A team of engineers is designing a new vertical launch system for small satellites. As part of the design process, they need to carefully analyze the gravitational forces and potential energy changes experienced by the satellite during its ascent. The system involves a multi-stage launch, but initially, the satellite ascends through the atmosphere where the gravitational field strength can be approximated as non-uniform.
a. The engineers obtain data on the gravitational force acting on a 500 kg satellite as a function of its altitude during the initial phase of the launch. Using the data, they plot a graph of gravitational force ($F_g$) versus altitude ($h$), as shown below.
(Imagine here: A graph with ‘Gravitational Force (N)’ on the y-axis, ‘Altitude (m)’ on the x-axis. The graph has a non-constant function between altitude 0m and 1000m).
Describe how you would use the force versus altitude graph to determine the change in gravitational potential energy of the satellite as it ascends from an altitude of 100 m to 800 m.
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Create Free Account Log inThis is a free VCE Units 3 & 4 Physics practice question worth 2 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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