Unit II: Newtons Laws

Subunit A: Balanced Forces

Variables, Units Equations








NOTES:






Unit II-A Objectives
What you should know when all is said and done

1. State and use Newtons first law to explain the motion of an object:
a. Describe the motion of a moving object on which balanced forces are acting.
b. Describe the motion of a stationary object on which balanced forces are acting.
c. Describe the balanced forces acting on a moving object commonly encountered.

2. Given a diagram or a written description of the forces acting on an object:
a. Draw a force diagram (using vectors) for the object.
b. Resolve forces into x and y components, then find the vector sum of the forces.
c. State whether the velocity of the object is constant or changing.

3. Given a diagram or description of an object in equilibrium, including the forces acting on the
object, determine the magnitude and direction of the unknown force required to keep the object
from accelerating.

4. State Newtons third law and apply it to situations in which you are trying to determine all the
forces acting on an object.






Unit II-A: Balanced Forces
Worksheet 1

1. Inertia can best be described as
A) the force which keeps moving objects moving an stationary objects at rest.
B) the willingness of an object to eventually lose its motion
C) the force which causes all objects to stop
D) the tendency of any object to resist change and keep doing whatever its doing


2. Mass and velocity values for a variety of objects are listed below. Rank the objects from
smallest to greatest inertia. _______ < _______ < _______ < _______

3. Two bricks are resting on edge of the lab table. Shirley Sheshort stands on her toes and
spots the two bricks. She acquires an intense desire to know which of the two bricks are most
massive. Since Shirley is vertically challenged, she is unable to reach high enough and lift the
bricks; she can however reach high enough to give the bricks a push. Discuss how the process
of pushing the bricks will allow Shirley to determine which of the two bricks is most massive.
What difference will Shirley observe and how can this observation lead to the necessary
conclusion?






4. Would Shirley Sheshort be able to conduct this same study if she was on a spaceship in a
location in space far from the influence of significant gravitational forces? _______ Explain your
answer.





5. If a moose were chasing you through the woods, its enormous mass would be very
threatening. But if you zigzagged, then its great mass would be to your advantage. Explain why.





6. Several forces act upon an object. The vector sum of these forces ends up being 0 Newtons.
The object is described as being
A) weightless
B) at equilibrium
C) stationary
D) disturbed

Newton's Laws Name:
The Physics Classroom, 2009 Page 1
Inertia and Mass
Read from Lesson 1 of the Newton's Laws chapter at The Physics Classroom:

http://www.physicsclassroom.com/Class/newtlaws/u2l1a.html
http://www.physicsclassroom.com/Class/newtlaws/u2l1b.html

MOP Connection: Newton's Laws: sublevel 1


1. Inertia is


2. The amount of inertia possessed by an object is dependent solely upon its __________.

3. Two bricks are resting on edge of the lab table. Shirley Sheshort stands on her toes and spots the
two bricks. She acquires an intense desire to know which of the two bricks are most massive. Since
Shirley is vertically challenged, she is unable to reach high enough and lift the bricks; she can
however reach high enough to give the bricks a push. Discuss how the process of pushing the bricks
will allow Shirley to determine which of the two bricks is most massive. What difference will
Shirley observe and how can this observation lead to the necessary conclusion?






4. Would Shirley Sheshort be able to conduct this same study if she was on a spaceship in a location in
space far from the influence of significant gravitational forces? _______ Explain your answer.




5. If a moose were chasing you through the woods, its enormous mass would be very threatening. But
if you zigzagged, then its great mass would be to your advantage. Explain why.





6. Inertia can best be described as _____.
a. the force which keeps moving objects moving an stationary objects at rest.
b. the willingness of an object to eventually lose its motion
c. the force which causes all objects to stop
d. the tendency of any object to resist change and keep doing whatever its doing

7. Mass and velocity values for a variety of objects are listed below. Rank the objects from smallest to
greatest inertia. _______ < _______ < _______ < _______



7. Which of the following is always true of an object that is at equilibrium?
A) The net force acting upon it is 0 Newtons.
B) The individual forces acting upon it are balanced.
C) The object is at rest.
D) The object has no acceleration.
E) The object has a constant (unchanging) velocity.
F) There are no forces acting on it.


8. The following statements were made about an Ewok. In which case could you conclude that
the Ewok is at equilibrium?
A) The Ewok is at rest.
B) The Ewok has a constant velocity.
C) The Ewok is moving.
D) The Ewok has a constant speed.
E) The Ewok is stationary.
F) The acceleration of the Ewok is 0 m/s
2
.
G) The individual forces acting on the Ewok are balanced.
H) There are no forces acting on the Ewok.
I) All the forces acting on the Ewok are equal in magnitude.


9. These graphs describe the motion of Carson Busses at various times during his trip to school.
Indicate whether Carson's vehicle is being acted upon by an unbalanced force. Give a reason in
terms of a description of what the car is doing (speeding up, slowing down, or constant velocity).

Newton's Laws
The Physics Classroom, 2009 Page 4
5. These graphs describe the motion of Carson Busses at various times during his trip to school.
Indicate whether Carson's vehicle is being acted upon by an unbalanced force. Give a reason in
terms of a description of what the car is doing (speeding up, slowing down, or constant velocity).










Unbalanced Force?
Yes or No?

Reason/Description:


Unbalanced Force?
Yes or No?

Reason/Description:


Unbalanced Force?
Yes or No?

Reason/Description:


6. A free-body diagrams show all the individual forces acting upon an object. The net force is the
vector sum of all these forces (! F). Determine the net force and state if there is an acceleration.

a.



! F =

Accel'n? Yes or No
b.



! F =

Accel'n? Yes or No
c.



! F =

Accel'n? Yes or No

7. During an in-class discussion, Anna Litical suggests to her lab partner that the dot diagram for the
motion of the object in #6b could be


Anna's partner objects, arguing that the object in #6b could not have any horizontal motion if there
are only vertical forces acting upon it. Who is right? ____________ Explain.



8. During an in-class discussion, Aaron Agin asserts that the object in #6a must be moving to the left
since the only horizontal force acting upon it is a "left-ward" force. Is he right? ______ Explain.



9. The diagrams below depict the magnitude and direction of the individual forces acting upon an
object. Which objects could be moving to the right? Circle all that apply.



UNIT II-A: Balanced Forces
Reading: Force Diagrams

Forces can intuitively be thought of as pushes and pulls. For example, you exert a force (a push
or a pull) on a door to open it. Gravity exerts a force on you (a pull) which holds you to the
surface of the earth. Friction with the surface of a hill exerts a force on your car that keeps it
from sliding when parked. Note that in every situation, forces are an interaction between two
objects--you can't touch without being touched. In order to analyze the reason behind the
behavior of an object (or the dynamics), we will refer to the object under consideration as the
system, and everything else in the environment that might in any significant way affect the
system as the surroundings. This analysis process can often times be greatly simplified by
using a technique of constructing force diagrams (sometimes called free-body diagrams or
FBDs) to assist you in selecting the relevant forces and appropriately representing these forces
with vector notations.

To make a force diagram for problem analysis, all forces will be categorized as either contact or
long-range forces. Contact forces are all forces acting on the system under analysis that
result from the contact between the system and its surroundings at the systems boundaries.
These forces include applied forces, forces of static and kinetic friction, tension forces and
normal forces. Long-range forces result from the systems interaction with a force field of some
kind, such as magnetic, electric, or gravitational fields.

Here are some of the ones we will use in class:
Contact Forces: When two surfaces touch each other, forces perpendicular to the
surfaces are called Normal forces (here "normal" is a mathematical term meaning
perpendicular) and forces parallel to the surfaces in contact are Frictional. The Friction
force that allows us to step forward or keeps car wheels from spinning can be called
traction. When we touch things a combination of both normal and frictional forces are
present. For simplicity, we can call a combination force a push or a pull. A push or pull
force can be labeled simply as an Applied force.

Extended or linked materials such as a string or chain exert Tension forces on an
object.

When an object interacts with a fluid, such as water or air, propelling forces are called
thrust, resistive forces are called drag, floating forces are called buoyant, and steering
(or Bernoulli's) forces are called lift.

When two objects interact without touching, they exert forces through a force field. Earth,
for example, exerts a gravitational force on the Moon even though the Earth and Moon
do not touch. Other non-contact forces include electric and magnetic forces.

When we label forces, we want to indicate the type of interaction between the objects, what
object the force is acting on and what object the force is by. Therefore, we will use the following
notation:
F
kind


Such as the Force due to gravity, F
g
, the force of Tension, F
T
, or the Normal Force, F
N
.


Consider the analysis of forces acting on a log as a tractor pulls it at a constant speed. (Figure 2
below) The analysis proceeds as follows:

1. Shrink the system to a point at the center of coordinate axes with one axis parallel to
the direction of motion.
2. Represent all relevant forces (across the system boundary) by a vector labeled with
an appropriate symbol.

As an illustration of this process, consider the forces acting on a log being pulled by a tractor
follows:


Step 1
Since the shape of the object is unimportant, shrink it to a
point. Place it at the intersection of a set of coordinate axes
with one of the axes parallel to the direction of motion as
shown in figure 4.


Step 2
Proceed around the system boundary line and identify all points
at which there is contact between the system (log) and its
surroundings. Construct qualitative vectors (indicate directions
and relative magnitudes) to represent these forces. The contact
forces would be kinetic friction, Fk (parallel to the supporting
surface), the normal force, FN (the component of force that is
perpendicular to the supporting surface), and the tension force of
the rope, FT. The long-range force(s), in this case would be only
the force of gravity, Fg. See Figure 4 at left.

Step 3
Indicate which forces (if any) are equal in magnitude to other forces. The problem states that the
tractor pulls the log at constant velocity, so we know that the net force has to be zero. In other
words, the forces up must equal the forces down, and the forces left must equal the forces right.
In the diagram below these equalities have been marked with hashes like those used to indicate
congruences in geometry.

Now, it should be easy to determine the net force on the object. To do this, consider the force in
each direction (x or y) separately. That is,

x-axis y-axis
F
T
and F
k
F
g
and F
N


In this case, the two forces in the x-direction are equal, but opposite, so they sum to zero. Also
note that the two forces in the y-direction sum to zero. Therefore, you can conclude that this
object will not accelerate in either direction. That leaves two possibilities: it is either motionless,
or it is moving at constant velocity.

For a more complicated problem, consider the block at rest on a ramp.

As before, we use a point to represent the object. Note
that we have rotated the coordinate axes as shown
above so that the x-axis is parallel to the surface of the
ramp (the likely direction of motion).

Next, break any force vector that is not parallel to the
coordinate axes (in this case, the force of gravity, Fg)
into its x and y components. See the diagram at right.
Note that the x-component and y-component form the
sides of a right triangle with the original force vector, Fg
as the hypotenuse.

In this case, the y-component balances out the normal
force, so the object does not accelerate up or down. The
x-component of Fg is opposed by the force of static
friction. If these forces have the same magnitude, the
object will stay put.





To determine the magnitudes of Fx and Fy, you need to
use some simple trigonometry.
There are just a few points to keep in mind.

1. The angle should be drawn so that it is included in
the triangle formed by the three vectors.

2. The side opposite the angle has magnitude equal to
the original vector times the sine of the angle.

3. The side adjacent to the angle has magnitude equal
to the original vector times the cosine of the angle.






Remember Newtons 1st Law:
If F = 0, then v = 0, and
If v = 0, then F = 0

The S.I. unit for force is named after Sir Isaac Newton himself. All forces are measure in
Newtons.


Symbol Name of Force Agent/Interaction
F
A

F
G

F
N

F
T

F
f
1.

2.

Unit II-A: Balanced Forces
Worksheet 2

For each situation below, write a list of relevant objects in the system and draw the system
behavior diagram. On separate paper, write a sentence justifying why you choose to include
each of the objects in your list.

Situation

List of Objects

Force Diagram

1. The object lies motionless








2. The object slides at a constant
speed without friction.







3. The object slows due to kinetic
friction.








4. The object slides without
friction.








5. Static friction prevents sliding.






6. The object is suspended from
the ceiling by a single rope.










11. The object is being pulled by
a string attached as shown.







12. The object is being pulled by
a string attached as shown.







7. The object is suspended from
the ceiling by the two ropes.








8. The object is held motionless
by the two ropes.








9. The object is motionless.








10. The object is motionless.







13. The object is being pushed
by a person as shown.




14. The object falls at a constant
speed because of a parachute.










15. The object falls. (No air
resistance)









16. The object rises after being
thrown into the air.
















17. The object is at the top of its
path after it was thrown into the
air.




















Unit II-A: Balanced Forces
Worksheet 2

1. Free-body diagrams for four situations are shown below. For each situation, determine the
net force acting upon the object.




2. Free-body diagrams for four situations are shown below. The net force is known for each
situation. However, the magnitudes of a few of the individual forces are not known. Analyze
each situation individually and determine the magnitude of the unknown forces.









Create a force diagram on the object in all caps!
3. A CAT is at rest
on a rug.




4. A student sitting
a CHAIR.
5. Bobo the Panda is hanging from a
branch.






6. Sammy the snail sitting
on TIM THE TURTLE standing
on top of a table.



F
air
= 30
N
F
g
= 15
N
Situation D
F
N
= 10
N
F
g
= 10
N
Situation C
F
N
= 3
N
F
g
= 3
N
F
k
= 5
N
Situation B
F
N
= 3
N
F
g
= 3
N
F
A
= 5
N
F
k
= 5
N
Situation A
2009 Modeling Instruction Program 1 Free Particle Model, Ws1a v2.1
Free Particle Model Worksheet 1a:
Force Diagrams
In each of the following situations, represent the object with a particle. Sketch all the forces acting
upon the object, making the length of each vector represent the magnitude of the force. Also use
congruency marks to indicate which vectors are equal in magnitude.
1. Draw a force diagram for the motionless cat on a rug. Label the forces and use equality marks
on the force vectors.



2. Draw a force diagram for the skater, moving at constant speed across frictionless ice. Label the
forces and use equality marks on the force vectors.




3. Draw a force diagram for the softball player who is slowing as she slides into the base. Label
the forces and use equality marks on the force vectors.







2009 Modeling Instruction Program 2 Free Particle Model, Ws1a v2.1
4. Draw a force diagram for a chandelier that is suspended from the ceiling by a chain. Label the
forces and use equality marks on the force vectors.



5. Draw a force diagram for the bucket of water that is being raised from the well at constant
speed. Label the forces and use equality marks on the force vectors.




6. Draw a force diagram for a skydiver who has just left the plane and is still speeding up. Label
the forces and use equality marks on the force vectors.




7. An EGG is free-falling
from a nest in a tree.
Neglect air resistance.





8. SLICK STEVE sliding
down a slide at a constant
speed.
9. Calvin pulling
Hobbes on a SLED
(flat surface) at a
constant speed.




10. A horse pulling
a WAGON up a hill
at a constant speed.
11. A rightward force
is applied to a TABLE
in order to move it
across the floor with
a rightward acceleration.
Consider frictional forces.


12. A rightward force
is applied to a BOOK
in order to move it across
a desk at constant velocity.
Consider frictional forces.

13. A SKYDIVER is
descending with a
constant velocity.
Consider air resistance.



14. A CAR driving
at a constant velocity.
15. A BUCKET is being raised from a well.





16. A BLOCK hangs from a spring
from the ceiling.
Newton's Laws Name:
The Physics Classroom, 2009 Page 7
Recognizing Forces


Read from Lesson 2 of the Newton's Laws chapter at The Physics Classroom:

http://www.physicsclassroom.com/Class/newtlaws/u2l2a.html
http://www.physicsclassroom.com/Class/newtlaws/u2l2b.html

MOP Connection: Newton's Laws: sublevel 4


There are several situations described below. For each situation, fill in the list provided by indicating
which forces are present and stating which features of the situation you used to determine the presence
or absence of the force. To facilitate this exercise, utilize the Net Force Help Sheet. Upon completion of
this assignment, check your answers using the available Web page.

http://www.physicsclassroom.com/morehelp/recforce/recforce.html



Description of Situation Force Present (P)
or Absent (A)?

Explanation






1. A block hangs at rest
from the ceiling by a
piece of rope. Consider
the forces acting on the
block.


Gravity P or A?


Spring: P or A?


Tension P or A?


Normal: P or A?


Friction P or A?


Air Res.: P or A?

























2. A block hangs from the
ceiling by a spring.
Consider the forces
acting on the block when
it is at rest (at its
equilibrium position).


Gravity P or A?


Spring: P or A?


Tension P or A?


Normal: P or A?


Friction P or A?


Air Res.: P or A?





















17. The diagrams below depict the magnitude and direction of the individual forces acting upon
an object. Choose all that apply.
Newton's Laws
The Physics Classroom, 2009 Page 4
5. These graphs describe the motion of Carson Busses at various times during his trip to school.
Indicate whether Carson's vehicle is being acted upon by an unbalanced force. Give a reason in
terms of a description of what the car is doing (speeding up, slowing down, or constant velocity).










Unbalanced Force?
Yes or No?

Reason/Description:


Unbalanced Force?
Yes or No?

Reason/Description:


Unbalanced Force?
Yes or No?

Reason/Description:


6. A free-body diagrams show all the individual forces acting upon an object. The net force is the
vector sum of all these forces (! F). Determine the net force and state if there is an acceleration.

a.



! F =

Accel'n? Yes or No
b.



! F =

Accel'n? Yes or No
c.



! F =

Accel'n? Yes or No

7. During an in-class discussion, Anna Litical suggests to her lab partner that the dot diagram for the
motion of the object in #6b could be


Anna's partner objects, arguing that the object in #6b could not have any horizontal motion if there
are only vertical forces acting upon it. Who is right? ____________ Explain.



8. During an in-class discussion, Aaron Agin asserts that the object in #6a must be moving to the left
since the only horizontal force acting upon it is a "left-ward" force. Is he right? ______ Explain.



9. The diagrams below depict the magnitude and direction of the individual forces acting upon an
object. Which objects could be moving to the right? Circle all that apply.




A) Which objects could be moving to the right?
B) Which objects could be speeding up?
C) Which objects could be stationary?



Unit II-A: Balanced Forces
Worksheet 3

1. The standard metric unit for mass is _____ and the standard metric unit for weight is _____.

2. An object's mass refers to ______ and an object's weight refers to _______.
A) the amount of space it takes up
B) the force of gravitational attraction to Earth
C) how dense an object is
D) the amount of stuff present in the object

3. When an astronaut lands on the moon, which of the following are more than, less, than, or
the same as on Earth:
A) The astronauts mass
B) The astronaut's weight
C) The astronauts inertia

4. Which weighs more, a pound of feathers or a pound of bricks? Which has more mass?


5. The value of g in the British system is 32 ft/sec
2
. The unit of force is pounds. The unit of
mass is the slug. Use your weight in pounds to calculate your mass in units of slugs.




6. You might be wondering about your metric weight. Using conversion factors, convert your
weight in pounds to units of N. (Use 1 N = 0.22 pounds, and okay, you can lie)





7. When an elevator is ascending at a constant velocity, there are two forces acting on it, gravity
and the cable pulling on it. Which of these is greater? Why do you say so?




8. When you go roller-blading (if you dont then try to imagine that you do), you must keep
pushing with your feet in order to maintain a constant speed. Explain why this is, talk about the
forces acting on you in your explanation.




9. Do chickens weigh more here on earth or on the moon? Do they have more mass here or
there?


10. A shopping cart sits in a parking lot. Sophie Shopper walks up to it and begins pushing it
towards the door at a constant speed. Because of the way the handle is attached, Sophie must
push downward at an angle on the cart. Describe what happens to the normal (or support) force
acting on the cart before and after Sophie begins pushing.


11. An armadillo weighs has a mass of 15 kg. Find its weight.



12. Wile E. Coyote has a new plan to catch the Roadrunner involving a 100 kg box of TNT. In
preparation he starts pushing it at a constant velocity to the edge of a cliff. Friction has a force
of 200 N.
A) With how much force should Wile E. Coyote be pushing?


B) What is the support force of the ground on the box?


13. A cars engine pushes with 45N to the right. If it is at equilibrium, how much air friction is
there and what is the cars acceleration?




14. Spaceman Spiff weighs 350 N on Earth when decked out in full astronaut gear. How much
would he weigh on planet Zorg, where the gravitational field strength is 20 N/kg?





15. Find the normal force from a level table on a 2-kg pineapple.



16. A wagon rolls at a constant speed of 2 m/s on level ground. Marvin Mole (mass = 3.5 kg)
rides in the 10 kg wagon.
A) What is the combined weight (force of gravity) of Marvin and the wagon?



B) What is the normal force (support force) that acts on Marvin (only) in the wagon?



C) What normal force (support) acts on the wagon carrying Marvin?





17. Burl and Paul have combined weights of 1300 N. The tensions in the supporting ropes that
support the scaffold they stand on add to 1700 N. Find the weight of the scaffold.







18. Harry gives his little sister a piggyback ride. Harry has a mass of 40 kg and his little sister
has a mass of 20 kg. Calculate the support force supplied by the floor.






19. For the following situations, draw and label the force components of the given vector. Then
use trigonometric functions to determine the magnitude of each component. Label the
magnitudes of the component on the diagram.
A) A 5.0 N force is exerted upon a dog chain at an angle of 65 above the horizontal.

Force and Vector Applications

The Physics Classroom, 2009 Page 4
Resolving Forces into Vector Components
8. Consider the vectors below. Determine the direction of the two components by circling two
directions (E, W, N or S). Finally indicate which component (or effect) is greatest in magnitude.





Components: E W N S

Greatest magnitude? ______

Components: E W N S

Greatest magnitude? ______

Components: E W N S

Greatest magnitude? ______


9. Each diagram displays a vector. The angle between the vector and the nearest coordinate axes is
marked as theta (! ). If ! is gradually increased to 90 degrees, the magnitudes of the components
would change. Which component would increase - horizontal (E/ W) or vertical (N/ S)?


!

!

!


Increasing component?

E W N S

Increasing component?

E W N S

Increasing component?

E W N S


10. For the following situations, draw and label the force components of the given vector. Then use
trigonometric functions to determine the magnitude of each component. Label the magnitudes of
the component on the diagram. PSYW

a. A 5.0 N force is exerted upon a dog chain
at an angle of 65 above the horizontal.





b. A baseball is hit by a bat with a force of
325 N at a direction of 105.






B) A baseball is hit by a bat with a force of 325 N at a direction of 105.
Force and Vector Applications

The Physics Classroom, 2009 Page 4
Resolving Forces into Vector Components
8. Consider the vectors below. Determine the direction of the two components by circling two
directions (E, W, N or S). Finally indicate which component (or effect) is greatest in magnitude.





Components: E W N S

Greatest magnitude? ______

Components: E W N S

Greatest magnitude? ______

Components: E W N S

Greatest magnitude? ______


9. Each diagram displays a vector. The angle between the vector and the nearest coordinate axes is
marked as theta (! ). If ! is gradually increased to 90 degrees, the magnitudes of the components
would change. Which component would increase - horizontal (E/ W) or vertical (N/ S)?


!

!

!


Increasing component?

E W N S

Increasing component?

E W N S

Increasing component?

E W N S


10. For the following situations, draw and label the force components of the given vector. Then use
trigonometric functions to determine the magnitude of each component. Label the magnitudes of
the component on the diagram. PSYW

a. A 5.0 N force is exerted upon a dog chain
at an angle of 65 above the horizontal.





b. A baseball is hit by a bat with a force of
325 N at a direction of 105.





20. Three forces - F1, F2, and F3 - are acting upon an object. Their
relative magnitude and direction are shown at the right. The x- and y-
components are also shown. Complete the following mathematical
statements by placing >, <, and = symbols in the blanks.

F1x ____ F2x F2y ____ F3

F1y ____ F3 F1y + F2y ____ F3
Force and Vector Applications Name:
The Physics Classroom, 2009 Page 5
Using Vector Components to Analyze Equilibrium Situations
Read from Lesson 3 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:

http://www.physicsclassroom.com/Class/vectors/u3l3b.html
http://www.physicsclassroom.com/Class/vectors/u3l3c.html

MOP Connection: Forces in Two Dimensions: sublevels 3 and 4

Many physical situations involve forces exerted at angles to the coordinate axes. A proper analysis of
these situations demands that the forces be resolved into components which lie along the horizontal and
vertical axes. This involves the use of trigonometric functions.

1. For the following situations, draw and label the force components as the projection onto the axes.
Then use trigonometric functions to determine the magnitude of each component. Label the
magnitudes of the component on the diagram. PSYW

a. Lon Mauer pulls up with a force of 75 N at
an angle of 45 to the horizontal on the
handle of his manual lawn mower.






b. Jean Yuss yanks on Spot's dog chain with
a force of 12 N at an angle of 60 to the
horizontal.




Use your noodle (that's your brain) to logically think through the following two questions.

2. Which of the following statements is ALWAYS
true of an object at equilibrium?
a. The object is at rest.
b. The object is maintaining its state of
motion.
c. The object's velocity is not changing.
d. The net force on the object is 0 Newtons.
e. The object is NOT accelerating.
f. The individual forces acting on the object
are balanced.
g. All individual forces acting on the object
are equal in magnitude.

3. The following statements were made about an
object. In which case could you conclude that
the object is at equilibrium?
a. The object is at rest.
b. The object has a constant velocity.
c. The object is moving.
d. The object has a constant speed.
e. The object is stationary.
f. The acceleration of the object is 0 m/ s/ s.
g. The individual forces acting on the object
are balanced.


4. Three forces - F
1
, F
2
, and F
3
- are acting upon an object.
Their relative magnitude and direction are shown at the
right. The x- and y-components are also shown.
Complete the following mathematical statements by
placing >, <, and = symbols in the blanks.

F
1x
____ F
2x
F
1y
____ F
3


F
2y
____ F
3
F
1y
+ F
2y
____ F
3




Unit II-A: Balanced Forces
Worksheet 4


1. The figure below is a snapshot looking down on a bowling ball moving at constant velocity
from left to right on a smooth, level floor. At the position shown, the ball is given a short, sharp
hit in a direction perpendicular to the ball's initial motion.



2009 Modeling Instruction Program 2 Free Particle Model, Ws1b v2.1
3. The figure below is a snapshot looking down on a bowling ball moving at constant velocity from
left to right on a smooth, level floor. At the position shown, the ball is given a short, sharp hit in a
direction perpendicular to the ball's initial motion.








a. On the diagram, draw a path that the ball might follow after the hit. Explain your
reasoning for the path you drew.




b. Immediately after the hit, will the speed of the ball be equal to, greater than, or smaller
than the ball's velocity before the hit? Explain your reasoning.




c. How will the velocity of the ball behave as time goes by after the blow? That is, will either
the magnitude or the direction of the velocity change? If so, how?





4. You push a grocery cart along a level floor in the presence of friction effects
between the cart and the floor.

a. Draw force diagrams for you, the cart, and the floor/earth. Fully label
all vectors.






you cart
floor/Earth


A) On the diagram, draw a path that the ball might follow after the hit. Explain your reasoning for
the path you drew.




B) Immediately after the hit, will the speed of the ball be equal to, greater than, or smaller than
the ball's velocity before the hit? Explain your reasoning.




C) How will the velocity of the ball behave as time goes by after the blow? That is, will either the
magnitude or the direction of the velocity change? If so, how?




2. You push a 10-kg shopping cart at a constant velocity of 0.5 m/s as you leisurely
stroll HEB looking for toilet paper. Finding a screaming deal, you pick up 4
packages that you estimate to have a mass of about 2 kg each (you like the extra
thick kind).
A) Write the equation for the forces acting in the vertical direction and calculate the
normal force the floor is providing.




B) Write the equation for the forces acting in the horizontal direction. If friction is resisting you
with 10 N of force, how hard must you push?





3. Determine the tension in each cable in case A and case B if the ball has a mass of 5 kg.
2009 Modeling Instruction Program 2 Free Particle Model, Ws1b v2.1
3. The figure below is a snapshot looking down on a bowling ball moving at constant velocity from
left to right on a smooth, level floor. At the position shown, the ball is given a short, sharp hit in a
direction perpendicular to the ball's initial motion.








a. On the diagram, draw a path that the ball might follow after the hit. Explain your
reasoning for the path you drew.




b. Immediately after the hit, will the speed of the ball be equal to, greater than, or smaller
than the ball's velocity before the hit? Explain your reasoning.




c. How will the velocity of the ball behave as time goes by after the blow? That is, will either
the magnitude or the direction of the velocity change? If so, how?





4. You push a grocery cart along a level floor in the presence of friction effects
between the cart and the floor.

a. Draw force diagrams for you, the cart, and the floor/earth. Fully label
all vectors.






you cart
floor/Earth

Case A Case B




4. Determine tension in each cable. (Hint: There is more than one way to define the system.)




5. Find the horizontal and vertical components of the Tension
in the fishing line if the tension is 100 N.






6. A 2000 kg elephant stands on a ramp. Draw a force diagram to determine the components of
the elephants weight parallel and perpendicular to the ramp.









2009 Modeling Instruction Program 1 Free Particle Model, Ws3 v2.1
Free Particle Model Worksheet 3:
Quantitative Force Analysis & Vector Components

1. Determine the tension in each cable below. Draw a force diagram for the system before solving
the problem.
Case A - ball suspended on one cable Case B - ball suspended by two cables




2. Determine tension in each cable.






3. Find the horizontal and vertical components of the tension in the fishing line. Show your work.

55



7kg
4kg

7. The three identical signs below are supported by wires at three different angle orientations.
Since each sign has a weight of 10.0 N, each wire must exert a vertical component of force of
5.0 N. Use a trigonometric function to determine the tension in each wire. A diagram of each
situation is shown.

Force and Vector Applications

The Physics Classroom, 2009 Page 6
Physics Tip: When a sign is hung at equilibrium, the downward pull of gravity must be balanced by the
upward pull of the wires (cables, strings, etc.). In most cases, the wires are oriented diagonally such that
the tension force has both a horizontal and vertical component. If the sign is hung symmetrically, then
each wire pulls with the same amount of force and at the same angle. The vertical component of the
tension will be the same in each wire. And if there are two wires, each wire must supply sufficient up
pull to balance one-half the weight of the sign.

5. The three identical signs below are supported by wires at three different angle orientations. Since
each sign has a weight of 10.0 N, each wire must exert a vertical component of force of 5.0 N. Use a
trigonometric function to determine the tension in each wire. A diagram of each situation is shown.




If hanging the above sign with a given wire, which one of the above angles would provide for the
safest arrangement? _____________ Explain.





6. Suppose that a student pulls with two large forces (F
1
and F
2
) in order to lift a 1-kg book by two
cables. If the cables make a 1-degree angle with the horizontal, then what is the tension in the cable?










If hanging the above sign with a given wire, which one of the above angles would provide for the
safest arrangement? Explain.


8. A normal force is a force which is always directed
A) upwards
B) sideways
C) perpendicular to the surface the object is contacting

9. An object is upon a surface. The normal force is equal to the force of gravity
A) in all situations
B) only when the object is at rest
C) only when the object is accelerating
D) only when there is no vertical acceleration
E) only when there is no vertical acceleration AND F
N
and F
g
are the only vertical forces

Unit II-A: Balanced Forces
Worksheet 5

For each of the problems below, carefully draw a force diagram of the system before attempting
to solve the problem.

1. A person pulls on a 50 kg desk with a 200-N force acting at a 30 angle above the
horizontal. The desk does not move.
A) Draw a force diagram for the desk.


B) Write the equation that describes the forces that act in the x
direction.



C) Write the equation that describes the forces that act in the y
direction.


D) Determine the x and y components of the force of tension.



E) Determine the value of the frictional force. Do the same for the normal force.





2. Suppose that the person in the previous problem were pushing down at a 30 angle with
200 N of force. The desk still does not move.

A) Draw a force diagram for the desk.


B) Write the equation that describes the forces that act in the x
direction.


C) Write the equation that describes the forces that act in the y
direction.


D) Determine the value of the frictional force. Do the same for the normal force.

3. a. Draw a force diagram.


b. Write the equation that describes the forces that act in the x
direction.



c. Write the equation that describes the forces that act in the
y direction.




d. Suppose that the magnitude of T
1
is 50 N. Determine the magnitude of T
2
.




e. Determine the weight of the box. What is its mass?





4. Draw the force diagram for the box, which rests motionless on the ramp.






a. Write the equation that describes the forces that act in the x direction.




b. Write the equation which describes the forces which act in the y direction.




c. If the mass of the box is 8.0 kg, determine the value of the normal force.
T
1
T
2
25

20


Unit II-A: Balanced Forces
Worksheet 6

For each of the problems below, carefully draw a force diagram of the system before attempting
to solve the problem.

1. The cable at left exerts a 30 N force.
a. Write the equation for the sum of the forces in the x-direction.
What is the value of T
2
?






b. Write the equation for the sum of the forces in the y-direction.
What is the force of gravity acting on the ball?







2. You pull back your 15-kg brother in preparation for a swinging time. How much force must
you apply to hold him motionless at an angle of 25 degrees to the vertical?











3. The object hung from the cable has a weight of 25 N. Write the equation for the sum of the
forces in the y-direction. What is the tension in the cable?





2009 Modeling Instruction Program 3 Free Particle Model, Ws1b v2.1
7. Draw a force diagram for the child on the swing who is being pulled back before being released.
Label the force vectors and use equality marks on the vectors.






8. Draw a force diagram for the climber who has stopped to rest. Label the force vectors and use
equality marks on the vectors.








4. Tarzan prepares to swing and much to his dismay, gets his
loincloth stuck on a branch. He's left hanging with the vine pulling
upward at a 40-degree angle and his loincloth pulling him horizontally
to the right.
A) If Tarzans mass is 75 kg, calculate the tension in the vine.







B) Calculate the force of the branch on his loincloth (lets hope it holds!).







5. The box on the frictionless ramp is held at rest by the tension force. The mass of the box is
20 kg.


A) What is the value of the tension force?




B) What is the value of the normal force?





6. In the system below the pulley and ramp are frictionless and the block is in static equilibrium.
What is the mass of the block on the ramp?




2009 Modeling Instruction Program 3 Free Particle Model, Ws3 v2.1

7. Tarzan prepares to swing and much to his dismay, gets his loincloth stuck on a branch. He's left
hanging with the vine pulling upward at a 40-degree angle and his loincloth pulling him horizontally
to the right.
a. Draw a force diagram for Tarzan. Be sure to break
angled forces into components and indicate which forces
are equal with equality marks.

















b. Write an equation for the vertical forces on Tarzan. (Look at your equality marks.)





c. Write an equation for the horizontal forces on Tarzan. (Look at your equality marks.)





d. Tarzan's mass is 75 kg. Calculate his weight.





e. Use the appropriate equation for the forces on Tarzan to determine the tension in the vine.






f. Determine the tension in his loincloth.


7. A man pulls a 50 kg box at constant speed across the floor. He applies a 200 N force at an
angle of 30.


A) Sum the forces in the x-direction. What is the value of the frictional force opposing the
motion?





B) Sum the forces in the y-direction. What is the value of the normal force?







8. A man pushes a 2.0 kg broom at constant speed across the floor. The broom handle makes a
50 angle with the floor. He pushes the broom with a 5.0 N force.
a. Sum the forces in the y-direction. What is the value of the normal
force?





b. Sum of the forces in the x-direction. What is the value of the
frictional force opposing the motion?





c. If the frictional force were suddenly reduced to zero, what would happen to the broom?







Unit II-A: Balanced Forces
Worksheet 7

1. A diver dives off of a raft - what happens to the diver? The raft? How does this relate to
Newton's Third Law?


2. A tennis racquet hits a tennis ball. Why doesn't the racquet swing backwards when the ball
hits it? (Shouldn't it swing back because of action-reaction forces?)


3. What action-reaction forces are involved when a rocket engine fires? Why doesn't a rocket
need air to push on?


4. What forces are acting on a book sitting on a table? Are action-reaction forces involved in
this situation?


5. If two people each standing on a scooter board push off of each other what happens (relate
to Newton's Third Law)?


6. In #5 how would the distance moved by the scooter boards compare if one person had a lot
more mass than the other person?


7. If a person standing on a scooter pushes off of a wall, what happens? Can this situation be
explained in terms of Newton's Third Law (action-reaction)?

8. How does the force block A exerts on block B compare to the force
block B exerts on block A? Draw and label a quantitative force diagram
for each block, using equality marks on the vectors.

2009 Modeling Instruction Program 1 Free Particle Model, Ws2 v2.1
Free Particle Model Worksheet 2:
Interactions

1. Explain what a normal force is and give an example.






2. Can an inanimate object (such as a table) exert a force? Can the magnitude of the force exerted
by an inanimate object change? Explain and give an example.









3. If the acceleration of an object is zero, are no forces acting on it? Explain.










4. How does the force block A exerts on block B compare to the force block B exerts on block A?

Draw and label a quantitative force diagram for each block, using equality marks on the vectors.










9. How does the force block A exerts on block B
compare to the force block B exerts on block A?
Draw and label a force diagram for each block,
using equality marks on the vectors.





10. How does the force block A exerts on block B
compare to the force block B exerts on block A? Draw
and label a force diagram for each block, using equality
marks on the vectors.




11. Draw and label all of the action-reaction paired forces for
the person pulling the sled.



12. TRUE or FALSE: As you sit in your seat in the physics classroom, the Earth pulls down
upon your body with a gravitational force; the reaction force is the chair pushing upwards on
your body with an equal magnitude.
If False, correct the answer.





6.
cord is 25 above the horizontal.
mass of kids and sled = 100 kg
Tension in cord is 120 N.
Friction force is 15 N.
Find the acceleration of the sled.
7.
hill is at a 35 angle.
skiers mass is 60 kg.
coefficient of friction is 0.08
determine the acceleration of the skier.
2009 Modeling Instruction Program 2 Free Particle Model, Ws2 v2.1
5. How does the force block A exerts on block B compare to the force block B exerts on block A?

Draw and label a force diagram for each block, using equality marks on the vectors.




















6. How does the force block A exerts on block B compare to the force block B exerts on block A?

Draw and label a force diagram for each block, using equality marks on the vectors.










2009 Modeling Instruction Program 2 Free Particle Model, Ws2 v2.1
5. How does the force block A exerts on block B compare to the force block B exerts on block A?

Draw and label a force diagram for each block, using equality marks on the vectors.




















6. How does the force block A exerts on block B compare to the force block B exerts on block A?

Draw and label a force diagram for each block, using equality marks on the vectors.














Unit II-A: Balanced Forces
Review Worksheet
EQUATION
F
g
= (10 N/kg) m

PROBLEM SOLVING HINTS
1. Sketch a force diagram
2. Knowns: write down everything you know (F = , m = , etc.)
3. Applicable equations:
Set up equations from the force diagram.
Write down everything symbolically (using letters to represent all the forces) first.
Dont put in any numbers until the end.
Vertical forces and horizontal forces do not affect each other.
4. Rearrange the equation to solve for the variable you want to know
5. Solve the problem!


PRACTICE QUESTIONS
1. State Newtons 1
st
Law.


2. State Newtons 3
rd
Law.


3. What is the difference between mass and weight? What are the units of each?


4. What was different between Aristotles views on motion and Galileos views on motion?


5. A piece of dry ice is kicked across the floor. If it has little to no friction, what will it do? What
would happen if you exerted a constant force on it?


6. What quantity describes how much inertia an object possesses?


7. When an object is in equilibrium, what must F
net
equal?


8. A) You are in the front of a bus, standing in the isle wearing roller-blades. The bus suddenly
starts to accelerate forward. What happens to you? Why?



B) Now the bus is moving at a constant velocity. What is your motion relative to the bus? Explain.



9. When you fire a rifle, why do you feel the kick-back? (Explain using Newtons 3
rd
Law).


10. When you push on a book, the book pushes back on you with the same force. So why does
the book move, and not you?



11. A 1000-N crate is dragged across a factory floor at a constant velocity by pulling on a rope
with a force of 400 N, as shown in the picture.


A) Draw a force diagram of the forces acting on the crate and label them.

B) Write equations for the vertical and horizontal components of the forces.




C) Find the force of friction on the crate.




D) Find the normal force on the crate.




E) With what force does the block pull on the rope?



12. A 90 kg skier takes to the slopes and reaches a constant velocity.
A) Draw a force diagram for the skier. (Hint: use a coordinate axis parallel
and perpendicular to the hill's surface)


B) Determine the skier's weight.


C) Determine the component of the skier's weight that must be supported by the hill.



D) Determine the component of the skier's weight that pulls the skier down the slope.



E) How many total Newtons of friction and air resistance act upon the skier? Explain how you
30
2009 Modeling Instruction Program 4 Free Particle Model, Ws3 v2.1
8. A 90 kg skier takes to the slopes and reaches a constant velocity.

a. Draw a force diagram for the skier. (Hint: use a
coordinate axis parallel and perpendicular to the hill's
surface as in questions 5 and 6 on this worksheet.)


















b. Determine the skier's weight.







c. Determine the component of the skier's weight that must be supported by the hill.







d. Determine the component of the skier's weight that pulls the skier down the slope.







e. How many total Newtons of friction and air resistance act upon the skier? Explain how
you know.

know.