Solution Manual for Newtonian Tasks Inspired by Physics Education Research: nTIPERs, 1st Edition
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SOLUTIONS MANUAL
NEWTONIAN TASKS INSPIRED BY
PHYSICS EDUCATION RESEARCH
nTIPERs
Curtis J. Hieggelke
Joliet Junior College
NEWTONIAN TASKS INSPIRED BY
PHYSICS EDUCATION RESEARCH
nTIPERs
Curtis J. Hieggelke
Joliet Junior College
CONTENTS
Contents........................................................................................................................................................................1
Answering Ranking Tasks ..........................................................................................................................................2
nTex-RT1: Stacked Blocks—Mass of Stack ............................................................................................................2
nTpractice-RT2: Stacked Blocks—Number of Blocks.............................................................................................3
nTpractice-RT3: Stacked Blocks—Average Mass ...................................................................................................4
nT1 Preliminaries ........................................................................................................................................................5
nT1A-RT1: Cutting up a Block—Density ................................................................................................................5
nT1A-WWT2: Cutting up a Block—Density ...........................................................................................................6
nT1A-CCT3: Breaking up a Block—Density...........................................................................................................7
nT1A-QRT4: Slicing up a Block—Mass & Density ................................................................................................8
nT1A-QRT5: Cylindrical Rods with Same Mass—Volume, Area, and Density......................................................9
nT1A-BCT6: Four Blocks—Mass and Density......................................................................................................10
nT1B-CT7: Scale Model Planes—Surface Area and Weight .................................................................................11
Contents........................................................................................................................................................................1
Answering Ranking Tasks ..........................................................................................................................................2
nTex-RT1: Stacked Blocks—Mass of Stack ............................................................................................................2
nTpractice-RT2: Stacked Blocks—Number of Blocks.............................................................................................3
nTpractice-RT3: Stacked Blocks—Average Mass ...................................................................................................4
nT1 Preliminaries ........................................................................................................................................................5
nT1A-RT1: Cutting up a Block—Density ................................................................................................................5
nT1A-WWT2: Cutting up a Block—Density ...........................................................................................................6
nT1A-CCT3: Breaking up a Block—Density...........................................................................................................7
nT1A-QRT4: Slicing up a Block—Mass & Density ................................................................................................8
nT1A-QRT5: Cylindrical Rods with Same Mass—Volume, Area, and Density......................................................9
nT1A-BCT6: Four Blocks—Mass and Density......................................................................................................10
nT1B-CT7: Scale Model Planes—Surface Area and Weight .................................................................................11
2
ANSWERING RANKING T ASKS
NT EX-RT1: STACKED BLOCKS—M ASS OF STACK
Shown below are stacks of various blocks. All masses are given in the diagram in terms of M, the mass of
the smallest block.
A B
M
3M
5M
C
3M
3M
D
3M
M
E
M
3M
5M
3M
M
Rank the total mass of each stack.
Greatest 1 _______ 2 _______ 3 _______ 4 _______5 _______ Least
OR, The magnitude of the total mass of each stack is the same but not zero. ___
OR, The magnitude of the total mass of each stack is zero. ___
OR, The ranking for the total mass of each stack cannot be determined. ___
Explain your reasoning.
Example answer formats
Stacks A and D have a total mass of 9M, C and E have a mass of 4M, and B has a mass of 6M or the
ranking is A = D > B> C = E. Thus the ranking task answer should be expressed either as
Greatest 1 ___AD__ 2 _______ 3 ___B___ 4 ___CE___5 _______ Least
or
Greatest 1 ___A___ 2 __D____ 3 ___B___ 4 ___C___5 ___E___ Least
Note the order of equals is not important but it is easier if people are encouraged to use alphabetical order
when possible.
Other alternative formats are AD > B > CE or A = D > B > C = E
An alternative but not preferred format is
Greatest 1 ___AD__ 2 ___B___ 3 ___CE___4 ______ 5 ______ Least
ANSWERING RANKING T ASKS
NT EX-RT1: STACKED BLOCKS—M ASS OF STACK
Shown below are stacks of various blocks. All masses are given in the diagram in terms of M, the mass of
the smallest block.
A B
M
3M
5M
C
3M
3M
D
3M
M
E
M
3M
5M
3M
M
Rank the total mass of each stack.
Greatest 1 _______ 2 _______ 3 _______ 4 _______5 _______ Least
OR, The magnitude of the total mass of each stack is the same but not zero. ___
OR, The magnitude of the total mass of each stack is zero. ___
OR, The ranking for the total mass of each stack cannot be determined. ___
Explain your reasoning.
Example answer formats
Stacks A and D have a total mass of 9M, C and E have a mass of 4M, and B has a mass of 6M or the
ranking is A = D > B> C = E. Thus the ranking task answer should be expressed either as
Greatest 1 ___AD__ 2 _______ 3 ___B___ 4 ___CE___5 _______ Least
or
Greatest 1 ___A___ 2 __D____ 3 ___B___ 4 ___C___5 ___E___ Least
Note the order of equals is not important but it is easier if people are encouraged to use alphabetical order
when possible.
Other alternative formats are AD > B > CE or A = D > B > C = E
An alternative but not preferred format is
Greatest 1 ___AD__ 2 ___B___ 3 ___CE___4 ______ 5 ______ Least
3
NT PRACTICE -RT2: STACKED BLOCKS —NUMBER OF BLOCKS
Shown below are stacks of various blocks. All masses are given in the diagram in terms of M, the mass of
the smallest block.
A B
M
3M
5M
C
3M
3M
D
3M
M
E
M
3M
5M
3M
M
Rank the total number of blocks in each stack.
Greatest 1 ___A___ 2 ___D___ 3 __B____ 4 ___C___5 ___E___ Least
OR, The total number of is the same blocks for each stack. ___
OR, The ranking for the total number of blocks in each stack cannot be determined. ___
Explain your reasoning.
There are 3 blocks in cases A and D, and two in all other cases. So a correct ranking is A = D > B = C
= E.
NT PRACTICE -RT2: STACKED BLOCKS —NUMBER OF BLOCKS
Shown below are stacks of various blocks. All masses are given in the diagram in terms of M, the mass of
the smallest block.
A B
M
3M
5M
C
3M
3M
D
3M
M
E
M
3M
5M
3M
M
Rank the total number of blocks in each stack.
Greatest 1 ___A___ 2 ___D___ 3 __B____ 4 ___C___5 ___E___ Least
OR, The total number of is the same blocks for each stack. ___
OR, The ranking for the total number of blocks in each stack cannot be determined. ___
Explain your reasoning.
There are 3 blocks in cases A and D, and two in all other cases. So a correct ranking is A = D > B = C
= E.
4
NT PRACTICE -RT3: STACKED BLOCKS —AVERAGE MASS
Shown below are stacks of various blocks. All masses are given in the diagram in terms of M, the mass of
the smallest block.
A B
M
3M
5M
C
3M
3M
D
3M
M
E
M
3M
5M
3M
M
Rank the average mass in each stack.
Greatest 1 ___A___ 2 __B____ 3 __D____ 4 ___C___5 ___E___ Least
OR, The average mass is the same for each stack. ___
OR, The ranking for the average mass in these stacks cannot be determined. ___
Explain your reasoning.
Adding the mass of the individual boxes in each stack we find 9M for cases A and D each with three
boxes, 6M for case B with two boxes, and 4M for cases C and E each with two boxes. The average
mass in each stack is the total mass of each stack divided by the number of boxes in each stack giving
an average of 3M for stacks A, B, and D. The average mass is 2M for stacks C and D. Thus the
ranking is A = B = D > C = E.
NT PRACTICE -RT3: STACKED BLOCKS —AVERAGE MASS
Shown below are stacks of various blocks. All masses are given in the diagram in terms of M, the mass of
the smallest block.
A B
M
3M
5M
C
3M
3M
D
3M
M
E
M
3M
5M
3M
M
Rank the average mass in each stack.
Greatest 1 ___A___ 2 __B____ 3 __D____ 4 ___C___5 ___E___ Least
OR, The average mass is the same for each stack. ___
OR, The ranking for the average mass in these stacks cannot be determined. ___
Explain your reasoning.
Adding the mass of the individual boxes in each stack we find 9M for cases A and D each with three
boxes, 6M for case B with two boxes, and 4M for cases C and E each with two boxes. The average
mass in each stack is the total mass of each stack divided by the number of boxes in each stack giving
an average of 3M for stacks A, B, and D. The average mass is 2M for stacks C and D. Thus the
ranking is A = B = D > C = E.
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5
NT1 PRELIMINARIES
NT1A-RT1: CUTTING UP A BLOCK —D ENSITY
A block of material (labeled A in the diagram) with a width w, height h, and thickness t, has a mass of Mo
distributed uniformly throughout its volume. The block is then cut into three pieces, B, C, and D, as
shown.
h/3
2h/3
w/3
2w/3
A
B
C
D
Rank the density of the original block A, piece B, piece C, and piece D.
Greatest 1 ______ 2 ______ 3 ______ 4 ______ Least
OR, The density is the same for all these pieces. ___
OR, The ranking for the densities cannot be determined. ___
Please explain your reasoning.
Answer: The density is the same for all four pieces.
Since the mass is uniformly distributed, a piece with half the volume will also have half the mass but
the density, the ratio of mass to volume, remains the same.
NT1 PRELIMINARIES
NT1A-RT1: CUTTING UP A BLOCK —D ENSITY
A block of material (labeled A in the diagram) with a width w, height h, and thickness t, has a mass of Mo
distributed uniformly throughout its volume. The block is then cut into three pieces, B, C, and D, as
shown.
h/3
2h/3
w/3
2w/3
A
B
C
D
Rank the density of the original block A, piece B, piece C, and piece D.
Greatest 1 ______ 2 ______ 3 ______ 4 ______ Least
OR, The density is the same for all these pieces. ___
OR, The ranking for the densities cannot be determined. ___
Please explain your reasoning.
Answer: The density is the same for all four pieces.
Since the mass is uniformly distributed, a piece with half the volume will also have half the mass but
the density, the ratio of mass to volume, remains the same.
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6
NT1A-WWT2: CUTTING UP A BLOCK —DENSITY
A block of material with a width w, height h, and thickness t, has a mass of
Mo distributed uniformly throughout its volume. The block is then cut into
two pieces, A and B, as shown. A student makes the following statement:
“The density is calculated by dividing the total mass by the volume.
Since the volume is in the denominator, a large volume will give a
small density. Therefore the block with the smallest volume, block B,
will have the largest density.”
What, if anything, is wrong with the above statement? If something is
wrong, explain the error and how to correct it. If the statement is
correct, explain why.
Answer: The statement is incorrect.
The smaller block has 1/3 the volume of the original block but also 1/3 the mass, so the ratio of mass to
volume is the same as the original block.
2w
h
t
3 w
3
NT1A-WWT2: CUTTING UP A BLOCK —DENSITY
A block of material with a width w, height h, and thickness t, has a mass of
Mo distributed uniformly throughout its volume. The block is then cut into
two pieces, A and B, as shown. A student makes the following statement:
“The density is calculated by dividing the total mass by the volume.
Since the volume is in the denominator, a large volume will give a
small density. Therefore the block with the smallest volume, block B,
will have the largest density.”
What, if anything, is wrong with the above statement? If something is
wrong, explain the error and how to correct it. If the statement is
correct, explain why.
Answer: The statement is incorrect.
The smaller block has 1/3 the volume of the original block but also 1/3 the mass, so the ratio of mass to
volume is the same as the original block.
2w
h
t
3 w
3
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7
NT1A-CCT3: BREAKING UP A BLOCK —DENSITY
A block of material with a width w, height h, and thickness t, has a mass
of Mo distributed uniformly throughout its volume. The block is then
broken into two pieces, A and B, as shown. Three students make the
following statements:
Andy: “The density is the mass divided by the volume, and the volume
of B is smaller. Since the mass is uniform and the volume is in
the denominator, the density is larger for B.”
Badu: “The density of piece A is larger than the density of piece B
since A is larger, thus it has more mass.”
Coen: “They both have the same density. It’s still the same material.”
Which, if any, of these three students do you agree with?
Andy_____ Badu _____ Coen _____ None of them______
Please explain your reasoning.
Answer: Coen is correct. Density is the ratio of mass to volume. The larger piece has twice the mass
but also twice the volume of the smaller piece. Therefore the ratio of mass to volume is the same for
both and the same as the density of the unbroken block.
2w
h
t
3 w
3
NT1A-CCT3: BREAKING UP A BLOCK —DENSITY
A block of material with a width w, height h, and thickness t, has a mass
of Mo distributed uniformly throughout its volume. The block is then
broken into two pieces, A and B, as shown. Three students make the
following statements:
Andy: “The density is the mass divided by the volume, and the volume
of B is smaller. Since the mass is uniform and the volume is in
the denominator, the density is larger for B.”
Badu: “The density of piece A is larger than the density of piece B
since A is larger, thus it has more mass.”
Coen: “They both have the same density. It’s still the same material.”
Which, if any, of these three students do you agree with?
Andy_____ Badu _____ Coen _____ None of them______
Please explain your reasoning.
Answer: Coen is correct. Density is the ratio of mass to volume. The larger piece has twice the mass
but also twice the volume of the smaller piece. Therefore the ratio of mass to volume is the same for
both and the same as the density of the unbroken block.
2w
h
t
3 w
3
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8
NT1A-QRT4: SLICING UP A BLOCK —MASS & DENSITY
The block of material shown below has a length L o and a volume V o
. An overall mass of Mo is spread
uniformly throughout the volume of the block to give a density
ρo and a linear density (in the direction of
the measured length L o
) of
λo
.
Vo
Mo
ρo
Lo
Three possible ways to slice the block into unequal pieces are shown below. In each case, the larger piece
has a volume 2V o/3 and the smaller piece has a volume V o/3.
E
F
Vo
3
2Vo
3
C
D
Vo
3
2Vo
3
A
B
Vo
3 2Vo
3
Fill in the table below with the quantities indicated for the pieces of the block labeled A – F in terms
of the variables M o
,
λo, and
ρo.
1
3
λo
Mass per unit length Mass per unit volume
λo
2
3
λo
1
3
λo
2
3
λo
ρo
λo
λo
ρo
ρo
ρo
ρo
ρo
ρo
1
3 Mo
Mo
2
3 Mo
1
3 Mo
2
3 Mo
2
3 Mo
1
3 Mo
Original block
Piece A
Piece B
Piece C
Piece D
Piece E
Piece F
Mass
NT1A-QRT4: SLICING UP A BLOCK —MASS & DENSITY
The block of material shown below has a length L o and a volume V o
. An overall mass of Mo is spread
uniformly throughout the volume of the block to give a density
ρo and a linear density (in the direction of
the measured length L o
) of
λo
.
Vo
Mo
ρo
Lo
Three possible ways to slice the block into unequal pieces are shown below. In each case, the larger piece
has a volume 2V o/3 and the smaller piece has a volume V o/3.
E
F
Vo
3
2Vo
3
C
D
Vo
3
2Vo
3
A
B
Vo
3 2Vo
3
Fill in the table below with the quantities indicated for the pieces of the block labeled A – F in terms
of the variables M o
,
λo, and
ρo.
1
3
λo
Mass per unit length Mass per unit volume
λo
2
3
λo
1
3
λo
2
3
λo
ρo
λo
λo
ρo
ρo
ρo
ρo
ρo
ρo
1
3 Mo
Mo
2
3 Mo
1
3 Mo
2
3 Mo
2
3 Mo
1
3 Mo
Original block
Piece A
Piece B
Piece C
Piece D
Piece E
Piece F
Mass
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9
NT1A-QRT5: CYLINDRICAL RODS WITH SAME MASS—VOLUME, AREA, AND DENSITY
Two cylindrical rods are shown. Rod A has a height H and a radius R and
rod B has a height 2H and a radius 2R. Both rods have the same total
mass. Rod A has a density
ρA and volume V A
.
(a) What is the volume of rod B in terms of the volume of rod A?
(Your answer should look like V B = n V A, where n is some number.)
Please explain.
The volume of Rod B = 8 times the volume of Rod A since the volume is
proportional to the product of the area (which is proportional to the
square of the radius) and the height of the cylinder, and the radius and the height have doubled.
(b) What is the surface area of rod B in terms of the surface area of rod A? (Your answer
should look like SA B = n SAA, where n is some number.)
Please explain.
SA B = 4 SA A,
The surface of each rod is made up of the circles at the top and bottom and the ‘side wall.’ The
top and bottom of the rod are circles, and the area of a circle is proportional to the square of the
radius. Since the radius is twice as big for Rod B as for Rod A, the area of the top and bottom is
4 times as big for Rod B. The ‘side wall’ of the cylinder has an area equal to the circumference
times the height, and the circumference of a circle is proportional to the radius. Since both
height and radius have doubled, the area of the side wall has also quadrupled. The overall
surface area is 4 times as large for Rod B as for Rod A.
(c) What is the density of Rod B in terms of the density of Rod A? (Your answer should look
like
ρB = n
ρA, where n is some number.)
Please explain.ρA
/8
Since B has 8 times the volume of A with the same total mass, its density will be one-eighth that
of A.
(d) What is the mass per unit length of Rod B to the mass per unit length of Rod A? (Your
answer should look like
λB = n
λA, where
λ is the mass per unit length and n is some number.)
Please explain.
Rod B has 8 times the mass of A and twice the length so the mass per unit length of Rod B is 4 times
the density of A.
A
Radius R,
Height H
B
Radius 2R,
Height 2H
NT1A-QRT5: CYLINDRICAL RODS WITH SAME MASS—VOLUME, AREA, AND DENSITY
Two cylindrical rods are shown. Rod A has a height H and a radius R and
rod B has a height 2H and a radius 2R. Both rods have the same total
mass. Rod A has a density
ρA and volume V A
.
(a) What is the volume of rod B in terms of the volume of rod A?
(Your answer should look like V B = n V A, where n is some number.)
Please explain.
The volume of Rod B = 8 times the volume of Rod A since the volume is
proportional to the product of the area (which is proportional to the
square of the radius) and the height of the cylinder, and the radius and the height have doubled.
(b) What is the surface area of rod B in terms of the surface area of rod A? (Your answer
should look like SA B = n SAA, where n is some number.)
Please explain.
SA B = 4 SA A,
The surface of each rod is made up of the circles at the top and bottom and the ‘side wall.’ The
top and bottom of the rod are circles, and the area of a circle is proportional to the square of the
radius. Since the radius is twice as big for Rod B as for Rod A, the area of the top and bottom is
4 times as big for Rod B. The ‘side wall’ of the cylinder has an area equal to the circumference
times the height, and the circumference of a circle is proportional to the radius. Since both
height and radius have doubled, the area of the side wall has also quadrupled. The overall
surface area is 4 times as large for Rod B as for Rod A.
(c) What is the density of Rod B in terms of the density of Rod A? (Your answer should look
like
ρB = n
ρA, where n is some number.)
Please explain.ρA
/8
Since B has 8 times the volume of A with the same total mass, its density will be one-eighth that
of A.
(d) What is the mass per unit length of Rod B to the mass per unit length of Rod A? (Your
answer should look like
λB = n
λA, where
λ is the mass per unit length and n is some number.)
Please explain.
Rod B has 8 times the mass of A and twice the length so the mass per unit length of Rod B is 4 times
the density of A.
A
Radius R,
Height H
B
Radius 2R,
Height 2H
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10
NT1A-BCT6: F OUR BLOCKS —MASS AND DENSITY
The block of material shown to the right has a volume V o . An overall mass Mo is
spread evenly throughout the volume of the block so that the block has a
uniform density
ρo
.
For each block shown below, the volume is given as well as either the mass or
the density of the block.
2Vo
2Mo
A
2Vo
Mo
B
2Vo
ρo
C
2Vo
2
ρo
D
Construct two bar charts for the mass and density for the four blocks labeled A – D and for the
pieces of the blocks if they were cut in half labeled A/2 – D/2. The mass and density for the original
block is shown to set the scale of the chart.
(Block B)/2
(Block C)/2
(Block A)/2
(Block D)/2
Mass Density
Block A
Block B
Block C
Block D
Original block
(Block B)/2
(Block C)/2
(Block A)/2
(Block D)/2
Block A
Block B
Block C
Block D
Original block
Please explain.
Answer The mass of blocks A and B are given. The mass of block C must be 2Mo
, since it has the
same density as the original block and twice the volume. The mass of block D must be 4 times the mass
of the original block, since it has twice the volume and twice the density and mass is volume times
density. The mass of one-half of a block will be half the mass of the full block. The density of one-half
of a block will be the same as the density of a full block, since the volume is halved as well as the mass,
and the density is the ratio of these quantities.
Vo Mo
ρo
NT1A-BCT6: F OUR BLOCKS —MASS AND DENSITY
The block of material shown to the right has a volume V o . An overall mass Mo is
spread evenly throughout the volume of the block so that the block has a
uniform density
ρo
.
For each block shown below, the volume is given as well as either the mass or
the density of the block.
2Vo
2Mo
A
2Vo
Mo
B
2Vo
ρo
C
2Vo
2
ρo
D
Construct two bar charts for the mass and density for the four blocks labeled A – D and for the
pieces of the blocks if they were cut in half labeled A/2 – D/2. The mass and density for the original
block is shown to set the scale of the chart.
(Block B)/2
(Block C)/2
(Block A)/2
(Block D)/2
Mass Density
Block A
Block B
Block C
Block D
Original block
(Block B)/2
(Block C)/2
(Block A)/2
(Block D)/2
Block A
Block B
Block C
Block D
Original block
Please explain.
Answer The mass of blocks A and B are given. The mass of block C must be 2Mo
, since it has the
same density as the original block and twice the volume. The mass of block D must be 4 times the mass
of the original block, since it has twice the volume and twice the density and mass is volume times
density. The mass of one-half of a block will be half the mass of the full block. The density of one-half
of a block will be the same as the density of a full block, since the volume is halved as well as the mass,
and the density is the ratio of these quantities.
Vo Mo
ρo
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11
NT1B-CT7: SCALE MODEL PLANES—SURFACE AREA AND W EIGHT
A woodworker has made four small airplanes and one large airplane. All airplanes are exactly the same
shape, and all are made from the same kind of wood. The larger plane is twice as large in every dimension
as one of the smaller planes. The planes are to be painted and then shipped as gifts.
Case BCase A
a) The amount of paint required to paint the planes is directly proportional to the surface area. Will the
amount of paint required for the single plane in Case A be greater than, less than, or equal to the
total amount of paint required for all four planes in Case B?
Please explain your reasoning.
Answer: Equal to or the same.
Since the larger plane is twice as big in every dimension, any feature of the surface of the larger plane
will have double the width and double the height of the equivalent piece of surface of the smaller
plane. So the area of any piece of surface of the larger plane is four times the area of the equivalent
surface of the smaller plane. Thus, the total surface area of four small planes is the same as the total
surface area of one large plane.
b) The shipping cost for the planes is proportional to the weight. Will the weight of the single plane in
Case A be greater than, less than, or equal to the total weight of all four planes in Case B?
Please explain your reasoning.
Answer: Greater than.
Since the larger plane is twice as big in every dimension, any piece of the larger plane will have double
the width, double the height, and double the length of the equivalent piece of the smaller plane. So the
volume of any piecelarger plane is eight times the volume of the equivalent piece of the smaller plane,
and will weigh eight times as much. Thus, the weight of four small planes is only half the weight of one
large plane.
NT1B-CT7: SCALE MODEL PLANES—SURFACE AREA AND W EIGHT
A woodworker has made four small airplanes and one large airplane. All airplanes are exactly the same
shape, and all are made from the same kind of wood. The larger plane is twice as large in every dimension
as one of the smaller planes. The planes are to be painted and then shipped as gifts.
Case BCase A
a) The amount of paint required to paint the planes is directly proportional to the surface area. Will the
amount of paint required for the single plane in Case A be greater than, less than, or equal to the
total amount of paint required for all four planes in Case B?
Please explain your reasoning.
Answer: Equal to or the same.
Since the larger plane is twice as big in every dimension, any feature of the surface of the larger plane
will have double the width and double the height of the equivalent piece of surface of the smaller
plane. So the area of any piece of surface of the larger plane is four times the area of the equivalent
surface of the smaller plane. Thus, the total surface area of four small planes is the same as the total
surface area of one large plane.
b) The shipping cost for the planes is proportional to the weight. Will the weight of the single plane in
Case A be greater than, less than, or equal to the total weight of all four planes in Case B?
Please explain your reasoning.
Answer: Greater than.
Since the larger plane is twice as big in every dimension, any piece of the larger plane will have double
the width, double the height, and double the length of the equivalent piece of the smaller plane. So the
volume of any piecelarger plane is eight times the volume of the equivalent piece of the smaller plane,
and will weigh eight times as much. Thus, the weight of four small planes is only half the weight of one
large plane.
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1
CONTENTS ( BOOK PAGES 7-25)
Contents ....................................................................................................................................................................... 1
nT2 Vectors.................................................................................................................................................................. 2
nT2A-QRT1: Vectors on a Grid I—Magnitudes...................................................................................................... 2
nT2A-RT2: Vectors on a Grid I—Magnitudes ........................................................................................................ 3
nT2A-QRT3: Vectors on a Grid II—Directions ...................................................................................................... 4
nT2B-CCT4: Adding Two Vectors—Magnitude of the Resultant........................................................................... 5
nT2B-QRT5: Vectors on a Grid III—Graphical Representation of Sum................................................................. 6
nT2B-RT6: Vectors I—Resultant Magnitudes of Adding Two Vectors.................................................................. 7
nT2B-CCT7: Combining Two Vectors—Resultant................................................................................................. 8
nT2B-CT8: Combining Vectors—Magnitude of Resultant ..................................................................................... 9
nT2B-QRT9: Vector Combination II—Direction of Resultant.............................................................................. 10
nT2C-CCT10: Two Vectors—Vector Difference .................................................................................................. 11
nT2C-CT11: Two Vectors—Vector Sum and Difference...................................................................................... 12
nT2C-RT12: Addition and Subtraction of Three Vectors I—Magnitude............................................................... 13
nT2C-RT13: Addition and Subtraction of Three Vectors II—Direction of Resultant ........................................... 14
nT2C-RT14: Addition and Subtraction of Three Vectors II—Magnitude of Resultant ......................................... 15
nT2D-QRT15: Vector Combinations III—Components of the Resultant Vector .................................................. 16
nT2D-QRT16: Force Vectors—Properties of Components ................................................................................... 17
nT2D-QRT17: Velocity Vectors—Properties of Components............................................................................... 18
nT2D-CCT18: Vector—Resolution into Components ........................................................................................... 19
nT2D-CT19: Vector on Rotated Axes—Components............................................................................................ 20
nT2D-CCT20: Vector Components—Resultant Vectors ....................................................................................... 21
nT2E-WBT21: Calculations with Four Vectors—Vector Operation ..................................................................... 22
nT2E-WBT22: Vectors on a Grid—Scalar (Dot) Product Expression................................................................... 23
nT2E-WBT23: Vectors on a Grid—Vector (Cross) Product ................................................................................. 24
nT2E-QRT24: Vectors on a Grid—Product Expressions That Are Zero............................................................... 25
CONTENTS ( BOOK PAGES 7-25)
Contents ....................................................................................................................................................................... 1
nT2 Vectors.................................................................................................................................................................. 2
nT2A-QRT1: Vectors on a Grid I—Magnitudes...................................................................................................... 2
nT2A-RT2: Vectors on a Grid I—Magnitudes ........................................................................................................ 3
nT2A-QRT3: Vectors on a Grid II—Directions ...................................................................................................... 4
nT2B-CCT4: Adding Two Vectors—Magnitude of the Resultant........................................................................... 5
nT2B-QRT5: Vectors on a Grid III—Graphical Representation of Sum................................................................. 6
nT2B-RT6: Vectors I—Resultant Magnitudes of Adding Two Vectors.................................................................. 7
nT2B-CCT7: Combining Two Vectors—Resultant................................................................................................. 8
nT2B-CT8: Combining Vectors—Magnitude of Resultant ..................................................................................... 9
nT2B-QRT9: Vector Combination II—Direction of Resultant.............................................................................. 10
nT2C-CCT10: Two Vectors—Vector Difference .................................................................................................. 11
nT2C-CT11: Two Vectors—Vector Sum and Difference...................................................................................... 12
nT2C-RT12: Addition and Subtraction of Three Vectors I—Magnitude............................................................... 13
nT2C-RT13: Addition and Subtraction of Three Vectors II—Direction of Resultant ........................................... 14
nT2C-RT14: Addition and Subtraction of Three Vectors II—Magnitude of Resultant ......................................... 15
nT2D-QRT15: Vector Combinations III—Components of the Resultant Vector .................................................. 16
nT2D-QRT16: Force Vectors—Properties of Components ................................................................................... 17
nT2D-QRT17: Velocity Vectors—Properties of Components............................................................................... 18
nT2D-CCT18: Vector—Resolution into Components ........................................................................................... 19
nT2D-CT19: Vector on Rotated Axes—Components............................................................................................ 20
nT2D-CCT20: Vector Components—Resultant Vectors ....................................................................................... 21
nT2E-WBT21: Calculations with Four Vectors—Vector Operation ..................................................................... 22
nT2E-WBT22: Vectors on a Grid—Scalar (Dot) Product Expression................................................................... 23
nT2E-WBT23: Vectors on a Grid—Vector (Cross) Product ................................................................................. 24
nT2E-QRT24: Vectors on a Grid—Product Expressions That Are Zero............................................................... 25
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nTIPERs2
NT2 VECTORS
NT2A-QRT1: VECTORS ON A GRID I—MAGNITUDES
Eight vectors are shown below superimposed on a grid.
A
E
H
B
C
F G
D
G
G
G
G
G
G G
G
(a) List all of the vectors that have the same magnitude as vector
G
A .
Answer: D and G since their magnitudes are 3 units like A.
(b) List all of the vectors that have the same magnitude as vector
G
B .
Answer: None of them, since none of the other vectors have length 5 units.
(c) List all of the vectors that have the same magnitude as vector
G
C .
Answer: F since its magnitude is 4 units like C.
(d) List all of the vectors that have the same magnitude as vector
G
D.
Answer: A and G since their magnitudes are 3 units like D.
(e) List all of the vectors that have the same magnitude as vector − G
A .
Answer: D and G since their magnitudes are 3 units like A. Vector –A has the same length as vector A and so has
the same magnitude.
(f) List all of the vectors that have the same magnitude as vector − G
B .
Answer: None of them, since none of the other vectors have length 5 units.
(g) List all of the vectors that have the same magnitude as vector − G
C .
Answer: F since its magnitude is 4 units like C and like –C.
(h) List all of the vectors that have the same magnitude as vector − G
D .
Answer: A and G since their magnitudes are 3 units like D and like –D.
NT2 VECTORS
NT2A-QRT1: VECTORS ON A GRID I—MAGNITUDES
Eight vectors are shown below superimposed on a grid.
A
E
H
B
C
F G
D
G
G
G
G
G
G G
G
(a) List all of the vectors that have the same magnitude as vector
G
A .
Answer: D and G since their magnitudes are 3 units like A.
(b) List all of the vectors that have the same magnitude as vector
G
B .
Answer: None of them, since none of the other vectors have length 5 units.
(c) List all of the vectors that have the same magnitude as vector
G
C .
Answer: F since its magnitude is 4 units like C.
(d) List all of the vectors that have the same magnitude as vector
G
D.
Answer: A and G since their magnitudes are 3 units like D.
(e) List all of the vectors that have the same magnitude as vector − G
A .
Answer: D and G since their magnitudes are 3 units like A. Vector –A has the same length as vector A and so has
the same magnitude.
(f) List all of the vectors that have the same magnitude as vector − G
B .
Answer: None of them, since none of the other vectors have length 5 units.
(g) List all of the vectors that have the same magnitude as vector − G
C .
Answer: F since its magnitude is 4 units like C and like –C.
(h) List all of the vectors that have the same magnitude as vector − G
D .
Answer: A and G since their magnitudes are 3 units like D and like –D.
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3
NT2A-RT2: VECTORS ON A GRID I—M AGNITUDES
Eight vectors are shown below superimposed on a grid.
A
E
H
B
C
F G
D
G
G
G
G
G
G G
G
Rank the magnitudes of the vectors.
Greatest 1_______ 2_______ 3_______ 4_______ 5_______ 6_______ 7_______ 8______ Least
OR, All of these vectors have the same magnitude. ____
OR, We cannot determine the ranking for the magnitudes of the vectors. ____
Please explain your reasoning.
Answer: B > F = C > A = D = G > E = H based on the relative lengths of the vectors, which represent their
magnitudes.
NT2A-RT2: VECTORS ON A GRID I—M AGNITUDES
Eight vectors are shown below superimposed on a grid.
A
E
H
B
C
F G
D
G
G
G
G
G
G G
G
Rank the magnitudes of the vectors.
Greatest 1_______ 2_______ 3_______ 4_______ 5_______ 6_______ 7_______ 8______ Least
OR, All of these vectors have the same magnitude. ____
OR, We cannot determine the ranking for the magnitudes of the vectors. ____
Please explain your reasoning.
Answer: B > F = C > A = D = G > E = H based on the relative lengths of the vectors, which represent their
magnitudes.
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Subject
Physics