A robotic probe, with a mass of 500 kg, is ascending vertically from the surface of a small asteroid. The gravitational field strength experienced by the probe varies with distance from the asteroid’s center, as the asteroid is not perfectly spherical and has an uneven mass distribution. A graph of the gravitational field strength as a function of distance from the asteroid’s center is shown below (imagine a linearly decreasing graph).
Explain how the graph of gravitational field strength versus distance from the asteroid’s center can be used to determine the change in the gravitational potential energy of the probe as it ascends from a distance of 2000 m to 3000 m from the asteroid’s center. Outline the steps involved and justify why this method is valid.
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Create Free Account Log inThis is a free VCE Units 3 & 4 Physics practice question worth 5 marks, testing your understanding of Δ Eg via graphs. It falls under How do things move without contact? in Unit 3: How do fields explain motion and electricity?. Submit your answer above to receive instant AI-powered marking and personalised feedback.
In this unit students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators. A student-designed practical investigation involving the generation of primary data and including one continuous, independent variable related to fields, motion or light is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 2. The design, analysis and findings of the investigation are presented in a scientific poster format.
In this area of study, students examine the similarities and differences between three fields: gravitational, electric and magnetic. Students explore how positions in fields determine the potential energy of, and the force on, an object. They investigate how concepts related to field models can be applied to construct motors, maintain satellite orbits and to accelerate particles including in a synchrotron.
Analyse the change in gravitational potential energy from area under a force vs distance graph and area under a field vs distance graph multiplied by mass.
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Define how the change in gravitational potential energy can be determined from a force versus distance graph.
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