Lecture 1

Introduction to the subject

Lesson topic Introduction to Subject of Physics
The purpose of the lesson is to recognize the basic information about the
course of Physics.

In general, study the physics concepts provide the student with a clear and
logical presentation of the basic concepts and principles of physics and to
strengthen an understanding of the concepts and principles through a
broad range of interesting applications to the real world.
Physics, the most fundamental physical science, is concerned with the basic
principles of the Universe. It is the foundation upon which the other sciences—
astronomy, biology, chemistry, and geology—are based.
The study of physics can be divided into six main areas:
1. classical mechanics, which is concerned with the motion of objects that are
large relative to atoms and move at speeds much slower than the speed of light;
2. relativity, which is a theory describing objects moving at any speed, even
speeds approaching the speed of light;
3. thermodynamics, which deals with heat, work, temperature, and the statistical
behavior of systems with large numbers of particles;
4. electromagnetism, which is concerned with electricity, magnetism, and
electromagnetic fields;
5. optics, which is the study of the behavior of light and its interaction with
materials;
6. quantum mechanics, a collection of theories connecting the behavior of matter
at the submicroscopic level to macroscopic observations.
The disciplines of mechanics and electromagnetism are basic to all other
branches of classical physics and modern physics.
In mechanics, the three basic quantities are length, mass, and time. All
other quantities in mechanics can be expressed in terms of these three.
Length. The SI unit of length. The meter (m) was redefined as the distance
traveled by light in vacuum during a time of 1/299 792 458 second.
Time. The SI unit of time, the second (s) is now defined as 9 192 631 770
times the period of vibration of radiation from the cesium atom.
Mass. The SI unit of mass, the kilogram (kg), is defined as the mass of a
specific platinum–iridium alloy cylinder kept at the International Bureau of
Weightsand Measures at Sèvres, France.
We study physics concept in Medical Institute PFUR to understanding
physical aspect of the body such as; forces on and in the body, work, energy,
power of the body, heat, blood flow, respiration, electricity, circulation and
hearing.
The aim of this lectures are to relate some of the concepts in physics to
living systems. In general, the discussion is organized into the following areas:
solid mechanics, fluid mechanics, thermodynamics, sound, electricity, optics, and
atomic and nuclear physics.
1
 Our present concepts of mechanics were formulated by Isaac Newton,
whose major work on mechanics. The study of mechanics, however, began much
earlier. It can be traced to the Greek philosophers of the fourth century B.C. The
early Greeks, who were interested in both science and athletics, were also the
first to apply physical principles to animal movements. Aristotle wrote, “The
animal that moves makes its change of position by pressing against that which is
beneath it. . . . Runners run faster if they swing their arms for in extension of the
arms there is a kind of leaning upon the hands and the wrist.” Although some of
the concepts proposed by the Greek philosophers were wrong, their search for
general principles in nature marked the beginning of scientific thought. After the
decline of ancient Greece, the pursuit of all scientific work entered a period of lull
that lasted until the Renaissance brought about a resurgence in many activities
including science. During this period of revival, Leonardo da Vinci (1452–1519)
made detailed observations of animal motions and muscle functions. Since da
Vinci, hundreds of people have contributed to our understanding of animal
motion in terms of mechanical principles.
Mechanics, like every other subject in science, starts with a certain number
of basic concepts and then supplies the rules by which they are interrelated.

Dimensional Analysis
The word dimension has a special meaning in physics. It denotes the
physical nature of a quantity. Whether a distance is measured in units of feet or
meters, it is still a distance. We say its dimension is length.
The dimensions of length, mass, and time are L, M, and T, respectively.3 We
shall often use brackets [ ] or( ) to denote the dimensions of a physical quantity.
For example, the symbol we use for speed in this book is v, and in our notation
the dimensions of speed are written [v] = L/T. As another example, the
dimensions of area A are [A] = L2. The dimensions of other quantities,
such as force and energy, will be described as they are introduced in the text.
In many situations, you may have to derive or check a specific equation. A useful
and powerful procedure called dimensional analysis can be used to assist in the
derivation or to check your final expression. Dimensional analysis makes use of
the fact that dimensions can be treated as algebraic quantities. For example,
quantities can be added or subtracted only if they have the same dimensions.
Furthermore, the terms on both sides of an equation must have the same
dimensions.

Table 1.

To illustrate this procedure, suppose you wish to derive an equation for the
position x of a car at a time t if the car starts from rest and moves with constant

2
 𝟏
acceleration a. We shall find that the correct expression is x = at2. Let us use
𝟐
dimensional analysis to check the validity of this expression. The quantity x on the
left side has the dimension of length. For the equation to be dimensionally
correct, the quantity on the right side must also have the dimension of length. We
can perform a dimensional check by substituting the dimensions for acceleration,
L/T2 (Table 1.), and time, T, into the equation. That is, the dimensional form of the
𝟏
equation is x = at2.
𝟐
𝐿
L = 𝑇2 = L
𝑇2
The dimensions of time cancel as shown, leaving the dimension of length on the
right - hand side.
Example 1 Analysis of an Equation
Show that the expression v = at is dimensionally correct, where v represents
speed, a acceleration, and t an instant of time.
Solution For the speed term, we have from Table 1.
[v] = L/T
The same table gives us L/T2 for the dimensions of acceleration a, and so
the dimensions of ta are

Therefore, the expression is dimensionally correct. (If the expression were given as
v = at2 it would be dimensionally incorrect. Try it and see!)

Conversion of Units
Sometimes it is necessary to convert units from one measurement system
to another, or to convert within a system, for example, from kilometers to
meters. Equalities between SI and U.S. customary units of length are as follows:

Units can be treated as algebraic quantities that can cancel each other. For
example, suppose we wish to convert 15.0 in. to centimeters. Because 1 in. is
defined as exactly 2.54 cm, we find that

where the ratio in parentheses is equal to 1. Notice that we choose to put the unit
of an inch in the denominator and it cancels with the unit in the original quantity.
The remaining unit is the centimeter, which is our desired result.
Example 2. Is He Speeding?

3
On an interstate highway in a rural region of Wyoming, a car is traveling at a
speed of 38.0 m/s. Is this car exceeding the speed limit of 75.0 mi/h?
Solution We first convert meters to miles:

Now we convert seconds to hours:

Thus, the car is exceeding the speed limit and should slow down.
The density of a substance is defined as its mass per unit volume. Different
substances have different densities mainly because of differences in their atomic
masses and atomic arrangements.
The method of dimensional analysis is very powerful in solving physics
problems.
Dimensions can be treated as algebraic quantities. By making estimates and
performing order-of-magnitude calculations, you should be able to approximate
the answer to a problem when there is not enough information available to
completely specify an exact solution.

QUESTIONS

1. What types of natural phenomena could serve as time standards?

2. Suppose that the three fundamental standards of the metric system were
length, density, and time rather than length, mass, and time. The standard of
density in this system is to be defined as that of water. What considerations
about water would you need to address to make sure that the standard of density
is as accurate as possible?
3. The height of a horse is sometimes given in units of “hands.” Why is this a
poor standard of length?
4. If an equation is dimensionally correct, does this mean that the equation
must be true? If an equation is not dimensionally correct, does this mean that the
equation cannot be true?
5. Do an order-of-magnitude calculation for an everyday situation you
encounter. For example, how far do you walk or drive each day?
6. Find the order of magnitude of your age in seconds.
7. What level of precision is implied in an order-of-magnitude calculation?
8. Estimate the mass of this textbook in kilograms. If a scale is available, check
your estimate.
9. In reply to a student’s question, a guard in a natural history museum says of
the fossils near his station, “When I started work here twenty-four years ago, they
were eighty million years old, so you can add it up.” What should the student
conclude about the age of the fossils?
PROBLEMS

4
 1. The standard kilogram is a platinum–iridium cylinder 39.0 mm in height and
39.0 mm in diameter. What is the density of the material?
[2,15 х 104 𝑘𝑔/𝑐𝑚]
2. A major motor company displays a die-cast model of its first automobile,
made from 9.35 kg of iron. To celebrate its hundredth year in business, a
worker will recast the model in gold from the original dies. What mass of
gold is needed to make the new model?
3. An ore loader moves 1 200 tons/h from a mine to the surface.
Convert this rate to lb/s, using 1 ton = 2 000 lb. [667 𝑙𝑏/𝑠]
4. Assuming that 70% of the Earth’s surface is covered with water at an
average depth of 2.3 mi, estimate the mass of the water on the Earth in
kilograms.
A child loves to watch as you fill a transparent plastic bottle with shampoo.
Every horizontal cross-section is a circle, but the diameters of the circles
have different values, so that the bottle is much wider in some places than
others. You pour in bright green shampoo with constant volume flow rate
16.5 cm3/s. At what rate is its level in the bottle rising (a) at a point where
the diameter of the bottle is 6.30 cm and (b) at a point where the diameter
𝑐𝑚 𝑐𝑚
is 1.35 cm? [(𝑎)0,529 , (𝑏)11,5 ].
𝑠 𝑠

2. As a first step in studying classical mechanics, we describe motion in

terms of space and time while ignoring the agents that caused that motion. This
portion of classical mechanics is called kinematics. We first define position,
displacement, velocity, and acceleration. Then, using these concepts, we study
the motion of objects traveling in one dimension with a constant acceleration.
The fundamental laws used in developing theories are expressed in the language
of mathematics,
the tool that provides a bridge between theory and experiment.

Position, Velocity, and Speed

The motion of a particle is completely known if the particle’s position in
space is known at all times. A particle’s position is the location of the particle with
respect to a chosen reference point that we can consider to be the origin of a
coordinate system.
The displacement of a particle is defined as its change in
position in some time interval. As it moves from an initial
position xi to a final position xf, the displacement of the
particle is given by xf - x i. We use the Greek letter delta
(∆) to denote the change in a quantity. Therefore, we
write the displacement, or change in position, of the
particle as
∆x = xf - xi (2.1)

5
From this definition we see that ∆x is positive if xf is greater than xi and negative
if xf is less than xi. It is very important to recognize the difference between
displacement and distance traveled. Distance is the length of a path followed by a
particle. Displacement is an example of a vector quantity. Many other physical
quantities, including position, velocity, and acceleration, also are vectors. In
general, a vector quantity requires the specification of both direction and
magnitude. By contrast, a scalar quantity has a numerical value and no
direction.
For example, for horizontal motion let us arbitrarily specify to the right as
being the positive direction. It follows that any object always moving to the right
undergoes a positive displacement ∆x > 0, and any object moving to the left
undergoes a negative displacement, so that ∆x< 0.

The average velocity v

⃗ x of a particle is defined as the particle’s displacement ∆x
divided by the time interval ∆t during which that displacement occurs:

х
⃗⃗⃗⃗𝑥
V = t
(2.2)

where the subscript x indicates motion along the x axis. From this
definition we see that average velocity has dimensions of length divided by time
(L/T)—meters per second in SI Units.
In everyday usage, the terms speed and velocity are interchangeable. In
physics, however, there is a clear distinction between these two quantities.
Consider a marathon runner who runs more than 40 km, yet ends up at his
starting point. His total displacement is zero, so his average velocity is zero!
Nonetheless, we need to be able to quantify how fast he was running. A slightly
different ratio accomplishes this for us. The average speed of a particle, a scalar
quantity, is defined as the total distance traveled divided by the total time interval
required to travel that distance:

Average speed = total distance/ total time (2.3)

The SI unit of average speed is the same as the unit of average velocity: meters
per second. However, unlike average velocity, average speed has no direction and
hence carries no algebraic sign. Notice the distinction between average velocity
and average speed—average velocity (Eq. 2.2) is the displacement divided by the
time interval, while average speed (Eq. 2.3) is the distance divided by the time
interval.
Instantaneous Velocity and Speed

х
The instantaneous velocity vx equals the limiting value of the ratio (as ∆
t
t approaches zero):
  
v= lim t0 x  lim t0 x t  t  x t (2.4)
t t
6
In calculus notation, this limit is called the derivative of x with respect to t,
written dx/dt:

(2.5)

The instantaneous velocity can be positive, negative, or zero.

From here on, we use the word velocity to designate instantaneous
velocity. When it is average velocity we are interested in, we shall always use the
adjective average. The instantaneous speed of a particle is defined as the
magnitude of its instantaneous velocity. As with average speed, instantaneous
speed has no direction associated with it and hence carries no algebraic sign. For
example, if one particle has an instantaneous velocity of v=+25 m/s along a given
line and another particle has an instantaneous velocity of v= -25 m/s along the
same line, both have a speed2 of 25 m/s.
Acceleration

When the velocity of a particle changes with time, the particle is said to be
accelerating. For example, the magnitude of the velocity of a car increases when
you step on the gas and decreases when you apply the brakes. Let us see how to
quantify acceleration. Suppose an object that can be modeled as a particle
moving along the x axis has an initial velocity vxi at time ti and a final velocity vxf
at time tf, as in Figure (a).
The average acceleration ⃗⃗⃗⃗ 𝒂𝑥 of the particle is defined as the change in velocity
∆vx divided by the time interval ∆t during which that change occurs:

(2.6)

As with velocity, when the motion being analyzed is one-dimensional, we can use
7
positive and negative signs to indicate the direction of the acceleration. Because
the dimensions of velocity are L/T and the dimension of time is T, acceleration has
dimensions of length divided by time squared, or L/T2. The SI unit of acceleration
is meters per second squared (m/s2).
In some situations, the value of the average acceleration may be different
over different time intervals. It is therefore useful to define the instantaneous
acceleration as the limit of the average acceleration as ∆t approaches zero. This
concept is analogous to the definition of instantaneous velocity. If we imagine
that point A is brought closer and closer to point " B in Figure (a) and we take the
limit of ∆vx/∆t as ∆t approaches zero, we obtain the instantaneous acceleration:

(2.7)

That is, the instantaneous acceleration equals the derivative of the

velocity with respect to time, which by definition is the slope of the velocity–time
graph. The slope of the green line in Figure (b) is equal to the instantaneous
acceleration at point B. One can interpret the derivative of the velocity with
respect to time as the time rate of change of velocity. If ax is positive, the
acceleration is in the positive x direction; if ax is negative, the acceleration is in
the negative x direction.
For the case of motion in a straight line, the direction of the velocity of an
object and the direction of its acceleration are related as follows. When the
object’s velocity and acceleration are in the same direction, the object is speeding
up. On the other hand, when the object’s velocity and acceleration are in
opposite directions, the object is slowing down.
Because velocity is a vector quantity, there are two ways in which an
acceleration can be produced: by a change in the magnitude of the velocity and a
change in the direction of the velocity. It is the later situation that is accruing for an
object moving with constant speed in a circular path. The velocity vector is always

tangent to the path of the object and perpendicular to the radius r of the circular

path. The acceleration vector in uniform circular motion ( v  constant) is always
perpendicular to the path and always points forward the center of the circle.
An acceleration of this nature is called a centripetal acceleration (center seeking),
and its magnitude is:

V2
an  ar  (2.8)
r
Where r is the radius of the circle.

8
 Fig. c
As the particle moves along the curved path (Fig. c), we see that the direction of
the total acceleration vector a changes from point to point. This vector can be

resolved into two components vectors: a radial component vector, a r , and a

tangential component vector, at . That is, the total acceleration vector can be
written as the vector sum of those component vectors:
  
a = a r + at (2.9)

The tangential acceleration arises from the change in the speed of the particle, and
the projection of the acceleration along the direction of the velocity is


dV
at  (210)
dt
The radial is due to the change in direction of the velocity vector and has an
absolute magnitude given by:
V2
ar  (2.11)
r

Where r is the radius of curvature of the path at the point in question. Since a r , and

at are perpendicular component vectors of a , it follows that

a  a r2  at2 (2.12)

The direction of at is either in the same direction as v (if v is increasing) or

opposite v (if v is decreasing).
Note that in the case of uniform circular motion, where v is constant, at= 0

and the acceleration is always radial a r . In others words, uniform circular motion

is a special case of motion along a curved path. Furthermore, if the direction of v
9
doesn’t change, then there is no radial acceleration and the motion is one
dimensional

at  0 , ar = 0 (2.10)
It is convenient to write the acceleration of a particle moving in a circular path in
terms of unit vectors. We do this by defining the unit
  
vectors r 
and , where r a unit vector along the radius
vector directed is radially outward from the center of the

circle, and  is a unit vector tangent to the circular path

(Fig. (a)). The direction of  is in the direction of

increasing  where  is measured counterclockwise
 
from the positive x axis. Note that both and  “move
r
along with the particle” and so vary in time relative to a stationary observer. Using
this rotation, we can express the total acceleration as

   d v  v2 
a  at  an  r r (2.11)
dt r
These vectors described in Figure (b). The negative sign on

the v2/r term for a r indicates that the radial
acceleration is always directed radially inward, opposite
the unit vector r̂ .

If a particle moves with constant acceleration a and has velocity vi and

position ri at t " 0, its velocity and position vectors at some later time t are
(4.8)
(4.9)
The equations of kinematics for a particle moving along the x axis with
uniform acceleration ax (constant in magnitude and direction) are

10
 S = v0t + 1 at2.
2

An object falling freely in the presence of the Earth’s gravity experiences a

free-fall acceleration directed toward the center of the Earth. If air resistance is
neglected, if the motion occurs near the surface of the Earth, and if the range of
the motion is small compared with the Earth’s radius, then the free-fall
acceleration g is constant over the range of motion, where g is equal to
9.80 m/s2.

For two-dimensional motion in the xy plane under constant acceleration,

each of these vector expressions is equivalent to two component expressions—
one for the motion in the x direction and one for the motion in the y direction.
Projectile motion is one type of two-dimensional motion under constant
acceleration, where ax = 0 and ay = - g. It is useful to think of projectile motion
as the superposition of two motions: (1) constant-velocity motion in the x
direction and (2) free-fall motion in the vertical direction subject to a constant
downward acceleration of magnitude g = 9.80 m/s2.

11
 If a particle moves in a circular path of radius r through an angle ϴ
(measured in radians), the arc length it moves through is s = r ϴ. The angular
position of a rigid object is defined as the angle ϴ between a reference line
attached to the object and a reference line fixed in space. The angular
displacement of a particle moving in a circular path or a rigid object rotating
about a fixed axis is ∆s = ϴf - ϴi.
The instantaneous angular speed of a particle moving in a circular path or
of a rigid object rotating about a fixed axis is

12
  
  d
  lim t 0  .
t dt

1 
 = 2.  
Т 2
  

v   R 
The instantaneous angular acceleration of a particle moving in a circular
path or a rotating rigid object is
 
 d
  lim t0 
t dt
When a rigid object rotates about a fixed axis, every part of the object has
the same angular speed and the same angular acceleration. If an object rotates
about a fixed axis under constant angular acceleration, one can apply equations
of kinematics that are analogous to those for linear motion under constant
linear acceleration:

A useful technique in solving problems dealing with rotation is to visualize a linear

version of the same problem. When a rigid object rotates about a fixed axis, the
angular position, angular speed, and angular acceleration are related to the linear
position, linear speed, and linear acceleration through the relationships

QUESTIONS
1.What is the angular speed of the second hand of a clock?
What is the direction of ω as you view a clock hanging on a vertical wall? What is
the magnitude of the angular acceleration vector α of the second hand?

13
2. One blade of a pair of scissors rotates counterclockwise in the xy plane. What
is the direction of ω? What is the direction of α if the magnitude of the angular
velocity is decreasing in time?
3. Are the kinematic expressions for ϴ, ω, and α ( valid when the angular position
is measured in degrees instead of in radians?
4. If a car’s standard tires are replaced with tires of larger outside diameter, will
the reading of the speedometer change? Explain.
7. Suppose that just two external forces act on a stationary rigid object and the
two forces are equal in magnitude and opposite in direction. Under what
condition does the object start to rotate?
8. Suppose a pencil is balanced on a perfectly frictionless table. If it falls over,
what is the path followed by the center of mass of the pencil?

Examples
Kinematical equations for motion in a straight line under constant acceleration

(1) v  v0  at - velocity as a function of time

1
(2) x  x0  (v  v0 )t - displacement as a function of velocity and time
2
1 2
(3) x  x0  v0 t  at -displacement as a function of time
2

(4) v  v0  2a( x  x0 ) - velocity as a function of displacement

2 2

Note: motion is along x axis. At t = 0, the position of the particle is x0 and its
velocity is v0.
Problem N1. The supercharged sports car
Data:
A certain automobile manufacturer claims that its super-deluxe sports car will
accelerate from rest to a speed of 42.0 m/s in 8.0 s. Under the improbable
assumption that the acceleration is constant: (a) determine the acceleration of
the car in m/s2.
Solution:
First note that v0 = 0 and the velocity after 8.0 s is v = 42.0 m/s. Because we are
given v0, v and t, we can use

v  v0  at
to find the acceleration

14
 v  v0 42.0 m s
a   5.25 m s 2
t 8.0s
In reality, this is an average acceleration, since it is unlikely that a car accelerates
uniformly
(b) Find the distance the car travels in the first 8.0 s. Let us the origin be at the
original position of the car, so that x0 = 0. Using Eq. (2) we find that
1 1
x  (v  v0 )t  (42.0 m s)(8.0s)  168m
2 2
(c) What is the speed of the car 10.0 s after it begins its motion, assuming it
continues to accelerate at the average rate of 5.25 m/s 2?

Again we can use v  v0  at , this time with v0= 0, t = 10.0 s and a = 5.25 m/s2

v  v0  at  0  (5.25 m s 2 )(10.0s)  52.5 m s

Problem N2 Acceleration of an electron
Data:
An electron in the cathode ray tube of a television set enters a region where it
accelerates uniformly from a speed of 3.0 x 104 m/s to a speed of 5.0 x 106 m/s in a
distance of 2.0 cm. (a) For what length of time is the electron in this region where
it accelerates? (b) What is the acceleration of the electron in this region.
Solution:
1
x  x0  (v  v0 )t
2
2( x  x0 ) 2(2  10 2 m)
t   7.95  10 9 s
v0  v (3  10  5  10 ) m s
4 6

To find acceleration, we can use

v  v0  at
and result from (a)
v  v0 (5 106  3 10 4 ) m s
a  9
 6.25 1014 m s 2
t 7.95 10 s
Problems
Problem N1 A body moving with uniform acceleration has a velocity of 12.0 cm/s
when its x coordinate is 3.0cm. If its coordinate 2.0 s later is -5.0 cm, what is the
magnitude of its acceleration?

15
Problem N2 The minimum distance required to stop a car moving at 35 mi/h is 40
ft. What is the minimum stopping distance for the same car moving at 70 mi/h,
assuming the same rate of acceleration?
Problem N3 A ball is thrown directly downward with an initial speed of 8.0 m/s
from a height of 30.0 m. When does the ball strike the ground?
Problem N4 The height of a helicopter above the ground is given by h = 3.0 t3,
where h is in meters and t is in seconds. After 2.0s, the helicopter releases a small
mailbag. How long after its release does the mailbag reach the ground?
Problem N5 A rocket is fired vertically upward with an initial velocity of 8.0 m/s. It
accelerates upward at 4.0 m/s2 until it reaches an altitude of 1000m. At that point
its engines fail and the rocket goes into free fall with acceleration -9.80 m/s2. (a)
How long is the rocket in motion? (b) What is its maximum altitude? (c) What is its
velocity just before it collides with the Earth. (Hint: consider the motion while the
engine is operating separate from the free fall motion).
Problem N6 A fish swimming in a horizontal plane has velocity v0  (4.0iˆ  1.0 ˆj) m s
at a point in the ocean whose position vector is r0  (10.0iˆ  4.0 ˆj) m relative to a
stationary rock at the shore. After the fish swims with a constant acceleration for
  
20.0 s its velocity is v  (20.0i  5.0 j ) m s . (a) What are the components of the
acceleration? (b) What is the direction of the acceleration with respect to the fixed
x axis? (c) Where is the fish at t = 25s and in what direction is moving?
Problem N7 Jimmy is at the base of a hill, while Billy is 30m up the hill. Jimmy is at
the origin of an xy coordinate system, and the line that follows the slope of the hill
is given by the equation y = 0.4 x, as shown in Figure.. If Jimmy throws an apple to
Billy at an angle of 50º with respect to the horizontal, with what speed must he
throw the apple if it is to reach Billy?
y
y= 0.4x

Billy

50º
x
Jimmy

Problem N8 One strategy in a snowball fight is to throw a snowball at a high

angle over level ground. While your opponent is watching this first snowball, you
throw a second one at a low angle timed to arrive at your opponent either before
or at the same time as the first one. Assume both snowballs are thrown with a
speed of 25m/s. The first one is thrown at an angle of 70º with respect to the
horizontal. (a) At what angle should the second snowball b be thrown in order to
arrive at the same point as the first? (b) How many seconds later should be the
second snowball be thrown after the first to arrive at your target at the same time?

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Problem N9 A ball on the end of a string is whirled around in a horizontal circle of
radius 0.30m. The plane of the circle is 1.2 m above the ground. The string breaks
and the ball lands 2.0 m away from the point on the ground directly beneath the
ball’s location when the string breaks. Find the centripetal acceleration of the ball
during its circular motion.
Problem N10 A point on a rotating turntable 20.0 cm from the center accelerates
from rest to 0.70m/s in 1.75s at t=1.25s, find the magnitude and direction of (a) the
centripetal acceleration, (b) the tangential acceleration, and (c) the total
acceleration of the point.

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