Calculating Acceleration of a Pulley Off 6-Story Building

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SUMMARY

The discussion centers on calculating the acceleration of a pulley system involving two masses: 250 lb and 130 lb, suspended from a 6-story building. The acceleration is determined using the formula a = [(m2 - m1) / (m2 + m1)]g, where g is 32 ft/s². The calculated acceleration is -10.1 ft/s², indicating the direction of motion rather than an error in calculation. The height of the building, while mentioned, does not influence the acceleration in this context.

PREREQUISITES
  • Understanding of Newton's laws of motion
  • Familiarity with Atwood's machine concepts
  • Basic knowledge of free body diagrams
  • Ability to perform unit conversions (e.g., pounds to mass)
NEXT STEPS
  • Study the principles of Atwood's machine in detail
  • Learn how to create and analyze free body diagrams
  • Explore the effects of friction on pulley systems
  • Investigate the relationship between mass and acceleration in different gravitational fields
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Physics students, educators, and anyone interested in mechanics and dynamics, particularly in understanding pulley systems and acceleration calculations.

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Homework Statement


There is a pulley suspended off a 6 story building. One side of the pulley is attached to a mass of 250lb and the other 130lb. What's the acceleration?

Homework Equations


a=[(m2-m1)/(m2+m1)]g
g = 32 ft/s2

The Attempt at a Solution


Well, I think I'm suppose to use the equation listed above because it's linked with a atwood's machine lab we just did. I got the answer of -10.1ft/s2. I don't know if this is correct because my teacher said something about taking into the account of how high the building is. Each story is 10 ft. Thanks in advance.
 
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You could also work it out just using a free body diagram. The equation for atwood's machine isn't so important you want to memorize it. The answer is correct, though I'm not sure why you included the minus sign. One weight is accelerating up and the other down. What could the minus add to that? I think your teacher was teasing you by suggesting the height of the building is a factor. How could it be? Don't believe that every number given in a problem statement is necessary to the solution of the problem.
 

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