Student Text Sample Chapter

Total Page:16

File Type:pdf, Size:1020Kb

Student Text Sample Chapter UUNIT 2 Motion and Force in One Dimension CCHAPTER 5 Chapter 5 Newton’s Laws: Force and Motion Objectives: By the end of this chapter you should be able to: 4 Describe how the law of inertia affects the motion of an object. 4 Give an example of a system or invention designed to overcome inertia. 4 Measure and describe force in newtons (N) and pounds (lb). 4 Calculate the net force for two or more forces acting along the same line. 4 Calculate the acceleration of an object from the net force acting on it. 4 Determine whether an object is in equilibrium by analyzing the forces acting on it. 4 Draw a diagram showing an action-reaction pair of forces. 4 Determine the reaction force when given an action force. Key Questions: When do you encounter Newton’s laws of motion in daily life? How are force, mass, and acceleration related? What are some common action-reaction force pairs? Vocabulary action force net force Newton’s second law reaction dynamics law of inertia newton (N) Newton’s third law statics equilibrium locomotion Newton’s first law 99 Chapter 5 NEWTON’S LAWS: FORCE AND MOTION 5.1 The First Law: Force and Inertia Sir Isaac Newton (1642–1727), an English physicist and mathematician, is one of the most famous scientists who have ever lived. Before the age of 30, he made several important discoveries in physics and invented a whole new kind of mathematics—calculus. The three laws of motion discovered by Newton are probably the most widely-used natural laws in all of science. Together, Newton’s laws are the model which connects the forces acting on an object, its mass, and its resulting motion. This chapter is about Newton’s laws, and the first section is about the first law, the law of inertia. Force Changing an Suppose you want to move a box from one side of the room to the other. What object’s motion would you do? Would you yell at it until it moved? “Hey, box, get going! Move to the other side of the room!” Of course not! You would push or pull it across the room. In physics terms, you would apply a force to the box. Force is an A force is what we call a push or a pull, or any action that has the ability to action that can change an object’s motion. Forces can be used to increase the speed of an object, change motion decrease the speed of an object, or change the direction in which an object is moving. For something to be considered a force, it does not necessarily have to change the motion, but it must have the ability to do so. For example, if you push down on a table, it will probably not move. But if the legs were to break, the table could move. Therefore, your push qualifies as a force. Figure 5.1: Force is the action which has the ability to change Creating force Forces can be created by many different processes. For example, gravity creates motion. Without force, the motion force. Muscles can create force. The movement of air, water, sand, or other matter of an object cannot be started or changed. can create force. Electricity and magnetism can create force. Even light can create force. No matter how force is created, its effect on motion is always described by Newton’s three laws. Changes in Forces create changes in motion, and there can be no change in motion without motion only also having a force (Figure 5.1). Anytime there is a change in motion, a force must occur through exist, even if you cannot immediately recognize the force. For example, when a force rolling ball stops by hitting a wall, its motion changes rapidly. That change in motion is caused by the wall exerting a force that stops the ball. 100 UNIT 2 MOTION AND FORCE IN ONE DIMENSION NEWTON’S LAWS: FORCE AND MOTION Chapter 5 Inertia Which systems in a car Objects tend to Consider that box you wish to move across the room. What if the box had been overcome the law of inertia? keep doing what moving and you wanted to stop it? Again, yelling a command will not make it The engine supplies force that they are doing stop. The only way to stop the box is to apply enough force in a direction opposite allows you to change motion by to its motion. In general, objects tend to continue doing what they are already pressing the gas pedal. doing. If they are moving, they tend to keep moving, in the same direction, at the same speed. If they are at rest, they tend to stay at rest. This idea is known as Newton’s first law of motion. Newton’s Newton’s first law states that an object will continue indefinitely in its current first law state of motion, speed, and direction, unless acted upon by a net force. Intuitively, The brake system is designed to you know that the motion of a massive object is harder to change than the motion help you change your motion by of a lighter object. Inertia is a term used to measure the ability of an object to slowing down. resist a change in its state of motion. An object with a lot of inertia takes a lot of force to start or stop; an object with a small amount of inertia requires a small amount of force to start or stop. Because inertia is a key idea in Newton’s first law, the first law is sometimes referred to as the law of inertia. The steering wheel and steering system is designed to help you change your motion by changing your direction. Inertia is a The amount of inertia an object has depends on its mass. More massive objects property of have more inertia than less massive objects. Recall that mass is a measure of the mass amount of matter in an object. Big trucks are made of more matter than small cars; thus, they have greater mass and a greater amount of inertia. It takes more force to stop a moving truck because it has more inertia than a small car. This is a Can you think of three parts of a common-sense application of the first law. bicycle that are designed to overcome the law of inertia? Origin of the The word inertia comes from the Latin word inertus, which can be translated to word inertia mean “lazy.” It can be helpful to think of things that have a lot of inertia as being very lazy when it comes to change. In other words, they want to maintain the status quo and keep doing whatever they are currently doing. 5.1 THE FIRST LAW: FORCE AND INERTIA 101 Chapter 5 NEWTON’S LAWS: FORCE AND MOTION Applications of Newton’s first law Seat belts and Two very important safety features of automobiles are designed with Newton’s air bags first law in mind: seat belts and air bags. Suppose you are driving down the highway in your car at 55 miles per hour when the driver in front of you slams on the brakes. You also slam on your brakes to avoid an accident. Your car slows down but the inertia of your body resists the change in motion. Your body tries to continue doing what it was doing—traveling at 55 miles per hour. Luckily, your seat belt or air bag or both supplies a restraining force to counteract your inertia and slow your body down with the car (Figure 5.2). Cup holders A cup holder does almost the same thing for a cup. Consider what happens if you have a can of soda on the dashboard. What happens to the soda can when you turn sharply to the left? Remember, the soda can was not at rest to begin with. It was moving at the same speed as the car. When your car goes left, the soda can’s inertia causes it to keep moving forward (Figure 5.3). The result is quite a mess. Figure 5.2: Because of its inertia, Automobile cup holders are designed to keep the first law from making messes. your body tends to keep moving The tablecloth Have you ever wondered how a magician is able to pull a tablecloth out from when your car stops suddenly. This trick can cause serious injury if you are underneath dishes set on a table? It’s not a trick of magic at all, but just physics. not wearing a seat belt. The dishes have inertia and therefore tend to resist changes in motion. Before the magician pulls on the cloth, the dishes are at rest. So when the tablecloth is whisked away, the inertia of the dishes keeps them at rest. This trick works best when the tablecloth is pulled very rapidly and the table is small. It would be quite difficult to perform this trick with the long table in the diagram. Can you think why the long table would make the trick hard to do? Figure 5.3: Because of its inertia, a soda can on the dashboard will tend to keep moving forward when the car turns left. 102 UNIT 2 MOTION AND FORCE IN ONE DIMENSION NEWTON’S LAWS: FORCE AND MOTION Chapter 5 5.2 The Second Law: Force, Mass, and Acceleration Newton’s discovery of the connection among force, mass, and acceleration was a milestone in our understanding of science.
Recommended publications
  • Rotational Motion (The Dynamics of a Rigid Body)
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Robert Katz Publications Research Papers in Physics and Astronomy 1-1958 Physics, Chapter 11: Rotational Motion (The Dynamics of a Rigid Body) Henry Semat City College of New York Robert Katz University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/physicskatz Part of the Physics Commons Semat, Henry and Katz, Robert, "Physics, Chapter 11: Rotational Motion (The Dynamics of a Rigid Body)" (1958). Robert Katz Publications. 141. https://digitalcommons.unl.edu/physicskatz/141 This Article is brought to you for free and open access by the Research Papers in Physics and Astronomy at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Robert Katz Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 11 Rotational Motion (The Dynamics of a Rigid Body) 11-1 Motion about a Fixed Axis The motion of the flywheel of an engine and of a pulley on its axle are examples of an important type of motion of a rigid body, that of the motion of rotation about a fixed axis. Consider the motion of a uniform disk rotat­ ing about a fixed axis passing through its center of gravity C perpendicular to the face of the disk, as shown in Figure 11-1. The motion of this disk may be de­ scribed in terms of the motions of each of its individual particles, but a better way to describe the motion is in terms of the angle through which the disk rotates.
    [Show full text]
  • “Until That Song Is Born”: an Ethnographic Investigation of Teaching and Learning Among Collaborative Songwriters in Nashville
    “UNTIL THAT SONG IS BORN”: AN ETHNOGRAPHIC INVESTIGATION OF TEACHING AND LEARNING AMONG COLLABORATIVE SONGWRITERS IN NASHVILLE By Stuart Chapman Hill A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Music Education—Doctor of Philosophy 2016 ABSTRACT “UNTIL THAT SONG IS BORN”: AN ETHNOGRAPHIC INVESTIGATION OF TEACHING AND LEARNING AMONG COLLABORATIVE SONGWRITERS IN NASHVILLE By Stuart Chapman Hill With the intent of informing the practice of music educators who teach songwriting in K– 12 and college/university classrooms, the purpose of this research is to examine how professional songwriters in Nashville, Tennessee—one of songwriting’s professional “hubs”—teach and learn from one another in the process of engaging in collaborative songwriting. This study viewed songwriting as a form of “situated learning” (Lave & Wenger, 1991) and “situated practice” (Folkestad, 2012) whose investigation requires consideration of the professional culture that surrounds creative activity in a specific context (i.e., Nashville). The following research questions guided this study: (1) How do collaborative songwriters describe the process of being inducted to, and learning within, the practice of professional songwriting in Nashville, (2) What teaching and learning behaviors can be identified in the collaborative songwriting processes of Nashville songwriters, and (3) Who are the important actors in the process of learning to be a collaborative songwriter in Nashville, and what roles do they play (e.g., gatekeeper, mentor, role model)? This study combined elements of case study and ethnography. Data sources included observation of co-writing sessions, interviews with songwriters, and participation in and observation of open mic and writers’ nights.
    [Show full text]
  • Chapter 5 the Relativistic Point Particle
    Chapter 5 The Relativistic Point Particle To formulate the dynamics of a system we can write either the equations of motion, or alternatively, an action. In the case of the relativistic point par- ticle, it is rather easy to write the equations of motion. But the action is so physical and geometrical that it is worth pursuing in its own right. More importantly, while it is difficult to guess the equations of motion for the rela- tivistic string, the action is a natural generalization of the relativistic particle action that we will study in this chapter. We conclude with a discussion of the charged relativistic particle. 5.1 Action for a relativistic point particle How can we find the action S that governs the dynamics of a free relativis- tic particle? To get started we first think about units. The action is the Lagrangian integrated over time, so the units of action are just the units of the Lagrangian multiplied by the units of time. The Lagrangian has units of energy, so the units of action are L2 ML2 [S]=M T = . (5.1.1) T 2 T Recall that the action Snr for a free non-relativistic particle is given by the time integral of the kinetic energy: 1 dx S = mv2(t) dt , v2 ≡ v · v, v = . (5.1.2) nr 2 dt 105 106 CHAPTER 5. THE RELATIVISTIC POINT PARTICLE The equation of motion following by Hamilton’s principle is dv =0. (5.1.3) dt The free particle moves with constant velocity and that is the end of the story.
    [Show full text]
  • Chapter 5 ANGULAR MOMENTUM and ROTATIONS
    Chapter 5 ANGULAR MOMENTUM AND ROTATIONS In classical mechanics the total angular momentum L~ of an isolated system about any …xed point is conserved. The existence of a conserved vector L~ associated with such a system is itself a consequence of the fact that the associated Hamiltonian (or Lagrangian) is invariant under rotations, i.e., if the coordinates and momenta of the entire system are rotated “rigidly” about some point, the energy of the system is unchanged and, more importantly, is the same function of the dynamical variables as it was before the rotation. Such a circumstance would not apply, e.g., to a system lying in an externally imposed gravitational …eld pointing in some speci…c direction. Thus, the invariance of an isolated system under rotations ultimately arises from the fact that, in the absence of external …elds of this sort, space is isotropic; it behaves the same way in all directions. Not surprisingly, therefore, in quantum mechanics the individual Cartesian com- ponents Li of the total angular momentum operator L~ of an isolated system are also constants of the motion. The di¤erent components of L~ are not, however, compatible quantum observables. Indeed, as we will see the operators representing the components of angular momentum along di¤erent directions do not generally commute with one an- other. Thus, the vector operator L~ is not, strictly speaking, an observable, since it does not have a complete basis of eigenstates (which would have to be simultaneous eigenstates of all of its non-commuting components). This lack of commutivity often seems, at …rst encounter, as somewhat of a nuisance but, in fact, it intimately re‡ects the underlying structure of the three dimensional space in which we are immersed, and has its source in the fact that rotations in three dimensions about di¤erent axes do not commute with one another.
    [Show full text]
  • SPEED MANAGEMENT ACTION PLAN Implementation Steps
    SPEED MANAGEMENT ACTION PLAN Implementation Steps Put Your Speed Management Plan into Action You did it! You recognized that speeding is a significant Figuring out how to implement a speed management plan safety problem in your jurisdiction, and you put a lot of time can be daunting, so the Federal Highway Administration and effort into developing a Speed Management Action (FHWA) has developed a set of steps that agency staff can Plan that holds great promise for reducing speeding-related adopt and tailor to get the ball rolling—but not speeding! crashes and fatalities. So…what’s next? Agencies can use these proven methods to jump start plan implementation and achieve success in reducing speed- related crashes. Involve Identify a Stakeholders Champion Prioritize Strategies for Set Goals, Track Implementation Market the Develop a Speed Progress, Plan Management Team Evaluate, and Celebrate Success Identify Strategy Leads INVOLVE STAKEHOLDERS In order for the plan to be successful, support and buy-in is • Outreach specialists. needed from every area of transportation: engineering (Federal, • Governor’s Highway Safety Office representatives. State, local, and Metropolitan Planning Organizations (MPO), • National Highway Transportation Safety Administration (NHTSA) Regional Office representatives. enforcement, education, and emergency medical services • Local/MPO/State Department of Transportation (DOT) (EMS). Notify and engage stakeholders who were instrumental representatives. in developing the plan and identify gaps in support. Potential • Police/enforcement representatives. stakeholders may include: • FHWA Division Safety Engineers. • Behavioral and infrastructure funding source representatives. • Agency Traffic Operations Engineers. • Judicial representatives. • Agency Safety Engineers. • EMS providers. • Agency Pedestrian/Bicycle Coordinators. • Educators. • Agency Pavement Design Engineers.
    [Show full text]
  • Wirecast for Youtube User Guide
    Mac 1.1 User’s Guide %FDFNCFS 3 Contents Preface 7 Copyright Notice 7 Customer Support 7 Introduction 9 Introduction 9 Wirecast for YouTube Features 10 Getting Started 10 Two Ways to Use Wirecast for YouTube 10 Subject Is Operator 10 Subject Plus Operator 10 Main Window 11 Preview 14 Getting Started 15 Introduction 15 Creating a Live Event 16 The Main Window 16 What is a Shot? 16 Adding a Shot 17 Transitions and Go Button 18 Transitions 18 The Go Button 20 Creating Composite Shots 23 Composite Shots 23 Title Overlays 24 Live Streaming 27 Setup a YouTube Event 27 Sign in to YouTube 27 Connect to YouTube 30 4 Contents Adding Media 33 Introduction 33 Source Media Panels 34 Adding Media Files 35 Adding Cameras 36 Adding Composite Sources 36 Adding Overlays 38 Adding Desktop Shots 38 GIF and Transparency 38 Movies 39 Problems Showing Movie Types 39 MPEG-1 Audio 39 AVI Video 39 Windows Media 39 Real Media 39 Using Overlays 41 Introduction 41 Adding Media Overlays 42 Adding Title Overlays 42 Using Audio Controls 45 Introduction 45 The Audio Panel 46 Assigning Audio sources 47 Master Audio 48 Streaming 49 Introduction 49 Live Streaming 50 Setup a YouTube Event 50 Sign in to YouTube 50 Connect to YouTube 53 Flash Log Files 54 User Interface 55 Introduction 55 Wirecast for YouTube Menu 56 File Menu 56 Sources Menu 56 Window Menu 57 Tools Menu 57 Help Menu 57 Keyboard Short-cuts 57 December, 2012 Wirecast for YouTube User’s Guide | 96822 Contents 5 Using the Source Settings 61 Introduction 61 Topics 61 Overview 62 System Devices 63 Desktop Presenter
    [Show full text]
  • Songs by Title
    Karaoke Song Book Songs by Title Title Artist Title Artist #1 Nelly 18 And Life Skid Row #1 Crush Garbage 18 'til I Die Adams, Bryan #Dream Lennon, John 18 Yellow Roses Darin, Bobby (doo Wop) That Thing Parody 19 2000 Gorillaz (I Hate) Everything About You Three Days Grace 19 2000 Gorrilaz (I Would Do) Anything For Love Meatloaf 19 Somethin' Mark Wills (If You're Not In It For Love) I'm Outta Here Twain, Shania 19 Somethin' Wills, Mark (I'm Not Your) Steppin' Stone Monkees, The 19 SOMETHING WILLS,MARK (Now & Then) There's A Fool Such As I Presley, Elvis 192000 Gorillaz (Our Love) Don't Throw It All Away Andy Gibb 1969 Stegall, Keith (Sitting On The) Dock Of The Bay Redding, Otis 1979 Smashing Pumpkins (Theme From) The Monkees Monkees, The 1982 Randy Travis (you Drive Me) Crazy Britney Spears 1982 Travis, Randy (Your Love Has Lifted Me) Higher And Higher Coolidge, Rita 1985 BOWLING FOR SOUP 03 Bonnie & Clyde Jay Z & Beyonce 1985 Bowling For Soup 03 Bonnie & Clyde Jay Z & Beyonce Knowles 1985 BOWLING FOR SOUP '03 Bonnie & Clyde Jay Z & Beyonce Knowles 1985 Bowling For Soup 03 Bonnie And Clyde Jay Z & Beyonce 1999 Prince 1 2 3 Estefan, Gloria 1999 Prince & Revolution 1 Thing Amerie 1999 Wilkinsons, The 1, 2, 3, 4, Sumpin' New Coolio 19Th Nervous Breakdown Rolling Stones, The 1,2 STEP CIARA & M. ELLIOTT 2 Become 1 Jewel 10 Days Late Third Eye Blind 2 Become 1 Spice Girls 10 Min Sorry We've Stopped Taking Requests 2 Become 1 Spice Girls, The 10 Min The Karaoke Show Is Over 2 Become One SPICE GIRLS 10 Min Welcome To Karaoke Show 2 Faced Louise 10 Out Of 10 Louchie Lou 2 Find U Jewel 10 Rounds With Jose Cuervo Byrd, Tracy 2 For The Show Trooper 10 Seconds Down Sugar Ray 2 Legit 2 Quit Hammer, M.C.
    [Show full text]
  • Newton's Third Law (Lecture 7) Example the Bouncing Ball You Can Move
    3rd Law Newton’s third law (lecture 7) • If object A exerts a force on object B, then object B exerts an equal force on object A For every action there is an in the opposite direction. equal and opposite reaction. B discuss collisions, impulse, A momentum and how airbags work B Æ A A Æ B Example The bouncing ball • What keeps the box on the table if gravity • Why does the ball is pulling it down? bounce? • The table exerts an • It exerts a downward equal and opposite force on ground force upward that • the ground exerts an balances the weight upward force on it of the box that makes it bounce • If the table was flimsy or the box really heavy, it would fall! Action/reaction forces always You can move the earth! act on different objects • The earth exerts a force on you • you exert an equal force on the earth • The resulting accelerations are • A man tries to get the donkey to pull the cart but not the same the donkey has the following argument: •F = - F on earth on you • Why should I even try? No matter how hard I •MEaE = myou ayou pull on the cart, the cart always pulls back with an equal force, so I can never move it. 1 Friction is essential to movement You can’t walk without friction The tires push back on the road and the road pushes the tires forward. If the road is icy, the friction force You push on backward on the ground and the between the tires and road is reduced.
    [Show full text]
  • Newton's Third Law of Motion
    ENERGY FUNDAMENTALS – LESSON PLAN 1.4 Newton’s Third Law of Motion This lesson is designed for 3rd – 5th grade students in a variety of school settings Public School (public, private, STEM schools, and home schools) in the seven states served by local System Teaching power companies and the Tennessee Valley Authority. Community groups (Scouts, 4- Standards Covered H, after school programs, and others) are encouraged to use it as well. This is one State lesson from a three-part series designed to give students an age-appropriate, Science Standards informed view of energy. As their understanding of energy grows, it will enable them to • AL 3.PS.4 3rd make informed decisions as good citizens or civic leaders. • AL 4.PS.4 4th rd • GA S3P1 3 • GA S3CS7 3rd This lesson plan is suitable for all types of educational settings. Each lesson can be rd adapted to meet a variety of class sizes, student skill levels, and time requirements. • GA S4P3 3 • KY PS.1 3rd rd • KY PS.2 3 Setting Lesson Plan Selections Recommended for Use • KY 3.PS2.1 3rd th Smaller class size, • The “Modeling” Section contains teaching content. • MS GLE 9.a 4 • NC 3.P.1.1 3rd higher student ability, • While in class, students can do “Guided Practice,” complete the • TN GLE 0307.10.1 3rd and /or longer class “Recommended Item(s)” and any additional guided practice items the teacher • TN GLE 0307.10.2 3rd length might select from “Other Resources.” • TN SPI 0307.11.1 3rd • NOTE: Some lesson plans do and some do not contain “Other Resources.” • TN SPI 0307.11.2 3rd • At home or on their own in class, students can do “Independent Practice,” • TN GLE 0407.10.1 4th th complete the “Recommended Item(s)” and any additional independent practice • TN GLE 0507.10.2 5 items the teacher selects from “Other Resources” (if provided in the plan).
    [Show full text]
  • Climate Solutions Acceleration Fund Winners Announced
    FOR IMMEDIATE RELEASE Contact: Amanda Belles, Communications & Marketing Manager (617) 221-9671; [email protected] ​ Climate Solutions Acceleration Fund Winners Announced Boston, Massachusetts (June 3, 2020) - Today, Second Nature - a Boston-based NGO who ​ ​ accelerates climate action in, and through, higher education - announced the colleges and universities that were awarded grant funding through the Second Nature Climate Solutions ​ Acceleration Fund (the Acceleration Fund). ​ The opportunity to apply for funding was first announced at the 2020 Higher Education Climate ​ Leadership Summit. The Acceleration Fund is dedicated to supporting innovative cross-sector ​ climate action activities driven by colleges and universities. Second Nature created the Acceleration Fund with generous support from Bloomberg Philanthropies, as part of a larger project to accelerate higher education’s leadership in cross-sector, place-based climate action. “Local leaders are at the forefront of climate action because they see the vast benefits to their communities, from cutting energy bills to protecting public health,” said Antha Williams, head ​ of environmental programs at Bloomberg Philanthropies. “It’s fantastic to see these ​ forward-thinking colleges and universities advance their bold climate solutions, ensuring continued progress in our fight against the climate crisis.” The institutions who were awarded funding are (additional information about each is further ​ below): ​ Agnes Scott College (Decatur, GA) Bard College (Annandale-on-Hudson,
    [Show full text]
  • A Focus on Action Speed Training
    A Focus on Action Speed Training by Klaus Feldmann / EHF Lecturer Recent analyses of major international events (ECh, WCh and Olympics) have been highlighting the fact that European top teams have further developed their execution of the game. This, however, has not involved highly obvious changes such as new tactical concepts and formations but, more importantly, minor steps including • more fast breaks in the game and efficient exploitation of opportunities arising from such breaks, • active, variable defence action with small, fast steps, frequently culminating in recovery of the ball as well as • a larger number of attacks in each game with shorter preparation times and faster execution. Underlying all these tendencies in game development is higher playing speed and faster action as exhibited by teams from Africa and Asia. This style of playing has more recently also been encouraged by the IHF through its rule revisions (e.g. fast throw-off and early warning for passive playing). Training activities taking into account these new developments will therefore include the following aspects in the future: • quicker perception and information processing, also on the part of those playing without the ball, • greater demands made on legwork to support flexible defence action, • speed-driven application of attack techniques and • improvements in switching from defence to attack and from attack to defence. From demands being made by the game ... As a first step in making our players faster it is helpful to take a close look at and analyse the demands being made on speed in the game. From this analysis, we can then develop the general components of a basic methodological formula for speed-driven training.
    [Show full text]
  • The Entertaining Way to Behavioral Change: Fighting HIV with MTV∗
    The Entertaining Way to Behavioral Change: Fighting HIV with MTV Abhijit Banerjee Eliana La Ferrara MIT Bocconi University, IGIER and LEAP Victor Orozco Oxford University and The World Bank February 2018 Abstract We test the effectiveness of an entertainment education TV series, MTV Shuga, aimed at providing information and changing attitudes and behaviors related to HIV/AIDS. Using a simple model we show that “edutainment”can work through an information or through a conformity channel. We conducted a randomized controlled trial in urban Nigeria where young viewers were exposed to Shuga or to a placebo TV series. Among those who watched Shuga, we created additional variation in the “social messages” they received and in the people with whom they watched the show. We find significant improvements in knowledge and attitudes towards HIV and risky sexual behavior. Treated subjects are twice as likely to get tested for HIV 8 months after the intervention. We also find reductions in STDs among women. Our experimental manipulations of the social norm component did not produce significantly different results from the main treatment. The “information” effect of edutainment thus seems to have prevailed in the context of our study. We thank Oriana Bandiera, Michael Callen, Ruixue Jia, Gaia Narciso, Ricardo Perez-Truglia and seminar participants at IIES, LSE, Trinity College Dublin, University of Bonn, UCLA, UC San Diego, University of Manheim, University of Oslo, University of Southern California, and Yale, for helpful comments. Laura Costica and Edwin Ikuhoria did a superb job as research and field coordinators, and Tommaso Coen, Viola Corradini, Dante Donati, Francesco Loiacono, Awa Ambra Seck and Sara Spaziani provided excellent research assistance.
    [Show full text]