Conservation of Momentum and Kinetic Energy in Inelastic Collisions

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Homework Help Overview

The discussion revolves around an inelastic collision involving two objects with given masses and velocities. The original poster attempts to calculate the final velocity and the kinetic energy lost during the collision, referencing conservation of momentum and kinetic energy equations.

Discussion Character

  • Exploratory, Conceptual clarification, Mathematical reasoning

Approaches and Questions Raised

  • The original poster calculates the final velocity and kinetic energy lost, but questions the sign of the energy change. Some participants clarify the meaning of negative energy change and discuss the interpretation of energy loss.

Discussion Status

Participants are engaged in clarifying concepts related to energy conservation and the implications of negative values in energy calculations. There is an emphasis on understanding principles rather than just obtaining numerical answers. Some guidance has been provided regarding the interpretation of energy changes.

Contextual Notes

There is a mention of confusion regarding the use of units and the interpretation of energy loss in the context of the problem. The original poster expresses a desire to better understand the underlying principles.

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Homework Statement


A 50g object is moving east at 0.3 m/s. A 100g object is moving east as well at 0.25 m/s. These objects have an inelastic collision.

a) Find their final velocity
b) Find the kinetic energy lost

Homework Equations


P1 + P2 = P3 + P4 ; momentum is conserved
Ek = 1/2 mv^2

The Attempt at a Solution


So the only thing conserved is momentum

Please excuse me for not using units, it's too confusing to do that on a keyboard.

a) (0.3 * 50/1000 + 0.25 * 100/1000) / (150/1000) = vf = 4 / 15 m/s

b) Ek1 = 0.5 * (50/1000) * 0.3^2 + 0.5 * (100/1000) * 0.25^2 = 0.005375 J
Ek2 = 0.5 * (50/1000) * (4/15)^2 + 0.5 * (100/1000) * (4/15)^2= 0.00533333333J

Ek1 - Ek2 = 0.000042 J

Is this correct? Someone said that its Ek2 - Ek1 but that doesn't make sense to me, because then delta(Ek) would be negative and this is impossible. Also, 10 marbles - 3 marbles. 7 were lost
 
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Strictly speaking, ##\Delta E## of the system is negative; there's nothing wrong with that. The negative sign corresponds to a loss of energy. ##\Delta E## is defined as ##E_{f} - E_{i}##

If you want to phrase it in terms of energy lost, then simply take the absolute value when intepreting the answer. It's generally not good practice to nudge your answer into a positive value "by hand" as the sign carries physical meaning (and it also confuses you - subtract which from which?)
 
Fightfish said:
Strictly speaking, ##\Delta E## of the system is negative; there's nothing wrong with that. The negative sign corresponds to a loss of energy. ##\Delta E## is defined as ##E_{f} - E_{i}##

If you want to phrase it in terms of energy lost, then simply take the absolute value when intepreting the answer. It's generally not good practice to nudge your answer into a positive value "by hand" as the sign carries physical meaning (and it also confuses you - subtract which from which?)

Ah I see, but isn't Einitial - Efinal also correct?
 
It gives you the answer you wanted in this case, but I emphasize that understanding general principle(s) and idea(s) is more important. That is, it is perfectly fine to use so-called "shortcuts" like this while solving problems, but it is essential to know what exactly you are doing when you use them.
 
Fightfish said:
It gives you the answer you wanted in this case, but I emphasize that understanding general principle(s) and idea(s) is more important. That is, it is perfectly fine to use so-called "shortcuts" like this while solving problems, but it is essential to know what exactly you are doing when you use them.

Okay, thank you for the advice. I think that I will try harder to understand the principals.
 

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