My Physics Teacher Must Really Hate Pianos

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Homework Help Overview

The problem involves a 350 kg piano being dropped from a helicopter, where it experiences gravitational force and air resistance, leading to a question about its acceleration when a specific upward force from air resistance is applied.

Discussion Character

  • Exploratory, Conceptual clarification, Mathematical reasoning

Approaches and Questions Raised

  • Participants discuss the relationship between weight, air resistance, and acceleration, with one participant attempting to calculate acceleration using a specific force scenario. Others suggest a more algebraic approach to clarify the reasoning behind the calculations.

Discussion Status

Some participants have provided guidance on the algebraic setup of the problem, emphasizing the importance of understanding the relationships between forces. There is an acknowledgment of different approaches to solving the problem, but no consensus has been reached regarding the final answer.

Contextual Notes

One participant notes that their teacher had provided a similar example, which influences their approach to the problem. There is a suggestion that reliance on examples without understanding could lead to difficulties in the future.

Medgirl314
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Homework Statement



A 350 kg piano is dropped from a stationary helicopter. As it falls, it picks up speed and the air resistance increases, causing its acceleration to be less than 9.8 m/s2 What is the piano's acceleration at the moment that the air resistance is exerting an upward force of 1400 N?



Homework Equations


w=mg


The Attempt at a Solution



a=w-fair /m

w=mg
w= 350 kg*9.8 m/s2
w=3430 N
a=3400-1400 N / 350 kg
a=2030/350 kg =5.8 m/s2

This is less than the force of gravity, ans seems reasonable. Could someone confirm?

Thanks!
 
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a=3400-1400 N / 350 kg
... so like the other one, you should do the algebra before you start using numbers then it is easier to see what is going on.

F = air resistance, mg = weight, and a is the acceleration ... then,
draw a free body diagram and picking down as positive:

mg-F=ma means that a=(mg-F)/m ...

... putting the numbers in now gets you the same thing ... but now you can tell if it is right or not because the setup and the algebra are all there without the numbers to hide things.
 
Thanks! I didn't have to mess with the equation too much, because my teacher had a similar one in an example. I usually find it harder to do the algebra first, but I can try it and see if it's easier in the end. Thank you!
 
Yah - if you just copy the examples, it'll bite you in the long run.
It takes a bit to get used to moving the variables around, but it pays off.
 
Thanks for the help! :smile:
 

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