed
or stretched.
Imagine you are playing with a spring on a tabletop. You push a block into
the spring, compressing the spring, and then release the block. The block
slides across the tabletop. The kinetic energy of the block came from the
stored energy in the compressed spring. This potential energy is called
elastic potential energy. Elastic potential energy is stored in any com-
pressed or stretched object, such as a spring or the stretched strings of a
tennis racket or guitar.
The length of a spring when no external forces are acting on it is called
the relaxed length of the spring. When an external force compresses or
stretches the spring, elastic potential energy is stored in the spring. The
amount of energy depends on the distance the spring is compressed or
stretched from its relaxed length, as shown in Figure 2.5. Elastic potential
energy can be determined using the following equation:
Elastic Potential Energy
PEelastic = __12 kx2
elastic potential energy =
__1 × spring constant × ( distance compressed)
2
2 or stretched
The symbol k is called the spring constant, or force constant. For a
flexible spring, the spring constant is small, whereas for a stiff spring, the
spring constant is large. Spring constants have units of newtons divided
by meters (N/m).
Distance compressed
Compressed length of spring
Relaxed length of spring
PHYSICS
Spec. Number PH 99 P
to the classroom floor, the height of the deskGraphics, Inc.
Boston
617.523.1333
would be used to calculate potential energy. 5/19/2011 4:14:35 AM
Relative to the roof, the question is not
relevant because the book needs to be
above the roof in order to have gravitational
potential energy relative to the roof.
 PREMIUM CONTENT

Potential Energy Interactive Demo

Classroom Practice
HMDScience.com
Sample Problem D A 70.0 kg stuntman is attached to a
bungee cord with an unstretched length of 15.0 m. He jumps off a Potential Energy
bridge spanning a river from a height of 50.0 m. When he finally
stops, the cord has a stretched length of 44.0 m. Treat the When a 2.00 kg mass is attached to a
stuntman as a point mass, and disregard the weight of the bungee vertical spring, the spring is stretched
cord. Assuming the spring constant of the bungee cord is 71.8
N/m, what is the total potential energy relative to the water when
10.0 cm such that the mass is 50.0 cm
the man stops falling? above the table.
a. What is the gravitational potential
ANALYZE Given: m = 70.0 N k = 71.8 N/m g = 9.81 m/s2
h = 50.0 m – 44.0 m = 6.0 m energy associated with this mass
x = 44.0 m – 15.0 m = 29.0 m relative to the table?
PE = 0 J at river level
b. What is the spring’s elastic potential
Unknown: PEtot = ? energy if the spring constant is 400.0
Diagram: Relaxed length N/m?
= 15.0 m
c. What is the total potential energy of
50.0 m Stretched length
= 44.0 m this system?

PLAN Choose an equation or situation:

Answers
The zero level for gravitational potential energy is chosen to be at the a. 9.81 J
surface of the water. The total potential energy is the sum of the
gravitational and elastic potential energy. b. 2.00 J
Tips and Tricks
PEtot = PEg + PEelastic
c. 11.81 J
Choose the zero potential
energy location that makes the
PEg = mgh problem easiest to solve.
1 kx2
PEelastic = _
PROBLEM guide D
2
Use this guide to assign problems.
SOLVE Substitute the values into the equations and solve: SE = Student Edition Textbook
PEg = (70.0 kg)(9.81 m/s2)(6.0 m) = 4.1 × 103 J PW = Sample Problem Set I (online)
1 (71.8 N/m)(29.0 m)2 = 3.02 × 104 J
PEelastic = _
2 PB = Sample Problem Set II (online)
PEtot = 4.1 × 103 J + 3.02 × 104 J Solving for:
PEtot = 3.43 × 104 J PE SE Sample, 1–3; Ch. Rvw.
23–25, 37
CHECK YOUR One way to evaluate the answer is to make an order-of-magnitude PW 7–9
WORK estimate. The gravitational potential energy is on the order of
102 kg × 10 m/s2 × 10 m = 104 J. The elastic potential energy is on
PB 9–10
the order of 1 × 102 N/m × 102 m2 = 104 J. Thus, the total potential k PW 10
energy should be on the order of 2 × 104 J. This number is close to
the actual answer. PB Sample, 1–3
h or d PW 4–6, 10
Continued PB 4–6
Problem Solving Work and Energy 165
m PW Sample, 1–3
Deconstructing Problems PB 7–8
ntitled-196 165
The two numbers in scientific notation that 5/19/2011 4:14:36 AM *Challenging Problem
are added to get PEtot cannot be added
directly, since the exponents are different. To
add them, we must first increase the power of
the exponent in the first term to 4. To make
this change, follow the step below:
PEg = 4.1 × 103 = (0.41 × 10) × 103 = 0.41 × 104
Now, we can combine both terms:
PEtot = 0.41 × 104 + 3.02 × 104 =
(0.41 + 3.02)104 = 3.43 × 104

Work and Energy  165

 Potential Energy (continued)

 Teach continued 1. A spring with a force constant of 5.2 N/m has a relaxed length of 2.45 m. When a
mass is attached to the end of the spring and allowed to come to rest, the vertical
Answers length of the spring is 3.57 m. Calculate the elastic potential energy stored in the
spring.
Practice D
2. The staples inside a stapler are kept in place by a spring with a relaxed length of
1. 3.3 J 0.115 m. If the spring constant is 51.0 N/m, how much elastic potential energy is
2. 3.1 × 10−2 J stored in the spring when its length is 0.150 m?

3. a. 785 J 3. A 40.0 kg child is in a swing that is attached to ropes 2.00 m long. Find the
gravitational potential energy associated with the child relative to the child’s
b. 105 J
lowest position under the following conditions:
c. 0.00 J a. when the ropes are horizontal
b. when the ropes make a 30.0° angle with the vertical
c. at the bottom of the circular arc
 Assess and Reteach
Assess  Use the Formative Assessment
on this page to evaluate student
mastery of the section. SECTION 2 FORMATIVE ASSESSMENT
Reteach  For students who need Reviewing Main Ideas
additional instruction, download the 1. A pinball bangs against a bumper, giving the ball a speed of 42 cm/s. If the
Section Study Guide. ball has a mass of 50.0 g, what is the ball’s kinetic energy in joules?

Response to Intervention  To reassess
students’ mastery, use the Section Quiz,
available to print or to take directly
online at HMDScience.com.
2. A student slides a 0.75 kg textbook across a table, and it comes to rest after
traveling 1.2 m. Given that the coefficient of kinetic friction between the
book and the table is 0.34, use the work–kinetic energy theorem to find
the book’s initial speed.
3. A spoon is raised 21.0 cm above a table. If the spoon and its contents have
a mass of 30.0 g, what is the gravitational potential energy associated with
the spoon at that height relative to the surface of the table?

Critical Thinking
4. What forms of energy are involved in the following situations?
a. a bicycle coasting along a level road
b. heating water
c. throwing a football
d. winding the mainspring of a clock
5. How do the forms of energy in item 4 differ from one another? Be sure
to discuss mechanical versus nonmechanical energy, kinetic versus
potential energy, and gravitational versus elastic potential energy.

Answers
166
to Section Assessment
Chapter 5

1. 4.4 × 10−3 J respect to a zero position, as would be the

2. 2.8
Untitled-196 166 m/s case for the various types of mechanical 5/19/2011 4:14:37 AM

3. 6.18 × 10−2 J energy. The bicycle and football both have

masses in motion, so they have kinetic
4. a. kinetic energy
energy. The wound spring has been
b. nonmechanical energy displaced from its relaxed position and so
c. kinetic energy, gravitational potential has elastic potential energy, while the
energy football is above the ground and therefore
d. elastic potential energy has a gravitational potential energy
5. The heated water is an instance of associated with it.
nonmechanical energy, because its mass is
not displaced with a velocity or with

166  Chapter 5
 SECTION 3 SECTION  3

Conservation Objectives
Identify situations in which Plan and Prepare 
of Energy
conservation of mechanical
energy is valid.

Recognize the forms that

Preview Vocabulary
conserved energy can take. Visual Vocabulary  Write the following
Key Term
mechanical energy list on the board and have students
Solve problems using
conservation of mechanical
visualize each object. Then discuss the
Conserved Quantities energy. functions of these objects in terms of
When we say that something is conserved, we mean that it remains mechanical energy:
constant. If we have a certain amount of a conserved quantity at some
Demolition ball
instant of time, we will have the same amount of that quantity at a later
time. This does not mean that the quantity cannot change form during Hammer
that time, but if we consider all the forms that the quantity can take, we
Pendulum
will find that we always have the same amount.
For example, the amount of money you now have is not a conserved Bowling ball
quantity because it is likely to change over time. For the moment, how- Dart gun
ever, let us assume that you do not spend the money you have, so your
money is conserved. This means that if you have a dollar in your pocket, Playground slide
you will always have that same amount, although it may change form. Wind turbine
One day it may be in the form of a bill. The next day you may have a
hundred pennies, and the next day you may have an assortment of
dimes and nickels. But when you total the change, you always have the
equivalent of a dollar. It would be nice if money were like this, but of
course it isn’t. Because your money is often acquired and spent, it is not
Teach 
a conserved quantity.
An example of a conserved quantity that you are already familiar with
is mass. For instance, imagine that a light bulb is dropped on the floor
FIGURE 3.1 The Language of
and shatters into many pieces. No matter how the bulb shatters, the total Motion of a Clock Pendulum
Total potential and kinetic energy
Physics
mass of all of the pieces together is the same as the mass of the intact light
bulb because mass is conserved. must be taken into account in order The symbol ƩPE stands for “sum of the
to describe the total energy of the potential energies.” Just as the Greek
pendulum in a clock.
letter ∆ (delta) is used to denote
Mechanical Energy difference, the Greek letter Ʃ (sigma)
We have seen examples of objects that have either kinetic or potential is used to denote sum.
energy. The description of the motion of many objects, however, often
©Robert Mathena/Fundamental Photographs, New York

involves a combination of kinetic and potential energy as well as different

forms of potential energy. Situations involving a combination of these
different forms of energy can often be analyzed simply. For example,
consider the motion of the different parts of a pendulum clock. The
Demonstration
pendulum swings back and forth. At the highest point of its swing, there is
only gravitational potential energy associated with its position. At other Mechanical Energy
points in its swing, the pendulum is in motion, so it has kinetic energy as Purpose  Show two kinds of energy in
well. Elastic potential energy is also present in the many springs that are
part of the inner workings of the clock. The motion of the pendulum in a a mechanical system.
clock is shown in Figure 3.1. Materials  pendulum attached to a ring
stand
Differentiated Instruction Work and Energy 167
Procedure  As the pendulum swings
English Learners to and fro, have students describe the
motion in terms of gravitational potential
ntitled-9 167
The term conservation may be familiar to 5/9/2011 5:11:05 AM

energy and kinetic energy when the bob

students in the context of environmental
is at different positions along its path. At
concerns, related to the concepts of protecting
maximum displacement, the gravitational
and preserving. Use this knowledge to discuss
potential energy is maximum and the
conservation of energy. When energy is changed
bob’s kinetic energy is zero. The potential
from one form to another, the total amount of
energy is gradually converted into kinetic
energy is preserved; it remains unchanged. Ask
energy. At the equilibrium position, the
how the concept of conserved quantities in
kinetic energy is maximum and the
physics is related to the environmental concept
gravitational potential energy is zero.
of conservation.

Work and Energy  167


 Teach continued
Demonstration
Conservation of Energy
Purpose  Demonstrate the conservation
of mechanical energy.
Materials  steel ball, spring balance,
meterstick
Procedure  Measure the weight of the
steel ball and record this value on the
chalkboard. Drop the ball from shoulder
height and ask the students to describe
the motion in terms of potential energy
and kinetic energy when the ball is at
different positions along its path.
Now measure the initial and final
heights of the ball and record these
values on the chalkboard. Have students
calculate the corresponding potential
energy. Ask them to estimate how much
kinetic energy the ball should have at its
lowest point (same as its initial potential
energy) and at its midway point,
disregarding friction (half of its initial
potential energy). Explain that if friction
can be disregarded, the ball’s potential
energy is converted into kinetic energy,
while the total amount of mechanical
energy remains constant.
Differentiated
168 Chapter 5
Below Level
Students may have difficulty understanding
Untitled-9 168
the energy classifications in Figure 3.2. Put the
168  Chapter 5
FIGURE 3.2
Classification of Energy
Energy can be classified in a
number of ways. Energy
Mechanical Nonmechanical
Kinetic Potential
Gravitational Elastic
Analyzing situations involving kinetic, gravitational potential, and
elastic potential energy is relatively simple. Unfortunately, analyzing
situations involving other forms of energy—such as chemical potential
energy—is not as easy.
We can ignore these other forms of energy if their influence is
negligible or if they are not relevant to the situation being analyzed. In
most situations that we are concerned with, these forms of energy are not
involved in the motion of objects. In ignoring these other forms of energy,
mechanical energy the sum of we will find it useful to define a quantity called mechanical energy. The
kinetic energy and all forms of potential mechanical energy is the sum of kinetic energy and all forms of potential
energy
energy associated with an object or group of objects.
ME = KE + ΣPE
All energy, such as nuclear, chemical, internal, and electrical, that is
FIGURE 3.3
not mechanical energy is classified as nonmechanical energy. Do not be
Conservation of Mechanical confused by the term mechanical energy. It is not a unique form of
Energy The total mechanical energy. It is merely a way of classifying energy, as shown in Figure 3.2. As
energy, potential energy plus kinetic you learn about new forms of energy in this book, you will be able to add
energy, is conserved as the egg falls. them to this chart.
Mechanical energy is often conserved.
Imagine a 75 g egg located on a countertop 1.0 m above the ground, as
shown in Figure 3.3. The egg is knocked off the edge and falls to the
ground. Because the acceleration of the egg is constant as it falls, you can
use the kinematic formulas to determine the speed of the egg and the
distance the egg has fallen at any subsequent time. The distance fallen
can then be subtracted from the initial height to find the height of the egg
above the ground at any subsequent time. For example, after 0.10 s, the
egg has a speed of 0.98 m/s and has fallen a distance of 0.05 m, corre-
sponding to a height above the ground of 0.95 m. Once the egg’s speed
and its height above the ground are known as a function of time, you can
use what you have learned in this chapter to calculate both the kinetic
energy of the egg and the gravitational potential energy associated with
the position of the egg at any subsequent time. Adding the kinetic and
potential energy gives the total mechanical energy at each position.
Instruction
examples below on the board and help
students identify which chain of energy 5/9/2011 5:11:06 AM
classifications are correct and which are
incorrect.
Mechanical Gravitational Elastic
Internal Elastic Mechanical
Mechanical Nuclear Kinetic
Mechanical Potential Gravitational
 FIGURE 3.4

ENERGY OF A FALLING 75 g EGG

Time Height Speed PEg KE ME
QuickLab
(s) (m) (m/s) (J) (J) (J)

0.00 1.0 0.00 0.74 0.00 0.74

Teacher’s Notes
This activity is meant to demonstrate
0.10 0.95 0.98 0.70 0.036 0.74
energy transfer (from the spring to the
0.20 0.80 2.0 0.59 0.15 0.74 ball) and the conservation of mechanical
0.30 0.56 2.9 0.41 0.33 0.74
energy.
The lab is most effective when the
0.40 0.22 3.9 0.16 0.58 0.74
balls have significantly different masses
and when the spring is compressed the
In the absence of friction, the total mechanical energy remains same amount in each case.
the same. This principle is called conservation of mechanical energy.
Although the amount of mechanical energy is constant, mechanical Because the system for all cases
energy itself can change form. For instance, consider the forms of energy has the same MEi = ​ _21  ​​kx 2i​​ ​—which is
for the falling egg, as shown in Figure 3.4. As the egg falls, the potential
converted into MEf = mghf—balls with
energy is continuously converted into kinetic energy. If the egg were
thrown up in the air, kinetic energy would be converted into gravitational a larger mass will achieve a lower height.
potential energy. In either case, mechanical energy is conserved. The Point out that if the measurements
conservation of mechanical energy can be written symbolically as follows:
are reliable, they can be used to deter-
mine the spring constant.
Conservation of Mechanical Energy
MEi = MEf

initial mechanical energy = final mechanical energy

(in the absence of friction)

MECHANICAL ENERGY

First, determine the
mass of each of the
balls. Then, tape the
ruler to the side of a
tabletop so that the
ruler is vertical. Place
the spring vertically on
the tabletop near the
ruler, and compress
the spring by pressing
down on one of the
balls.
Release the ball, and rise? Test your predic- MATERIALS
measure the maximum tions. (Hint: Assume • medium-sized spring (spring
height it achieves in mechanical energy is balance)
the air. Repeat this conserved.) • assortment of small balls,
process five times, and each having a different
be sure to compress mass
the spring by the same • ruler
amount each time. • tape
Average the results. • scale or balance
From the data, can you
SAFETY
predict how high each
Students should
of the other balls will wear goggles to
perform this lab.

Work and Energy 169

Pre-AP
ntitled-9 169
Manipulate the last formula as shown below to 5/9/2011 5:11:07 AM

develop a relationship between initial velocity,

final velocity, initial height, and final height.
Show how the conservation law is independent
of mass:
​ 1 ​  m​v 2i​​ ​ + mghi = _
_ ​ 1 ​​ mv 2f​​ ​ + mghf
2 2
( 1
m​ ​ _ ​​ v 
2 i ) (
  ​​ ​ + ghi ​= m​ ​ _
2
2 f )
1 ​​ v 
  2​​ ​ + ghf ​
1  ​​v 
​ _ ​ 1 ​​ v 2f​ ​​ + ghf
  2​ ​​ + ghi = _
2 i 2

Work and Energy  169

 The mathematical expression for the conservation of mechanical
energy depends on the forms of potential energy in a given problem. For

 Teach continued instance, if the only force acting on an object is the force of gravity, as in
the egg example, the conservation law can be written as follows:
1 mv 2 + mgh = _
_ 1 mv 2 + mgh
Classroom Practice 2 i i 2 f f

If other forces (except friction) are present, simply add the appropriate
Conservation of potential energy terms associated with each force. For instance, if the egg
Mechanical Energy happened to compress or stretch a spring as it fell, the conservation law
A small 10.0 g ball is held to a slingshot would also include an elastic potential energy term on each side of the
equation.
that is stretched 6.0 cm. The spring
In situations in which frictional forces are present, the principle of
constant is 2.0 × 102 N/m. mechanical energy conservation no longer holds because kinetic energy
a. What is the elastic potential energy is not simply converted to a form of potential energy. This special situa-
of the slingshot before it is tion will be discussed more thoroughly later in this section.

released?
PREMIUM CONTENT

b. What is the kinetic energy of the Interactive Demo

Conservation of Mechanical Energy
ball just after the slingshot is HMDScience.com

released? Sample Problem E Starting from rest, a child zooms down a

frictionless slide from an initial height of 3.00 m. What is her
c. What is the ball’s speed at that speed at the bottom of the slide? Assume she has a mass of 25.0 kg.
instant?
ANALYZE Given: h = hi = 3.00 m m = 25.0 kg
d. How high does the ball rise if it is vi = 0.0 m/s hf = 0 m
shot directly upward? Unknown: vf = ?

Answers Choose an equation or situation:

PLAN
a. 0.36 J The slide is frictionless, so mechanical energy is conserved. Kinetic
energy and gravitational potential energy are the only forms of energy
b. 0.36 J present.
c. 8.5 m/s 1 mv2
KE = _ PE = mgh
2
d. 3.7 m The zero level chosen for gravitational potential energy is the bottom of
the slide. Because the child ends at the zero level, the final gravitational
potential energy is zero.
PROBLEM guide E PEg , f = 0
Use this guide to assign problems. The initial gravitational potential energy at the top of the slide is
SE = Student Edition Textbook PEg ,i = mghi = mgh
PW = Sample Problem Set I (online) Because the child starts at rest, the initial kinetic energy at the top is zero.
PB = Sample Problem Set II (online) KEi = 0

©Tony Freeman/PhotoEdit
Solving for: Therefore, the final kinetic energy is as follows:
v SE Sample, 1–3; Ch. Rvw. 1 mv 2
KEf = _
2 f
33–34, 47, 51–52
PW 4–5 Continued

PB 8–10 Problem
170
Solving
Chapter 5

h SE 4–5; Ch. Rvw. 39, 41–42,

47, 52
Take It Further
PW Sample, 1–3 Remind students that the mass of the child
Untitled-9 170 5/9/2011 5:11:08 AM

(the object) in this formula must be in kilo-

PB 5–7
grams. Have them change the mass of the
E SE Ch. Rvw. 37, 45, 48, 51 child to 25 lb and solve the problem again.
PW Sample, 6–7 What is the ratio of the original speed to this
PB Sample, 1–4 new speed? How does it compare with the
*Challenging Problem conversion factor of kilograms to pounds?

170  Chapter 5
 Conservation of Mechanical Energy (continued)

SOLVE Substitute the values into the equation:

Answers
PEg ,i = (25.0 kg)(9.81 m/s2)(3.00 m) = 736 J Practice E
1. 20.7 m/s
2()
1 (25.0 kg)v 2
KEf = _ f 2. 9.9 m/s; 14.0 m/s
Now use the calculated quantities to evaluate the final velocity. 3. 14.1 m/s
Calculator Solution MEi = MEf 4. 0.25 m
Your calculator should give an PEi + KEi = PEf + KEf
answer of 7.67333, but because 5. 0.18 m
the answer is limited to three 736 J + 0 J = 0 J + (0.500)(25.0 kg)v 2f
significant figures, it should be
rounded to 7.67. vf = 7.67 m/s

CHECK The expression for the square of the final speed can be written
YOUR WORK as follows:
2mgh
v 2f = _m = 2gh
Notice that the masses cancel, so the final speed does not depend on the
mass of the child. This result makes sense because the acceleration of an
object due to gravity does not depend on the mass of the object.

1. A bird is flying with a speed of 18.0 m/s over water when it accidentally drops a
2.00 kg fish. If the altitude of the bird is 5.40 m and friction is disregarded, what is
the speed of the fish when it hits the water?

2. A 755 N diver drops from a board 10.0 m above the water’s surface. Find the diver’s
speed 5.00 m above the water’s surface. Then find the diver’s speed just before
striking the water.

3. If the diver in item 2 leaves the board with an initial upward speed of 2.00 m/s,
find the diver’s speed when striking the water.

4. An Olympic runner leaps over a hurdle. If the runner’s initial vertical speed is
2.2 m/s, how much will the runner’s center of mass be raised during the jump?

5. A pendulum bob is released from some initial height such that the speed of the
bob at the bottom of the swing is 1.9 m/s. What is the initial height of the bob?

Energy conservation occurs even when acceleration varies.

If the slope of the slide in Sample Problem E was constant, the acceleration
along the slide would also be constant and the one-dimensional kinematic
formulas could have been used to solve the problem. However, you do not
know the shape of the slide. Thus, the acceleration may not be constant,
and the kinematic formulas could not be used.

Work and Energy 171

Alternative Approaches In this case,

Untitled-9 171
The process shown in Sample Problem E can be PEi = KEf 5/9/2011 5:11:09 AM

1
_ ​
2
​
reversed. Rather than calculating each type of mghi = ​   ​   m​ v f ​
2
energy separately, begin with the conservation Solve for v in terms of the other variables, and
of mechanical energy: then substitute the given values into this equation.
MEi = MEf ​v 2​f​ ​= 2ghi
Next determine what types of energy are   i ​ 
vf = ​ √2gh

involved and substitute the formulas for each
type of energy into the equation. vf = ​ √2(9.81

     
m/s2) (3.00 m) ​
vf = 7.67 m/s

Work and Energy  171

 FIGURE 3.5 But now we can apply a new method to solve such a problem. Because
the slide is frictionless, mechanical energy is conserved. We simply equate

 Teach continued Friction and the Non-

Misconception Alert!
Some students may confuse the
conservation of mechanical energy with
the general energy conservation law.
Point out that although mechanical
energy is not always conserved, the total
energy is always conserved. For example,
as the sanding block’s kinetic energy
decreases, energy is transferred to the
rough surface in the form of internal
energy (this topic will be discussed in
the chapter on heat and temperature).
As a result, the temperatures of the
block and surface increase slightly.
The total energy in the system remains
Conservation of Mechanical
Energy (a) As the block slides, its
kinetic energy tends to decrease because
of friction. The force from the hand keeps
it moving. (b) Kinetic energy is dissipated
into the block and surface.
(a)
d mean that energy in general is not conserved—total energy is always
(b)
the initial mechanical energy to the final mechanical energy and ignore all
the details in the middle. The shape of the slide is not a contributing factor
to the system’s mechanical energy as long as friction can be ignored.
Mechanical energy is not conserved in the presence of friction.
If you have ever used a sanding block to sand a rough surface, such as in
Figure 3.5, you may have noticed that you had to keep applying a force to
keep the block moving. The reason is that kinetic friction between the
moving block and the surface causes the kinetic energy of the block to be
converted into a nonmechanical form of energy. As you continue to exert
a force on the block, you are replacing the kinetic energy that is lost
because of kinetic friction. The observable result of this energy dissipa-
tion is that the sanding block and the tabletop become warmer.
In the presence of kinetic friction, nonmechanical energy is no longer
negligible and mechanical energy is no longer conserved. This does not
conserved. However, the mechanical energy is converted into forms of
energy that are much more difficult to account for, and the mechanical
energy is therefore considered to be “lost.”

constant, although the mechanical

energy decreases. SECTION 3 FORMATIVE ASSESSMENT
Reviewing Main Ideas

 Assess and Reteach
Assess  Use the Formative Assessment
on this page to evaluate student
mastery of the section.
Reteach  For students who need
additional instruction, download the
Section Study Guide.
Response to Intervention  To reassess
students’ mastery, use the Section Quiz,
available to print or to take directly
online at HMDScience.com.
1. If the spring of a jack-in-the-box is compressed a distance of 8.00 cm from
its relaxed length and then released, what is the speed of the toy head
when the spring returns to its natural length? Assume the mass of the toy
head is 50.0 g, the spring constant is 80.0 N/m, and the toy head moves
only in the vertical direction. Also disregard the mass of the spring. (Hint:
Remember that there are two forms of potential energy in the problem.)
2. You are designing a roller coaster in which a car will be pulled to the top
of a hill of height h and then, starting from a momentary rest, will be
released to roll freely down the hill and toward the peak of the next hill,
which is 1.1 times as high. Will your design be successful? Explain your
answer.
3. Is conservation of mechanical energy likely to hold in these situations?
a. a hockey puck sliding on a frictionless surface of ice
b. a toy car rolling on a carpeted floor
c. a baseball being thrown into the air
Critical Thinking
4. What parts of the kinetic sculpture on the opening pages of this chapter

©Robert Wolf
involve the conversion of one form of energy to another? Is mechanical
energy conserved in these processes?

Answers
172
to Section Assessment
Chapter 5

1. 2.93 m/s 4. Answers may vary. The downward-sloping

2. N172o, the roller coaster will not reach the
Untitled-9 track converts potential energy to kinetic 5/9/2011 5:11:10 AM

top of the second hill. If the total mechani-
cal energy is constant, the roller coaster
will reach its initial height and then begin
rolling back down the hill.
3. a. yes
b. no
c. yes, if air resistance is disregarded
energy. Levers employ kinetic energy to
increase potential energy. Springs and
elastic membranes convert kinetic energy
to elastic potential energy and back again.
Mechanical energy is not conserved; some
energy is lost because of kinetic friction.

172  Chapter 5
 SECTION 4 SECTION  4

Power Objectives
Relate the concepts of energy,
time, and power.
Plan and Prepare 
Key Term
power Calculate power in two
different ways.
Preview Vocabulary
Academic Vocabulary  Ask, “What is
Rate of Energy Transfer Explain the effect of machines power? What does it mean to have
The rate at which work is done is called power. More generally, power is on work and power.
more power?” The word power in
the rate of energy transfer by any method. Like the concepts of energy
and work, power has a specific meaning in science that differs from its everyday English refers to the capability
everyday meaning. power a quantity that measures the of doing or accomplishing something. In
rate at which work is done or energy is
Imagine you are producing a play and you need to raise and lower the transformed physics, the word power refers to work
curtain between scenes in a specific amount of time. You decide to use a done per unit of time.
motor that will pull on a rope connected to the top of the curtain rod.
Your assistant finds three motors but doesn’t know which one to use. One
way to decide is to consider the power output of each motor.
If the work done on an object is W in a time interval ∆t, then the Teach 
average power delivered to the object over this time interval is written as
follows:

Answers
Power
W
P=_ Conceptual Challenge
∆t 1. Assuming mechanical energy is
power = work ÷ time interval
conserved, the same amount of
energy is needed to reach the top
It is sometimes useful to rewrite this equation in an alternative form in both cases. Because the same
by substituting the definition of work into the definition of power.
amount of work must be done, the
W = Fd
path with the longer distance takes
d
W = F_
P=_
∆t ∆t more time and requires less power.
The distance moved per unit time is just the speed of the object. 2. Light bulbs don’t have energy stored
within them; energy is transferred to
them in the form of electricity at a
rate of 60 J/s.
Conceptual Challenge
Mountain Roads Many Light Bulbs A light bulb is
mountain roads are built so that described as having 60 watts.
©Werner H. Muller/Peter Arnold, Inc.

they zigzag up the mountain rather What’s wrong with this

than go straight up toward the statement?
peak. Discuss the advantages of
such a design from the viewpoint of
energy conservation and power.

Differentiated Instruction Work and Energy 173

Below Level
ntitled-10 173
Explain that while the two formulas for power 5/9/2011 5:11:43 AM

given in this section may appear different,

they will actually provide students with the
same answer. Students should feel free to
choose whichever formula best suits the
problem they are solving. Some problems may
give force, time, and displacement, while
others may give force and velocity. It is up to
the student to analyze the problem correctly
and determine which formula best applies.

Work and Energy  173

 FIGURE 4.1
Power (Alternative Form)

 Teach continued Light Bulbs of Varying

Power Levels The power of
each of these bulbs tells you the rate
P = Fv

power = force × speed

at which energy is converted by the
Classroom Practice bulb. The bulbs in this photo have
The SI unit of power is the watt, W, which is defined to be one joule
power ratings that range from 0.7 W
Power to 200 W. per second. The horsepower, hp, is another unit of power that is some-
Two horses pull a cart. Each exerts a times used. One horsepower is equal to 746 watts.
force of 250.0 N at a speed of 2.0 m/s The watt is perhaps most familiar to you from your everyday experi-
for 10.0 min. ence with light bulbs (see Figure 4.1). A dim light bulb uses about 40 W of
power, while a bright bulb can use up to 500 W. Decorative lights use
a. Calculate the power delivered by about 0.7 W each for indoor lights and 7.0 W each for outdoor lights.
the horses. In Sample Problem F, the three motors would lift the curtain at
different rates because the power output for each motor is different. So
b. How much work is done by the each motor would do work on the curtain at different rates and would
two horses? thus transfer energy to the curtain at different rates.
Answers
a. 1.0 × 103 W PREMIUM CONTENT

b. 6.0 × 105 J Power Interactive Demo

HMDScience.com
Sample Problem F A 193 kg curtain needs to be raised 7.5 m,
at constant speed, in as close to 5.0 s as possible. The power
ratings for three motors are listed as 1.0 kW, 3.5 kW, and 5.5 kW.
Which motor is best for the job?

ANALYZE Given: m = 193 kg ∆t = 5.0 s d = 7.5 m

Unknown: P=?

SOLVE Use the definition of power. Substitute the equation for work.
W =_ Fd = _mgd
P=_ t
∆t ∆t ∆
(193 kg)(9.81 m/s2)(7.5 m)
= ___
5.0 s

P = 2.8 × 103 W = 2.8 kW

The best motor to use is the 3.5 kW motor. The 1.0 kW motor will not
lift the curtain fast enough, and the 5.5 kW motor will lift the curtain
too fast.

Continued

Problem
174
Solving
Chapter 5

Alternative Approaches This approach shows that the second motor

Show students that they can solve Sample
Untitled-10 174 comes closest to 5.0 s and is therefore the 5/9/2011 5:11:44 AM

Problem F in another way by calculating the best motor to use.

time it would take each motor to do the work:
W = Fd = mgd = 14 × 103 J
t = W/P
t1 = 14 × 103 J/1.0 × 103 W = 14 s
t2 = 14 × 103 J/3.5 × 103 W = 4.0 s
t3 = 14 × 103 J/5.5 × 103 W = 2.5 s

174  Chapter 5
 Power (continued)

Answers
1. A 1.0 × 103 kg elevator carries a maximum load of 800.0 kg. A constant frictional Practice F
force of 4.0 × 103 N retards the elevator’s motion upward. What minimum power,
in kilowatts, must the motor deliver to lift the fully loaded elevator at a constant 1. 66 kW
speed of 3.00 m/s? 2. 2.38 × 104 W (23.8 kW)
2. A car with a mass of 1.50 × 103 kg starts from rest and accelerates to a speed of 3. 2.61 × 108 s (8.27 years)
18.0 m/s in 12.0 s. Assume that the force of resistance remains constant at 400.0 N
during this time. What is the average power developed by the car’s engine?
4. 3.6 × 103 s (1.0 h)
5. a. 7.50 × 104 J
3. A rain cloud contains 2.66 × 107 kg of water vapor. How long would it take for a
2.00 kW pump to raise the same amount of water to the cloud’s altitude, 2.00 km? b. 2.50 × 104 W

4. How long does it take a 19 kW steam engine to do 6.8 × 107 J of work?

PROBLEM guide e
5. A 1.50 × 103 kg car accelerates uniformly from rest to 10.0 m/s in 3.00 s.
Use this guide to assign problems.
a. What is the work done on the car in this time interval?
b. What is the power delivered by the engine in this time interval?
SE = Student Edition Textbook
PW = Sample Problem Set I (online)
PB = Sample Problem Set II (online)
Solving for:
P SE Sample, 1–2, 5;
SECTION 4 FORMATIVE ASSESSMENT Ch. Rvw. 36
Reviewing Main Ideas PW 5–6
1. A 50.0 kg student climbs up a 5.00 m rope at a constant speed. The PB 8–10
student has a power output of 200.0 W. How long does it take the student
to climb the rope? How much work does the student do?
∆t SE 3–4; Ch. Rvw. 35
2. A motor-driven winch pulls the 50.0 kg student from the previous prob- PW 3–4
lem up the 5.00 m rope at a constant speed of 1.25 m/s. How much power PB Sample, 1–3
does the motor use in raising the student? How much work does the
motor do on the student? W SE 5
PW Sample, 1–2
Critical Thinking
3. How are energy, time, and power related?
PB 4–7
4. People often use the word powerful to describe the engines in some *Challenging Problem
automobiles. In this context, how does the word relate to the definition of
power ? How does this word relate to the alternative definition of power ?

Assess and Reteach 

Assess  Use the Formative Assessment
on this page to evaluate student
mastery of the section.
Reteach  For students who need
Answers to Section Assessment Work and Energy 175
additional instruction, download the
Section Study Guide.
1. 12.3 s; 2.45 × 103 J
ntitled-10 175 2. 613 W; 2.45 × 103 J 5/9/2011 5:11:45 AM
Response to Intervention  To reassess
students’ mastery, use the Section Quiz,
3. Power equals energy transferred divided
available to print or to take directly
by time of transfer.
online at HMDScience.com.
4. A powerful engine is capable of doing
more work in a given time. The force and
speed delivered by a powerful engine is
large relative to less powerful engines.

Work and Energy  175

PHYSICS ON THE EDGE
Teaching Tip
The equivalence between mass and
energy is a consequence of Einstein’s
special theory of relativity. Einstein
introduced the subject in 1905 in a paper
titled “Does the inertia of a body
depend on its energy-content?”
Although the derivation of relativistic
kinetic energy is beyond the scope of
this book, the mass-energy equivalence
can be understood conceptually at this
level and will enhance students’ under-
standing of energy.
The equivalence between mass and
energy in terms of binding energy is
explored in the chapter “Subatomic
Physics.” Fission and fusion are also
discussed in greater detail in that
chapter, along with applications such as
nuclear power and the nuclear bomb.
Extension
• Have students research fission and
fusion as energy sources. In their
reports, they should include a discus-
sion of the following questions: Why
are fusion reactors considered to be
safer than fission reactors? What are
the difficulties associated with
developing a fusion reactor? What are
the advantages and disadvantages of
using nuclear reactors as sources of
energy?
• Einstein was deeply concerned about
the possibility of nuclear weapons
suggested by his theory. Have students
research Einstein’s opinions on the
subject of nuclear weapons to prepare
for a classroom debate on the social
responsibility of scientists.
176  Chapter 5
PHYSICS ON THE EDGE
The Equivalence of
Mass and Energy
Einstein’s ER = mc2 is one of the most famous equations of the twentieth
century. Einstein discovered this equation through his work with relative
velocity and kinetic energy.
Relativistic Kinetic Energy
In the feature “Special Relativity and Velocities,” you learned how
Einstein’s special theory of relativity modifies the classical addition of
velocities. The classical equation for kinetic energy (KE = __12 mv2) must
also be modified for relativity. In 1905, Einstein derived a new equation
for kinetic energy based on the principles of special relativity:
2
mc
KE = __ - mc2
√ ( )
���� 2
1- 2v
_
c
In this equation, m is the mass of the object, v is the velocity of the
object, and c is the speed of light. Although it isn’t immediately obvious,
this equation reduces to the classical equation KE = __12 mv2 for speeds that
are small relative to the speed of light, as shown in Figure 1. The graph also
illustrates that velocity can never be greater than 1.0c in the theory of
special relativity.
FIGURE 1
Graph of Velocity versus Kinetic Energy
Einstein’s relativistic expression for kinetic energy has
been confirmed by experiments in which electrons are
This graph of velocity versus kinetic energy for both the accelerated to extremely high speeds in particle accelerators.
classical and relativistic equations shows that the two In all cases, the experimental data correspond to Einstein’s
theories are in agreement when v is much less than c. equation rather than to the classical equation. Nonetheless,
Note that v is always less than c in the relativistic case. the difference between the two theories at low speeds (rela-
tive to c) is so minimal that the classical equation can be used
in all such cases when the speed is much less than c.
2.0c
Classical case
1.5c Rest Energy
Velocity
1.0c The second term of Einstein’s equation for kinetic energy, –mc2,
Relativistic case is required so that KE = 0 when v = 0. Note that this term is
0.5c
independent of velocity. This suggests that the total energy
0.5 1.0 1.5 2.0
of an object equals its kinetic energy plus some additional form
of energy equal to mc2. The mathematical expression of this
Kinetic energy (KE/mc 2)
additional energy is the familiar Einstein equation:
ER = mc2
HRW • Holt Physics
PH99PE-C05-EDG-001-A
176 Chapter 5
Untitled-6 176 5/9/2011 5:08:25 AM
 This equation shows that an object has a FIGURE 2
Teaching Tip
certain amount of energy (ER), known as rest
Stanford Linear Accelerator Electrons in the Stanford Linear
Figure 2 shows the PEP‑II Collider at
energy, simply by virtue of its mass. The rest
energy of a body is equal to its mass, m, multi- Accelerator in California (SLAC) reach 99.999999967 percent of the SLAC. Electrons and positrons
plied by the speed of light squared, c2. Thus, the speed of light. At such great speeds, the difference between classical and (represented by blue and pink lights)
relativistic theories becomes significant.
mass of a body is a measure of its rest energy. travel along two separate rings in
This equation is significant because rest energy
is an aspect of special relativity that was not
opposite directions; when they collide,
predicted by classical physics. both disappear and new particles are
created in their place.
Experimental Verification
The magnitude of the conversion factor
between mass and rest energy
(c2 = 9 × 1016 m2/s2) is so great that even a very
The Language of
small mass has a huge amount of rest energy. Physics
Nuclear reactions utilize this relationship by
converting mass (rest energy) into other forms The notion of mass in relativity has been
of energy. In nuclear fission, which is the undergoing a transformation in recent
energy source of nuclear power plants, the years. In earlier treatments of relativity,
nucleus of an atom is split into two or more
nuclei. Taken together, the mass of these nuclei which can still be seen in some text-
is slightly less than the mass of the original books, the notion of relativistic mass is
nucleus, and a very large amount of energy is used. In these treatments, the symbol m
released. In typical nuclear reactions, about
one-thousandth of the initial mass is converted represents the relativistic mass, which
from rest energy into other forms of energy. in­creases as the speed of the object
This change in mass, although very small, can increases. As a result, Einstein’s equation
be detected experimentally. FIGURE 3
is the commonly seen E = mc 2, and the
Another type of nuclear reaction that converts mass into energy is Nuclear Fusion in the Sun Our
fusion, which is the source of energy for our sun and other stars. About sun uses a nuclear reaction called fusion
energy is the relativistic total energy. In
4.5 million tons of the sun’s mass is converted into other forms of energy to convert mass to energy. About 90 these treatments, the notion of rest
every second, by fusing hydrogen into helium. Fortunately, the sun has percent of the stars, including our sun, mass is used to represent the mass of an
enough mass to continue to fuse hydrogen into helium for approximately fuse hydrogen, and some older stars
object when its speed is zero.
(tc) ©David Parker/Photo Researchers, Inc.; (br) ©Photo Researchers, Inc.

5 billion more years. fuse helium.

Most of the energy changes encountered in your typical experiences In modern treatments of relativity,
are much smaller than the energy changes that occur in nuclear reactions the symbol m represents simply the
and are far too small to be detected experimentally. Thus, for typical
mass of an object, which remains
cases, the classical equation still holds, and mass and energy can be
thought of as separate. constant. The mass of an object does
Before Einstein’s theory of relativity, conservation of energy and not change with the speed of the
conservation of mass were regarded as two separate laws. The object. Einstein’s equation
equivalence between mass and energy reveals that in fact these two laws
is ER = mc 2, in which the energy is the
are one. In the words of Einstein, “Prerelativity physics contains two
conservation laws of fundamental importance. . . . Through relativity rest energy of the object. The total
theory, they melt together into one principle.” energy of the object is then expressed
as follows:

E = ​ _
Work and Energy 177 mc 2
  ​ 
√ 
​   1 - ​ __
   v 2
c 2
  ​ ​ 

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There is no use of the term rest mass.

Work and Energy  177

Careers in Physics
Roller Coaster
Designer
Two of Steve’s first roller coasters are
the Ninjas at Six Flags Over Mid-America
and at Six Flags Magic Mountain. His
West Coaster, built on Santa Monica
Pier, towers five stories above the Pacific
Ocean. The cars on the Steel Force at
Dorney Park in Pennsylvania reach
speeds over 75 mi/h and drop more
than 200 ft to disappear into a 120-ft
tunnel. The Mamba at Worlds of Fun in
Missouri features two giant back-to-back
hills, a fast spiral, and five camelback
humps. The camelbacks are designed to
pull your seat out from under you, so
that you feel like you’re floating. Roller
coaster fans call this feeling airtime.
Untitled-191 178
178  Chapter 5
CAREERS IN PHYSICS
Roller Coaster
Designer
A
s the name states, the cars of a roller coaster
really do coast along the tracks. A motor pulls the
cars up a high hill at the beginning of the ride.
After the hill, however, the motion of the car is a result of
gravity and inertia. As the cars roll down the hill, they must
pick up the speed that they need to whiz through the rest of
The roller coaster pictured here is named Wild
the curves, loops, twists, and bumps in the track. To learn Thing and is located in Minnesota. The highest
more about designing roller coasters, read the interview with point on the track is 63 m off the ground and
Steve Okamoto. the cars’ maximum speed is 118 km/h.
How did you become a roller coaster
designer?
I have been fascinated with roller coasters ever since my seat belts or bars to keep the passengers safely inside. It’s
first ride on one. I remember going to Disneyland as a kid. like putting together a puzzle, except the pieces haven’t
My mother was always upset with me because I kept looking been cut out yet.
over the sides of the rides, trying to figure out how they
worked. My interest in finding out how things worked led me What advice do you have
for a student who is
to study mechanical engineering.
interested in designing
roller coasters?
What sort of training do you have?
Studying math and science is very
I earned a degree in product design. For this degree, I
important. To design a successful
studied mechanical engineering and studio art. Product
coaster, I have to understand
designers consider an object’s form as well as its function.
how energy is converted
They also take into account the interests and abilities of the
from one form to another
product’s consumer. Most rides and parks have some kind of
as the cars move along the
theme, so I must consider marketing goals and concerns in
track. I have to calculate
my designs.
speeds and accelerations of
the cars on each part of the
What is the nature of your work?
track. They have to go fast
To design a roller coaster, I study site maps of the location. enough to make it up the next
Then, I go to the amusement park to look at the actual site.
(tr) ©Photo by Lee Schwabe, Courtesy Steve Okamoto
hill! I rely on my knowledge of
Because most rides I design are for older parks (few parks geometry and physics to create
are built from scratch), fitting a coaster around, above, and in the roller coaster’s curves,
between existing rides and buildings is one of my biggest loops, and dips.
challenges. I also have to design how the parts of the ride
will work together. The towers and structures that support
the ride have to be strong enough to hold up a track and
speeding cars that are full of people. The cars themselves Steve Okamoto
need special wheels to keep them locked onto the track and
178
5/11/2011 6:57:58 AM
 C h a p t e r s u m m a ry
CHAPTER 5 Summary
Teaching Tip
SECTION 1 Work KEY TERM
Explaining concepts in written form
• Work is done on an object only when a net force acts on the object work helps solidify students’ understanding
to displace it in the direction of a component of the net force.
of difficult concepts and helps enforce
• The amount of work done on an object by a force is equal to the
component of the force along the direction of motion times the distance good communication skills. Have
the object moves. students summarize the differences
between mechanical and nonmechanical
SECTION 2 Energy KEY TERMS energy, and those between kinetic
energy, gravitational potential energy,
• Objects in motion have kinetic energy because of their mass and speed. kinetic energy
• The net work done on or by an object is equal to the change in the kinetic work–kinetic energy theorem
and elastic potential energy. Essays
energy of the object. potential energy should also include a thorough discus-
• Potential energy is energy associated with an object’s position. Two forms gravitational potential energy sion of work and its link to kinetic and
of potential energy discussed in this chapter are gravitational potential elastic potential energy
energy and elastic potential energy. potential energy. Be sure students
spring constant
explain concepts clearly and correctly
SECTION 3 Conservation of Energy KEY TERM
and use good sentence structure.

• Energy can change form but can never be created or destroyed. mechanical energy
• Mechanical energy is the total kinetic and potential energy present in a
given situation.
• In the absence of friction, mechanical energy is conserved, so the amount
of mechanical energy remains constant.

SECTION 4 Power KEY TERM

• Power is the rate at which work is done or the rate of energy transfer. power
• Machines with different power ratings do the same amount of work in
different time intervals.

VARIABLE SYMBOLS

Quantities Units Conversions

W work J joule = N•m

KE kinetic energy J joule = kg•m2/s2

PEg gravitational
J joule Problem Solving
potential energy
PEelastic elastic potential See Appendix D: Equations for a summary
J joule of the equations introduced in this chapter.
energy
If you need more problem-solving practice,
P power W watt = J/s see Appendix I: Additional Problems.

Chapter Summary 179

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Work and Energy  179

C HAPTER RE V I E W
CHAPTER 5 Review
Answers
1. No, a change in speed corresponds Work
to a change in kinetic energy, which REVIEWING MAIN IDEAS
cannot occur without work (either 1. Can the speed of an object change if the net work
positive or negative) being done on done on it is zero?
the object. 2. Discuss whether any work is being done by each of
2. a. yes, positive the following agents and, if so, whether the work is
positive or negative.
b. no a. a chicken scratching the ground
b. a person reading a sign
c. yes, positive
c. a crane lifting a bucket of concrete
d. yes, negative d. the force of gravity on the bucket in (c)
3. No, force would decrease, but 3. Furniture movers wish to load a truck using a ramp
distance would increase, which from the ground to the rear of the truck. One of the
movers claims that less work would be required if the
would keep work constant.
ramp’s length were increased, reducing its angle with
4. The tension is perpendicular to the the horizontal. Is this claim valid? Explain.
bob’s motion, so it does not do work
CONCEPTUAL QUESTIONS
on the bob. The component of the
bob’s weight that is perpendicular to 4. A pendulum swings back and
forth, as shown at right. Does
the bob’s motion does not do work the tension force in the string
on the bob, but the component that do work on the pendulum bob?
Does the force of gravity do
is in the direction of its motion does.
work on the bob? Explain your
5. The car leaving longer skid marks was
moving faster.
answers.
5. The drivers of two identical cars heading toward each
6. yes; no; yes, the ball’s weight and air other apply the brakes at the same instant. The skid
marks of one of the cars are twice as long as the skid
resistance marks of the other vehicle. Assuming that the brakes
7. 53 J, −53 J of both cars apply the same force, what conclusions
can you draw about the motion of the cars?
8. 2.4 × 105 J
6. When a punter kicks a football, is he doing work on
9. 47.5 J the ball while his toe is in contact with it? Is he doing
10. a. 6230 J work on the ball after the ball loses contact with his
toe? Are any forces doing work on the ball while the
b. −6230 J ball is in flight?
PRACTICE PROBLEMS
For problems 7–10, see Sample Problem A.
7. A person lifts a 4.5 kg cement block a vertical distance
of 1.2 m and then carries the block horizontally a
distance of 7.3 m. Determine the work done by the
person and by the force of gravity in this process.
8. A plane designed for vertical takeoff has a mass of
8.0 × 103 kg. Find the net work done by all forces on
the plane as it accelerates upward at 1.0 m/s2 through
a distance of 30.0 m after starting from rest.
9. When catching a baseball, a catcher’s glove moves by
10 cm along the line of motion of the ball. If the
baseball exerts a force of 475 N on the glove, how
much work is done by the ball?
10. A flight attendant pulls her 70.0 N flight bag a dis-
tance of 253 m along a level airport floor at a constant
velocity. The force she exerts is 40.0 N at an angle of
52.0° above the horizontal. Find the following:
a. the work she does on the flight bag
b. the work done by the force of friction on the
flight bag
c. the coefficient of kinetic friction between the flight
bag and the floor
Energy
REVIEWING MAIN IDEAS
11. A person drops a ball from the top of a building while
another person on the ground observes the ball’s
motion. Each observer chooses his or her own
location as the level for zero potential energy. Will
they calculate the same values for:
a. the potential energy associated with the ball?
b. the change in potential energy associated with
the ball?
c. the ball’s kinetic energy?

c. 0.640

©Leonard Lessin/Peter Arnold, Inc.

11. a. no
b. yes
c. yes

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180  Chapter 5

12. Can the kinetic energy of an object be negative?
Explain your answer.
13. Can the gravitational potential energy associated with
an object be negative? Explain your answer.
14. Two identical objects move with speeds of 5.0 m/s and
25.0 m/s. What is the ratio of their kinetic energies?
CONCEPTUAL QUESTIONS
15. A satellite is in a circular orbit above Earth’s surface.
Why is the work done on the satellite by the gravita-
tional force zero? What does the work–kinetic energy
theorem predict about the satellite’s speed?
16. A car traveling at 50.0 km/h skids a distance of 35 m
after its brakes lock. Estimate how far it will skid if its
brakes lock when its initial speed is 100.0 km/h. What
happens to the car’s kinetic energy as it comes to rest?
17. Explain why more energy is needed to walk up stairs
than to walk horizontally at the same speed.
18. How can the work–kinetic energy theorem explain
why the force of sliding friction reduces the kinetic
energy of a particle?
PRACTICE PROBLEMS
For problems 19–20, see Sample Problem B.
19. What is the kinetic energy of an automobile with a
mass of 1250 kg traveling at a speed of 11 m/s?
20. What speed would a fly with a mass of 0.55 g need in
order to have the same kinetic energy as the automo-
bile in item 19?
For problems 21–22, see Sample Problem C.
21. A 50.0 kg diver steps off a diving board and drops
straight down into the water. The water provides an
upward average net force of 1500 N. If the diver
comes to rest 5.0 m below the water’s surface, what is
the total distance between the diving board and the
diver’s stopping point underwater?
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C HAPTER RE V I E W
22. In a circus performance, a monkey on a sled is given
an initial speed of 4.0 m/s up a 25° incline. The 12. No, kinetic energy cannot be
combined mass of the monkey and the sled is 20.0 kg, negative because mass is always
and the coefficient of kinetic friction between the sled
and the incline is 0.20. How far up the incline does positive and the speed term of
the sled move? the equation is squared.
For problems 23–25, see Sample Problem D. 13. yes, because potential energy
23. A 55 kg skier is at the top of a slope, as shown in the depends on the distance to an
illustration below. At the initial point A, the skier is arbitrary zero level, which can
10.0 m vertically above the final point B.
a. Set the zero level for gravitational potential energy
be above or below the object
at B, and find the gravitational potential energy 14. 1 to 25
associated with the skier at A and at B. Then find
the difference in potential energy between these 15. The gravitational force does not do
two points. work on the satellite because the
b. Repeat this problem with the zero level at point A.
force of gravity is always perpendicular
c. Repeat this problem with the zero level midway
to the path of the motion. The
down the slope, at a height of 5.0 m.
satellite’s speed must be constant.
A
16. The work required to stop the car
10.0 m equals the car’s initial kinetic energy.
If speed is doubled, work is quadru-
B pled. Thus, the car will travel 140 m.
Its kinetic energy is changed into
24. A 2.00 kg ball is attached to a ceiling by a string. The
distance from the ceiling to the center of the ball is internal energy.
1.00 m, and the height of the room is 3.00 m. What is
the gravitational potential energy associated with the
17. Work must be done against
gravity in order to climb a staircase
ball relative to each of the following?
a. the ceiling at a constant speed. Walking on a
b. the floor
c. a point at the same elevation as the ball horizontal surface does not require
work to be done against gravity.
25. A spring has a force constant of 500.0 N/m. Show that
the potential energy stored in the spring is as follows: 18. The work done by friction equals the
a. 0.400 J when the spring is stretched 4.00 cm from
change in mechanical energy, so the
equilibrium
b. 0.225 J when the spring is compressed 3.00 cm particle’s speed decreases.
from equilibrium 19. 7.6 × 104 J
c. zero when the spring is unstretched
20. 1.7 × 104 m/s
21. 2.0 × 101 m
22. 1.4 m
23. a. 5400 J, 0 J; 5400 J
b. 0 J, −5400 J; 5400 J
c. 2700 J, −2700 J; 5400 J
24. a. −19.6 J
Chapter Review 181 b. 39.2 J
c. 0 J
25. a. (0.5)(500.0 N/m)
5/9/2011 5:06:47 AM (4.00 × 10−2 m)2 = 0.400 J
b. (​ _21  ​)(500.0 N/m)
(−3.00 × 10−2 m)2 = 0.225 J
c. (0.5)(500.0 N/m)(0 m)2 = 0 J
Work and Energy  181
C HAPTER RE V I E W
2 6. a. nonmechanical
b. mechanical
c. mechanical
d. mechanical
e. both
27. As the athlete runs faster, KE
increases. As he is lifted above the
ground, KE decreases as PEg and
PEelastic increase (PEelastic comes from
the bent pole). At the highest point,
KE = 0 and PEg is at its maximum
value. As the athlete falls, KE
increases and PEg decreases. When
the athlete lands, KE is at its
maximum value and PEg = 0.
28. The ball will not hit the lecturer
because, according to the principle
of energy conservation, it would
need an input of energy to reach a
height greater than its initial height.
If the ball were given a push, the
lecturer would be in danger.
29. a. Athlete does work on the weight.
PEg increases.
b. No work done on the weight.
PEg is constant.
c. Athlete does negative work on
the weight. PEg decreases.
30. at the ball’s lowest height; at its
maximum height
31. no, because energy wouldn’t be
conserved
32. two, gravitational potential energy
and elastic potential energy; yes,
because total mechanical energy is
conserved if there is no dissipation
of energy
33. 12.0 m/s
34. a. 10.9 m/s
b. 11.6 m/s
Untitled-3 182
35. 17.2 s
36. 5.9 × 108 W
182  Chapter 5
CHAPTER REVIEW
Conservation of Mechanical
Energy
REVIEWING MAIN IDEAS
26. Each of the following objects possesses energy.
Which forms of energy are mechanical, which are
nonmechanical, and which are a combination?
a. glowing embers in a campfire
b. a strong wind
c. a swinging pendulum
d. a person sitting on a mattress
e. a rocket being launched into space
27. Discuss the energy transformations that occur during
the pole-vault event shown in the photograph below.
Disregard rotational motion and air resistance.
28. A strong cord suspends a bowling ball from the center
of a lecture hall’s ceiling, forming a pendulum. The
ball is pulled to the tip of a lecturer’s nose at the front
of the room and is then released. If the lecturer
remains stationary, explain why the lecturer is not
struck by the ball on its return swing. Would this
person be safe if the ball were given a slight push
from its starting position at the person’s nose?
CONCEPTUAL QUESTIONS
29. Discuss the work done and change in mechanical
energy as an athlete does the following:
a. lifts a weight
b. holds the weight up in a fixed position
c. lowers the weight slowly
182 Chapter 5
30. A ball is thrown straight up. At what position is its
kinetic energy at its maximum? At what position is
gravitational potential energy at its maximum?
31. Advertisements for a toy ball once stated that it would
rebound to a height greater than the height from
which it was dropped. Is this possible?
32. A weight is connected to a spring that is suspended
vertically from the ceiling. If the weight is displaced
downward from its equilibrium position and re-
leased, it will oscillate up and down. How many
forms of potential energy are involved? If air resis-
tance and friction are disregarded, will the total
mechanical energy be conserved? Explain.
PRACTICE PROBLEMS
For problems 33–34, see Sample Problem E.
33. A child and sled with a combined mass of 50.0 kg
slide down a frictionless hill that is 7.34 m high. If the
sled starts from rest, what is its speed at the bottom of
the hill?
34. Tarzan swings on a 30.0 m long vine initially inclined
at an angle of 37.0° with the vertical. What is his speed
at the bottom of the swing if he does the following?
a. starts from rest
b. starts with an initial speed of 4.00 m/s
Power
REVIEWING MAIN IDEAS
PRACTICE PROBLEMS
For problems 35–36, see Sample Problem F.
35. If an automobile engine delivers 50.0 hp of power,
how much time will it take for the engine to do
6.40 × 105 J of work? (Hint: Note that one horse-
power, 1 hp, is equal to 746 watts.)
©Professor Harold Edgerton/Photo Researchers, Inc.
36. Water flows over a section of Niagara Falls at the rate
of 1.2 × 106 kg/s and falls 50.0 m. How much power is
generated by the falling water?
5/9/2011 5:06:48 AM

Mixed Review
REVIEWING MAIN IDEAS
37. A 215 g particle is
released from rest at
point A inside a smooth
hemispherical bowl of A
C they reach the ground.
radius 30.0 cm, as
shown at right.
R 44. A 0.60 kg rubber ball has a speed of 2.0 m/s at point A
–23 R
B and kinetic energy of 7.5 J at point B. Determine the
Calculate the following:
a. the gravitational
potential energy at
A relative to B
b. the particle’s kinetic energy at B
c. the particle’s speed at B
d. the potential energy and kinetic energy at C
38. A person doing a chin-up weighs 700.0 N, disregard-
ing the weight of the arms. During the first 25.0 cm of
the lift, each arm exerts an upward force of 355 N on
the torso. If the upward movement starts from rest,
what is the person’s speed at this point?
39. A 50.0 kg pole vaulter running at 10.0 m/s vaults over
the bar. If the vaulter’s horizontal component of
velocity over the bar is 1.0 m/s and air resistance is
disregarded, how high was the jump?
40. An 80.0 N box of clothes is pulled 20.0 m up a 30.0°
ramp by a force of 115 N that points along the ramp.
If the coefficient of kinetic friction between the box
and ramp is 0.22, calculate the change in the box’s
kinetic energy.
41. Tarzan and Jane, whose total mass is 130.0 kg, start
their swing on a 5.0 m long vine when the vine is at an
angle of 30.0° with the horizontal. At the bottom of
the arc, Jane, whose mass is 50.0 kg, releases the vine.
What is the maximum height at which Tarzan can
land on a branch after his swing continues? (Hint:
Treat Tarzan’s and Jane’s energies as separate
quantities.)
42. A 0.250 kg block on a vertical spring with a spring
constant of 5.00 × 103 N/m is pushed downward,
compressing the spring 0.100 m. When released, the
block leaves the spring and travels upward vertically.
How high does it rise above the point of release?
Untitled-3 183
CHAPTER REVIEW C HAPTER RE V I E W
43. Three identical balls, all with the same initial speed,
are thrown by a juggling clown on a tightrope. The 3 7. a. 0.633 J
first ball is thrown horizontally, the second is thrown
at some angle above the horizontal, and the third is
b. 0.633 J
thrown at some angle below the horizontal. c. 2.43 m/s
Disregarding air resistance, describe the motions of d. 0.422 J, 0.211 J
the three balls, and compare the speeds of the balls as
38. 0.265 m/s
39. 5.0 m
40. 1.2 × 103 J
following:
a. the ball’s kinetic energy at A 41. 2.5 m
b. the ball’s speed at B
c. the total work done on the ball from A to B
42. 10.2 m
45. Starting from rest, a 5.0 kg block slides 2.5 m down a
43. Although the total distance traveled
by each ball is different, the displace-
rough 30.0° incline in 2.0 s. Determine the following:
a. the work done by the force of gravity ments are the same, so the change in
b. the mechanical energy lost due to friction
c. the work done by the normal force between the
potential energy for each ball is the
block and the incline same. Also, each ball has the same
46. A skier of mass 70.0 kg is pulled up a slope by a initial kinetic energy, so the final
motor-driven cable. How much work is required to kinetic energy of each ball (and thus
pull the skier 60.0 m up a 35° slope (assumed to be
frictionless) at a constant speed of 2.0 m/s?
the speed of each) will be the same.
44. a. 1.2 J
47. An acrobat on skis starts from rest 50.0 m above the
ground on a frictionless track and flies off the track at b. 5.0 m/s
a 45.0° angle above the horizontal and at a height of
c. 6.3 J
10.0 m. Disregard air resistance.
a. What is the skier’s speed when leaving the track? 45. a. 61 J
b. What is the maximum height attained?
b. −45 J
48. Starting from rest, a 10.0 kg suitcase slides 3.00 m c. 0 J
down a frictionless ramp inclined at 30.0° from the
floor. The suitcase then slides an additional 5.00 m 46. 2.4 × 104 J
along the floor before coming to a stop. Determine
47. a. 28.0 m/s
the following:
a. the suitcase’s speed at the bottom of the ramp b. 30.0 m above the ground
b. the coefficient of kinetic friction between the
suitcase and the floor 48. a. 5.42 m/s
c. the change in mechanical energy due to friction b. 0.300
49. A light horizontal spring has a spring constant of c. −147 J
105 N/m. A 2.00 kg block is pressed against one end
of the spring, compressing the spring 0.100 m. After
49. 0.107
the block is released, the block moves 0.250 m to the
right before coming to rest. What is the coefficient of
kinetic friction between the horizontal surface and
the block?
Chapter Review 183
5/9/2011 5:06:49 AM
Work and Energy  183
C HAPTER RE V I E W CHAPTER REVIEW

50. A 5.0 kg block is pushed 3.0 m at a
5 0. a. 310 J constant velocity up a vertical wall by
a constant force applied at an angle of
b. −150 J 30.0° with the horizontal, as shown at
c. 180 N
F 52. A ball of mass 522 g starts at rest and slides down a
frictionless track, as shown in the diagram. It leaves
the track horizontally, striking the ground.
a. At what height above the ground does the ball start

d
right. If the coefficient of kinetic to move?
friction between the block and the b. What is the speed of the ball when it leaves
51. a. 66 J
wall is 0.30, determine the following: the track?
b. 2.3 m/s a. the work done by the force on the block c. What is the speed of the ball when it hits
b. the work done by gravity on the block the ground?
c. 66 J
c. the magnitude of the normal force between the
d. −16 J block and the wall m = 522 g
52. a. 1.45 m 51. A 25 kg child on a 2.0 m long swing is released from
b. 1.98 m/s rest when the swing supports make an angle of 30.0°
with the vertical.
c. 5.33 m/s a. What is the maximum potential energy associated
h

with the child?

b. Disregarding friction, find the child’s speed at the 1.25 m
lowest position.
c. What is the child’s total mechanical energy? 1.00 m
d. If the speed of the child at the lowest position is
2.00 m/s, what is the change in mechanical energy
due to friction?

Work of Displacement
Work done, as you learned earlier in this chapter, is a result of
the net applied force, the distance of the displacement, and the
angle of the applied force relative to the direction of displace-
ment. Work done is described by in the following equation:
Wnet = Fnet d cos θ
The equation for work done can be represented on a graphing
calculator as follows:
Y1 = FXCOS(θ)
In this activity, you will use this equation and your graphing
calculator to produce a table of results for various values of θ.
Column one of the table will be the displacement (X) in meters,
and column two will be the work done (Y1) in joules.
Go online to HMDScience.com to find this graphing
calculator activity.

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184  Chapter 5

ALTERNATIVE ASSESSMENT
1. Design experiments for measuring your power output
when doing pushups, running up a flight of stairs,
pushing a car, loading boxes onto a truck, throwing a
baseball, or performing other energy-transferring
activities. What data do you need to measure or
calculate? Form groups to present and discuss your
plans. If your teacher approves your plans, perform
the experiments.
2. Investigate the amount of kinetic energy involved
when your car’s speed is 60 km/h, 50 km/h, 40 km/h,
30 km/h, 20 km/h, and 10 km/h. (Hint: Find your
car’s mass in the owner’s manual.) How much work
does the brake system have to do to stop the car at
each speed?
If the owner’s manual includes a table of braking
distances at different speeds, determine the force the
braking system must exert. Organize your findings in
charts and graphs to study the questions and to
present your conclusions.
3. Investigate the energy transformations of your body
as you swing on a swing set. Working with a partner,
measure the height of the swing at the high and low
points of your motion. What points involve a maxi-
mum gravitational potential energy? What points
involve a maximum kinetic energy? For three other
points in the path of the swing, calculate the gravita-
tional potential energy, the kinetic energy, and the
velocity. Organize your findings in bar graphs.
4. Design an experiment to test the conservation of
mechanical energy for a toy car rolling down a ramp.
Use a board propped up on a stack of books as the
ramp. To find the final speed of the car, use the
equation:
final speed = 2(average speed) = 2(length/time)
Before beginning the experiment, make predictions
about what to expect. Will the kinetic energy at the
bottom equal the potential energy at the top? If not,
which might be greater? Test your predictions with
various ramp heights, and write a report describing
your experiment and your results.
Untitled-3 185
CHAPTER REVIEW C HAPTER RE V I E W
5. In order to save fuel, an airline executive recom-
mended the following changes in the airline’s largest
jet flights:
Alternative
a. restrict the weight of personal luggage
b. remove pillows, blankets, and magazines from the
Assessment Answers
cabin 1. Student plans should be safe and
c. lower flight altitudes by 5 percent
d. reduce flying speeds by 5 percent
should include measuring work and
time intervals.
Research the information necessary to calculate the
approximate kinetic and potential energy of a large 2. Students should recognize that all of
passenger aircraft. Which of the measures described the car’s KE must be brought to
above would result in significant savings? What might
be their other consequences? Summarize your
zero, because vf = 0 m/s. Therefore,
conclusions in a presentation or report. the brake system must do as much
6. Make a chart of the kinetic energies your body can work as the car’s KE (if air resistance
have. First, measure your mass. Then, measure your and friction are neglected).
speed when walking, running, sprinting, riding a
bicycle, and driving a car. Make a poster graphically 3. Student plans should be safe and
comparing these findings. should include measurements of
7. You are trying to find a way to bring electricity to a height, mass, and speed. Kinetic
remote village in order to run a water-purifying energy is highest at the bottom
device. A donor is willing to provide battery chargers
that connect to bicycles. Assuming the water-purifi-
of the swing.
cation device requires 18.6 kW•h daily, how many 4. Students should find that mechanical
bicycles would a village need if a person can average
100 W while riding a bicycle? Is this a useful way to
energy is nearly conserved. Kinetic
help the village? Evaluate your findings for strengths energy may be slightly less than
and weaknesses. Summarize your comments and potential energy due to small
suggestions in a letter to the donor.
frictional losses.
8. Many scientific units are named after famous scien-
tists or inventors. The SI unit of power, the watt, was
5. Students will need to research
named for the Scottish scientist James Watt. The information about altitude, friction,
SI unit of energy, the joule, was named for the English speed, and masses involved to
scientist James Prescott Joule. Use the Internet or
library resources to learn about the contributions of evaluate the plans.
one of these two scientists. Write a short report with 6. Student posters should indicate that
your findings, and then present your report to
the class. increasing speed causes their KE to
increase.
7. Students’ letters will vary but should
acknowledge that 186 h of bicycling
are needed for a day of use. Thus,
at least eight bicycles would be
required.
8. Watt (1736–1819) played an important
role in the development of the
steam engine. Joule (1818–1889)
Chapter Review 185 explored the connection between
thermal energy and other forms of
energy.
5/9/2011 5:06:51 AM
Work and Energy  185
S TA N D A R D S - B A S E D
ASSESSMENT
Standards-Based Assessment
Answers
MULTIPLE CHOICE 4. What is the speed of the yo-yo after 4.5 s?
1. D F. 3.1 m/s
1. In which of the following situations is work not G. 2.3 m/s
2. H being done? H. 3.6 m/s
3. C A. A chair is lifted vertically with respect to the floor. J. 1.6 m/s
B. A bookcase is slid across carpeting.
4. F C. A table is dropped onto the ground. 5. What is the maximum height of the yo-yo?
A. 0.27 m
5. D D. A stack of books is carried at waist level across a
room. B. 0.54 m
6. J C. 0.75 m
2. Which of the following equations correctly describes D. 0.82 m
7. B the relation between power, work, and time?
P 6. A car with mass m requires 5.0 kJ of work to move
8. J F. W = _
t from rest to a final speed v. If this same amount of
G. W =_ t work is performed during the same amount of time
P on a car with a mass of 2m, what is the final speed of
H. P = _W the second car?
t
t F. 2v
J. P = _
W
Use the graph below to answer questions 3–5. The graph shows the G. √�
2v
energy of a 75 g yo-yo at different times as the yo-yo moves up and v
down on its string.
H. _
2
J. _v
Energy of Yo-Yo versus Time
√�2
Potential energy
Kinetic energy
Use the passage below to answer questions 7–8.
Mechanical energy
600
Energy (mJ)

A 70.0 kg base runner moving at a speed of 4.0 m/s

400 begins his slide into second base. The coefficient of
friction between his clothes and Earth is 0.70. His slide
200
lowers his speed to zero just as he reaches the base.
0 7. How much mechanical energy is lost because of
0 1 2 3 4 5 6 7 8
Time (s) friction acting on the runner?
A. 1100 J
3. By what amount does the mechanical energy of the B. 560 J
yo-yo change after 6.0 s? C. 140 J
A. 500 mJ D. 0 J
B. 0 mJ
8. How far does the runner slide?
C. −100 mJ
F. 0.29 m
D. −600 mJ
G. 0.57 m
H. 0.86 m
J. 1.2 m

186 Chapter 5

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186  Chapter 5
 TEST PREP

9. A
Use the passage below to answer questions 9–10. EXTENDED RESPONSE 10. G
Base your answers to questions 14–16 on the information below.
A spring scale has a spring with a force constant of
11. 206 W
250 N/m and a weighing pan with a mass of 0.075 kg. A projectile with a mass of 5.0 kg is shot horizontally    
12. v = ​ √2gh ​

During one weighing, the spring is stretched a distance from a height of 25.0 m above a flat desert surface. The
of 12 cm from equilibrium. During a second weighing, 13. 4.4 m/s
projectile’s initial speed is 17 m/s. Calculate the follow-
the spring is stretched a distance of 18 cm. ing for the instant before the projectile hits the surface: 14. 1200 J
9. How much greater is the elastic potential energy of 14. The work done on the projectile by gravity. 15. 1200 J
the stretched spring during the second weighing
than during the first weighing? 15. The change in kinetic energy since the projectile 16. 1900 J
9 was fired.
A. _
4
17. 290 m
3 16. The final kinetic energy of the projectile.
B. _
2
17. A skier starts from rest at the top of a hill that is
2
C. _
3 inclined at 10.5° with the horizontal. The hillside is
4 200.0 m long, and the coefficient of friction between
D. _
9 the snow and the skis is 0.075. At the bottom of the
hill, the snow is level and the coefficient of friction
10. If the spring is suddenly released after each weigh-
unchanged. How far does the skier move along the
ing, the weighing pan moves back and forth through
horizontal portion of the snow before coming to
the equilibrium position. What is the ratio of the
rest? Show all of your work.
pan’s maximum speed after the second weighing to
the pan’s maximum speed after the first weighing?
Consider the force of gravity on the pan negligible.
F. _9
4
3 Skier
G. _
2
H. _2 200.0 m
3
J. _4
9
10.5 °

SHORT RESPONSE

11. A student with a mass of 66.0 kg climbs a staircase in

44.0 s. If the distance between the base and the top
of the staircase is 14.0 m, how much power will the
student deliver by climbing the stairs?

Base your answers to questions 12–13 on the information below.

A 75.0 kg man jumps from a window that is 1.00 m high.

12. Write the equation for the man’s speed when he 11 12 1

Test Tip
10 2
strikes the ground. 9 3 When solving a mathematical problem,
8 4 you must first decide which equation
7 6 5
13. Calculate the man’s speed when he strikes or equations you need to answer
the question.
the ground.

Standards-Based Assessment 187

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Work and Energy  187