How fast is the shell moving when it hits the rocks?

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Homework Help Overview

The problem involves a seagull dropping a shell from a height of 14 meters and seeks to determine the speed of the shell upon impact with the rocks. The subject area pertains to kinematics and the effects of gravity on falling objects.

Discussion Character

  • Conceptual clarification, Assumption checking

Approaches and Questions Raised

  • Participants discuss the rounding of time calculated for the fall, with some questioning the relevance of significant digits versus decimal places in the context of the problem.

Discussion Status

The discussion is focused on the interpretation of rounding rules and significant figures in the context of the problem. Participants have provided differing opinions on how to approach the rounding of the calculated time, emphasizing the importance of consulting the teacher for clarity on expectations.

Contextual Notes

There is an ongoing debate about the teacher's preferences regarding rounding and significant digits, which may influence how students present their answers. The original poster's calculation of time is noted, but the discussion has shifted to the implications of accuracy in reporting results.

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Seagulls are often observed dropping clams and other shellfish from a height to the rocks below, as a means of opening the shells. If a seagull drops a shell from rest at a height of 14m, how fast is the shell moving when it hits the rocks?

X= 1/2 gt^t

i got 1.68945 secs do I round off to 1.7 or 1.69?
 
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That really irrelevant physically. What you have to do is ask your teacher how many decimals he wants you to round up to. In my days, it was 2 decimals. So 1.69 would have been the answer that wouldt have avoided me to lose .25 points in an exam.
 
Last edited:
Are significant digits not concerned here rather than decimal places? My answer on an exam would be 1.7, because the original datum has two significant digits.
 
Like I said, it's his teacher's choice. We didn't care about significant digits, it was 2 decimals, that's all.
 
Then your teacher was being sloppy. There is no point in pretending that your answer is more accurate than the data you were given.

I will agree that it is a good idea to check with your teacher to see how precise he/she wants you to be. It is your teacher that is giving you your grade, not quasar986 or myself!
 
absolutely!

HallsofIvy said:
Then your teacher was being sloppy. There is no point in pretending that your answer is more accurate than the data you were given.

I will agree that it is a good idea to check with your teacher to see how precise he/she wants you to be. It is your teacher that is giving you your grade, not quasar986 or myself!

i think the point to be discussed with the teacher is exactly that: does the teacher have a "preferred" number of digits for rounding, accuracy, etc., or do they really want you to get the idea that your answer is only as accurate as the accuracy of the least accurate number in your calculations or measurements!

i believe that is the best lesson to take away from this question...
+af
:smile:
 

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