Physics Primer - Homework - 1

1/19/2020 Physics Primer
Physics Primer
Due: 11:59pm on Sunday, January 19, 2020
You will receive no credit for items you complete after the assignment is due. Grading Policy
A Welcome to the Physics Primer!
Students who successfully complete this unit will be able to:
Describe the purpose of the Physics Primer.
What is in the Physics Primer?

The Physics Primer is not a comprehensive online mathematics textbook. It is a focused set of mathematics topics that can give
new physics students trouble. Remember, mathematics is only part of the physics problem-solving process, but it is a part that
often trips up students. Launch the short video called "Thinking Like a Physicist" to learn more about how the math skills
covered in this primer relate to success in a physics course.
The Physics Primers include:
Learning goals and the necessary prerequisite math skills (if applicable).
Succinct explanations of the topic that are pertinent to a physics course.
The proper amount of math needed to apply to relevant physics topics.
Hints and feedback that are based on common mistakes that students make.
Short video presentations that supplement some of the topics.
How do you use the Physics Primer?
Your physics instructor will assign some, or even all, topics based on the needs of your specific course. These may be assigned
at the beginning of your course or throughout your course as appropriate. When beginning one of the topics, carefully read
through the introductory material before attempting the problems that follow. If you encounter trouble along the way, don't
hesitate to go back and re-read the material as well as take advantage of the available hints, which are there to help guide you in
the right direction. In addition, depending on the topic, there may be an accompanying video that goes into further detail with a
worked example, so be sure to utilize them as well!
Click here to watch a video on the relationship between physics and mathematics.
Part A - Applying what you just learned

What is the Physics Primer?
Hint 1. Locating information

Read the introductory information to help you answer this question.
ANSWER:
https://session.masteringphysics.com/myct/assignmentPrintView?assignmentID=8021243 1/40
A list of the most important formulas used in introductory physics courses.
A set of mathematics topics that are relevant to introductory physics courses.
An detailed explanation of all of the mathematics you will use in your introcuctory physics course.
A tutorial of the most important physics concepts covered in introductory physics courses.
Correct
Once you master all of the mathematics in the Physics Primer, you will be better prepared to solve physics
problems and apply physics concepts to real world situations. But remember, there is more to physics and physics
problem solving than doing mathematics.
Scientific Notation
Students who successfully complete this primer will be able to:
Convert both very large and very small numbers into scientific notation.
Convert numbers from scientific notation into regular notation.
Multiply and divide numbers written in scientific notation.
Before working on this primer, you may need to review:
Writing values as powers of 10
For additional practice, you may want to review Conversion to Scientific Notation.
Why write numbers in scientific notation

Understanding physics will help you describe in great detail how the world works. However, the characteristics of the world span
an enormous range of numbers. The mass of an electron is 0.000000000000000000000000000000911 kg (incredibly tiny!). The
mass of the Sun is 1,989,000,000,000,000,000,000,000,000,000 kg (incredibly massive!). If you had to write, interpret, or use
these numbers as written, you could very easily end up making a minor math error. Scientific notation was invented to easily
express numbers that are too large or too small to be conveniently written in decimal form. The advantages of scientific notation
are it 1) is compact, 2) helps articulate significant figures, and 3) works with numbers of any size.
The traditional format for numbers written in scientific notation is m× 10n is where m is a number between 1 and 10 and n is an
integer (either positive or negative). For the examples above, the mass of an electron can be written as 9.11× 10-31 kg and the
mass of the Sun can be written as 1.989× 1030 kg .
Converting decimals to scientific notation
A day has 86,400 second (s) . Notice that the decimal point is to the far right of the number. The first part of scientific notation is
a number between 1 and 10. Move the decimal point to the left to obtain 8.64, which equals m in our traditional notation. The
value for n is given by the number of places the decimal point was moved from its location in 86,400 to 8.64. Thus, 86,400 s =
8.64× 104 s . Because the decimal was moved four places to the left (and the value is larger than 1), the exponent is a positive
integer. If you had a very precise clock, you could write this as 8.640× 104 s , or 8.6400× 104 s . The number of digits you keep in
the first part of the notation describes the precision of your value and determines the number of significant digits.
As another example, the fastest glacier in the world has an average speed of 0.0012 mile/hour. The first part of scientific notation
is a number between 1 and 10. Move the decimal point to the right to obtain 1.2, which equals m in our traditional notation. The
value for n is given by the number of places the decimal point was moved from its location in 0.0012 to 1.2. Thus, 0.0012
mile/hour = 1.2× 10-3 mile/hour. Because the decimal was moved three places to the right, and the value is smaller than 1, the
exponent is a negative integer.
Part A - Write this large number in scientific notation.

Determine the values of m and n when the following mass of the Earth is written in scientific notation:
5,970,000,000,000,000,000,000,000 kg .
Enter m and n , separated by commas.
Hint 1. Moving the decimal point

Move the decimal point to the left so you end up with a number between 1 and 10. That's the value for m .
Hint 2. Finding n
Count the number of place values you moved the decimal point.
Hint 3. Sign of the exponent
For a value greater than 1, the exponent is positive.
ANSWER:
m, n = 5.97,24
Correct
You had to move the decimal point 24 places to the left to obtain 5.97.
Part B - Write this large number in scientific notation.

Determine the values of m and n when the following average distance from the Sun to the Earth is written in scientific
notation: 150,000,000,000 m.

Move the decimal point to the left so you end up with a number between 1 and 10. That's the value for m .
Hint 2. Finding n
For a value greater than 1, the exponent is positive.
ANSWER:
m, n = 1.5,11
Correct
You had to move the decimal point 11 places to the left to obtain 1.5.
Part C - Write this small number in scientific notation.

Determine the values of m and n when the following charge of a proton is written in scientific notation:
0.000000000000000000160 C .

Move the decimal point to the right so you end up with a number between 1 and 10. That's the value for m .
Hint 2. Finding n
For a value between 0 and 1, the exponent is negative.
ANSWER:
m, n = 1.60,-19
Correct
You had to move the decimal point 19 places to the right to obtain 1.60.
Part D - Write this small number in scientific notation.

Determine the values of m and n when the following average magnetic field strength of the Earth is written in scientific
notation: 0.0000451 T .
Move the decimal point to the right so you end up with a number between 1 and 10. That's the value for m .
Hint 2. Finding n
For a value between 0 and 1, the exponent is negative.
ANSWER:
m, n = 4.51,-5
Correct
You had to move the decimal point 5 places to the right to obtain 4.51.
Rule for multiplying numbers in scientific notation
When multiplying two numbers of the form m× 10n , the product is: (m1 × 10n 1
)(m 2 × 10n 2
) = m1 m2 × 10n 1+n 2
.
Part E - Practice multiplying numbers in scientific notation
The mass of a high speed train is 4.5× 105 kg , and it is traveling forward at a velocity of 8.3× 101 m/s . Given that
momentum equals mass times velocity, determine the values of m and n when the momentum of the train (in kg ⋅ m/s) is
written in scientific notation.
Hint 1. Rule for multiplying orders of magnitude

Multiply the orders of magnitude by adding the exponents.
Hint 2. Rule for finding m

Don’t forget that m must be between 1 and 10.
ANSWER:
m, n = 3.7,7
Correct
Rule for dividing numbers in scientific notation

m1
When dividing two numbers of the form m× 10n , the quotient is: (m1 × 10n 1
)÷(m 2 × 10n 2
) = m2
× 10n 1−n 2
.
Part F - Practice dividing numbers in scientific notation

Given that average speed is distance traveled divided by time, determine the values of m and n when the time it takes a
beam of light to get from the Sun to the Earth (in s ) is written in scientific notation. Note: the speed of light is approximately
3.0× 108 m/s .
Hint 1. Sun to Earth distance

Recall the average distance between the Sun and the Earth from part B.
Hint 2. Rule for finding n
Divide the orders of magnitude by subtracting the exponents.
ANSWER:
m, n = 5.0,2
Correct
Calculator Use
Recognize the importance in learning the rules for the particular calculator being used
Learn specific features of calculators that will be commonly used
Employ a strategy for using a calculator that reduces the chance of making errors
Use a calculator to evaluate numerical expressions commonly encountered in physics
Note: it is strongly recommended that you work through this unit using the specific calculator that you will use in class, on
homework assignments, and for tests!
For additional practice, you may want to review Evaluating Powers of 10, or Solving Radical Equations.
Overview of methods for correctly using a calculator
1. Different calculators operate in different ways. The order in which numbers, operations, and functions are entered,
the markings of the keys that perform functions, the way the information is displayed, and the way the calculator is
set to interpret information entered (e.g., whether angles are in degrees or radians), can all vary widely from
calculator to calculator. Therefore, it is highly recommended that you make a habit of using the specific calculator
with which you are familiar for all of the work in your physics course.
2. The order in which information is entered into the calculator and operations are performed matters! This is called
“precedence of operation,” and you must familiarize yourself with it. In general, you cannot simply enter an
expression into a calculator in the order you read it and obtain the correct result! A very helpful strategy for
avoiding precedence of operation errors when evaluating longer expressions with a calculator is to perform
intermediate calculations one step at a time:
Select smaller portions of the whole expression.

Use the calculator to perform these intermediate evaluations.
Rewrite the expression using the intermediate results.
Proceed until the entire expression has been evaluated.
3. Below are calculator keys and operations which you must be able to use correctly for a physics class:
Clear key (you may need to use different keys to clear the display and clear values from the memory
of the calculator)
Number keys (0 − 9), including the decimal point (. )
Operation keys (+, – , ×, ÷, =)
Change sign key (note that on some calculators the change sign key looks very similar to the
subtraction key; these two keys do NOT do the same thing so you must be careful to distinguish
between them)
−
−
Square root (√ ), square (x2 ), inverse (1/x or x−1 ), and exponent (xy or ∧) operations. You
may need to use a shift (or 2nd) key on the calculator for some of these operations.
Changing the angle units between degrees (deg) and radians (rad) (some calculators display the
angle units currently set, others don’t, although you should be able to change these units in your
calculator’s settings)
Trigonometric functions: sine (sin) , cosine (cos), and tangent (tan), as well as inverse
trigonometric functions: arcsine (arcsin, or sin−1 ), arccosine (arccos , or cos−1 ) , and arctangent
(arctan , or tan ). You may need to use a shift (or 2nd) key for some of these operations. (Note:
−1
make sure you must use the correct setting of angle units for both trigonometric functions and inverse
trigonometric functions)
Scientific notation: you need to know the key that you use to enter numbers in scientific notation (e.g.
E, EE, or EXP), and the way in which your calculator displays numbers that are expressed in
scientific notation.
Other keys that may also be useful: parentheses (which can be used to group terms and reduce
precedence of operation errors), constants (such as π), memory to store intermediate results,
logarithm (log) and natural logarithm (ln), statistics (STAT), and more.
Learn your calculator (example 1)

15 meter + 5 meter
Let's evaluate the quantity v̄ = . You can also do this evaluation in your head. That’s an important
2 second + 3 second
strategy for verifying that you are using your calculator correctly! Let’s apply the one-step-at-a-time strategy. First, perform the
addition in the numerator using the calculator:
20 meter
v̄ = .
2 second + 3 second
Then, use the calculator to perform the addition in the denominator:
20 meter
v̄ = .
5 second
Finally, use the calculator to perform the division to obtain the correct final numerical answer:
v̄ = 4 meter/second .
Note that if you enter the values and operations into your calculator in exactly the same order that you read them in the
expression, 15 + 5 ÷ 2 + 3 , your calculator will display the wrong answer for the expression. This would be a precedence of
operation error! An alternative approach in a case like this is to place parentheses around the terms in the numerator and
denominator separately in your calculator: (15 + 5) ÷ (2 + 3) . When entered this way, your calculator, which follows the order
of operations, gives the correct answer. Now try a problem on your own.
Part A - Average acceleration

−3.7 meter/second − 13.9 meter/second
Use your calculator to evaluate ā = .
21.4 second − 7.2 second
Hint 1. Change sign vs subtraction key
Make sure you identify which calculator key is the change sign key and which key performs the subtraction
operation. Verify that you are using the change sign key correctly by performing operations with it for which you
know the answer.
Hint 2. One-step-at-a-time
Use the one-step-at-a-time strategy (or properly utilize parentheses)
Hint 3. Verify proper use of the calculator
Verify that you are using the calculator correctly by using it with the example above and making sure you get the
correct answer.
ANSWER:
2
11.5 meter/second
2
0.718 meter/second
2
−0.718 meter/second
2
−1.24 meter/second
Correct
When you are unsure about the operation of your calculator, verify it using operations with simple numbers for
which you know the answer.

1
Imagine we wish to evaluate the quantity 2
(1.67 × 10
−27
kilogram)(3.00 × 10
5 2
meter/second) . Start by verifying the
operations of your calculator to work with scientific notation with an expression for which you know the answer: 2 × (5 × 10 1 ) ,
and then verify the squaring operation of your calculator with 32 . Finally, once you've completed this, use your calculator to
evaluate the original expression, which should come out to 7.52 × 10 −17 kilogram ⋅ meter2 /second2 .

−−−−−−−−−−−−−−−−−−−−−−
meter
Imagine we wish to evaluate the quantity √ 2 × 4.71 2
× 12.9 meter . Start by verifying the square root operation with
second
−−−
√100 . On some calculators, you enter the square root operator first and then the number (sometimes followed by a closed
parenthesis), while on others you enter the number first and then the square root operator. The same may be true for other
operations as well (e.g. trigonometric and inverse trigonometric functions, inverse functions, and so on). Make sure you learn
how your calculator works with these important functions and operators! Remember, also, units are central to physics–
propagate them into your answer. Finally, once you've completed this, use your calculator to evaluate the original expression,
which should come out to 11.0 meter/second . Try another problem now on your own.
Part B - Astronomy calculation

In analyzing distances by applying the physics of gravitational forces, an astronomer has obtained the expression
−−−−−−−−−−−−−− −−−−−−−−−−−−−
 1

R =
 2 2
1 1
⎷( ) −( )
9 9
149×10 meter 298×10 meter
Use your calculator to evaluate R .
Make sure you verify how your calculator performs the necessary operations using it to calculate expressions for
Use the one-step-at-a-time strategy
ANSWER:
−12
3.87 × 10 meter
11
2.58 × 10 meter
11
1.72 × 10 meter
11
1.49 × 10 meter
Correct

2
(17.2 meter/second)
Imagine we wish to evaluate the quantity 2 ∘
. Start by verifying the sine function operation and that
2×9.80 meter/second ×sin 40
the angle units of the calculator are set to degrees by confirming sin 90 ∘ comes out to 1. Common ways to set angle units are
with a MODE or DGR key. On some calculators you enter the trigonometric operator first and then the angle (sometimes
followed by a closed parenthesis), while on others you enter the angle first and then the trigonometric operator. Finally, once
you've completed this, use your calculator to evaluate the original expression, which should come out to 23.5 meter .

7.00 meter
Imagine we wish to evaluate the quantity arctan ( 4.00 meter
) . Start by verifying the arctangent function and that the angle units
of the calculator are set to degrees just as above by confirming arctan(1) comes out to 45°. Note that this function will likely be
written as tan−1 on your calculator. Finally, once you've completed this, use your calculator to evaluate the original expression,
which should come out to 60.3°, then try the last two problems.
Part C - Projectile motion

A student solving a physics problem for the range of a projectile has obtained the expression
2
v sin (2θ)
0
R =
g
where v 0 ,
= 37.2 meter/second θ = 14.1
∘
, and g = 9.80 meter/second
2
. Use your calculator to evaluate R .
Hint 1. Inserting values into the equation

Write down the expression with the given values and units replacing the variables.

Make sure you verify how your calculator performs the necessary operations using it to calculate expressions for
Use the one-step-at-a-time strategy, where one step will be to multiply θ by 2 before you evaluate the sine function.
ANSWER:
69.5 meter
31.5 meter
10.5 meter
66.7 meter
Correct
which you know the answer. Also, check the angle units of your calculator before using trigonometric and inverse
trigonometric functions.
Part D - Capstone problem

A group of physics students hypothesize that for an experiment they are performing, the speed of an object sliding down an
inclined plane will be given by the expression
− −−−−− − −− −−−− −−− −−−
v = √ 2gd(sin (θ) − μk cos (θ)) .
For their experiment, d = 0.725 meter , θ = 45.0∘ , μk = 0.120 , and g = 9.80 meter/second
2
. Use your calculator to
obtain the value that their hypothesis predicts for v.
Hint 1. Inserting values into the equation
Write down the expression with the given values and units replacing the variables.
Make sure you verify how your calculator performs the necessary operations using it calculate expressions for which
you know the answer.
Use the one-step-at-a-time strategy.
ANSWER:
2.43 meter/second
6.25 meter/second
2.97 meter/second
3.15 meter/second
Correct
Unit Conversions
Identify factors associated with physically important metric prefixes.

Convert units between quantities possessing simple/compound units, multiple conversion factors, and metric
prefixes.
Before working on this primer you may need to review:
Scientific notation
For additional practice, you may want to review Conversion Factors.
Overview of unit conversion steps
1. Identify the equality relationship between the quantities that are being converted (e.g. 1 mile = 5280 foot ). Metric
prefixes (see the table below) are just a shorthand for an equality relationship between units, and are based on
powers of 10 (e.g. 1 millimeter = 10 −3 meter)
2. Use the equality relationship to obtain a conversion factor that is a ratio of the units. Since the numerator and
denominator of a conversion factor are equal, it will always have a value of exactly 1. Therefore, when you multiply
a quantity by a conversion factor, it will not change its inherent value, rather just the associated units. The
conversion factor can have either of the units in the numerator, with the other in the denominator. The placement
5280 f oot 1 mile
of the units depends on the quantity being converted. (e.g. or )
1 mile 5280 f oot
3. Multiply the quantity to be converted by the appropriate factor obtained in the step above. If the same unit appears
in the numerator and denominator of a fraction, it cancels. Therefore, write your conversion factor such that the
unit being converted cancels out. Be sure to write these conversion expressions with both the numerical quantities
1 mile
and the units so that they can be correctly evaluated (e.g. 14, 411 foot× = 2.7294 mile )
5280 foot
4. To convert quantities with compound units, apply multiple factors using the steps above. To check that the units
being converted have all cancelled out and only the desired units remain, you may find it helpful to cross off the
cancelled units along the way (e.g.
mile 5280 foot 1 minute foot

1.20 × × = 106
minute 1 mile 60 second second
or, for units raised to a power

−3 −3
2 10 meter 10 meter
7.29 × 10
6
millimeter × × = 7.29 meter
2
)
1 millimeter 1 millimeter
Below is a table of important metrix prefixes:
Prefix Power
Equality relationship Example
(abbreviation) of 10
−9 −9 −9
nano (n) 10 1 nanounit = 10 unit 632 nanometer = 632.8 × 10 meter
−6 −6 −6
micro (μ) 10 1 microunit = 10 unit 5.1 microsecond = 5.1 × 10 second
−3 −3 −3
milli (m) 10 1 milliunit = 10 unit 50 milliKelvin = 50 × 10 Kelvin
−2 −2 −2
centi (c) 10 1 centiunit = 10 unit 2.54 centimeter = 2.54 × 10 meter
3 3 3
kilo (k) 10 1 kilounit = 10 unit 75 kilogram = 75 × 10 gram
6 6 6
mega (M) 10 1 megaunit = 10 unit 0.778 megaparsec = 0.778 × 10 parsec
9 9 9
giga (G) 10 1 gigaunit = 10 unit 10 gigabyte = 10 × 10 byte
Part A - Obtaining conversion factors from unit equality relationships

In an experiment you are performing, your lab partner has measured the distance a cart has traveled: 28.4 inch . You need
the distance in units of centimeter and you know the unit equality 1 inch = 2.54 centimeter. By which conversion factor
will you multiply 28.4 inch in order to perform the unit conversion?
Hint 1. Which unit in the numerator and which in the denominator of the conversion factor?
28.4 inch
Note that the quantity 28.4 inch can be written as a fraction by writing it as . When you do this, note that
1
the units inch are in the numerator (the top portion) of the fraction. Since you want to convert from inch to a different
unit, you want your conversion factor to cancel the inch units. In order to cancel the inch units when you mulitiply by
the conversion factor, should the conversion factor have the inch units in the numerator or in the denominator (lower
portion of fraction)?
ANSWER:
Numerator
Denominator
ANSWER:
2.54 centimeter
1 inch
1 centimeter
2.54 inch
2.54 inch
1 centimeter
1 inch
2.54 centimeter
Correct
Part B - Converting compound units

You would like to know whether silicon will float in mercury and you know that can determine this based on their
kilogram
densities. Unfortunately, you have the density of mercury in units of 3
and the density of silicon in other units: 2.33
meter
gram kilogram
3
. You decide to convert the density of silicon into units of 3
to perform the comparison. By which
centimeter meter
gram
combination of conversion factors will you multiply 2.33 3
to perform the unit conversion?
centimeter
Hint 1. Units raised to a power?

When converting quantites that have some units raised to a power, the conversion factor for those units must be
applied once for each power. Each power of the unit must be converted.
ANSWER:
1 kilogram 1 centimeter 1 centimeter 1 centimeter

× × ×
3 −2 −2 −2
10 gram 10 meter 10 meter 10 meter
3 −2 −2 −2
10 gram 10 meter 10 meter 10 meter
× × ×
1 kilogram 1 centimeter 1 centimeter 1 centimeter
3
10 gram 1 centimeter
×
−2
1 kilogram 10 meter
1 kilogram 1 centimeter
×
3 −2
10 gram 10 meter
Correct
Part C - Capstone unit conversion

You have negotiated with the Omicronians for a base on the planet Omicron Persei 7. The architects working with you to
plan the base need to know the acceleration of a freely falling object at the surface of the planet in order to adequately
flurg
design the structures. The Omicronians have told you that the value is g OP7 = 7.29
2
, but your architects use the
grom
meter
units 2
, and from your previous experience you know that both the Omicronians and your architects are terrible at
second
unit conversion. Thus, it's up to you to do the unit conversion. Fortunately, you know the unit equality relationships:
5.24 f lurg = 1 meter and 1 grom = 0.493 second . What is the value of g in the units your architects will use, in
OP7
meter
2
?
second
ANSWER:
meter
g OP7 = 5.72 2
second
Correct
Working with Fractions
Add, subtract, multiply and divide physical quantities that are expressed as fractions.
Evaluate the numerical value of physical quantities expressed as fractions.
For additional practice, you may want to review Adding Fractions.
Problem solving with variables

First, it is worth pointing out the concept of solving problems using variables. Successful physics students develop the habit of
performing algebraic operations when solving a problem using variables (i.e. symbols) as much as possible, rather than
substituting in numerical values given in a problem and solving . There are a several very important reasons for this. Performing
the algebraic operations to solve a problem using variables
is easier, faster, and less prone to errors. Students who haven’t developed the habit of using variables sometimes
don’t believe this because they are less familiar with the approach, but with just a little effort and practice using
variables rather than numerical values, they will find it true.
can provide some very easy to use and important checks that a problem has been solved correctly.
gives results that are much more informative than results found by early substitution of the numerical values.
Overview of working with fractions
Below are some important properties to keep in mind related to fractions:

Numerator
Fraction notation:
Denominator
Units in fractions: units in fractions are treated similarly to variables or numerical values with respect to
multiplication, division and cancellation, and it is very important to correctly carry out the operations with the units
as well as the variables or numerical values.
Multiplying two fractions:
The numerator of the resulting fraction is the product of the numerators of the two fractions, while the
denominator of the resulting fraction is the product of the denominators of the two fractions. (e.g.
a m1 a⋅m 1
g
⋅
m2
=
g⋅m 2
)
Note that a quantity that is not written in fraction form can be easily written in fraction form by writing
the quantity as the numerator of a fraction whose denominator is 1.
2 2 2
v m v mv
Example 1: m⋅
r
= ⋅
r
=
r
1
2 meter 4 kilogram⋅meter
Example 2: 2 kilogram ⋅ =
7 second 7 second
Dividing one fraction by another: Invert the fraction in the denominator and then multiply it by the fraction in the
numerator.
11 meter
15 second 11 meter 5 55 meter 11 meter

Example 1: 2 second
= ⋅ =
2
=
2
15 second 2 second 30 second 6 second
5
x
x
t x 1 x
Example 2:
1
t1 = = ⋅ =
t t1 t2 t1 t2
2
t2
1
Adding or subtracting two fractions:
Multiply each fraction by a factor that equals 1 so that they have the same denominator (i.e., find a
common denominator). A simple and general way to do this is to multiply the first fraction by a
fraction that has the denominator of the second fraction in both its numerator and denominator, and
multiply the second fraction by a fraction that has the denominator of the first fraction in both its
numerator and denominator.
The numerator of the resulting fraction is the sum or difference of the numerators of the two fractions;
the denominator of the resulting fraction is just the common denominator.
2d 2d 5 2d 3 2d 10d 6d 10d−6d 4d
Example: − = ( ⋅ )−( ⋅ ) = − = =
3 5 5 3 3 5 15 15 15 15
Part A - Finding acceleration (I)

A student solving for the acceleration of an object has applied appropriate physics principles and obtained the expression
F
a = a1 +
m
where a1 = 3.00 meter/second2 , F = 12.0 kilogram⋅ meter/second2 and m = 7.00 kilogram.
First, which of the following is the correct step for obtaining a common denominator for the two fractions in the expression in
solving for a?
Hint 1. Rewriting a_1 as a fraction
Which of the following fractions has exactly the same value as a1 ?
ANSWER:
a1
a1
a1
ma
1
Hint 2. Finding a common denominator

To obtain a common denominator, you can multiply each fraction in an expression by a factor that equals 1 (and
remember that any value divided by itself equals 1)
ANSWER:
m a1 m F
( ⋅ )+( ⋅ )
m 1 m m
m a1 F F
( ⋅ )+( ⋅ )
m 1 F m
a =
1 a1 1 F
( ⋅ )+( ⋅ )
m 1 m m
m a1 1 F
( ⋅ )+( ⋅ )
m 1 1 m
Correct
A key step in adding or subtracting fractions is to obtain a common denominator.
Part B - Finding acceleration (II)

Next, based on the correct answer from Part A, which of the following is the correct symbolic expression for a?
Hint 1. Multiplying fractions

To multiply two fractions, the result is a fraction whose numerator is the product of the two numerators, and whose
denominator is the product of the two denominators.
Hint 2. Combining fractions (denominator)

If two fractions are being added and they have a common denominator, the denominator of the result will be the
common denominator.
Hint 3. Combining fractions (numerator)

If two fractions are being added and they have common denominator, the numerator of the result will be the sum of
the numerators.
ANSWER:
ma1 +F
2m
m(a1 +F )
2m
a =
ma1 +F
a1 +F
Correct
To multiply two fractions, the result is a fraction whose numerator is the product of the two numerators and whose
denominator is the product of the two denominators. If two fractions are being added or subtracted and they have
a common denominator, the denominator of the result will be the common denominator, and the numerator of the
result will be the sum or difference of the numerators.
Part C - Finding acceleration (III)

Finally, what is the numerical vaue of a?
Hint 1. Units in fractions

Units in fractions are treated similarly to variables or numerical values with respect to multiplication, division and
cancellation.
ANSWER:
4.71 kilogram
2
4.71 meter/second
a = 2
22.7 kilogram⋅ meter/second
2
22.7 meter/second
2
4.71 kilogram⋅ meter/second
Correct
Units in fractions are treated similarly to variables or numerical values with respect to multiplication, division and
cancellation. Correctly evaluating units in expressions can be as important as evaluating numerical values.
Part D - Capstone problem

A student solving a physics problem for the velocity of an object has applied appropriate physics principles and obtained the
d
expression v = t − v 0 , where d = 35.0 meter, t = 9.00 second , and v 0 = 3.00 meter/second . What is the velocity
v ?
ANSWER:
32.0 meter
9.00 second
312 meter
9.00 second
32.0 meter
9.00 second
8.00 meter
9.00 second
Correct
Simplifying Algebraic Expressions
Understand that expert physics problem-solvers associate quantities with variables and solve for unknowns in
terms of these variables.
Simplify algebraic relationships for expressions that are commonly encountered in physics.
For additional practice, you may want to review Rearrangement of Algebraic Expressions.
It is widely believed that it is easier to work physics problems by substituting numerical values in at the very beginning of the
problem. However, expert physics problem-solvers will typically solve physics problems using variables, and substitute known
values only as a final step, because this approach is generally faster, easier, reduces mistakes, and results in a better and more
general understanding of physics. This approach may take a little practice and effort initially, but it has important benefits.
Throughout this primer are several techniques that are useful for simplifying physical relationships expressed in terms of
variables.
Technique 1 : Substitute in known values of 0 that will simplify expressions (this is the exception to the rule that known
numerical values should only be substituted in at the final step).
Example: Analysis of the physics of a system indicates that an appropriate expression describing it is given by:
at . The problem requires solving for a, and the known values for the system are x = 3.50 ,
1 2
x = x0 + v 0 t + meter
2
x0 = 1.50 meter , v 0 = 0 meter/second , and t = 0.639 second. In this case, substituting in the known value of 0 would be
the next step in the analysis, resulting in: x = x0 +

1
at
2
.
2
Part A
Imagine you derive the following expression by analyzing the physics of a particular system: v 2 = v
2
0
+ 2ax . The problem
requires solving for x, and the known values for the system are a = 2.55 meter/second
2
, v0 = 21.8 meter/second ,
and v = 0 meter/second . Perform the next step in the analysis.
Hint 1. How to approach the problem

Substitute in known values of 0 that will simplify an expression.
ANSWER:
v
2
= v
2
0
+ 2ax (no simplification should be performed on the expression in this situation)
2 2 2
v = (21.8 meter/second) + 2(2.55 meter/second )x
2
0 = v + 2ax
0
Correct
Substitute in known values of 0 that will simplify an expression. Do not substitute non-zero known values into
expressions until the final step of the analysis.
Technique 2 : Pull out common factors.
Example: Assume that the following expression is derived by analyzing the physics of a particular system: F = ma − mg . By
pulling out the common factor, the expression for F can be simplified by writing: F = m(a − g) .
Part B
Imagine you derive the following expression by analyzing the physics of a particular system: a = g sin θ − μk g cos θ,
where g = 9.80 meter/second2 . Simplify the expression for a by pulling out the common factor.
Hint 1. Common factors

Pull out common factors.
ANSWER:
2 2
a = (9.80 meter/second ) sin θ − μk (9.80 meter/second ) cos θ
a = g(sin θ − μk cos θ)
a = g sin θ − μk g cos θ (no simplification should be performed on the expression in this situation)
Correct
Technique 3 : Reduce compound fractions (note: compound fractions are fractions that have a fraction in the numerator and/or
the denominator).
v
Example: Assume that the following expression is derived by analyzing the physics of a particular system: t =
F
. By reducing
m
mv
the compound fraction, the expression for t can be simplified as: t = .
F
Technique 4 : Consolidate and/or divide out factors (sometimes referred to as "cancelling") if they occur multiple times in a
single expression.
−−
−−− 2x
Example: Assume that the following equation is derived by analyzing the physics of a particular system: d = √2ax √
a
. By
consolidating and canceling variables, the expression for d can be simplified as: d = 2x .
Part C
2
mv
( )
Imagine you derive the following expression by analyzing the physics of a particular system: M . Simplify the
r
=
mG
( )
2
r
expression for M using the techniques mentioned above.
Hint 1. Dividing by a fraction

Dividing by a fraction is performed by inverting it and then multiplying by it.
ANSWER:
2
mv
( )
(no simplification should be performed on the expression in this situation)
r
M =
mG
( )
2
r
2
v r
M =
G
2 2
m v G
M =
3
r
Correct
For some physical systems there can be important cancellations – in this case m – that will simplify not only
expressions, but what you need to know to obtain numerical answers to a problem.
Part D
A student solving a physics problem to find the unknown has applied physics principles and obtained the expression:
μk mg cos θ = mg sin θ − ma , where g = 9.80 meter/second , a = 3.60 meter/second , θ = 27.0 , and m is not
2 2 ∘
given. Which of the following represents a simplified expression for μk ?
ANSWER:
To avoid making mistakes, the expression should not be simplified until the numerical values are substituted.
g sin θ−a
g cos θ
The single equation has two unknowns and cannot be solved with the information given.
a
tan θ−
g
Correct
Solving problems using variables, simplifying expressions, and substituting in known values only at the final step is
faster, easier, less mistake-prone, and provides better insight into how the variables relate to each other. In this
last problem, the variable m ends up canceling out, and so ultimately it isn't needed to numerically evaluate the
expression. Physically, this tells us that the answer does not depend on the variable m . This important realization
might have been overlooked if one simply approached the problem with a plug and chug mindset.
Solving Two Equations and Two Unknowns
Identify situations that involve solving two equations and two unknowns.
Use substitution to obtain one equation and one unknown.
Simplify the above result and solve for both of the unknowns.
Before working on this primer, you may want to review:
Solving a linear equation
Often in physics, we have a situation (such as projectile motion or the sum of forces in two dimensions) where we have two
equations with the same two unknowns in each. The most common method is substitution, which generally follows these steps:
1. Isolate one of the variables in one of the two equations. Let's say that we have
a. 2A − B = 0
b. A + 2B = 5
We can isolate B in (a) to give B = 2A .
2. Substitute this result into (b):
b. A + 2(2A) = 5
3. Solve for the unknown that remains:
b. A + 4A = 5 → 5A = 5 → A = 1
4. Substitute this result into either of the original two equations to solve for the other variable:
a. 2(1) − B = 0 → B = 2
Part A - Isolating a Variable

Isolating a variable in two equations is easiest when one of them has a coefficient of 1. Let's say we have the two equations
3A − B = 5
2A + 3B = −4
and want to isolate one of the variables, such that it appears by itself on one side of the equation. Which of the following is
an equation with one of the above variables isolated?
Hint 1. Variable coefficient

Which variable has a coefficient of 1?
ANSWER:
3B = −2A − 4
B = 5 − 3A
B = 3A − 5
2A = −3B − 4
Correct
Part B - Substitution
Now that we have one of the variables from Part A isolated, and written in terms of the other variable, we can now substitute
this into the other of the two original equations. Which of the following options represents this?
ANSWER:
3A − (3A − 5) = −4
2A + 3(3A − 5) = −4
2A + 3(−5) = −4
2(B + 5) + 3B = −4
Correct
Part C - Solving for the Variables

We now have an algebraic expression with only one variable, which can be solved. Once we have that, we can plug it back
into one of the original equations (or the expression derived in Part A) to solve for the other variable. When this is done with
the system of two equations from Parts A and B, what is the solution?
Enter A , then B , as two numbers, separated by a comma.
Hint 1. Solving first for A

Let's first confirm the solution for A by simplifying the previous expression, and afterwards we can proceed to solve
for B . What do you get when solving for A ?
ANSWER:
A = 1
ANSWER:
A , B = 1,-2
Correct
Part D - Isolating a Variable with a Coefficient

In some cases, neither of the two equations in the system will contain a variable with a coefficient of 1, so we must take a
further step to isolate it. Let's say we now have
3C + 4D = 5
2C + 5D = 2
None of these terms has a coefficient of 1. Instead, we'll pick the variable with the smallest coefficient and isolate it. Move
the term with the lowest coefficient so that it's alone on one side of its equation, then divide by the coefficient. Which of the
following expressions would result from that process?
ANSWER:
5
C = 1− D
2
2 2
D = − C
5 5
5 3
D = − C
4 4
5 4
C = − D
3 3
Correct
Part E - Solving for Two Variables

Now that you have one of the two variables in Part D isolated, use substitution to solve for the two variables. You may want
to review the Multiplication and Division of Fractions and Simplifying an Expression Primers.
Enter the answer as two numbers (either fraction or decimal), separated by a comma, with C first.
Hint 1. Solving first for D

As before, let's first confirm the solution for D before proceeding to solve for C . What do you get when solving for
D ? You may express your answer as either a fraction or decimal.
ANSWER:
D = -0.57
ANSWER:
C , D = 2.4,-0.57
Correct
Click here to watch a video that walks through an example on solving two equations with two unknowns, then answer the
questions that follow.

Part F - Example: Finding Two Forces (Part I)

Two dimensional dynamics often involves solving for two unknown quantities in two separate equations describing the total
force. The block in has a mass m = 10 kg and is being
pulled by a force F on a table with coefficient of static
friction μs = 0.3 . Four forces act on it:
The applied force F (directed θ = 30 ∘ above the

horizontal).
The force of gravity Fg = mg (directly down, where
g = 9.8 m/s ).
2
The normal force N (directly up).

The force of static friction f s (directly left, opposing
any potential motion).
If we want to find the size of the force necessary to just

barely overcome static friction (in which case f s = μs N ),
we use the condition that the sum of the forces in both directions must be 0. Using some basic trigonometry, we can write
this condition out for the forces in both the horizontal and vertical directions, respectively, as:
F cos θ − μs N = 0
F sin θ + N − mg = 0
In order to find the magnitude of force F , we have to solve a system of two equations with both F and the normal force N
unknown. Use the methods we have learned to find an expression for F in terms of m , g, θ, and μs (no N ).
Hint 1. Isolating unknowns
Which variable are we solving for, and which should we eliminate?
ANSWER:
μs mg
F =
cos(θ)+μs sin(θ)
All attempts used; correct answer displayed
Part G - Example: Finding Two Forces (Part II)
For the situation in Part F, find the magnitude of the force F (in kg ⋅ m/s2 ) necessary to make the block move.
Hint 1. Numerical solution
You solved for an expression for F in the last part. What numbers must be plugged in to solve for a numerical
answer?
ANSWER:
F = 29 kg ⋅ m/s
2
Correct
Interpreting Graphs - Lines
Identify what the different parts of the slope-intercept form of a line equation correspond to on a graph.
Determine what the slope of a position vs. time graph tells you about velocity.
Determine what the slope of a velocity vs. time graph tells you about acceleration.
The slope-intercept form of a straight-line equation

Finding the slope of a line
The definitions for velocity and acceleration
For additional practice, you may want to review Finding the Equation (y=mx+b) from a Graph.
Interpreting the equation of a line
The generic slope-intercept format for writing the equation of a line is y = mx + b where y is the parameter represented by the
vertical axis on a graph, x is the parameter represented by the horizontal axis on the graph, m is the slope (i.e. rise/run) of the
line and b is the y-intercept (i.e. the value where the graph crosses the vertical axis). For example, shows the graph of a line with
the equation v = 4t + 1 where the vertical axis represents velocity (v)
measured in m/s and the horizontal axis represents time (t ) measured in s .
According to the generic slope-intercept format, the slope of the line is 4 and
the value where the line crosses the vertical axis is 1. However, these values
have physical meaning too. Since the units on the left side are m/s , the terms
on the right side must have units of m/s as well. If we plug in t = 0 s , we get
v = 1 m/s , which tells us the velocity starts off at 1 m/s (also known as the
m/s
initial velocity). Also, the slope must have units of s
. This indicates that the
m/s
slope of the line is 4 s
, which represents the acceleration.
Effect of changing parameters
In , the line equation is v = 8t + 1 . Here, the line is twice as steep, meaning

the slope has doubled and the acceleration of the object with this motion is
m/s
8
s
. The initial velocity on the other hand has not changed (1 m/s ).
In , the line equation is v = −8t + 1 . Here, the line has the opposite slope, so the acceleration of the object with this motion is
m/s
−8
s
. As before, the initial velocity has not changed (1 m/s ).
m/s
In , the line equation is v = 4t − 3 . Here, the line shows the slope to be 4 s
, while the initial velocity is now −3 m/s .
Part A - Matching a graph to a line equation

Which diagram shows the equation v = 2t + 4 ?
Hint 1. Determine the slope
Find the slope of the line by calculating the rise of the line (v 2 − v 1 ) divided by the run of the line (t 2 − t 1 ) .
Hint 2. Determine the y-intercept
The y-intercept term is the initial velocity, the location where the graph crosses the vertical axis.
Hint 3. Sign of the slope
Since the graph increases to the right, the slope is positive.
ANSWER:
Correct
m/s
The correct line has a slope of 2 s
and an initial velocity of 4 m/s .
Part B - How changing the slope changes the graph

Which diagram shows the effect of cutting the acceleration in Part A in half and not changing the value of the initial velocity?
Hint 1. Which part of the equation represents slope

The acceleration is represented by the slope of the line.
Hint 2. Relationship between slope and steepness

If the slope is cut in half, the graph should be half as steep.
ANSWER:
Correct
Notice how the correct line is only half as steep as in Part A.
Interpreting the slope of a velocity vs. time graph

m/s
Figure 1 shows the graph of the equation v = 4t + 1 . The slope of the line is a constant value of 4 s
. This allows us to
sketch an acceleration vs time graph as shown in . The equation of the line
m/s
shown on this graph is a = 4 s . In general, the slope of the velocity vs. time
graph represents the acceleration.
We can use this slope relationship to determine the acceleration of an object if

just given a velocity vs time graph, and not the line equation(s). Consider the
velocity vs time graph in .
This shows an object slowing
down for two seconds, then
moving at a constant rate for
two seconds, then finally
speeding up for one second.
The slope of the first

segment is
2 m/s−6 m/s m/s
= −2
s
.
2 s
2 m/s−2 m/s m/s

The slope of the second segment is = 0
s
.
2 s
5 m/s−2 m/s m/s

The slope of the third segment is = 3
s
.
1 s
These can be represented on the acceleration graph shown in .
Note: Don't worry about the discontinuity between line segments. In reality, velocities can't change instantaneously so there
would be a very steep line segment for a very short time interval between the flat segments.
Part C - Finding an acceleration graph from a velocity graph

Which is the correct acceleration vs. time graph for the velocity vs. time graph shown in ?
Hint 1. What part of the graph represents acceleration?

The acceleration is represented by the slope of the line.
Hint 2. Finding the slope
Find the slope of the line by calculating the rise of the line v 2 − v 1 divided by the run of the line t 2 − t 1 .
ANSWER:
Correct
You have properly applied the definition of slope to determine the acceleration of each section.
Interpreting the slope of a position vs. time graph
This same method can be used to determine the velocity vs. time graph from a simple position vs. time graph .
The equation for this graph is x = 3t − 2 . If x is measured in meters, each term on the
right side must be in meters as well. If we plug in t = 0 s , we get x = −2 m, which tells
us the position starts off at −2 m (also known as the initial position). Also, the slope must
have units of m/s . This indicates that the slope of the line is 3 m/s , which represents the
velocity. This leads to the velocity vs. time graph shown in .
We can use this slope relationship to

determine the velocity of an object if just
given a position vs time graph, and not
the line equation(s).
Part D - Finding a velocity graph from a position graph

Which is the correct velocity vs time graph for the position vs. time graph shown in ?
Hint 1. What part of the graph represents velocity?
The velocity is represented by the slope of the line.
Hint 2. Finding the slope
Find the slope of the line by calculating the rise of the line x2 − x1 divided by the run of the line t 2 − t 1 .
ANSWER:
Correct
You have properly applied the definition of slope to determine the velocity of each section.
Right Triangles
Determine the length of a side of a right triangle, given the length of the two other sides.
Determine the length of a side of a right triangle, given the length of one other side and an angle.
The meaning and application of the mnemonic "sohcahtoa".
For additional practice, you may want to review Right Triangle Calculations.
Introduction to Right Triangles

There are many applications of right triangles in physics and engineering such as surveying, construction, and even determining
the distances to nearby stars. You also need a good understanding of right triangles in order to analyze vectors quantities in
general (of which there is no shortage in physics!). There are four primary relationships that are useful for solving the various
parameters of a right triangle, as given in , where side a is opposite angle A , side b is opposite
angle B , and side c is opposite the right angle C , which is 90°.
Important Right Triangle Relationships
Pythagorean Theorem: a
2
+b
2
= c
2
a b
Definition of sine: sin A =
c
, sin B =
c
b a
Definition of cosine: cos A =
c
, cos B =
c
a b
Definition of tangent: tan A = , tan B =
a
b
Which of these relationships you need to use depends on the specific parameter you are attempting to solve in a problem. When
you know the length of two sides of a triangle but don’t know the length of the third side, you should use the Pythagorean
Theorem. When you know the length of one side of a triangle and the value of one angle (other than the right angle), you should
use the corresponding trigonometric function. For example, if you knew the length of side c and the angle A , you could find the
length of side a from the formula sin A = ac . In general, apply the formula that includes the two parameters you know as well as
the one you don’t know and intend to solve.
While we often think of right triangles as applying only to lengths, the rules listed above apply in general to any vector quantity,
which can be depicted as having a magnitude (i.e. the hypotenuse of the triangle), and two components that are at right angles
to one another and represent the other two sides of the triangle. Some examples include velocity (see Part C), force, and
momentum.
Click here to watch a video that walks through two examples on right triangles, then answer the questions that follow.
Part A - Finding an unknown side when you know the two other sides
Your GPS shows that your friend’s house is 10.0 km away . But there is a big hill between your houses and you don’t want
to bike there directly. You know your friend’s street is 6.0 km north of your street. How far do you have to ride before turning
north to get to your friend’s house?
Hint 1. Deciding on which formula to use
You know two side lengths and are trying to find b , the third side.
Hint 2. Specific formula to use
Pythagorean Theorem: a2 +b
2
= c
2
.
ANSWER:
8.0 km
Correct
This problem required you to solve the Pythagorean Theorem for a:
2 2 2
a = c −b
−− −−−−
2 2
a = √c − b
− −−−−−−− −−−−− −−−− − −−−−−−−−−−−− − −−−−−−

2 2 2 2 2
a = √ (10 km) − (6.0 km) = √ 100 km − 36 km = √64 km = 8.0 km .
Note: This is a special right triangle where the side lengths are multiples of 3, 4, and 5.
Part B - Finding the value of a trigonometric function

Referring to the diagram in Part A, what is the sine of the angle θ at the location of the friend's house?
According to the triangle in Figure 1, the angle θ corresponds to B , therefore: sin θ = b/c .
ANSWER:
sin θ = 0.8
Correct
In this problem, you were asked to determine the sine of a particular angle, not solve for the angle itself (which is a
task for another exercise).
Part C - Finding an unknown side when you know one other side and an angle
In aviation, it is helpful for pilots to know the cloud ceiling, which is the distance between the ground and lowest cloud. The
simplest way to measure this is by using a spotlight to shine a beam of light up at the clouds and measuring the angle
between the ground and where the beam hits the clouds. If the spotlight on the ground is 0.75 km from the hangar door as
shown in , what is the cloud ceiling?

You know one side length and one angle (side b and angle A in Figure 1) and are trying to find a third (side a).
tan A =
a
.
b
ANSWER:
0.27 km
Correct
This problem required you to use tangent to solve for a:
a
tan A =
b
a = b tan A
a = (0.75 km) tan 20

∘
= 0.27 km .
Part D - Analyzing a right triangle consisting of something other than lengths
A person is rowing across the river with a velocity of 4.5 km/hr northward. The river is flowing eastward at 3.5 km/hr .
What is the magnitude of her velocity (v) with respect to the shore?
Hint 1. Orientation
Note that this triangle is flipped upside down with respect to Figure 1.

You know two side lengths and are trying to find c , the third side.
Pythagorean Theorm: a2 +b
2
= c
2
ANSWER:
5.7 km/hr
Correct
This problem required you to use the Pythagorean Theorem to solve for c :
2 2 2
c = (4.5 km/hr) + (3.5 km/hr)
2 2
c = 32.5 (km/hr)
c = 5.70 km/hr .
Inverse Trigonometric Functions
Analyze physical quantities related through the properties of a right triangle to obtain expressions for angles in
terms of inverse trigonometric functions.
Use a calculator to evaluate the numerical value of angles using inverse trigonometric functions.
Trigonometric functions
Using your calculator (specifically trigonometric functions)
For additional practice, you may want to review Right Triangle Calculations.
Overview of inverse trigonometric functions
1. Inverse trigonometric functions are used to obtain the value of an angle when the trigonometric function of that
angle (e.g. cos(θ), sin(θ) , or tan(θ) ) is known. Knowing the value of sin(θ) for instance is not the same as
knowing the value of θ itself – that's the role played by inverse trigonometric functions.
2. The notation for inverse trigonometric functions is given in the following table:
If: Then:
cos(θ) = x θ = arccos(x)
sin(θ) = x θ = arcsin(x)
tan(θ) = x θ = arctan(x)
Think of the "arc" as meaning: "the angle whose {cos, sin, tan} is..."
Some textbooks and other materials (including most calculators) use the notation cos−1 (x) ,
(x), and tan (x) for inverse trigonometric functions. When you encounter this notation, it is
−1 −1
sin
1
important to understand that it does not mean for instance (in contrast to the use of the x−1
cos(x)
notation in other contexts)!
3. In a typical application of inverse trigonometric functions:
Use the mnemonic SohCahToa to obtain an expression between a trigonometric function of an angle
and physical quantities that correspond with the sides of a right triangle, and apply the appropriate
dy
inverse trigonometric function. For example, given tan(θ) = and knowing dy and dx with θ
dx
dy
unknown, then θ = arctan( ) .
dx
Use a calculator (be sure to set it to "degree" as the unit for angle!) to evaluate the value of an
inverse trigonometric function.
With these properties in mind, answer the following questions.
Part A
In the town of Centralburg , which is laid out in a uniform block grid, the
grocery store is three blocks East and four blocks North of the post
office. Which of the following is a correct equation for the quantities
represented in this scenario?
Hint 1. Mnemonic
Use SohCahToa .
ANSWER:
dn
arctan(θ) =
de
dn
sin(θ) =
de
dn
θ =
de
dn
tan(θ) =
de
Correct
The last part of the acronym SohCah Toa was used for this part.
Part B
Which of the following is a correct equation for the angle θ?
Hint 1. Inverse trigonometric functions

Inverse trigonometric functions take the value of a trigonometric function as their argument and return the value of
the angle.
ANSWER:
de
θ =
d
dn
θ = arcsin ( )
de
dn
θ = arctan ( )
de
dn
θ =
d
Correct
Inverse trigonometric functions take the value of a trigonometric function as their argument and return the value of
the angle.
Part C
What is the angle (in degrees) North of East from the post office to the grocery store in Centralburg?
Express your answer to two significant figures.
Hint 1. Calculator use
Your calculator probably uses the notation cos−1 (x) , sin−1 (x), tan −1 (x), for inverse trigonometric functions.
ANSWER:
θ = 53 ∘
Correct
4 blocks
θ = ( ). Note that for this problem you can use the Pythagorean theorem to obtain d = 5blocks . Using
3 blocks
3 blocks 4 blocks
that result and SohCahToa, θ = arccos ( ) and θ = arcsin ( ), both of which also give the
5 blocks 5 blocks
angle 53 . ∘
Click here to watch a video that walks through an example on inverse trigonometric functions, then answer the question that
follows.
Part D
A force is applied to a block sliding along a surface . The
magnitude of the force is 15 N , and the horizontal component of
the force is 4.5 N . At what angle (in degrees) above the
horizontal is the force directed?
Express your answer to two significant figures.
Hint 1. How to approach the problem

As shown in the diagram, the force and its x (horizontal) and y (vertical) components form the sides of a right
triangle. That means you can use SohCahToa to write expressions relating them to trigonometric functions of angles.
ANSWER:
θ = 73.0 ∘
Correct
Score Summary:
Your score on this assignment is 71.4%.
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Physics Primer - Homework - 1

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Physics Primer - Homework - 1

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1/19/2020 Physics Primer

A Welcome to the Physics Primer!

Students who successfully complete this unit will be able to:

Describe the purpose of the Physics Primer.

What is in the Physics Primer?

The Physics Primers include:

How do you use the Physics Primer?

Part A - Applying what you just learned

Hint 1. Locating information

A list of the most important formulas used in introductory physics courses.

A set of mathematics topics that are relevant to introductory physics courses.

Students who successfully complete this primer will be able to:

Before working on this primer, you may need to review:

Writing values as powers of 10

Why write numbers in scientific notation

Converting decimals to scientific notation

Part A - Write this large number in scientific notation.

Hint 1. Moving the decimal point

Hint 3. Sign of the exponent

For a value greater than 1, the exponent is positive.

Part B - Write this large number in scientific notation.

Enter m and n , separated by commas.

Hint 1. Moving the decimal point

Hint 3. Sign of the exponent

For a value greater than 1, the exponent is positive.

Part C - Write this small number in scientific notation.

Enter m and n , separated by commas.

Hint 1. Moving the decimal point

Hint 3. Sign of the exponent

For a value between 0 and 1, the exponent is negative.

Part D - Write this small number in scientific notation.

Enter m and n , separated by commas.

Hint 1. Moving the decimal point

Hint 3. Sign of the exponent

For a value between 0 and 1, the exponent is negative.

Rule for multiplying numbers in scientific notation

Part E - Practice multiplying numbers in scientific notation

Hint 1. Rule for multiplying orders of magnitude

Hint 2. Rule for finding m

Rule for dividing numbers in scientific notation

Part F - Practice dividing numbers in scientific notation

Enter m and n , separated by commas.

Hint 1. Sun to Earth distance

Hint 2. Rule for finding n

Divide the orders of magnitude by subtracting the exponents.

Students who successfully complete this primer will be able to:

Overview of methods for correctly using a calculator

Select smaller portions of the whole expression.

Learn your calculator (example 1)

Then, use the calculator to perform the addition in the denominator:

Part A - Average acceleration

Hint 1. Change sign vs subtraction key

Hint 3. Verify proper use of the calculator

Learn your calculator (example 2)

Learn your calculator (example 3)

Part B - Astronomy calculation

Use your calculator to evaluate R .

Hint 1. Verify proper use of the calculator