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Assume the posts in the two figures are the same and they have a mass of \( 24 \) \( \text{kg} \) and a length \( L \). Both posts are held vertical by cables attached to the ground and making an angle of \( 36.9^\circ \) with the ground and with the pole, respectively. Both posts are pulled by horizontal forces \( F \). The post on the left is hinged at its lower end and the cable is attached at \( 3/5 \) of the post height from the ground. The post on the right rests on a horizontal surface with a static coefficient of friction \( 0.3 \) and the force is applied at \( 3/5 \) of the height from the ground.

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An experiment is performed on a puck on a level air-hockey table, where friction is negligible. A constant horizontal force is applied to the puck, and the puck’s acceleration is measured. Now the same puck is transported far into outer space, where both friction and gravity are negligible. The same constant force is applied to the puck (through a spring scale that stretches the same amount), and the puck’s acceleration (relative to the distant stars) is measured. What is the puck’s acceleration in outer space?

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From what maximum height can a \( 75 \) \( \text{kg} \) person jump without breaking the lower leg bone of either leg? Ignore air resistance and assume the CM of the person moves a distance of \( 0.60 \) \( \text{m} \) from the standing to the seated position (that is, in breaking the fall). Assume the breaking strength (force per unit area) of bone is \( 170 \times 10^{6} \) \( \text{N/m}^2 \), and its smallest cross-sectional area is \( 2.5 \times 10^{-4} \) \( \text{m}^2 \). [Hint: Do not try this experimentally.]

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During a Chicago storm, winds can whip horizontally at speeds of \( 100 \) \( \text{km/h} \). If the air strikes a person at the rate of \( 40 \) \( \text{kg/s} \) per square meter and is brought to rest, estimate the force of the wind on a person. Assume the person is \( 1.50 \) \( \text{m} \) high and \( 0.50 \) \( \text{m} \) wide. Compare to the typical maximum force of friction (\( \mu \approx 1.0 \)) between the person and the ground, if the person has a mass of \( 70 \) \( \text{kg} \).

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A \( 4.0 \) \( \text{kg} \) block is held in place against a spring with spring constant \( 1100 \) \( \text{N/m} \). The spring is compressed \( 25 \) \( \text{cm} \) from its equilibrium position. After release, the block slides without friction along a track that first contains a vertical circular loop of radius \( 20 \) \( \text{cm} \) and then continues up a straight incline that makes an angle of \( 20^{\circ} \) with the horizontal, as shown in Figure \( 1 \). Assume friction between the block and the track is negligible throughout the motion.

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A block is initially at rest on top of an inclined ramp that makes an angle \( \theta_0 \) with the horizontal. The distance measured along the base of the ramp is \( D \). After the block is released from rest, it slides down the frictionless ramp and then continues onto a rough horizontal surface until it finally comes to rest at the position \( x = 4D \) measured from the base of the ramp. The coefficient of kinetic friction between the block and the rough horizontal surface is \( \mu_k \).(a) On the axes provided, sketch and label graphs of the following quantities as a function of the position \( x \) of the block for \( -D \le x \le 4D \). Both graphs must use the same vertical scale. i. The kinetic energy \( K \) of the block ii. The gravitational potential energy \( U_g \) of the block–Earth system(b) The block is now released from the top of a different ramp that still makes the same angle \( \theta_0 \) with the horizontal but whose base length is \( 2D \). A student is asked whether the block’s final horizontal position will now be twice as far (i.e., at \( x = 8D \)) compared with the original situation. The student reasons that, because the new height is twice the original height, the block will have more energy at the base of the new ramp and therefore will slide farther along the horizontal surface until stopping at \( x = 8D \). i. Which aspects of the student’s reasoning, if any, are correct? If none are correct, write “none”. ii. Which aspects of the student’s reasoning, if any, are incorrect? If none are incorrect, write “none”.(c) Derive an equation for the new final position of the block in terms of \( D \).(d) Referring to the mathematical relationships you obtained in part (c): • For any correct aspects identified in part (b)(i), explain how your relationships support the student’s reasoning. • For any incorrect aspects identified in part (b)(ii), explain how your relationships correct the student’s reasoning.

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