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Notes Physics 1

This document provides an overview and introduction to a set of class notes for a Physics 1 course. The notes are designed to supplement textbooks and classroom instruction. They cover topics in the typical high school Physics 1 curriculum at various levels of difficulty. The notes are provided in hardcopy for students to reference and annotate during class without having to write everything down. They include learning objectives, key vocabulary, sample problems, and homework assignments at different levels of difficulty. The document outlines the course content and progression, as well as some of the teaching approaches and conventions used in the notes.

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Notes Physics 1

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Class Notes for

Physics 1
(including AP® Physics 1)

in Plain English

Jeff Bigler
May 2023

https://www.mrbigler.com/Physics-1/Notes-Physics-1.pdf
Copyright © 2006–2023 Jeff Bigler.

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limit how you use the material.

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a specific exemption to these license terms, please contact the author at [email protected]

ISBN-13: 979-8470949691
ISBN-10: 8470949691
Physics 1 in Plain English Note to Students Page 3
This is a set of class notes that can be used for an algebra-based, first-year high school Physics 1
course at the college preparatory (CP1), honors, or AP® level. This hardcopy is provided so that you
can fully participate in class discussions without having to worry about writing everything down.

While a significant amount of detail is included in these notes, they are intended as a supplement to
textbooks, classroom discussions, experiments and activities. These class notes and any textbook
discussion of the same topics are intended to be complementary. In some cases, the notes and the
textbook differ in method or presentation, but the physics is the same. There may be errors and/or
omissions in any textbook. There are almost certainly errors and omissions in these notes, despite
my best efforts to make them clear, correct, and complete.

Topics
The AP® curriculum is, of course, set by the College Board. The choice of topics for the CP1 vs.
honors course is arbitrary. Choices I have made are that the honors course and the AP® course are
similarly challenging, but the honors course has more flexibility with regard to pacing, difficulty, and
topics. The CP1 course does not require trigonometry or solving problems symbolically before
substituting numbers. However, all physics students should take algebra and geometry courses
before taking physics, and should be very comfortable solving problems that involve algebra.

Topics that are part of the curriculum for some courses but not others are marked in the left margin
as follows:

CP1 & honors honors only honors & AP® AP® (only)
(not AP®) (not AP®)
Topics that are not otherwise marked should be assumed to apply to all courses at all levels.

About the Homework Problems

The homework problems include a mixture of easy and challenging problems. The process of making
yourself smarter involves challenging yourself, even if you are not sure how to proceed. By spending
at least 10 minutes attempting each problem, you build neural connections between what you have
learned and what you are trying to do. Even if you are not able to get the answer, when we go over
those problems in class, you will reinforce the neural connections that led in the correct direction.

Answers to most problems are provided so you can check your work and see if you are on the right
track. Do not simply write those answers down in order to receive credit for work you did not do.
This will give you a false sense of confidence, and will actively prevent you from using the problems
to make yourself smarter. You have been warned.

Using These Notes

As we discuss topics in class, you will want to add your own notes to these. If you have purchased
this copy, you are encouraged to write directly in it, just as you would write in your own notebook.
If this copy was issued to you by the school and you intend to return it at the end of the year, you
will need to write your supplemental notes on separate paper. If you do this, be sure to write down
page numbers in your notes, to make cross-referencing easier.

You should bring these notes to class every day, because lectures and discussions will follow these
notes, which will also be projected onto the SMART board.
Physics 1 in Plain English Note to Teachers Page 4

Features
These notes, and the course they accompany, are designed to follow both the 2016 Massachusetts
Curriculum Frameworks, which are based on the Next Generation Science Standards (NGSS), and the
AP® Physics 1 curriculum. (Note that the AP® learning objectives are the ones from 2014.) The
notes also utilize strategies from the following popular teaching methods:
• Each topic includes Mastery Objectives and Success Criteria. These are based on the Studying
Skillful Teaching course, from Research for Better Teaching (RBT), and are in “Students will be
able to…” language.
• AP® topics include Learning Objectives from the College Board.
• Each topic includes Tier 2 vocabulary words and language objectives for English Learners,
based on the Rethinking Equity and Teaching for English Language Learners (RETELL) course.
• Notes are organized in Cornell notes format as recommended by Keys To Literacy (KtL).
• Problems in problem sets are designated “Must Do” (M), “Should Do” (S) and
“Aspire to Do” (A), as recommended by the Modern Classrooms Project (MCP).

Conventions
Some of the conventions in these notes are different from conventions in some physics textbooks.
Although some of these are controversial and may incur the ire of other physics teachers, here is an
explanation of my reasoning:
• When working sample problems, the units are left out of the algebra until the end. While I
agree that there are good reasons for keeping the units to show the dimensional analysis,
many students confuse units for variables, e.g., confusing the unit “m” (meters) with the
variable “m” (mass).
• Problems are worked using g = 10 sm2 . This is because many students are not adept with
algebra, and have trouble seeing where a problem is going once they take out their
calculators. With simpler numbers, students have an easier time following the physics.
• Vector quantities are denoted with arrows as well as boldface, e.g., v , d , Fg . This is to help
students keep track of which quantities are vectors and which are scalars.
• Forces are denoted the variable F with a subscript, e.g., Fg , Ff , FN , FT , etc. instead of
mg , f , N , T , etc. This is to reinforce the connection between a quantity (force), a single
variable (F ) , and a unit.
• Average velocity is denoted vave. instead of v . I have found that using the subscript “ave.”
helps students remember that average velocity is different from initial and final velocity.
• The variable V is used for electric potential. Voltage (potential difference) is denoted by ΔV .
Although V = IR is different from how the equation looks in most physics texts, it is useful to
teach circuits starting with electric potential, and it is useful to maintain the distinction
between absolute electric potential (V) and potential difference (ΔV ). (This is also how the
College Board represents electric potential vs. voltage on AP® Physics exams.)
• Equations are typeset on one line when practical. While there are very good reasons for
F V
teaching a = net rather than Fnet = ma and I = rather than V = IR , students’ difficulty
m R
in solving for a variable in the denominator often causes more problems than does their lack
of understanding of which are the manipulated and responding variables.
Physics 1 in Plain English Note to Teachers Page 5
Learning Progression
There are several categories of understandings and skills that simultaneously build on themselves
throughout this course:

Content
The sequence of topics starts with preliminaries—laboratory and then mathematical skills. After
these topics, most of the rest of the course is spent on mechanics: kinematics (motion), then forces
(which cause changes to motion), then energy (which makes it possible to apply a force), and
momentum (what happens when moving objects interact and transfer some of their energy to each
other. After mechanics, the course touches on other topics that are required in the Massachusetts
state frameworks: electricity & magnetism, waves, heat, and atomic & particle physics. (Note that
topics other than mechanics are not part of the AP® Physics 1 curriculum.)

Problem-Solving
This course teaches problem-solving skills. The problems students will be asked to solve represent
real-life situations. You will need to determine which equations and which assumptions apply in
order to solve them. The problems start fairly simple and straightforward, requiring only one
equation and basic algebra. As the topics progress, some of the problems require multiple steps and
multiple equations, often requiring students to use equations from earlier in the course in
conjunction with later ones.

Laboratory
This course teaches experimental design. The intent is never to give a student a laboratory
procedure, but instead to teach the student to determine which measurements are needed and
which equipment to use. (This does, however, require teaching students to use complicated
equipment and giving them sufficient time to practice with it, such as probes and the software that
collects data from them.)

Early topics, with their one-step equations, are used to teach the basic skills of determining which
measurements are needed for a single calculation and how to take them. As later topics connect
equations to earlier ones, the experiments become more complex, and students are required to
stretch their ability to connect the quantities that they want to relate with ones they can measure.

Scientific Discourse
As topics progress, the causal relationships between quantities become more complex, and
students’ explanations need to become more complex as a result. Students need to be given
opportunities to explain these relationships throughout the course, both orally and in writing.
Physics 1 in Plain English Page 7

Acknowledgements
These notes would not have been possible without the assistance of many people. It would be
impossible to include everyone, but I would particularly like to thank:
• Every student I have ever taught, for helping me learn how to teach, and how to explain and
convey challenging concepts.
• The physics teachers I have worked with over the years who have generously shared their
time, expertise, and materials. In particular, Mark Greenman, who has taught multiple
professional development courses on teaching physics; Barbara Watson, whose AP® Physics 1
and AP® Physics 2 Summer Institutes I attended, and with whom I have had numerous
conversations about the teaching of physics, particularly at the AP® level; and Eva Sacharuk,
who met with me weekly during my first year teaching physics to share numerous
demonstrations, experiments and activities that she collected over her many decades in the
classroom.
• Every teacher I have worked with, for their kind words, sympathetic listening, helpful advice
and suggestions, and other contributions great and small that have helped me to enjoy and
become competent at the profession of teaching.
• The department heads, principals and curriculum directors I have worked with, for mentoring
me, encouraging me, allowing me to develop my own teaching style, and putting up with my
experiments, activities and apparatus that place students physically at the center of a physics
concept. In particular: Mark Greenman, Marilyn Hurwitz, Scott Gordon, Barbara Osterfield,
Wendell Cerne, Maura Walsh, Lauren Mezzetti, Jill Joyce and Anastasia Mower.
• Everyone else who has shared their insights, stories, and experiences in physics, many of
which are reflected in some way in these notes.

I am reminded of Sir Isaac Newton’s famous quote, “If I have seen further it is because I have stood
on the shoulders of giants.”

About the Author

Jeff Bigler is a physics teacher at Lynn English High School in Lynn, Massachusetts. He has degrees
from MIT in chemical engineering and biology, and is a National Board certified teacher in Science–
Adolescence and Young Adulthood. He worked in biotech and IT prior to starting his teaching career
in 2003. He has taught both physics and chemistry at all levels from conceptual to AP®.

He is married and has two adult daughters. His hobbies are music and Morris dancing.

Errata
As is the case in just about any large publication, these notes undoubtedly contain errors despite my
efforts to find and correct them all.

Known errata for these notes are listed at:

https://www.mrbigler.com/Physics-1/Notes-Physics-1-errata.shtml
Physics 1 in Plain English Page 8

Contents
MA Curriculum Frameworks for Physics ...........................................................................10

AP® Physics 1 Big Ideas & Learning Objectives .................................................................11

1. Study Skills .........................................................................................................................21

2. Laboratory & Measurement ..............................................................................................32

3. Mathematics....................................................................................................................103

4. Kinematics (Motion) in One Dimension ..........................................................................167

5. Kinematics in Multiple Dimensions .................................................................................208

6. Forces in One Dimension.................................................................................................239

7. Forces in Multiple Dimensions ........................................................................................299

8. Rotational Statics & Dynamics ........................................................................................321

9. Gravitation.......................................................................................................................359

10. Energy, Work & Power ....................................................................................................371

11. Momentum .....................................................................................................................417

12. Simple Harmonic Motion ................................................................................................451

13. Electrostatics ...................................................................................................................469

14. DC Circuits .......................................................................................................................489

15. Magnetism & Electromagnetism .....................................................................................539

16. Waves ..............................................................................................................................557

17. Thermal Physics (Heat) ....................................................................................................605

18. Atomic, Particle, and Nuclear Physics .............................................................................637

Appendix: AP® Physics 1 Equation Tables .......................................................................675

Appendix: Physics Reference Tables ...............................................................................677

Index ................................................................................................................................695
Physics 1 in Plain English Page 9

This course is broken into topics as follows:

Physics 1
(CP1, honors & AP®)

Laboratory & Motion & Electricity

Energy && Electricity &
Mathematics Forces Miscellaneous
Magnetism Magnetism
Momentum

Experimental Motion in Energy, Work Mechanical

Electrostatics
Design One Dimension & Power Waves

Motion in
Momentum Electromagnetic
Uncertainty Multiple DC Circuits
& Impulse Waves
Dimensions

Laboratory
Forces in Simple Harmonic Magnetism & Thermal Physics
Notebooks &
One Dimension Motion Electromagnetism (Heat)
Reports

Forces in
Right-Angle Atomic &
Multiple
Trigonometry Particle Physics
Dimensions

Rotational
Vectors Nuclear Physics
Statics & Dynamics

Radians &
Gravitation
Polar Coördinates
Physics 1 in Plain English Page 10

MA Curriculum Frameworks for Physics

Standard Topics Chapters
fission, fusion & radioactive decay: α, β & γ; energy
HS-PS1-8 17
released/absorbed
Newton's 2nd (Fnet = ma), motion graphs; ramps, friction, normal 3, 5, 8,
HS-PS2-1
force, gravity, magnetic force 14
HS-PS2-2 conservation of momentum 10
HS-PS2-3 lab: reduce impulse in a collision 10
HS-PS2-4 gravitation & coulomb's law including relative changes 8, 12
electromagnetism: current produces magnetic field & vice-versa,
HS-PS2-5 14
including examples
Ohm's Law, circuit diagrams, evaluate series & parallel circuits for V, I
HS-PS2-9(MA) 13
or R.
free-body diagrams, algebraic expressions & Newton's laws to
HS-PS2-10(MA) 3, 5
predict acceleration for 1-D motion, including motion graphs
conservation of energy including thermal, kinetic, gravitational,
HS-PS3-1 9, 12, 16
magnetic or electrical including gravitational & electric fields
energy can be motion of particles or stored in fields.
HS-PS3-2 kinetic → thermal, evaporation/condensation, gravitational 5, 12, 16
potential energy, electric fields
HS-PS3-3 lab: build a device that converts energy from one form to another. 9
HS-PS3-4a zero law of thermodynamics (heat flow & thermal equilibrium) 16
HS-PS3-5 behavior of charges or magnets attracting & repelling 12, 14
waves: v = fλ & T = 1/f, EM waves traveling through space or a
HS-PS4-1 15
medium vs. mechanical waves in a medium
EM radiation is both wave & particle. Qualitative behavior of
HS-PS4-3 resonance, interference, diffraction, refraction, photoelectric effect 15, 17
and wave vs. particle model for both
Devices use waves and wave interactions with matter, such as solar
HS-PS4-5 15, 17
cells, medical imaging, cell phones, wi-fi

MA Science Practices
Practice Description
SP1 Asking questions.
SP2 Developing & using models.
SP3 Planning & carrying out investigations.
SP4 Analyzing & interpreting data.
SP5 Using mathematics & computational thinking.
SP6 Constructing explanations.
SP7 Engaging in argument from evidence.
SP8 Obtaining, evaluating and communicating information.
Physics 1 in Plain English Page 11

AP® Physics 1 Big Ideas & Learning Objectives

These are current as of 2015, except that topics that were removed in 2021–22 have been omitted.

KINEMATICS
BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.A.1.1: The student is able to express the motion of an object using narrative, mathematical, and
graphical representations. [SP 1.5, 2.1, 2.2]
3.A.1.2: The student is able to design an experimental investigation of the motion of an object.
[SP 4.2]
3.A.1.3: The student is able to analyze experimental data describing the motion of an object and is
able to express the results of the analysis using narrative, mathematical, and graphical
representations. [SP 5.1]

FORCES
BIG IDEA 1: Objects and systems have properties such as mass and charge. Systems may have
internal structure.
1.C.1.1: The student is able to design an experiment for collecting data to determine the
relationship between the net force exerted on an object its inertial mass and its acceleration.
[SP 4.2]
1.C.3.1: The student is able to design a plan for collecting data to measure gravitational mass and
to measure inertial mass and to distinguish between the two experiments. [SP 4.2]

BIG IDEA 2: Fields existing in space can be used to explain interactions.

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.A.4.3: The student is able to analyze situations involving interactions among several objects by
using free-body diagrams that include the application of Newton’s third law to identify forces.
[SP 1.4]
3.B.1.1: The student is able to predict the motion of an object subject to forces exerted by several
objects using an application of Newton’s second law in a variety of physical situations with
acceleration in one dimension. [SP 6.4, 7.2]
3.B.1.2: The student is able to design a plan to collect and analyze data for motion (static,
constant, or accelerating) from force measurements and carry out an analysis to determine
the relationship between the net force and the vector sum of the individual forces. [SP 4.2,
5.1]
3.B.1.3: The student is able to re-express a free-body diagram representation into a mathematical
representation and solve the mathematical representation for the acceleration of the object.
[SP 1.5, 2.2]
3.B.2.1: The student is able to create and use free-body diagrams to analyze physical situations to
solve problems with motion qualitatively and quantitatively. [SP 1.1, 1.4, 2.2]
3.C.4.1: The student is able to make claims about various contact forces between objects based
on the microscopic cause of those forces. [SP 6.1]
3.C.4.2: The student is able to explain contact forces (tension, friction, normal, buoyant, spring) as
arising from interatomic electric forces and that they therefore have certain directions.
[SP 6.2]

CIRCULAR MOTION AND GRAVITATION

BIG IDEA 1: Objects and systems have properties such as mass and charge. Systems may have
internal structure.
1.C.3.1: The student is able to design a plan for collecting data to measure gravitational mass and
to measure inertial mass and to distinguish between the two experiments. [SP 4.2]
Physics 1 in Plain English Page 13

BIG IDEA 2: Fields existing in space can be used to explain interactions.

2.B.1.1: The student is able to apply Fg = mg to calculate the gravitational force on an object with
mass m in a gravitational field of strength g in the context of the effects of a net force on
objects and systems. [SP 2.2, 7.2]
GM
2.B.2.1: The student is able to apply g = to calculate the gravitational field due to an object
r2
with mass M, where the field is a vector directed toward the center of the object of mass M.
[SP 2.2]
2.B.2.2: The student is able to approximate a numerical value of the gravitational field (g) near the
surface of an object from its radius and mass relative to those of the Earth or other reference
objects. [SP 2.2]

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.A.2.1: The student is able to represent forces in diagrams or mathematically using appropriately
labeled vectors with magnitude, direction, and units during the analysis of a situation. [SP 1.1]
3.A.3.1: The student is able to analyze a scenario and make claims (develop arguments, justify
assertions) about the forces exerted on an object by other objects for different types of forces
or components of forces. [SP 6.4, 7.2]
3.A.3.3: The student is able to describe a force as an interaction between two objects and identify
both objects for any force. [SP 1.4]
3.A.4.1: The student is able to construct explanations of physical situations involving the
interaction of bodies using Newton’s third law and the representation of action-reaction pairs
of forces. [SP 1.4, 6.2]
3.A.4.2: The student is able to use Newton’s third law to make claims and predictions about the
action-reaction pairs of forces when two objects interact. [SP 6.4, 7.2]
3.A.4.3: The student is able to analyze situations involving interactions among several objects by
using free-body diagrams that include the application of Newton’s third law to identify forces.
[SP 1.4]
3.B.1.2: The student is able to design a plan to collect and analyze data for motion (static,
constant, or accelerating) from force measurements and carry out an analysis to determine
the relationship between the net force and the vector sum of the individual forces. [SP 4.2,
5.1]
3.B.1.3: The student is able to re-express a free-body diagram representation into a mathematical
representation and solve the mathematical representation for the acceleration of the object.
[SP 1.5, 2.2]
3.B.2.1: The student is able to create and use free-body diagrams to analyze physical situations to
solve problems with motion qualitatively and quantitatively. [SP 1.1, 1.4, 2.2]
3.C.1.1: The student is able to use Newton’s law of gravitation to calculate the gravitational force
the two objects exert on each other and use that force in contexts other than orbital motion.
[SP 2.2]
3.C.1.2: The student is able to use Newton’s law of gravitation to calculate the gravitational force
between two objects and use that force in contexts involving orbital motion [SP 2.2]
3.C.2.2: The student is able to connect the concepts of gravitational force and electric force to
compare similarities and differences between the forces. [SP 7.2]
Physics 1 in Plain English Page 14

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.G.1.1: The student is able to articulate situations when the gravitational force is the dominant
force and when the electromagnetic, weak, and strong forces can be ignored. [SP 7.1]

BIG IDEA 4: Interactions between systems can result in changes in those systems.
4.A.2.2: The student is able to evaluate using given data whether all the forces on a system or
whether all the parts of a system have been identified. [SP 5.3]

ENERGY
BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.E.1.1: The student is able to make predictions about the changes in kinetic energy of an object
based on considerations of the direction of the net force on the object as the object moves.
[SP 6.4, 7.2]
3.E.1.2: The student is able to use net force and velocity vectors to determine qualitatively
whether kinetic energy of an object would increase, decrease, or remain unchanged. [SP 1.4]
3.E.1.3: The student is able to use force and velocity vectors to determine qualitatively or
quantitatively the net force exerted on an object and qualitatively whether kinetic energy of
that object would increase, decrease, or remain unchanged. [SP 1.4, 2.2]
3.E.1.4: The student is able to apply mathematical routines to determine the change in kinetic
energy of an object given the forces on the object and the displacement of the object. [SP 2.2]

BIG IDEA 4: Interactions between systems can result in changes in those systems.
4.C.1.1: The student is able to calculate the total energy of a system and justify the mathematical
routines used in the calculation of component types of energy within the system whose sum is
the total energy. [SP 1.4, 2.1, 2.2]
4.C.1.2: The student is able to predict changes in the total energy of a system due to changes in
position and speed of objects or frictional interactions within the system. [SP 6.4]
4.C.2.1: The student is able to make predictions about the changes in the mechanical energy of a
system when a component of an external force acts parallel or antiparallel to the direction of
the displacement of the center of mass. [SP 6.4]
4.C.2.2: The student is able to apply the concepts of Conservation of Energy and the Work-Energy
theorem to determine qualitatively and/or quantitatively that work done on a two-object
system in linear motion will change the kinetic energy of the center of mass of the system, the
potential energy of the systems, and/or the internal energy of the system. [SP 1.4, 2.2, 7.2]

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.B.2.1: The student is able to calculate the expected behavior of a system using the object model
(i.e., by ignoring changes in internal structure) to analyze a situation. Then, when the model
fails, the student can justify the use of conservation of energy principles to calculate the
change in internal energy due to changes in internal structure because the object is actually a
system. [SP 1.4, 2.1]
5.B.3.1: The student is able to describe and make qualitative and/or quantitative predictions
about everyday examples of systems with internal potential energy. [SP 2.2, 6.4, 7.2]
5.B.3.2: The student is able to make quantitative calculations of the internal potential energy of a
system from a description or diagram of that system. [SP 1.4, 2.2]
5.B.3.3: The student is able to apply mathematical reasoning to create a description of the
internal potential energy of a system from a description or diagram of the objects and
interactions in that system. [SP 1.4, 2.2]
5.B.4.1: The student is able to describe and make predictions about the internal energy of
systems. [SP 6.4, 7.2]
5.B.4.2: The student is able to calculate changes in kinetic energy and potential energy of a
system, using information from representations of that system. [SP 1.4, 2.1, 2.2]
5.B.5.1: The student is able to design an experiment and analyze data to examine how a force
exerted on an object or system does work on the object or system as it moves through a
distance. [SP 4.2, 5.1]
5.B.5.2: The student is able to design an experiment and analyze graphical data in which
interpretations of the area under a force-distance curve are needed to determine the work
done on or by the object or system. [SP 4.2, 5.1]
5.B.5.3: The student is able to predict and calculate from graphical data the energy transfer to or
work done on an object or system from information about a force exerted on the object or
system through a distance. [SP 1.4, 2.2, 6.4]
5.B.5.4: The student is able to make claims about the interaction between a system and its
environment in which the environment exerts a force on the system, thus doing work on the
system and changing the energy of the system (kinetic energy plus potential energy). [SP 6.4,
7.2]
5.B.5.5: The student is able to predict and calculate the energy transfer to (i.e., the work done on)
an object or system from information about a force exerted on the object or system through a
distance. [SP 2.2, 6.4]
5.D.1.1: The student is able to make qualitative predictions about natural phenomena based on
conservation of linear momentum and restoration of kinetic energy in elastic collisions.
[SP 6.4, 7.2]
5.D.1.2: The student is able to apply the principles of conservation of momentum and restoration
of kinetic energy to reconcile a situation that appears to be isolated and elastic, but in which
data indicate that linear momentum and kinetic energy are not the same after the interaction,
by refining a scientific question to identify interactions that have not been considered.
Students will be expected to solve qualitatively and/or quantitatively for one-dimensional
situations and only qualitatively in two-dimensional situations. [SP 2.2, 3.2, 5.1, 5.3]
5.D.1.3: The student is able to apply mathematical routines appropriately to problems involving
elastic collisions in one dimension and justify the selection of those mathematical routines
based on conservation of momentum and restoration of kinetic energy. [SP 2.1, 2.2]
Physics 1 in Plain English Page 16

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.D.1.4: The student is able to design an experimental test of an application of the principle of the
conservation of linear momentum, predict an outcome of the experiment using the principle,
analyze data generated by that experiment whose uncertainties are expressed numerically,
and evaluate the match between the prediction and the outcome. [SP 4.2, 5.1, 5.3, 6.4]
5.D.1.5: The student is able to classify a given collision situation as elastic or inelastic, justify the
selection of conservation of linear momentum and restoration of kinetic energy as the
appropriate principles for analyzing an elastic collision, solve for missing variables, and
calculate their values. [SP 2.1, 2.2]
5.D.2.1: The student is able to qualitatively predict, in terms of linear momentum and kinetic
energy, how the outcome of a collision between two objects changes depending on whether
the collision is elastic or inelastic. [SP 6.4, 7.2]
5.D.2.3: The student is able to apply the conservation of linear momentum to a closed system of
objects involved in an inelastic collision to predict the change in kinetic energy. [SP 6.4, 7.2]

MOMENTUM
BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.D.1.1: The student is able to justify the selection of data needed to determine the relationship
between the direction of the force acting on an object and the change in momentum caused
by that force. [SP 4.1]
3.D.2.1: The student is able to justify the selection of routines for the calculation of the
relationships between changes in momentum of an object, average force, impulse, and time
of interaction. [SP 2.1]
3.D.2.2: The student is able to predict the change in momentum of an object from the average
force exerted on the object and the interval of time during which the force is exerted. [SP 6.4]
3.D.2.3: The student is able to analyze data to characterize the change in momentum of an object
from the average force exerted on the object and the interval of time during which the force
is exerted. [SP 5.1]
3.D.2.4: The student is able to design a plan for collecting data to investigate the relationship
between changes in momentum and the average force exerted on an object over time.
[SP 4.2]

BIG IDEA 4: Interactions between systems can result in changes in those systems.
4.B.1.1: The student is able to calculate the change in linear momentum of a two-object system
with constant mass in linear motion from a representation of the system (data, graphs, etc.).
[SP 1.4, 2.2]
4.B.1.2: The student is able to analyze data to find the change in linear momentum for a constant-
mass system using the product of the mass and the change in velocity of the center of mass.
[SP 5.1]
4.B.2.1: The student is able to apply mathematical routines to calculate the change in momentum
of a system by analyzing the average force exerted over a certain time on the system. [SP 2.2]
4.B.2.2: The student is able to perform analysis on data presented as a force-time graph and
predict the change in momentum of a system. [SP 5.1]
Physics 1 in Plain English Page 17

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.A.2.1: The student is able to define open and closed systems for everyday situations and apply
conservation concepts for energy, charge, and linear momentum to those situations. [SP 6.4,
7.2]
5.D.1.1: The student is able to make qualitative predictions about natural phenomena based on
conservation of linear momentum and restoration of kinetic energy in elastic collisions.
[SP 6.4, 7.2]
5.D.1.2: The student is able to apply the principles of conservation of momentum and restoration
of kinetic energy to reconcile a situation that appears to be isolated and elastic, but in which
data indicate that linear momentum and kinetic energy are not the same after the interaction,
by refining a scientific question to identify interactions that have not been considered.
Students will be expected to solve qualitatively and/or quantitatively for one-dimensional
situations and only qualitatively in two-dimensional situations. [SP 2.2, 3.2, 5.1, 5.3]
5.D.1.3: The student is able to apply mathematical routines appropriately to problems involving
elastic collisions in one dimension and justify the selection of those mathematical routines
based on conservation of momentum and restoration of kinetic energy. [SP 2.1, 2.2]
5.D.1.4: The student is able to design an experimental test of an application of the principle of the
conservation of linear momentum, predict an outcome of the experiment using the principle,
analyze data generated by that experiment whose uncertainties are expressed numerically,
and evaluate the match between the prediction and the outcome. [SP 4.2, 5.1, 5.3, 6.4]
5.D.1.5: The student is able to classify a given collision situation as elastic or inelastic, justify the
selection of conservation of linear momentum and restoration of kinetic energy as the
appropriate principles for analyzing an elastic collision, solve for missing variables, and
calculate their values. [SP 2.1, 2.2]
5.D.2.1: The student is able to qualitatively predict, in terms of linear momentum and kinetic
energy, how the outcome of a collision between two objects changes depending on whether
the collision is elastic or inelastic. [SP 6.4, 7.2]
5.D.2.2: The student is able to plan data collection strategies to test the law of conservation of
momentum in a two-object collision that is elastic or inelastic and analyze the resulting data
graphically. [SP 4.1, 4.2, 5.1]
5.D.2.3: The student is able to apply the conservation of linear momentum to a closed system of
objects involved in an inelastic collision to predict the change in kinetic energy. [SP 6.4, 7.2]
5.D.2.4: The student is able to analyze data that verify conservation of momentum in collisions
with and without an external friction force. [SP 4.1, 4.2, 4.4, 5.1, 5.3]
5.D.2.5: The student is able to classify a given collision situation as elastic or inelastic, justify the
selection of conservation of linear momentum as the appropriate solution method for an
inelastic collision, recognize that there is a common final velocity for the colliding objects in
the totally inelastic case, solve for missing variables, and calculate their values. [SP 2.1, 2.2]
5.D.3.1: The student is able to predict the velocity of the center of mass of a system when there is
no interaction outside of the system but there is an interaction within the system (i.e., the
student simply recognizes that interactions within a system do not affect the center of mass
motion of the system and is able to determine that there is no external force). [SP 6.4]
Physics 1 in Plain English Page 18

SIMPLE HARMONIC MOTION

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.B.3.1: The student is able to predict which properties determine the motion of a simple
harmonic oscillator and what the dependence of the motion is on those properties. [SP 6.4,
7.2]
3.B.3.2: The student is able to design a plan and collect data in order to ascertain the
characteristics of the motion of a system undergoing oscillatory motion caused by a restoring
force. [SP 4.2]
3.B.3.3: The student can analyze data to identify qualitative or quantitative relationships between
given values and variables (i.e., force, displacement, acceleration, velocity, period of motion,
frequency, spring constant, string length, mass) associated with objects in oscillatory motion
to use that data to determine the value of an unknown. [SP 2.2, 5.1]
3.B.3.4: The student is able to construct a qualitative and/or a quantitative explanation of
oscillatory behavior given evidence of a restoring force. [SP 2.2, 6.2]

TORQUE AND ROTATIONAL MOTION

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.F.1.1: The student is able to use representations of the relationship between force and torque.
[SP 1.4]
3.F.1.2: The student is able to compare the torques on an object caused by various forces. [SP 1.4]
3.F.1.3: The student is able to estimate the torque on an object caused by various forces in
comparison to other situations. [SP 2.3]
3.F.1.4: The student is able to design an experiment and analyze data testing a question about
torques in a balanced rigid system. [SP 4.1, 4.2, 5.1]
Physics 1 in Plain English Page 19

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.F.1.5: The student is able to calculate torques on a two-dimensional system in static equilibrium,
by examining a representation or model (such as a diagram or physical construction). [SP 1.4,
2.2]
3.F.2.1: The student is able to make predictions about the change in the angular velocity about an
axis for an object when forces exerted on the object cause a torque about that axis. [SP 6.4]:
3.F.2.2: The student is able to plan data collection and analysis strategies designed to test the
relationship between a torque exerted on an object and the change in angular velocity of that
object about an axis. [SP 4.1, 4.2, 5.1]
3.F.3.1: The student is able to predict the behavior of rotational collision situations by the same
processes that are used to analyze linear collision situations using an analogy between
impulse and change of linear momentum and angular impulse and change of angular
momentum. [SP 6.4, 7.2]
3.F.3.2: In an unfamiliar context or using representations beyond equations, the student is able to
justify the selection of a mathematical routine to solve for the change in angular momentum
of an object caused by torques exerted on the object. [SP 2.1]
3.F.3.3: The student is able to plan data collection and analysis strategies designed to test the
relationship between torques exerted on an object and the change in angular momentum of
that object. [SP 4.1, 4.2, 5.1, 5.3]

BIG IDEA 4: Interactions between systems can result in changes in those systems.
4.A.1.1 The student is able to use representations of the center of mass of an isolated two-object
system to analyze the motion of the system qualitatively and semi-quantitatively. [SP 1.2, 1.4,
2.3, 6.4]
4.D.1.1: The student is able to describe a representation and use it to analyze a situation in which
several forces exerted on a rotating system of rigidly connected objects change the angular
velocity and angular momentum of the system. [SP 1.2, 1.4]
4.D.1.2: The student is able to plan data collection strategies designed to establish that torque,
angular velocity, angular acceleration, and angular momentum can be predicted accurately
when the variables are treated as being clockwise or counterclockwise with respect to a well-
defined axis of rotation, and refine the research question based on the examination of data.
[SP 3.2, 4.1, 4.2, 5.1, 5.3]
4.D.2.1: The student is able to describe a model of a rotational system and use that model to
analyze a situation in which angular momentum changes due to interaction with other objects
or systems. [SP 1.2, 1.4]
4.D.2.2: The student is able to plan a data collection and analysis strategy to determine the
change in angular momentum of a system and relate it to interactions with other objects and
systems. [SP 4.2]
4.D.3.1: The student is able to use appropriate mathematical routines to calculate values for initial
or final angular momentum, or change in angular momentum of a system, or average torque
or time during which the torque is exerted in analyzing a situation involving torque and
angular momentum. [SP 2.2]
4.D.3.2: The student is able to plan a data collection strategy designed to test the relationship
between the change in angular momentum of a system and the product of the average torque
applied to the system and the time interval during which the torque is exerted. [SP 4.1, 4.2]
Physics 1 in Plain English Page 20

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.E.1.1: The student is able to make qualitative predictions about the angular momentum of a
system for a situation in which there is no net external torque. [SP 6.4, 7.2]
5.E.1.2: The student is able to make calculations of quantities related to the angular momentum
of a system when the net external torque on the system is zero. [SP 2.1, 2.2]
5.E.2.1: The student is able to describe or calculate the angular momentum and rotational inertia
of a system in terms of the locations and velocities of objects that make up the system.
Students are expected to do qualitative reasoning with compound objects. Students are
expected to do calculations with a fixed set of extended objects and point masses. [SP 2.2]
Introduction: Study Skills Page: 21
Big Ideas Details Unit: Study Skills

Introduction: Study Skills

Unit: Study Skills
Topics covered in this chapter:
Cornell (Two-Column) Notes .........................................................................22
Reading & Taking Notes from a Textbook .....................................................24
Taking Notes in Class .....................................................................................27
Taking Notes on Math Problems ...................................................................30

The purpose of this chapter is to help you develop study skills that will help you to
be successful, not just in this physics class, but in all of your classes throughout high
school and college.
• Cornell (Two-Column) Notes describes a method of setting up and using a
note-taking page in order to make it easy to find information later.
• Reading & Taking Notes from a Textbook discusses a strategy for using note-
taking as a way to organize information in your brain and actually learn from
it.
• Taking Notes in Class discusses strategies for taking effective class notes that
build on your textbook notes and help you study for tests and get the most
out of what you are learning.
• Taking Notes on Math Problems discusses strategies for taking effective notes
on how to solve a math problem instead of just writing down the solution.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
This chapter does not specifically address any of the Massachusetts curriculum
frameworks or science practices.
AP® Physics 1 Learning Objectives & Science Practices:
This chapter does not specifically address any of the AP® Physics 1 learning
objectives or science practices.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Cornell (Two-Column) Notes Page: 22
Big Ideas Details Unit: Study Skills

Cornell (Two-Column) Notes

Unit: Study Skills
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Use the Cornell note-taking system to take effective notes, or add to existing
notes.
Success Criteria:
• Notes are in two columns with appropriate main ideas on the left and details
on the right.
• Bottom section includes summary and/or other important points.
Language Objectives:
• Understand and describe how Cornell notes are different from other forms of
note-taking.
Tier 2 Vocabulary: N/A

Notes:
The Cornell note-taking system was developed in the 1950s by Walter Pauk, an
education professor at Cornell University. Besides being a useful system for note-
taking in general, it is an especially useful system for interacting with someone else’s
notes (such as these) in order to get more out of them.

The main features of Cornell notes are:

1. The main section of the page is for the details of what actually gets covered
in class.
2. The left section (Cornell notes call for 2½ inches, though I have shrunk it to
2 inches) is for “big ideas”—the organizational headings that help you
organize these notes and find details that you are looking for. These have
been left blank for you to add throughout the year, because the process of
deciding what is important is a key element of understanding and
remembering.
3. Cornell notes call for the bottom section (2 inches) to be used for a
1–2 sentence summary of the page in your own words. This is always a
good idea, but you may also choose to use that space for other things you
want to remember that aren’t in these notes.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Cornell (Two-Column) Notes Page: 23
Big Ideas Details Unit: Study Skills
How to Get Nothing Worthwhile Out Of These Notes
If you are using these notes as a combination of your textbook and a set of notes,
you may be tempted to sleep through class because “it’s all in the notes,” and then
use these notes look up how to do the homework problems when you get confused.
If you do this, you will learn very little physics, and you will find this class to be both
frustrating and boring.

How to Get the Most Out Of These Notes

These notes are provided so you can preview topics before you learn about them in
class. This way, you can pay attention and participate in class without having to
worry about writing everything down. However, because active listening,
participation and note-taking improve your ability to understand and remember, it is
important that you interact with these notes and the discussion.

The “Big Ideas” column on the left of each page has been deliberately left blank.
This is to give you the opportunity to go through your notes and categorize each
section according to the big ideas it contains. Doing this throughout the year will
help you keep the information organized in your brain—it’s a lot easier to remember
things when your brain has a place to put them!

If we discuss something in class that you want to remember, mark or highlight it in

the notes! If we discuss an alternative way to think about something that works well
for you, write it in! You paid for these notes—don’t be afraid to use them!

There is a summary section at the bottom of each page. Utilize it! If you can
summarize something, you understand it; if you understand something, it is much
easier to remember.

Use this space for summary and/or additional notes:

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Reading & Taking Notes from a Textbook Page: 24
Big Ideas Details Unit: Study Skills

Reading & Taking Notes from a Textbook

Unit: Study Skills
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Use information from the organization of a textbook to take well-organized
notes.
Success Criteria:
• Section headings from text are represented as main ideas.
• All information in section summary is represented in notes.
• Notes include page numbers.
Language Objectives:
• Understand and be able to describe the strategies presented in this section.
Tier 2 Vocabulary: N/A

Notes:
If you read a textbook the way you would read a novel, you probably won’t
remember much of what you read. Before you can understand anything, your brain
needs enough context to know how to file the information. This is what Albert
Einstein was talking about when he said, “It is the theory which decides what we are
able to observe.”

When you read a section of a textbook, you need to create some context in your
brain, and then add a few observations to solidify the context before reading in
detail.

René Descartes described this process in one (very long) sentence in 1644, in the
preface to his Principles of Philosophy:
"I should also have added a word of advice regarding the manner of reading this work,
which is, that I should wish the reader at first go over the whole of it, as he would a
romance, without greatly straining his attention, or tarrying at the difficulties he may
perhaps meet with, and that afterwards, if they seem to him to merit a more careful
examination, and he feels a desire to know their causes, he may read it a second time, in
order to observe the connection of my reasonings; but that he must not then give it up
in despair, although he may not everywhere sufficiently discover the connection of the
proof, or understand all the reasonings—it being only necessary to mark with a pen the
places where the difficulties occur, and continue reading without interruption to the
end; then, if he does not grudge to take up the book a third time, I am confident that he
will find in a fresh perusal the solution of most of the difficulties he will have marked
before; and that, if any remain, their solution will in the end be found in another
reading."

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Reading & Taking Notes from a Textbook Page: 25
Big Ideas Details Unit: Study Skills
Descartes is advocating reading the text four times. However, it is not necessary to
do a thorough reading each time. It is indeed useful to make four passes over the
text, but each one should add a new level of understanding, and three of those four
passes are quick and require minimal effort.
The following 4-step system takes approximately the same amount of time that
you’re probably used to spending on reading and taking notes, but it will likely make
a tremendous difference in how much you understand and how much you
remember.
1. Make a Cornell notes template. Copy the title/heading of each section as a
big idea in the left column. (If the author has taken the trouble to organize
the textbook, you should take advantage of it!) Write the page numbers
next to the headings so you will know where to go if you need to look up
details in the textbook. For each big idea, only give yourself about ¼ to
½ page of space for the details. (Don’t do anything else yet.) This process
should take only about 1–2 minutes.
Assuming you are going to be taking notes from the textbook before
discussing the same topic in class (which is ideal), start a new sheet of paper
for each section (which means everything below your ¼ to ½ page of notes
will be blank), so you can use the same paper to add notes from class to your
notes from the textbook.
2. Do not write anything else yet! Look through the section for pictures,
graphs, and tables. Take a moment to look at each one of these—if the
author gave them space in the textbook, they must be important. Also read
over (but don’t try to answer) the homework questions/problems at the end
of the section—these illustrate what the author thinks you should be able to
do once you know the content. This process should take about 10–15
minutes.
3. Actually read the text, one section at a time. For each section, jot down key
terms and sentence fragments that remind you of the key ideas about the
text, and the pictures and questions/problems from step 1 above.
Remember that you shouldn’t write more than the ¼ to ½ page allotted.
(You don't need to write out the details—those are in the book, which you
already have!) This is the time-consuming step, though it is probably less
time-consuming than what you’re used to doing.
4. Read the summary at the end of the chapter or section—this is what the
author thinks you should know now that you’ve finished the reading. If
there’s anything you don’t recognize, go back, look it up, and add it to your
notes. This process should take about 5–10 minutes.
For a high school textbook, you shouldn’t need to use more than about one side of a
sheet of paper of actual writing* per 5 pages of reading!

*
However, you will use more sheets of paper than that because you will use a separate sheet
of paper for each topic.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Reading & Taking Notes from a Textbook Page: 26
Big Ideas Details Unit: Study Skills
Helpful Hints
• When you write key terms/vocabulary words in your notes, highlight them
and define them in your own words, in a way that makes sense to you.
(Formal academic language is only useful when you understand it.)
• When you write equations in your notes, highlight them and/or leave space
around them to make them easier to see. (Taking notes in multiple colors or
using highlighters is helpful for this.)
• Indicate which concepts, equations or words are related to each other (and
how they are related), ideally in a different color from the notes themselves.
(If relationships have their own separate color, they are easier to follow.)
These relationships are likely to be the most important parts of each concept.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Taking Notes in Class Page: 27
Big Ideas Details Unit: Study Skills

Taking Notes in Class

Unit: Study Skills
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Take useful notes during a lecture/discussion.
Success Criteria:
• Notes contain key information.
• Notes indicate context/hierarchy.
Language Objectives:
• Highlight any words that are new to you.
• Highlight any words that sometimes have a different meaning from the
scientific meaning.
Tier 2 Vocabulary: N/A

Notes:
Taking good notes during a lecture or discussion can be challenging. Unlike a
textbook, which you can skim first to get an idea of the content, you can’t pre-listen
to a live lecture or discussion.

Preview the Content

Whenever possible, take notes from the textbook (as described in the section
Reading & Taking Notes from a Textbook, starting on page 24) before discussing the
same topic in class.*

Combine your Textbook Notes with your Class Notes

During the lecture/discussion, get out the textbook notes you already took. Take
your class notes for each topic on the same sheet of paper as your ¼ to ½ page of
textbook notes, starting below your horizontal line. This way, your notes will be
organized by topic, and your class notes will be correlated with your textbook notes
and the corresponding sections of the textbook.

*
If your teacher doesn't assign reading before teaching about a topic, ask the teacher at the
end of each class, "What will we be learning next time?" This way you can proactively take
notes from the textbook in advance, to prepare your brain for the class discussion.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Taking Notes in Class Page: 28
Big Ideas Details Unit: Study Skills
What to Write Down
You can’t write every word the teacher says. And you can’t rely on only writing what
the teacher writes on the board, because the teacher might say important things
without writing them down, and the teacher might use the board to give examples.

As with textbook notes, when a teacher introduces a topic, write down the name of
the topic at the beginning, and treat it the same way you would treat a section
heading in a textbook.

As with textbook notes, highlight vocabulary words/key terms and equations so you
can find them easily.

Focus on relationships. Write arrows connecting things that are related, ideally in a
different color from the notes themselves.

If the teacher writes down instructions or a procedure for doing something, that’s
one of the few times when you really want to write down everything.

If the teacher allows you to take a picture of notes on the board, remember that the
picture is not a substitute for taking effective notes! The process of writing things
down and organizing them is a large part of what helps you understand and
remember them. If you take a picture, it is important that you transcribe the
information in the picture into your notes (by hand) as soon afterwards as is
practical, before you forget everything.

Review Your Notes at the Beginning of the Next Class

Each topic in class follows from the previous topic. While your classmates are still
arriving and the teacher is getting ready to teach, get out your class notes from the
previous day and your textbook notes on the new topic. Quickly skim both to
refresh your memory. This will help your brain connect the new lecture/discussion
to the previous one.

Keep a Binder
A binder can be helpful for keeping your notes organized. If you do this, it’s usually
easiest to organize everything by topic.
• Try to put everything in the binder immediately. Put assignments right after
your notes on the same topic. This is useful when doing the assignments,
because your notes will already be with them. It’s useful when studying for a
test, because the notes show you the information and the assignments show
what kinds of questions your teacher asked about them.
• If your teacher hands back quizzes or tests, put those right after the last thing
that is covered.
• At the end of each unit, put in a divider so you can find where one unit ends
and the next one begins.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Taking Notes in Class Page: 29
Big Ideas Details Unit: Study Skills
Studying for Tests
When studying for tests:
• Review your notes to make sure you remember everything, focusing on key
terms/vocabulary, key equations, concepts and relationships.
• If your teacher didn’t give you practice problems, re-do some of the
homework problems. Don’t just look at the problems and think, “Yes, I
remember doing that.” Instead, cover up your solutions and try to solve the
problem without looking at your work or the answer.
• Make a study sheet for the test, even if you’re not allowed to use it during
the test. The process of organizing everything onto one sheet of paper will
help you remember what is important and organize it in your brain.
• If the class has a mid-term and/or final exam, keep your study sheets for each
test, and use them to study for the mid-term or final. This will save you a lot
of time!
• If your teacher handed back quizzes and tests, keep those to study for the
mid-term or final. Anything your teacher asked before is highly likely to show
up again!
• Make sure you are familiar with the calculator that you will be using during
the test. If you always use the calculator app on your phone, the calculator
you use during the test may require you to put in the values and operations
in a different order, which may confuse you.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Taking Notes on Math Problems Page: 30
Big Ideas Details Unit: Study Skills

Taking Notes on Math Problems

Unit: Study Skills
MA Curriculum Frameworks (2016): SP5
AP® Physics 1 Learning Objectives: SP5
Mastery Objective(s): (Students will be able to…)
• Take notes on math problems that both show and explain the steps.
Success Criteria:
• Notes show the order of the steps, from start to finish.
• A reason or explanation is indicated for each step.
Language Objectives:
• Be able to describe and explain the process of taking notes on a math
problem.
Tier 2 Vocabulary: N/A

Notes:
If you were to copy down a math problem and look at it a few days or weeks later,
chances are you’ll recognize the problem, but you won’t remember how you solved
it.

Solving a math problem is a process. For notes to be useful, your notes need to
capture the process as it happens, not just the final result.

If you want to take good notes on how to solve a problem, you need your notes to
show what you did at each step

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Taking Notes on Math Problems Page: 31
Big Ideas Details Unit: Study Skills
For example, consider the following physics problem:
A 25 kg cart is accelerated from rest to a velocity of 3.5 ms over an
interval of 1.5 s. Find the net force applied to the cart.

The solved problem looks like this:

m vo = 0 v
A 25 kg cart is accelerated from rest to a velocity of 3.5 ms over an
interval of 1.5 s. Find the net force applied to the cart.
t Fnet
Fnet = ma v − vo = at
Fnet = 25a 3.5 − 0 = (a)(1.5)
Fnet = (25)(5.5) 3.5 = 1.5a
Fnet = 138. 8 N a = 5.5 m
s2

This looks nice, and it’s the right answer. But if you look at it now (or look back at it
in a month), you won’t know what you did.

The quickest and easiest way to fix this is to number the steps and add a couple of
words of description for each step:
m vo = 0 v
A 25 kg cart is accelerated from rest to a velocity of 3.5 ms over
① Label quantities Fnet
t
an interval of 1.5 s. Find the net force applied to the cart.

② Find equation
Fnet = ma
that has desired
quantity Fnet = 25a ③ Need another equation to find a
v − vo = at
3.5 − 0 = (a)(1.5)
⑤ Substitute a into ④ Solve for a
a = 5.5 m
1st equation s2
Fnet = (25)(5.5)
Fnet = 138.8 N ⑥ Remember the unit!

The math is exactly the same as above, but notice that the annotated problem
includes two features:

• Steps are numbered, so you can see what order the steps were in.
• Each step has a short description so you know exactly what was done and
why.
Annotating problems this way allows you to study the process, not just the answer!

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Physics 1 In Plain English Jeff Bigler

Introduction: Laboratory & Measurement Page: 32
Big Ideas Details Unit: Laboratory & Measurement

Introduction: Laboratory & Measurement

Unit: Laboratory & Measurement
Topics covered in this chapter:
Introduction: Laboratory & Measurement ....................................................32
The Scientific Method ....................................................................................34
The AP® Physics Science Practices .................................................................39
Designing & Performing Experiments ............................................................43
Random vs. Systematic Error .........................................................................53
Uncertainty & Error Analysis .........................................................................56
Significant Figures ..........................................................................................71
Graphical Solutions (Linearization) ................................................................80
Keeping a Laboratory Notebook ....................................................................84
Internal Laboratory Reports ..........................................................................90
Formal Laboratory Reports ............................................................................97

The purpose of this chapter is to teach skills necessary for designing and carrying
out laboratory experiments, recording data, and writing summaries of the
experiment in different formats.
• The Scientific Method describes scientific thinking and how it applies to
physics and to this course.
• The AP® Physics Science Practices lists & describes the scientific practices that
are required by the College Board for an AP® Physics course.
• Designing & Performing Experiments discusses strategies for coming up with
your own experiments and carrying them out.
• Random vs. Systematic Error, Uncertainty & Error Analysis, and Significant
Figures discuss techniques for estimating how closely measured data can
quantitatively predict an outcome.
• Graphical Solutions (Linearization) discusses strategies for turning a
relationship into a linear equation and using the slope of a best-fit line to
represent the quantity of interest.
• Keeping a Laboratory Notebook, Internal Laboratory Reports, and Formal
Laboratory Reports discuss ways in which you might record and communicate
(write up) your laboratory experiments.
Calculating uncertainty (instead of relying on significant figures) is a new and
challenging skill that will be used in lab write-ups throughout the year.

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Physics 1 In Plain English Jeff Bigler

Introduction: Laboratory & Measurement Page: 33
Big Ideas Details Unit: Laboratory & Measurement
Standards addressed in this chapter:
MA Curriculum Frameworks (2016):
This chapter addresses the following MA science and engineering practices:
Practice 1: Asking Questions and Defining Problems
Practice 2: Developing and Using Models
Practice 3: Planning and Carrying Out Investigations
Practice 4: Analyzing and Interpreting Data
Practice 6: Constructing Explanations and Designing Solutions
Practice 7: Engaging in Argument from Evidence
Practice 8: Obtaining, Evaluating, and Communicating Information

AP® AP® Physics 1 Learning Objectives & Science Practices:

This chapter addresses the following AP Physics 1 science practices:
SP 4.1 The student can justify the selection of the kind of data needed to
answer a particular scientific question.
SP 4.2 The student can design a plan for collecting data to answer a particular
scientific question.
SP 4.3 The student can collect data to answer a particular scientific question.
SP 4.4 The student can evaluate sources of data to answer a particular
scientific question.
SP 5.1 The student can analyze data to identify patterns or relationships.
SP 5.2 The student can refine observations and measurements based on data
analysis.
SP 5.3 The student can evaluate the evidence provided by data sets in relation
to a particular scientific question.

Skills learned & applied in this chapter:

• Designing laboratory experiments
• Estimating uncertainty in measurements
• Propagating uncertainty through calculations
• Writing up lab experiments

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Physics 1 In Plain English Jeff Bigler

The Scientific Method Page: 34
Big Ideas Details Unit: Laboratory & Measurement

The Scientific Method

Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP1, SP2, SP6, SP7
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain how the scientific method can be applied to a problem or question.
Success Criteria:
• Steps in a specific process are connected in consistent and logical ways.
• Explanation correctly uses appropriate vocabulary.
Language Objectives:
• Understand and correctly use terms relating to the scientific method, such as
“peer review”.
Tier 2 Vocabulary: theory, model, claim, law, peer

Notes:
The scientific method is a fancy name for “figure out what happens by trying it.”

In the middle ages, “scientists” were called “philosophers.” These were church
scholars who decided what was “correct” by a combination of observing the world
around them and then arguing and debating with each other about the mechanisms
and causes.

During the Renaissance, scientists like Galileo Galilei and Leonardo da Vinci started
using experiments instead of argument to decide what really happens in the world.

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Physics 1 In Plain English Jeff Bigler

The Scientific Method Page: 35
Big Ideas Details Unit: Laboratory & Measurement
A Mindset, Not a Recipe
The scientific method is a mindset, which basically amounts to “let nature speak”.
Despite what you may have been taught elsewhere, the scientific method does not
have specific “steps,” and does not necessarily require a hypothesis.

The scientific method looks more like a map, with testing ideas (experimentation) at
the center:

from the Understanding Science website*

*
Understanding Science. 2018. University of California Museum of Paleontology. 1 July 2018
http://www.understandingscience.org. Used with permission.

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Physics 1 In Plain English Jeff Bigler

The Scientific Method Page: 36
Big Ideas Details Unit: Laboratory & Measurement
Each of the circles in the above diagram is a broad area that contains many
processes:

from the Understanding Science website

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Physics 1 In Plain English Jeff Bigler

The Scientific Method Page: 37
Big Ideas Details Unit: Laboratory & Measurement
When scientists conclude something interesting that they think is important and
want to share, they state it in the form of a claim, which states that something
happens, under what conditions it happens, and in some cases gives a possible
explanation.

Before a claim is taken seriously, the original scientist and any others who are
interested try everything they can think of to disprove the claim. If the claim holds
up despite many attempts to disprove it, the claim gains support.
peer review: the process by which scientists scrutinize, evaluate and attempt to
disprove each other’s claims.

If a claim has gained widespread support among the scientific community and can
be used to predict the outcomes of experiments (and it has never been disproven), it
might eventually become a theory or a law.

theory: a claim that has never been disproven, that gives an explanation for a set of
observations, and that can be used to predict the outcomes of experiments.
model: a way of viewing a set of concepts and their relationships to one another. A
model is one type of theory.
law: a claim that has never been disproven and that can be used to predict the
outcomes of experiments, but that does not attempt to model or explain the
observations.
Note that the word “theory” in science has a different meaning from the word
“theory” in everyday language. In science, a theory is a model that:
• has never failed to explain a collection of related observations
• has never failed to successfully predict the outcomes of related experiments

For example, the theory of evolution has never failed to explain the process of
changes in organisms caused by factors that affect the survivability of the species.

If a repeatable experiment contradicts a theory, and the experiment passes the peer
review process, the theory is deemed to be wrong. If the theory is wrong, it must
either be modified to explain the new results, or discarded completely.

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Physics 1 In Plain English Jeff Bigler

The Scientific Method Page: 38
Big Ideas Details Unit: Laboratory & Measurement
Theories vs. Natural Laws
The terms “theory” and “law” developed organically over many centuries, so any
definition of either term must acknowledge that common usage, both within and
outside of the scientific community, will not always be consistent with the
definitions.

Nevertheless, the following rules of thumb may be useful:

A theory is a model that attempts to explain why or how something happens. A law
simply describes or quantifies what happens without attempting to provide an
explanation. Theories and laws can both be used to predict the outcomes of related
experiments.

For example, the Law of Gravity states that objects attract other objects
based on their masses and distances from each other. It is a law and not a
theory because the Law of Gravity does not explain why masses attract each
other.

Atomic Theory states that matter is made of atoms, and that those atoms
are themselves made up of smaller particles. The interactions between
these particles are used to explain certain properties of the substances. This
is a theory because we cannot see atoms or prove that they exist. However,
the model gives an explanation for why substances have the properties that
they do.

A theory cannot become a law for the same reasons that a definition cannot become
a measurement, and a postulate cannot become a theorem.

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Physics 1 In Plain English Jeff Bigler

The AP® Physics Science Practices Page: 39
Big Ideas Details Unit: Laboratory & Measurement
AP® The AP® Physics Science Practices
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP1, SP2, SP3, SP4, SP5, SP6, SP7
AP® Physics 1 Learning Objectives: SP1, SP2, SP3, SP4, SP5, SP6, SP7
Mastery Objective(s): (Students will be able to…)
• Describe what the College Board and the State of Massachusetts want you to
know about how science is done.
Language Objectives:
• Explain the what the student is expected to do for each of the AP® Science
Practices.
Tier 2 Vocabulary: data, claim, justify

Notes:
The College Board has described the scientific method in practical terms, dividing
them into seven Science Practices that students are expected to learn in
AP Physics 1.

Science Practice 1: The student can use representations and models to

communicate scientific phenomena and solve scientific problems.

A model is any mental concept that can explain and predict how something looks,
works, is organized, or behaves. Atomic theory is an example of a model: matter is
made of atoms, which are made of protons, neutrons, and electrons. The number,
location, behavior and interactions of these sub-atomic particles explains and
predicts how different types of matter behave.
1.1 The student can create representations and models of natural or man-made
phenomena and systems in the domain.
1.2 The student can describe representations and models of natural or man-
made phenomena and systems in the domain.
1.3 The student can refine representations and models of natural or man-made
phenomena and systems in the domain.
1.4 The student can use representations and models to analyze situations or
solve problems qualitatively and quantitatively.
1.5 The student can express key elements of natural phenomena across
multiple representations in the domain.

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The AP® Physics Science Practices Page: 40
Big Ideas Details Unit: Laboratory & Measurement
AP® Science Practice 2: The student can use mathematics appropriately.
Physics is the representation of mathematics in nature. It is impossible to
understand physics without a solid understand of mathematics and how it relates to
physics. For AP Physics 1, this means having an intuitive feel for how algebra works,
and how it can be used to relate quantities or functions to each other. If you are the
type of student who solves algebra problems via memorized procedures, you may
struggle to develop the kind of mathematical understanding that is necessary in AP
Physics 1.
2.1 The student can justify the selection of a mathematical routine to solve
problems.
2.2 The student can apply mathematical routines to quantities that describe
natural phenomena.
2.3 The student can estimate numerically quantities that describe natural
phenomena.

Science Practice 3: The student can engage in scientific questioning to extend

thinking or to guide investigations within the context of the AP course.
Ultimately, the answer to almost any scientific question is “maybe” or “it depends”.
Scientists pose questions to understand not just what happens, but the extent to
which it happens, the causes, and the limits beyond which outside factors become
dominant.
3.1 The student can pose scientific questions.
3.2 The student can refine scientific questions.
3.3 The student can evaluate scientific questions.

Science Practice 4: The student can plan and implement data collection strategies in
relation to a particular scientific question.
Scientists do not “prove” things. Mathematicians and lawyers prove that something
must be true. Scientists collect data in order to evaluate what happens under
specific conditions, in order to determine what is likely true, based on the
information available. Data collection is important, because the more and better the
data, the more scientists can determine from it.
4.1 The student can justify the selection of the kind of data needed to answer a
particular scientific question.
4.2 The student can design a plan for collecting data to answer a particular
scientific question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific
question.

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The AP® Physics Science Practices Page: 41
Big Ideas Details Unit: Laboratory & Measurement
AP® Science Practice 5: The student can perform data analysis and evaluation of
evidence.
Just as data collection is important, analyzing data and being able to draw
meaningful conclusions is the other crucial step to understanding natural
phenomena. Scientists need to be able to recognize patterns that actually exist
within the data, and to be free from the bias that comes from expecting a particular
result beforehand.
5.1 The student can analyze data to identify patterns or relationships.
5.2 The student can refine observations and measurements based on data
analysis.
5.3 The student can evaluate the evidence provided by data sets in relation to a
particular scientific question.

Science Practice 6: The student can work with scientific explanations and theories.
In science, there are no “correct” answers, only claims and explanations. A scientific
claim is any statement that is believed to be true. In order to be accepted, a claim
must be verifiable based on evidence, and any claim or explanation must be able to
make successful predictions, which are also testable. Science does not prove claims
to be universally true or false; science provides supporting evidence. Other scientists
will accept or believe a claim provided that there is sufficient evidence to support it,
and no evidence that directly contradicts it.
6.1 The student can justify claims with evidence.
6.2 The student can construct explanations of phenomena based on evidence
produced through scientific practices.
6.3 The student can articulate the reasons that scientific explanations and
theories are refined or replaced.
6.4 The student can make claims and predictions about natural phenomena
based on scientific theories and models.
6.5 The student can evaluate alternative scientific explanations.

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Physics 1 In Plain English Jeff Bigler

The AP® Physics Science Practices Page: 42
Big Ideas Details Unit: Laboratory & Measurement
AP® Science Practice 7: The student is able to connect and relate knowledge across
various scales, concepts, and representations in and across domains.
If a scientific principle is true in one domain, scientists must be able to consider that
principle in other domains and apply their understanding from the one domain to
the other. For example, conservation of momentum is believed by physicists to be
universally true on every scale and in every domain, and it has implications in the
contexts of laboratory-scale experiments, quantum mechanical behaviors at the
atomic and sub-atomic levels, and special relativity.
7.1 The student can connect phenomena and models across spatial and
temporal scales.
7.2 The student can connect concepts in and across domain(s) to generalize or
extrapolate in and/or across enduring understandings and/or big ideas.

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Designing & Performing Experiments Page: 43
Big Ideas Details Unit: Laboratory & Measurement

Designing & Performing Experiments

Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP1, SP3, SP8
AP Physics 1 Learning Objectives: SP 1, SP2, SP3, SP4, SP5, SP6, SP7
MA Curriculum Frameworks (2006): N/A
Mastery Objective(s): (Students will be able to…)
• Create a plan and procedure to answer a question through experimentation.
Success Criteria:
• Experimental Design utilizes backward design.
• Experimental Design uses logical steps to connect the desired answer or
quantity to quantities that can be observed or measured.
• Procedure gives enough detail to set up experiment.
• Procedure establishes values of control and manipulated variables.
• Procedure explains how to measure responding variables.
Language Objectives:
• Understand and correctly use the terms “responding variable” and
“manipulated variable.”
• Understand and be able to describe the strategies presented in this section.
Tier 2 Vocabulary: inquiry, independent, dependent, control

Notes:
If your experience in science classes is like that of most high school students, you
have always done “experiments” that were devised, planned down to the finest
detail, painstakingly written out, and debugged before you ever saw them. You
learned to faithfully follow the directions, and as long as everything that happened
matched the instructions, you knew that the “experiment” must have come out
right.

If someone asked you immediately after the “experiment” what you just did or what
its significance was, you had no answers for them. When it was time to do the
analysis, you followed the steps in the handout. When it was time to write the lab
report, you had to frantically read and re-read the procedure in the hope of
understanding enough of what the “experiment” was about to write something
intelligible.

This is not how science is supposed to work.

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Physics 1 In Plain English Jeff Bigler

Designing & Performing Experiments Page: 44
Big Ideas Details Unit: Laboratory & Measurement
In an actual scientific experiment, you would start with an objective, purpose or
goal. You would figure out what you needed to know, do, and/or measure in order
to achieve that objective. Then you would set up your experiment, observing, doing
and measuring the things that you decided upon. Once you had your results, you
would figure out what those results told you about what you needed to know. At
that point, you would draw some conclusions about how well the experiment
worked, and what to do next.

That is precisely how experiments work in this course. You and your lab group will
design every experiment that you perform. You will be given an objective or goal
and a general idea of how to go about achieving it. You and your lab group (with
help) will decide the specifics of what to do, what to measure (and how to measure
it), and how to make sure you are getting good results. The education “buzzword”
for this is inquiry-based experiments.

Types of Experiments
There are many ways to categorize experiments. For the purpose of this discussion,
we will categorize them as either qualitative experiments or quantitative
experiments.

Qualitative Experiments
If you are trying to cause something to happen, observe whether or not something
happens, or determine the conditions under which something happens, you are
performing a qualitative experiment. Your experimental design section needs to
address:
• What it is that you are trying to observe or measure.
• If something needs to happen, what you will do to try to make it happen.
• How you will observe it.
• How you will determine whether or not the thing you were looking for actually
happened.
Often, determining whether or not the thing happened is the most challenging part.
For example, in atomic & particle physics (as was also the case in chemistry), what
“happens” involves atoms and sub-atomic particles that are too small to see. For
example, you might detect radioactive decay by using a Geiger counter to detect
charged particles that are emitted.

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Designing & Performing Experiments Page: 45
Big Ideas Details Unit: Laboratory & Measurement
Quantitative Experiments
If you are trying to determine the extent to which something happens, your
experiment almost certainly involves measurements and calculations. Your
experimental design section needs to address:
• What it is that you are trying to measure.
• If something needs to happen, what you will do to try to make it happen.
• What you can actually measure, and how to connect it to the quantities of
interest.
• How to set up your experimental conditions so the quantities that you will
measure are within measurable limits.

• How to calculate and interpret the quantities of interest based on your results.

What to Control and What to Measure

In every experiment, there are some quantities that you need to keep constant,
some that you need to change, and some that you need to observe. These are
called control variables, manipulated (independent) variables, and responding
(dependent) variables.

control variables: conditions that are being kept constant. These are usually
parameters that could be manipulated variables in a different experiment, but
are being kept constant so they do not affect the relationship between the
variables that you are testing in this experiment. For example, if you are
dropping a ball from different heights to find out how long it takes to hit the
ground, you want to make sure the wind is the same speed and direction for
each trial, so wind does not affect the outcome of the experiment. This means
wind speed and direction are control variables.

manipulated variables (also known as independent variables): the conditions you

are setting up. These are the parameters that you specify when you set up the
experiment. They are called independent variables because you are choosing
the values for these variables, which means they are independent of what
happens in the experiment. For example, if you are dropping a ball from
different heights to find out how long it takes to hit the ground, you are
choosing the heights before the experiment begins, so height is the manipulated
(independent) variable.

responding variables (also known as dependent variables): the things that happen
during the experiment. These are the quantities that you won’t know the values
for until you measure them. They are called dependent variables because they
are dependent on what happens in the experiment. For example, if you are
dropping a ball from different heights to find out how long it takes to hit the
ground, the times depend on what happens after you let go of the ball. This
means time is the responding (dependent) variable.

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Designing & Performing Experiments Page: 46
Big Ideas Details Unit: Laboratory & Measurement
If someone asks what your manipulated, dependent and control variables are, the
question simply means:
• “What did you vary on purpose (manipulated variables)?”
• “What did you measure (responding variables)?”
• “What did you keep the same for each trial (control variables)?”

Variables in Qualitative Experiments

If the goal of your experiment is to find out whether or not something happens at
all, you need to set up a situation in which the phenomenon you want to observe
can either happen or not, and then observe whether or not it does. The only hard
part is making sure the conditions of your experiment don’t bias whether the
phenomenon happens or not.

If you want to find out under what conditions something happens, what you’re
really testing is whether or not it happens under different sets of conditions that you
can test. In this case, you need to test three situations:
1. A situation in which you are sure the thing will happen, to make sure you
can observe it. This is your positive control.
2. A situation in which you sure the thing cannot happen, to make sure your
experiment can produce a situation in which it doesn’t happen and you can
observe its absence. This is your negative control.
3. A condition or situation that you want to test to see whether or not the
thing happens. The condition is your manipulated variable, and whether or
not the thing happens is your responding variable.

Variables in Quantitative Experiments

If the goal of your experiment is to quantify (find a numerical relationship for) the
extent to which something happens (the responding variable), you need to figure
out a set of conditions that enable you to measure the thing that happens. Once
you know that, you need to figure out how much you can change the parameter you
want to test (the manipulated variable) and still be able to measure the result. This
gives you the highest and lowest values of your manipulated variable. Then perform
the experiment using a range of values for the manipulated value that cover the
range from the lowest to the highest (or vice-versa).

For quantitative experiments, a good rule of thumb is the 8 & 10 rule: you should
have at least 8 data points, and the range from the highest to the lowest values of
your manipulated variables should span at least a factor of 10.

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Physics 1 In Plain English Jeff Bigler

Designing & Performing Experiments Page: 47
Big Ideas Details Unit: Laboratory & Measurement
Letting the Equations Design the Experiment
Most high school physics experiments are relatively simple to understand, set up
and execute—much more so than in chemistry or biology. This makes physics well-
suited for teaching you how to design experiments.

Determining what to measure usually means determining what you need to know
and then figuring out how to get there starting from quantities that you can
measure.

For a quantitative experiment, if you have a mathematical formula that includes the
quantity you want to measure, you need to find the values of the other quantities in
the equation.
For example, suppose you need to calculate the force of friction that brings a sliding
object to a stop. If we design the experiment so that there are no other horizontal
forces, friction will be the net force. We can then calculate force from the equation
for Newton’s Second Law:
Ff = Fnet = ma
In order to use this equation to calculate force, we need to know:
• mass: we can measure this directly, using a balance. (Note that m is
underlined because we can measure it directly, which means we don’t need to
pursue another equation to calculate it.)
• acceleration: we could measure this with an accelerometer, but we do not
have one in the lab. This means we will need to find the acceleration some
other way.

Because we need to calculate acceleration rather than measuring it, that means we
need to expand our experiment in order to get the necessary data to do so. Instead
of just measuring force and acceleration, we now need to:
1. Measure the mass.
2. Perform an experiment in which we apply the force and collect enough
information to determine the acceleration.
3. Calculate the force on the object, using the mass and the acceleration.

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Designing & Performing Experiments Page: 48
Big Ideas Details Unit: Laboratory & Measurement
In order to determine the acceleration, we need another equation. We can use:
v = vo + a t
This means in order to calculate acceleration, we need to know:
• final velocity (v): the force is being applied until the object is at rest
(stopped), so the final velocity v = 0. (Underlined because we have designed
the experiment in a way that we know its value.)
• initial velocity (vo): not known; we need to either measure or calculate this.
• time (t): we can measure this directly with a stopwatch. (Underlined
because we can measure it directly.)

Now we need to expand our experiment further, in order to calculate vo. We can
calculate the initial velocity from the equation:
0
d v +v
vave. = = o
t 2
We have already figured out how to measure t, and we set up the experiment so
that v = 0 at the end. This means that to calculate vo, the only quantities we need to
measure are:
• time (t): as noted above, we can measure this directly with a stopwatch.
(Underlined because we can measure it directly.)

• displacement (d): the change in the object’s position. We can measure this
with a meter stick or tape measure. (Underlined because we can measure
it.)
Notice that every quantity is now expressed in terms of quantities that we know or
can measure, or quantities we can calculate, so we’re all set. We simply need to set
up an experiment to measure the underlined quantities.

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Designing & Performing Experiments Page: 49
Big Ideas Details Unit: Laboratory & Measurement
To facilitate this approach, it is often helpful to use a table. For the above
experiment, such a table might look like the following:

Fixed Control Quantities Quantities to

Desired Description/
Equation Variable(s) or to be be Calculated
Variable Explanation
Constants Measured (Still Needed)
Set up
experiment so
Ff Ff = Fnet — — Fnet
other forces
cancel
Newton’s 2nd
Fnet Fnet = ma — m a
Law
Kinematics
a v − v o = at v =0 t vo
equation
d vo + v Kinematics
vo = v =0 d ,t —
t 2 equation

In this table, we started with the quantity we want to determine ( Ff ). We found an

equation that contains it ( Ff = Fnet ). In that equation, Fnet is netiher a fixed control
variable nor a constant and we cannot measure it, so it is “still needed” and
becomes the start of a new row in the table.

This process continues until every quantity that is needed is either a Fixed quantity
(control variable or constant) or can be measured, and there are no quantities that
are still needed.

• Notice that every variable in the equation is either the desired variable, or it
appears in one of the three columns on the right.
• Notice that when we get to the third row, the equation contains a control
variable that is designed into the experiment ( v = 0 because the object stops
at the end), a quantity that can be measured (t, using a stopwatch), and a
quantity that is still needed ( vo ).

• Notice that every quantity that you need to measure appears in the
“Quantities to be Measured” column.
• Notice that your experimental conditions need to account for the control
variables in the “Fixed Control Variable(s) or Constants” column.
• Notice that your calculations are simply the entire “Equation” column, starting
at the bottom and working your way back to the top.

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Physics 1 In Plain English Jeff Bigler

Designing & Performing Experiments Page: 50
Big Ideas Details Unit: Laboratory & Measurement
Procedure
Looking at the “Quantities to be Measured” column, we have determined that we
need to measure mass (m), time (t) and distance (d). This makes sense because the
objective is to determine the force of friction, which means we need to measure the
distance that the object travels and the time that it spends moving while it is sliding.
Our procedure is therefore to (a) make sure the event that we are trying to measure
happens, (b) measure everything in the “Measured Variable(s)” column, and (c) set
up the experiment so that everything in the “Control Variable(s) & Constants”
column has the appropriate values:
1. Measure the mass of the object.
2. Determine a way to measure the displacement of the object. (A simple way
would be to mark a starting line and use a tape measure.)
3. Determine a way to measure the time that the object spends moving. (A
simple way would be to start a stopwatch when the object crosses the
starting line and stop the stopwatch when the object comes to rest.)
4. Get the object moving.
5. Allow the object to slide until it stops (final velocity = 0), measuring time
and displacement as determined above.
6. Repeat the experiment, using different masses based on the 8 & 10 rule—
take at least 8 data points, varying the mass over at least a factor of 10.

Data
We need to make sure we have recorded the measurements (including
uncertainties, which are addressed in the Uncertainty & Error Analysis topic, starting
on page 55) of every quantity we need in order to calculate our result. In this
experiment, we need measurements for mass, displacement and time.

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Designing & Performing Experiments Page: 51
Big Ideas Details Unit: Laboratory & Measurement
Analysis
Most of your analysis is your calculations. Start from the bottom of your
experimental design table and work upward.
0
d vo + v
In this experiment that means start with: =
t 2
The reason we needed this equation was to find vo, so we need to 2d
vo =
rearrange it to: t
(We are allowed to use d and t in the equation because we measured them.)
0
v = vo + at
Now we go to the equation above it in our experimental design and
2d
substitute our expression for vo into it: 0= + at
t
The purpose of this equation was to find acceleration, so we need to −2d
a=
rearrange it to: t2
(We can drop the negative sign because we are only interested in the magnitude of
the acceleration.)

Our last equation is Ff = Fnet = ma . If we are  2d  −2md

Fnet = ma = m  − 2  = 2
interested only in finding one value of Ff, we can just  t  t
substitute and solve:

However, we will get a much better answer if we plot a graph relating each of our
values of mass (remember the 8 & 10 rule) to the resulting acceleration and
calculate the force using the graph. This process is described in detail in the
“Graphical Solutions (Linearization)” section, starting on page 80.

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Designing & Performing Experiments Page: 52
Big Ideas Details Unit: Laboratory & Measurement
Generalized Approach
The generalized approach to experimental design is therefore:

Experimental Design
1. Find an equation that contains the quantity you want to find.
2. Using a table to organize your information, work your way from that
equation through related equations until every quantity in every equation is
either something you can calculate or something you can measure.

Procedure
3. Determine how to measure each of the quantities that you need
(responding variables). Decide what your starting conditions need to be
(manipulated variables) and measure any that are needed, and figure out
what you need to keep constant (control variables).

Data & Observations

4. Set up your experiment and do a test run. This means you need to perform
the calculations for your test run before doing the rest of the experiment, in
case you need to modify your procedure. You will be extremely frustrated if
you finish your experiment and go home, only to find out at 2:00 am the
night before the write-up is due that it didn’t work.

5. Take and record your measurements and other data.

6. Remember to record the uncertainty for every quantity that you measure.
(See the “Uncertainty & Error Analysis” section, starting on page 55.)

Analysis
7. Calculate the results. Whenever possible, apply the 8 & 10 rule and
calculate your answer graphically.

AP® If you are taking one of the AP® Physics exams, you should answer the experimental
design question by writing the Experimental Design, Procedure, and Analysis
sections above.

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Random vs. Systematic Error Page: 53
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors
(not AP®)
Random vs. Systematic Error
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP3
AP® Physics 1 Learning Objectives: SP4
Mastery Objective(s): (Students will be able to…)
• Correctly use the terms “random error” and “systematic error” in a scientific
context.
• Explain the difference between random and systematic errors.
Success Criteria:
• Be able to recognize situations as accurate/inaccurate and/or
precise/imprecise.
Language Objectives:
• Be able to describe the difference between random errors and systematic
errors.
Tier 2 Vocabulary: random, systematic, accurate, precise

Notes:
Science relies on making and interpreting measurements, and the accuracy and
precision of these measurements affect what you can conclude from them.

Random vs. Systematic Errors

random errors: are natural uncertainties in measurements because of the limits of
precision of the equipment used. Random errors are assumed to be distributed
around the actual value, without bias in either direction.
systematic errors: occur from specific problems in your equipment or your
procedure. Systematic errors are often biased in one direction more than
another, and can be difficult to identify.

“Accuracy” vs. “Precision”

The words “accuracy” and “precision” are not used in science because these words
are often used as synonyms in everyday English. However, because some high
school science teachers insist on using the terms, their usual meanings are:
accuracy: the amount of systematic error in a measurement. A measurement is said
to be accurate if it has low systematic error.
precision: either how finely a measurement was made or the amount of random
error in a set of measurements. A single measurement is said to be precise if it
was measured within a small fraction of its total value. A group of
measurements is said to be precise if the amount of random error is small (the
measurements are close to each other).

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Random vs. Systematic Error Page: 54
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Examples:
(not AP®) Suppose the following drawings represent arrows shot at a target.

The first set has low random error because the points are close to each other. It has
low systematic error because the points are approximately equally distributed about
the expected value.

The second set has low random error because the points are close to each other.
However, it has high systematic error because the points are centered on a point
that is noticeably far from the expected value.

The third set has low systematic error because the points are approximately equally
distributed around the expected value. However, it has high random error because
the points are not close to each other.

The fourth set has high random error because the points are not close to each other.
It has high systematic error because the points are centered on a point that is
noticeably far from the expected value.

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Random vs. Systematic Error Page: 55
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors For another example, suppose a teacher is 55 years old, and two of their classes
(not AP®) estimate their age.

High Systematic Error

The first class’s estimates are 72, 73, 77, and 78 years old. These measurements
have low random error because they are close together, but high systematic error
(because the average is 75, which is far from the expected value of 55).

When there is a significant amount of systematic error, it often means there is some
problem with the way the experiment was set up or performed (or a problem with
the equipment) that caused all of the numbers to be off in the same direction.

In this example, the teacher may have gray hair and very wrinkled skin, and may
appear much older than they actually are.

High Random Error

The second class’s estimates are 10, 31, 77 and 98. This set of data has low
systematic error (because the average is 54, which is close to the expected value),
but high random error because the individual values are not close to each other.

When there is a significant amount of random error, it can also mean a problem with
the way the experiment was set up or performed (or a problem with the
equipment). However, it can also mean that the experiment is not actually
measuring what the scientist thinks it is measuring.

If there is a lot of random error, it can look like there is no relationship between the
manipulated variables and the responding variables. If there is no relationship
between the manipulated variables and the responding variables, it can look like
there is a lot of random error. Scientists must consider both possibilities.

In this example, the class may have not cared about providing valid numbers, or they
may not have realized that the numbers they were guessing were supposed to be
the age of a person.

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Uncertainty & Error Analysis Page: 56
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors
(not AP®)
Uncertainty & Error Analysis
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP4
AP® Physics 1 Learning Objectives: SP5
Mastery Objective(s): (Students will be able to…)
• Determine the uncertainty of a measured or calculated value.
Success Criteria:
• Take analog measurements to one extra digit of precision.
• Correctly estimate measurement uncertainty.
• Correctly read and interpret stated uncertainty values.
• Correctly propagate uncertainty through calculations involving
addition/subtraction and multiplication/division.
Language Objectives:
• Understand and correctly use the terms “uncertainty” and “relative error.”
• Correctly explain the process of estimating and propagating uncertainty.
Tier 2 Vocabulary: uncertainty, error

Notes:
In science, unlike mathematics, there is no such thing as an exact answer.
Ultimately, every quantity is limited by the precision and accuracy of the
measurements that it came from. If you can only measure a quantity to within 10 %,
that means any calculation that is derived from that measurement can’t be any
better than ±10 %.

Error analysis is the practice of determining and communicating the causes and
extents of uncertainty in your results. Error analysis involves understanding and
following the uncertainty in your data, from the initial measurements to the final
calculated and reported results.

Note that the word “error” in science has a different meaning from the word
“error” in everyday language. In science, “error” means “uncertainty.” If you
report that you drive (2.4 ± 0.1) miles to school every day, you would say that this
distance has an error of ±0.1 mile. This does not mean your car’s odometer is
wrong; it means that the actual distance could be 0.1 mile more or 0.1 mile less—
i.e., somewhere between 2.3 and 2.5 miles. When you are analyzing your results,
never use the word “error” to mean mistakes that you might have made!

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Uncertainty & Error Analysis Page: 57
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Uncertainty
(not AP®) The uncertainty or error of a measurement describes how close the actual value is
likely to be to the measured value. For example, if a length was measured to be
22.3 cm, and the uncertainty was 0.3 cm (meaning that the measurement is only
known to within ± 0.3 cm), we could represent this measurement in either of two
ways:
22.3 ± 0.3 cm* 22.3(3) cm
The first of these states the variation (±) explicitly in cm (the actual unit). The
second is shows the variation in the last digits shown.

What it means is that the true length is approximately 22.3 cm, and is statistically
likely† to be somewhere between 22.0 cm and 22.6 cm.

Absolute Uncertainty (Absolute Error)

Absolute uncertainty (or absolute error) refers to the uncertainty in the actual
measurement. For the measurement 22.3 ± 0.3 cm, the absolute error is ± 0.3 cm.

Relative Uncertainty (Relative Error)

Relative uncertainty (usually called relative error) shows the error or uncertainty as
a fraction of the measurement.
uncertainty
The formula for relative error is R.E. =
measured value
For the measurement 22.3 ± 0.3 cm, the relative error would be 0.3 cm out of
22.3 cm. Mathematically, we express this as:
0.3 cm
R.E. = = 0.013
22.3 cm

Note that relative error is dimensionless (does not have any units), because the
numerator and denominator have the same units, which means the units cancel.

Percent Error
Percent error is simply relative error expressed as a percentage. You can turn
relative error into percent error by multiplying by 100.

In the example above, the relative error of 0.013 would be 1.3 % error.

*
The unit is assumed to apply to both the value and the uncertainty. It would be more
pedantically correct to write (22.3 ± 0.3) cm, but this is rarely done. The unit for the value
and uncertainty should be the same. A value of 10.63 m ± 2 cm should be rewritten as
10.63 ± 0.02 m
†
Statistically, the standard uncertainty is one standard deviation, which is discussed on the
following page.

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Uncertainty & Error Analysis Page: 58
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Uncertainty of A Single Measurement
(not AP®)
If you have the ability to measure a quantity that is not changing (such as the mass
or length of an object), you will get the same value every time you measure it. This
means you have only one data point.

When you have only one data point, the uncertainty is the limit of how well you can
measure it. This will be your best educated guess, based on how closely you think
you actually measured the quantity. This means you need to take measurements as
carefully and precisely as possible, because every careless measurement needlessly
increases the uncertainty of the result.

Digital Measurements
For digital equipment, if the reading is stable (not changing), look up the published
precision of the instrument in its user’s manual. (For example, many balances used
in high schools have a readability of 0.01 g but are only precise to within ± 0.02 g.) If
there is no published value (or the manual is not available), assume the uncertainty
is ± 1 in the last digit.

If the reading is unstable (changing), state the reading as the average of the highest
and lowest values, and the uncertainty as half of the range: (highest – lowest)/2,
which is the amount that you would need to add to or subtract from the average to
obtain either of the extremes. (However, the uncertainty can never be less than the
published uncertainty of the equipment).

Analog Measurements
When making analog measurements, always estimate one extra digit beyond the
finest markings on the equipment. For example, if you saw the speedometer on the
left, you would imagine that each tick mark was divided into ten smaller tick marks
like the one on the right.

what you see: what you visualize:

between 30 & 40 MPH 33 ± 1 MPH

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Physics 1 In Plain English Jeff Bigler

Uncertainty & Error Analysis Page: 59
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Note that the measurement and uncertainty must be expressed to the same
(not AP®) decimal place.

For example, in the diagram below, the graduated cylinder is marked in 1 mL

increments. When measuring volume in this graduated cylinder*, you would
estimate and write down the volume to the nearest 0.1 mL, as shown:

In the above experiment, you must record the volume as:

32.0 ± 0.1 mL  correct

32 ± 0.1 mL  wrong
32 ± 1 mL  inadequate

In other words, the zero at the end of 32.0 mL is required. It is necessary to show
that you measured the volume to the nearest tenth, not to the nearest one.

When estimating, the uncertainty depends on how well you can see the markings,
but you can usually assume that the estimated digit has an uncertainty of  1 10 of
the finest markings on the equipment. Here are some examples:

Typical Assumed
Equipment Estimate To
Markings Uncertainty
ruler 1 mm 0.1 mm ± 0.1 mm
25 mL graduated cylinder 0.2 mL 0.02 mL ± 0.02 mL
thermometer 1 °C 0.1 °C ± 0.1 °C

*
Remember that for most liquids, which have a downward meniscus, volume is measured at
the bottom of the meniscus.

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Uncertainty & Error Analysis Page: 60
Big Ideas Details Unit: Laboratory & Measurement
honors Calculating the Uncertainty of a Set of Measurements
(not AP®)
When you have measurements of multiple separately-generated data points, the
uncertainty is calculated using statistics, so that some specific percentage of the
measurements will fall within the average, plus or minus the uncertainty.

Note that statistical calculations are beyond the scope of this course. This
information is provided for students who have taken (or are taking) a statistics
course and are interested in how statistics are applied to uncertainty.

Ten or More Independent Measurements: Standard Deviation

If you have a large enough set of independent measurements (at least 10), then the
uncertainty is the standard deviation of the mean. (Independent measurements
means you set up the situation that generated the data point on separate occasions.
E.g., if you were measuring the length of the dashes that separate lanes on a
highway, independent measurements would mean measuring different lines that
were likely generated by different line painting apparatus. Measuring the same line
ten times would not be considered independent measurements.)
standard deviation (σ): the average of how far each data point is from its expected
value.

The standard deviation is calculated mathematically as the average difference

between each data point and the value predicted by the best-fit line.

A small standard deviation means that most or all of the data points lie close to
the best-fit line. A larger standard deviation means that on average, the data
points lie farther from the line.

Unless otherwise stated, the standard deviation is the uncertainty (the “plus or
minus”) of a calculated quantity. E.g., a measurement of 25.0 cm with a
standard deviation of 0.5 cm would be expressed as (25.0 ± 0.5) cm.

The expected distribution of values relative to the mean is called the Gaussian
distribution (named after the German mathematician Carl Friedrich Gauss.) It
looks like a bell, and is often
called a “bell curve”.
Statistically, approximately
two-thirds (actually 68.2 %)
of the measurements are
expected to fall within one
standard deviation of the
mean, i.e., within the
standard uncertainty.

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Uncertainty & Error Analysis Page: 61
Big Ideas Details Unit: Laboratory & Measurement
honors There is an equation for the standard deviation, though most people don’t use the
(not AP®) equation because they calculate the standard deviation using the statistics functions
on a calculator or computer program.

However, note that most calculators and statistics programs calculate the sample
standard deviation ( s ) , whereas the uncertainty should be the standard deviation
of the mean ( m ) . This means:
s
u =m =
n
and:
s
reported value = x  u = x   m = x 
n

Best-Fit Lines & Standard Deviation

If the quantity of interest is calculated using the slope of a best-fit line (see Graphical
Solutions (Linearization) on page 80), the standard deviation is the average distance
from each data point to the best-fit line.

best-fit line: a line that represents the

expected value of your responding
variable for values of your
manipulated variable. The best-fit
line minimizes the total accumulated
error (difference between each actual
data point and the line).

correlation coëfficient (R or R2 value): a

measure of how linear the data are—
how well they approximate a straight
line. In general, an R2 value of less
than 0.9 means that the data are not
linear, there was a problem with one or more data points, or there was a
problem with the entire experiment.

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Uncertainty & Error Analysis Page: 62
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Fewer than Ten Independent Measurements
(not AP®) While the standard deviation of the mean is the correct approach when we have a
sufficient number of data points, often we have too few data points (small values of
n), which causes the calculated standard deviation to predict a much larger
uncertainty than we probably actually have.

If you have only a few independent measurements (fewer than 10), then you have
too few data points to for the standard deviation to represent the uncertainty. In
this case, we can estimate the standard uncertainty by finding the range and
dividing by two.*

Example:

Suppose you measured a mass on a balance and the reading drifted between 3.46 g
and 3.58 g:

3.46 + 3.58
x= = 3.52
2
r = 3.58 − 3.46 = 0.12
r 0.12
u   0.06
2 2

You would record the balance reading as 3.52 ± 0.06 g.

*
Some texts suggest dividing by 3 instead of dividing by 2. For so few data points, the
distinction is not important enough to add another source of confusion for students.

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Uncertainty & Error Analysis Page: 63
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Propagating Uncertainty in Calculations
(not AP®) When you perform calculations using numbers that have uncertainty, you need to
propagate the uncertainty through the calculation.

Crank Three Times

The simplest way to calculate uncertainty is the “crank three times” method. The
“crank three times” method involves:

1. Perform the calculation using the actual numbers. This gives the result (the
part before the ± symbol).

2. Perform the calculation a second time, using the end of the range for each
value that would give the smallest result. (Note that with fractions, this
means you need to subtract the uncertainty for values in the numerator and
add the uncertainty for values in the denominator.) This gives the lower
limit of the range.

3. Perform the calculation a third time using the end of the range for each
value that would give the largest result. This gives the upper limit of the
range.

4. Assuming you have fewer than ten data points, use the approximation that
r
the uncertainty = u  , where r is the range.
2

The advantage to “crank three times” is that it’s easy to understand and you are
therefore less likely to make a mistake. The disadvantage is that it can become
unwieldy when you have multi-step calculations.

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Uncertainty & Error Analysis Page: 64
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Addition & Subtraction: Add the Absolute Errors
(not AP®) When quantities with uncertainties are added or subtracted, the uncertainties have
the same units, which means we can add the quantities to get the answer, and then
just add the uncertainties to get the total uncertainty.

If the calculation involves addition or subtraction, add the absolute errors.

Imagine you walked for a distance and measured it. That measurement has
some uncertainty. Then imagine that you started from where you stopped and
walked a second distance and measured it. The second measurement also has
uncertainty. The total distance is the distance for Trip #1 + Trip #2.

Because there is uncertainty in the distance of Trip #1 and also uncertainty in

the distance of Trip #2, it is easy to see that the total uncertainty when the two
trips are added together is the sum of the two uncertainties.

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Uncertainty & Error Analysis Page: 65
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Now imagine that you walked for a distance and measured it, but then you
(not AP®) turned around and walked back toward your starting point for a second distance
and measured that. Again, both measurements have uncertainty.

Notice that, even though the distances are subtracted to get the answer, the
uncertainties still accumulate. As before, the uncertainty in where Trip #1
ended becomes the uncertainty in where Trip #2 started. There is also
uncertainty in where Trip #2 ended, so again, the total uncertainty is the sum of
the two uncertainties.
For a numeric example, consider the problem:
(8.45 ± 0.15 cm) − (5.43 ± 0.12 cm)
Rewriting in column format:
8.45 ± 0.15 cm
− 5.43 ± 0.12 cm
3.02 ± 0.27 cm
Notice that even though we had to subtract to find the answer, we had to add the
uncertainties.

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Uncertainty & Error Analysis Page: 66
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Multiplication & Division: Add the Relative Errors
(not AP®) If the calculation involves multiplication or division, we can’t just add the
uncertainties (absolute errors), because the units do not match. Therefore we need
to add the relative errors to get the total relative error, and then convert the relative
error back to absolute error afterwards.
Note: Most of the calculations that you will perform in physics involve
multiplication and/or division, which means almost all of your uncertainty
calculations throughout the course will use relative error.
For example, if we have the problem (2.50 ± 0.15 kg) × (0.30  0.06 m
s2
) , we
would do the following:
1. Calculate the result using the equation.
Fnet = ma
Fnet = (2.50)(0.30) = 0.75N
2. Calculate the relative error for each of the measurements:
0.15kg
The relative error of (2.50 ± 0.15) kg is = 0.06
2.50 kg

0.06 sm2
The relative error of ( 0.30  0.06) sm2 is = 0.20
0.30 sm2

(Notice that the units cancel.)

3. Add the relative errors to find the total relative error:
0.06 + 0.20 = 0.26
4. Multiply the total relative error (step 3) by the result (from step 1 above) to
convert the uncertainty back to the correct units.
(0.75 N)(0.26) = 0.195 N
(Notice that the units come from the result.)
5. Combine the result with its uncertainty:
Fnet = 0.75  0.195N

Because the uncertainty is specified, the answer is technically correct without

rounding, but it is good form to round uncertainties to the appropriate
number of significant figures, and round the result to the same decimal place:
Fnet = 0.75  0.20 N

For the kinds of experiments you will do in physics class, it is usually sufficient to
show the uncertainty to one or two significant figures, and then round the answer to
the same place value.

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Uncertainty & Error Analysis Page: 67
Big Ideas Details Unit: Laboratory & Measurement
honors Exponents
(not AP®) Calculations that involve exponents use the same rule as for multiplication and
division. If you think of exponents as multiplying a number by itself the indicated
number of times, it means you would need to add the relative error of that number
that many times.

In other words, when a value is raised to an exponent, multiply its relative error by
the exponent.

Note that this applies even when the exponent is a fraction (meaning roots). For
example:

A ball is dropped from a height of 1.8 ± 0.2 m and falls with an acceleration of
9.81  0.02 ms2
. You want to find the time it takes to fall, using the equation
2a
t=
1
. Because x can be written as x 2 , the equation can be rewritten as
d
1
2a (2a) 2
t= = 1
d d2

Using the steps on the previous page:

2a 2(9.81)
1. The result is t = = = 10.9 = 3.30 s
d 1.8

2. The relative errors are:

0.2 m
distance: = 0.111
1.8 m

0.02 sm2
acceleration: = 0.0020
9.81 sm2

3. Because of the square roots in the equation, the total relative error is:
1 (0.111) + 1 (0.002) = 0.057
2 2

4. The absolute uncertainty for the time is therefore (3.30)(0.057) = ± 0.19 s.

5. The answer is therefore 3.30 ± 0.19 s. However, we have only one significant
figure of uncertainty for the height, so it would be better to round to
3.3 ± 0.2 s.

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Uncertainty & Error Analysis Page: 68
Big Ideas Details Unit: Laboratory & Measurement
Summary of Uncertainty Calculations
Uncertainty of a Single Quantity
Measured Once
Make your best educated guess of the uncertainty based on how precisely you were
able to measure the quantity and the uncertainty of the instrument(s) that you used.

Measured Multiple Times (Independently)

• If you have a lot of data points, the uncertainty is the standard deviation of
the mean, which you can get from a calculator that has statistics functions.
r
• If you have few data points, use the approximation u  .
2

Uncertainty of a Calculated Value

Calculations Use Only Addition & Subtraction
The uncertainties all have the same units, so just add the uncertainties of each of
the measurements. The total is the uncertainty of the result.

Calculations Use Multiplication & Division (and possibly Exponents)

The uncertainties don’t all have the same units, so you need to use relative error.:

uncertainty ()
1. Find the relative error of each measurement. R.E. =
measured value

2. Multiply each relative error by its exponent in the equation (if any).

3. Add the relative errors to find the total relative error.

4. The absolute uncertainty (±) in the correct units is the result times the total
R.E.

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Uncertainty & Error Analysis Page: 69
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Homework Problems
(not AP®) Because the answers are provided, you must show sufficient work in order to
receive credit.
1. In a 4 × 100 m relay race, the four runners’ times were: (10.52 ± 0.02) s,
(10.61 ± 0.01) s, (10.44 ± 0.03) s, and (10.21 ± 0.02) s. What was the team’s
(total) time for the event, including the uncertainty?

Answer: 41.78 ± 0.08 s

2. After school, you drove a friend home and then went back to your house.
According to your car’s odometer, you drove 3.4 miles to your friend’s house
(going past your house on the way). Then you drove 1.2 miles back to your
house. If the uncertainty in your car’s odometer reading is 0.1 mile, how far
is it from school directly to your house (including the uncertainty)?

Answer: 2.2 ± 0.2 mi.

3. A baseball pitcher threw a baseball for a distance of (18.44 ± 0.05) m in
(0.52 ± 0.02) s.
a. What was the velocity of the baseball in meters per second? (Divide the
distance in meters by the time in seconds.)

Answer: 35.46 ms

b. What are the relative errors of the distance and time? What is the total
relative error?

Answer: distance: 0.0027; time: 0.0385; total: 0.0412

c. Calculate the uncertainty of the velocity of the baseball and express
your answer as the velocity (from part a above) plus or minus the
uncertainty that you just calculated, with correct rounding.

Answer: 35.46  1.46 ms which rounds to 35  1 ms

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Uncertainty & Error Analysis Page: 70
Big Ideas Details Unit: Laboratory & Measurement
4. A rock that has a mass of 8.15 ± 0.25 kg is sitting on the top of a cliff that is
27.3 ± 1.1 m high. What is the gravitational potential energy of the rock
(including the uncertainty)? The equation for this problem is Ug = mgh . In
this equation, g is the acceleration due to gravity on Earth, which is equal to
9.81  0.02 sm2 , and the unit for energy is J (joules).

Answer: 2 183 ± 159 J

5. You drive West on the Mass Pike, from Route 128 to the New York state
border, a distance of 127 miles. The EZ Pass transponder determines that
your car took 1 hour and 54 minutes (1.9 hours) to complete the trip, and
you received a ticket in the mail for driving 66.8 mi.
hr.
in a 65 mi.
hr.
zone. The
uncertainty in the distance is ± 1 mile and the uncertainty in the time is
± 30 seconds (± 0.0083 hours). Can you use this argument to fight the ticket
and win? (You can win if you prove that because of the uncertainty, your
speed could have been less than 65 mi.hr.
.)

Answer: No, this argument won’t work. Your average speed is 66.8  0.8 mi.
hr. .

Therefore, the minimum that your speed could have been is

66.8 − 0.8 = 66.0 mi.
hr.
.

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Significant Figures Page: 71
Big Ideas Details Unit: Laboratory & Measurement

Significant Figures
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: SP5
Mastery Objective(s): (Students will be able to…)
• Identify the significant figures in a number.
• Perform calculations and round the answer to the appropriate number of
significant figures
Success Criteria:
• Be able to identify which digits in a number are significant.
• Be able to count the number of significant figures in a number.
• Be able to determine which places values will be significant in the answer
when adding or subtracting.
• Be able to determine which digits will be significant in the answer when
multiplying or dividing.
• Be able to round a calculated answer to the appropriate number of significant
figures.
Language Objectives:
• Explain the concepts of significant figures and rounding.
Tier 2 Vocabulary: significant, round

Notes:
Because it would be tedious to calculate the uncertainty for every calculation in
physics, we can use significant figures (or significant digits) as a simple way to
estimate and represent the uncertainty.

Significant figures are based on the following approximations:

• All stated values are rounded off so that the uncertainty is only in the last
unrounded digit.
• Assume that the uncertainty in the last unrounded digit is ±1.
• The results of calculations are rounded so that the uncertainty of the result is
only in the last unrounded digit, and is assumed to be ±1.

While these assumptions are often (though not always) the right order of
magnitude, they rarely give a close enough approximation of the uncertainty to be
useful. For this reason, significant figures are used as a convenience, and are used
only when the uncertainty does not actually matter.

If you need to express the uncertainty of a measured or calculated value, you must
express the uncertainty separately from the measurement, as described in the
previous section.

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Significant Figures Page: 72
Big Ideas Details Unit: Laboratory & Measurement
Therefore, when you take measurements and perform calculations in the laboratory,
you will specifically state the measurements and their uncertainties. Never use
significant figures in lab experiments!

For homework problems and written tests, you will not be graded on your use of
significant figures, but you may use them as a simple way to keep track of the
approximate effects of uncertainty on your answers, if you wish.

The only reasons that significant figures are presented in these notes are:
1. If you are taking the AP® exam, you are expected to round your answers to
an appropriate number of significant figures.
2. After a year of surviving the emotional trauma of significant figures in
chemistry class, students expect to be required to use significant figures in
physics and every science course afterwards. It is kinder to just say “[sigh]
Yes, please do your best to round to the correct number of significant
figures.” than it is to say “Nobody actually uses significant figures. All that
trauma was for nothing.”

Every time you perform a calculation, you need to express your answer to enough
digits that you’re not introducing additional uncertainty. However, as long as that is
true, feel free to round your answer off in order to omit digits that are one or more
orders of magnitude smaller than the uncertainty.

In the example on page 66, we rounded the number 1 285.74 off to the tens place,
resulting in the value of 1 290, because we couldn’t show more precision than we
actually had.

In the number 1 290, we would say that the first three digits are “significant”,
meaning that they are the part of the number that is not rounded off. The zero in
the ones place is “insignificant,” because the digit that was there was lost when we
rounded.

significant figures (significant digits): the digits in a measured value or calculated

result that are not rounded off. (Note that the terms “significant figures” and
“significant digits” are used interchangeably.)

insignificant figures: the digits in a measured value or calculated result that were
“lost” (became zeroes before a decimal point or were cut off after a decimal
point) due to rounding.

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Significant Figures Page: 73
Big Ideas Details Unit: Laboratory & Measurement
Identifying the Significant Digits in a Number
The first significant digit is where the “measured” part of the number begins—the
first digit that is not zero.

The last significant digit is the last “measured” digit—the last digit whose true value
is known.
• If the number doesn’t have a decimal point, the last significant digit will be the
last digit that is not zero. (Anything after that has been rounded off.)
Example: If we round the number 234 567 to the thousands place, we would
get 235 000. (Note that because the digit after the “4” in the thousands place
was 5 or greater, so we had to “round up”.) In the rounded-off number, the
first three digits (the 2, 3, and 5) are the significant digits, and the last three
digits (the zeroes at the end) are the insignificant digits.
• If the number has a decimal point, the last significant digit will be the last digit
shown. (Anything rounded after the decimal point gets chopped off.)
Example: If we round the number 11.223 344 to the hundredths place, it
would become 11.22. When we rounded the number off, we “chopped off”
the extra digits.
• If the number is in scientific notation, it has a decimal point. Therefore, the
above rules tell us (correctly) that all of the digits before the “times” sign are
significant.

In the following numbers, the significant figures have been underlined:

• 13 000 • 6 804.305 00

• 0.0275 • 6.0 × 1023

• 0.0150 • 3400. (note the decimal point

at the end)

Digits that are not underlined are insignificant. Notice that only zeroes can ever be
insignificant.

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Significant Figures Page: 74
Big Ideas Details Unit: Laboratory & Measurement
Mathematical Operations with Significant Figures
Addition & Subtraction
When adding or subtracting, calculate the total normally. Then identify the smallest
place value where nothing is rounded. Round your answer to that place.

For example, consider the following problem.

problem: “sig figs” equivalent:

123 000 ± 1000 123 ???.????
0.0075 ± 0.0001 0.0075
+ 1 650 ± 10 + 1 65?.????
124 650.0075 ± 1010.0001 124 ???.????
(Check this digit
for rounding)

In the first number (123 000), the hundreds, tens, and ones digit are zeros,
presumably because the number was rounded to the nearest 1000. The second
number (0.0075) is presumably rounded to the ten-thousandths place, and the
number 1650 is presumably rounded to the tens place.

The first number has the largest uncertainty, so we need to round our answer to the
thousands place to match, giving 125 000 ± 1 000.

A silly (but pedantically correct) example of addition with significant digits is:

100 + 37 = 100

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Significant Figures Page: 75
Big Ideas Details Unit: Laboratory & Measurement
Multiplication and Division
When multiplying or dividing, calculate the result normally. Then count the total
number of significant digits in the values that you used in the calculation. Round
your answer so that it has the same number of significant digits as the value that
had the fewest.
Consider the problem:
34.52 × 1.4

The answer (without taking significant digits into account) is 34.52  1.4 = 48.328
The number 1.4 has the fewest significant digits (2). Remember that 1.4 really
means 1.4 ± 0.1, which means the actual value, if we had more precision, could be
anything between 1.3 and 1.5. Using “crank three times,” the actual answer could
therefore be anything between 34.52 × 1.3 = 44.876 and 34.52 × 1.5 = 51.780.

To get from the answer of 48.328 to the largest and smallest answers we would get
from “crank three times,” we would have to add or subtract approximately 3.5.
(Notice that this agrees with the number we found previously for this same problem
by propagating the relative error!) If the uncertainty is in the ones digit (greater
than or equal to 1, but less than 10), this means that the ones digit is approximate,
and everything beyond it is unknown. Therefore, using the rules of significant
figures, we would report the number as 48.

In this problem, notice that the least significant term in the problem (1.4) had 2
significant digits, and the answer (48) also has 2 significant digits. This is where the
rule comes from.

A silly (but pedantically correct) example of multiplication with significant digits is:

141 × 1 = 100

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Significant Figures Page: 76
Big Ideas Details Unit: Laboratory & Measurement
Mixed Operations
For mixed operations, keep all of the digits until you’re finished (so round-off errors
don’t accumulate), but keep track of the last significant digit in each step by putting
a line over it (even if it’s not a zero). Once you have your final answer, round it to
the correct number of significant digits. Don’t forget to use the correct order of
operations (PEMDAS)!
For example:
137.4  52 + 120  1.77
(137.4  52) + (120  1.77)
7 144.8 + 212.4 = 7 357.2 = 7 400

Note that in the above example, we kept all of the digits and didn’t round until the
end. This is to avoid introducing small rounding errors at each step, which can add
up to enough to change the final answer. Notice how, if we had rounded off the
numbers at each step, we would have gotten the wrong answer:

137.4  52 + 120  1.77

(137.4  52) + (120  1.77)
7 100 + 210 = 7 310 = 7 300
←
However, if we had done actual error propagation (remembering to add absolute
errors for addition/subtraction and relative errors for multiplication/division), we
would get the following:
0.1 1
137.4  52 = 7144.8; R.E. = + = 0.01996
137.4 52
partial answer = 7144.8  142.6
1 0.01
120  1.77 = 212.4; R.E. = + = 0.01398
120 1.77
partial answer = 212.4  2.97
The total absolute error is therefore 142.6 + 2.97 = 145.6

The best answer is therefore 7357.2 ± 145.6. I.e., the actual value lies between
approximately 7200 and 7500.

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Significant Figures Page: 77
Big Ideas Details Unit: Laboratory & Measurement
What to Do When Rounding Doesn’t Give
the Correct Number of Significant Figures
If you have a different number of significant digits from what the rounding shows,
you can place a line over the last significant digit, or you can place the whole
number in scientific notation. Both of the following have four significant digits, and
both are equivalent to writing 13 000 ± 10
• 13 000
• 1.300  104

When Not to Use Significant Figures

Significant figure rules only apply in situations where the numbers you are working
with have a limited precision. This is usually the case when the numbers represent
measurements. Exact numbers have infinite precision, and therefore have an
infinite number of significant figures. Some examples of exact numbers are:
• Pure numbers, such as the ones you encounter in math class.
• Anything you can count. (E.g., there are 24 people in the room. That means
exactly 24 people, not 24.0 ± 0.1 people.)
• Whole-number exponents in formulas. (E.g., the area of a circle is πr2. The
exponent “2” is a pure number.)
• Exact values. (E.g., in the International System of Units, the speed of light is
defined to be exactly 2.997 924 58  108 ms .)

You should also avoid significant figures any time the uncertainty is likely to be
substantially different from what would be implied by the rules for significant
figures, or any time you need to quantify the uncertainty more exactly.

Summary
Significant figures are a source of ongoing stress among physics students. To make
matters simple, realize that few formulas in physics involve addition or subtraction,
so you can usually just apply the rules for multiplication and division: look at each of
the numbers you were given in the problem. Find the one that has the fewest
significant figures, and round your final answer to the same number of significant
figures.

If you have absolutely no clue what else to do, round to three significant figures and
stop worrying. You would have to measure quite carefully to have more than three
significant figures in your original data, and three is usually enough significant
figures to avoid unintended loss of precision, at least in a high school physics course.
☺

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Significant Figures Page: 78
Big Ideas Details Unit: Laboratory & Measurement
Homework Problems
1. For each of the following, Underline the significant figures in the number and
Write the assumed uncertainty as ± the appropriate quantity.

57 300 ± 100  Sample problem with correct answer.

a. 13 500 f. 6.0 × 10−7

b. 26.0012 g. 150.00

c. 01902 h. 10

d. 0.000 000 025 i. 0.005 310 0

e. 320.

2. Round off each of the following numbers as indicated and indicate the last
significant digit if necessary.

a. 13 500 to the nearest 1000

b. 26.0012 to the nearest 0.1

c. 1902 to the nearest 10

d. 0.000 025 to the nearest 0.000 01

e. 320. to the nearest 10

f. 6.0 × 10−7 to the nearest 10−6

g. 150.00 to the nearest 100

h. 10 to the nearest 100

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Significant Figures Page: 79
Big Ideas Details Unit: Laboratory & Measurement
3. Solve the following math problems and round your answer to the appropriate
number of significant figures.
a. 3 521 × 220

b. 13 580.160 ÷ 113

c. 2.71828 + 22.4 − 8.31 − 62.4

d. 23.5 + 0.87 × 6.02 – 105 (Remember PEMDAS!)

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Graphical Solutions (Linearization) Page: 80
Big Ideas Details Unit: Laboratory & Measurement
honors & AP® Graphical Solutions (Linearization)
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP4, SP5
AP® Physics 1 Learning Objectives: SP2, SP5
Mastery Objective(s): (Students will be able to…)
• Use a graph to calculate the relationship between two variables.
Success Criteria:
• Graph has the manipulated variable on the x-axis and the responding variable
on the y-axis.
• Graph includes best-fit line that appears to minimize the total accumulated
distance between the points and the line.
• Axes and best-fit line drawn with straightedge.
• Divisions on axes are evenly spaced.
• Slope of line determined correctly (rise/run).
• Slope used correctly in calculation of desired result.
Language Objectives:
• Explain why a best-fit line gives a better answer than calculating an average.
• Explain how the slope of the line relates to the desired quantity.
Tier 2 Vocabulary: plot, axes

Notes:
Most experiments in a high-school physics class involve finding a mathematical
relationship between two quantities. While it is possible to simply measure each
quantity once and calculate, or to measure several times and calculate the average,
an approach that measures the relationship across a range of values will provide a
better result.

A common way to achieve this is to manipulate equations and plot data such that
the expected result is a straight line, and the experimental quantity is calculated by
plotting a best-fit line and determining the slope. This means that you need to plot
graphs accurately, either on graph paper or using a computer or calculator. If you
use graph paper:
• The data points need to be as close to their actual locations as you are capable
of drawing.
• The best-fit line needs to be as close as you can practically get to its
mathematically correct location.
• The best-fit line must be drawn with a straightedge.
• The slope needs to be calculated using the actual rise and run of points on the
best-fit line.

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Graphical Solutions (Linearization) Page: 81
Big Ideas Details Unit: Laboratory & Measurement
honors & AP® As mentioned in the previous section, a good rule of thumb for quantitative
experiments is the 8 & 10 rule: you should have at least 8 data points, and the
range from the highest to the lowest values tested should span at least a factor of
10.

Once you have your data points, arrange the equation into y = mx + b form, such
that the slope (or 1/slope) is the quantity of interest. Then accurately plot your data
and draw a best-fit line. The slope of this line will be the quantity of interest (or its
reciprocal).

For example, suppose you wanted to calculate the spring constant of a spring by
measuring the displacement caused by an applied force. You are given the following
data:

Applied Force (N) 0.0 1.0 2.0 3.0 5.0

Displacement (m) −0.01 0.05 0.16 0.20 0.34
Uncertainty (m) ± 0.06 ± 0.06 ± 0.06 ± 0.06 ± 0.06

The equation is Fs = kx , which is already in y = mx + b form. However, we varied the

force and measured the displacement, which means force is the manipulated
variable (x-axis), and displacement is the responding variable (y-axis). Therefore, we
need to rearrange the equation to:
y = m x +b

1
x =   Fs + 0
k
This means that if we plot a graph of all of our data points, a graph of Fs vs. x will
1
have a slope of .
k
You therefore need to:
1. Plot the data points, expressing the uncertainties as error bars.
2. Draw a best-fit line that passes through each error bar and minimizes the
total accumulated distance away from each data point. (You can use linear
regression, provided that the regression line actually passes through each
error bar. If the line cannot pass through all of the error bars, you need to
determine what the problem was with the outlier(s).) You may disregard a
data point in your determination of the best-fit line only if you know and can
explain the problem that caused it to be an outlier.

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Graphical Solutions (Linearization) Page: 82
Big Ideas Details Unit: Laboratory & Measurement
honors & AP® The plot looks like the following*:

We calculate the slope using the actual rise (Δy) and run (Δx) from the graph. The
best-fit line goes through the points (0, 0) and (3.0, 0.21). From these points, we
would calculate the slope as:
y 0.21 − 0
m= = = 0.07
x 3.0 − 0

1
Because the slope is , the spring constant is the reciprocal of the slope of the
k
1
above graph. = 14 mN (rounded to two significant figures).
0.07

*
Note that graphs of Hooke’s Law are almost always drawn with displacement on the
abscissa (x-axis) and force on the ordinate (y-axis). The axes were reversed intentionally in
this text for three reasons:
1. In most cases it is better to plot the responding variable on the ordinate, to show
mathematically that the responding variable is a function of the manipulated
variable, y = f (x) .
2. Plotting this way creates an example that shows what to do when the slope of the
graph is the reciprocal of the quantity of interest.
3. To illustrate the fact that the graph is a valid representation of the data (and may
therefore be used for calculations) regardless of which quantity is plotted on which
axis.

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Graphical Solutions (Linearization) Page: 83
Big Ideas Details Unit: Laboratory & Measurement
Uncertainty and Linearization
If you need to determine the uncertainty for a quantity that was calculated using the
slope of a graph, you can draw “lines of worst fit” (which still need to go through the
error bars) and then “crank three times” to find the maximum and minimum slope.

Note that calculating the uncertainty for quantities that are determined graphically
is beyond the scope of this course.

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Keeping a Laboratory Notebook Page: 84
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors
(not AP®)
Keeping a Laboratory Notebook
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP3, SP8
AP® Physics 1 Learning Objectives: SP4
Mastery Objective(s): (Students will be able to…)
• Determine which information to record in a laboratory notebook.
• Record information in a laboratory notebook according to practices used in
industry.
Success Criteria:
• Record data accurately and correctly, with units and including estimated
digits.
• Use the correct protocol for correcting mistakes.
Language Objectives:
• Understand and be able to describe the process for recording lab procedures
and data.
Tier 2 Vocabulary: N/A

Notes:
A laboratory notebook serves two important purposes:
1. It is a legal record of what you did and when you did it.
2. It is a diary of exactly what you did, so you can look up the details later.

Your Notebook as an Official Record

Laboratory notebooks are kept by scientists in research laboratories and high tech
companies. If a company or research institution needs to prove (perhaps in a court
case) that you did a particular experiment on a particular date and got a particular
set of results, your lab notebook is the primary evidence. While there is no right or
wrong way for something to exist as a piece of evidence, the goal is for you to
maintain a lab notebook that gives the best chance that it can be used to prove
beyond a reasonable doubt exactly what you did, exactly when you did it, and
exactly what happened.

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Keeping a Laboratory Notebook Page: 85
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors For companies that use laboratory notebooks in this way, there are a set of
(not AP®) guidelines that exist to prevent mistakes that could compromise the integrity of the
notebook. Details may vary somewhat from one company to another, but are
probably similar to these, and the spirit of the rules is the same.
• All entries in a lab notebook must be hand-written in ink. (This proves that
you did not erase information.)
• Your actual procedure and all data must be recorded directly into the
notebook, not recorded elsewhere and copied in. (This proves that you could
not have made copy errors.)
• All pages must be numbered consecutively, to show that no pages have been
removed. If your notebook did not come with pre-numbered pages, you need
to write the page number on each page before using it. (This proves that no
pages were removed.) Never remove pages from a lab notebook for any
reason. If you need to cross out an entire page, you may do so with a single
large "X". If you do this, write a brief explanation of why you crossed out the
page, and sign and date the cross-out.
• Start each experiment on a new page. (This way, if you have to submit an
experiment as evidence, you don’t end up submitting parts of other
experiments.)
• Sign and date the bottom of the each page when you finish recording
information on it. Make sure your supervisor witnesses each page within a
few days of when you sign it. (The legal date of an entry is the date it was
witnessed. The date is important in patent claims.)
• When crossing out an incorrect entry in a lab notebook, never obliterate it.
Always cross it out with a single line through it, so that it is still possible to
read the original mistake. (This is to prove that it was a mistake, and you
didn't change your data or observations. Erased or covered-up data is
considered the same as faked or changed data in the scientific community.)
Never use “white-out” in a laboratory notebook. Any time you cross
something out, write your initials and the date next to the change.
• Never, ever change data after the experiment is completed. Your data, right
or wrong, is what you actually observed. Changing your data constitutes
fraud, which is a form of cheating that is worse than plagiarism.
• Never change anything on a page you have already signed and dated. If you
realize that an experiment was flawed, leave the bad data where it is and add
a note that says "See page ____." with your initials and date next to the
addendum. On the new page, refer back to the page number of the bad data
and describe briefly what was wrong with it. Then, give the correct
information and sign and date it as you would an experiment.

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Keeping a Laboratory Notebook Page: 86
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Recording Your Procedure
(not AP®) Recording a procedure in a laboratory notebook is a challenging problem, because
on the one hand, you need to have a legal record of what you did that is specific
enough to be able to stand as evidence in court. On the other hand, you also need
to be able to perform the experiment quickly and efficiently without stopping to
write down every detail.

If your experiment is complicated and you need to plan your procedure ahead of
time, you can record your intended procedure in your notebook before performing
the experiment. Then all you need to do during the experiment is to note any
differences between the intended procedure and what you actually did.

If the experiment is quick and simple, or if you suddenly think of something that you
want to do immediately, without taking time to plan a procedure beforehand, you
can jot down brief notes during the experiment for anything you may not
remember, such as instrument settings and other information that is specific to the
values of your manipulated variables. Then, as soon as possible after finishing the
experiment, write down all of the details of the experiment. Include absolutely
everything, including the make and model number of any major equipment that you
used. Don’t worry about presentation or whether the procedure is written in a way
that would be easy for someone else to duplicate; concentrate on making sure the
specifics are accurate and complete. The other niceties matter in reports, but not in
a notebook.

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Keeping a Laboratory Notebook Page: 87
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Recording Data
(not AP®) Here are some general rules for working with data. (Most of these are courtesy of
Dr. John Denker, at http://www.av8n.com/physics/uncertainty.htm):
• Write something about what you did on the same page as the data, even if it is
a very rough outline. Your procedure notes should not get in the way of
actually performing the experiment, but there should be enough information
to corroborate the detailed summary of the procedure that you will write
afterwards. (Also, for evidence’s sake, the sooner after the experiment that
you write the detailed summary, the more weight it will carry in court.)
• Keep all of the raw data, whether you will use it or not.
• Don’t discard a measurement, even if you think it is wrong. Record it anyway
and put a “?” next to it. You can always choose not to use the data point in
your calculations (as long as you give an explanation).
• Never erase or delete a measurement. The only time you should ever cross
out recorded data is if you accidentally wrote down the wrong number.
• Record all digits. Never round off original data measurements. If the last
digit is a zero, you must record it anyway!
• For analog readings (e.g., ruler, graduated cylinder, thermometer), always
estimate and record one extra digit.
• Always write down the units with each measurement!
• Record every quantity that will be used in a calculation, whether it is changing
or not.
• Don’t convert in your head before writing down a measurement. Record the
original data in the units you actually measured it in, and convert in a separate
step.

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Keeping a Laboratory Notebook Page: 88
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Calculations
(not AP®) In general, calculations only need to be included in a laboratory notebook when they
lead directly to another data point or another experiment. When this is the case,
the calculation should be accompanied by a short statement of the conclusion
drawn from it and the action taken. Calculations in support of the after-the-fact
analysis of an experiment or set of experiments may be recorded in a laboratory
notebook if you wish, or they may appear elsewhere.

Regardless of where calculations appear, you must:

• Use enough digits to avoid unintended loss of significance. (Don’t introduce
round-off errors in the middle of a calculation.) This usually means use at
least two more “guard” digits beyond the number of “significant figures” you
expect your answer to have.
• You may round for convenience only to the extent that you do not lose
significance.
• Always calculate and express uncertainty separately from the measurement.
Never rely on “sig figs” to express uncertainty. (In fact, you should never rely
on “sig figs” at all!)
• Leave digits in the calculator between steps. (Don’t round until the end.)
• When in doubt, keep plenty of “guard digits” (digits after the place where you
think you will end up rounding).

Integrity of Data
Your data are your data. In classroom settings, people often get the idea that the
goal is to report an uncertainty that reflects the difference between the measured
value and the “correct” value. That idea certainly doesn’t work in real life—if you
knew the “correct” value you wouldn’t need to make measurements!

In all cases—in the classroom and in real life—you need to determine the
uncertainty of your own measurement by scrutinizing your own measurement
procedures and your own analysis. Then you judge how well they agree. For
example, we would say that the quantities 10 ± 2 and 11 ± 2 agree reasonably well,
because there is considerable overlap between their probability distributions.
However, 10 ± 0.2 does not agree with 11 ± 0.2, because there is no overlap.

If you get an impossible result or if your results disagree with well-established

results, you should look for and comment on possible problems with your procedure
and/or measurements that could have caused the differences you observed. You
must never fudge your data to improve the agreement.

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Physics 1 In Plain English Jeff Bigler

Keeping a Laboratory Notebook Page: 89
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Your Laboratory Notebook is Not a Report
(not AP®) Many high school students are taught that a laboratory notebook should be a
journal-style book in which they must write perfect after-the-fact reports, but they
are not allowed to change anything if they make a mistake. If you have been taught
this, you need to unlearn it right now, because it’s is false and damaging!

A laboratory notebook was never meant to communicate your experiments to

anyone else. A laboratory notebook is only your official signed and dated record of
your procedure (what you did) and your data (what happened) at the exact instant
that you took it and wrote it down. If anyone asks to see your laboratory notebook,
they should not necessarily expect to understand anything in it without an
explanation.

Of course, because it is your journal, your laboratory notebook may contain

anything that you think is relevant. You may choose to include an explanation of the
motivations for one or more experiments, the reasons you chose the procedure that
you used, alternative procedures or experiments you may have considered, ideas for
future experiments, etc. Or you may choose to record these things separately and
cross-reference them to specific pages in your lab notebook.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Internal Laboratory Reports Page: 90
Big Ideas Details Unit: Laboratory & Measurement

Internal Laboratory Reports

Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP3, SP8
AP® Physics 1 Learning Objectives: SP5
Success Criteria:
• The report has the correct sections in the correct order.
• Each section contains the appropriate information.
Language Objectives:
• Understand and be able to describe the sections of an internal laboratory
report, and which information goes in each section.
• Write an internal laboratory report with the correct information in each
section.
Tier 2 Vocabulary: N/A

Notes:
An internal laboratory report is written for co-workers, your boss, and other people
in the company or research facility that you work for. It is usually a company
confidential document that is shared internally, but not shared outside the company
or facility.

Every lab you work in, whether in high school, college, research, or industry, will
have its own internal report format. It is much more important to understand what
kinds of information you need to report and what you will use it for than it is to get
attached to any one format.

Most of the write-ups you will be required to do this year will be internal write-ups,
as described in this section. The format we will use is based on the outline of the
actual experiment.

AP® Although lab reports are not specifically required for AP® Physics, each section of
the internal laboratory report format described here is presented in a way that can
be used directly in the “design an experiment” question.

Title & Date

Each experiment should have the title and date the experiment was performed
written at the top. The title should be a descriptive sentence fragment (usually
without a verb) that gives some information about the purpose of the experiment.

Objective
This should be a one or two-sentence description of what you are trying to
determine or calculate by performing the experiment.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Internal Laboratory Reports Page: 91
Big Ideas Details Unit: Laboratory & Measurement
Experimental Design
This is the most important section in your report. This section needs to explain:
• What you were trying to observe or measure.
• If something needed to happen, how you made it happen. A flow chart can be
useful for this
• Which aspects of the outcome you needed to observe or measure. (Note that
you do not need to include the details of how to make the observations or
measurements. That information will be included in your procedure.)

Qualitative Experiments
If you are trying to cause something to happen, observe whether or not something
happens, or determine the conditions under which something happens, you are
performing a qualitative experiment. Your experimental design section needs to
explain:
• What you are trying to observe or measure.
• If something needs to happen, what you will do to try make it happen.
• How you will determine whether or not it has happened.
• How you will interpret your results.
Interpreting results is usually the challenging part. For example, in atomic & particle
physics (as well as in chemistry), what “happens” involves atoms and electrons that
are too small to see. You might detect radioactive decay by using a Geiger counter
to detect the charged particles that are emitted.

As you define your experiment, you will need to pay attention to:
• Which conditions you need to keep constant (control variables)
• Which conditions you are changing intentionally (manipulated variables)
• Which outcomes you are observing or measuring (responding variables)

Quantitative Experiments
If you are trying to determine the extent to which something happens, your
experiment almost certainly involves measurements and calculations. Your
experimental design section needs to explain:
• Your approach to solving the problem and/or gathering the data that you
need.
• The specific quantities that you are going to vary (your manipulated variables).
• The specific quantities that you are going to keep constant (your control
variables).
• The specific quantities that you are going to measure or observe (your
responding variables) .
• How you are going to calculate or interpret your results.

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Physics 1 In Plain English Jeff Bigler

Internal Laboratory Reports Page: 92
Big Ideas Details Unit: Laboratory & Measurement
A good way to record this is to use a table like the following. For example, if you
were writing up the experiment described in the section, “Designing & Performing
Experiments” (starting on page 43), your experimental design table might include
the following:

Fixed Control Quantities Quantities to

d vo + v Kinematics
vo = equation
v =0 d ,t —
t 2
What needed to happen:
The object needed to slide from a starting point until it stops on its own due to
friction.

Fixed Quantities:
• constants: none
• control variables: final velocity v = 0
Measured Quantities:
• measured control variables: none
• manipulated variables: none
• responding variables: time (t) using a stopwatch; distance (d) using a meter
stick or tape measure
Flow Chart:

measure start object stop stopwatch measure distance

mass of moving & when object object traveled
object start stopwatch stops moving (t) from start (d)

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Physics 1 In Plain English Jeff Bigler

Internal Laboratory Reports Page: 93
Big Ideas Details Unit: Laboratory & Measurement
Procedure
Your procedure is a detailed description of exactly what you did in order to take your
measurements. You already identified what you needed to measure in your
experimental design section. Your procedure will therefore be fairly brief and much
easier to write. This section is where you give a detailed description of everything
you need to do in order to take those data.
You need to include:
• A photograph or sketch of your apparatus, with each component labeled (with
both dimensions and specifications), and details about how the components
were connected. You need to do this even if the experiment is simple. The
picture will serve to answer many questions about how you set up the
experiment and most of the key equipment you used.
• A list of any significant equipment that is not labeled in your sketch or
photograph. (You do not need to mention generic items like pencils and
paper.)
• A narrative description of how you set up the experiment, referring to your
sketch or photograph. Generic lab safety procedures and protective
equipment may be assumed, but mention any unusual precautions that you
needed to take.
• A descriptive list of your control variables, including their values and how you
ensured that they remain constant.
• A descriptive list of your manipulated variables, including their values and how
you set them.
• A descriptive list of your responding variables and a step-by-step description
of everything you did to measure their values. (Do not include the values of
the responding variables here—you will present those in your Data &
Observations section.)
• Any significant things you did as part of the experiment besides the ones
mentioned above.
• Do not start by saying “Gather the materials.” This is assumed.

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Physics 1 In Plain English Jeff Bigler

Internal Laboratory Reports Page: 94
Big Ideas Details Unit: Laboratory & Measurement
Data & Observations
This is a section in which you present all of your data. Be sure to record every
quantity specified in your procedure, including quantities that are not changing
(your control variables), quantities that are changing (your manipulated variables),
and quantities you measured (your responding variables). Remember to include the
units!

For a high school lab write-up, it is usually sufficient to present one or more data
tables that include your measurements for each trial and the quantities that you
calculated from them. However, if you have other data or observations that you
recorded during the lab, they must be listed here.

You must also include estimates of the uncertainty for every quantity that you
measured. You will also need to state the calculated uncertainty for the final
quantity that your experiment is intended to determine.

Although calculated values are actually part of your analysis, it is often more
convenient (and easier for the reader) to include them in your data table, even
though the calculations will be presented in the next section.

Analysis
The analysis section is where you interpret your data. Your analysis should mirror
your Experimental Design section (possibly in the same order, but more likely in
reverse), with the goal of guiding the reader from your data to the quantity that you
ultimately want to calculate or determine.

Your analysis needs to include:

• A narrative description (one or more paragraphs) of the outcome of the
experiment, which guides the reader from your data through your calculations
to the quantity you set out to determine.
• One (and only one) sample calculation for each separate equation that you
used. For example, if you calculated acceleration for each of five data points,
you would write down the formula, and then choose one set of data to plug in
and show how you got the answer.
• Any calculated values that did not appear in the data table in your Data &
Observations section

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Physics 1 In Plain English Jeff Bigler

Internal Laboratory Reports Page: 95
Big Ideas Details Unit: Laboratory & Measurement
• If you need to do a graphical analysis, include a carefully-plotted graph
showing the data points you took for your dependent vs. manipulated
variables. Often, the quantity you are calculating will be the slope of this
graph (or its reciprocal). The graph needs to show the region in which the
slope is linear, because this is the range over which your experiment is valid.
Note that any graphs you include in your write-up must be drawn accurately
to scale, using graph paper, and using a ruler/straightedge wherever a
straight line is needed. (When an accurate graph is required, you will lose
points if you include a freehand sketch instead.)
It is acceptable to use a linear regression program to determine the slope. If
you do this, you need to say so and give the correlation coëfficient. However,
you still need to plot an accurate graph.
• Quantitative error analysis. In general, most quantities in a high school
physics class are calculated from equations that use multiplication and
division. Therefore, you need to:
1. Determine the uncertainty of each your measurements.
2. Calculate the relative error for each measurement.
3. Combine your relative errors to get the total relative error for your
calculated value(s).
4. Multiply the total relative error by your calculated values to get the
absolute uncertainty (±) for each one.
• Sources of uncertainty: this is a list of factors inherent in your procedure that
limit how precise your answer can be. In general, you need a source of
uncertainty for each measured quantity.
Never include mistakes, especially mistakes you aren’t sure whether or not
you made! A statement like “We might have written down the wrong
number.” or “We might have done the calculations incorrectly.” is really
saying, “We might be stupid and you shouldn’t believe anything else in this
report.” (Any “we might be stupid” statements will not count toward your
required number of sources of uncertainty.)
However, if a problem actually occurred, and if you used that data point in
your calculations anyway, you need to explain what happened and why you
were unable to fix the problem during the experiment, and you also need to
calculate an estimate of the effects on your results.

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Physics 1 In Plain English Jeff Bigler

Internal Laboratory Reports Page: 96
Big Ideas Details Unit: Laboratory & Measurement
Conclusion
Your conclusion should be worded similarly to your objective, but this time including
your final calculated result(s) and uncertainty. You do not need to restate sources of
uncertainty in your conclusions unless you believe they were significant enough to
create some doubt about your results.

Your conclusion should also include 1–2 sentences describing ways the experiment
could be improved. These should specifically address the sources of uncertainty that
you listed in the analysis section above.

Summary
You can think of the sections of the report in pairs. For each pair, the first part
describes the intent of the experiment, and the corresponding second part describes
the result.

Objective: describes the purpose of the experiment

Experimental Design: explains how the experiment was decided
Procedure: describes in detail how the data were acquired
Data & Observations: lists the data acquired via the
procedure
Analysis: describes in detail what was learned from the experiment,
including calculations and uncertainty.
Conclusions: addresses how well the objective was achieved

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Formal Laboratory Reports Page: 97
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors
(not AP®)
Formal Laboratory Reports
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP3, SP8
AP® Physics 1 Learning Objectives: SP5
Mastery Objective(s): (Students will be able to…)
• Write a formal (journal article-style) laboratory report that appropriately
communicates all of the necessary information.
Success Criteria:
• The report has the correct sections in the correct order.
• Each section contains the appropriate information.
• The report contains an abstract that conveys the appropriate amount of
information.
Language Objectives:
• Understand and be able to describe the sections of a formal laboratory report,
and which information goes in each section.
• Write a formal laboratory report with the correct information in each section.
Tier 2 Vocabulary: abstract

Notes:
A formal laboratory report serves the purpose of communicating the results of your
experiment to other scientists outside of your laboratory or institution.

A formal report is a significant undertaking. In a research laboratory, you might

submit as many as one or two articles to a scientific journal in a year. Some college
professors require students to write their lab reports in journal article format.

The details of what to include are similar to the Internal Report format described in
the previous section, except as noted below. The format of a formal journal article-
style report is as follows:

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Physics 1 In Plain English Jeff Bigler

Formal Laboratory Reports Page: 98
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Abstract
(not AP®) This is the most important part of your report. It is a (maximum) 200-word
executive summary of everything about your experiment—the procedure, results,
analysis, and conclusions. In most scientific journals, the abstracts are searchable
via the internet, so it needs to contain enough information to enable someone to
find your abstract, and after reading it, to know enough about your experiment to
determine whether or not to purchase a copy of the full article (which can
sometimes cost $100 or more). It also needs to be short enough that the person
doing the search won’t just think “TL; DR” (“Too Long; Didn’t Read”) and move on to
the next abstract.

Because the abstract is a complete summary, it is always best to wait to write it until
you have already written the rest of your report.

Introduction
Your introduction is actually a mini research paper on its own, including citations.
(For a high school lab report, it should be 1–3 pages; for scientific journals,
5–10 pages is not uncommon.) Your introduction needs to describe background
information that another scientist might not know, plus all of the background
information that specifically led to your experiment. Assume that your reader has a
similar knowledge of physics as you, but does not know anything about this
experiment. The introduction is usually the most time-consuming part of the report
to write.

Materials and Methods

This section combines both the experimental design and procedure sections of an
informal lab write-up. Unlike an informal write-up, the Materials and Methods
section of a formal report is written in paragraph form, in the past tense, using the
passive voice, and avoiding pronouns. As with the informal write-up, a labeled
photograph or drawing of your apparatus is a necessary part of this section, but you
need to also describe the set-up in the text.

Also unlike the informal write-up, your Materials and Methods section needs to give
some explanation of your choices of the values used for your control and
manipulated variables.

Data and Observations

This section is similar to the same section in the lab notebook write-up, except that:
1. You should present only data you actually recorded/measured in this
section. (Calculated values are presented in the Discussion section.)
2. You need to introduce the data table. (This means you need to describe the
important things that someone should notice in the table first, and then say
something like “Data are shown in Table 1.”)

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Physics 1 In Plain English Jeff Bigler

Formal Laboratory Reports Page: 99
Big Ideas Details Unit: Laboratory & Measurement
Note that all figures and tables in the report need to be numbered separately and
consecutively.

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Physics 1 In Plain English Jeff Bigler

Formal Laboratory Reports Page: 100
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Discussion
(not AP®) This section is similar to the Analysis section in the lab notebook write-up, but with
some important differences.

As with the rest of the formal report, your discussion must be in paragraph form.
Your discussion is essentially a long essay discussing your results and what they
mean. You need to introduce and present a table with your calculated values and
your uncertainty. After presenting the table, you should discuss the results,
uncertainties, and sources of uncertainty in detail. If your results relate to other
experiments, you need to discuss the relationship and include citations for those
other experiments.

Your discussion needs to include each of the formulas that you used as part of your
discussion and give the results of the calculations, but you do not need to show the
intermediate step of substituting the numbers into the equation.

Conclusions
Your conclusions are written much like in the internal write-up. You need at least
two paragraphs. In the first, restate your findings and summarize the significant
sources of uncertainty. In the second paragraph, list and explain improvements
and/or follow-up experiments that you suggest.

Works Cited
As with a research paper, you need to include a complete list of bibliography entries
for the references you cited in your introduction and/or discussion sections.

Your ELA teachers probably require MLA-style citations; scientific papers typically
use APA style. However, in a high school physics class, while it is important that you
know which information needs to be cited and what information needs to go into
each citation, you may use any format you like as long as you use it correctly and
consistently.

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Physics 1 In Plain English Jeff Bigler

Formal Laboratory Reports Page: 101
Big Ideas Details Unit: Laboratory & Measurement
CP1 & honors Typesetting Superscripts and Subscripts
(not AP®) Because formal laboratory reports need to be typed, and because physics uses
superscripts and subscripts extensively, it is important to know how to typeset
superscripts and subscripts.

You can make use of the following shortcuts:

superscript: text that is raised above the line, such as the exponent “2” in A =  r2 .
In Google Docs, select the text, then hold down “Ctrl” and press the “.” (period)
key.
In Microsoft programs (such as Word) running on Windows, select the text, then
hold down “Ctrl” and “Shift” and press the “+” key.
On a Macintosh, select the text, then hold down “Command” and “Control” and
press the “+” key.

subscript: text that is lowered below the line, such as the “o” in x = xo + vot .
In Google Docs, select the text, then hold down “Ctrl” and press the “,” (comma)
key.
In Microsoft programs (such as Word) running on Windows, select the text, then
hold down “Ctrl” and press the “–“ key.
On a Macintosh, select the text, then hold down “Command” and “Control” and
press the “–” key.

Note that you will lose credit in laboratory reports if you don’t use superscripts and
subscripts correctly. For example, you will lose credit if you type d = vot + 1/2at^2
instead of d = vot + ½ at2.

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Physics 1 In Plain English Jeff Bigler

Introduction: Mathematics Page: 103
Big Ideas Details Unit: Mathematics

Introduction: Mathematics
Unit: Mathematics
Topics covered in this chapter:
Standard Assumptions in Physics ................................................................107
Solving Word Problems Systematically........................................................110
Solving Equations Symbolically ....................................................................121
The International System of Units ...............................................................125
Scientific Notation .......................................................................................132
Right-Angle Trigonometry............................................................................136
The Laws of Sines & Cosines ........................................................................142
Vectors .........................................................................................................145
Vectors vs. Scalars in Physics .......................................................................152
Vector Multiplication ...................................................................................155
Degrees, Radians and Revolutions...............................................................160
Polar, Cylindrical & Spherical Coördinates ..................................................163

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Introduction: Mathematics Page: 104
Big Ideas Details Unit: Mathematics

The purpose of this chapter is to familiarize you with mathematical concepts and
skills that will be needed in physics.
• Standard Assumptions in Physics discusses what you can and cannot assume
to be true in order to be able to solve the problems you will encounter in this
class.
• Solving Word Problems Systematically discusses how to solve word problems,
including determining which quantity and which variable apply to a number
given in a problem based on the units, choosing an equation that applies to a
problem, and substituting numbers from the problem into the equation.
• Solving Problems Symbolically discusses rearranging equations to solve for a
particular variable before (or without) substituting values.
• The International System of Units and Scientific Notation briefly review skills
that you are expected to remember from your middle school math and
science classes.
• Right-Angle Trigonometry is a review of sine, cosine and tangent (SOH CAH
TOA), and an explanation of how these functions are used in physics.
• Vectors, Vectors vs. Scalars in Physics, and Vector Multiplication discuss the
use and manipulation of vectors (quantities that have a direction) to represent
quantities in physics.

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Physics 1 In Plain English Jeff Bigler

Introduction: Mathematics Page: 105
Big Ideas Details Unit: Mathematics
• Degrees, Radians & Revolutions and Polar, Cylindrical & Spherical Coördinates
explain how to work with angles and coördinate systems that are needed for
the rotational problems encountered in AP® Physics.

Depending on your math background, some of the topics, such as trigonometry and
vectors, may be unfamiliar. These topics may be taught, reviewed or skipped,
depending on the needs of the students in the class.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
This chapter addresses the following MA science and engineering practices:
Practice 4: Analyzing and Interpreting Data
Practice 5: Using Mathematics and Computational Thinking
Practice 8: Obtaining, Evaluating, and Communicating Information

AP® AP® Physics 1 Learning Objectives & Science Practices:

SP 2.1: The student can justify the selection of a mathematical routine to solve
problems.
SP 2.2: The student can apply mathematical routines to quantities that
describe natural phenomena.
SP 2.3: The student can estimate numerically quantities that describe
natural phenomena.

Skills learned & applied in this chapter:

• Identifying quantities in word problems and assigning them to variables
• Choosing a formula based on the quantities represented in a problem
• Using trigonometry to calculate the lengths of sides and angles of triangles
• Representing quantities as vectors
• Adding and subtracting vectors
• Multiplying vectors using the dot product and cross product

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Introduction: Mathematics Page: 106
Big Ideas Details Unit: Mathematics
Prerequisite Skills:
These are the mathematical understandings that are necessary for Physics 1 that are
taught in the MA Curriculum Frameworks for Mathematics.
• Construct and use tables and graphs to interpret data sets.
• Solve simple algebraic expressions.
• Perform basic statistical procedures to analyze the center and spread of data.
• Measure with accuracy and precision (e.g., length, volume, mass,
temperature, time)
• Convert within a unit (e.g., centimeters to meters).
• Use common prefixes such as milli-, centi-, and kilo-.
• Use scientific notation, where appropriate.
• Use ratio and proportion to solve problems.

Fluency in all of these understandings is a prerequisite for this course. Students

who lack this fluency may have difficulty passing the class.

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Standard Assumptions in Physics Page: 107
Big Ideas Details Unit: Mathematics

Standard Assumptions in Physics

Unit: Mathematics
MA Curriculum Frameworks (2016): SP1, SP2
AP® Physics 1 Learning Objectives: SP 1.1, 1.2, 1.3, 1.4
Mastery Objective(s): (Students will be able to…)
• Make reasonable assumptions in order to be able to solve problems using the
information given.
Success Criteria:
• Assumptions account for quantities that might affect the situation, but whose
effects are either negligible.
Language Objectives:
• Explain why we need to make assumptions in our everyday life.
Tier 2 Vocabulary: assumption

Notes:
Many of us have been told not to make assumptions. There is a popular expression
that states that “when you assume, you make an ass of you and me”:
ass|u|me

In science, particularly in physics, this adage is crippling. Assumptions are part of

everyday life. When you cross the street, you assume that the speed of cars far
away is slow enough for you to walk across without getting hit. When you eat your
lunch, you assume that the food won’t cause an allergic reaction. When you run
down the hall and slide across the floor, you assume that the friction between your
shoes and the floor will be enough to stop you before you crash into your friend.

assumption: something that is unstated but considered to be fact for the purpose of
making a decision or solving a problem. Because it is impossible to measure
and/or calculate everything that is going on in a typical physics or engineering
problem, it is almost always necessary to make assumptions.

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Standard Assumptions in Physics Page: 108
Big Ideas Details Unit: Mathematics
In a first-year physics course, in order to make problems and equations easier to
understand and solve, we will often assume that certain quantities have a minimal
effect on the problem, even in cases where this would not actually be true. The
term used for these kinds of assumptions is “ideal”. Some of the ideal physics
assumptions we will use include the following. Over the course of the year, you can
make each of these assumptions unless you are explicitly told otherwise.
• Constants are constant and variables vary as described. This means that
constants (such as acceleration due to gravity) have the same value in all parts
of the problem, and variables change in the manner described by the relevant
equation(s).
• Ideal machines and other objects that are not directly considered in the
problem have negligible mass, inertia, and friction. (Note that these
idealizations may change from problem-to-problem. A pulley may have
negligible mass in one problem, but another pulley in another problem may
have significant mass that needs to be considered as part of the problem.)
• If a problem does not give enough information to determine the effects of
friction, you may assume that sliding (kinetic) friction between surfaces is
negligible. In physics problems, ice is assumed to be frictionless unless you are
explicitly told otherwise.
• If a problem does not mention air resistance and air resistance is not a central
part of the problem, you may assume that friction due to air resistance is
negligible.
• The mass of an object can often be assumed to exist at a single point in 3-
dimensional space. (This assumption does not hold for problems where you
need to calculate the center of mass, or torque problems where the way the
mass is spread out is part of the problem.)
• All energy can be accounted for when energy is converted from one form to
another. (This is always true, but in an ideal collision, energy lost to heat is
usually assumed to be negligible.)
• Collisions between objects are assumed to be either perfectly elastic or
perfectly inelastic, unless the problem states otherwise.
• The amount that solids and liquids expand or contract due to changes in
temperature or pressure is negligible. (This will not be the case in problems
involving thermal expansion.)
• Gas molecules do not interact when they collide or are forced together from
pressure. (Real gases can form liquids and solids or participate in chemical
reactions.)
• Electrical wires have negligible resistance.
• Physics students always do all of their homework. ☺

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Standard Assumptions in Physics Page: 109
Big Ideas Details Unit: Mathematics
In some topics, a particular assumption may apply to some problems but not others.
In these cases, the problem needs to make it clear whether or not you can make the
relevant assumption. (For example, in the “forces” topic, some problems involve
friction and others do not. A problem that does not involve friction might state that
“a block slides across a frictionless surface.”)

If you are not sure whether you can make a particular assumption, you should ask
the teacher. If this is not practical (such as an open response problem on a
standardized test), you should decide for yourself whether or not to make the
assumption, and explicitly state what you are assuming as part of your answer.

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Solving Word Problems Systematically Page: 110
Big Ideas Details Unit: Mathematics

Solving Word Problems Systematically

Unit: Mathematics
MA Curriculum Frameworks (2016): SP1, SP5
AP® Physics 1 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Assign (declare) variables in a word problem according to the conventions
used in physics.
• Substitute values for variables in an equation.
Success Criteria:
• Variables match the quantities given and match the units.
• Quantities are substituted for the correct variables in the equation.
Language Objectives:
• Describe the quantities used in physics, list their variables, and explain why
that particular variable might have been chosen for the quantity.
Tier 2 Vocabulary: equation, variable

Notes:
Math is a language. Like other languages, it has nouns (numbers), pronouns
(variables), verbs (operations), and sentences (equations), all of which must follow
certain rules of syntax and grammar.

This means that turning a word problem into an equation is translation from English
to math.

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Solving Word Problems Systematically Page: 111
Big Ideas Details Unit: Mathematics
Mathematical Operations
You have probably been taught translations for most of the common math
operations:

word meaning word meaning word meaning

and, more than percent
(but not + (“per” + ÷ 100 is at least ≥
“is more than”) “cent”)
less than
change in x,
(but not − Δx is more than >
difference in x
“is less than”)
of × is = is at most ≤
per, out of ÷ is less than <

Identifying Variables
In science, almost every measurement must have a unit. These units are your key to
what kind of quantity the numbers describe. Some common quantities in physics
and their units are:

quantity S.I. unit variable quantity S.I. unit variable

mass kg m work J W
distance, length m d,L power W P*
height m h pressure Pa P*
area m2 A momentum N·s p*
acceleration m/s2 a density kg/m3 ρ*
volume m3 V moles mol n
velocity (speed) m/s v temperature K T
time s t heat J Q
force N F electric charge C q,Q
*Notethe subtle differences between uppercase “P”,
lowercase “p”, and the Greek letter ρ (“rho”).

Any time you see a number in a word problem that has a unit that you recognize
(such as one listed in this table), notice which quantity the unit is measuring, and
label the quantity with the appropriate variable.

Be especially careful with uppercase and lowercase letters. In physics, the same
uppercase and lowercase letter may be used for completely different quantities.

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Solving Word Problems Systematically Page: 112
Big Ideas Details Unit: Mathematics
Variable Substitution
Variable substitution simply means taking the numbers you have from the problem
and substituting those numbers for the corresponding variable in an equation. A
simple version of this is a density problem:

If you have the formula:

m
ρ*= and you’re given: m = 12.3 g and V = 2.8 cm3
V
simply substitute 12.3 g for m, and 2.8 cm3 for V, giving:

12.3 g
ρ= = 4.4 cmg 3
2.8 cm3

Because variables and units both use letters, it is often safer to leave the units out
when you substitute numbers for variables and then add them back in at the end:†

12.3
ρ= = 4.4 cmg 3
2.8

*
Physicists use the Greek letter ρ (“rho”) for density. Note that the Greek letter ρ is different
from the Roman letter “p”.
†
Many physics teachers disagree with this approach and insist on having students include
the units with the number throughout the calculation. However, this can lead to confusion
about which symbols are variables and which are units. For example, if a device applies a
power of 150 W for a duration of 30 s and we wanted to find out the amount of work done,
we would have:
W
P=
t
W
150 W =
30 s
The student would need to realize that the W on the left side of the equation is the unit
“watts”, and the W on the right side of the equation is the variable W, which stands for
“work”.

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Solving Word Problems Systematically Page: 113
Big Ideas Details Unit: Mathematics
Subscripts
In physics, one problem can often have several instances of the same quantity. For
example, consider a box with four forces on it:
1. The force of gravity, pulling downward.
2. The “normal” force of the table resisting gravity and holding the box up.
3. The tension force in the rope, pulling the box to the right.
4. The force of friction, resisting the motion of the box and pulling to the left.
The variable for force is “F”. There are four types of forces, which means “F” means
four different things in this problem:

To make the diagram easier to read, we add subscripts to the variable “F”. Note that
in most cases, the subscript is the first letter of the word that describes the
particular instance of the variable:
1. F g is the force of gravity.
2. F N is the normal force.
3. F T is the tension in the rope.
4. F f is friction.

This results in the following free-body diagram:

We use these same subscripts in the equations that relate to the problem. For
example:
Fg = mg and Ff = FN

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Solving Word Problems Systematically Page: 114
Big Ideas Details Unit: Mathematics
When writing variables with subscripts, be especially careful that the subscript looks
like a subscript—it needs to be smaller than the other letters and lowered slightly.
For example, when we write Fg, the variable is F (force) and the subscript g attached
to it tells which kind of force it is (gravity). This might occur in the following
equation:

Fg = mg  right ☺

It is important that the subscript g on the left does not get confused with the
variable g on the right. Otherwise, the following error might occur:

Fg = mg
Fg = mg  wrong! 
F =m
Another common use of subscripts is the subscript “o” to mean “initial”. (Imagine
that the “story problem” is shown as a video. When the slider is at the beginning of
the video, the time is shown as 0, and the values of all of the variables at that time
are shown with a subscript of o.)

For example, if an object is moving slowly at the beginning of a problem and then it
speeds up, we need subscripts to distinguish between the initial velocity and the
final velocity. Physicists do this by calling the initial velocity “vo*” where the
subscript “o” means “at time zero”, i.e., at the beginning of the problem. The final
velocity is simply “v ” without the zero.

The Problem-Solving Process

1. Identify the quantities in the problem, based on the units and any other
information in the problem.
2. Assign the appropriate variables to those quantities.
3. Find an equation that relates all of the variables.
4. Use algebra to rearrange the equation to solve for the variable you’re
looking for. (“Undo PEMDAS.”)
5. Substitute the values of the variables into the equation.
a. If you have only one variable left, it should be the one you’re looking
for.
b. If you have more than one variable left, repeat this sequence,
finding another equation that uses one of the variables you have
left, plus other quantities that you know.
6. Solve the equation(s), using algebra.
7. Apply the appropriate unit(s) to the result.

*
pronounced “v-sub-zero”, “v-zero” or “v-naught”

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Solving Word Problems Systematically Page: 115
Big Ideas Details Unit: Mathematics
Sample Problem
A force of 30 N acts on an object with a mass of 1.5 kg. What is the acceleration of
the object? (mechanics/forces)

We have units of N and kg, and we’re looking for acceleration. We need to look
these up in the Physics Reference Tables starting on page 677.

From Table C. Quantities, Variables and Units on page 679 of the reference tables,
we find:

Symbol Unit Quantity Variable

N newton force F
kg kilogram mass m
acceleration a
We can label these quantities on the problem itself:
F m a
A force of 30 N acts on an object with a mass of 1.5 kg. What is the acceleration of
the object?

Now we know that we need an equation that relates the variables F , m, and a .
( F and a are in boldface with an arrow above them because they are vector
quantities. We will discuss vectors a little later in the course.)

Now that we have the variables, we find a formula that relates them. From the
second formula box (“Forces”) in Table D. Mechanics Formulas and Equations on
page 680 of the reference tables, we find that:
Fnet = ma

Rearranging to solve for a gives:

Fnet = ma
Fnet
=a
m
30
= a = 20
1.5

Again from Table D, we find that acceleration has units of meters per second
squared, so our final answer is 20 sm2 .

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Solving Word Problems Systematically Page: 116
Big Ideas Details Unit: Mathematics
Homework Problems
To solve these problems, refer to your Physics Reference Tables starting on page
675. To make the equations easier to find, the table and section of the table in your
Physics Reference Tables where the equation can be found is given in parentheses.

1. What is the average velocity of a car that travels 90. m in 4.5 s?

(mechanics/kinematics)

Answer: 20. ms
2. If a net force of 100. N acts on a mass of 5.0 kg, what is its acceleration?
(mechanics/forces)

Answer: 20. m2
s
honors & AP® 3. If the momentum of a block is p and its velocity is v, derive an expression for
the mass, m, of the block.
(If you are not sure how to do this problem, do #4 below and use the steps to
guide your algebra.)
(mechanics/momentum)

p
Answer: m =
v
4. If the momentum of a block is 18 N·s and its velocity is 3 ms , what is the
mass of the block?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #3 above as a starting point if you have
already solved that problem.)
(mechanics/momentum)

Answer: 6 kg

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Solving Word Problems Systematically Page: 117
Big Ideas Details Unit: Mathematics
5. What is the potential energy due to gravity of a 95 kg anvil that is about to
fall off a 150 m cliff onto Wile E. Coyote’s head?
(mechanics/energy, work & power)

Answer: 142 500 J

6. A 25 Ω resistor is placed in an electrical circuit with a voltage of 110 V. How
much current flows through the resistor?
(electricity/circuits)

Answer: 4.4 A
7. What is the frequency of a wave that is traveling at a velocity of 300. ms and
has a wavelength of 10. m?
(waves/waves)

Answer: 30. Hz
8. What is the energy of a photon that has a frequency of 6  1015 Hz ?
(atomic, Particle, and Nuclear physics/energy)

−18
Answer: 3.96  10 J

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Big Ideas Details Unit: Mathematics
9. A piston with an area of 2.0 m2 is compressed by a force of 10 000 N. What
is the pressure applied by the piston?
(fluid mechanics/pressure)

Answer: 5 000 Pa
honors & AP® 10. Derive an expression for the acceleration, a, of a car whose velocity changes
from vo to v in time t.
(If you are not sure how to do this problem, do #11 below and use the steps
to guide your algebra.)
(mechanics/kinematics)

v − vo
Answer: a =
t
11. What is the acceleration of a car whose velocity changes from 60. ms to
80. m
s
over a period of 5.0 s?
Hint: vo is the initial velocity and v is the final velocity.
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #10 above as a starting point if you
have already solved that problem.)
(mechanics/kinematics)

Answer: 4.0 sm2

12. If the normal force on an object is 100. N and the coëfficient of kinetic
friction between the object and the surface it is sliding on is 0.35, what is the
force of friction on the object as it slides along the surface?
(mechanics/forces)

Answer: 35 N

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Solving Word Problems Systematically Page: 119
Big Ideas Details Unit: Mathematics
13. A 1200 W hair dryer is plugged into a electrical circuit with a voltage of
110 V. How much electric current flows through the hair dryer?
(electricity/circuits)

Answer: 10.9 A
honors & AP® 14. A car has mass m and kinetic energy K. Derive an expression for its velocity,
v. You may use your work from problem #15 below to guide your algebra.
(If you are not sure how to do this problem, do #11 above and use the steps
to guide your algebra.)
(mechanics/energy)

2K
Answer: v =
m
15. A car has a mass of 1 200 kg and kinetic energy of 240 000 J. What is its
velocity?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #14 above as a starting point if you
have already solved that problem.)
(mechanics/energy)

Answer: 20. ms
16. What is the velocity of a photon (wave of light) as it passes through a block
of clear plastic that has an index of refraction of 1.40?
Hint: You will need to look up the index of refraction in your Physics
Reference Tables.
(waves/reflection & refraction)

Answer: 2.14  108 m

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Solving Word Problems Systematically Page: 120
Big Ideas Details Unit: Mathematics
17. If a pressure of 100 000 Pa is applied to a gas and the volume decreases by
0.05m3 , how much work was done on the gas?
(Note: represent the change in volume as ΔV.)
(fluid mechanics/work)

honors & AP® Answer: 5 000 J

18. If the distance from a mirror to an object is so and the distance from the
mirror to the image is si, derive an expression for the distance from the lens
to the focus, f. You may use your work from problem #17 to guide your
algebra.
(If you are not sure how to do this problem, do #19 below and use the steps
to guide your algebra.)
(waves/mirrors & lenses)

si so
Answer: f =
si + so
19. If the distance from a mirror to an object is 0.8 m and the distance from the
mirror to the image is 0.6 m, what is the distance from the mirror to the
focus?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #18 above as a starting point if you
have already solved that problem.)
(waves/mirrors & lenses)

Answer: 0.343 m
20. What is the momentum of a photon that has a wavelength of 400 nm?
(Hint: you need to convert nanometers to meters.)
(atomic, Particle, and Nuclear physics/energy)

−27
Answer: 1.65  10 N  s

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Solving Equations Symbolically Page: 121
Big Ideas Details Unit: Mathematics
honors & AP® Solving Equations Symbolically
Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 1 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Rearrange algebraic expressions to solve for any variable in the expression.
Success Criteria:
• Rearrangements are algebraically correct.
Language Objectives:
• Describe how the rules of algebra are applied to expressions that contain only
variables.
Tier 2 Vocabulary: equation, variable

Notes:
In solving physics problems, we are more often interested in the relationship
between the quantities in the problem than we are in the numerical answer.

For example, suppose we are given a problem in which a person with a mass of
65 kg accelerates on a bicycle from rest (0 ms ) to a velocity of 10 ms over a duration
of 12 s and we wanted to know the force that was applied.

We could calculate acceleration as follows:

v − vo = at
10 − 0 = a(12)
10
a= = 0.83 sm2
12

Then we could use Newton’s second law:

F = ma
F = (65)(0.83) = 54.2 N

We have succeeded in answering the question. However, the question and the
answer are of no consequence. Obtaining the correct answer shows that we can
manipulate two related equations and come out with the correct number.

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Solving Equations Symbolically Page: 122
Big Ideas Details Unit: Mathematics
honors & AP® However, if instead we decided that we wanted to come up with an expression for
force in terms of the quantities given (mass, initial and final velocities and time), we
would need to rearrange the relevant equations to give an expression for force in
terms of those quantities.

Just like algebra with numbers, rearranging an equation to solve for a variable is
simply “undoing PEMDAS:”
1. “Undo” addition and subtraction by doing the opposing operation. If a
variable is added, subtract it from both sides; if the variable is subtracted,
then add it to both sides.
a+c =b
−c = −c
a =b−c

2. “Undo” multiplication and division by doing the opposing operation. If a

variable is multiplied, divide both sides by it; if the variable is in the
denominator, multiply both sides by it. Note: whenever you have variables in
the denominator that are on the same side of the equation as the variable
you are solving for, always multiply both sides by it to clear the fraction.
n
=s
r
xy z n
= r  = s r
y y r
n = sr
z
x= s=s
y
n
=r
s

3. “Undo” exponents by taking the appropriate root of both sides. (Most often,
the exponent will be 2, which means take the square root.) Similarly, you can
“undo” roots by raising both sides to the appropriate power.
t 2 = 4ab
t 2 = 4ab
t = 4  ab = 2 ab

4. When you are left with only parentheses and nothing outside of them, you
can drop the parentheses, and then repeat steps 1–3 above until you have
nothing left but the variable of interest.

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Solving Equations Symbolically Page: 123
Big Ideas Details Unit: Mathematics
honors & AP® Returning to the previous problem:

We know that F = ma . We are given m, but not a, which means we need to replace
a with an expression that includes only the quantities given.

First, we find an expression that contains a:

v − vo = at

We recognize that vo = 0, and we use algebra to rearrange the rest of the equation
so that a is on one side, and everything else is on the other side.
v − vo = at
v − 0 = at
v = at
v
a=
t

v
Finally, we replace a in the first equation with from the second:
t
F = ma
v
F = (m)( )
t
mv
F=
t

If the only thing we want to know is the value of F in one specific situation, we can
substitute numbers at this point. However, we can also see from our final equation
that increasing the mass or velocity will increase the numerator, which will increase
the value of the fraction, which means the force would increase. We can also see
that increasing the time would increase the denominator, which would decrease the
value of the fraction, which means the force would decrease.

Solving the problem symbolically gives a relationship that holds true for all problems
of this type in the natural world, instead of merely giving a number that answers a
single pointless question. This is why the College Board and many college professors
insist on symbolic solutions to equations.

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Solving Equations Symbolically Page: 124
Big Ideas Details Unit: Mathematics
honors & AP® Homework Problems
1. Given a = 2bc and e = c2d , write an expression for e in terms of a, b, and d.

q
2. Given w = 3 xy 2 and z = :
2 y
a. Write an expression for z in terms of q, w, and x.

b. If you wanted to maximize the value of the variable z in question #2

above, what adjustments could you make to the values of q, w, and
x?

c. Changing which of the variables q, w, or x would give the largest

change in the value of z?

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The International System of Units Page: 125
Big Ideas Details Unit: Mathematics

The International System of Units

Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Use and convert between metric prefixes attached to units.
Success Criteria:
• Conversions between prefixes move the decimal point the correct number of
places.
• Conversions between prefixes move the decimal point in the correct direction.
• The results of conversions have the correct answers with the correct units,
including the prefixes.
Language Objectives:
• Set up and solve problems relating to the concepts described in this section.
Tier 2 Vocabulary: unit, prefix

Notes:
This section is intended to be a brief review. You learned to use the metric system
and its prefixes in elementary school. Although you will learn many new S.I. units
this year, you are expected to be able to fluently apply any metric prefix to any unit
and be able to convert between prefixes in any problem you might encounter
throughout the year.

A unit is a specifically defined measurement. Units describe both the type of

measurement, and a base amount.

For example, 1 cm and 1 inch are both lengths. They are used to measure the same
dimension, but the specific amounts are different. (In fact, 1 inch is exactly
2.54 cm.)

Every measurement is a number multiplied by its units. In algebra, the term “3x”
means “3 times x”. Similarly, the distance “75 m” means “75 times the distance
1 meter”.

The number and the units are both necessary to describe any measurement. You
always need to write the units. Saying that “12 is the same as 12 g” would be as
ridiculous as saying “12 is the same as 12 × 3”.

The International System (often called the metric system) is a set of units of
measurement that is based on natural quantities (on Earth) and powers of 10.

The metric system has 7 fundamental “base” units:

Unit Quantity

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The International System of Units Page: 126
Big Ideas Details Unit: Mathematics
meter (m) length
kilogram (kg) mass
second (s) time
Kelvin (K) temperature
mole (mol) amount of substance
ampere (A) electric current
candela (cd) intensity of light

All other S.I. units are combinations of one or more of these seven base units.

For example:
Velocity (speed) is a change in distance over a period of time, which would have
units of distance/time (m/s).

Force is a mass subjected to an acceleration. Acceleration has units of

distance/time2 (m/s2), and force has units of mass × acceleration. In the metric
system this combination of units (kg∙m/s2) is called a Newton, which means:
1 N  1 kg∙m/s2

(The symbol “” means “is identical to,” whereas the symbol “=” means
“is equivalent to”.)

The S.I. base units are calculated from these seven definitions, after converting the
derived units (joule, coulomb, hertz, lumen and watt) into the seven base units
(second, meter, kilogram, ampere, kelvin, mole and candela).

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The International System of Units Page: 127
Big Ideas Details Unit: Mathematics
Prefixes
The metric system uses prefixes to indicate multiplying a unit by a power of ten.
Prefixes are defined for powers of ten from 10−24 to 1024:
Factor Prefix Symbol
24
1 000 000 000 000 000 000 000 000 10 yotta Y

→
→
1 000 000 000 000 000 000 000 1021 zeta Z
1018

→
→
1 000 000 000 000 000 000 exa E
1 000 000 000 000 000 1015 peta P

→
→
1 000 000 000 000 1012 tera T
1 000 000 000 109 giga G

Move Decimal Point to the Right →

Move Decimal Point to the Left
1 000 000 106 mega M
1 000 103 kilo k
100 102 hecto h
10 101 deca da
1 100 — —
0.1 10−1 deci d
0.01 10−2 centi c
0.001 10−3 milli m
0.000 001 10−6 micro μ
0.000 000 001 10−9 nano n

→
0.000 000 000 001 10−12 pico p

→
→
0.000 000 000 000 001 10−15 femto f
0.000 000 000 000 000 001 10−18 atto a

→
→
0.000 000 000 000 000 000 001 10−21 zepto z
0.000 000 000 000 000 000 000 001 10−24 yocto y

Note that some of the prefixes skip by a factor of 10 and others skip by a factor of
103. This means you can’t just count the steps in the table—you have to actually
look at the exponents.

The most commonly used prefixes are:

• mega (M) = 106 = 1 000 000 • milli (m) = 10−3 = 1 = 0.001

1 000
• kilo (k) = 103 = 1000 1
• micro (μ) = 10−6 = = 0.000 001
1 000 000
• centi (c) = 10−2 = 1 = 0.01
100

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The International System of Units Page: 128
Big Ideas Details Unit: Mathematics
Any metric prefix is allowed with any metric unit. For example, “35 cm” means
“35 × c × m” or “(35)( 1 )(m)”. If you multiply this out, you get 0.35 m.
100
Note that some units have two-letter abbreviations. E.g., the unit symbol for pascal
(a unit of pressure) is (Pa). Standard atmospheric pressure is 101 325 Pa. This same
number could be written as 101.325 kPa or 0.101 325 MPa.

There is a popular geek joke based on the ancient Greek heroine Helen of Troy. She
was said to have been the most beautiful woman in the world, and she was an
inspiration to the entire Trojan fleet. She was described as having “the face that
launched a thousand ships.” Therefore a milliHelen must be the amount of beauty
required to launch one ship.

Conversions
If you need to convert from one prefix to another, simply move the decimal point.
• Use the starting and ending powers of ten to determine the number of places
to move the decimal point.
• When you convert, the actual measurement needs to stay the same. This
means that if the prefix gets larger, the number needs to get smaller (move
the decimal point to the left), and if the prefix gets smaller, the number needs
to get larger (move the decimal point to the right).

Definitions
In order to have measurements be the same everywhere in the universe, any system
of measurement needs to be based on some defined values. As of May 2019,
instead of basing units on physical objects or laboratory measurements, all S.I. units
are defined by specifying exact values for certain fundamental constants:

• The Planck constant, h, is exactly 6.626 070 15 × 10−34 J⋅s

• The elementary charge, e, is exactly 1.602 176 634 × 10−19 C
• The Boltzmann constant, k, is exactly 1.380 649 × 10−23 J⋅K−1
• The Avogadro constant, NA , is exactly 6.022 140 76 × 1023 mol−1
• The speed of light, c, is exactly 299 792 458 m⋅s−1
• The ground state hyperfine splitting frequency of the caesium-133 atom,
Δν(133Cs)hfs , is exactly 9 192 631 770 Hz
• The luminous efficacy, Kcd , of monochromatic radiation of frequency
540 × 1012 Hz is exactly 683 lm⋅W−1

The exact value of each of the base units is calculated from combinations of these
fundamental constants, and every derived unit is calculated from combinations of
base units.

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The International System of Units Page: 129
Big Ideas Details Unit: Mathematics
The MKS vs. cgs Systems
Because physics heavily involves units that are derived from other units, it is
important to make sure that all quantities are expressed in the appropriate units
before applying formulas. (This is how we get around having to do factor-label unit-
cancelling conversions—like you learned in chemistry—for every single physics
problem.)

There are two measurement systems commonly used in physics. In the MKS, or
“meter-kilogram-second” system, units are derived from the S.I. units of meters,
kilograms, seconds, moles, Kelvins, amperes, and candelas. In the cgs, or
“centimeter-gram-second” system, units are derived from the units of centimeters,
grams, seconds, moles, Kelvins, amperes, and candelas. The following table shows
some examples:

Base Units Base Units

Quantity MKS Unit cgs Unit
Equivalent Equivalent
kgm gcm
force newton (N) s2
dyne (dyn)
s2
kgm2 gcm2
energy joule (J) erg
s2 s2
magnetic kgm 0.1 dyn 0.1 gcm
tesla (T) N , gauss (G) ,
flux density A As2 A As2

In general, because 1 kg = 1 000 g and 1 m = 100 cm, each MKS unit is 100 000 times
the value of its corresponding cgs unit.

In this class, we will use exclusively MKS units. This means you have to learn only
one set of derived units. However, you can see the importance, when you solve
physics problems, of making sure all of the quantities are in MKS units before you
plug them into a formula!

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The International System of Units Page: 130
Big Ideas Details Unit: Mathematics
Formatting Rules for S.I. Units
• The value of a quantity is written as a number followed by a non-breaking
space (representing multiplication) and a unit symbol; e.g., 2.21 kg,
7.3 × 102 m2, or 22 K. This rule explicitly includes the percent sign (e.g., 10 %,
not 10%) and the symbol for degrees of temperature (e.g., 37 °C, not 37°C).
(However, note that angle measurements in degrees are written next to the
number without a space.)
• Units do not have a period at the end, except at the end of a sentence.
• A prefix is part of the unit and is attached to the beginning of a unit symbol
without a space. Compound prefixes are not allowed.
• Symbols for derived units formed by multiplication are joined with a center
dot (⋅) or a non-breaking space; e.g., N⋅m or N m.
• Symbols for derived units formed by division are joined with a solidus (fraction
line), or given as a negative exponent. E.g., “meter per second” can be written
m , m/s, m s−1, or m⋅s−1.
s
• The first letter of symbols for units derived from the name of a person is
written in upper case; otherwise, they are written in lower case. E.g., the unit
of pressure is the pascal, which is named after Blaise Pascal, so its symbol is
written “Pa” (note that “Pa” is a two-letter symbol). Conversely, the mole is
not named after anyone, so the symbol for mole is written “mol”. Note,
however, that the symbol for liter is “L” rather than “l”, because a lower case
“l” is too easy to confuse with the number “1”.
• A plural of a symbol must not be used; e.g., 25 kg, not 25 kgs.
• Units and prefixes are case-sensitive. E.g., the quantities 1 mW and 1 MW
represent two different quantities (milliwatt and megawatt, respectively).
• The symbol for the decimal marker is either a point or comma on the line. In
practice, the decimal point is used in most English-speaking countries and
most of Asia, and the comma is used in most of Latin America and in
continental European countries.
• Spaces should be used as a thousands separator (1 000 000) instead of
commas (1,000,000) or periods (1.000.000), to reduce confusion resulting
from the variation between these forms in different countries.
• Any line break inside a number, inside a compound unit, or between a number
and its unit should be avoided.

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The International System of Units Page: 131
Big Ideas Details Unit: Mathematics
Homework Problems
Perform the following conversions.

1. 2.5 m = __________ cm

2. 18mL = __________ L

3. 68 kJ = __________ J

4. 6 500 mg = __________ kg

5. 101 kPa = __________ Pa

6. 325 ms = __________ s

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Scientific Notation Page: 132
Big Ideas Details Unit: Mathematics

Scientific Notation
Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 1 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Correctly use numbers in scientific notation in mathematical problems.
Success Criteria:
• Numbers are converted correctly to and from scientific notation.
• Numbers in scientific notation are correctly entered into a calculator.
• Math problems that include numbers in scientific notation are set up and
solved correctly.
Language Objectives:
• Explain how numbers are represented in scientific notation, and what each
part of the number represents.
Tier 2 Vocabulary: N/A

Notes:
This section is intended to be a brief review. You learned to use the scientific
notation in elementary or middle school. You are expected to be able to fluently
perform calculations that involve numbers in scientific notation, and to express the
answer correctly in scientific notation when appropriate.

Scientific notation is a way of writing a very large or very small number in compact
form. The value is always written as a number between 1 and 10, multiplied by a
power of ten.

For example, the number 1 000 would be written as 1 × 103. The number 0.000 075
would be written as 7.5 × 10−5. The number 602 000 000 000 000 000 000 000 would
be written as 6.02 × 1023. The number
0.000 000 000 000 000 000 000 000 000 000 000 663 would be written as 6.63 × 10−34.

Scientific notation is really just math with exponents, as shown by the following
examples:

5.6  103 = 5.6  1000 = 5600

1 1 2.17
2.17  10−2 = 2.17  2 = 2.17  = = 0.0217
10 100 100

Notice that if 10 is raised to a positive exponent means you’re multiplying by a

power of 10. This makes the number larger, which means the decimal point moves
to the right. If 10 is raised to a negative exponent, you’re actually dividing by a
power of 10. This makes the number smaller, which means the decimal point moves
to the left.

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Scientific Notation Page: 133
Big Ideas Details Unit: Mathematics
Significant figures are easy to use with scientific notation: all of the digits before the
“×” sign are significant. The power of ten after the “×” sign represents the
(insignificant) zeroes, which would be the rounded-off portion of the number. In
fact, the mathematical term for the part of the number before the “×” sign is the
significand.

Math with Scientific Notation

Because scientific notation is just a way of rewriting a number as a mathematical
expression, all of the rules about how exponents work apply to scientific notation.

Adding & Subtracting: adjust one or both numbers so that the power of ten is the
same, then add or subtract the significands.

( 3.50  10 ) + (2.7  10 ) = ( 3.50  10 ) + ( 0.27  10 )

−6 −7 −6 −6

= (3.50 + 0.27)  10 −6 = 3.77  10 −6

Multiplying & dividing: multiply or divide the significands. If multiplying, add the
exponents. If dividing, subtract the exponents.

6.2  108 6.2

=  108 −10 = 2.0  10 −2
3.1  10 10
3.1

Exponents: raise the significand to the exponent. Multiply the exponent of the
power of ten by the exponent to which the number is raised.

( 3.00  10 ) = ( 3.00 )  (10 )

8 2 2 8 2
= 9.00  10( 82) = 9.00  1016

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Scientific Notation Page: 134
Big Ideas Details Unit: Mathematics
Using Scientific Notation on Your Calculator
Scientific calculators are designed to work with numbers in scientific notation. It’s
possible to can enter the number as a math problem (always use parentheses if you
do this!) but math operations can introduce mistakes that are hard to catch.

Scientific calculators all have some kind of scientific notation button. The purpose of
this button is to enter numbers directly into scientific notation and make sure the
calculator stores them as a single number instead of a math equation. (This
prevents you from making PEMDAS errors when working with numbers in scientific
notation on your calculator.) On most Texas Instruments calculators, such as the
TI-30 or TI-83, you would do the following:

What you type What the calculator shows What you would write

6.6 EE −34 6.6E−34 6.6 × 10−34

1.52 EE 12 1.52E12 1.52 × 1012

−4.81 EE −7 −4.81E−7 −4.81 × 10−7

On some calculators, the scientific notation button is labeled EXP or ×10x instead
of EE .

Important notes:
• Many high school students are afraid of the EE button because it is
unfamiliar. If you are afraid of your EE button, you need to get over it and
start using it anyway. However, if you insist on clinging to your phobia, you
need to at least use parentheses around all numbers in scientific notation, in
order to minimize the likelihood of PEMDAS errors in your calculations.
• Regardless of how you enter numbers in scientific notation into your
calculator, always place parentheses around the denominator of fractions.
2.75  103 2.75  103
−2
becomes
5.00  10 (5.00  10−2 )

• You need to write answers using correct scientific notation. For example, if
your calculator displays the number 1.52E12, you need to write 1.52 × 1012
(plus the appropriate unit, of course) in order to receive credit.

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Scientific Notation Page: 135
Big Ideas Details Unit: Mathematics
Homework Problems
Convert each of the following between scientific and algebraic notation.

1. 2.65 × 109 =

2. 387 000 000 =

3. 1.06 × 10−7 =

4. 0.000 000 065 =

Solve each of the following on a calculator that can do scientific notation.

5. (2.8  106 )(1.4  10−2 ) =

Answer: 3.9  104

3.75  108
6. =
1.25  104

Answer: 3.00  104

1.2  10 −3
7. =
5.0  10 −1

Answer: 2.4  10−3

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Right-Angle Trigonometry Page: 136
Big Ideas Details Unit: Mathematics
honors & AP® Right-Angle Trigonometry
Unit: Mathematics
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Use the Pythagorean theorem to find one side of a right triangle, given the
other two sides.
• Use the trigonometry functions sine, cosine and tangent to find one side of a
right triangle, given one of the non-right angles and one other side.
• Use the inverse trigonometry functions arcsine (sin−1), arccosine (cos−1), and
arctangent (tan−1) to find one of the non-right angles of a right triangle, given
any two sides.
Success Criteria:
• Sides and angles are correctly identified (opposite, adjacent, hypotenuse).
• Correct function/equation is chosen based on the relationship between the
sides and angles.
Language Objectives:
• Describe the relationships between the sides and angles of a right triangle.
Tier 2 Vocabulary: opposite, adjacent

Notes:
The word trigonometry comes from “trigon*” = “triangle” and “ometry” =
“measurement”, and is the study of relationships among the sides and angles of
triangles.

If we have a right triangle, such as the one shown to the right:

• side “h” (the longest side, opposite the right

angle) is the hypotenuse.
• side “o” is the side of the triangle that is opposite
(across from) angle θ.
• side “a” is the side of the triangle that is adjacent
to (connected to) angle θ (and is not the
hypotenuse).

*
“trigon” is another word for a 3-sided polygon (triangle), just as “octagon” is an 8-sided
polygon.

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Right-Angle Trigonometry Page: 137
Big Ideas Details Unit: Mathematics
honors & AP® Now, suppose we have a pair of similar triangles:

Because the triangles are similar, the corresponding angles and the ratios of
corresponding pairs of sides must be equal. For example, the ratio of the opposite
o o
side to the hypotenuse would be = . This ratio must be the same for every
h h
triangle that is similar to the ones above, i.e., for every right triangle that has an
angle equal to θ. This means that if we know the angle, θ, then we know the ratio
of the opposite side to the hypotenuse.
o o
We define this ratio as the sine of the angle, i.e., sine ( ) = sin = = .
h h
We define similar quantities for ratios of other sides:
a a
cosine ( ) = cos = =
h h
o o sin
tangent ( ) = tan = = =
a a cos

We can create a table of these ratios (sines, cosines and tangents) for different
values of the angle θ, as shown in Table GG. Values of Trigonometric Functions on
page 693 of the Physics Reference Tables. The sin, cos and tan buttons on your
calculator calculate this ratio for any value of θ. (Just make sure your calculator is
correctly set for degrees or radians, depending on how θ is expressed.)*

There are a lot of stupid mnemonics for remembering which sides are involved in
which functions. (You may been taught SOH CAH TOA.) My favorite of these is “Oh
heck, another hour of algebra!”

*
In physics, problems that use Cartesian coördinates use degrees, and problems involving
rotation (which is studied in AP® Physics 1, but not the CP1 or honors course) use polar
coördinates and radians. This means that if you are taking CP1 or honors Physics 1, angles
will always be expressed in degrees. If you are taking AP® Physics 1, you will need to use
degrees for some problems and radians for others.

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Right-Angle Trigonometry Page: 138
Big Ideas Details Unit: Mathematics
honors & AP® The most common use of trigonometry functions in physics is to decompose a
vector into its components in the x - and y -directions. If we know the angle of
inclination of the vector quantity, we can use trigonometry and algebra to find
the components of the vector in the x - and y -directions:

a a
cos = → h  cos =  h → a = h cos
h h
o o
sin = → h  sin =  h → o = h sin
h h

Memorize these relationships! It will save you a lot of time throughout the rest of
the year.

For example, consider the following situation:

The horizontal velocity of the cannon ball is:

v x = h cos θ = (40 ms )cos(30) = (40)(0.866) = 34.6 ms

The initial vertical velocity of the cannon ball is:

vo,y = h sinθ = (40 ms )sin(30) = (40)(0.5) = 20 ms

You can look up the sine and cosine of 30° on a trigonometry table similar to the one
on page 693. You can, of course, also use the sin, cos and tan functions on your
calculator.

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Right-Angle Trigonometry Page: 139
Big Ideas Details Unit: Mathematics
honors & AP® Finding Angles (Inverse Trigonometry Functions)
If you know the sides of a triangle and you need to find an angle, you can use the
inverse of a trigonometric function. For example, suppose we had the following
triangle:

5
We don’t know what angle θ is, but we know that sinθ = = 0.385 .
13

If we look for a number that is close to 0.385 in the sine column of the table on page
693, we see that 0.385 would be somewhere between 22° and 23°, a little closer to
23°. (By inspection, we might guess 22.6° or 22.7°.)

To perform the same function on a calculator, we use the inverse of the sine
function (which means to go from the sine of an angle to the angle itself, instead of
the other way around). The inverse sine (the proper name of the function is actually
“arcsine”) is usually labeled sin−1 on calculators. Doing this, we see that:
θ = sin−1 (0.385) = 22.64
which is between 22.6° and 22.7°, as expected.

Summary
• If you know two sides of a right triangle, a and b, you can find the third side
from the Pythagorean theorem: c2 = a2 + b2
• If you know one of the acute angles, θ, of a right triangle, the other acute
angle is 90° − θ.
• If you know one side of a right triangle and one acute angle (e.g., a problem
involving a force or velocity at an angle), you can find the remaining sides
using sine, cosine, or tangent. (Especially remember x = h cos and
y = h sin .)
• If you know two sides of a right triangle and you need an angle, use one of the
inverse trigonometric functions, i.e., sin−1, cos−1 or tan−1.

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Right-Angle Trigonometry Page: 140
Big Ideas Details Unit: Mathematics
honors & AP® Homework Problems
Questions 1–5 are based on the following right triangle, with sides A, B, and C, and
angle θ between A and C.

Note that the drawing is not to scale, and that angle x and the lengths of A, B and C
will be different for each problem.

Some problems may also require use of the fact that the angles of a triangle add up
to 180◦.

1. If A = 5 and C = 13, what is B?

2. If A = 5 and C = 13, what is sin θ?

3. If C = 20 and θ = 50°, what are A and B?

4. If A = 100 and C = 150, what is θ?

5. If B = 100 and C = 150, what is θ?

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Right-Angle Trigonometry Page: 141
Big Ideas Details Unit: Mathematics
honors & AP® 6. You are a golfer, and your ball is in a sand trap with a hill next to it. You need
to hit your ball so that it goes over the hill to the green. If your ball is 10. m
away from the side of the hill and the hill is 2.5 m high, what is the minimum
angle above the horizontal that you need to hit the ball in order to just get it
over the hill? (Hint: draw a sketch.)

7. If a force of 80 N is applied at an angle of 40° above the horizontal, how

much of that force is applied in the horizontal direction?

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The Laws of Sines & Cosines Page: 142
Big Ideas Details Unit: Mathematics
honors
(not AP®)
The Laws of Sines & Cosines
Unit: Mathematics
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Use the law of sines to find the missing side or angle in a non-right triangle.
• Use the law of cosines to find the missing side in a non-right triangle.
Success Criteria:
• Sides and angles are correctly identified (opposite, adjacent, hypotenuse).
• Correct equation/law is chosen based on the relationship between the sides
and angles.
Language Objectives:
• Describe the relationships between the sides and angles of a right triangle.
Tier 2 Vocabulary: opposite, adjacent

Notes:
The Law of Sines and the Law of Cosines are often needed to calculate distances or
angles in physics problems that involve non-right triangles. Trigonometry involving
non-right triangles is beyond the scope of this course.

Any triangle has three degrees of freedom, which means it is necessary to specify a
minimum of three pieces of information in order to describe the triangle fully.

The law of sines and the law of cosines each relate four quantities, meaning that if
three of the quantities are specified, the fourth can be calculated.

Consider the following triangle ABC, with sides a, b, and c, and angles A, B, and C.
Angle A has its vertex at point A, and side a is opposite vertex A (and hence is also
opposite angle A).

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The Laws of Sines & Cosines Page: 143
Big Ideas Details Unit: Mathematics
honors The Law of Sines
(not AP®) The law of sines states that, for any triangle:

a b c
= =
sin A sin B sinC

The four quantities related by the law of sines are two sides and their opposite
angles. This means that in order to the law of sines, you need to know one angle
and the length of the opposite side, plus any other side or any other angle. From
this information, you can find the unknown side or angle, and from there you can
work your way around the triangle and calculate every side and every angle.

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The Laws of Sines & Cosines Page: 144
Big Ideas Details Unit: Mathematics
honors The Law of Cosines
(not AP®) The law of cosines states that, for any triangle:

c2 = a2 + b2 − 2ab cos C

You can use the law of cosines to find any angle or the length of the third side of a
triangle as long as you know any two sides and the included angle:

You can also use the law of cosines to find one of the angles if you know the lengths
of all three sides.

Remember that which sides and angles you choose to be a, b and c, and A, B and C
are arbitrary. This means you can switch the labels around to fit your situation, as
long as angle C is opposite side c and so on. Thus the law of cosines can also be
written:

a2 = b2 + c2 − 2bc cos A
b2 = a2 + c2 − 2ac cos B

Notice that the Pythagorean Theorem is simply the law of cosines in the special case
where C = 90° (because cos 90° = 0).

The law of cosines is algebraically less convenient than the law of sines, so a good
strategy would be to use the law of sines whenever possible, reserving the law of
cosines for situations when it is not possible to use the law of sines.

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Vectors Page: 145
Big Ideas Details Unit: Mathematics

Vectors
Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 1 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Identify the magnitude and direction of a vector.
• Combine vectors graphically and calculate the magnitude and direction.
Success Criteria:
• Magnitude is calculated correctly (Pythagorean theorem).
• Direction is correct: angle (using trigonometry) or direction (e.g., “south”, “to
the right”, “in the negative direction”, etc.)
Language Objectives:
• Explain what a vector is and what its parts are.
Tier 2 Vocabulary: magnitude, direction

Notes:
vector: a quantity that has a direction as well as a magnitude (value/quantity).

E.g., if you are walking 1 ms to the north, the magnitude is 1 ms and the direction
is north.

scalar: a quantity that has a value/quantity but does not have a direction. (A scalar
is what you think of as a “regular” number, including its unit.)

magnitude: the part of a vector that is not the direction (i.e., the value including its
units). If you have a force of 25 N to the east, the magnitude of the force is
25 N.

The mathematical operation of taking the magnitude of a vector is represented

by two double vertical bars (like double absolute value bars) around the vector.
For example, if F is 25 N to the east, then F = 25 N . However, to make
typesetting easier, it is common to use regular absolute value bars instead, e.g.,
F = 25 N .

resultant: a vector that is the result of a mathematical operation (such as the

addition of two vectors).

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Vectors Page: 146
Big Ideas Details Unit: Mathematics
Variables that represent vectors are traditionally typeset in bold Italics. Vector
variables may also optionally have an arrow above the letter:

J, F , v

Variables that represent scalars are traditionally typeset in plain Italics:

V, t, λ

Variable that represent only the magnitude of a vector (e.g., in equations where the
direction is not relevant) are typeset as if they were scalars:
For example, suppose F is a vector representing a force of 25 N to the east.
(Notice that the vector includes the magnitude or amount and the direction.)
If we needed a variable to represent only the magnitude of 25 N, we would use
the variable F.

Vectors are represented graphically using arrows. The length of the arrow
represents the magnitude of the vector, and the direction of the arrow represents
the direction of the vector:

magnitude 10 magnitude 15 magnitude 7

direction: “to the direction: “to the left”, direction:

right”, 0° +180° “up”, +90°

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Vectors Page: 147
Big Ideas Details Unit: Mathematics
Adding & Subtracting Vectors
If the vectors have the same direction or opposite directions, the resultant is easy to
envision:

Translating Vectors
Vectors have a magnitude and direction but not a location. This means we can
translate a vector (in the geometry sense, which means to move it without changing
its size or orientation), and it’s still the same vector quantity.

For example, consider a person pushing against a box with a

force of +5 N (shown in this diagram as 5 N to the right):

If the force is moved to the other side of the box, it’s

still +5 N, which means it’s still the same vector.

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Vectors Page: 148
Big Ideas Details Unit: Mathematics
If the vectors are not in the same direction, we move them so they start from the
same place and complete the parallelogram. If they are perpendicular, we can add
them by doing the following:
1. Translate (slide) the vectors so that they are either tip-to-tail or tail-to-
tail.*
2. Calculate the length of the resultant by completing the rectangle and
using the Pythagorean theorem:

Note that the sum of these two vectors has a magnitude (length) of 10, not 14.
The same process applies to adding vectors that are not perpendicular:

However, the trigonometry needed for these calculations is beyond the scope of this
course.

*
In this section, examples are shown translating vectors tail-to-tail and completing the
parallelogram. While this does not always result in the best representation of the physics
involved, it is less confusing for students to keep the procedure consistent when they are
first learning.

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Vectors Page: 149
Big Ideas Details Unit: Mathematics
One type of physics problem that commonly uses vectors is two-dimensional
projectile motion. If the motion of the projectile is represented by a vector, v , at
angle θ, the vector can be represented as the sum of a horizontal vector v x and a
vertical vector vy . This is useful because the horizontal vector v x gives us the
component (portion) of the vector in the x-direction, and the vertical vector vy gives
us the component of the vector in the y-direction.

Notice that v x remains constant, but vy changes (because of the effects of gravity).

Because perpendicular vectors do not affect each other, we can apply equations to
the two directions separately.

For example, in projectile motion (which you will learn about in detail in the
Projectile Motion topic starting on page 211), we usually use the equation
d = vot + 12 at 2 , applying it separately in the x- and y-directions. This gives us two
equations.
In the horizontal (x)-direction:
0
d x = v o , x t + 21 ax t 2
d x = v xt

In the vertical (y)-direction:

d y = v o ,y t + 21 ay t 2
d y = v o ,y t + 21 gt 2

Note that each of the vector quantities ( d , vo and a ) has independent x- and y-
components. For example, v o , x (the component of the initial velocity in the x-
direction) is independent of v o ,y (the component of the initial velocity in the x-
direction). This means we treat them as completely separate variables, and we can
solve for one without affecting the other.

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Vectors Page: 150
Big Ideas Details Unit: Mathematics
Homework Problems
Label the magnitude and direction of each of the following:

Sketch the resultant of each of the following.

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Vectors Page: 151
Big Ideas Details Unit: Mathematics
Consider the following vectors A & B .

Vector A has a magnitude of 9 and its

direction is the positive horizontal direction
(to the right).

Vector B has a magnitude of 12 and its

direction is the positive vertical direction
(down).

7. Sketch the resultant of A + B , and determine its magnitude and

direction.

8. Sketch the resultant of A − B (which is the same as A + (−B) , and

determine its magnitude and direction.

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Vectors vs. Scalars in Physics Page: 152
Big Ideas Details Unit: Mathematics

Vectors vs. Scalars in Physics

Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 1 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Identify vector vs. scalar quantities in physics.
Success Criteria:
• Quantity is correctly identified as a vector or a scalar.
Language Objectives:
• Explain why some quantities have a direction and others do not.
Tier 2 Vocabulary: magnitude, direction

Notes:
In physics, most numbers represent quantities that can be measured or calculated
from measurements. Most of the time, there is no concept of a “deficit” of a
measured quantity. For example, quantities like mass, energy, and power can only
be nonnegative, because in classical mechanics there is no such thing as “anti-mass,”
“anti-energy,” or “anti-power.”

However, vector quantities have a direction as well as a magnitude, and direction

can be positive or negative.

A rule of thumb that works most of the time in a high school physics class is:
Scalar quantities. These are usually positive, with a few notable exceptions (e.g.,
work and electric charge).
Vector quantities. Vectors have a direction associated with them, which is
conveyed by defining a direction to be “positive”. Vectors in the positive
direction will be expressed as positive numbers, and vectors in the opposite
(negative) direction will be expressed as negative numbers.
In some cases, you will need to split a vector in two component vectors, one
vector in the x -direction, and a separate vector in the y -direction. In these
cases, you will need to choose which direction is positive and which direction is
negative for both the x - and y -axes. Once you have done this, every vector
quantity must be assigned a positive or negative value, according to the
directions you have chosen.

Differences. The difference or change in a variable is indicated by the Greek letter Δ

in front of the variable. Any difference can be positive or negative. However,
note that a difference can either be a vector, indicating a change relative to the
positive direction (e.g., Δx, which indicates a change in position), or scalar,
indicating an increase or decrease (e.g., ΔV, which indicates a change in volume).

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Vectors vs. Scalars in Physics Page: 153
Big Ideas Details Unit: Mathematics
Example:
Suppose you have a problem that involves throwing a ball straight upwards with a
velocity of 15 ms . Gravity is slowing the ball down with a downward acceleration of
10 m2 . You want to know how far the ball has traveled in 0.5 s.
s

Displacement, velocity, and acceleration are all vectors. The motion is happening in
the y -direction, so we need to choose whether “up” or “down” is the positive
direction. Suppose we choose “up” to be the positive direction. This means:
• When the ball is first thrown, it is moving upwards. This means its velocity is
in the positive direction, so we would represent the initial velocity as
v o = +15 ms .

• Gravity is accelerating the ball downwards, which is the negative direction.

We would therefore represent the acceleration as a = −10 sm2 .

• Time is a scalar quantity, so its value is +0.5 s.

If we had to substitute the numbers into the formula:

d = vot + 12 at 2

we would do so as follows:

d = (+15)(0.5) + ( 21 )(−10)(0.5)2

and we would find out that d = +6.25m .

The answer is positive. Earlier, we defined positive as “up”, so the answer tells us
that the displacement is upwards from the starting point.

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Vectors vs. Scalars in Physics Page: 154
Big Ideas Details Unit: Mathematics
What if, instead, we had chosen “down” to be the positive direction?
• When the ball is first thrown, it is moving upwards. This means its velocity is
now in the negative direction, so we would represent the initial velocity as
vo = −15 ms .

• Gravity is accelerating the ball downwards, which is the positive direction. We

would therefore represent the acceleration as a = +10 sm2 .

• Time is a scalar quantity, so its value is +0.5 s.

If we had to substitute the numbers into the formula:
d = v ot + 21 at 2

we would do so as follows:
d = (−15)(0.5) + ( 21 )(10)(0.5)2

and we would find out that d = −6.25m .

The answer is negative. However, remember that we defined “down” to be positive,

which means “up” is the negative direction. This means the displacement is
upwards from the starting point, as before.

In any problem you solve, the choice of which direction is positive vs. negative is
arbitrary. The only requirement is that every vector quantity in the problem needs
to be consistent with your choice.

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Vector Multiplication Page: 155
Big Ideas Details Unit: Mathematics

Vector Multiplication
Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 1 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Correctly use and interpret the symbols “•” and “×” when multiplying vectors.
• Finding the dot product & cross product of two vectors.
Success Criteria:
• Magnitudes and directions are correct.
Language Objectives:
• Explain how to interpret the symbols “•” and “×” when multiplying vectors.
Tier 2 Vocabulary: magnitude, direction, dot, cross

Notes:
With scalar (ordinary) numbers, there is only one way to multiply them, which you
learned in elementary school. Vectors, however, can be multiplied in three different
ways.

dot product: multiplication of two vectors that results in a scalar.

A• B = C

cross product: multiplication of two vectors that results in a new vector.

I J =K

tensor product: multiplication of two vectors that results in a tensor. (A tensor is an

array of vectors that describes the effect of each vector on every other vector in
the array. Tensors are beyond the scope of a high school physics course.)

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Vector Multiplication Page: 156
Big Ideas Details Unit: Mathematics
Multiplying a Vector by a Scalar
Multiplying a vector by a scalar is like multiplying a variable by a number. The
magnitude changes, but the direction does not. For example, in physics,
displacement equals velocity times time:

d = vt

Velocity is a vector; time is a scalar. The magnitude is the velocity times the time,
and the direction of the displacement is the same as the direction of the velocity.

If the two vectors have opposite directions, the equation needs a negative sign. For
example, the force applied by a spring equals the spring constant (a scalar quantity)
times the displacement:
Fs = −kx

The negative sign in the equation signifies that the force applied by the spring is in
the opposite direction from the displacement.

The Dot (Scalar) Product of Two Vectors

The scalar product of two vectors is called the “dot product”. Dot product
multiplication of vectors is represented with a dot:
A•B *

The dot product of A and B is:

A • B = AB cos

where A is the magnitude of A , B is the magnitude of B , and  is the angle

between the two vectors A and B .

For example, in physics, work (a scalar quantity) is the dot product of the vectors
force and displacement (distance):
W = F • d = Fd cos 

*
pronounced “A dot B”

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Vector Multiplication Page: 157
Big Ideas Details Unit: Mathematics
The Cross (Vector) Product of Two Vectors
The vector product of two vectors is called the cross product. Cross product
multiplication of vectors is represented with a multiplication sign:
A B *

The magnitude of the cross product of vectors A and B that have an angle of 
between them is given by the formula:
A  B = AB sin

The direction of the cross product is a little difficult to make sense out of. You can
figure it out using the “right hand rule”:

Position your right hand so that your fingers curl from the first vector to the second.
Your thumb points in the direction of the resultant vector.

Note that this means that the resultant vectors for A  B and
B  A point in opposite directions, i.e., the cross product of
two vectors is not commutative!

  
A B = C
  
B  A = −C

On a two-dimensional piece of paper, a vector coming toward you (out of the page)
is denoted by a set of symbols, and a vector going away from
you (into the page) is denoted by a set of symbols.

Think of these symbols as representing an arrow inside a tube or pipe. The dot
represents the tip of the arrow coming toward you, and the “X” represents the
fletches (feathers) on the tail of the arrow going away from you.)

*
pronounced “A cross B”

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Vector Multiplication Page: 158
Big Ideas Details Unit: Mathematics
In physics, torque is a vector quantity that is derived by a cross product.

The torque produced by a force F acting at a radius r is given by the equation:

τ = r  F = rF sin

Because the direction of the force is usually perpendicular to the displacement, it is

usually true that sin θ = sin 90° = 1. This means the magnitude rF sin θ = rF (1) = rF.
Using the right-hand rule, we determine that the direction of the resultant torque
vector is coming out of the page.

(The force generated by the interaction between charges and magnetic fields, a
topic covered in AP® Physics 2, is also a cross product.)

Thus, if you are tightening or loosening a nut or bolt that has right-handed
(standard) thread, the torque vector will be in the direction that the nut or bolt
moves.

Vector Jokes
Now that you understand vectors, here are some bad vector jokes:

Q: What do you get when you cross an elephant with a bunch of grapes?

A: sin θ

Q: What do you get when you cross an elephant with a mountain climber?

A: You can’t do that! A mountain climber is a scalar (“scaler,” meaning someone

who scales a mountain).

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Vector Multiplication Page: 159
Big Ideas Details Unit: Mathematics
Homework Problems
For the following vectors A & B :

1. Determine A • B

2. Determine A  B (both magnitude and direction)

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Degrees, Radians and Revolutions Page: 160
Big Ideas Details Unit: Mathematics
AP® Degrees, Radians and Revolutions
Unit: Mathematics
MA Curriculum Frameworks (2016): S&E P5
AP® Physics 1 Learning Objectives: SP 2.2
Knowledge/Understanding:
• Express angles and arc length in degrees, radians, and full revolutions.
Skills:
• Convert between degrees, radians and revolutions.
Language Objectives:
• Understand and correctly use the terms “degree,” “radian,” and “revolution”.
Tier 2 Vocabulary: degree, revolution

Notes:
degree: an angle equal to 1 360 of a full circle. A full circle is therefore 360°.

revolution: a rotation of exactly one full circle (360°) by an object.

radian: the angle that results in an arc length equal to the radius of a circle. I.e., one
“radius” of the way around the circle. Because the distance all the way around
the circle is 2π times the radius, a full circle (or one rotation) is therefore 2π
radians.

1
of a circle =  
1
This means that 1radian =  (360)  57.3
2  2 

We are used to measuring angles in degrees. However, trigonometry functions are

often more convenient if we express the angle in radians:

This is often convenient because if we express the angle in radians, the angle is
equal to the arc length (distance traveled around the circle) times the radius, which
makes much easier to switch back and forth between the two quantities.

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Degrees, Radians and Revolutions Page: 161
Big Ideas Details Unit: Mathematics
AP® On the following unit circle (a circle with a radius of 1), several of the key angles
around the circle are marked in radians, degrees, and the (x,y ) coördinates of the
corresponding point around the circle.

In each case, the angle in radians is equal to the distance traveled around the circle,
starting from the point (1,0).

It is particularly useful to memorize the following:

Degrees 0° 90° 180° 270° 360°

Rotations 0 ¼ ½ ¾ 1
 3
Radians 0 π 2
2π
2

In general, you can convert between degrees and radians using the conversion
factor 360 = 2 rad . For example, to convert 225° to radians, we would do:

225 2
 = 1.25 radians
1 360

Note that because a radian is arc length divided by radius (distance divided by
distance), it is a dimensionless quantity, i.e., a quantity that has no unit. This is
convenient because it means you never have to convert radians from one unit to
another.

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Degrees, Radians and Revolutions Page: 162
Big Ideas Details Unit: Mathematics
AP® Precalculus classes often emphasize learning to convert between degrees and
radians. However, in practice, these conversions are rarely, if ever necessary.
Expressing angles in radians is useful in rotational problems in physics because it
combines all of the quantities that depend on radius into a single variable, and
avoids the need to use degrees at all. If a conversion is necessary,

In physics, you will usually use degrees for linear (Cartesian) problems, and radians
for rotational problems. For this reason, when using trigonometry functions it is
important to make sure your calculator mode is set correctly for degrees or radians,
as appropriate to each problem:

TI-30 scientific calculator TI-83 or later graphing calculator

If you switch your calculator between degrees and radians, don’t forget that this will
affect math class as well as physics!

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Polar, Cylindrical & Spherical Coördinates Page: 163
Big Ideas Details Unit: Mathematics
AP® Polar, Cylindrical & Spherical Coördinates
Unit: Mathematics
MA Curriculum Frameworks (2016): S&E P5
AP® Physics 1 Learning Objectives: SP 2.2
Knowledge/Understanding:
• Express a position in Cartesian, polar, cylindrical, or spherical coördinates.
Skills:
• Convert between Cartesian coördinates and polar, cylindrical and/or spherical
coördinates.
Language Objectives:
• Accurately describe and apply the concepts described in this section using
appropriate academic language.
Tier 2 Vocabulary: polar

Notes:
In your math classes so far, you have expressed the location of a point using
Cartesian coördinates—either (x, y) in two dimensions or (x, y, z) in three
dimensions.

Cartesian coördinates: (or rectangular coördinates): a two- or three-dimensional

coordinate system that specifies locations by separate distances from each of
two or three axes (lines). These axes are labeled x, y, and z, and a point is
specified using its distance from each axis, in the form (x, y) or (x, y, z).

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Polar, Cylindrical & Spherical Coördinates Page: 164
Big Ideas Details Unit: Mathematics
AP® polar coördinates: a two-dimensional coördinate system that specifies locations by
their distance from the origin (radius) and angle from some reference direction.
The radius is r, and the angle is θ (the Greek letter “theta”). A point is specified
using the distance and angle, in the form (r, θ).

For example, if we say that the city of Lynn, Massachusetts is 10 miles from
Boston, at heading of 52° north of due east, we are using polar coördinates:

(Note: cardinal or “compass” direction is traditionally specified with North at 0°

and 360°, and clockwise as the positive direction, meaning that East is 90°, South
is 180°, West is 270°. This means that the compass heading from Boston to Lynn
would be 38° to the East of true North. However, in this class we will specify
angles as mathematicians do, with 0° indicating the direction of the positive x-
axis.)

cylindrical coördinates: a three-dimensional coördinate system that specifies

locations by distance from the origin (radius), angle from some reference
direction, and height above the origin. The radius is r, the angle is θ, and the
height is z. A point is specified using the distance and angle, and height in the
form (r, θ, z).

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Polar, Cylindrical & Spherical Coördinates Page: 165
Big Ideas Details Unit: Mathematics
AP® spherical coördinates: a three-dimensional coördinate system that specifies
locations by distance from the origin (radius), and two separate angles, one from
some horizontal reference direction and the other from some vertical reference
direction. The radius is labeled r, the horizontal angle is θ, and the vertical angle
is ϕ (the Greek letter “phi”). A point is specified using the distance and angle,
and height in the form (r, θ, ϕ).

When we specify a point on the Earth using longitude and latitude, we are using
spherical coördinates. The distance is assumed to be the radius of the Earth
(because the interesting points are on the surface), the longitude is θ, and the
latitude is ϕ. (Note, however, that latitude on the Earth is measured up from the
equator. In physics, we generally use the convention that ϕ = 0° is straight
upward, meaning ϕ will indicate the angle downward from the “North pole”.)

In AP® Physics 1, the problems we will see are one- or two-dimensional. For each
problem, we will use the simplest coördinate system that applies to the problem:
Cartesian (x, y) coördinates for linear problems and polar (r, θ ) coördinates for
problems that involve rotation.

Note that while mathematicians almost always prefer to express angles in radians,
physicists typically usually use degrees for linear problems and radians for rotational
problems.

The following example shows the locations of the points (3, 60°) and (4, 210°) using
polar coördinates:

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Polar, Cylindrical & Spherical Coördinates Page: 166
Big Ideas Details Unit: Mathematics
AP® Converting Between Cartesian and Polar Coördinates
If vectors make sense to you, you can simply think of polar coördinates as the
magnitude (r) and direction (θ ) of a vector.

Converting from Cartesian to Polar Coördinates

If you know the x- and y-coördinates of a point, the radius (r) is simply the distance
from the origin to the point. You can calculate r from x and y using the distance
formula:
r = x2 + y2

The angle comes from trigonometry:

tan = , which means  = tan−1  y 

y
x x

Sample Problem:
Q: Convert the point (5,12) to polar coördinates.

A: r = x 2 + y 2
r = 52 + 122 = 25 + 144 = 169 = 13
 = tan−1  y  = tan−1
x ( ) = tan
12
5
−1
(2.4) = 67.4 = 1.18 rad

(13, 67.4°) or (13, 1.18 rad)

Converting from Polar to Cartesian Coördinates

As we saw in our review of trigonometry, if you know r and θ, then x = r cos and
y = r sin .

Sample Problem:
Q: Convert the point (8, 25°) to Cartesian coördinates.

A: x = 8 cos(25) = (8)(0.906) = 7.25

y = 8 sin(25) = (8)(0.423) = 3.38

(7.25, 3.38)

In practice, you will rarely need to convert between the two coördinate systems.
The reason for using polar coördinates in a rotating system is because the quantities
of interest are based on the rotational angle and the distance from the center of
rotation. Using polar coördinates for these problems avoids the need to use
trigonometry to convert between systems.

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Introduction: Kinematics (Motion) in One Dimension Page: 167
Big Ideas Details Unit: Kinematics (Motion) in One Dimension

Introduction: Kinematics (Motion) in One

Dimension
Unit: Kinematics (Motion) in One Dimension
Topics covered in this chapter:
Linear Motion, Speed & Velocity ................................................................. 170
Linear Acceleration ...................................................................................... 174
Dot Diagrams ............................................................................................... 181
Newton’s Equations of Motion .................................................................... 183
Motion Graphs ............................................................................................. 198

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Introduction: Kinematics (Motion) in One Dimension Page: 168
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
In this chapter, you will study how things move and how the relevant quantities are
related.
• Linear Motion, Speed & Velocity and Acceleration deal with understanding
and calculating the velocity (change in position) and acceleration (change
in velocity) of an object, and with representing and interpreting graphs
involving these quantities.
• Dot Diagrams deals with a representation of motion using a series of dots
that show the location of an object at equal time intervals.
• Newton’s Equations of Motion deals with solving motion problems
algebraically, using equations.
• Motion Graphs deals with creating and interpreting graphs of position vs.
time and velocity vs. time.
Some of the challenging tasks include identifying quantities from their units,
choosing the equation that relates the quantities of interest, and keeping track of
positive and negative directions when working with vector quantities.

Note to Teachers
In most physics textbooks, Motion Graphs are presented before Newton’s Equations
of Motion because the graphs are visual, and the intuitive understanding derived
from graphs can then be applied to the equations. However, in recent years, many
students have a weak understanding of graphs. I have found that reversing the
usual order enables students to use their understanding of algebra to better
understand the graphs. This is especially true in this text because students have
already learned most of the relevant concepts in the Word Problems topic in the
Mathematics chapter.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):

HS-PS2-10(MA). Use free-body force diagrams, algebraic expressions, and
Newton’s laws of motion to predict changes to velocity and acceleration
for an object moving in one dimension in various situations.

AP® AP® Physics 1 Learning Objectives:

3.A.1.1: The student is able to express the motion of an object using narrative,
mathematical, and graphical representations. [SP 1.5, 2.1, 2.2]
3.A.1.2: The student is able to design an experimental investigation of the
motion of an object. [SP 4.2]
3.A.1.3: The student is able to analyze experimental data describing the
motion of an object and is able to express the results of the analysis using
narrative, mathematical, and graphical representations. [SP 5.1]

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Introduction: Kinematics (Motion) in One Dimension Page: 169
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Topics from this chapter assessed on the SAT Physics Subject Test:
Kinematics, such as velocity, acceleration, motion in one dimension, and motion
of projectiles
1. Displacement
2. Speed, velocity and acceleration
3. One-dimensional motion with uniform acceleration
4. Kinematics with graphs

Skills learned & applied in this chapter:

• Choosing from a set of equations based on the quantities present.
• Working with vector quantities.
• Relating the slope of a graph and the area under a graph to equations.
• Using graphs to represent and calculate quantities.

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Linear Motion, Speed & Velocity Page: 170
Big Ideas Details Unit: Kinematics (Motion) in One Dimension

Linear Motion, Speed & Velocity

Unit: Kinematics (Motion) in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 3.A.1.1, 3.A.1.3
Mastery Objective(s): (Students will be able to…)
• Correctly describe the position, speed, velocity, and acceleration of an object
based on a description of its motion (or lack thereof).
Success Criteria:
• Description of vector quantities (position, velocity & acceleration) indicates
both magnitude (amount) and direction.
• Description of scalar quantities does not include direction.
Language Objectives:
• Explain the Tier 2 words “position,” “distance,” “displacement,” “speed,”
“velocity,” and “acceleration” and how their usage in physics is different from
the vernacular.
• Explain why we do not use the word “deceleration” in physics.
Tier 2 Vocabulary: position, speed, velocity, acceleration, direction

Labs, Activities & Demonstrations:

• Walk in the positive and negative directions (with positive or negative
velocity).
• Walk and change direction to show distance vs. displacement.

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Linear Motion, Speed & Velocity Page: 171
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Notes:
coördinate system: a framework for describing an object’s position (location), based
on its distance (in one or more directions) from a specifically-defined point (the
origin). (You should remember these terms from math.)
direction: which way an object is oriented or moving within its coördinate system.
Note that direction can be positive or negative.
position ( x ): [vector*] the location of an object relative to the origin (zero point) of
its coördinate system. We will consider position to be a zero-dimensional
vector, which means position can be positive or negative with respect to the
chosen coördinate system.

distance (d ): [scalar] the length of the path that an object took when it moved.
Distance does not depend on direction and is always positive or zero.

displacement ( d or x ): [vector] how far an object’s current position is from its

starting position (“initial position”).
For example, suppose an object travelled a distance of
12 units to the east, and then 5 units to the north. The
object has travelled a total distance of 17 units,
However, by the Pythagorean theorem, the object’s
displacement is 13 units from where it started.

Displacement can be positive or negative (or zero),

depending on the chosen coördinate system. For
example, the object at the right’s displacement is
−7 units (7 units in the negative direction) from
where it started.

*
Position is a zero-dimensional vector. An object’s position is a location that, like other
vector quantities, can be positive or negative and is dependent on the coördinate system
chosen.

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Linear Motion, Speed & Velocity Page: 172
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
rate: the change in a quantity over a specific period of time.
motion: when an object’s position is changing over time.
speed: [scalar] the rate at which an object is moving at an instant in time. Speed
does not depend on direction, and is always positive or zero.

distance
average speed =
time
velocity: (v ) [vector] the rate of change of an object’s position (its displacement)
over a given period of time. Because velocity is a vector, it has a direction as
well as a magnitude. Velocity can be positive, negative, or zero.

displacement d x
average velocity = vave. = =
time t t
In the MKS system, speed and velocity are measured in meters per second.

1 ms  2.24 mi.
hr.

uniform motion: motion at a constant velocity (i.e., with constant speed and
direction)
An object that is moving has a positive speed, but its velocity may be positive,
negative, or zero, depending on the relationship between its initial and final
position.

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Linear Motion, Speed & Velocity Page: 173
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Variables Used to Describe Linear Motion
Variable Quantity Unit Variable Quantity Unit
m
x (final) position m v (final) velocity s

initial (starting) initial (starting) m

xo m vo s
position velocity
m
d distance m vave. average velocity s

m
d , x displacement m a acceleration s2

acceleration due m
h height m g s2
to gravity
t time s

Acceleration will be covered in the next section.

By convention, physicists use the variable g to mean acceleration due to gravity of

an object in free fall, and a to mean acceleration under any other conditions.

The average velocity of an object is its displacement (change in position) divided by

the elapsed time:

The acceleration of an object is its change in velocity divided by the elapsed time:
v
a=
t
Note that by convention, physicists use the variable g when acceleration is due to
gravity acting on an object in free fall, and a to mean acceleration caused by
something other than gravity.

Signs of Vector Quantities

The sign of a vector (positive or negative) is used to indicate its direction.
• Displacement is positive if the change in position of object in question is
toward the positive direction, and negative if the change in position is toward
the negative direction.
• Velocity is positive if the object is moving in the positive direction, and
negative if the object is moving in the negative direction.
• Acceleration is positive if the change in velocity is positive (i.e., if the velocity
is becoming more positive or less negative). Acceleration is negative if the
change in velocity is negative (i.e., if the velocity is becoming less positive or
more negative).

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Linear Acceleration Page: 174
Big Ideas Details Unit: Kinematics (Motion) in One Dimension

Linear Acceleration
Unit: Kinematics (Motion) in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 3.A.1.1, 3.A.1.3
Mastery Objective(s): (Students will be able to…)
• Calculate acceleration given initial & final velocity and time.
• Describe the motion of an object that is accelerating.
Success Criteria:
• Calculations for acceleration have the correct value, correct direction (sign),
and correct units.
• Descriptions of motion account for the starting and final velocity and any
changes of direction.
Language Objectives:
• Correctly use the term “acceleration” the way it is used in physics. Translate
the vernacular term “deceleration” into a physics-appropriate description.
Tier 2 Vocabulary: velocity, acceleration, direction

Lab Activities & Demonstrations:

• Walk with different combinations of positive/negative velocity and
positive/negative acceleration.
• Drop a dollar bill or meter stick and have someone try to catch it.
• Drop two strings of beads, one spaced at equal distances and the other
spaced at equal times.
• Drop a bucket of water and catch it.

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Linear Acceleration Page: 175
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Notes:
acceleration ( a ): [vector] a change in velocity; the rate of change of velocity.
v v − vo
a= =
t t

The MKS unit for acceleration is m . This is because v has units m

s
, which
s2
v m m 1 m
means a = has units s =  = 2 .
t s s s s

uniform acceleration: constant acceleration; a constant rate of change of velocity.

Because this is an algebra-based course, acceleration will be assumed to be

uniform in all of the problems in this course that involve acceleration.

In the vernacular, we use the term “acceleration” to mean “speeding up,” and
“deceleration” to mean “slowing down.”

In physics, acceleration is a vector quantity, which means it has a direction. If an

object is moving in the positive direction (i.e., its velocity is positive), then positive
acceleration would mean that the object is speeding up, and negative acceleration
would mean that it is slowing down.

Note, however, that acceleration is any change in velocity, including a change in

speed or a change in direction. There is a popular joke in which a physics student is
taking a driving lesson. The instructor says, “Apply the accelerator.” The physics
student replies, “Which one? I’ve got three!”

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Linear Acceleration Page: 176
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Calculating Acceleration
Suppose that instead of a speedometer, your car has a velocity meter, which
displays a positive velocity when the car is going in the positive direction (forward)
and a negative velocity when it is going in the negative direction (backward).*

The following velocity meters show a car that starts out with a velocity of +15 ms and
accelerates to +40 ms . Suppose this acceleration happened over a time interval of
10 s.

The car’s speed is faster at the end ( 40 ms vs. 15 ms ), and it is traveling in the positive
direction the entire time. The change in velocity ( v ) is therefore
+40 − (+15) = +25 ms
.

v +40 − (+15) +25

The acceleration is therefore a = = = = +2.5 m
s2
t 10 10

*
This is a simplification. A car can also change its velocity by changing direction—for
example if the road curves. Displacement, and therefore velocity, is always in the direction
from the starting point to the endpoint. An actual velocity meter would be more like a GPS
that shows the direction and progress toward the destination on a map.

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Physics 1 In Plain English Jeff Bigler

Linear Acceleration Page: 177
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
The following velocity meters show a car that starts out with a velocity of −20 ms and
accelerates to −30 ms . Suppose this acceleration happened over a time interval of
5 s.

In this case, the car’s speed is faster at the end ( 30 ms vs. 20 ms ), but it is traveling in
the negative direction the entire time. The change in velocity ( v ) is therefore
−30 − (−20) = −10 m
s
. This means that although the car is speeding up, because it is
speeding up in the negative direction, the trend is toward a more negative
velocity.

v −30 − (−20) −10

The acceleration is therefore a = = = = −2 m
s2
t 5 5

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Linear Acceleration Page: 178
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Finally, the following velocity meters show a car that starts out with a velocity of
−15 ms and accelerates to +10 ms . Suppose this acceleration happened over a time
interval of 2.5 s.

We can calculate the change in velocity and acceleration as before.

v +10 − (−15) +25

The acceleration is a = = = = +10 ms2
. This makes sense, because
t 2.5 2.5
the velocity is continuously trending toward the positive direction.

However, a description of the car’s motion is more complicated. The car starts out
going 15 ms in the negative direction. During the first 1.5 s, the car slows down from
15 m
s
until it stops ( v = 0 ). Then, during the final 1 s it speeds up in the positive
direction from rest ( v = 0 ) to a speed of 10 ms .

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Physics 1 In Plain English Jeff Bigler

Linear Acceleration Page: 179
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Another Way to Visualize Acceleration
As we will study in detail later in this course, acceleration is caused by a (net) force
on an object. A helpful visualization is to imagine that acceleration is caused by a
strong wind exerting a force on an object.

In the above picture, the car starts out moving in the positive direction (to the right).
Acceleration (represented by the wind) is in the negative direction (to the left). The
negative acceleration causes the car to slow down and stop, and then to start
moving and speed up in the negative direction (to the left).

Check for Understanding

A car starts out with a velocity of +30 ms . After 10 s, its velocity is −10 ms .

1. Calculate the car’s acceleration.

2. Describe the motion of the car.

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Physics 1 In Plain English Jeff Bigler

Linear Acceleration Page: 180
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Free Fall (Acceleration Caused by Gravity)
The gravitational force is an attraction between objects that have mass.
free fall: when an object is freely accelerating toward the center of the Earth (or
some other object with a very large mass) because of the effects of gravity, and
the effects of other forces are negligible.
Objects in free fall on Earth accelerate downward at a rate of approximately
10 m  32 ft.2 . (The actual number is approximately 9.807 m at sea level near the
s2 s s 2

surface of the Earth. In this course we will usually round it to 10 m so the

2
s
calculations don’t get in the way of understanding the physics.)
Note that an object going down a ramp is not in free fall even though gravity is the
force that caused the object to accelerate. The object’s motion is constrained by the
ramp and it is not free to fall straight down.

Acceleration Notes
• Whether acceleration is positive or negative is based on the trend of the
velocity (changing toward positive vs. changing toward negative).
• An object can have a positive velocity and a negative acceleration at the same
time, or vice versa.
• The sign (positive or negative) of an object’s velocity is the direction the object
is moving. If the sign of the velocity changes (from positive to negative or
negative to positive), the change indicates that the object’s motion has
changed directions.
• An object can be accelerating even when it has a velocity of zero. For
example, if you throw a ball upward, it goes up to its maximum height and
then falls back to the ground. At the instant when the ball is at its maximum
height, its velocity is zero, but gravity is still causing it to accelerate toward the
Earth at a rate of 10 m .
s2

Extension
Just as a change in velocity is called acceleration, a change in acceleration with
a
respect to time is called “jerk”: j = .
t

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Physics 1 In Plain English Jeff Bigler

Dot Diagrams Page: 181
Big Ideas Details Unit: Kinematics (Motion) in One Dimension

Dot Diagrams
Unit: Kinematics (Motion) in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 3.A.1.1, 3.A.1.3
Mastery Objective(s): (Students will be able to…)
• Represent the motion of an object using dot diagrams.
• Describe the motion of an object based on its dot diagram.
Success Criteria:
• The dot diagram correctly shows the position of the object at each time
interval.
• The description of the object’s motion is correct.
Language Objectives:
• Describe the motion of an object as a sequence of events from beginning to
end.
Tier 2 Vocabulary: position, velocity, acceleration

Lab Activities & Demonstrations:

• Record the motion of objects using a paper tape counter.

Notes:
The following is a famous picture called “Bob running”, taken by Harold “Doc”
Edgerton, inventor of the strobe light.

To create this picture, Edgerton opened the shutter of a camera in a dark room. A
strobe light flashed at regular intervals while a child named Bob ran past. Each flash
captured an image of Bob as he was running past the camera.

The images show that Bob was running at a constant velocity, because in each image
he had travelled approximately the same distance relative to the previous image.

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Dot Diagrams Page: 182
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
If we simplify the picture and replace the images of Bob with stick figures, they
might look like this:

If the time between flashes of the strobe light was exactly one second, we would
know where the stick figure was at every second:

Notice that our stick figure travels the same amount of distance from one second to
the next, because its velocity is constant. If we replaced the stick figures with dots,
our diagram would look like this:

This is called a “dot diagram”. As with the stick figures, if the velocity is constant,
the space between each dot and the next will also be constant.

dot diagram: a diagram that represents motion as a series of dots with a constant
interval of time between each dot.

If our stick figure were accelerating, the diagram might look like this:

which would give the following dot diagram:

As our stick figure speeds up, it travels farther from one second to the next, which is
why the dots get farther apart.

Similarly, if our stick figure were slowing down (negative acceleration), the diagram
might look like this:

which would give the following dot diagram:

As our stick figure slows down, it travels less distance from each second to the next,
which is why the dots get closer together.
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Physics 1 In Plain English Jeff Bigler

Newton’s Equations of Motion Page: 183
Big Ideas Details Unit: Kinematics (Motion) in One Dimension

Newton’s Equations of Motion

Unit: Kinematics (Motion) in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 3.A.1.1, 3.A.1.3
Mastery Objective(s): (Students will be able to…)
• Use Isaac Newton’s equations of motion to calculate position, velocity and
acceleration for problems that involve motion in one dimension.
Success Criteria:
• Vector quantities position, velocity, and acceleration are identified and
substituted correctly, including sign (direction).
• Time (scalar) is correct and positive.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Correctly identify quantities and assign variables in word problems.
Tier 2 Vocabulary: position, displacement, velocity, acceleration, direction

Notes:
As noted above, velocity is the displacement (change in position) with respect to
time. (E.g., if your displacement is 10 m over a period of 2 s, then your velocity is
10
= 5 ms .)
2

Derivations of Equations
We can rearrange this formula to show that displacement is average velocity times
time:
d = (vave. )(t)
Position is the object’s starting position plus its displacement:
x = xo + d = xo + (vave. )(t )
where x 0* means “position at time = 0”. This formula is often expressed as:
x − xo = d = (vave. )(t)

Because acceleration is a change in velocity over a period of time, the formula for
acceleration is:
v − vo v v
aave. = = =
t t t

*
xo is pronounced “x -zero” or “x -naught”.
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Physics 1 In Plain English Jeff Bigler

Newton’s Equations of Motion Page: 184
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
In an algebra-based physics course, we will limit ourselves to problems in which
acceleration is constant.
We can rearrange this formula to show that the change in velocity is acceleration
times time:
v = v − vo = at

Note that when an object’s velocity is changing, the initial velocity vo , the final
velocity, v , and the average velocity, vave. are different quantities with different
values. (This is a common mistake that first-year physics students make.) Assuming
acceleration is constant, the three different velocities are related by the following
equation:
vo + v d
vave. = =
2 t

To show the relationship between v and vave. , we can combine the formula for
average velocity with the formula for acceleration in order to get a formula for the
position of an object that is accelerating.
d = (vave. )(t )
v = at
However, the problem is that v in the formula v = at is the velocity at the end,
which is not the same as the average velocity vave. .

If the velocity of an object is changing at a constant rate (i.e., the object is

accelerating uniformly), the average velocity, vave. is given by the formula:

vo + v
vave. =
2
If the object starts at rest (not moving, which means v o = 0 ) and it accelerates at a
constant rate, the average velocity is therefore the average of the initial velocity and
the final velocity:
vo + v 0 + v v 1
vave. = = = = v
2 2 2 2
Combining all of these gives, for an object starting from rest:
d = vave.t = 12 vt = 12 (at) t = 12 at 2

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Physics 1 In Plain English Jeff Bigler

Newton’s Equations of Motion Page: 185
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
If an object was moving before it started to accelerate, it had an initial velocity (or a
velocity at time = 0) that is not zero, which means we have to include the distance
that the object would have traveled at a constant velocity of vo in the equation.
Now, the formula becomes:

x − x o = d = v ot + 12 at 2

distance the object additional distance the

would travel if its object will travel because
initial velocity were it is accelerating
constant

We can combine this equation with the equation v − v o = at and eliminate time,
giving the following equation, which relates initial and final velocity and distance:

v 2 − vo2 = 2ad

Free Fall (Acceleration Caused by Gravity)

The gravitational force (or “force of gravity”) is an attraction between objects that
have mass.

free fall: when an object is freely accelerating toward the center of the Earth (or
some other object with a very large mass) because of the effects of gravity, and
the effects of other forces are negligible.

Objects in free fall on Earth accelerate downward at a rate of approximately

10 m  32 ft.2 . (The actual number is approximately 9.807 m at sea level near the
s2 s s2
surface of the Earth. In this course we will usually round it to 10 m so the 2
s
calculations don’t get in the way of understanding the physics.) When an object is in
free fall, we usually replace the variable a with the constant g .

Note that as with any other vector quantity, acceleration due to gravity can be
represented by a positive or negative number, depending on which direction you
choose to be positive. In many problems, it is common to choose “up” to be the
positive direction, which would mean a = g = −10 sm2 .

Note also that an object going down a ramp is not in free fall, even though gravity is
the force that caused the object to accelerate. The object’s motion is constrained by
the ramp and it is not free to fall straight down.

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Physics 1 In Plain English Jeff Bigler

Newton’s Equations of Motion Page: 186
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Summary of Equations
Most motion problems can be calculated from Isaac Newton’s equations of motion.
The following is a summary of the equations presented in the previous sections:

Equation Description

d = Δx = x − xo Definition of displacement.

Average velocity is the distance per unit of time,

x − xo d vo + v
vave. = = = which also equals the calculated value of average
t t 2
velocity.

v v − vo
a= = Acceleration is a change in velocity divided by time.
t t
Total displacement is the displacement due to
x − xo = d = vot + 12 at 2 velocity ( v ot ), plus the displacement due to
acceleration ( 12 at 2 ).

Velocity at the end can be calculated from velocity

v 2 − vo2 = 2ad = 2a(x − xo )
at the beginning, acceleration, and displacement.

Selecting the Right Equation

When you are faced with a problem, choose an equation based on the following
criteria:
• The equation must contain the variable you are looking for.
• All other quantities in the equation must be either given in the problem or
assumed from the description of the problem.
o If an object starts from rest (not moving), that means vo = 0 .
o If an object comes to rest (stops), that means v = 0 . (Remember that v is
the velocity at the end.)
o If an object is moving at a constant velocity, then v = constant = vo = vave.
and a = 0 .

o If the object is in free fall, that means a = g  10 m2 . Look for words like
s
drop, fall, throw, etc. (Does not apply to rotation problems.)

This means you can choose the appropriate equation by making a list of what you
are looking for and what you know. The equation in which you know everything
except what you are looking for is the one to use.

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Physics 1 In Plain English Jeff Bigler

Newton’s Equations of Motion Page: 187
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Representing Vectors
with Positive and Negative Numbers
Remember that position ( x ), velocity ( v ), and acceleration ( a ) are all vectors,
which means each of them can be positive or negative, depending on the direction.
• If an object is located is on the positive side of the origin (position zero), then
its position, x , is positive. If the object is located on the negative side of the
origin, its position is negative.
• If an object is moving in the positive direction, then its velocity, v , is positive.
If the object is moving in the negative direction, then its velocity is negative.
• If an object’s velocity is “trending positive” (increasing in the positive direction
or decreasing in the negative direction), then its acceleration, a , is positive. If
the object’s velocity is “trending negative” (decreasing in the positive direction
or increasing in the negative direction), then its acceleration is negative.
• An object can have positive velocity and negative acceleration at the same
time (or vice versa).
• An object can have a velocity of zero (for an instant) but can still be
accelerating.

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Newton’s Equations of Motion Page: 188
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Strategies for Linear Motion Problems Involving Gravity
Linear motion problems in physics often involve gravity.

1. If you have an object in free fall, the problem will probably give you either
the distance it fell ( x − xo = d ), or the time it fell (t ). Use the position
2
equation x − xo = d = vot + 12 at to calculate whichever one you don’t know.
(If the object starts from rest, that means vo = 0 .)

2. If an object is thrown upwards, it will accelerate downwards. This means

that if we choose the positive direction to be “up,” acceleration will be
−10 m2 (downwards, and therefore negative).
s

3. At an object’s maximum height, it stops moving for an instant ( v = 0 ).

4. If an object goes up and then falls down to the same height it started from:
a. The vertical displacement is zero.
b. The time that the object spends going upwards is the same as the
time it spends going downwards. The time it takes to reach its
maximum height is therefore half of the total time it takes to go up
to its highest point and return to the ground.
c. The magnitude of the velocity at the end will be the same as at the
beginning, but the direction will be opposite. ( v = −v o )

Sample problems:
Q: A car travels 1200 m in 60 seconds. What is its average velocity?
d 1200 m
A: vave. = = = 20 ms
t 60 s

Q: A person walks 320 m at an average velocity of 1.25 ms . How long did it take?

A: “How long” means what length of time.

d d 320
vave. = (vave. )t = d t= = = 256 s
t vave. 1.25
Notice that when solving for a variable in the denominator, it is safest to do it in
two steps—first multiply both sides by the denominator and then divide to
isolate the variable in a second step. Many students attempt to rearrange the
variables in one step, often with little success.

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Newton’s Equations of Motion Page: 189
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Q: If a cat jumps off a 1.8 m tall
refrigerator, how long does it
take to hit the ground?

A: The cat is starting from rest

(v o = 0), and acceleration due to
gravity is a = g = 10 m2 . We need
s
to find t.
Looking at the equations, the
one that has what we need (t )
and only quantities we know is:

d = vot + 1 at 2
2
v o = 0, so this reduces to:
2d 2 2d (2)(1.8)
d = 1 at 2 =t t= = = 0.36 = 0.6 s
2 a a 10

Q: An apple falls from a tree branch at a height of 5 m and

lands on Isaac Newton’s head. (Assume Isaac Newton
was 1.8 m tall.)

How fast was the apple traveling at the time of impact?

A: The apple is starting from rest (v o = 0), and acceleration

due to gravity is a = g = 10 m2 . We want to find v.
s

The equation that relates all of our variables is:

v 2 − vo2 = 2ad = 2a(x − xo )

Moving vo to the other side of the equation gives:

v 2 = vo2 + 2a(x − xo )
v = vo2 + 2a(x − xo ) = 02 + (2)(10)(5 − 1.8) = 64 = 8.0 ms

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Physics 1 In Plain English Jeff Bigler

Newton’s Equations of Motion Page: 190
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Homework Problems: Motion Equations Set #1
Try to first rearrange the equation to solve for the variable of interest and substitute
numbers into the equation only after rearranging. (However, if you get stuck on a
problem, feel free to solve it numerically first.)

1. A car, traveling at constant speed, makes one lap around a circular track
with a radius of 100 m. When the car has traveled halfway around the track,
what distance did it travel? What is the magnitude of its displacement from
the starting point?

2. An elevator is moving upward with a speed of 11 ms . Three seconds later,

the elevator is still moving upward, but its speed has been reduced to
5.0 m
s
. What is the average acceleration of the elevator during the 3.0 s
interval?

Answer: −2 sm2

3. A car, starting from rest, accelerates in a straight-line path at a constant rate

of 2.5 sm2 . How far will the car travel in 12 seconds?

Answer: 180 m
4. An object initially at rest is accelerated at a constant rate for 5.0 seconds in
the positive x direction. If the final speed of the object is 20.0 ms , what was
the object’s acceleration?

Answer: 4 sm2

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Newton’s Equations of Motion Page: 191
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
5. An object starts from rest and accelerates uniformly in a straight line in the
positive x direction. After 10. seconds its speed is 70. ms .
a. Determine the acceleration of the object.

Answer: 7 sm2

b. How far does the object travel during those first 10 seconds?

Answer: 350 m
honors & AP® 6. A racecar has a speed of vo when the driver releases a drag parachute. If
the parachute causes a deceleration of a , derive an expression for how far
the car will travel before it stops.
(If you are not sure how to do this problem, do #7 below and use the steps to
guide your algebra.)

−v o2
Answer: d =
2a
The negative sign means that d and a need to have opposite
signs, which means they must be in opposite directions.
7. A racecar has a speed of 80. ms when the driver releases a drag parachute. If
the parachute causes a deceleration of 4 sm2 , how far will the car travel
before it stops?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #6 above as a starting point if you have
already solved that problem.)

Answer: 800 m

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Newton’s Equations of Motion Page: 192
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
8. A ball is shot straight up from the surface of the earth with an initial speed
of 30. ms . Neglect any effects due to air resistance.
a. What is the maximum height that the ball will reach?

Answer: 45 m
b. How much time elapses between the throwing of the ball and its
return to the original launch point?

Answer: 6.0 s
9. A brick is dropped from rest from a height of 5.0 m. How long does it take
for the brick to reach the ground?

Answer: 1 s

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Newton’s Equations of Motion Page: 193
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
10. A ball is dropped from rest from a tower and strikes the ground 125 m
below. Approximately how many seconds does it take for the ball to strike
the ground after being dropped? (Neglect air resistance.)

Answer: 5.0 s
11. Water drips from rest from a leaf that is 20 meters above the ground.
Neglecting air resistance, what is the speed of each water drop when it hits
the ground?

Answer: 20.0 ms

12. What is the maximum height that will be reached by a stone thrown straight
up with an initial speed of 35 ms ?

Answer: 61.25 m

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Physics 1 In Plain English Jeff Bigler

Newton’s Equations of Motion Page: 194
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
honors & AP® Homework Problems: Motion Equations Set #2
These problems are more challenging than Set #1.

1. A car starts from rest at 50 m to the west of a road sign. It travels to the
east reaching 20 ms after 15 s. Determine the position of the car relative to
the road sign.

Answer: 100 m east

2. A car starts from rest at 50 m west of a road sign. It has a velocity of 20 ms
east when it is 50 m east of the road sign. Determine the acceleration of the
car.

Answer: 2 sm2

3. During a 10 s period, a car has an average velocity of 25 ms and an

acceleration of 2 sm2 . Determine the initial and final velocities of the car.
(Hint: this is an algebra problem with two unknowns, so it requires two
equations.)

Answer: vo = 15 ms ; v = 35 ms

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Newton’s Equations of Motion Page: 195
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
honors & AP® 4. A racing car increases its speed from an unknown initial velocity to 30 ms
over a distance of 80 m in 4 s. Calculate the initial velocity of the car and the
acceleration.

Answer: vo = 10 ms ; a = 5 sm2

5. A stone is thrown vertically upward with a speed of 12.0 ms from the edge of
a cliff that is 75.0 m high.
a. How much later does it reach the bottom of the cliff?

Answer: 5.25 s
b. What is its velocity just before it hits the ground?

Answer: 40.5 ms toward the ground ( −40.5 ms if “up” is positive)

c. What is the total distance the stone travels?

Answer: 89.4 m

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Newton’s Equations of Motion Page: 196
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
honors & AP® 6. A helicopter is ascending vertically with a speed of vo . At a height h above
the Earth, a package is dropped from the helicopter. Derive an expression
for the time, t, that it takes for the package to reach the ground.
(If you are not sure how to do this problem, do #7 below and use the steps to
guide your algebra.)

−vo  vo2 − 2gh

Answer: t = , disregarding the negative answer
g
7. A helicopter is ascending vertically with a speed of 5.50 ms . At a height of
100 m above the Earth, a package is dropped from the helicopter. How
much time does it take for the package to reach the ground?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #6 above as a starting point if you have
already solved that problem.)

Answer: 5.06 s
8. A tennis ball is shot vertically upwards from the ground. It takes 3.2 s for it
to return to the ground. Find the total distance the ball traveled.

Answer: 25.6 m

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Newton’s Equations of Motion Page: 197
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
honors & AP® 9. A kangaroo jumps vertically to a height of 2.7 m. How long will it be in the
air before returning to the earth?

Answer: 1.5 s
10. A falling stone takes 0.30 s to travel past a window that is 2.2 m tall. From
what distance above the window, d, did the stone fall?

Answer: 1.70 m

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Physics 1 In Plain English Jeff Bigler

Motion Graphs Page: 198
Big Ideas Details Unit: Kinematics (Motion) in One Dimension

Motion Graphs*
Unit: Kinematics (Motion) in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 3.A.1.1, 3.A.1.3
Mastery Objective(s): (Students will be able to…)
• Determine velocity, position and displacement from a position vs. time graph.
• Determine velocity, acceleration and displacement from a velocity vs. time
graph.
Success Criteria:
• The correct aspect of the graph (slope or area) is used in the calculation.
• The magnitude (amount) and direction (sign, i.e., + or −) is correct.
Language Objectives:
• Recall terms relating to graphs from algebra 1, such as “rise,” “run,” and
“slope” and relate them to physics phenomena.
Tier 2 Vocabulary: position, velocity, acceleration, direction

Lab Activities & Demonstrations:

• Have one student plot a position vs. time graph and have another student act
it out.

Notes:
Suppose you were to plot a graph of position vs. time for an object moving at a
constant velocity.

Note that x is the slope of a graph of position (x ) vs. time (t ). Because x = v ,

t t
this means that the slope of a graph of position vs. time is equal to the velocity.

*
Most physics texts present motion graphs before Newton’s equations of motion. In this
text, the order has been reversed because many students are more comfortable with
equations than with graphs. This allows students to use a concept that is easier for them
to help them understand one that is more challenging.

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Physics 1 In Plain English Jeff Bigler

Motion Graphs Page: 199
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
In fact, on any graph, the quantity you get when you divide the quantity on the
x-axis by the quantity on the y-axis is, by definition, the slope. I.e., the slope is y ,
x
y -axis
which means the physics quantity defined by will always be the slope.
x -axis

Recall that velocity is a vector, which means it can be positive, negative, or zero.

positive velocity velocity = zero negative velocity

(moving in the (moving in the
(not moving)
positive direction) negative direction)

On the graph below, the velocity is +4 ms from 0 s to 2 s, zero from 2 s to 4 s, and

−2 ms from 4 s to 8 s.

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Physics 1 In Plain English Jeff Bigler

Motion Graphs Page: 200
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Suppose now that you were to plot a graph of
velocity vs. time.
v
is the slope of a graph of velocity (v ) vs. time
t
v
(t ). Because = a , this means that
t
acceleration is the slope of a graph of velocity vs.
time.

Note the relationship between velocity-time graphs and position-time graphs.

positive acceleration acceleration = zero negative acceleration
velocity

velocity

velocity
time time time

concave up linear concave down

If the object’s velocity is positive:

• Positive acceleration would mean an the velocity is getting more positive, i.e., the
object would be speeding up in the positive direction.
• Negative acceleration would mean an the velocity is getting less positive, i.e., the
object would be slowing down in the positive direction.
If the object’s velocity is negative:
• Positive acceleration would mean that the velocity is getting less negative, i.e.,
the object would be slowing down in the negative direction.

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Motion Graphs Page: 201
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
• Negative acceleration would mean that the velocity is getting more negative,
i.e., the object would be speeding up in the negative direction.
Note also that vave.t is the area under a graph (i.e., the area between the curve and
the x-axis) of velocity (v ) vs. time (t ). Because (vave. )(t ) = d , this means the area
under a graph of velocity vs. time is the displacement (Δx). Note that this works
both for constant velocity (the graph on the left) and changing velocity (as shown in
the graph on the right).

In fact, on any graph, the quantity you get when you multiply the quantities on the
x- and y-axes is, by definition, the area under the graph.

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Motion Graphs Page: 202
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
In the graphs below, between 0 s and 4 s, the slope of the graph is 2.5, which means
the object is accelerating at a rate of +2.5 sm2 .

Between 4 s and 6 s the slope is zero, which indicates that object is moving at a
constant velocity (of +10 ms ) and the acceleration is zero.

Between 0 and 2 s Between 0 and 4 s Between 4 s and 6 s

a = 2.5 m2 a = 2.5 m2 a=0
s s
area = 12 bh = 12 (2)(5) = 5m area = 12 bh = 12 (4)(10) = 20 m area = bh = (2)(10) = 20m
In each case, the area under the velocity-time graph equals the total distance
traveled.

As we will see in the next section, the equation for displacement as a function of
2 2
velocity and time is d = vot + 12 at , which becomes d = 12 at for an object starting
at rest. If we apply this equation to each of these situations, we would get the same
numbers that we got from the area under the graph:

Between 0 and 2 s Between 0 and 4 s Between 4 s and 6 s

a = 2.5 m2 a = 2.5 m2 a=0
s s
2
d = 12 (2.5)(2 ) = 5m d = 12 (2.5)(42 ) = 20m d = vave.t = (10)(2) = 20 m

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Motion Graphs Page: 203
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
Homework Problems: Motion Graphs
1. An object’s motion is described by the following graph of position vs. time:

a. What is the object doing between 2 s

and 4 s? What is its velocity during
that interval?

b. What is the object doing between 6 s

and 7 s? What is its velocity during
that interval?

c. During which time interval(s) is the object at rest? During which time
interval(s) is it moving at a constant velocity? During which time
interval(s) is it accelerating?

2. An object’s motion is described by the following graph of velocity vs. time:

a. What is the object doing between

2 s and 4 s? What is its acceleration
during that interval?

b. What is the object doing between

4 s and 6 s? What are its velocity
and acceleration during that
interval?

c. What is the object’s displacement between 2 s and 4 s? What is its

displacement between 6 s and 9 s? (Hint: you will need to split the
areas into the area above the x-axis and the area below it.)

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Motion Graphs Page: 204
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
3. The graph on the left below shows the position of an object vs. time.
a. Sketch a graph of velocity vs. time for the same object on a graph similar
to the one on the right.

b. Using your velocity vs. time graph, calculate the displacement for each
5-second segment. Use your position vs. time graph to check your
answers.

4. In 1991, Carl Lewis became the first sprinter to break the 10-second barrier
for the 100 m dash, completing the event in 9.86 s. The chart below shows
his time for each 10 m interval.
position (m) 0 10 20 30 40 50 60 70 80 90 100
time (s) 0 1.88 2.96 3.88 4.77 5.61 6.45 7.29 8.12 8.97 9.86
Plot Lewis’s position vs. time on the graph on the left. Draw a best-fit line
(freehand). Then use the slope (rise over run) from the position vs. time
graph to get the y-values for the velocity vs. time graph on the right.

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Motion Graphs Page: 205
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
AP® What an AP Motion Graph Problem Looks Like
AP motion problems almost always involve either graphs or projectiles. Free-
response problems will often ask you to compare two graphs, such as a position-
time graph vs. a velocity-time graph, or a velocity-time graph vs. an acceleration-
time graph.

Here is an example of a free-response question involving motion graphs:

Q: A 0.50 kg cart moves on a straight horizontal track. The graph of velocity v

versus time t for the cart is given below.

a. Indicate every time t for which the cart is at rest.

The cart is at rest whenever the velocity is zero. Velocity is the y-axis, so we
simply need to find the places where y = 0. These are
at t = 4 s and t = 18 s .

b. Indicate every time interval for which the speed (magnitude of velocity) of
the cart is increasing.
For the velocity vector, we use positive and negative to indicate
direction. Therefore, the magnitude is the absolute value. The
magnitude of the velocity is increasing whenever the graph is
moving away from the x-axis, which happens in the intervals
4–9 s and 18–20 s .
The most likely mistake would be to give the times when the
acceleration is positive. Positive acceleration can mean that the
speed is increasing in the positive direction, but it can also mean that
it is decreasing in the negative direction.

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Motion Graphs Page: 206
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
AP® c. Determine the horizontal position x of the cart at t = 9.0 s if the cart is
located at x = 2.0 m at t = 0.
Position is the area under a velocity-time graph. Therefore, if we
add the positive and subtract the negative areas from t = 0 to
t = 9.0 s, the result is the position at t = 9.0 s.
The area of the triangular region from 0–4 s is ( 12 )(4)(0.8) = 1.6m .

The area of the triangular region from 4–9 s is ( 12 )(5)(−1.0) = −2.5m .

The total displacement is therefore x = 1.6 + (−2.5) = −0.9m .

Because the cart’s initial position was +2.0 m, its final position is
2.0 + (−0.9) = +1.1 m .
The most likely mistakes would be to add the areas regardless of
whether they are negative or positive, and to forget to add the initial
position after you have found the displacement.

d. On the axes below, sketch the acceleration a versus time t graph for the
motion of the cart from t = 0 to t = 25 s.

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Motion Graphs Page: 207
Big Ideas Details Unit: Kinematics (Motion) in One Dimension
AP® Acceleration is the slope of a velocity-time graph. Because the graph is
discontininuous, we need to split it at each point where the slope
suddenly changes. Each of the regions is a straight line (constant slope),
which means all of the accelerations are constant (horizontal lines on the
graph).
y −1.8
From 0–9 s, the slope is = = −0.2 sm2 .
x 9
y +0.6
From 9–12 s, the slope is = = +0.2 sm2 .
x 3
From 12–17 s and from 20–25 s, the slope is zero.
y +1.2
From 17–20 s, the slope is = = +0.4 sm2 .
x 3
The graph therefore looks like the following:

e. The original problem also included a part (e), which was a simple projectile
problem (discussed later).

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Introduction: Kinematics in Multiple Dimensions Page: 208
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions

Introduction: Kinematics in Multiple

Dimensions
Unit: Kinematics (Motion) in Multiple Dimensions
Topics covered in this chapter:
Projectile Motion ......................................................................................... 211
Angular Motion, Speed and Velocity ........................................................... 225
Angular Acceleration.................................................................................... 229
Centripetal Motion ...................................................................................... 233
Solving Linear & Rotational Motion Problems............................................. 236

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Introduction: Kinematics in Multiple Dimensions Page: 209
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
In this chapter, you will study how things move and how the relevant quantities are
related.
• Projectile Motion deals with an object that has two-dimensional motion—
moving horizontally and also affected by gravity.
• Angular Motion, Speed & Velocity and Angular Acceleration deal with
motion of objects that are rotating around a fixed center, using polar
coördinates.
• Centripetal Motion deals with an object that is moving in a circle and
therefore continuously accelerating toward the center.
• Solving Linear & Rotational Motion Problems deals with the relationships
between linear and rotational kinematics problems and the types of
problems that often appear on the AP® Physics exam.

Some of the challenging tasks include identifying quantities from their units,
choosing the equation that relates the quantities of interest, and keeping track of
positive and negative directions when working with vector quantities.

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Introduction: Kinematics in Multiple Dimensions Page: 210
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
Standards addressed in this chapter:

MA Curriculum Frameworks (2016):

Two-dimensional (projectile) motion and angular motion are not included in
the MA Curriculum frameworks.

AP® AP® Physics 1 Learning Objectives:

Topics from this chapter assessed on the SAT Physics Subject Test:
Kinematics, such as velocity, acceleration, and motion of projectiles
1. Two-dimensional motion with uniform acceleration

Skills learned & applied in this chapter:

• Choosing from a set of equations based on the quantities present.
• Working with vector quantities.
• Keeping track of things happening in two directions at once.

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Projectile Motion Page: 211
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions

Projectile Motion
Unit: Kinematics (Motion) in Multiple Dimensions
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.A.1.1, 3.A.1.3
Mastery Objective(s): (Students will be able to…)
• Solve problems that involve motion in two dimensions.
Success Criteria:
• Correct quantities are chosen in each dimension (x & y).
• Positive direction is chosen for each dimension and vector quantities in each
dimension have the appropriate sign (+ or −).
• Time (scalar) is correct, positive, and the same in both dimensions.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Correctly identify quantities with respect to type of quantity and direction in
word problems.
• Assign variables correctly in word problems.
Tier 2 Vocabulary: projectile, dimension

Labs, Activities & Demonstrations:

• Play “catch.”
• Drop one ball and punch the other at the same time.
• “Shoot the monkey.”

Notes:
projectile: an object that is propelled (thrown, shot, etc.) horizontally and also falls
due to gravity.

Because perpendicular vectors do not affect each other, the vertical and horizontal
motion of the projectile are independent and can be considered separately, using a
separate set of equations for each.

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Projectile Motion Page: 212
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
Assuming we can neglect friction and air resistance (which is usually the case in first-
year physics problems), we make the following important assumptions:

Horizontal Motion
The horizontal motion of a projectile is not affected by anything except for air
resistance. If air resistance is negligible, we can assume that there is no horizontal
acceleration, and therefore the horizontal velocity of the projectile, v x , is constant.
This means the horizontal motion of a projectile can be described by the equation:

dx = vxt
The projectile is always moving in the same horizontal direction, so we make this the
positive (horizontal, or “x”) direction for the vector quantities of velocity and
displacement.

Vertical Motion
Gravity affects projectiles the same way regardless of whether or not the projectile
is also moving horizontally. All projectiles therefore have a constant downward
acceleration of g = 10 sm2 (in the vertical or “y” direction), due to gravity.

Therefore, the vertical motion of the particle can be described by the equations:
v y − v o , y = gt

d y = v o , y t + 1 gt 2
2
v y − v o , y = 2gd
2 2

(Notice that we have two subscripts for initial velocity, because it is both the initial
velocity vo and also the vertical velocity vy.)

If the projectile is always moving downwards (i.e., it is launched horizontally and it

falls), we make down the positive vertical direction and all vector quantities
(velocity, displacement and acceleration) in the y-direction are positive.

If the projectile is launched upwards, reaches a maximum height, and then falls, the
velocity and displacement are sometimes upwards and sometimes downwards. In
this case, we need to choose a direction (usually upwards) to be positive. This
makes v o ,y positive, and makes vy and g both negative. (In fact, g = −10 sm2 .)

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Projectile Motion Page: 213
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
Time
The time that the projectile spends falling must be the same as the time that the
projectile spends moving horizontally. This means time (t ) is the same in both
equations, which means time is the variable that links the vertical problem to the
horizontal problem.

The consequences of these assumptions are:

• The time that the object takes to fall is determined by its movement only in
the vertical direction.
• The horizontal distance that the object travels is determined by the time
(from the vertical equation) and its velocity in the horizontal direction.

Therefore, the general strategy for most projectile problems is:

1. Solve the vertical problem first, to get the time.
2. Use the time from the vertical problem to solve the horizontal problem.

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Projectile Motion Page: 214
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
Sample problem:
Q: A ball is thrown horizontally at a velocity of 5 ms from a height of 1.5 m. How far
does the ball travel (horizontally)?

A: We’re looking for the horizontal distance, d x . We know the vertical distance,
dy = 1.5m , and we know that vo , y = 0 (there is no initial vertical velocity
because the ball is thrown horizontally), and we know that ay = g = 10 sm2 .

We need to separate the problem into the horizontal and vertical components.

Horizontal: Vertical:
dx = v xt dy = vo , y t + 1 gt 2
2
dx = 5 t 1 2
dy = gt
2
At this point we can’t get any
2dy 2
farther, so we need to turn to the =t
vertical problem. g
2dy
t=
g
(2)(1.5)
t= = 0.3 = 0.55 s
10

Now that we know the time, we can substitute it back into the horizontal
equation, giving:
d x = (5)(0.55) = 2.74 m

A graph of the vertical vs. horizontal motion of the ball looks like this:

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Projectile Motion Page: 215
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
honors & AP® Projectiles Launched at an Angle
If the object is thrown/launched at an angle, you will need to use trigonometry to
separate the velocity vector into its horizontal (x ) and vertical (y ) components:

Thus:
• horizontal velocity = vx = v cos θ
• initial vertical velocity = vo,y = v sin θ

Note that the vertical component of the velocity, vy, is constantly changing because
of acceleration due to gravity:

A fact worth remembering is that an angle of 45° gives the greatest horizontal
displacement.

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Projectile Motion Page: 216
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
honors & AP® Sample Problem:
Q: An Angry Bird* is launched upward from a slingshot at an angle of 40° with a
velocity of 20 ms . The bird strikes the pigs’ fortress at the same height that it
was launched from. How far away is the fortress?

A: We are looking for the horizontal distance, d x .

We start with the equation:
dx = vxt
We need vh and t.
We can substitute for vx using v x = v cos to get:
d x = (v cos  ) t = 20cos(40) t = 15.3 t
We can get t from:

dy = vo, y t + 12 gt 2 = v(sin ) t + 12 gt 2 = 20(sin40)t + 12 (−10)t 2 = 12.9t − 5t 2

Because the vertical displacement is zero (the angry bird ends at the same
height as it started), dv = 0:

0 = 12.9t − 5t 2
0 = t (12.9 − 5t)
which has the solutions:
t = 0, 12.9 − 5t = 0
The first solution (t = 0) is when the angry bird is launched. The second solution
is the one of interest—when the angry bird lands. Solving for t gives:
12.9 = 5t
12.9
= 2.57 s = t
5
We can now substitute this expression into the first equation to get:
d x = 15.3 t = (15.3)(2.57) = 39.4 m

*
Angry Birds was a video game from 2010 in which players used slingshots to shoot birds
with the necessary velocity and angle to destroy a fortress and kill the bad guys, who were
green pigs.

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Projectile Motion Page: 217
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
honors & AP® A graph of the angry bird’s motion would look like the following:

If you wanted to solve this problem symbolically, you would do the following:

d x = v x t = v(cos  )t
dy = 0 = vo , y t + 1 gt 2 = v(sin )t + 1 gt 2
2 2
1
0 = t (v sin + gt )
2
v sin = − gt 1
2
−2v sin
t=
g
 −2v sin  −2v 2 sin cos
d x = v(cos  )  =
 g  g

If you have taken precalculus and you know the double angle formula, you can
simplify the above expression, using sin2 = 2 sin cos , which gives:

−2v 2 sin cos −v 2 (2 sin cos ) −v 2 sin2

dx = = =
g g g

(Of course, if you don’t know the double angle formula, you can plug in the
values anyway.)

Plugging in the values gives:

−2v sin cos −2(20)2 (sin40)(cos 40)

dx = = = 39.4 m
g −10

as before.

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Projectile Motion Page: 218
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® What AP® Projectile Problems Look Like
AP® motion and acceleration problems almost always involve graphs or projectiles.
Here is an example that involves both:

A projectile is fired with initial velocity v o at an angle  o with the horizontal and
follows the trajectory shown above. Which of the following pairs of graphs best
represents the vertical components of the velocity and acceleration, v and a,
respectively, of the projectile as functions of time t?

A: Because the object is a projectile:

• It can move both vertically and horizontally.
• It has a nonzero initial horizontal velocity. However, because the problem is
asking about the vertical components, we can ignore the horizontal velocity.
• It has a constant acceleration of −g (i.e., g in the downward direction) due to
gravity.

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Projectile Motion Page: 219
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® v
For each pair of graphs, the first graph is velocity vs. time. The slope, , is
t
acceleration. Because acceleration is constant, the graph has to have a
constant. if we choose up to be the positive direction (which is the most common
convention), correct answers would be (A), (B), and (D). If we choose down to be
positive, only (C) would be correct.

The second graph is acceleration vs. time. We know that acceleration is

constant, which eliminates choices (A) and (B). We also know that acceleration
is not zero, which eliminates choice (C). This leaves choice (D) as the only
possible remaining answer. Choice (D) correctly shows a constant negative
acceleration, because the slope of the first graph is negative, and the y-value of
the second graph is also negative.

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Projectile Motion Page: 220
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® Q: A ball of mass m, initially at rest, is kicked directly toward a fence from a point
that is a distance d away, as shown above. The velocity of the ball as it leaves
the kicker's foot is vo at an angle of θ above the horizontal. The ball just clears
the top of the fence, which has a height of h. The ball hits nothing while in flight
and air resistance is negligible.

a. Determine the time, t, that it takes for the ball to reach the plane of the
fence, in terms of v o , θ, d, and appropriate physical constants.

d
The horizontal component of the velocity is vh = vo cos = .
t
d
Solving this expression for t gives t = .
vo cos

b. What is the vertical velocity of the ball when it passes over the top of the
fence?

The initial vertical component of the velocity is vv ,o = vo sin . The

d
equation for velocity is vv = vo ,v + at . Substituting a = −g , and t =
vo cos
into this expression gives the answer of:
gd
vv = vo sin −
vo cos

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Projectile Motion Page: 221
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
Homework Problems
Horizontal (level) projectile problems:
1. A diver running 1.6 ms dives out horizontally from the edge of a vertical cliff
and reaches the water below 3.0 s later.
a. How high was the cliff?

Answer: 45 m
b. How far from the base did the diver hit the water?

Answer: 4.8 m
2. A ball is thrown horizontally from the roof of a building 56 m tall and lands
45 m from the base. What was the ball’s initial speed?

Answer: 13.4 ms

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Projectile Motion Page: 222
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
honors & AP® 3. A tiger leaps horizontally from a rock with height h at a speed of vo. What is
the distance, d, from the base of the rock where the tiger lands?
(If you are not sure how to do this problem, do #4 below and use the steps to
guide your algebra.)

2h
Answer: d = vo
g

4. A tiger leaps horizontally from a 7.5 m high rock with a speed of 4.5 ms . How
far from the base of the rock will he land?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #3 above as a starting point if you have
already solved that problem.)

Answer: 5.5 m
5. The pilot of an airplane traveling 45 ms wants to drop supplies to flood
victims isolated on a patch of land 160 m below. The supplies should be
dropped when the plane is how far from the island?

Answer: 255 m

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Projectile Motion Page: 223
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
honors & AP® Problems involving projectiles launched at an angle:
6. A ball is shot out of a slingshot with a velocity of 10.0 ms at an angle of 40.0°
above the horizontal. How far away does it land?

Answer: 9.85 m
7. The 12 Pounder Napoleon Model 1857 was the primary cannon used during
the American Civil War. If the cannon had a muzzle velocity of 439 ms and
was fired at a 5.00° angle, what was the effective range of the cannon (the
distance it could fire)? (Neglect air resistance.)

Answer: 3 347 m (Note that this is more than 2 miles!)

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Projectile Motion Page: 224
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
honors & AP® 8. A physics teacher is designing a ballistics event for a science competition.
The ceiling is 3.00 m high, and the maximum velocity of the projectile will be
20.0 ms .
a. What is the maximum that the vertical component of the projectile’s
initial velocity could have?

Answer: 7.75 ms

b. At what angle should the projectile be launched in order to achieve this

maximum height?

Answer: 22.8°
c. What is the maximum horizontal distance that the projectile could
travel?

Answer: 28.6 m

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Angular Motion, Speed and Velocity Page: 225
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® Angular Motion, Speed and Velocity
Unit: Kinematics (Motion) in Multiple Dimensions
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.A.1.1, 3.A.1.3
Mastery Objective(s): (Students will be able to…)
• Solve problems that involve angular position and velocity.
Success Criteria:
• Correct quantities are chosen in each dimension (r, ω & θ).
• Positive direction is chosen for each dimension and vector quantities in each
dimension have the appropriate sign (+ or −).
• Time (scalar) is correct, positive, and the same in both dimensions.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Correctly identify quantities with respect to type of quantity and direction in
word problems.
• Assign variables correctly in word problems.
Tier 2 Vocabulary: rotation, angular

Labs, Activities & Demonstrations:

• Swing an object on a string.

Notes:
If an object is rotating (traveling in a circle), then its position at any given time can
be described using polar coördinates by its distance from the center of the circle (r)
and its angle (θ ) relative to some reference angle (which we will call  = 0 ).

arc length (s): the length of an arc; the distance traveled around part of a circle.

s = r 

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Angular Motion, Speed and Velocity Page: 226
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® angular velocity (ω): the rotational velocity of an object as it travels around a circle,
i.e., its change in angle per unit of time. (For purposes of comparison, the
definition of angular velocity is presented along with its linear counterpart.)

d x x − xo θ θ − θo
v= = = ω= =
t t t t t
linear angular
In general, physicists use Greek letters for angular variables. The variable for
angular velocity is the lower case Greek letter omega (ω). Be careful to
distinguish in your writing between the Greek letter “ω” and the Roman letter
“w”.

tangential velocity: the linear velocity of a point on a rigid, rotating body. The term
tangential velocity is used because the instantaneous direction of the velocity is
tangential to the direction of rotation.

To find the tangential velocity of a point on a rotating (rigid) body, the point
travels an arc length of s in time t. If angle θ is in radians, then s = rΔθ. This
means:

s r θ
vT , ave. = = = rωave. and therefore v T = rω
t t

Sample Problems:
rad
Q: What is the angular velocity ( s
) in of a car engine that is spinning at
2400 rpm?

A: 2400 rpm means 2400 revolutions per minute.

 2400 rev   1 min   2 rad  4800 rad rad

 1 min   60 s   1rev  = 60 = 80 s = 251 s
   

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Physics 1 In Plain English Jeff Bigler

Angular Motion, Speed and Velocity Page: 227
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® Q: Find the total distance traveled in 10 s by a penny sitting on a spinning disc with
a radius of 0.25 m that is rotating at a rate of 1 revolution per 2 s.

A: We are looking for the distance around the circle, which is the arc length. (This
means we need to work in radians.)
We know that:
s = r θ
and we know:
θ = ωt
Substituting the second equation into the first gives:
s = r θ = r ω t

We need to convert ω to rad :

s
 1rev  2 rad  2
1 revolution per 2 s means ω =   = =  rad
s
 2 s  1rev  2

Now we can substitute and solve:

s = rωt = (0.25)( )(10) = 2.5 = (2.5)(3.14) = 7.85m

Extension
Just as jerk is the rate of change of linear acceleration, angular jerk is the rate of
α
change of angular acceleration. ζ = . (ζ is the Greek letter “zeta”. Many college
t
professors cannot draw it correctly and just call it “squiggle”.) Angular jerk has not
been seen on AP® Physics exams.

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Angular Motion, Speed and Velocity Page: 228
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® Homework Problems
1. Through what angle must the wheel shown at the
right turn in order to unwind 40 cm of string?

Answer: 2 rad
2. Find the average angular velocity of a softball pitcher’s arm (in rad ) if, in
s
throwing the ball, her arm rotates one-third of a revolution in 0.1 s.

Answer: 20.9 rad

3. A golfer swings a nine iron (radius = 1.1 m for the combination of the club
and his arms) with an average angular velocity of 5.0 rad
s . Find the
tangential velocity of the club head.

Answer: 5.5 ms

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Physics 1 In Plain English Jeff Bigler

Angular Acceleration Page: 229
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® Angular Acceleration
Unit: Kinematics (Motion) in Multiple Dimensions
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.A.1.1, 3.A.1.3
Mastery Objective(s): (Students will be able to…)
• Solve problems that involve angular acceleration.
Success Criteria:
• Correct quantities are chosen in each dimension (r, ω, ωo , α and θ).
• Positive direction is chosen for each dimension and vector quantities in each
dimension have the appropriate sign (+ or −).
• Time (scalar) is correct, positive, and the same in both dimensions.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Correctly identify quantities with respect to type of quantity and direction in
word problems.
• Assign variables correctly in word problems.
Tier 2 Vocabulary: rotation, angular

Labs, Activities & Demonstrations:

• Swing an object on a string and then change its angular velocity.

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Physics 1 In Plain English Jeff Bigler

Angular Acceleration Page: 230
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® Notes:
If a rotating object starts rotating faster or slower, this means its rotational velocity
is changing.

angular acceleration (α): the change in angular velocity with respect to time. (Again,
the definition is presented with the linear equation for comparison.)

v v − vo ω ω − ωo
a= = α= =
t t t t
linear angular
As before, be careful to distinguish between the lower case Greek letter “α” and
the lower case Roman letter “a”.

As with linear acceleration, if the object has angular velocity and then
accelerates, the position equation looks like this:

x − x o = d = v ot + 1 a t 2 θ − θo = θ = ωot + 1 αt 2
2 2
linear angular
tangential acceleration: the linear acceleration of a point on a rigid, rotating body.
The term tangential acceleration is used because the instantaneous direction of
the acceleration is tangential to the direction of rotation.

The tangential acceleration of a point on a rigid, rotating body is:

aT = rα

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Physics 1 In Plain English Jeff Bigler

Angular Acceleration Page: 231
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® Sample Problem:
Q: A bicyclist is riding at an initial (linear) velocity of 7.5 ms , and accelerates to a
velocity of 10.0 ms over a duration of 5.0 s. If the wheels on the bicycle have a
radius of 0.343 m, what is the angular acceleration of the bicycle wheels?

A: First we need to find the initial and final angular velocities of the bike wheel.
We can do this from the tangential velocity, which equals the velocity of the
bicycle.
vo ,T = rωo vT = rω
v o ,T vT
= ωo =ω
r r
7.5 10.0
= ωo = 21.87 rads = ω = 29.15 rad
s
0.343 0.343
Then we can use the equation:
ω − ωo = αt
ω − ωo
=α
t
29.15 − 21.87
= α = 1.46 rad
s2
5.0

An alternative method is to solve the equation by finding the linear acceleration

first:
v − v o = at
v − vo
=a
t
10.0 − 7.5
= a = 0.5 sm2
5

Then we can use the relationship between tangential acceleration and angular
acceleration:
aT = rα
aT
=α
r
0.5
= α = 1.46 rad
s2
0.343

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Angular Acceleration Page: 232
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® Homework Problems
1. A turntable rotating with an angular velocity of ωo is shut off. It slows down
at a constant rate and coasts to a stop in time t. What is its angular
acceleration, α? (You may use your work from problem #1 to guide you
through the algebra.)

−o
Answer:  =
t
2. A turntable rotating at 33⅓ RPM is shut off. It slows down at a constant rate
and coasts to a stop in 26 s. What is its angular acceleration?

Answer: −0.135 rad

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Centripetal Motion Page: 233
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions

Centripetal Motion
Unit: Kinematics (Motion) in Multiple Dimensions
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.A.1.1, 3.A.1.3
Mastery Objective(s): (Students will be able to…)
• Calculate the tangential and angular velocity and acceleration of an object
moving in a circle.
Success Criteria:
• Correct quantities are chosen in each dimension (r, ω, ωo , α, a and/or θ).
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why an object moving in a circle must be accelerating toward the
center.
• Correctly identify quantities with respect to type of quantity and direction in
word problems.
• Assign variables correctly in word problems.
Tier 2 Vocabulary: centripetal, centrifugal

Labs, Activities & Demonstrations:

• Have students swing an object and let it go at the right time to try to hit
something. (Be sure to observe the trajectory.)
• Swing a bucket of water in a circle.

Notes:
If an object is moving at a constant speed around a circle, its speed is constant, its
direction keeps changing as it goes around. Because velocity is a vector (speed and
direction), this means its velocity is constantly changing. (To be precise, the
magnitude is staying the same, but the direction is changing.)

Because a change in velocity over time is

acceleration, this means the object is constantly
accelerating. This continuous change in velocity
is toward the center of the circle, which means
there is continuous acceleration toward the
center of the circle.

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Centripetal Motion Page: 234
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
centripetal acceleration (ac): the constant acceleration of an object toward the
center of rotation that keeps it rotating around the center at a fixed distance.

The equation* for centripetal acceleration (ac) is:

v 2 (r )2
ac = = = r 2
r r
(The derivation of this equation requires calculus, so it will not be presented here.)

Sample Problem:
Q: A weight is swung from the end of a string that is 0.65 m long at a rate of
rotation of 10 revolutions in 6.5 s. What is the centripetal acceleration of the
weight? How many “g’s” is that? (I.e., how many times the acceleration due to
gravity is the centripetal acceleration?)

A: There are two ways to solve this problem.

Without using angular velocity:
In each revolution, the object travels a distance of 2πr:
srev = 2 r = (2)(3.14)(0.65) = 4.08 m
The total distance for 10 revolutions is therefore: s = (4.08)(10) = 40.8m
d 40.8
The velocity is the distance divided by the time: v = = = 6.28 ms
t 6.5
v 2 (6.28)2
Finally, ac = = = 60.7 m2
r 0.65 s

60.7
This is = 6.07 times the acceleration due to gravity.
10

AP® Using angular velocity:

The angular velocity is:
 10 rev   2π rad  20 rad
   = = 9.67
 6.5 s   1 rev  6.5
s

The centripetal acceleration is therefore:

ac = r 2
ac = (0.65)(9.67)2 = (0.65)(93.44) = 60.7 sm2

60.7
This is = 6.07 times the acceleration due to gravity.
10

*
Centripetal motion relates to angular motion (which is studied in AP® Physics but not in the
CP1 or honors courses). Equations or portions of equations with angular velocity (ω) and
angular acceleration (α) apply only to the AP® course.

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Physics 1 In Plain English Jeff Bigler

Centripetal Motion Page: 235
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
Homework Problem
1. One of the demonstrations we saw in class was swinging a bucket of water
in a vertical circle without spilling any of the water.

a. Explain why the water stayed in the bucket.

b. If the combined length of your arm and the bucket is 0.90 m, what is the
minimum tangential velocity that the bucket must have in order to not
spill any water?

Answer: 3.0 ms

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Physics 1 In Plain English Jeff Bigler

Solving Linear & Rotational Motion Problems Page: 236
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® Solving Linear & Rotational Motion Problems
Unit: Kinematics (Motion) in Multiple Dimensions
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.A.1.3
Mastery Objective(s): (Students will be able to…)
• Solve problems involving any combination of linear and/or angular motion.
Success Criteria:
• Correct quantities are identified and correct variables are chosen for each
dimension.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Correctly identify quantities with respect to type of quantity and direction in
word problems.
• Assign variables correctly in word problems.
Tier 2 Vocabulary: N/A

Notes:
The following is a summary of the variables used for motion problems. Note the
correspondence between the linear and angular quantities.

Linear Angular
Var. Unit Description Var. Unit Description
x m position  — (rad) angle; angular position
d , x m displacement  — (rad) angular displacement
m 1 ( rad )
v s velocity ω s s angular velocity
a
m
s2
acceleration α
1
s2 ( rads )
2 angular acceleration
t s time t s time

Notice that each of the linear variables has an angular counterpart.

Note that “radian” is not a unit. A radian is a ratio that describes an angle as the
ratio of the arc length to the radius. This ratio is dimensionless (has no unit),
because the units cancel. This means that an angle described in radians has no unit,
and therefore never needs to be converted from one unit to another. However, we
often write “rad” after an angle measured in radians to remind ourselves that the
quantity describes an angle.

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Physics 1 In Plain English Jeff Bigler

Solving Linear & Rotational Motion Problems Page: 237
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
AP® We have learned the following equations for solving motion problems. Again, note
the correspondence between the linear and angular equations.

Linear Equation Angular Equation Relationship Comments

Definition of
d = Δx = x − xo Δθ = θ − θo s = r 
displacement.
Definition of
average velocity.
d x vo + v θ ωo + ω Note that you can’t
vave. = = = ωave. = = vT = r
t t 2 t 2 use vave. or ωave . if
there is
acceleration.

v v − vo ω ω − ωo Definition of
a= = α= = aT = r
t t t t acceleration.

Position/
x − xo = d = vot + 12 at 2 θ − θo = θ = ωot + 12 αt 2 displacement
formula.
Relates velocities,
v 2 − vo2 = 2ad acceleration and
ω2 − ωo2 = 2αθ
v 2 − vo2 = 2a(x) distance. Useful if
time is not known.
Centripetal
v2 acceleration
ac = ac = r 2
r (toward the center
of a circle.)

Note that vector quantities can be positive or negative, depending on direction.

Note that r , ω and α are vector quantities. However, the equations that relate
linear and angular motion and the centripetal acceleration equations apply to
magnitudes only, because of the differences in coordinate systems and changing
frames of reference.

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Solving Linear & Rotational Motion Problems Page: 238
Big Ideas Details Unit: Kinematics (Motion) in Multiple Dimensions
• AP® Selecting the Right Equation
(This is the same as the list from page 186, with the addition of angular velocity.)
When you are faced with a problem, choose an equation based on the following
criteria:
• The equation must contain the variable you are looking for.
• All other quantities in the equation must be either given in the problem or
assumed from the description of the problem.

Linear Angular
• If an object starts at rest (not • If an object’s rotation starts from
moving), then vo = 0 . rest (not rotating), then ωo = 0 .

• If an object comes to a stop, then • If an object stops rotating, then

v =0. ω=0.

• If an object is moving at a • If an object is rotating at a constant

constant velocity, then rate (angular velocity), then
v = constant = vave. and a = 0 . ω = constant = ωave. and α = 0 .

• If an object is in free fall, then

a = g  10 m2 .
s

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Physics 1 In Plain English Jeff Bigler

Introduction: Forces in One Dimension Page: 239
Big Ideas Details Unit: Forces in One Dimension

Introduction: Forces in One Dimension

Unit: Forces in One Dimension
Topics covered in this chapter:
Newton’s Laws of Motion ............................................................................ 243
Types of Forces ............................................................................................ 248
Gravitational Fields ...................................................................................... 255
Free-Body Diagrams..................................................................................... 258
Newton’s Second Law .................................................................................. 266
Tension......................................................................................................... 275
Friction ......................................................................................................... 287
Drag .............................................................................................................. 296

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Introduction: Forces in One Dimension Page: 240
Big Ideas Details Unit: Forces in One Dimension
In this chapter you will learn about different kinds of forces and how they relate.

• Newton’s Laws and Types of Forces describe basic scientific principles of how
objects affect each other.
• Gravitational Fields introduces the concept of a force field and how gravity is
an example of one.
• Free-Body Diagrams describes a way of drawing a picture that represents
forces acting on an object.
• Tension, Friction and Drag describe situations in which a force is created by
the action of another force.
One of the first challenges will be working with variables that have subscripts. Each
type of force uses the variable F. Subscripts will be used to keep track of the
different kinds of forces. This chapter also makes extensive use of vectors.

Another challenge in this chapter will be to “chain” equations together to solve

problems. This involves finding the equation that has the quantity you need, and
then using a second equation to find the quantity that you are missing from the first
equation.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
HS-PS2-1. Analyze data to support the claim that Newton’s second law of
motion is a mathematical model describing change in motion (the
acceleration) of objects when acted on by a net force.
HS-PS2-3. Apply scientific principles of motion and momentum to design,
evaluate, and refine a device that minimizes the force on a macroscopic
object during a collision.
HS-PS2-10(MA). Use free-body force diagrams, algebraic expressions, and
Newton’s laws of motion to predict changes to velocity and acceleration
for an object moving in one dimension in various situations.
AP® AP® Physics 1 Learning Objectives:
1.C.1.1: The student is able to design an experiment for collecting data to
determine the relationship between the net force exerted on an object its
inertial mass and its acceleration. [SP 4.2]
1.C.3.1: The student is able to design a plan for collecting data to measure
gravitational mass and to measure inertial mass and to distinguish
between the two experiments. [SP 4.2]
2.B.1.1: The student is able to apply to calculate the gravitational force on an
object with mass m in a gravitational field of strength g in the context of
the effects of a net force on objects and systems. [SP 2.2, 7.2]

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Physics 1 In Plain English Jeff Bigler

Introduction: Forces in One Dimension Page: 241
Big Ideas Details Unit: Forces in One Dimension
AP® 3.A.2.1: The student is able to represent forces in diagrams or mathematically
using appropriately labeled vectors with magnitude, direction, and units
during the analysis of a situation. [SP 1.1]
3.A.3.1: The student is able to analyze a scenario and make claims (develop
arguments, justify assertions) about the forces exerted on an object by
other objects for different types of forces or components of forces.
[SP 6.4, 7.2]
3.A.3.2: The student is able to challenge a claim that an object can exert a
force on itself. [SP 6.1]
3.A.3.3: The student is able to describe a force as an interaction between two
objects and identify both objects for any force. [SP 1.4]
3.A.4.1: The student is able to construct explanations of physical situations
involving the interaction of bodies using Newton’s third law and the
representation of action-reaction pairs of forces. [SP 1.4, 6.2]
3.A.4.2: The student is able to use Newton’s third law to make claims and
predictions about the action-reaction pairs of forces when two objects
interact. [SP 6.4, 7.2]
3.A.4.3: The student is able to analyze situations involving interactions among
several objects by using free-body diagrams that include the application of
Newton’s third law to identify forces. [SP 1.4]
3.B.1.1: The student is able to predict the motion of an object subject to
forces exerted by several objects using an application of Newton’s second
law in a variety of physical situations with acceleration in one dimension.
[SP 6.4, 7.2]
3.B.1.2: The student is able to design a plan to collect and analyze data for
motion (static, constant, or accelerating) from force measurements and
carry out an analysis to determine the relationship between the net force
and the vector sum of the individual forces. [SP 4.2, 5.1]
3.B.1.3: The student is able to re-express a free-body diagram representation
into a mathematical representation and solve the mathematical
representation for the acceleration of the object. [SP 1.5, 2.2]
3.B.2.1: The student is able to create and use free-body diagrams to analyze
physical situations to solve problems with motion qualitatively and
quantitatively. [SP 1.1, 1.4, 2.2]
3.C.4.1: The student is able to make claims about various contact forces
between objects based on the microscopic cause of those forces. [SP 6.1]
3.C.4.2: The student is able to explain contact forces (tension, friction, normal,
buoyant, spring) as arising from interatomic electric forces and that they
therefore have certain directions. [SP 6.2]
3.G.1.1: The student is able to articulate situations when the gravitational
force is the dominant force and when the electromagnetic, weak, and
strong forces can be ignored. [SP 7.1]

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Physics 1 In Plain English Jeff Bigler

Introduction: Forces in One Dimension Page: 242
Big Ideas Details Unit: Forces in One Dimension
AP® 4.A.1.1: The student is able to use representations of the center of mass of an
isolated two-object system to analyze the motion of the system
qualitatively and semi-quantitatively. [SP 1.2, 1.4, 2.3, 6.4]
4.A.2.1: The student is able to make predictions about the motion of a system
based on the fact that acceleration is equal to the change in velocity per
unit time, and velocity is equal to the change in position per unit time. [SP
6.4]
4.A.2.2: The student is able to evaluate using given data whether all the forces
on a system or whether all the parts of a system have been identified.
[SP 5.3]
4.A.2.3: The student is able to create mathematical models and analyze
graphical relationships for acceleration, velocity, and position of the
center of mass of a system and use them to calculate properties of the
motion of the center of mass of a system. [SP 1.4, 2.2]
4.A.3.1: The student is able to apply Newton’s second law to systems to
calculate the change in the center-of-mass velocity when an external force
is exerted on the system. [SP 2.2]
4.A.3.2: The student is able to use visual or mathematical representations of
the forces between objects in a system to predict whether or not there
will be a change in the center-of-mass velocity of that system. [SP 1.4]

Topics from this chapter assessed on the SAT Physics Subject Test:
Dynamics, such as force, Newton’s laws, statics, and friction.
1. What are Forces?
2. Types of Forces
3. Newton’s Laws
4. Problem Solving With Newton’s Laws
5. Pulleys

Skills learned & applied in this chapter:

• Solving chains of equations.
• Working with material-specific constants (coëfficients of friction) from a table.
• Solving systems of equations (pulley problems).

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Newton’s Laws of Motion Page: 243
Big Ideas Details Unit: Forces in One Dimension

Newton’s Laws of Motion

Unit: Forces in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-10(MA), HS-PS2-1
AP® Physics 1 Learning Objectives: 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.1, 3.A.4.2, 3.4.C.1,
3.4.C.2
Mastery Objective(s): (Students will be able to…)
• Define and give examples of Newton’s laws of motion.
Success Criteria:
• Examples illustrate the selected law appropriately.
Language Objectives:
• Explain each of Newton’s laws in plain English and give illustrative examples.
Tier 2 Vocabulary: at rest, opposite, action, reaction, inert

Labs, Activities & Demonstrations:

• Mass with string above & below
• Tablecloth with dishes (or equivalent)
• “Levitating” globe.
• Fan cart
• Fire extinguisher & skateboard
• Forces on two masses hanging (via pulleys) from the same rope

Notes:
force: a push or pull on an object.
net force: the amount of force that remains in effect after the effects of opposing
forces cancel.

In the MKS system, force is measured in newtons, named after Sir Isaac Newton:

1N  1 kgs2m  3.6 oz
4.45N  1lb.

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Newton’s Laws of Motion Page: 244
Big Ideas Details Unit: Forces in One Dimension
Newton’s First Law: (the law of inertia) Everything keeps doing what it was doing
unless a net force acts to change it. “An object at rest remains at rest, unless acted
upon by a net force. An object in motion remains in motion, unless acted upon by a
net force.”

No net force ↔ no change in motion (no acceleration).

If an object’s motion is not changing, then there

must be no net force on it, which means any
forces on it must cancel.

For example, a brick sitting on the floor will stay

at rest on the floor forever unless an outside
force moves it. Wile E. Coyote, on the other
hand, remains in motion…

Inertia (resistance to change) is a property of

mass. Everything with mass has inertia. The
more mass an object has, the more inertia it has.

Newton’s Second Law: Forces cause a change in velocity (acceleration). “A net

force, F , acting on an object causes the object to accelerate in the direction of the
net force.”
Net force ↔ change in motion (acceleration).
If there is a net force on an object, the object’s motion must change (accelerate),
and if an object’s motion has changed, there must have been a net force on it.
In equation form:
Fnet
a= or Fnet = ma
m
This equation represents one of the most important relationships in physics.

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Physics 1 In Plain English Jeff Bigler

Newton’s Laws of Motion Page: 245
Big Ideas Details Unit: Forces in One Dimension
Newton’s Third Law: Every force produces an equal and opposite reaction force of
the same type. The first object exerts a force on the second, which causes the
second object to exert the same force back on the first. “For every action, there is
an equal and opposite reaction.”
• When you pull on a rope (the action), the rope also pulls on you (the
reaction).
• Burning fuel in a rocket causes exhaust
gases to escape from the back of the
rocket. The force from the gases exiting
the rocket (the action) causes an equal
and opposite thrust force to the rocket
(the reaction), which propels the rocket
forward.
• The wings of an airplane are angled (the “angle of attack”), which deflects air
downwards as the plane moves forward. The wing pushing the air down (the
action) causes the air to push the wing (and therefore the plane) up (the
reaction). This reaction force is called “lift”.

• If you punch a hole in a wall and break your hand, your hand applied a force
to the wall (the action). This caused a force from the wall, which broke your
hand (the reaction). This may seem obvious, although you will find that
someone who has just broken his hand by punching a wall is unlikely to be
receptive to a physics lesson!

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Physics 1 In Plain English Jeff Bigler

Newton’s Laws of Motion Page: 246
Big Ideas Details Unit: Forces in One Dimension
Systems
system: a specific object or set of objects considered together as a way to
understand, model or predict the behaviors of those objects.

surroundings: the objects that are not part of the system.

The system may be considered as a group or unit. According to Newton’s Second

Law, a net force on an object in a system caused by an object outside of the system
will cause the entire system to accelerate as if the system were a single object.

According to Newton’s Third Law, forces between objects that are both in the same
system may affect each other, but their effects cancel with respect to the system as
a whole. This means that forces within a system do not affect the motion of the
system.

For example, gravity is the force of attraction between two objects because of their
mass. If a student drops a ball off the roof of the school, the Earth attracts the ball
and the ball attracts the Earth. (Because the Earth has a lot more mass than the ball,
the ball moves much farther toward the Earth than the Earth moves toward the
ball.)
• Ball-Only System: If the system under consideration is only the ball, then the
gravity field of the Earth exerts a net force on the ball, causing the ball to
move.

• Ball-Earth System: If the system is the ball and the Earth, the force exerted by
the Earth on the ball is equal to the force exerted by the ball on the Earth.
Because the forces are equal in strength but in opposite directions (“equal
and opposite”), their effects cancel, which means there is no net force on the
system. (Yes, there are forces within the system, but that’s not the same
thing.) This is why, for example, if all 7.5 billion people on the Earth jumped
at once, an observer on the moon would not be able to detect the Earth
moving.

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Physics 1 In Plain English Jeff Bigler

Newton’s Laws of Motion Page: 247
Big Ideas Details Unit: Forces in One Dimension
A demonstration of this concept is to have two students standing on a cart (a
platform with wheels), playing “tug of war” with a rope. In the student-rope-
student system (or student-rope-student-cart system), the forces within the system
cancel. There is no net force (from outside of the system) on the cart, which means
the cart does not move. However, if one student moves off the cart (outside of the
system), then the student standing on the floor can exert an external net force on
the student-cart system, which causes the system (the student and cart) to
accelerate.

One of the important implications of this concept is that an object cannot apply a
net force to itself. This means that “pulling yourself up by your bootstraps” is
impossible according to the laws of physics.

Later, in the section on potential energy on page 378, we will see that potential
energy is a property of systems, and that a single isolated object cannot have
potential energy.

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Types of Forces Page: 248
Big Ideas Details Unit: Forces in One Dimension

Types of Forces
Unit: Forces in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 3.A.2.1, 3.A.4.1, 3.C.4.1, 3.C.4.2, 4.A.2.2
Mastery Objective(s): (Students will be able to…)
• Identify the forces acting on an object.
Success Criteria:
• Students correctly identify all forces, including contact forces such as friction,
tension and the normal force.
Language Objectives:
• Identify and describe the forces acting on an object.
Tier 2 Vocabulary: force, tension, normal

Labs, Activities & Demonstrations:

• Tie a rope to a chair or stool and pull it.

Notes:
force: ( F , vector quantity) a push or pull on an object.

reaction force: a force that is created in reaction to the action of another force, as
described by Newton’s Third Law. Examples include friction and the normal
force. Tension is both an applied force and a reaction force.

opposing force: a force in the opposite direction of another force, which reduces
the effect of the original force. Examples include friction, the normal force, and
the spring force (the force exerted by a spring).

contact force: a force that is caused directly by the action of another force, and
exists only while the objects are in contact and the other force is in effect.
Contact forces are generally reaction forces and also opposing forces. Examples
include friction and the normal force.

net force: the amount of force that remains on an object after the effects of all
opposing forces cancel.

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Physics 1 In Plain English Jeff Bigler

Types of Forces Page: 249
Big Ideas Details Unit: Forces in One Dimension
An object can have several forces acting on it at once:

On the box in the above diagram, the forces are gravity ( Fg ), the normal force ( FN ),
the tension in the rope ( FT ), and friction ( Ff ). Notice that in this problem, the arrow
for tension is longer than the arrow for friction, because the force of tension is
stronger than the force of friction.

net force: the amount of force that remains on an object after the effects of all
opposing forces cancel.
You can think of forces as the participants in a tug-of-war:

The net force is the amount of force that is not canceled by the other forces. It
determines which direction the object will move, and with how much force.

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Physics 1 In Plain English Jeff Bigler

Types of Forces Page: 250
Big Ideas Details Unit: Forces in One Dimension
In the situation with the box above (after canceling out gravity and the normal
force, and subtracting friction from the tension) the net force would be:

Because there is a net force to the right, the box will accelerate to the right as a
result of the force.

Forces are what cause acceleration. If a net force acts on an object, the object will
speed up, slow down or change direction. Remember that if the object’s velocity is
not changing, there is no net force, which means all of the forces on the object must
cancel.

Physics problems are sometimes classified in the following categories:

statics: situations in which there is no net force on an object. (I.e., the object is not
accelerating.)
dynamics: situations in which there is a net force on an object. (I.e., the object is
accelerating.)

In the MKS system, the unit of force is the newton (N). One newton is defined as the
amount of force that it would take to cause a 1 kg object to accelerate at a rate of
1 m2 .
s

1N  1 kg2m
s

Because the acceleration due to gravity on Earth is approximately 10 m2 , F = ma

s
becomes Fg = mg , which indicates that a 1 kg mass on Earth has a weight of
approximately 10 N.

In more familiar units, one newton is approximately 3.6 ounces, which happens to
be the weight of an average-sized apple. One pound is approximately 4.5 N.

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Types of Forces Page: 251
Big Ideas Details Unit: Forces in One Dimension
Types of Forces
Weight (Fg )
Weight ( Fg , w , mg ) is what we call the action of the gravitational force. It is the
downward force on an object that has mass, caused by the gravitational attraction
between the object and another massive object, such as the Earth. The direction
(assuming Earth) is always toward the center of the Earth.

In physics, we represent weight as the vector Fg . Note that from Newton’s second
law, Fg = mg , which means on Earth, Fg = m(10) . The unit for g is N
kg
.

Normal Force (FN )

The normal force ( FN , N ) is a force exerted by a surface (such as the ground or a
wall) that resists a force exerted on that surface. The normal force is always
perpendicular to the surface. (This use of the word “normal” comes from
mathematics, and means “perpendicular”.) The normal force is both a contact force
and a reaction force.

For example, if you push on a wall with a force of 10 N and the wall doesn’t move,
that means the force you apply causes the wall to apply a normal force of 10 N
pushing back. The normal force is created by your pushing force, and it continues
for as long as you continue pushing.

Friction (Ff )
Friction ( Ff , f ) is a force that opposes sliding (or attempted sliding) of one surface
along another. Friction is both a contact force and a reaction force. Friction is
always parallel to the interface between the two surfaces.

Friction is caused by the roughness of the

materials in contact, deformations in the
materials, and/or molecular attraction between
materials. Frictional forces are parallel to the
plane of contact between two surfaces, and
opposite to the direction of motion or applied
force.

Friction is discussed in more detail in the Friction section, starting on page 287.

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Physics 1 In Plain English Jeff Bigler

Types of Forces Page: 252
Big Ideas Details Unit: Forces in One Dimension
Tension (FT )
Tension ( FT , T ) is the pulling force on a rope, string, chain, cable, etc. Tension is its
own reaction force; tension always applies in both directions at once. The direction
of any tension force is along the rope, chain, etc.

For example, in the following picture the person

pulls on the rope with a force of 100 N. The rope
transmits the force to the wall, which causes a
reaction force (also tension) of 100 N in the
opposite direction. The reaction force pulls on
the person.

This means that there is a force of 100 N exerted

on the wall by the person (to the left), and a force
of 100 N exerted on the person by the wall (to the right). The two forces cancel,
which means there is no net force, and the total tension in the rope adds up to zero.

Thrust (Ft )
Thrust is any kind pushing force, which can be anything from a person pushing on a
cart to the engine of an airplane pushing the plane forward. The direction is the
direction of the push.

Spring Force (Fs )

The spring force is an elastic force exerted by a spring, elastic (rubber band), etc.
The spring force is a reaction force and a restorative force; if you pull or push a
spring away from its equilibrium (rest) position, it will exert a force that attempts to
return itself to that position. The direction is toward the equilibrium point.

Buoyancy (Fb )
Buoyancy, or the buoyant force, is an upward force
exerted by a fluid. The buoyant force causes (or
attempts to cause) objects to float. The buoyant
force is caused when an object displaces a fluid
(pushes it out of the way). This causes the fluid
level to rise. Gravity pulls down on the fluid, and
the weight of the fluid causes a lifting force on the
object. The direction of the buoyant force is always opposite to gravity. Buoyancy is
discussed in detail in Physics 2.

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Types of Forces Page: 253
Big Ideas Details Unit: Forces in One Dimension
Drag (FD )
Drag is the opposing force from the particles of a fluid (liquid or gas) as an object
moves through it. Drag is similar to friction; it is a contact force and a reaction force
because it is caused by the relative motion of the object through the fluid, and it
opposes the motion of the object. The direction is therefore opposite to the
direction of motion of the object relative to the fluid. An object at rest does not
push through any particles and therefore does not create drag. The drag force is
described in more detail in the Drag section starting on page 296.

Lift (FL )
Lift is a reaction force caused by an object moving through a fluid at an angle. The
object pushes the fluid downward, which causes a reaction force pushing the object
upward. The term is most commonly used to describe the upward force on an
airplane wing.

Electrostatic Force (Fe )

The electrostatic force is a force of attraction or repulsion between objects that
have an electrical charge. Like charges repel and opposite charges attract. The
electrostatic force is described in more detail in the Introduction: Electrostatics unit
starting on page 469.

Magnetic Force (FB )

The magnetic force is a force of attraction or repulsion between objects that have
the property of magnetism. Magnetism is caused by the “spin” property of
electrons. Like magnetic poles repel and opposite magnetic poles attract.
Magnetism is described in more detail in the Introduction: Magnetism &
Electromagnetism unit starting on page 539.

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Physics 1 In Plain English Jeff Bigler

Types of Forces Page: 254
Big Ideas Details Unit: Forces in One Dimension
Summary of Common Forces
Force Symbol Definition Direction
weight pull by the Earth (or some toward the ground
(gravitational Fg other very large object) on an (or center of mass of
force) object with mass the large object)
along the
tension FT pull by a rope/string/cable
string/rope/cable
normal contact/reaction force by a perpendicular to and
FN
(perpendicular) surface on an object away from surface
parallel to surface;
contact/reaction force that
opposite to direction
friction Ff opposes sliding between
of motion or applied
surfaces
force
push that accelerates objects in the same direction
thrust Ft
such as rockets, planes & cars as acceleration
opposite to the
push or pull reaction force
spring Fs displacement from
exerted by a spring
equilibrium
upward reaction force by a
buoyancy Fb fluid on partially/completely opposite to gravity
submerged objects
drag reaction force caused by the
opposite to direction
(air/water FD molecules of a gas or liquid as
of motion
resistance) an object moves through it
upward reaction force by a
fluid (liquid or gas) on an
lift FL object (such as an airplane opposite to gravity
wing) moving through it very
fast at an angle
attractive or repulsive force like charges repel;
electrostatic
Fe between objects with electric opposite charges
force
charge attract
attractive or repulsive force like magnetic poles
magnetic force FB between objects with repel; opposite poles
magnetism attract

CP1 & honors Extension

(not AP®)
F
The rate of change of force with respect to time is called “yank”: Y = . Just as
t
F = ma , yank is the product of mass times jerk: Y = mj .

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Physics 1 In Plain English Jeff Bigler

Gravitational Fields Page: 255
Big Ideas Details Unit: Forces in One Dimension

Gravitational Fields
Unit: Forces in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 2.B.1.1
Mastery Objective(s): (Students will be able to…)
• Explain gravity as a force field that acts on objects with mass.
Success Criteria:
• Explanation accounts for all terms in the field equation Fg = mg .
Language Objectives:
• Explain the concept of a force field that acts on objects with a certain
property.
Tier 2 Vocabulary: gravity, force field

Labs, Activities & Demonstrations:

• Miscellaneous falling objects

Notes:
The gravitational force is an attractive force between objects that have mass. For
reasons that are not yet understood, masses exert attraction to each other in
proportion to the masses of the objects and in inverse proportion to the square of
the distance between them. (This concept will be discussed more fully in the section
on Universal Gravitation starting on page 365.)

When considering objects near the Earth’s surface (give or take a few hundred
meters) that are small in relation to the size and mass of the Earth, gravity may be
considered to be a force field.

force field: a region in which a force acts upon all objects that have some particular
characteristic or property.

In the case of gravity, that property is the mass of the object, and the force acts in
proportion to the strength of the force field.

Other types of force fields include electric fields, in which an electric force acts on all
objects that have electric charge, and magnetic fields, in which a magnetic force acts
on all objects that have magnetic susceptibility (the property that causes them to be
attracted to or repelled by a magnet).

The strength of a gravitational field is a vector quantity described by the variable g

and is equal to the acceleration that the field causes on an object, in proportion to
the object’s mass:
Fg
g= which can be rearranged to: Fg = mg
m
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Gravitational Fields Page: 256
Big Ideas Details Unit: Forces in One Dimension
The value of g depends on the mass of the object causing the field (usually the
Earth) and the distance to its center of mass (usually the radius of the Earth).

The direction of g is always toward the center of mass of the large object (i.e.,
usually toward the center of the Earth or toward the ground).

g can be expressed in units of m

or N , which are equivalent.
s2 kg

g-Forces
Acceleration is often described in terms of “g-force”. “g-force” represents the
acceleration to which an object (usually a person) is subjected as a fraction/multiple
N  10 m
of Earth’s gravity. A force of 1 g is equivalent to the 10 kg 2 that would apply to
s
an object in free fall near the surface of the Earth.

frame of reference: an arbitrary coördinate system that is used to measure the

position and movement of objects. The frame of reference may be stationary or
it may be moving in any way (with our without acceleration).

principle of relativity: there is no experiment that can determine whether you are at
rest or moving at a constant velocity.

Newton’s second law tells us that forces cause acceleration, and that if an object
is not accelerating, then there must be no net force on it. Forces are the only
way an object (including a person) can detect its own motion, which means that
if there are no forces on an object, all we can tell from within the object’s frame
of reference is that the object is either at rest or moving at constant velocity.

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Gravitational Fields Page: 257
Big Ideas Details Unit: Forces in One Dimension
Vertical Frame of Reference Accelerations*
g-force Description
−5 limit of sustained human tolerance
−2 severe blood congestion; throbbing headache; reddening of vision
(redout)
−1 congestion of blood in head
0 free fall; orbit (apparent weightlessness)
+⅙ surface of the moon (not accelerating)
+⅓ surface of Mars (not accelerating)
+1 surface of the Earth (not accelerating)
+4.5 roller coaster maximum at bottom of first dip
+3.4–4.8 partial loss of vision (grayout)
+3.9−5.5 complete loss of vision (blackout)
+4.5−6.3 loss of consciousness for most people

Horizontal Frame of Reference Accelerations*

g-force Description
0 at rest or moving at constant velocity
0.4 maximum acceleration of typical American car
0.8 maximum acceleration in a high-performance sports car
2 “Extreme Launch” roller coaster at start
3 space shuttle, maximum at takeoff
8 limit of sustained human tolerance
60 chest acceleration limit during car crash at 30 mph with airbag
3400 impact acceleration limit of “black box” flight data recorder

*
Data are from the Physics Hypertextbook, https://physics.info

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Physics 1 In Plain English Jeff Bigler

Free-Body Diagrams Page: 258
Big Ideas Details Unit: Forces in One Dimension

Free-Body Diagrams
Unit: Forces in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 3.A.2.1, 3.A.3.1, 3.A.4.3, 3.B.1.1, 3.B.1.2, 3.B.2.1,
4.A.2.2, 4.A.3.2
Mastery Objective(s): (Students will be able to…)
• Draw a free-body diagram that represents all of the forces on an object and
their directions.
Success Criteria:
• Each force starts from the dot representing the object.
• Each force is represented as a separate arrow pointing in the direction that
the force acts.
Language Objectives:
• Explain how a dot with arrows can be used to represent an object with forces.
Tier 2 Vocabulary: force, free, body

Labs, Activities & Demonstrations:

• Human free-body diagram activity.

Notes:
free-body diagram (force diagram): a diagram representing all of the forces acting
on an object.

In a free-body diagram, we represent the object as a dot, and each force as an

arrow. The direction of the arrow represents the direction of the force, and the
relative lengths of the arrows represent the relative magnitudes of the forces.

Consider the following situation:

In the picture, a block is sitting on a ramp. The forces on the block are gravity
(straight down), the normal force (perpendicular to and away from the ramp), and
friction (parallel to the ramp).

In the free-body diagram, the block is represented by a dot. The forces, represented
by arrows, are gravity (Fg), the normal force (FN), and friction (Ff).

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Free-Body Diagrams Page: 259
Big Ideas Details Unit: Forces in One Dimension
Now consider the following situation of a box that accelerates to the right as it is
pulled across the floor by a rope:

From the picture and description, we can

assume that:

• The box has weight, which means

gravity is pulling down on it.
• The floor is holding up the box.
• The rope is pulling on the box.
• Friction between the box and the floor is resisting the force from the rope.
• Because the box is accelerating to the right, the force applied by the rope
must be stronger than the force from friction.

In the free-body diagram for the accelerating box, we again represent the object
(the box) as a dot, and the forces (vectors) as arrows. Because there is a net force,
we should also include a legend that shows which direction is positive.

The forces are:

• Fg = the force of gravity pulling down on the box
• FN = the normal force (the floor holding the box
up)
• FT = the force of tension from the rope. (This
might also be designated Fa because it is the
force applied to the object.)
• Ff = the force of friction resisting the motion of
the box.

Notice that the arrows for the normal force and gravity are equal in length, because
in this problem, these two forces are equal in magnitude.

Notice that the arrow for friction is shorter than the arrow for tension, because in
this problem the tension is stronger than the force of friction. The difference
between the lengths of these two vectors would be the net force, which is what
causes the box to accelerate to the right.

In general, if the object is moving, it is easiest to choose the positive direction to be

the direction of motion. In our free-body diagram, the legend in the bottom right
corner of the diagram shows an arrow with a “+” sign, meaning that we have chosen
to make the positive direction to the right.

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Free-Body Diagrams Page: 260
Big Ideas Details Unit: Forces in One Dimension
If you have multiple forces in the same direction, each force vector must originate
from the point that represents the object, and must be as close as is practical to the
exact direction of the force.

For example, consider a rock sitting at the bottom of a pond. The rock has three
forces on it: the buoyant force ( Fb ) and the normal force ( FN ), both acting upwards,
and gravity ( Fg ) acting downwards.

correct incorrect incorrect

☺  
The first representation is correct because all forces originate from the dot that
represents the object, the directions represent the exact directions of the forces,
and the length of each is proportional to its strength.

The second representation is incorrect because it is unclear whether FN starts from

the object (the dot), or from the tip of the Fb arrow.

The third representation is incorrect because it implies that Fb and FN each have a
slight horizontal component, which is not true.

Because there is no net force (the rock is just sitting on the bottom of the pond), the
forces must all cancel. This means that the lengths of the arrows for Fb and FN need
to add up to the length of the arrow for Fg .

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Free-Body Diagrams Page: 261
Big Ideas Details Unit: Forces in One Dimension
Steps for Drawing Free-Body Diagrams
In general, the following are the steps for drawing most free-body diagrams.

1. Is gravity involved? (In most physics problems that take place on Earth near
the planet’s surface, the answer is yes.)
• Represent gravity as Fg pointing straight down.

2. Is something holding the object up?

• If it is a flat surface, it is the normal force ( FN ), perpendicular to the
surface.
• If it is a rope, chain, etc., it is the force of tension ( FT ) acting along the
rope, chain, etc.

3. Is there a force pulling or pushing on the object?

• If the pulling force involves a rope, chain, etc., the force is tension ( FT )
and the direction is along the rope, chain, etc.
• A pushing force is called thrust ( Ft ).
• Only include forces that are acting currently. (Do not include forces that
acted in the past but are no longer present.)

4. Is there friction?
• If there are two surfaces in contact, there is almost always friction ( Ff ),
unless the problem specifically states that the surfaces are frictionless.
(In physics problems, ice is almost always assumed to be frictionless.)
• At low velocities, air resistance is very small and can usually be ignored
unless the problem explicitly states otherwise.
• Usually, all sources of friction are shown as one combined force. E.g., if
there is sliding friction along the ground and also air resistance, the Ff
vector includes both.

5. Do we need to choose positive & negative directions?

• If the problem requires calculations involving opposing forces, you need
to indicate which direction is positive. If the problem does not require
calculations or if there is no net force, you do not need to do so.

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Free-Body Diagrams Page: 262
Big Ideas Details Unit: Forces in One Dimension
AP® What AP® Free-Body Diagram Problems Look Like
AP® force problems almost always involve free-body diagrams of a stationary object
with multiple forces on it. Here are a couple of examples:

Q: A ball of mass m is suspended from two strings of unequal length as shown

above. The magnitudes of the tensions T1 and T2 in the strings must satisfy
which of the following relations?

(A) T1 = T2 (B) T1 > T2 (C) T1 < T2 (D) T1 + T2 = mg

A: Remember that forces are vectors, which have direction as well as magnitude.
This means that T1 and T2 must each have a vertical and horizontal component.
The ball is not moving, which means there is no acceleration and therefore
Fnet = 0. For Fnet to be zero, the components of all forces must cancel overall,
and separately in every dimension. This means, the vertical components of T1
and T2 must add up to mg, and the horizontal components of T1 and T2 must
cancel (add up to zero). Therefore, answer choice (D) T1 + T2 = mg is correct.

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Free-Body Diagrams Page: 263
Big Ideas Details Unit: Forces in One Dimension
Homework Problems
For each picture, draw a free-body diagram that shows all of the forces acting upon
the object (represented by the underlined word) in the picture.

1. A bird sits motionless on a perch.

2. A hockey player glides at constant velocity across the ice. (Ignore friction.)

3. A baseball player slides into a base.

4. A chandelier hangs from the ceiling, suspended by a chain.

5. A bucket of water is raised out of a well at constant velocity.

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Free-Body Diagrams Page: 264
Big Ideas Details Unit: Forces in One Dimension
6. A skydiver has just jumped out of an airplane and is accelerating toward the
ground.

7. A skydiver falls through the air at terminal velocity. (Terminal velocity

means the velocity has stopped changing and is constant.)

8. A hurdler is moving horizontally as she clears a hurdle.

(Ignore air resistance.)

9. An airplane moves through the air in level flight at constant velocity.

10. A sled is pulled through the snow at constant velocity.

(Note that the rope is at an angle.)

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Free-Body Diagrams Page: 265
Big Ideas Details Unit: Forces in One Dimension
11. A stationary metal ring is held by three ropes, one of which has a mass
hanging from it. (Draw the free-body diagram for the metal ring.)

12. A child swings on a swing.

(Ignore all sources of friction, including air resistance.)

13. A squirrel sits motionless on a sloped roof.

14. A skier moves down a slope at constant velocity.

15. A skier accelerates down a slope.

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Newton’s Second Law Page: 266
Big Ideas Details Unit: Forces in One Dimension

Newton’s Second Law

Unit: Forces in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-1, HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 1.C.1.1, 2.B.1.1, 3.A.2.1, 3.B.1.1, 3.B.1.3, 4.A.2.1,
4.A.3.1, 4.A.3.2
Mastery Objective(s): (Students will be able to…)
• Solve problems relating to Newton’s second law (Fnet = ma) .
• Solve problems that combine kinematics (motion) and forces.
Success Criteria:
• Free-body diagram is correct.
• Vector quantities position, velocity, and acceleration are correct, including
sign (direction).
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Identify the quantities in a word problem and assign the correct variables to
them.
• Select equations that relate the quantities given in the problem.
Tier 2 Vocabulary: force, free, body, displacement, acceleration

Labs, Activities & Demonstrations:

• Handstands in an elevator.

Notes:
Newton’s Second Law: Forces cause acceleration (a change in velocity). “A net
force, F , acting on an object causes the object to accelerate in the direction of
the net force.”
If there is a net force, the object accelerates (its velocity changes). If there is no
net force, the object’s velocity remains the same.
If an object accelerates (its velocity changes), there was a net force on it. If an
object’s velocity remains the same, there was no net force on it.
Remember that forces are vectors. “No net force” can either mean that there are
no forces at all, or it can mean that there are equal forces in opposite directions and
their effects cancel.

static equilibrium: when all of the forces on an object cancel each other’s effects
(resulting in a net force of zero) and the object remains stationary.

dynamic equilibrium: when all of the forces on an object cancel each other’s effects
(resulting in a net force of zero) and the object remains in motion with constant
velocity.

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Newton’s Second Law Page: 267
Big Ideas Details Unit: Forces in One Dimension
In equation form:
Fnet
a= or Fnet = ma
m

The first form is preferred for teaching purposes, because acceleration is what
results from a force applied to a mass. (I.e., force and mass are the manipulated
variables and acceleration is the responding variable. Forces cause acceleration, not
the other way around.) However, the equation is more commonly written in the
second form, which makes the typesetting and the algebra easier.

Sample Problems
Most of the physics problems involving forces require the application of Newton’s
Second Law, Fnet = ma .

Q: A net force of 50 N in the positive direction is applied to a cart that has a mass of
35 kg. How fast does the cart accelerate?
A: Applying Newton’s Second Law:
Fnet = ma
Fnet 50
a= = = 1.43 m
s2
m 35

Q: What is the weight of (i.e., the force of gravity acting on) a 7 kg block?
A: a = g (because we use the variable g instead of a when the acceleration is
caused by a gravity field.)
Fg = ma = mg = (7)(10) = 70 N

Q: Two children are fighting over a toy.

Jamie pulls to the left with a force of 40 N, and Edward
pulls to the right with a force of 60 N. If the toy has a
mass of 0.6 kg, what is the resulting acceleration of the
toy?
A: The free-body diagram looks like this:

(We chose the positive direction to the right because it makes more intuitive
sense for the positive direction to be the direction that the toy will move.)
Fnet = ma
Fnet −40 + 60 +20
a= = = = +33.3 sm2 (to the right)
m 0.6 0.6

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Newton’s Second Law Page: 268
Big Ideas Details Unit: Forces in One Dimension
Q: A person applies a net force of 100. N to cart full of books that has a mass of
75 kg. If the cart starts from rest, how far will the cart have moved by the time it
gets to a speed of 4.0 m s
?

A: We are looking for d (“how far”), so this is ultimately a motion problem. Of the
variables used in motion problems, we have v o = 0 (starts from rest) and
v = 3.0 ms . We don’t have all of the variables for any of the equations. The
closest we have is 2 out of the 3 variables we need for v 2 − vo2 = 2ad .
Substituting gives us:

v 2 − vo2 = 2ad
v 2 − vo2 42 − 02 16 8
d= = = =
2a 2a 2a a

To progress farther, we need the acceleration. We have Fnet and m, so we can

use Newton’s 2nd Law:

Fnet = ma
Fnet 100
a= = = 1.3 m
s2
m 75

We can now substitute this value into the equation above, giving:

8 8
d= = = 6.0 m
a 1.3

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Newton’s Second Law Page: 269
Big Ideas Details Unit: Forces in One Dimension
Q: A 5.0 kg block is resting on a horizontal, flat surface. How much force is needed
to overcome a force of 2.0 N of friction and accelerate the block from rest to a
velocity of 6.0 ms over a 1.5-second interval?

A: This is a combination of a Newton’s second law problem, and a motion problem.

There are multiple forces in the problem, so we use a free-body diagram to be
able to visualize what’s going on:

Working backwards from the quantity we want to find:

1. We know Ff and we know that Ff + Fa = Fnet . If we can find Fnet , we can find
Fa .

2. We know m, so if can find a we can get Fnet from Fnet = ma .

3. vo , v and t are given the problem, which means we can get a from one of
the motion equations.

The solution is:

1. The net force is given by:

Fnet = Fa − Ff = Fa − 2
Fa = Fnet + 2

This means we need to find the net force, and then add 2 N to get the
applied force.

2. To find the net force, we need the equation:

Fnet = ma

3. We know that m = 5.0 kg, but we don’t know a. We need to find a in order
to calculate Fnet . For this, we will turn to the motion problem.

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Newton’s Second Law Page: 270
Big Ideas Details Unit: Forces in One Dimension
4. The problem tells us that v o = 0 , v = 6.0 ms , and t = 1.5 s . Looking at the
motion equations, we see that we have all of the variables except for a in
the equation:
v − vo = at

5. Our strategy is to solve this equation for a, then substitute into Fnet = ma to
find Fnet , then use the relationship we found from the free-body diagram to
find Fapplied .

The acceleration is:

v − vo = at
6.0 − 0 = a (1.5)
6.0 = 1.5 a
a = 4.0 sm2

Substituting back into Fnet = ma gives:

Fnet = ma
Fnet = (5.0)(4.0)
Fnet = 20.N

Finally:
Fapplied = Fnet + 2
Fapplied = 20 + 2
Fapplied = 22N

Problems like this are straightforward to solve, but they are challenging because you
need to keep chasing the quantities that you don’t know until you have enough
information to calculate them. However, you need to keep track of each step,
because once you have found the last equation you need, you have to follow the
steps in reverse order to get back to the answer.

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Newton’s Second Law Page: 271
Big Ideas Details Unit: Forces in One Dimension
Homework Problems
1. Two horizontal forces, 225 N and 165 N are exerted on a canoe. If these
forces are both applied eastward, what is the net force on the canoe?

2. Two horizontal forces are exerted on a canoe, 225 N westward and 165 N
eastward. What is the net force on the canoe?

3. Three confused sled dogs are trying to pull a sled across the snow in Alaska.
Alutia pulls to the east with a force of 135 N. Seward pulls to the east with a
force of 143 N. Kodiak pulls to the west with a force of 153 N.
a. What is the net force on the sled?

Answer: 125 N east

b. If the sled has a mass of 150. kg and the driver has a mass of 100. kg,
what is the acceleration of the sled? (Assume there is no friction
between the runners of the sled and the snow.)

Answer: 0.500 sm2

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Newton’s Second Law Page: 272
Big Ideas Details Unit: Forces in One Dimension
4. When a net force of 10. N acts on a hockey puck, the puck accelerates at a
rate of 50. sm2 . Determine the mass of the puck.

Answer: 0.20 kg
5. A 15 N net force is applied for 6.0 s to a 12 kg box initially at rest. What is
the speed of the box at the end of the 6.0 s interval?

Answer: 7.5 ms

6. An 810 kg car accelerates from rest to 27 ms in a distance of 120 m. What is

the magnitude of the average net force acting on the car?

Answer: 2 460 N
7. A child with a mass of 44 kg stands on a scale that reads in newtons.
a. What is the child’s weight?

b. The child now places one foot on each of two scales side-by-side. If the
child distributes equal amounts of weight between the two scales, what
is the reading on each scale?

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Newton’s Second Law Page: 273
Big Ideas Details Unit: Forces in One Dimension
8. A 70.0 kg astronaut pushes on a spacecraft with a force F in space. The
spacecraft has a total mass of 1.0  104 kg . The push causes the astronaut to
accelerate to the right with an acceleration of 0.36 sm2 . Determine the
magnitude of the acceleration of the spacecraft.

Answer: 0.0025 sm2

honors & AP® 9. How much force will it take to accelerate a student with mass m, wearing
special frictionless roller skates, across the ground from rest to velocity v in
time t?
(If you are not sure how to do this problem, do #10 below and use the steps
to guide your algebra.)

mv
Answer: F =
t
10. How much force will it take to accelerate a 60 kg student, wearing special
frictionless roller skates, across the ground from rest to 16 ms in 4 s?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #9 above as a starting point if you have
already solved that problem.)

Answer: 240 N

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Newton’s Second Law Page: 274
Big Ideas Details Unit: Forces in One Dimension
11. How much force would it take to accelerate a 60 kg student upwards at
2 sm2 ?
Hint: you need to account for gravity. Draw a free-body diagram.

Answer: 720 N
12. An air conditioner weighs 400 N on Earth. How much would the air
conditioner weigh on the planet Mercury, where the value of g is only
3.6 kgN ?

Answer: 144 N
13. A person pushes a 500 kg crate with a force of 1200 N and the crate
accelerates at 0.5 sm2 . What is the force of friction acting on the crate?
Hint: draw the free-body diagram.

Answer: 950N

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Tension Page: 275
Big Ideas Details Unit: Forces in One Dimension

Tension
Unit: Forces in One Dimension
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 1.C.1.1, 2.B.1.1, 3.A.2.1, 3.B.1.1, 3.B.1.2, 3.B.1.3,
3.B.2.1, 4.A.2.3, 4.A.3.1, 4.A.3.2
Mastery Objective(s): (Students will be able to…)
• Set up and solve problems involving pulleys and ropes under tension.
Success Criteria:
• Expressions involving tension and acceleration are correct including the sign
(direction).
• Equations for all parts of the system are combined correctly algebraically.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how the sign of all of the forces in a pulley system relate to the
direction that the system will move.
Tier 2 Vocabulary: pulley, tension

Labs, Activities & Demonstrations:

• Atwood machine

Notes:
tension ( FT , T ): the pulling force on a rope, string, chain, cable, etc.

Tension is its own reaction force; tension always travels through the rope in both
directions at once, and unless there are additional forces between one end of the
rope and the other, the tension at every point along the rope is the same. The
direction of tension is always along the rope.

For example, in the following picture a

blindfolded person pulls on a rope
with a force of 100 N. The rope
transmits the force to the scale, which
transmits the force to the other rope
and then to the wall. This causes a
reaction force (also tension) of 100 N
in the opposite direction.

The scale attached to the rope

measures 100 N, because that is the amount of force (tension) that is stretching the
spring in the scale.

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Tension Page: 276
Big Ideas Details Unit: Forces in One Dimension
If we replace the brick wall with a
person who is pulling with a force of
100 N, the blindfolded person has no
idea whether the 100 N of resistance is
coming from a brick wall or another
person. Thus, the forces acting on the
blindfolded person (and the scale) are
the same.

Of course, the scale doesn’t “know”

either, so it still reads 100 N.

Pulleys
pulley: a wheel used to change the direction of tension on a rope

The tension remains the same in all parts of the rope.

In the example at the right (with one pulley), it takes

100 N of force to lift a 100 N weight. The pulley
changes the direction of the force, but the amount of
force does not change. If the rope is pulled 10 cm, the
weight is lifted by the same 10 cm.

Up to this point, we have chosen a single direction

(left/right or up/down) to be the positive direction.
With pulleys, we usually define the positive and
negative directions to follow the rope. In this example,
we would most likely choose the positive direction to
be the direction that the rope is pulled. Instead of
saying that positive is upward for the weight and
downward for the hook, we would usually say that the
positive direction is counter-clockwise (), because
that is the direction that the pulley will turn.

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Tension Page: 277
Big Ideas Details Unit: Forces in One Dimension
CP1 & honors Mechanical Advantage
(not AP®) If we place a second pulley just above the weight
that we want to lift, two things will happen when
we pull on the rope:

1. As we pull on the rope, there is less rope

between the two pulleys. This means the
lower pulley will move upward.

2. Both of the sections of rope that go around

the lower pulley will be lifting the 100 N
weight. This means each side will hold half
of the weight (50 N). Therefore, the
tension in every part of the rope is 50 N,
which means it takes half as much force to
lift the weight.

3. The length of rope that is pulled is divided

between the two sections that go around
the lower pulley. This means that pulling
the rope 20 cm will raise the weight half as
much (10 cm).

Notice that when the force is cut in half, the length of rope is doubled. The double
pulley is effectively trading force for distance. Later, in the Introduction: Energy,
Work & Power unit starting on page 371, we will see that force times distance is
work (change in energy). This means using half as much force but pulling the rope
twice as much distance takes the same amount of energy to lift the weight.

As you would expect, as we add more pulleys, the force needed is reduced and the
distance increases. This reduction in force is called mechanical advantage.

mechanical advantage: the ratio of the force applied by a machine divided by the
force needed to operate it.

The mechanical advantage is equal to the number of ropes supporting the

hanging weight, and therefore also equal to the number of pulleys.

The mechanical advantage of the above system is 2.

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Tension Page: 278
Big Ideas Details Unit: Forces in One Dimension
CP1 & honors If we add a third pulley, we can see that there
(not AP®) are now three sections of the rope that are
lifting the 100 N weight. This means that each
section is holding up ⅓ of the weight. This
means that the tension in the rope is ⅓ of
100 N, or 33⅓ N, but we now need to pull
three times as much rope to lift the weight the
same distance.

A two-pulley system has a mechanical

advantage of 2, because it applies twice as
much force to the weight as you need to apply
to the rope. Similarly, a 3-pulley system has a
mechanical advantage of 3, and so on.

The mechanical advantage of any pulley system

equals the number of ropes participating in the
lifting.

block and tackle: a system of two or more

pulleys (which therefore have a mechanical advantage of 2 or more) used for
lifting heavy loads.

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Tension Page: 279
Big Ideas Details Unit: Forces in One Dimension
Atwood’s Machine
Atwood’s machine is named for the English mathematician George Atwood. The
machine is a device with a single pulley in which one weight, which is pulled down
by gravity, is used to lift a second weight. Atwood invented the machine in 1784 to
verify Isaac Newton’s equations of motion with constant acceleration.

To illustrate how Atwood’s experiment works, consider the

system to the right. To simplify the problem, we will assume
that the pulley has negligible mass and operates with no
friction. Let us choose the positive direction as the direction
that turns the pulley clockwise (). We could have chosen
either direction to be positive, but it makes intuitive sense to
choose the direction that the system will move when we
release the weights.

The force on the mass on the right is its weight, which is

mg = (10)(+10) = 100 N . (We use a positive number for
acceleration because gravity is attempting to accelerate this
weight in the positive direction.)

The force on the mass on the left is mg = (5)(−10) = −50 N .

The acceleration is negative because gravity is pulling this
weight in the negative direction.

The net force on the system is therefore Fnet =  F = 100 + (−50) = 50 N .

The masses are connected by a rope, which means both masses will accelerate
together. The total mass is 15 kg.

Newton’s Second Law says:

Fnet = ma
+50 = 15a
50
a= = +3.3 m2
15 s

I.e., the system will accelerate at 3.3 m2 in the positive direction (clockwise).
s

Atwood performed experiments with different masses and observed behavior that
was consistent with both Newton’s second law, and with Newton’s equations of
motion.

Notice that the solution to finding acceleration in a problem involving Atwood’s

machine is to simply find the net force, add up the total mass, and use Fnet = ma .

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Tension Page: 280
Big Ideas Details Unit: Forces in One Dimension
An important feature of Newton’s second law is that it can be applied to an entire
system, or to any component of the system.

For the Atwood’s machine pictured, we found that:

Entire system:

Fnet = ma
+50 N = (5kg + 10 kg)(3.3 m2 )
s

We can apply Newton’s second law to each block separately:

F1,net = m1 a
F2,net = m2 a

Because the blocks are connected via the same rope, the
acceleration is the same for both blocks.

This means that we can apply Newton’s second law to either

of the blocks to determine the tension in the rope:

Block #1:

F1,net = (FT − Fg ,1 ) F1,net = m1 a

(FT − m1g) = m1 a
[FT − (5)(10)] = (5) (3.3)
FT − (−50) = 16.6
FT = 66.6 N

Block #2: (same calculation; yields same result)

We can do the same calculation for Block #2, with the same result for FT .
(Remember that we chose the positive direction to be the direction that the system
moves. This means the positive direction is up for block #1, but down for block #2.)

F2,net = (Fg ,2 − FT ) F2,net = m2 a

(m2g − FT ) = m2 a
[(10)(10) − FT ] = (10) (3.3)
100 − FT = 33.3
FT = 66.6 N
Q.E.D.

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Tension Page: 281
Big Ideas Details Unit: Forces in One Dimension
A variation of Atwood’s machine is to have one of the masses on a horizontal table
(possibly on a cart to reduce friction). This means that the net force is only the
action of gravity on the hanging mass.

Consider the problem illustrated

to the right. To simplify the
problem, we will assume that the
pulley has negligible mass, and
that both the pulley and the cart
are frictionless. The 10 kg for the
mass on the left includes the mass
of the cart.

The forces on the two masses are:

FBD for the FBD for the

cart: hanging mass:

F1,net = FT F2,net = Fg − FT

Gravity and the normal force cancel for the cart. The tensions cancel because they
are equal (it’s the same rope) and are in opposite directions. This means that the
only uncancelled force is the force of gravity on the 4 kg mass. This uncancelled
force is the net force, which is Fnet = mg = (4)(10) = 40 N .

The total mass is 10 + 4 = 14 kg.

Now that we have the net force and the total mass, we can find the acceleration
using Newton’s Second Law:

Fnet = ma
40 = 14a
40
a = = 2.86 m2
14 s

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Tension Page: 282
Big Ideas Details Unit: Forces in One Dimension
If we also need to find the tension, we can apply Newton’s second law to the cart:

Fnet , cart = FT
mcart a = FT
(10)(2.86) = 28.6 N

or we can apply Newton’s second law to the hanging mass:

Fnet , hang = Fg − FT
mhang a = Fg − FT
(4)(2.86) = (4)(10) − FT
11.4 = 40 − FT
FT = 40 − 11.4 = 28.6 N

Alternative Approach
In most physics textbooks, the solution to Atwood’s machine problems is presented
as a system of equations. The strategy is:
• Draw a free-body diagram for each block.
• Apply Newton’s 2nd Law to each block separately, giving Fnet = m1a for block 1
and Fnet = Fg − FT = m2a , which becomes Fnet = m2g − FT = m2a for block 2.
• Set the two Fnet equations equal to each other, eliminate one of FT or a, and
solve for the other.

This is really just a different presentation of the same approach, but most students
find it less intuitive.

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Tension Page: 283
Big Ideas Details Unit: Forces in One Dimension
Homework Problems
CP1 & honors 1. For the pulley system shown at the right:
(not AP®) a. What is the mechanical advantage of the system?

b. How much force will it take to lift the hanging mass?

c. If the 120 N weight is to be lifted 0.5 m, how far will the rope need to be
pulled?

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Tension Page: 284
Big Ideas Details Unit: Forces in One Dimension
honors & AP® 2. A block with a mass of m1 sitting on a
frictionless horizontal table is
connected to a hanging block of
mass m2 by a string that passes over
a pulley, as shown in the figure
below.
Assuming that friction, the mass of
the string, and the mass of the pulley
are negligible, derive expressions for
the rate at which the blocks
accelerate and the tension in the
rope.
(If you are not sure how to do this problem, do #3 below and use the steps to
guide your algebra.)

m2 g mmg
Answer: a = ; FT = 1 2
m1 + m2 m1 + m2

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Tension Page: 285
Big Ideas Details Unit: Forces in One Dimension
3. A block with a mass of 2.0 kg sitting
on a frictionless horizontal table is
connected to a hanging block of mass
6.0 kg by a string that passes over a
pulley, as shown in the figure below.

Assuming that friction, the mass of

the string, and the mass of the pulley
are negligible, at what rate do the
blocks accelerate? What is the
tension in the rope?

(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #2 above as a starting point if you have
already solved that problem.)

Answer: a = 7.5 sm2 ; FT = 15N

4. Two masses, m1 = 3 kg and m2 = 8 kg, are connected by

an ideal (massless) rope over an ideal pulley (massless
and frictionless).

What is the acceleration of the system? What is the

tension in the rope?

Answer: a = 4.5 m
s2
; FT = 43.6 N

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Tension Page: 286
Big Ideas Details Unit: Forces in One Dimension
honors & AP® 5. A block with a mass of
3.0 kg sitting on a
frictionless horizontal
table is connected to a
hanging block of mass
5.0 kg by a string that
passes over a pulley, as
shown in the figure below.
The force of friction
between the upper block
and the table is 10 N.

At what rate do the blocks accelerate? What is the tension in the rope?

Answer: a = 5 sm2 ; FT = 25N

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Friction Page: 287
Big Ideas Details Unit: Forces in One Dimension

Friction
Unit: Forces in One Dimension
MA Curriculum Frameworks (2016): HS-PS2-1, HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 3.A.2.1, 3.A.3.1, 3.A.3.3, 3.A.4.1, 3.A.4.2, 3.B.1.3,
3.B.2.1, 3.4.C.1, 3.4.C.2, 4.A.3.2
Mastery Objective(s): (Students will be able to…)
• Calculate the frictional force on an object.
• Calculate the net force in problems that involve friction.
Success Criteria:
• Free-body diagram is correct.
• Frictional force is correctly identified as static or kinetic and correct coëfficient
of friction is chosen.
• Vector quantities position, velocity, and acceleration are correct, including
sign (direction).
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how to identify the type of friction (static or kinetic) and how to
choose the correct coëfficient of friction.
Tier 2 Vocabulary: friction, static, kinetic, force

Labs, Activities & Demonstrations:

• Drag a heavy object attached to a spring scale.
• Friction board (independent of surface area of contact).

Notes:
Most people understand the concept of friction. If you say, “The wheel is too hard
to turn because there’s too much friction,” people will know what you mean.

friction: a contact force that resists sliding of surfaces against each other.

Friction is caused by the roughness of the materials in contact, deformations in the

materials, and molecular attraction between materials.

If you slide (or try to slide) the objects in the direction of the arrows, the force you
apply would need to be enough to occasionally lift the upper object so that the
rough parts of the surfaces have enough room to pass.

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Friction Page: 288
Big Ideas Details Unit: Forces in One Dimension
Frictional forces are parallel to the plane of contact between two surfaces, and
opposite to the direction of motion or applied force.

There are two types of friction:

static friction: friction between surfaces that are not moving relative to each other.
Static friction resists the surfaces’ ability to start sliding against each other.

kinetic friction: friction between surfaces that are moving relative to each other.
Kinetic friction resists the surfaces’ ability to keep sliding against each other.

Consider the situations below. Suppose that it takes 10 N of force to overcome

static friction and get the box moving. Suppose that once the box is moving, it takes
9 N of force to keep it moving.

Static Friction

When the person applies 5 N of force, When the person applies 10 N of force,
it creates 5 N of friction. That is not it creates 10 N of friction. That is the
enough force to move the box, so it maximum amount of static friction, i.e.,
remains at rest. exactly the amount of force that it takes
Fnet = 0 → a = 0 to get the box moving. This causes the
friction to change from static to kinetic.

Kinetic Friction
Once the box is moving, the kinetic friction remains constant regardless of the force
applied. (Because the person is applying more force than the force of friction, there
is a net force to the right, which means the box accelerates to the right.)

Notice that the amount of kinetic friction (9 N) is less than the maximum static
friction (10 N); it takes more force to start an object moving than to keep it moving.

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Friction Page: 289
Big Ideas Details Unit: Forces in One Dimension

When the person applies exactly 9 N of If the person applies more than 9 N of
force, there is no net force and the box force, there is a net force and the box
moves at a constant velocity. accelerates.
Fnet = 0 → a = 0
For the above situations, a graph of the applied force vs. friction would look
approximately like this:

While the object is not moving, the force of friction is always equal to the applied
force. As soon as the applied force is enough to start the object moving, the friction
changes to kinetic friction. Once the object is moving, any additional applied force
does not increase the friction. (Instead, that additional force would cause
acceleration.)

The two factors that affect friction are:

• Roughness and other qualities of the surfaces that affect how difficult it is to
slide them against each other. This is described by a number called the
coëfficient of friction () .

• The amount of force that is pressing the surfaces together. This is, of course,
the normal force (FN ) .

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Friction Page: 290
Big Ideas Details Unit: Forces in One Dimension
coëfficient of friction () : a material-specific constant that is the ratio of friction to
the normal force.
Ff
=
FN
The coëfficient of friction is a dimensionless number, which means that it has no
units. (This is because μ is a ratio of two forces, which means the units cancel.)
The coëfficient of friction takes into account the surface characteristics of the
objects in contact.

Because static friction and kinetic friction are different situations, their coëfficients
of friction are different.

coëfficient of static friction (μs): the coëfficient of friction between two surfaces
when the surfaces are not moving relative to each other.

coëfficient of kinetic friction (μk): the coëfficient of friction between two surfaces
when the surfaces are sliding against each other.

The force of friction on an object is given by rearranging the equation for the
coëfficient of friction:
Ff  μs FN for an object that is stationary, and

Ff = μk FN for an object that is moving

Where Ff is the magnitude of the force of friction, μs and μk are the coëfficients of
static and kinetic friction, respectively, and FN is the magnitude of the normal force.
Note that the force of static friction is an inequality. As described above, when an
object is at rest the force that resists sliding is, of course, equal to the force applied.

Friction as a Vector Quantity

Like other forces, the force of friction is, of course, actually a vector. Its direction is:
• parallel to the interface between the two surfaces and opposite to the
direction of motion (kinetic friction)
• opposite to the component of the applied force that is parallel to the interface
between the surfaces (static friction)

Whether the force of friction is positive or negative depends on the above and on
which direction you have chosen to be positive. When in doubt, go back to the free-
body diagram.

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Friction Page: 291
Big Ideas Details Unit: Forces in One Dimension
Solving Simple Friction Problems
Because friction is a contact force, all friction problems involve friction in addition to
some other (usually externally applied) force.

To calculate the force from friction, you need to:

1. Calculate the force of gravity. On Earth, Fg = mg = m(10)

2. Calculate the normal force. If the object is

resting on a horizontal surface (which is usually
the case), the normal force is usually equal in
magnitude to the force of gravity. This means
that for an object sliding across a horizontal
surface:
FN = Fg

3. Figure out whether the friction is static (there is

an applied force, but the object is not moving), or
kinetic (the object is moving). Look up the
appropriate coëfficient of friction (μ s for static
friction, or for kinetic friction).

4. Calculate the force of friction from the equation:

Ff  s FN or Ff = k FN
Make the force of friction positive or negative, as appropriate. (This will
depend on which direction you have chosen to be positive; refer to the free-
body diagram.)

5. If the problem is asking for net force, remember to go back and calculate it
now that you have calculated the force of friction.
If friction is the only uncancelled force, and it is causing the object to slow
down and eventually stop, then:
Fnet = Ff
However, if there is an applied force and friction is opposing it, then the net
force would be:
Fnet = Fapplied − Ff

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Friction Page: 292
Big Ideas Details Unit: Forces in One Dimension
Sample Problem:
Q: A person pushes a box at a constant velocity across a floor:

The box has a mass of 40 kg, and the coefficient of kinetic friction between the
box and the floor is 0.35. What is the magnitude of the force that the person
exerts on the box?

A: The box is moving at a constant velocity, which means there is no acceleration,

and therefore no net force on the box. This means the force exerted by the
person is exactly equal to the force of friction.

The force of friction between the box and the floor is given by the equation:

Ff = μk FN

The normal force is equal in magnitude to the weight of the box ( Fg ), which is
given by the equation:

FN = Fg = mg = (40)(10) = 400 N

Therefore, the force of friction is:

Ff = μk FN
Ff = (0.35)(400) = 140 N

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Friction Page: 293
Big Ideas Details Unit: Forces in One Dimension
Homework Problems
For these problems, you will need to look up coëfficients of friction in
Table E. Approximate Coëfficients of Friction on page 680 of your
Physics Reference Tables).
1. A student wants to slide a steel 15 kg mass across a steel table.
a. How much force must the student apply in order to start the box
moving?

Answer: 111 N
b. Once the mass is moving, how much force must the student apply to
keep it moving at a constant velocity?

Answer: 85.5 N
2. A wooden desk has a mass of 74 kg.
a. How much force must be applied to the desk to start it moving across a
wooden floor?

Answer: 310.8 N
b. Once the desk is in motion, how much force must be used to keep it
moving at a constant velocity?

Answer: 222 N

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Friction Page: 294
Big Ideas Details Unit: Forces in One Dimension
3. A large sport utility vehicle has a mass of 1850 kg and is traveling at 15 ms (a
little over 30 MPH). The driver slams on the brakes, causing the vehicle to
skid.
a. How far would the SUV travel before it stops on dry asphalt?
(Hint: this is a combination of a motion problem and a Newton’s Second
Law problem with friction.)

Answer: 16.8 m
b. How far would the SUV travel if it were skidding to a stop on ice? (This is
the same problem as part (a), but with a different coëfficient of friction.)

Answer: 75 m

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Friction Page: 295
Big Ideas Details Unit: Forces in One Dimension
honors & AP® 4. A curling stone with a mass of m slides a distance d across a sheet of ice in
time t before it stops because of friction. What is the coëfficient of kinetic
friction between the ice and the stone?
(If you are not sure how to do this problem, do #5 below and use the steps to
guide your algebra.)

2d
Answer: k =
gt 2
5. A curling stone with a mass of 18 kg slides 38 m across a sheet of ice in 8.0 s
before it stops because of friction. What is the coëfficient of kinetic friction
between the ice and the stone?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #4 above as a starting point if you have
already solved that problem.)

Answer: 0.12

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Physics 1 In Plain English Jeff Bigler

Drag Page: 296
Big Ideas Details Unit: Forces in One Dimension
CP1 & honors
(not AP®)
Drag
Unit: Forces in One Dimension
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Calculate the drag force on an object.
Success Criteria:
• Correct drag coëfficient is chosen.
• Variables are correctly identified and substituted correctly into the equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why aerodynamic drag depends on each of the variables in the
equation.
Tier 2 Vocabulary: drag

Labs, Activities & Demonstrations:

• Crumpled piece of paper or tissue vs. golf ball (drag force doesn’t depend on
mass).
• Projectiles with same mass but different shapes.

Notes:
Drag is the force exerted by particles of a fluid* resisting the motion of an object
relative to a fluid. The drag force is essentially friction between the object and
particles of the fluid.

*
A fluid is any substance whose particles can separate easily, allowing it to flow (does not
have a definite shape) and allowing objects to pass through it. Fluids can be liquids or
gases.

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Drag Page: 297
Big Ideas Details Unit: Forces in One Dimension
CP1 & honors Most of the problems that involve drag fall into three categories:
(not AP®) 1. The drag force is small enough that we ignore it.
2. The drag force is equal to some other force that we can measure or
calculate.
3. The question asks only for a qualitative comparison of forces with and
without drag.

The drag force can be estimated in simple situations, given the velocity, shape, and
cross-sectional area of the object and the density of the fluid it is moving through.

For these situations, the drag force is given by the following equation:
1
FD = −  v 2C D A
2
where:
FD = drag force
ρ = density of the fluid that the object is moving through
v = velocity of the object (relative to the fluid)
C D = drag coëfficient of the object (based on its shape)
A = cross-sectional area of the object in the direction of motion
This equation applies when:
• the object has a blunt form factor
• the object’s velocity relative to the properties of the fluid causes turbulence in
the object’s wake
• the fluid is in laminar (not turbulent) flow before it interacts with the object
• the fluid has a relatively low viscosity*

Laminar flow occurs when the velocity of the fluid (or the object moving through it)
is relatively low, and the particles of fluid move in a straight line in an organized
fashion.

Turbulent flow occurs when the velocity of the fluid (or the object moving through
it) is high, and the particles move in a more jumbled, random manner. In general,
turbulent flow causes higher drag forces.

*
Viscosity is a measure of how “gooey” a fluid is, meaning how much it resists flow and
hinders the motion of objects through itself. Water has a low viscosity; honey and ketchup
are more viscous.
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Drag Page: 298
Big Ideas Details Unit: Forces in One Dimension
CP1 & honors The drag coëfficient, C D , is a
(not AP®) dimensionless number (meaning that
it has no units). The drag coëfficient
encompasses all of the types of friction
associated with drag, including form
drag and skin drag. It serves the same
purpose in drag problems that the
coëfficient of friction (μ ) serves in
problems involving friction between
solid surfaces.

Approximate drag coëfficients for

simple shapes are given in the table to
the right, assuming that the fluid is
moving (relative to the object) in the
direction of the arrow.

The reason that raindrops have their

characteristic shape (“streamlined
body”) is because the drag force
changes their shape until they have
the shape with the least amount of
drag.

The reason that many cars have rooves

that slope downward from the front of
the car to the back is to reduce the
drag force.

Drag coefficients of some vehicles and other objects:

Vehicle CD Object CD
Toyota Camry 0.28 skydiver (vertical) 0.70
Ford Focus 0.32 skydiver (horizontal) 1.0
Honda Civic 0.36 parachute 1.75
Ferrari Testarossa 0.37 bicycle & rider 0.90
Dodge Ram truck 0.43
Hummer H2 0.64

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Introduction: Forces in Multiple Dimensions Page: 299
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Introduction: Forces in Multiple Dimensions
Unit: Forces in Multiple Dimensions
Topics covered in this chapter:
Force Applied at an Angle ............................................................................ 303
Ramp Problems ............................................................................................ 314

In this chapter you will learn about different kinds of forces and how they relate.
• Force Applied at an Angle, Ramp Problems, and Pulleys & Tension describe
some common situations involving forces and how to calculate the forces
involved.
• Centripetal Force describes the forces experienced by an object moving in a
circle.
• Center of Mass, Rotational Inertia, and Torque describe the relationship
between forces and rotation.

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Introduction: Forces in Multiple Dimensions Page: 300
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Standards addressed in this chapter:

MA Curriculum Frameworks (2016):

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Introduction: Forces in Multiple Dimensions Page: 301
Big Ideas Details Unit: Forces in Multiple Dimensions
AP® AP® Physics 1 Learning Objectives:
3.A.2.1: The student is able to represent forces in diagrams or mathematically
using appropriately labeled vectors with magnitude, direction, and units
during the analysis of a situation. [SP 1.1]
3.A.3.1: The student is able to analyze a scenario and make claims (develop
arguments, justify assertions) about the forces exerted on an object by
other objects for different types of forces or components of forces.
[SP 6.4, 7.2]
3.A.3.2: The student is able to challenge a claim that an object can exert a
force on itself. [SP 6.1]
3.A.3.3: The student is able to describe a force as an interaction between two
objects and identify both objects for any force. [SP 1.4]
3.A.4.3: The student is able to analyze situations involving interactions among
several objects by using free-body diagrams that include the application of
Newton’s third law to identify forces. [SP 1.4]
3.B.1.1: The student is able to predict the motion of an object subject to
forces exerted by several objects using an application of Newton’s second
law in a variety of physical situations with acceleration in one dimension.
[SP 6.4, 7.2]
3.B.1.2: The student is able to design a plan to collect and analyze data for
motion (static, constant, or accelerating) from force measurements and
carry out an analysis to determine the relationship between the net force
and the vector sum of the individual forces. [SP 4.2, 5.1]
3.B.1.3: The student is able to re-express a free-body diagram representation
into a mathematical representation and solve the mathematical
representation for the acceleration of the object. [SP 1.5, 2.2]
3.B.2.1: The student is able to create and use free-body diagrams to analyze
physical situations to solve problems with motion qualitatively and
quantitatively. [SP 1.1, 1.4, 2.2]
3.C.4.1: The student is able to make claims about various contact forces
between objects based on the microscopic cause of those forces. [SP 6.1]
3.C.4.2: The student is able to explain contact forces (tension, friction, normal,
buoyant, spring) as arising from interatomic electric forces and that they
therefore have certain directions. [SP 6.2]

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Introduction: Forces in Multiple Dimensions Page: 302
Big Ideas Details Unit: Forces in Multiple Dimensions
AP® 4.A.1.1: The student is able to use representations of the center of mass of an
isolated two-object system to analyze the motion of the system
qualitatively and semi-quantitatively. [SP 1.2, 1.4, 2.3, 6.4]
4.A.2.1: The student is able to make predictions about the motion of a system
based on the fact that acceleration is equal to the change in velocity per
unit time, and velocity is equal to the change in position per unit time. [SP
6.4]
4.A.2.2: The student is able to evaluate using given data whether all the forces
on a system or whether all the parts of a system have been identified.
[SP 5.3]
4.A.1.1: The student is able to use representations of the center of mass of an
isolated two-object system to analyze the motion of the system
qualitatively and semi-quantitatively. [SP 1.2, 1.4, 2.3, 6.4]
4.A.2.1: The student is able to make predictions about the motion of a system
based on the fact that acceleration is equal to the change in velocity per
unit time, and velocity is equal to the change in position per unit time. [SP
6.4]
4.A.2.2: The student is able to evaluate using given data whether all the forces
on a system or whether all the parts of a system have been identified.
[SP 5.3]
honors & AP®
Topics from this chapter assessed on the SAT Physics Subject Test:
Dynamics, such as force, Newton’s laws, statics, and friction.
1. Inclined Planes

Skills learned & applied in this chapter:

• Solving chains of equations.
• Using geometry and trigonometry to combine forces (vectors).
• Using trigonometry to split forces (vectors) into components.

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Force Applied at an Angle Page: 303
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Force Applied at an Angle
Unit: Forces in Multiple Dimensions
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.A.2.1, 3.B.1.1, 3.B.1.2, 3.B.1.3
Mastery Objective(s): (Students will be able to…)
• Calculate forces applied at different angles, using trigonometry.
Success Criteria:
• Forces are split or combined correctly using the Pythagorean Theorem and
trigonometry.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the concept of a component of a force.
• Explain why it is incorrect to just add together the vertical and horizontal
components of a force.
Tier 2 Vocabulary: force

Labs, Activities & Demonstrations:

• Mass hanging from one or two scales. Change angle and observe changes in
force.
• Fan cart with fan at an angle.
• For rope attached to heavy object, pull vs. anchor rope at both ends & push
middle.

Notes:
An important property of vectors is that a vector has no effect on a second vector
that is perpendicular to it. As we saw with projectiles, this means that the velocity
of an object in the horizontal direction has no effect on the velocity of the same
object in the vertical direction. This allowed us to solve for the horizontal and
vertical velocities as separate problems.

The same is true for forces. If forces are perpendicular to each other, they act
independently, and the two can be separated into separate, independent
mathematical problems:
In the x-direction: Fnet , x = max
In the y-direction: Fnet , y = may

Note that the above is for linear situations. Two-dimensional rotational problems
require calculus, and are therefore outside the scope of this course.

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Force Applied at an Angle Page: 304
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® For example, if we have the following forces acting on an object:

The net horizontal force (Fx) would be 18 N + (−6 N) = +12 N, and the net vertical
force (Fy) would be 9 N + (−4 N) = +5 N. The total net force would be the resultant of
the net horizontal and net vertical forces:

Using the Pythagorean Theorem:

a2 + b2 = c 2 169 = Fnet
2

52 + 122 = Fnet
2
169 = Fnet = 13 N

We can get the angle from trigonometry:

opposite 5
tan = = = 0.417
adjacent 12
 = tan−1 (tan ) = tan−1 (0.417) = 22.6

(Of course, because you have just figured out the length of the hypotenuse, you
could get the same answer by using sin−1 or cos −1 .)

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Force Applied at an Angle Page: 305
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® If we have one or more forces that is neither vertical nor horizontal, we can use
trigonometry to split the force into a vertical component and a horizontal
component.

Recall the following relationships from trigonometry:

Suppose we have a force of 50 N at a direction of 35° above the horizontal. In the

above diagram, this would mean that h = 50 N and θ = 35°:

The horizontal force is Fx = h cos( ) = 50 cos(35) = 41.0 N

The vertical force is Fy = h sin( ) = 50 sin(35) = 28.7N

Now, suppose that same object was subjected to the same 50 N force at an angle of
35° above the horizontal, but also a 20 N force to the left and a 30 N force
downward.

The net horizontal force would

therefore be 41 + (−20) = 21 N to the
right.

The net vertical force would therefore

be 28.7 + (−30) = −1.3 N upwards
(which equals 1.3 N downwards).

Once you have calculated the net vertical and horizontal forces, you can resolve
them into a single net force, as in the previous example. (Because the vertical
component of the net force is so small, an extra digit is necessary in order to see the
difference between the total net force and its horizontal component.)

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Force Applied at an Angle Page: 306
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® In some physics problems, a force is applied at an angle but the object can move in
only one direction. A common problem is a force applied at an angle to an object
resting on a flat surface, which causes the object to move horizontally:

In this situation, only the horizontal (parallel) component of the applied force (F|| )
actually causes the object to move. If magnitude of the total force is F, then the
horizontal component of the force is given by:

Fx = F|| = F cos

If the object accelerates horizontally, that means only the horizontal component is
causing the acceleration, which means the net force must be F|| = F cos and we can
ignore the vertical component.

For example, suppose the worker in

the diagram at the right pushes on the
hand truck with a force of 200 N
at an angle of 60°.

The force in the direction of motion

(horizontally) would be:

F|| = F cos  = 200 cos(60)

= (200)(0.5) = 100 N

In other words, if the worker applies

200 N of force at an angle of 60°,
the resulting horizontal force
will be 100 N.

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Force Applied at an Angle Page: 307
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Static Problems Involving Forces at an Angle
Many problems involving forces at an angle are based on an object with no net force
(either a stationary object or an object moving at constant velocity) that has three or
more forces acting at different angles. In the following diagram, the forces are F1 ,
F2 and F3 .

F1 needs to cancel the resultant of F2 and F3 :

Of course, F2 will also cancel the resultant of F1 and F3 , and F3 will also cancel the
resultant of F1 and F2 .

Strategy
1. Resolve all known forces into their horizontal and vertical components.
2. Add the horizontal and vertical components separately.
3. Use the Pythagorean Theorem to find the magnitude of forces that are
neither horizontal nor vertical.
4. Because you know the vertical and horizontal components of the resultant
force, use arcsine (sin−1), arccosine (cos−1) or arctangent (tan−1) to find the
angle.

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Force Applied at an Angle Page: 308
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Sample Problems:
Q: A stationary object has three forces acting on it, as shown in the diagram below
(which is not to scale):

What are the magnitude and direction of F ?

A: F is equal and opposite to the resultant of the other two vectors. The
magnitude of the resultant is:

F  = 302 + 502 = 3400 = 58.3N

The direction is:

30
tan = = 0.6
50
 = tan−1 (tan ) = tan−1 (0.6) = 31.0 up from the left (horizontal)

Q: A stationary object has three forces acting on it, as shown in the diagram below
(which is not to scale):

What are the magnitudes of F1 and F2 ?

A: F1 and F2 are equal and opposite to the vertical and horizontal components of
the 75 N force, which we can find using trigonometry:

F1 = horizontal = 75cos(50) = (75)(0.643) = 48.2 N

F2 = vertical = 75sin(50) = (75)(0.766) = 57.5N

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Force Applied at an Angle Page: 309
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Homework Problems
1. An object has three forces acting on it, a 15 N force pushing to the right, a
10. N force pushing to the right, and a 20. N force pushing to the left.
a. Draw a free-body diagram for the object showing each of the forces that
acts on the object (including a legend showing which direction is
positive).

b. Calculate the magnitude of the net force on the object.

2. A force of 3.7 N horizontally and a force of 5.9 N at an angle of 43° act on a

4.5-kg block that is resting on a frictionless surface, as shown in the
following diagram:

What is the magnitude of the horizontal acceleration of the block?

Answer: 1.8 sm2

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Force Applied at an Angle Page: 310
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® 3. A stationary block has three forces acting on it:
a 20. N force to the right, a 15 N force
downwards, and a third force, R of unknown
magnitude and direction, as shown in the
diagram to the right:

a. What are the horizontal and vertical components of R ?

b. What is the magnitude of R ?

Answer: 25 N
c. What is the direction (angle up from the horizontal) of R ?

Answer: 36.9°

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Force Applied at an Angle Page: 311
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® 4. Three forces act on an object. One force is 10. N to the right, one force is
3.0N downwards, and one force is 12 N at an angle of 30.° above the
horizontal, as shown in the diagram below.

a. What are the net vertical and horizontal forces on the object?

Answer: positive directions are up and to the right.

vertical: +3.0 N; horizontal: +20.4 N
b. What is the net force (magnitude and direction) on the object?

Answer: 20.6 N at an angle of +8.4°

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Force Applied at an Angle Page: 312
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® 5. An applied force of 160 N (Fapplied ) pulls
at an angle of 60° (θ) on a crate that is
sitting on a rough surface. The weight of
the crate (Fg ) is 200 N. The force of
friction on the crate (Ff ) is 75 N. These
forces are shown in the diagram to the
right.
Using the variables but not the
quantities from the diagram, derive an expression for the magnitude of the
normal force (FN ) on the crate, in terms of the given quantities
Fapplied , Fg , Ff ,  , and natural constants (such as g ).
(If you are not sure how to do this problem, do #6 below and use the steps to
guide your algebra.)

Answer: FN = Fg − Fapplied sin

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Force Applied at an Angle Page: 313
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® 6. An applied force of 160 N (Fapplied ) pulls
at an angle of 60° (θ) on a crate that is
sitting on a rough surface. The weight of
the crate (Fg ) is 200 N. The force of
friction on the crate (Ff ) is 75 N. These
forces are shown in the diagram to the
right.
(For this problem, you must start with
the equations in your Physics Reference Tables. You may only use the
answer to question #5 above as a starting point if you have already solved
that problem.)

a. What is the magnitude of the normal force (FN ) on the crate?

Answer: 61 N
b. What is the acceleration of the crate?

Answer: 0.25 m2
s

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Ramp Problems Page: 314
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Ramp Problems
Unit: Forces in Multiple Dimensions
MA Curriculum Frameworks (2016): N/A
AP Physics 1 Learning Objectives: 1.C.1.1, 2.B.1.1, 3.A.2.1, 3.B.1.1, 3.B.1.2, 3.B.1.3,
3.B.2.1, 4.A.2.3, 4.A.3.1, 4.A.3.2
Mastery Objective(s): (Students will be able to…)
• Calculate forces on an object on a ramp.
Success Criteria:
• Forces are split or combined correctly using the Pythagorean Theorem and
trigonometry.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how the forces on an object on a ramp depend on the angle of
inclination of the ramp.
Tier 2 Vocabulary: force, ramp, inclined, normal

Labs, Activities & Demonstrations:

• Objects sliding down a ramp at different angles.
• Set up ramp with cart & pulley and measure forces at different angles.

Notes:
The direction of the normal force does not always directly oppose gravity. For
example, if a block is resting on a (frictionless) ramp, the weight of the block is Fg , in
the direction of gravity. However, the normal force is perpendicular to the ramp,
not to gravity.

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Ramp Problems Page: 315
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® If we were to add the vectors representing the two forces, we would see that the
resultant—the net force—acts down the ramp:

Intuitively, we know that if the ramp is horizontal ( = 0) , the net force is zero and
FN = Fg , because they are equal and opposite.

We also know intuitively that if the ramp is vertical ( = 90) , the net force is Fg and
FN = 0 .

If the angle is between 0 and 90°, the net force must be between 0 and Fg , and the
proportion must be related to the angle (trigonometry!). Note that sin(0) = 0 and
sin(90) = 1 . Intuitively, it makes sense that the steeper the angle, the greater the
net force, and therefore multiplying Fg by the sine of the angle should give the net
force down the ramp for any angle between 0 and 90°.

Similarly, If the angle is between 0 and 90°, the normal force must be between Fg
(at 0) and 0 (at 90°). Again, the proportion must be related to the angle
(trigonometry!). Note that cos(0) = 1 and cos(90) = 0 . Intuitively, it makes sense
that the shallower the angle, the greater the normal force, and therefore multiplying
Fg by the cosine of the angle should give the normal force for any angle 0 and 90°.

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Ramp Problems Page: 316
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Let’s look at a geometric explanation:

From geometry, we can determine that the angle of the ramp, θ, is the same as the
angle between gravity and the normal force.

From trigonometry, we can calculate that the component of gravity parallel to the
ramp (which equals the net force down the ramp) is the side opposite angle θ. This
means:
Fnet = Fg sin

The component of gravity perpendicular to the ramp is Fg cos , which means the
normal force is:
FN = −Fg cos

(The negative sign is because the normal force is in the opposite direction from
Fg cos .)

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Ramp Problems Page: 317
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Sample Problem:
Q: A block with a mass of 2.5 kg sits on a frictionless ramp with an angle of
inclination of 35°. How fast does the block accelerate down the ramp?

A: The weight of the block is Fg = ma = (2.5)(10) = 25N , directed straight down.

However, the net force must be in the same direction as the acceleration.
Therefore, the net force is the component of the force of gravity in the direction
that the block can move (down the ramp), which is Fg sin :

Fg sin θ
Fg cos θ θ
θ

Fnet = Fg sin = 25 sin35 = (25)(0.574) = 14.3N

Now that we know the net force (in the direction of acceleration), we can apply
Newton’s Second Law:

Fnet = ma
14.3 = 2.5 a
a = 5.7 sm2

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Ramp Problems Page: 318
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Homework Problem
1. A 10. kg block sits on a frictionless ramp with an angle of inclination of 30°.
What is the rate of acceleration of the block?

Answer: 5.0 m2
s

2. A skier is skiing down a slope at a constant and fairly slow velocity (meaning
that air resistance is negligible). What is the angle of inclination of the
slope?
Hints:
• You will need to look up the coëfficient of kinetic friction for a waxed ski
on snow in Table E. Approximate Coëfficients of Friction on page 680 of
your Physics Reference Tables.
• You do not need to know the mass of the skier because it drops out of the
equation.
• If the velocity is constant, that means there is no net force, which means
the force down the slope (ramp) is equal to the opposing force (friction).

Answer: 2.9°

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Ramp Problems Page: 319
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® Homework Problems: Ramps & Pulleys
These problems combine ramp problems with pulley problems, which were covered
in the section on Tension, starting on page 275.
1. A mass of 30. kg is suspended from a massless
rope on one side of a massless, frictionless
pulley. A mass of 10. kg is connected to the
rope on the other side of the pulley and is
sitting on a ramp with an angle of inclination of
30°. The system is shown in the diagram to the
right.

a. Assuming the ramp is frictionless, determine the acceleration of the

system.

Answer: a = 6.25 sm2

b. Assuming instead that the ramp has a coëfficient of kinetic friction of

k = 0.3 , determine the acceleration of the system once the blocks start
to move.

Answer: a = 5.60 sm2

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Ramp Problems Page: 320
Big Ideas Details Unit: Forces in Multiple Dimensions
honors & AP® 2. Two boxes with masses 17 kg and 15 kg
are connected by a light string that passes
over a frictionless pulley of negligible
mass as shown in the figure below. The
surfaces of the planes are frictionless.

a. When the blocks are released, which

direction will the blocks move?

b. Determine the acceleration of the system.

Answer: 0.303 sm2

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Introduction: Rotational Statics & Dynamics Page: 321
Big Ideas Details Unit: Rotational Statics & Dynamics

Introduction: Rotational Statics & Dynamics

Unit: Rotational Statics & Dynamics
Topics covered in this chapter:
Centripetal Force ......................................................................................... 324
Center of Mass ............................................................................................. 329
Rotational Inertia ......................................................................................... 332
Torque .......................................................................................................... 341
Solving Linear & Rotational Force/Torque Problems .................................. 350

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Introduction: Rotational Statics & Dynamics Page: 322
Big Ideas Details Unit: Rotational Statics & Dynamics
In this chapter you will learn about different kinds of forces and how they relate.
• Forces Applied at an Angle, Ramp Problems, and Pulleys & Tension describe
some common situations involving forces and how to calculate the forces
involved.
• Centripetal Force describes the forces experienced by an object moving in a
circle.
• Center of Mass, Rotational Inertia, and Torque describe the relationship
between forces and rotation.
• Solving Linear & Rotational Force/Torque Problems discusses situations where
torque is converted to linear motion and vice versa.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):

HS-PS2-1. Analyze data to support the claim that Newton’s second law of
motion describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration.
HS-PS2-10(MA). Use free-body force diagrams, algebraic expressions, and
Newton’s laws of motion to predict changes to velocity and acceleration
for an object moving in one dimension in various situations.
AP® AP® Physics 1 Learning Objectives:
3.F.1.1: The student is able to use representations of the relationship
between force and torque. [SP 1.4]
3.F.1.2: The student is able to compare the torques on an object caused by
various forces. [SP 1.4]
3.F.1.3: The student is able to estimate the torque on an object caused by
various forces in comparison to other situations. [SP 2.3]
3.F.1.4: The student is able to design an experiment and analyze data testing
a question about torques in a balanced rigid system. [SP 4.1, 4.2, 5.1]
3.F.1.5: The student is able to calculate torques on a two-dimensional system
in static equilibrium, by examining a representation or model (such as a
diagram or physical construction). [SP 1.4, 2.2]
3.F.2.1: The student is able to make predictions about the change in the
angular velocity about an axis for an object when forces exerted on the
object cause a torque about that axis. [SP 6.4]
3.F.2.2: The student is able to plan data collection and analysis strategies
designed to test the relationship between a torque exerted on an object
and the change in angular velocity of that object about an axis.
[SP 4.1, 4.2, 5.1]

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Introduction: Rotational Statics & Dynamics Page: 323
Big Ideas Details Unit: Rotational Statics & Dynamics
AP® 4.A.1.1: The student is able to use representations of the center of mass of an
isolated two-object system to analyze the motion of the system
qualitatively and semi-quantitatively. [SP 1.2, 1.4, 2.3, 6.4]
4.D.1.1: The student is able to describe a representation and use it to analyze
a situation in which several forces exerted on a rotating system of rigidly
connected objects change the angular velocity and angular momentum of
the system. [SP 1.2, 1.4]
4.D.1.2: The student is able to plan data collection strategies designed to
establish that torque, angular velocity, angular acceleration, and angular
momentum can be predicted accurately when the variables are treated as
being clockwise or counterclockwise with respect to a well-defined axis of
rotation, and refine the research question based on the examination of
data. [SP 3.2, 4.1, 4.2, 5.1, 5.3]
4.D.2.1: The student is able to compare the torques on an object caused by
various forces. [SP 2.2]

Topics from this chapter assessed on the SAT Physics Subject Test:
Dynamics, such as force, Newton’s laws, statics, and friction.
1. Balanced Torques

Skills learned & applied in this chapter:

• Solving chains of equations.
• Using geometry and trigonometry to combine forces (vectors).

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Centripetal Force Page: 324
Big Ideas Details Unit: Rotational Statics & Dynamics

Centripetal Force
Unit: Rotational Statics & Dynamics
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 4.D.1.1
Mastery Objective(s): (Students will be able to…)
• Explain qualitatively the forces involved in circular motion.
• Describe the path of an object when it is released from circular motion.
• Calculate the velocity and centripetal force of an object that is in uniform
circular motion.
Success Criteria:
• Explanations account for constant change in direction.
• Variables are correctly identified and substituted correctly into the equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why centripetal force is always toward the center of the circle.
Tier 2 Vocabulary: centripetal, centrifugal

Labs, Activities & Demonstrations:

• Swing a bucket of water in a circle.
• Golf ball loop-the-loop.
• Spin a weight on a string and have the weight pull up on a mass or spring
scale.

Notes:
As we saw previously, when an object is moving at
a constant speed around a circle, its direction
keeps changing toward the center of the circle as it
goes around, which means there is continuous
acceleration toward the center of the circle.

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Centripetal Force Page: 325
Big Ideas Details Unit: Rotational Statics & Dynamics
Because acceleration is caused by a net force
(Newton’s second law of motion), if there is
continuous acceleration toward the center of
the circle, then there must be a continuous
force toward the center of the circle.

This force is called “centripetal force”.

centripetal force: the inward force that keeps

an object moving in a circle. If the
centripetal force were removed, the object
would fly away from the circle in a straight
line that starts from a point tangent to the circle.

honors & AP® Recall that the equation* for centripetal acceleration (ac ) is:

v2
ac = = r 2
r
Given that F = ma, the equation for centripetal force is therefore:
mv 2
Fc = mac = = mr 2
r
If you are in the reference frame of the object that is moving in a circle, you are
being accelerated toward the center of the circle. You feel a force that appears to
be pushing or pulling you away from the center of the circle. This is called
“centrifugal force”.

centrifugal force: the outward force felt by an object that is moving in a circle.

Centrifugal force is called a “fictitious force” because it does not

exist in an inertial reference frame. However, centrifugal force
does exist in a rotating reference frame; it is the inertia of objects
resisting acceleration as they are continuously pulled toward the
center of a circle by centripetal acceleration.

This is the same as the feeling of increased weight that you feel
when you are in an elevator and it starts to move upwards (which
is also a moving reference frame). An increase in the normal
force from the floor because of the upward acceleration of the
elevator feels the same as an increase in the downward force of
gravity.

*
Recall that centripetal motion and centripetal force relates to angular/rotational motion
and forces (which are studied in AP® Physics but not in the CP1 or honors courses).
Equations or portions of equations with angular velocity (ω) and angular acceleration (α)
apply only to the AP® course.

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Centripetal Force Page: 326
Big Ideas Details Unit: Rotational Statics & Dynamics
Similarly, a sample being spun in a
centrifuge is subjected to the force from
the bottom of the centrifuge tube as the
tube is accelerated toward the center.
The faster the rotation, the stronger the
force. An increase in the normal force
from the bottom of the centrifuge tube
would feel like a downward force in the
reference frame of the centrifuge tube.

honors & AP®

Sample Problems:
Q: A 300 kg roller coaster car reaches the bottom of a hill traveling at a speed of
20 ms . If the track curves upwards with a radius of 50 m, what is the total force
exerted by the track on the car?

A: The total force on the car is the normal force needed to resist the force of
gravity on the car (equal to the weight of the car) plus the centripetal force
exerted on the car as it moves in a circular path.

Fg = mg = (300)(10) = 3 000 N
mv 2 (300)(20)2
Fc = = = 2 400 N
r 50
FN = Fg + Fc = 3 000 + 2 400 = 5 400 N

Q: A 20 g ball attached to a 60 cm long string is swung in a horizontal circle 80 times

per minute. Neglecting gravity, what is the tension in the string?

A: Converting to MKS units, the mass of the ball is 0.02 kg and the string is 0.6 m
long.
We can solve this two ways: we can convert revolutions either to meters by
multiplying by 2 r , or to radians by multiplying by 2 :

80 revolutions (2 )(0.60 m) 1 min 96 m

=   = = 5.03 ms
1 min 1 revolution 60 s 60 s
mv 2 (0.02)(5.03)2
FT = Fc = = = 0.842 N
r 0.6

AP® 80 revolutions 2 rad 1 min 160 rad rad

=   = = 8.38
s
1 min 1 revolution 60 s 60 s
FT = Fc = mr 2
FT = Fc = (0.02)(0.6)(8.38)2 = 0.842 N

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Centripetal Force Page: 327
Big Ideas Details Unit: Rotational Statics & Dynamics
honors & AP® Homework Problems
1. Find the force needed to keep a 0.5 kg ball traveling in a 0.70 m radius circle
with an angular velocity of 15 revolutions every 10 s.

Answer: 31.1 N
2. Find the force of friction needed to keep a 3 000 kg car traveling with a
speed of 22 ms around a highway exit ramp curve that has a radius of 100 m.

Answer: 14 520 N
3. A passenger on an amusement park ride is cresting a hill in the ride at 15 ms .
If the top of the hill has a radius of 30 m, what force will a 50 kg passenger
feel from the seat? What fraction of the passenger’s weight is this?

Answer: 125 N; 1
4

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Centripetal Force Page: 328
Big Ideas Details Unit: Rotational Statics & Dynamics
honors & AP® 4. A roller coaster has a vertical loop with a 40 m radius. What speed at the
top of the loop will make a 60 kg rider feel “weightless?”

Answer: 20 ms

5. A ride called “The Rotor” at Six Flags is a cylinder that spins at 56 RPM, which
is enough to “stick” people to the walls. What force would a 90 kg rider feel
from the walls of the ride, if the ride has a diameter of 6 m?

Answer: 9 285 N

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Center of Mass Page: 329
Big Ideas Details Unit: Rotational Statics & Dynamics

Center of Mass
Unit: Rotational Statics & Dynamics
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 4.A.1.1
Mastery Objective(s): (Students will be able to…)
• Find the center of mass of an object.
Success Criteria:
• Object balances at its center of mass.
Language Objectives:
• Explain why an object balances at its center of mass.
Tier 2 Vocabulary: center

Labs, Activities & Demonstrations:

• Spin an object (e.g., a hammer or drill team rifle) with its center of mass
marked.

Notes:
center of mass: the point where all of an object’s mass could be placed without
changing the overall forces on the object or its rotational inertia.

Objects have nonzero volumes. For any object, some of the mass of the object will
always be closer to the center of rotation, and some of the mass will always be
farther away. In most of the problems that you will see in this course, we can
simplify the problem by pretending that all of the mass of the object is at a single
point.

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Center of Mass Page: 330
Big Ideas Details Unit: Rotational Statics & Dynamics
You can find the location of the center of mass of an object from the following
formula:
 mi ri
rcm = i

 mi
i

In this equation, the symbol Σ means “summation.” When this symbol appears in a
math equation, calculate the equation to the right of the symbol for each set of
values, then add them up.

In this case, for each object (designated by a subscript), first multiply mr for that
object, and then add up each of these products to get the numerator. Add up the
masses to get the denominator. Then divide.

Because an object at rest remains at rest, this means that an object’s center of mass
is also the point at which the object will balance on a sharp point. (Actually, because
gravity is involved, the object balances because the torques around the center of
mass cancel. We will discuss that in detail later.)

Finally, note that an object that is rotating freely in space will always rotate about its
center of mass:

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Center of Mass Page: 331
Big Ideas Details Unit: Rotational Statics & Dynamics
Sample Problem:
Q: Two people sit at the ends of a massless 3.5 m long seesaw. One person has a
mass of 59 kg, and the other has a mass of 71 kg. Where is their center of mass?

A: (Yes, there’s no such thing as a massless seesaw. This is an idealization to make

the problem easy to solve.)

In order to make this problem simple, let us place the 59-kg person at a distance
of zero.

 mi ri
rcm = i

 mi
i
(59)(0) + (71)(3.5)
rcm =
(59 + 71)
248.5
rcm = = 1.91m
130

Their center of mass is 1.91 m away from the 59-kg person.

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Rotational Inertia Page: 332
Big Ideas Details Unit: Rotational Statics & Dynamics

Rotational Inertia
Unit: Rotational Statics & Dynamics
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A, but needed for torque and angular
momentum
Mastery Objective(s): (Students will be able to…)
• Calculate the moment of (rotational) inertia of a system that includes one or
more masses at different radiï from the center of rotation.
Success Criteria:
• Correct formula for moment of inertia of each basic shape is correctly
selected.
• Variables are correctly identified and substituted correctly into the equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how an object’s moment of inertia affects its rotation.
Tier 2 Vocabulary: moment

Labs, Activities & Demonstrations:

• Try to stop a bicycle wheel with different amounts of mass attached to it.

Notes:
inertia: the tendency for an object to continue to do what it is doing (remain at rest
or remain in motion).

rotational inertia (or angular inertia): the tendency for a rotating object to continue
rotating.

moment of inertia (I ): a quantitative measure of the rotational inertia of an object.

Moment of inertia is measured in units of kg·m2.

Inertia in linear systems is a fairly easy concept to understand. The more mass an
object has, the more it tends to remain at rest or in motion, and the more force is
required to change its motion. I.e., in a linear system, inertia depends only on mass.

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Rotational Inertia Page: 333
Big Ideas Details Unit: Rotational Statics & Dynamics
Rotational Inertia
Rotational inertia is somewhat more complicated than the inertia in a non-rotating
system. Suppose we have a mass that is being rotated at the end of a string. (Let’s
imagine that we’re doing this in space, so we can neglect the effects of gravity.) The
mass’s inertia keeps it moving around in a circle at the same speed. If you suddenly
shorten the string, the mass continues moving at the same speed through the air,
but because the radius is shorter, the mass makes more revolutions around the
circle in a given amount of time.

In other words, the object has the same linear speed (not the same velocity because
its direction is constantly changing), but its angular velocity (degrees per second) has
increased.

This must mean that an object’s moment of inertia (its tendency to continue moving
at a constant angular velocity) must depend on its distance from the center of
rotation as well as its mass.

The formula for moment of inertia is:

I =  mi ri2
i

2
I.e., for each object or component (designated by a subscript), first multiply mr for
the object and then add up the rotational inertias for each of the objects to get the
total.

For a point mass (a simplification that assumes that the entire mass exists at a single
point):
I = mr 2

This means the rotational inertia of the point-mass is the same as the rotational
inertia of the object.

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Rotational Inertia Page: 334
Big Ideas Details Unit: Rotational Statics & Dynamics
Calculating the moment of inertia for an arbitrary shape requires calculus.
However, for solid, regular objects with well-defined shapes, their moments of
inertia can be reduced to simple formulas:

Point Mass Hollow Sphere:

at a Distance:
I = 2 mr 2
I = mr 2 3

Hollow Cylinder: Solid Sphere:

I = mr 2 I = 2 mr 2
5

Rod about the

Solid Cylinder:
Middle:
I = 1 mr 2
2 I = 1 mL2
12

Hoop about Rod about

Diameter: the End:
I = 1 mr 2 I = 1 mL2
2 3

In the above table, note that a rod can have a cross-section of any shape; for
example a door hanging from its hinges is considered a rod rotated about the end
for the purpose of determining its moment of inertia.

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Rotational Inertia Page: 335
Big Ideas Details Unit: Rotational Statics & Dynamics
Sample Problem:
kg
Q: A solid brass cylinder has a density of 8500 , a radius of 0.10 m and a height
m3
of 0.20 m and is rotated about its center. What is its moment of inertia?

A: In order to find the mass of the cylinder, we need to use the volume and the
density.

V =  r 2h = (3.14)(0.1)2 (0.2) Now that we have its mass, we can find

the moment of inertia of the cylinder:
V = 0.00628 m3

m
I = 1 mr 2
2
=
V I = 1 (53.4)(0.1)2 = 0.534 kg  m2
m 2
8 500 =
0.006 28
m = 53.4 kg

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Rotational Inertia Page: 336
Big Ideas Details Unit: Rotational Statics & Dynamics
honors only Parallel Axis Theorem
(not AP®) The moment of inertia of any object about an axis through its center of mass is
always the minimum moment of inertia for any axis in that direction in space.

The moment of inertia about any axis that is parallel to the axis through the center
of mass is given by:

Iparallel axis = Icm + mr 2

Note that the formula for the moment of inertia of a point mass at a distance r from
the center of rotation comes from the parallel axis theorem. The radius of the point
mass itself is zero, which means:

Icm = 0

I = Icm + mr 2
I = 0 + mr 2

The parallel axis theorem is used in AP® Physics C: Mechanics, but is outside the
scope of this course.

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Rotational Inertia Page: 337
Big Ideas Details Unit: Rotational Statics & Dynamics
Homework Problems
Find the moment of inertia of each of the following objects. (Note that you will
need to convert distances to meters.)

1. Answer: 0.36kg  m2
m = 2 kg m = 2 kg

30 cm

2. Answer: 0.128 kg  m2

r = 40 cm

Solid Sphere
mass = 2 kg

3. Answer: 1kg  m2

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Rotational Inertia Page: 338
Big Ideas Details Unit: Rotational Statics & Dynamics
4. Answer: 0.5kg  m2

50 cm

Hoop Mass = 4 kg

5. Answer: 1.28kg  m2

m = 6 kg

80 cm

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Rotational Inertia Page: 339
Big Ideas Details Unit: Rotational Statics & Dynamics
Find the moment of inertia of each of the following compound objects. (Be careful
to note when the diagram gives a diameter instead of a radius.)

6. Sledge hammer: Answer: 0.51kg  m2

7. Wheels and axle: Answer: 0.505kg  m2

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Rotational Inertia Page: 340
Big Ideas Details Unit: Rotational Statics & Dynamics
8. Wheel: Answer: 0.83 kg  m2

• Rim (outside hoop) mass is 2 kg

• Each spoke (from center
to rim) has a mass
of 0.5 kg

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Torque Page: 341
Big Ideas Details Unit: Rotational Statics & Dynamics

Torque
Unit: Rotational Statics & Dynamics
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.F.1.1, 3.F.1.2, 3.F.1.3, 3.F.1.4, 3.F.1.5, 3.F.2.2,
4.D.1.2
Mastery Objective(s): (Students will be able to…)
• Calculate the torque on an object.
• Calculate the location of the fulcrum of a system using balanced torques.
• Calculate the amount and distance from the fulcrum of the mass needed to
balance a system.
Success Criteria:
• Variables are correctly identified and substituted correctly into equations.
• Equations for torques on different masses are combined correctly
algebraically.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why a longer lever arm is more effective.
Tier 2 Vocabulary: balance, torque

Labs, Activities & Demonstrations:

• Balance an object on two fingers and slide both toward the center.
• Clever wine bottle stand.

Notes:
torque ( τ ): a vector quantity that measures the effectiveness of a force in causing
rotation. Take care to distinguish the Greek letter “τ” from the Roman letter “t”.
Torque is measured in units of newton-meters:

1N  m = 1 kgsm2
2

Note that work and energy (which we will study later) are also measured in
newton-meters. However, work and energy are different quantities from
torque, and are not interchangeable. (Among other differences, work and
energy are scalar quantities, and torque is a vector quantity.)

axis of rotation: the point around which an object rotates.

fulcrum: the point around which a lever pivots. Also called the pivot.

lever arm: the distance from the axis of rotation that a force is applied, causing a
torque.

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Torque Page: 342
Big Ideas Details Unit: Rotational Statics & Dynamics
Just as force is the quantity that causes linear acceleration, torque is the quantity
that causes a change in the speed of rotation (rotational acceleration).

Because inertia is a property of mass, Newton’s second law is the relationship

between force and inertia. Newton’s second law in rotational systems looks similar
to Newton’s second law in linear systems:

a=
F =
Fnet
α=
τ τnet
=
m m I I
Fnet = ma τ net = Iα *
linear rotational
As you should remember, a net force of zero, that means all forces cancel in all
directions and there is no acceleration. If there is no acceleration (a = 0) , the
velocity remains constant (which may or may not equal zero).

Similarly, if the net torque is zero, then the torques cancel in all directions and there
is no angular acceleration. If there is no angular acceleration (α = 0) , then the
angular velocity remains constant (which may or may not equal zero).

rotational equilibrium: when all of the torques on an object cancel each other’s
effects (resulting in a net force of zero) and the object either does not rotate or
rotates with a constant angular velocity.

Torque is also the cross product of distance from the center of rotation
(“lever arm”) × force:
τ = r F which gives: τ =  = rF sin = rF⊥

where θ is the angle between the lever arm and the applied force.

We use the variable r for the lever arm (which is a distance) because torque causes
rotation, and r is the distance from the center of the circle (radius) at which the
force is applied.

*
In this equation, α is angular acceleration, which is studied in AP® Physics 1, but is beyond
the scope of the CP1 and honors physics course. Qualitatively, angular acceleration is a
change in how fast something is rotating.

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Torque Page: 343
Big Ideas Details Unit: Rotational Statics & Dynamics
F sin is sometimes written as F⊥ (the component of the force that is perpendicular
to the radius) and sometimes F|| (the component of the force that is parallel to the
direction of motion). These notes will use F⊥ , because in many cases the force is
applied to a lever, and the component of the force that causes the torque is
perpendicular to the lever itself, so it is easy to think of it as “the amount of force
that is perpendicular to the lever”. This gives the equation:
 = rF⊥

Of course, because torque is the cross product of two vectors, it is a vector whose
direction is perpendicular to both the
lever arm and the force.

This is an application of the “right

hand rule.” If your fingers of your
right hand curl from the first vector
( r ) to the second ( F ), then your
thumb points in the direction of the
resultant vector ( τ ). Note that the
direction of the torque vector is
parallel to the axis of rotation.

Note, however, that you can’t “feel” torque; you can only “feel” force. Most people
think of the “direction” of a torque as the direction of the rotation that the torque
would produce (clockwise or counterclockwise). In fact, the College Board usually
uses this convention.

Mathematically, the direction of the torque vector is needed only to give torques a
positive or negative sign, so torques in the same direction add and torques in
opposite directions subtract. In practice, most people find it easier to define the
positive direction for rotation (clockwise  or counterclockwise ) and use those
for positive or negative torques in the problem, regardless of the direction of the
torque vector.

Sample Problem:
Q: If a perpendicular force of 20 N is applied to a wrench with a 25 cm handle, what
is the torque applied to the bolt?

A:  = r F⊥
 = (0.25m)(20 N)
 = 4 Nm

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Physics 1 In Plain English Jeff Bigler

Torque Page: 344
Big Ideas Details Unit: Rotational Statics & Dynamics
Seesaw Problems
A seesaw problem is one in which objects on opposite sides of a lever (such as a
seesaw) balance one another.

To solve seesaw problems, if the seesaw is not moving, then the torques must
balance and the net torque must be zero.

The total torque on each side is the sum of the separate torques caused by the
separate masses. Each of these masses can be considered as a point mass (infinitely
small object) placed at the object’s center of mass.

Sample Problems:
Q: A 100 cm meter stick is balanced at its center (the 50-cm mark) with two objects
hanging from it, as shown below:

One of the objects weighs 4.5 N, and is hung from the 20-cm mark
(30 cm = 0.3 m from the fulcrum). A second object is hung at the opposite end
(50 cm = 0.5 m from the fulcrum). What is the weight of the second object?

A: In order for the ruler to balance, the torque on the left side (which is trying to
rotate the ruler counter-clockwise) must be equal to the torque on the right side
(which is trying to rotate the ruler clockwise). The torques from the two halves
of the ruler are the same (because the ruler is balanced in the middle), so this
means the torques applied by the objects also must be equal.

The torque applied by the object on the left is:

 = rF = (0.30)(4.5) = 1.35N m

The torque applied by the object on the right must also be 1.35 N·m, so we can
calculate the force:

 = rF
1.35 = 0.50F
1.35
F= = 2.7N
0.50

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Torque Page: 345
Big Ideas Details Unit: Rotational Statics & Dynamics
honors & AP® Q: In the following diagram, the mass of the person on the left is 90. kg and the
mass of the person on the right is 50. kg. The board is 6.0 m long and has a mass
of 20. kg.

Where should the board be positioned in order to balance the seesaw?

A: When the seesaw is balanced, the torques on the left have to equal the torques
on the right.

This problem is more challenging because the board has mass and is not
balanced at its center. This means the two sides of the board apply different
(unequal) torques, so we have to take into account the torque applied by each
fraction of the board as well as the torque by each person.

Let’s say that the person on the left is sitting a distance of x meters from the
fulcrum. The board is 6 m long, which means the person on the right must be
(6 – x) meters from the fulcrum.

Our strategy is:

1. Calculate and add up the counter-clockwise (CCW = ) torques. These are
the torques that would turn the seesaw in a counter-clockwise direction,
which are on the left side. They are caused by the force of gravity acting on
the person, at distance x, and the left side of the board, centered at distance
x.
2
2. Calculate and add up the clockwise (CW = ) torques. These are caused by
the force of gravity acting on the person, at distance (6 – x), and the left side
of the board, centered at distance 6− x .
2
3. Set the two torques equal to each other and solve for x.

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Torque Page: 346
Big Ideas Details Unit: Rotational Statics & Dynamics
honors & AP® Left Side (CCW = ) Right Side (CW = )
Person Person
The person has a mass of 90 kg and is The person on the right has a mass of
sitting at a distance x from the fulcrum: 50 kg and is sitting at a distance of 6 − x
 LP = rF from the fulcrum:
 LP = x(mg) = x(90 kg)(10 sm2 )  RP = rF
 RP = r (mg) = (6 − x)(50 kg)(10 sm2 )
 LP = 900 x
 RP = 500 (6 − x)
 RP = 3000 − 500 x
Board
The center of mass of the left part of the Board
board is at a distance of x . The center of mass of the right part of
the board is at a distance of 6− x .
2
The weight (Fg) of the board to the left 2

(6)
of the fulcrum is x (20)(10) The weight (Fg) of the board to the right

 LB = rF (6)
of the fulcrum is 6−x (20)(10)

 LB = r (mg) = x ( 2 ) ( 6.0x ) (20) (10)  RB = rF

 LB = 16.6 x 2
( 2 )( 6−6 x )(20) (10)
 RB = r (mg) = 6− x

 RB = 16.6 (36 − 12 x + x 2 )
 RB = 600 − 200 x + 16.6 x 2
Total
 ccw =  LB +  LP Total
 ccw = 16.6 x 2 + 900 x  cw =  RB +  RP
 cw = 16.6 x 2 − 200 x + 600 + 3000 − 500 x
 cw = 16.6 x 2 − 700 x + 3600

Because the seesaw is not rotating, the net torque must be zero. So we need to
define the positive and negative directions. A common convention is to define
counter-clockwise as the positive direction. (Most math classes already do this—a
positive angle means counter-clockwise starting from zero at the x-axis.)

This gives:
 ccw = 16.6 x2 + 900 x  cw = −(16.6 x2 − 700 x + 3600) = −16.6 x2 + 700 x − 3600

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Physics 1 In Plain English Jeff Bigler

Torque Page: 347
Big Ideas Details Unit: Rotational Statics & Dynamics
honors & AP® Because the seesaw is not rotating we set  CCW +  CW = 0 and solve:

0 =  net =  =  ccw +  cw = 16.6 x 2 + 900 x − 16.6 x 2 + 700 x − 3600

0 = 900 x + 700 x − 3600
0 = 1600 x − 3600
1600 x = 3600
3600
x= = 2.25m
1600
The board should therefore be placed with the fulcrum 2.25 m away from the person
on the left.

Q: Calculate the torque on the following 10 cm lever. The lever is angled 40° up
from horizontal, and a force of 40 N force is applied parallel to the ground.

10 cm
40 N
40°

A: This is an exercise in geometry. We need the component of the 40 N force that

is perpendicular to the lever (F⊥ ) . To find this, we draw a right triangle in which
the hypotenuse is the applied force. (Remember that the hypotenuse is the
longest side, and the total force must be greater than or equal to any of its
components.)

Now, we simply use our calculators (or trigonometry tables):

40cos(50) = (40)(0.643) = 25.7N

Extension
Just as yank is the rate of change of force with respect to time, the rate of change of
τ
torque with respect to time is called rotatum: P = = r Y . Rotatum is also
t
sometimes called the “moment of a yank,” because it is the rotational analogue to
yank.

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Torque Page: 348
Big Ideas Details Unit: Rotational Statics & Dynamics
honors & AP® Homework Problems
For each of the following diagrams, find the torque about the axis indicated by the
black dot. Assume that the lever itself has negligible mass.
25 cm
1. Answer: 5.62N mCCW ()

40°

35 N

25 cm
2. Answer: 5.62N mCW ()

40°

35 N

50 N
3. 60° Answer: 4.33NmCW ()

10 cm

20 cm

4. Answer: 18.4 N mCW ()

40 cm

140°

60 N

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Torque Page: 349
Big Ideas Details Unit: Rotational Statics & Dynamics
5. In the following diagram, a meter stick is balanced in the center (at the
50 cm mark). A 6.2 N weight is hung from the meter stick at the 30 cm
mark. How much weight must be hung at the 100 cm mark in order to
balance the meter stick?

Hints:
• The meter stick has the same amount of mass on both sides of the
fulcrum. This means it applies the same amount of torque in both
directions and you don’t need to include it in your calculations.
• The 30 cm mark is 20 cm = 0.2 m from the fulcrum; the 100 cm mark is
50 cm = 0.5 m from the fulcrum.

Answer: 0.25 kg

6. The seesaw shown in the following diagram balances when no one is sitting
on it. The child on the right has a mass of 35 kg and is sitting 2.0 m from the
fulcrum. If the adult on the left has a mass of 85 kg, how far should the
adult sit from the fulcrum in order for the seesaw to be balanced?

Answer: 0.82 m

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Solving Linear & Rotational Force/Torque Problems Page: 350
Big Ideas Details Unit: Rotational Statics & Dynamics
AP® Solving Linear & Rotational Force/Torque
Problems
Unit: Rotational Statics & Dynamics
MA Curriculum Frameworks (2016): HS-PS2-1, HS-PS2-10(MA)
AP® Physics 1 Learning Objectives: 3.A.1.1, 3.A.1.3, 3.F.1.1, 3.F.1.2, 3.F.1.3, 3.F.1.4,
3.F.1.5, 3.F.2.1, 3.F.2.2, 4.A.1.1, 4.D.1.1, 4.D.1.2
Mastery Objective(s): (Students will be able to…)
• Set up and solve problems involving combinations of linear and rotational
dynamics.
Success Criteria:
• Variables are correctly identified and substituted correctly into equations.
• Equations are combined correctly algebraically.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Identify which parts of a problem are linear and which parts are rotational.
Tier 2 Vocabulary: force, rotation, balance, torque

Notes:
Newton’s second law—that forces produce acceleration—applies in both linear and
rotational contexts. In fact, you can think of the equations as exactly the same,
except that one set uses Cartesian coördinates, and the other uses polar or spherical
coördinates.

You can substitute rotational variables for linear variables in all of Newton’s
equations (motion and forces), and the equations are still valid.

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Solving Linear & Rotational Force/Torque Problems Page: 351
Big Ideas Details Unit: Rotational Statics & Dynamics
AP® The following is a summary of the variables used for dynamics problems:
Linear Angular
Var. Unit Description Var. Unit Description
x m position θ — (rad) angle; angular position
d ,x m displacement θ — (rad) angular displacement

v
m
s velocity ω s ( )
1 rad
s angular velocity
m 1  rad 
a s2
acceleration α   angular acceleration
s2  s2 

t s time t s time
m kg mass I kg  m 2
moment of inertia
F N force τ N m torque
Notice that each of the linear variables has an angular counterpart.

Keep in mind that “radian” is not a unit. A radian is a ratio that describes an angle as
the ratio of the arc length to the radius. This ratio is dimensionless (has no unit),
because the units cancel. This means that an angle described in radians has no unit,
and therefore never needs to be converted from one unit to another. However, we
often write “rad” after an angle measured in radians to remind ourselves that the
quantity describes an angle.

We have learned the following equations for solving motion problems:

Linear Equation Angular Equation Relation Comments

Quantity that
F = ma τ = Iα τ = r  F = rF⊥ produces
acceleration
Centripetal force
mv 2 (which causes
Fc = mac = Fc = mac = mrω2
r centripetal
acceleration)
Note that vector quantities (shown in bold) can be positive or negative, depending
on direction.

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Physics 1 In Plain English Jeff Bigler

Solving Linear & Rotational Force/Torque Problems Page: 352
Big Ideas Details Unit: Rotational Statics & Dynamics
AP® Problems Involving Linear and Rotational Dynamics
The main points of the linear Dynamics (Forces) & Gravitation chapter were:

a. A net force produces acceleration. Fnet = ma

b. If there is no acceleration, then there is no net force, which means all

forces must cancel in all directions. No acceleration may mean a static
situation (nothing is moving) or constant velocity.

c. Forces are vectors. Perpendicular vectors do not affect each other,

which means perpendicular forces do not affect each other.

The analogous points hold true for torques:

1. A net torque produces angular acceleration. τ net = Iα

2. If there is no angular acceleration, then there is no net torque, which means

all torques must cancel. No angular acceleration may mean a static situation
(nothing is rotating) or it may mean that there is rotation with constant
angular velocity.

3. Torques are vectors. Perpendicular torques do not affect each other.

4. Torques and linear forces act independently.

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Solving Linear & Rotational Force/Torque Problems Page: 353
Big Ideas Details Unit: Rotational Statics & Dynamics
AP® One of the most common types of problem involves a stationary object that has
both linear forces and torques, both of which are in balance.

In the diagrams at the right, a beam with a center of gravity

(center of mass) in the middle (labeled “CG”) is attached to a
wall with a hinge. The end of the beam is held up with a rope
at an angle of 40° above the horizontal.

The rope applies a torque to the beam at the end at an angle

of rotation with a radius equal to the length of the beam.
Gravity applies a force straight down on the beam.

1. Because the beam is not rotating, we know that τ net

must be zero, which means the wall must apply a
torque that counteracts the torque applied by the
rope. (Note that the axis of rotation for the torque
from the wall is the opposite end of the beam.)

2. Because the beam is not moving (translationally), we know that Fnet must
be zero in both the vertical and horizontal directions. This means that the
wall must apply a force FW to balance the vertical and horizontal
components of FT and mg . Therefore, the vertical component of FW plus
the vertical component of FT must add up to mg , and the horizontal
components of FT and FW must cancel.

AP questions often combine pulleys with torque. (See the section on Tension
starting on page 275.) These questions usually require you to combine the following
concepts/equations:
1. A torque is the action of a force acting perpendicular to the radius at some
distance from the axis of rotation:  = rF⊥
2. Net torque produces angular acceleration according to the formula:
 net = I
3. The relationships between tangential and angular velocity and acceleration
are: vT = r and aT = r ← Memorize these!

AP free-response problems are always scaffolded, meaning that each part leads to
the next.

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Physics 1 In Plain English Jeff Bigler

Solving Linear & Rotational Force/Torque Problems Page: 354
Big Ideas Details Unit: Rotational Statics & Dynamics
AP® Sample AP-Style Problem
Q: Two masses, m1 = 23.0 kg and m2 = 14.0 kg are suspended by
a rope that goes over a pulley that has a radius of
R = 0.350 m and a mass of M = 40 kg, as shown in the
diagram to the right. (You may assume that the pulley is a
solid cylinder.) Initially, mass m2 is on the ground, and mass
m1 is suspended at a height of h = 0.5 m above the ground.

a. What is the net torque on the pulley?

CCW: the torque is caused by mass m1 at a distance of
R, which is given by:
 1 = m1gR = (23.0)(10)(0.350) = 80.5N  m
(Note that we are using positive numbers for counter-clockwise
torques and negative numbers for clockwise torques.)
CW: the torque is caused by mass m2 at a distance of R, so:
 2 = m2gR = −(14.0)(10)(0.350) = −49.0 N  m
Net: The net torque is just the sum of all of the torques:
 net = 80.5 + (−49.0) = +31.5N  m (CCW)
b. What is the angular acceleration of the pulley?
Now that we know the net torque, we can use the equation τ net = Iα to
calculate α (but we have to calculate I first).
I = 12 MR2 = ( 12 )(40)(0.35)2 = 2.45N m2

 net = I
31.5 = 2.45
 = 12.9 rad
2
s

c. What is the linear acceleration of the blocks?

The linear acceleration of the blocks is the same as the acceleration of the
rope, which is the same as the tangential acceleration of the pulley:
aT = r = (0.35)(12.9) = 4.5 sm2

d. How much time does it take for mass m1 to hit the floor?
We never truly get away from kinematics problems!
d = vot + 12 at 2 t 2 = 0.222
0.5 = ( 12 )(4.5)t 2 t = 0.222 = 0.47 s

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Solving Linear & Rotational Force/Torque Problems Page: 355
Big Ideas Details Unit: Rotational Statics & Dynamics
AP® Homework Problems
1. A 25 kg bag is suspended from the end of a
uniform 100 N beam of length L, which is
attached to the wall by an ideal (freely-
swinging, frictionless) hinge, as shown in the
figure to the right. The angle of rope hanging
from the ceiling is θ = 30°.

What is the tension, T2, in the rope that hangs

from the ceiling?

Answer: 600 N

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Solving Linear & Rotational Force/Torque Problems Page: 356
Big Ideas Details Unit: Rotational Statics & Dynamics
AP® 2. A 75 kg block is suspended from the end of a
uniform 100 N beam of length L, which is
attached to the wall by an ideal hinge. A
support rope is attached ¼ of the way to the
end of the beam at an angle from the wall of
θ = 30°.

What is the tension in the support rope (T2)?

Answer: 3 695 N

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Solving Linear & Rotational Force/Torque Problems Page: 357
Big Ideas Details Unit: Rotational Statics & Dynamics
2
AP® 3. A 25 kg box is suspended /3 of the way up a
uniform 100 N beam of length L, which is
attached to the floor by an ideal hinge, as
shown in the picture to the right. The angle of
the beam above the horizontal is θ = 37°.

What is the tension, T1, in the horizontal

support rope?

Answer: 288 N

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Solving Linear & Rotational Force/Torque Problems Page: 358
Big Ideas Details Unit: Rotational Statics & Dynamics
AP® 4. Two blocks are suspended from a double pulley as
shown in the picture to the right. Block #1 has a mass of
2 kg and is attached to a pulley with radius R1 = 0.25 m.
Block #2 has a mass of 3.5 kg and is attached to a pulley
with radius R2 = 0.40 m. The pulley has a moment of
inertia of 1.5 kg·m2.

When the weights are released and are allowed to fall,

a. What will be the net torque on the system?

Answer: 9N m CW ()

b. What will be the angular acceleration of the pulley?

Answer: 6 rad
2
s

c. What will be the linear accelerations of blocks #1 and #2?

Answer: block #1: 1.5 m2 ; block #2: 2.4 m2

s s

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Introduction: Gravitation Page: 359
Big Ideas Details Unit: Gravitation

Introduction: Gravitation
Unit: Gravitation
Topics covered in this chapter:
Early Theories of the Universe .....................................................................361
Kepler’s Laws of Planetary Motion ..............................................................363
Universal Gravitation ...................................................................................365

In this chapter you will learn about different kinds of forces and how they relate.

• Early Theories of the Universe describes the geocentric (Earth-centered) model

of the universe, and the theories of Ptolemy and Copernicus.

• Kepler’s Laws of Planetary Motion describes the motion of planets and other
celestial bodies and the time period that it takes for planets to revolve around
stars throughout the universe.

• Universal Gravitation describes how to calculate the force of mutual

gravitational attraction between massive objects such as planets and stars.

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Physics 1 In Plain English Jeff Bigler

Introduction: Gravitation Page: 360
Big Ideas Details Unit: Gravitation
Standards addressed in this chapter:

MA Curriculum Frameworks (2016):

HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation
and Coulomb’s Law to describe and predict the gravitational and
electrostatic forces between objects.
AP® AP® Physics 1 Learning Objectives:
2.B.1.1: The student is able to apply to calculate the gravitational force on an
object with mass m in a gravitational field of strength g in the context of
the effects of a net force on objects and systems. [SP 2.2, 7.2]
2.B.2.1: The student is able to apply to calculate the gravitational field due to
an object with mass M, where the field is a vector directed toward the
center of the object of mass M. [SP 2.2]
2.B.2.2: The student is able to approximate a numerical value of the
gravitational field (g) near the surface of an object from its radius and
mass relative to those of the Earth or other reference objects. [SP 2.2]
3.C.1.1: The student is able to use Newton’s law of gravitation to calculate the
gravitational force the two objects exert on each other and use that force
in contexts other than orbital motion. [SP 2.2]
3.C.1.2: The student is able to use Newton’s law of gravitation to calculate the
gravitational force between two objects and use that force in contexts
involving orbital motion [SP 2.2]
3.C.2.2: The student is able to connect the concepts of gravitational force and
electric force to compare similarities and differences between the forces.
[SP 7.2]
3.G.1.1: The student is able to articulate situations when the gravitational
force is the dominant force and when the electromagnetic, weak, and
strong forces can be ignored. [SP 7.1]

Topics from this chapter assessed on the SAT Physics Subject Test:
Gravity, such as the law of gravitation, orbits, and Kepler’s laws.
1. Kepler’s Laws
2. Weightlessness
3. Newton’s Law of Universal Gravitation

Skills learned & applied in this chapter:

• Estimating the effect of changing one variable on other variables in the same
equation.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Early Theories of the Universe Page: 361
Big Ideas Details Unit: Gravitation
CP1 & honors
(not AP®)
Early Theories of the Universe
Unit: Gravitation
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Describe early models of the planets and stars, including Copernicus’s
heliocentric model
Success Criteria:
• Description accounts for observations of the time.
Language Objectives:
• Explain the primary differences between the geocentric (Earth-in-the-center)
and heliocentric (sun-in-the-center) model.
Tier 2 Vocabulary: sphere, cycle, revolve

Notes:
Prior to the renaissance in Europe, most people believed that the Earth was the
center of the universe. Early astronomers observed objects moving across the night
sky. Objects that were brighter and changed their position significantly from one
night to the next were called planets. Objects that were dimmer and more constant
(changed their position more gradually from one night to the next) were called stars.

Retrograde Motion and Epicycles

Early astronomers observed that planets sometimes moved “backwards” as they
moved across the sky.

retrograde: apparent “backwards” motion of a planet as it appears to move across

the sky.

The ancient astronomer Claudius Ptolemy theorized that this retrograde motion was
caused by the planets moving in small circles, called epicycles, as they moved in their
large circular path around the Earth, called the deferent.

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Physics 1 In Plain English Jeff Bigler

Early Theories of the Universe Page: 362
Big Ideas Details Unit: Gravitation
CP1 & honors Heliocentric Theory
(not AP®) In 1532, Polish mathematician and astronomer Nicolaus Copernicus published a new
heliocentric theory of the universe that placed the sun at the center and designated
the Earth as one of the planets that revolve around the sun.
heliocentric theory: the theory that the sun (not the Earth) is the center of the
universe.
The assumptions of Copernicus’s theory were:
1. There is no one center of all the celestial circles or spheres.*
2. The center of the Earth is the center towards which heavy objects move†,
and the center of the lunar sphere (the moon’s orbit). However, the center
of the Earth is not the center of the universe.
3. All the spheres surround the sun as if it were in the middle of them, and
therefore the center of the universe is near the sun.
4. The spheres containing the stars are much farther from the sun than the
sphere in which the Earth moves. This far-away sphere that contained the
stars was called the firmament.
5. The firmament does not move. The stars appear to move because the Earth
is rotating.
6. The sun appears to move because of a combination of the Earth rotating and
revolving around the sun. This means the Earth is just a planet, and nothing
special (as far as the universe is concerned).
7. The apparent motion of the planets (both direct and retrograde) is explained
by the Earth’s motion.

*
At the time, it was thought that planets and stars were somehow attached to the surface of
a hollow sphere, and that they moved along that sphere.
†
Remember that Copernicus published this theory more than 150 years before Isaac Newton
published his theory of gravity.

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Physics 1 In Plain English Jeff Bigler

Kepler’s Laws of Planetary Motion Page: 363
Big Ideas Details Unit: Gravitation
CP1 & honors
(not AP®)
Kepler’s Laws of Planetary Motion
Unit: Gravitation
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Set up and solve problems involving Kepler’s Laws.
Success Criteria:
• All variables are identified and substituted correctly.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how the speed that a planet is moving changes as it revolves around
the sun.
Tier 2 Vocabulary: focus

Notes:
The German mathematician and astronomer Johannes Kepler lived about 100 years
after Copernicus. Kepler derived three laws and equations that govern planetary
motion, which were published in three volumes between 1617 and 1621.

Kepler’s First Law

The orbit of a planet is an ellipse, with the sun at one focus.

Kepler’s Second Law

A line that joins a planet with the sun will sweep out equal areas in equal amounts of
time.

I.e., the planet moves faster as it moves closer to the sun and slows down as it gets
farther away. If the planet takes exactly 30 days to sweep out one of the blue areas
above, then it will take exactly 30 days to sweep out the other blue area, and any
other such area in its orbit.

While we now know that the planet’s change in speed is caused by the force of
gravity, Kepler’s Laws were published fifty years before Isaac Newton published his
theory of gravity.

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Physics 1 In Plain English Jeff Bigler

Kepler’s Laws of Planetary Motion Page: 364
Big Ideas Details Unit: Gravitation
CP1 & honors Kepler’s Third Law
(not AP®) If T is the period of time that a planet takes to revolve around a sun and rave. is the
average radius of the planet from the sun (the length of the semi-major axis of its
elliptical orbit) then:

T2
3
= constant for every planet in that solar system
rave.

T2 4 π2
We now know that, 3
= , where G is the universal gravitational constant and
rave.
GM
M is the mass of the star in question, which means this ratio is different for every
T2
planetary system. For our solar system, the value of 3
is approximately
rave.

9.5  10−27 s2 or 3  10−34 years2

.
m3 m3

Kepler’s third law allows us to estimate the mass of a planet in some distant solar
system, based on the mass of its sun and the time it takes for the planet to make
one revolution.

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Physics 1 In Plain English Jeff Bigler

Universal Gravitation Page: 365
Big Ideas Details Unit: Gravitation

Universal Gravitation
Unit: Gravitation
MA Curriculum Frameworks (2016): HS-PS2-4
AP® Physics 1 Learning Objectives: 2.B.2.1, 2.B.2.2, 3.A.3.3, 3.C.1.1, 3.C.1.2, 3.G.1.1
Mastery Objective(s): (Students will be able to…)
• Set up and solve problems involving Newton’s Law of Universal Gravitation.
• Assess the effect on the force of gravity of changing one of the parameters in
Newton’s Law of Universal Gravitation.
Success Criteria:
• All variables are identified and substituted correctly.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how changing each of the parameters in Newton’s Law of Universal
Gravitation affects the result.
Tier 2 Vocabulary: gravity

Notes:
Gravity is a force of attraction between two objects because of their mass. The
cause of this attraction is not currently known, though the most popular theory is
that it is a force mediated by an elementary particle called a graviton.

An object with more mass causes a stronger gravitational force,

which means “the more mass you have, the more attractive you
are.”

However, the force gets weaker as the object gets farther away.

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Physics 1 In Plain English Jeff Bigler

Universal Gravitation Page: 366
Big Ideas Details Unit: Gravitation
If we are on the Earth, our distance from the part of the Earth that we are standing
on is zero, but our distance from the opposite side of the Earth would be the
diameter of the Earth, which is about 8 000 miles.

This means that we need to measure distance from the center of mass of the Earth,
which is approximately the center of the Earth. If we are on the surface of the Earth,
this distance would be the radius of the Earth, which is 6.37  106 m (a little less than
4 000 miles).
If we represent the gravitational pull of the Earth as a fraction, it would be
proportional to:
mass of Earth
distance from center of Earth

If we write this as an equation, using the mathematical symbol  , which “is

proportional to”, it would look like:
m
Fg 
r

However, all objects with mass have gravity. If we have two objects, such as the
Earth and the sun, they pull on each other. This means that the total gravitational
pull between the Earth and the sun would be:

 mass of sun   mass of Earth 

   
 distance from the sun   distance from the Earth 
If we call the sun #1 and the Earth #2, this would give us:
m1 m2
Fg  
r1 r2

However, because the distance from the sun to the Earth is the same as the distance
from the Earth to the sun, r1 = r2 = r , which means:
m1 m2 m1 m2 m1 m2
Fg  = =
r1 r2 r r r2

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Physics 1 In Plain English Jeff Bigler

Universal Gravitation Page: 367
Big Ideas Details Unit: Gravitation
However, we want an equation, not a proportion.
If we multiply the right side of the equation, using the masses in kilograms and the
distance in meters, we would get a much larger number than the actual force (in
newtons). This means we have to include the conversion factor, which is called the
“universal gravitational constant”. This constant turns out to be 6.67  10−11 Nm2 .
2

kg
(The units are because they cancel the m2 and kg2 from the formula and give
newtons, which is the desired unit.) The symbol used for this constant is G. Thus
our formula becomes:
Gm1m2 (6.67  10−11 )m1m2
Fg = =
r2 r2
This relationship is the universal gravitation equation. Sir Isaac Newton first
published this equation in Philosophiæ Naturalis Principia Mathematica in 1687.

Relationship between G and g

The strength of the gravitational field anyplace in the universe can be calculated
from the universal gravitation equation.

If m1 is the mass of the Earth (or whichever planet we happen to be standing on) and
m2 is the object that is being attracted, we can divide the universal gravitation
equation by m2, which gives us:
Fg Gm1 m2 Gm1
= 2
=
m2 r m2 r2

Recall from the section on Gravitational Fields on page 255 that Fg = mg . For our
Fg
object, which we’re calling m2, this means that g = .
m2
Gm1
Therefore, g = where m1 is the mass of the planet in question.
r2
If we wanted to calculate the value of g on Earth, In this expression, m1 would be the
mass of the Earth (5.97  1024 kg) and r would be the radius of the Earth
(6.38  106 m) . Substituting these numbers into the equation gives:

Gm1 (6.67  10−11 )(5.97  1024 )

g= = = 9.81 kg
N *
r2 (6.38  106 )2

*
In most places in this book we round g to 10 kgN to simplify the math. However, we have 3
significant figures for G, which means that if we want to compare results, we need to also
use 3 significant figures for g.

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Physics 1 In Plain English Jeff Bigler

Universal Gravitation Page: 368
Big Ideas Details Unit: Gravitation
Sample Problems:
Q: Find the force of gravitational attraction between the Earth and a person with a
mass of 75 kg. The mass of the Earth is 5.97 × 1024 kg, and its radius is
6.37 × 106 m.

Gm1m2
A: Fg =
r2
(6.67  10 −11 )(5.97  1024 )(75)
Fg =
(6.38  106 )2
Fg = 736 N

This is the same number that we would get using Fg = mg , with g = 9.81 kgN .

If we use the approximation of g = 10 kg

N (which is about 2 % too high), we get

Fg = 750 N , which is about 2 % too high.

Q: Find the acceleration due to gravity on the moon.

Gmmoon
A: gmoon = 2
rmoon
(6.67  10−11 )(7.35  1022 )
gmoon = = 1.62 kgN
(1.74  106 )2

Q: If the distance between an object and the center of mass of a planet is tripled,
what happens to the force of gravity between the planet and the object?

A: There are two ways to solve this problem.

Gm1m2
Starting with Fg = , if we replace r with 3r, we would get:
r2
Gm1m2 Gm1m2 1 Gm1m2
Fg = = = 
(3r )2 9r 2 9 r2

A useful shortcut for these kinds of problems is to set them up as “before and
after” problems, using the number 1 for every quantity on the “before” side,
and replacing the ones that change with their new values on the “after” side:

Before After
1 1 1 1 1 1 1
Fg = 2 = 1 Fg = 2 =
1 3 9

1
Thus Fg is of the original Fg .
9

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Physics 1 In Plain English Jeff Bigler

Universal Gravitation Page: 369
Big Ideas Details Unit: Gravitation
Homework Problems
You will need to use data from Table T. Planetary Data and Table U. Sun & Moon
Data on page 687 of your Physics Reference Tables.

1. Find the force of gravity between the earth and the sun.

Answer: 3.52  1022 N

2. Find the acceleration due to gravity (the value of g) on the planet Mars.

Answer: 3.70 sm2

3. A mystery planet in another part of the galaxy has an acceleration due to

gravity of 5.0 sm2 . If the radius of this planet is 2.0  106 m , what is its mass?

Answer: 3.0  1023 kg

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Physics 1 In Plain English Jeff Bigler

Universal Gravitation Page: 370
Big Ideas Details Unit: Gravitation
4. A person has a mass of 80. kg.
a. What is the weight of this person on the surface of the Earth?
You may use Fg = mg for this problem, but use g = 9.81 kgN instead of
g = 10 kgN so you will get the same answer as you would get with the
universal gravitation equation.)

Answer: 785 N
b. What is the weight of the same person when orbiting the Earth at a
height of 4.0  106 m above its surface?
(Hint: Remember that Earth’s gravity is calculated from the center of
mass of the Earth. Therefore, the “radius” in this problem is the distance
from the center of the Earth to the spaceship, which includes both the
radius of the Earth and the distance from the Earth’s surface to the
spaceship. It may be helpful to draw a sketch.)

Answer: 296N

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Physics 1 In Plain English Jeff Bigler

Introduction: Energy, Work & Power Page: 371
Big Ideas Details Unit: Energy, Work & Power

Introduction: Energy, Work & Power

Unit: Energy, Work & Power
Topics covered in this chapter:
Energy .......................................................................................................... 376
Work ............................................................................................................ 381
Conservation of Energy ................................................................................ 389
Rotational Work ........................................................................................... 400
Rotational Kinetic Energy ............................................................................. 402
Escape Velocity ............................................................................................ 409
Power ........................................................................................................... 412

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Physics 1 In Plain English Jeff Bigler

Introduction: Energy, Work & Power Page: 372
Big Ideas Details Unit: Energy, Work & Power
This chapter deals with the ability of a moving object (or potential for an object to
move) to affect other objects.
• Energy describes different types of energy, particularly potential and kinetic
energy.
• Work describes changes in energy through the application of a force over a
distance.
• Conservation of Energy explains and gives examples of the principle that
“energy cannot be created or destroyed, only changed in form”.
• Rotational Work and Rotational Kinetic Energy describe how these principles
apply in rotating systems.
• Escape Velocity describes the application of the conservation of energy
energy to calculate the velocity need to launch an object into orbit.
• Power describes the rate at which energy is applied

New challenges in this chapter involve keeping track of the same quantity applied to
the same object, but at different times.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):

HS-PS3-1. Use algebraic expressions and the principle of energy conservation
to calculate the change in energy of one component of a system when the
change in energy of the other component(s) of the system, as well as the
total energy of the system including any energy entering or leaving the
system, is known. Identify any transformations from one form of energy to
another, including thermal, kinetic, gravitational, magnetic, or electrical
energy, in the system.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic
scale can be accounted for as either motions of particles or energy stored
in fields.
HS-PS3-3. Design, build, and refine a device that works within given
constraints to convert one form of energy into another form of energy.
AP® AP® Physics 1 Learning Objectives:
3.E.1.1: The student is able to make predictions about the changes in kinetic
energy of an object based on considerations of the direction of the net
force on the object as the object moves. [SP 6.4, 7.2]
3.E.1.2: The student is able to use net force and velocity vectors to determine
qualitatively whether kinetic energy of an object would increase,
decrease, or remain unchanged. [SP 1.4]

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Physics 1 In Plain English Jeff Bigler

Introduction: Energy, Work & Power Page: 373
Big Ideas Details Unit: Energy, Work & Power
AP® 3.E.1.3: The student is able to use force and velocity vectors to determine
qualitatively or quantitatively the net force exerted on an object and
qualitatively whether kinetic energy of that object would increase,
decrease, or remain unchanged. [SP 1.4, 2.2]
3.E.1.4: The student is able to apply mathematical routines to determine the
change in kinetic energy of an object given the forces on the object and
the displacement of the object. [SP 2.2]
4.C.1.1: The student is able to calculate the total energy of a system and
justify the mathematical routines used in the calculation of component
types of energy within the system whose sum is the total energy.
[SP 1.4, 2.1, 2.2]
4.C.1.2: The student is able to predict changes in the total energy of a system
due to changes in position and speed of objects or frictional interactions
within the system. [SP 6.4]
4.C.2.1: The student is able to make predictions about the changes in the
mechanical energy of a system when a component of an external force
acts parallel or antiparallel to the direction of the displacement of the
center of mass. [SP 6.4]
4.C.2.2: The student is able to apply the concepts of Conservation of Energy
and the Work-Energy theorem to determine qualitatively and/or
quantitatively that work done on a two-object system in linear motion will
change the kinetic energy of the center of mass of the system, the
potential energy of the systems, and/or the internal energy of the system.
[SP 1.4, 2.2, 7.2]
4.D.1.1: The student is able to describe a representation and use it to analyze
a situation in which several forces exerted on a rotating system of rigidly
connected objects change the angular velocity and angular momentum of
the system. [SP 1.2, 1.4]
4.D.1.2: The student is able to plan data collection strategies designed to
establish that torque, angular velocity, angular acceleration, and angular
momentum can be predicted accurately when the variables are treated as
being clockwise or counterclockwise with respect to a well-defined axis of
rotation, and refine the research question based on the examination of
data. [SP 3.2, 4.1, 4.2, 5.1, 5.3]
5.A.2.1: The student is able to define open and closed systems for everyday
situations and apply conservation concepts for energy, charge, and linear
momentum to those situations. [SP 6.4, 7.2]
5.B.1.1: The student is able to set up a representation or model showing that a
single object can only have kinetic energy and use information about that
object to calculate its kinetic energy. [SP 1.4, 2.2]
5.B.1.2: The student is able to translate between a representation of a single
object, which can only have kinetic energy, and a system that includes the
object, which may have both kinetic and potential energies. [SP 1.5]

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Physics 1 In Plain English Jeff Bigler

Introduction: Energy, Work & Power Page: 374
Big Ideas Details Unit: Energy, Work & Power
AP® 5.B.2.1: The student is able to calculate the expected behavior of a system
using the object model (i.e., by ignoring changes in internal structure) to
analyze a situation. Then, when the model fails, the student can justify the
use of conservation of energy principles to calculate the change in internal
energy due to changes in internal structure because the object is actually
a system. [SP 1.4, 2.1]
5.B.3.1: The student is able to describe and make qualitative and/or
quantitative predictions about everyday examples of systems with internal
potential energy. [SP 2.2, 6.4, 7.2]
5.B.3.2: The student is able to make quantitative calculations of the internal
potential energy of a system from a description or diagram of that system.
[SP 1.4, 2.2]
5.B.3.3: The student is able to apply mathematical reasoning to create a
description of the internal potential energy of a system from a description
or diagram of the objects and interactions in that system. [SP 1.4, 2.2]
5.B.4.1: The student is able to describe and make predictions about the
internal energy of systems. [SP 6.4, 7.2]
5.B.4.2: The student is able to calculate changes in kinetic energy and
potential energy of a system, using information from representations of
that system. [SP 1.4, 2.1, 2.2]
5.B.5.1: The student is able to design an experiment and analyze data to
examine how a force exerted on an object or system does work on the
object or system as it moves through a distance. [SP 4.2, 5.1]
5.B.5.2: The student is able to design an experiment and analyze graphical
data in which interpretations of the area under a force-distance curve are
needed to determine the work done on or by the object or system.
[SP 4.2, 5.1]
5.B.5.3: The student is able to predict and calculate from graphical data the
energy transfer to or work done on an object or system from information
about a force exerted on the object or system through a distance.
[SP 1.4, 2.2, 6.4]
5.B.5.4: The student is able to make claims about the interaction between a
system and its environment in which the environment exerts a force on
the system, thus doing work on the system and changing the energy of the
system (kinetic energy plus potential energy). [SP 6.4, 7.2]
5.B.5.5: The student is able to predict and calculate the energy transfer to (i.e.,
the work done on) an object or system from information about a force
exerted on the object or system through a distance. [SP 2.2, 6.4]
5.D.1.1: The student is able to make qualitative predictions about natural
phenomena based on conservation of linear momentum and restoration
of kinetic energy in elastic collisions. [SP 6.4, 7.2]

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Physics 1 In Plain English Jeff Bigler

Introduction: Energy, Work & Power Page: 375
Big Ideas Details Unit: Energy, Work & Power
AP® 5.D.3.1: The student is able to predict the velocity of the center of mass of a
system when there is no interaction outside of the system but there is an
interaction within the system (i.e., the student simply recognizes that
interactions within a system do not affect the center of mass motion of
the system and is able to determine that there is no external force).
[SP 6.4]

Topics from this chapter assessed on the SAT Physics Subject Test:
• Energy, such as potential and kinetic energy, work, power, and conservation
laws.
1. Work
2. Energy
3. Forms of Energy
4. Power
5. Center of Mass

Skills learned & applied in this chapter:

• Conservation laws (before/after problems).

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Physics 1 In Plain English Jeff Bigler

Energy Page: 376
Big Ideas Details Unit: Energy, Work & Power

Energy
Unit: Energy, Work & Power
MA Curriculum Frameworks (2016): HS-PS3-1
AP® Physics 1 Learning Objectives: 3.E.1.1, 3.E.1.2, 3.E.1.3, 3.E.1.4, 4.C.1.1, 4.C.1.2,
4.C.2.2, 5.A.2.1, 5.B.1.1, 5.B.1.2, 5.B.2.1, 5.B.3.1, 5.B.3.2, 5.B.3.3, 5.B.4.1,
5.B.5.4, 5.B.5.5, 5.D.3.1
Mastery Objective(s): (Students will be able to…)
• Calculate the gravitational potential energy of an object.
• Calculate the kinetic energy of an object.
Success Criteria:
• Correct equation(s) are chosen for the situation.
• Variables are correctly identified and substituted correctly into equation(s).
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain when & why an object has potential energy.
• Explain when & why an object has kinetic energy.
Tier 2 Vocabulary: work, energy

Labs, Activities & Demonstrations:

• “Happy” and “sad” balls.
• Popper.
Notes:
energy: the ability to cause macroscopic objects or microscopic particles to increase
their velocity; or their ability to increase their velocity due to the effects of a
force field.

If we apply mechanical energy to a physical object, the object will either move faster
(think of pushing a cart), heat up, or have the ability to suddenly move when we let
go of it (think of stretching a rubber band).

Energy is a scalar quantity, meaning that it does not have a direction. Energy can be
transferred from one object (or collection of objects) to another.

Energy is a “conserved” quantity in physics, which means it cannot be created or

destroyed, only changed in form.*

Energy is measured in joules (J):

1 J  1N  m  1 kgsm2
2

*
More properly, the combination of mass and energy is conserved. Einstein’s equation
states the equivalence between mass and energy: E = mc2.

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Physics 1 In Plain English Jeff Bigler

Energy Page: 377
Big Ideas Details Unit: Energy, Work & Power
Kinetic Energy
The kinetic energy of an object is related to its mass and velocity. An object has
translational kinetic energy (the kinetic energy of an object or system that is moving
in the xy plane or xyz space) if its center of mass is moving. Translational kinetic
energy is given by the equation:*
1
K = mv 2
2

Note that a single object can have kinetic energy. An entire system can also have
kinetic energy if the center of mass of the system is moving (has nonzero mass and
velocity).

Kinetic energy exists both in linear systems and rotating systems. The above
equation is for translational kinetic energy; rotational kinetic energy will be
discussed in a separate topic.

Potential Energy
Potential energy is stored energy that is turned into another form of energy when
released.

Potential energy can be caused by the action of a force field. (Recall that a force
field is a region in which an object experiences a force because of some property of
that object.)
• gravitational field (or “gravity field”): a force field in which an object
experiences a force because of and proportional to its mass. (See page 255 for
more information.)
• electric field: a force field in which an object experiences a force because of
and proportional to its electric charge.

Potential energy can also come from non-field-related sources. Some examples
include:
• springs: an object that is attached to a spring that has been stretched or
compressed has potential energy. When the spring is released and allowed to
move, the potential energy stored in the spring becomes the kinetic energy of
the object.
• chemical potential: when chemicals react spontaneously, energy is released,
usually in the form of heat.

• electric potential: the energy that causes electrons to move through an object
that has electrical resistance.

*
In these notes, K without a subscript is assumed to be translational kinetic energy. In
problems with both translational and rotational kinetic energy, translational kinetic energy
will be denoted as Kt and rotational kinetic energy as Kr.

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Physics 1 In Plain English Jeff Bigler

Energy Page: 378
Big Ideas Details Unit: Energy, Work & Power
Systems and Potential Energy
Recall that a system is a collection of objects for the purpose of describing the
interaction of objects within vs. outside of that collection. The surroundings is all of
the objects outside of the system (“everything else”). (Systems are explained in
more detail on page 246.)

Potential energy is an energy relationship between two objects within a system. A

single, isolated object cannot have potential energy.

For example, in the coyote-anvil system pictured to the

right, both Wile E. Coyote and the anvil have negligible
potential energy. (There is a tiny amount of gravitational
attraction between them—assuming the anvil has a mass
of 200 kg and the coyote has a mass of 20 kg, the
gravitational attraction between them would be
3 × 10−7 N.) However, the Earth can attract the entire
coyote-anvil system toward itself.

On the other hand, in the coyote-anvil-Earth system, the

anvil and the coyote each have potential energy with
respect to the Earth. As the coyote and anvil both fall toward the Earth, that
potential energy changes to kinetic energy, causing both the coyote and the anvil to
fall faster and faster…

Gravitational Potential Energy

As discussed earlier, a gravity field is a region (near a massive object like the Earth)
in which the force of gravity acts on all objects that have mass. Gravitational
potential energy is the work that the gravity field has the potential to do on the
object because of its mass.

The gravitational potential energy of an object is determined by the gravitational

field (equal to the acceleration due to gravity, g , which is approximately 10 sm2 near
the surface of the Earth), the mass of the object, and the object’s distance above the
ground (height, which is the distance over which the force of gravity is able to do
work on the object).
Ug = Fg h = mgh

Remember that gravitational potential energy exists only when there are two or
more objects in a system, and at least one of the objects has a significant
gravitational field.

Mechanical Energy
Mechanical energy is potential energy plus kinetic energy. Because potential energy
and kinetic energy are easily interconverted, it is convenient to have a term that
represents the combination of the two.

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Energy Page: 379
Big Ideas Details Unit: Energy, Work & Power
Thermal Energy
Kinetic energy is both a macroscopic property of a large object (i.e., something that
is at least large enough to see), and a microscopic property of the individual particles
(atoms or molecules) that make up an object. Thermal energy is the macroscopic
energy that an object has due to the combined kinetic energies of its individual
particles. (Heat is thermal energy added to or removed from a system.)

As we will see when we study thermal physics, temperature is the average

microscopic kinetic energy of the individual particles that an object is made of.
(Macroscopic) kinetic energy can be converted into thermal energy if the kinetic
energy of a macroscopic object is turned into the individual kinetic energies of the
molecules of that object and/or some other object. This can occur via friction or via
a collision.

Chemical Potential Energy

In chemistry, chemical potential energy comes from the forces between particles
(atoms or molecules), largely the electromagnetic forces attracting the atoms in a
chemical bond. The energy absorbed or given off in a chemical reaction is the
difference between the energies contained in the molecules before vs. after the
reaction. If energy is given off by a reaction, it is absorbed by the particles,
increasing their kinetic energy, which means the temperature increases. If energy is
absorbed by a reaction, that energy must come from the kinetic energy of the
particles, which means the temperature decreases.

Electrical Energy
Electrical energy is the energy that causes electrically charged particles to move
through an electric circuit. The energy for this ultimately comes from some other
source, such as chemical potential (i.e., a battery), mechanical energy (i.e., a
generator), etc.

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Energy Page: 380
Big Ideas Details Unit: Energy, Work & Power
Homework Problems
1. Calculate the kinetic energy of a car with a mass of 1200 kg moving at a
velocity of 15 ms .

Answer: 135 000 J

2. Calculate the gravitational potential energy of a person with a mass of 60. kg

at the top of a 10. m flight of stairs.

Answer: 6 000 J

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Work Page: 381
Big Ideas Details Unit: Energy, Work & Power

Work
Unit: Energy, Work & Power
MA Curriculum Frameworks (2016): HS-PS3-1
MA Curriculum Frameworks (2006): 2.3
Mastery Objective(s): (Students will be able to…)
• Calculate the work done when a force displaces an object .
Success Criteria:
• Variables are correctly identified and substituted correctly into equation(s).
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why a longer lever arm is more effective.
Tier 2 Vocabulary: work, energy

Notes:
In this course, there are two ways that we will study of transferring energy into or
out of a system:

work (W): mechanical energy (the application of a force over a distance) transferred
into or out of a system.

heat (Q): thermal energy transferred into or out of a system. Heat is covered in
more detail in the Introduction: Thermal Physics (Heat) unit that starts on page
605, and in much more detail in Physics 2.

If you lift a heavy object off the ground, you are giving the object gravitational
potential energy (in the object-Earth system). The Earth’s gravitational field can
now cause the object to fall, turning the potential energy into kinetic energy.
Therefore, we would say that you are doing work against the force of gravity.

Work is the amount of energy that was added to the object (W = ΔE)*. (In this case,
because the work was turned into potential energy, we would say that W = ΔU.)

*
Many texts start with work as the application of force over a distance, and then discuss
energy. Those texts then derive the work-energy theorem, which states that the two
quantities are equivalent. In these notes, we instead started with energy, and then defined
work as the change in energy. This presentation makes the concept of work more intuitive,
especially when studying other energy-related topics such as thermodynamics.

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Work Page: 382
Big Ideas Details Unit: Energy, Work & Power
Mathematically, work is also the effect of a force applied over a distance (the dot
product of the force vector and the displacement vector). Therefore:
E = W = F • d
Recall that the dot product is one of three ways of multiplying vectors. The dot
product is a scalar quantity (a number, including its units, but without a direction),
and is equal to the product of the magnitudes of the force and distance, and the
cosine of the angle between them. This means:
W = Fd cos = F||d

Where F is the magnitude of the force vector F , d is the magnitude of the

displacement vector d , and θ is the angle between the two vectors. Sometimes
F cos is written as F|| , which means “the component of the force that is parallel to
the direction of motion.”

Note that when the force and the displacement are in the same direction, the angle
 = 0 which means cos = cos(0) = 1 . In this case, F|| = F cos = (F )(1) = F and the
equation reduces to W = Fd.

Work is measured in newton-meters (N∙m) or joules (J).

1N  m  1 J  1 kgsm2
2

Positive vs. Negative Work

Unlike most scalar quantities, work can be positive or negative.
• If the energy of an object or system increases because of work, then the work
is positive, and we say that the work was done on the object or system.
• If the energy of an object decreases, then the work is negative. We could say
either that the work done on the object is negative, or we could say that
(positive) work was done by the object instead.

Example:
A truck pushes a 1000 kg car up a 50 m hill. The car gained
Ug = mgh = (1000)(10)(50) = 500 000 J of potential energy. We could say that:

• 500 000 J of work was done on the car (by the truck).
• 500 000 J of work was done by the truck (on the car).
• −500 000 J of work was done on the truck (by the car).
A simple way to tell if a force does positive or negative work on an object is to use
the equation W = F||d . If the force and the displacement are in the same direction,
then the work done by the force is positive. If the force and displacement are in
opposite directions, then the work done by the force is negative.

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Work Page: 383
Big Ideas Details Unit: Energy, Work & Power
Example:
Suppose a force of 750 N is used to push a cart against 250 N of friction for a
distance of 20 m. The work done by the force is W = F||d = (750)(20) = 15 000 J . The
work done by friction is W = F||d = (−250)(20) = −5 000 J (negative because friction is
in the negative direction). The total (net) work done on the cart is
15 000 + (−5 000) = 10 000 J .

We could also figure out the net work done on the cart directly by using the net
force: Wnet = Fnet , d = (750 − 250)(20) = (500)(20) = 10 000 J

Notes:
• If the displacement is zero, no work is done by the force. E.g., if you hold a heavy
box without moving it, you are exerting a force (counteracting the force of gravity)
but you are not doing work.
• If the net force is zero, no work is done by the displacement (change in location)
of the object. E.g., if a cart is sliding across a frictionless air track at a constant
velocity, the net force on the cart is zero, which means no work is being done.
• If the displacement is perpendicular to the direction of the applied force (θ = 90°,
which means cos θ = 0), no work is done by the force. E.g., you can slide a very
heavy object along a roller conveyor, because the force of gravity is acting
vertically and the object’s displacement is horizontal, which means gravity and the
normal force cancel, and you therefore do not have to do any work against
gravity.
A roller conveyor:

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Work Page: 384
Big Ideas Details Unit: Energy, Work & Power
Force vs. Distance Graphs
Recall that on a graph, the area “under the graph” (between the graph and the
x-axis)* represents what you get when you multiply the quantities on the x and
y-axes by each other.
Because W = F||d , if we plot force vs. distance, the area “under the graph” is
therefore the work:

In the above example, 9 N·m of work was done on the object in the interval from
0 – 3 s, 2.25 N·m of work was done on the object in the interval from 3–4.5 s, and
−2.25 N·m of work was done on the object in the interval from 4.5–6 s. (Note that
the work from 4.5–6 s is negative because the force was applied in the negative
direction during that interval.) The total work is therefore
9 + 2.25 + (−2.25) = +9N m .

*
In most physics and calculus textbooks, the term “area under the graph” is used. This term
always means the area between the graph and the x-axis.

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Work Page: 385
Big Ideas Details Unit: Energy, Work & Power
Sample Problems:
Q: How much work does it take to lift a 60. kg box 1.5 m off the ground at a
constant velocity over a period of 3.0 s?

A: The box is being lifted, which means the work is done against the force of gravity.
W = F||  d = Fg d
W = Fg d = [mg]d = [(60)(10)](1.5) = [600](1.5) = 900 J

Note that the amount of time it took to lift the box has nothing to do with the
amount of work done.
It may be tempting to try to use the time to calculate velocity and acceleration
in order to calculate the force. However, because the box is lifted at a constant
velocity, the only force needed to lift the box is enough to overcome the weight
of the box (Fg).
In general, if work is done to move an object vertically, the work is done against
gravity, and you need to use a = g = 10 sm2 for the acceleration when you
calculate F = ma.
Similarly, if work is done to move an object horizontally, the work is not against
gravity and either you need to know the force applied or you need to find it
from the acceleration of the object using F = ma.

Q: In the picture to the right, the adult is pulling on

the handle of the wagon with a force of 150. N
at an angle of 60.0°.

If the adult pulls the wagon a distance of

500. m, how much work does he do?

A: W = F||d
W = [F cos ]d = [(150. )cos60.0](500. ) = [(150. )(0.500)](500.) = 37500 J

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Work Page: 386
Big Ideas Details Unit: Energy, Work & Power
Homework Problems
1. How much work is done against gravity by a weightlifter lifting a 30. kg
barbell 1.5 m upwards at a constant speed?

Answer: 450 J
2. A 3000. kg car is moving across level ground at 5.0 ms when it begins an
acceleration that ends with the car moving at 15.0 ms . Is work done in this
situation? How do you know?

3. A 60. kg man climbs a 3.0 m tall flight of stairs. How much work was done
by the man against the force of gravity?

Answer: 1 800 J

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Work Page: 387
Big Ideas Details Unit: Energy, Work & Power
4. The following graph shows the force on a 2.0 kg object vs. its position on a
level surface.

The object has a velocity of +4.0 m

s
at time t = 0.

a. What is the kinetic energy of the object at time t = 0?

Answer: 16 J
b. How much work was done on the object by the force during the
interval from 0–2 m? What are the kinetic energy and velocity of
the object at position x = 2 m?

Answer: W = 8 J; K = 24 J; v = +4.9 ms
c. How much work was done on the object by the force during the
interval from 0–9 m? What are the kinetic energy and velocity of
the object at position x = 9 m?

Answer: W = 50 J; K = 66 J; v = +8.1 ms

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Work Page: 388
Big Ideas Details Unit: Energy, Work & Power
d. How much work was done on the block during the interval from
9–20 m? What are the kinetic energy and velocity of the block at
position x = 20 m?

Answer: W = −40 J; K = 26 J; v = +5.1 ms

5. A dog pulls a sled using a 500. N force across a 10. m wide street. The force
of friction on the 90. kg sled is 200. N. How much work is done by the dog?
How much work is done by friction? How much work is done on the sled?
How much work is done by gravity?

honors & AP® 6. Find the work done when a 100. N

force at an angle of 25° pushes a
cart 10. m to the right, as shown
in the diagram to the right.

Answer: 906N m

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Conservation of Energy Page: 389
Big Ideas Details Unit: Energy, Work & Power

Conservation of Energy
Unit: Energy, Work & Power
MA Curriculum Frameworks (2016): HS-PS3-1
AP® Physics 1 Learning Objectives: 3.E.1.1, 3.E.1.2, 3.E.1.3, 3.E.1.4, 4.C.1.1, 4.C.1.2,
4.C.2.2, 5.A.2.1, 5.B.1.1, 5.B.1.2, 5.B.2.1, 5.B.3.1, 5.B.3.2, 5.B.3.3, 5.B.4.1,
5.B.5.4, 5.B.5.5, 5.D.3.1
Mastery Objective(s): (Students will be able to…)
• Solve problems that involve the conversion of energy from one form to
another.
Success Criteria:
• Correct equations are chosen for the situation.
• Variables are correctly identified and substituted correctly into equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Describe the type(s) of energy that an object has in different situations.
Tier 2 Vocabulary: work, energy, potential

Labs, Activities & Demonstrations:

• Golf ball loop-the-loop.
• Marble raceways.
• Bowling ball pendulum.

Notes:
In a closed system (meaning a system in which there is no exchange of matter or
energy between the system and the surroundings), the total energy is constant.
Energy can be converted from one form to another. When this happens, the
increase in any one form of energy is the result of a corresponding decrease in
another form of energy.

In a system that has potential energy, kinetic energy and heat, the total energy is
given by:

Etotal = U + K + Q

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Conservation of Energy Page: 390
Big Ideas Details Unit: Energy, Work & Power
In the following diagram, suppose that a student drops a ball with a mass of 2 kg
from a height of 3 m.

Before the student lets go of the ball, it has 60 J of potential energy. As the ball falls
to the ground, potential energy is gradually converted to kinetic energy. The
potential energy continuously decreases and the kinetic energy continuously
increases, but the total energy is always 60 J. After the ball hits the ground, 60 J of
work was done by gravity, and the 60 J of kinetic energy is converted to other forms.
For example, if the ball bounces back up, some of the kinetic energy is converted
back to potential energy. If the ball does not reach its original height, that means
the rest of the energy was converted into other forms, such as thermal energy (the
temperatures of the ball and the ground increase infinitesimally), sound, etc.

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Conservation of Energy Page: 391
Big Ideas Details Unit: Energy, Work & Power
Work-Energy Theorem
We have already seen that work is the action of a force applied over a distance. A
broader and more useful definition is that work is the change in the energy of an
object or system. If we think of a system as having imaginary boundaries, then work
is the flow of energy across those boundaries, either into or out of the system.

For a system that has only mechanical energy, work changes the amount of
potential and/or kinetic energy in the system.
W = K + U

As mentioned earlier, although work is a scalar quantity, we use generally use a

positive number for work coming into the system (“work is done on the system”),
and a negative number for work going out of the system (“the system does work on
its surroundings”).

The units for work are sometimes shown as newton-meters (N·m). Because work is
energy, the units for work and energy—newton-meters and joules—are equivalent.
1 J  1N  m  1 kgsm2
2

Work-energy theorem problems will give you information related to the

gravitational potential and/or kinetic energy of an object (such as its mass and a
change in velocity) and ask you how much work was done.

A simple rule of thumb (meaning that it’s helpful, but it’s not always strictly true) is:
• Potential energy is energy in the future (energy that is available for use).
• Kinetic energy is energy in the present (the energy of an object that is
currently in motion).
• Work is the result of energy in the past (the result of potential or kinetic
energy having acted on an object).

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Conservation of Energy Page: 392
Big Ideas Details Unit: Energy, Work & Power
Conservation of Energy
In physics, if a quantity is “conserved”, that means when some change happens to a
system, there is the same amount of that quantity after the change as there was
before.

Energy Bar Charts

A useful way to represent conservation of energy is through bar graphs that
represent kinetic energy (KE), gravitational potential energy (PE), and total
mechanical energy (TME). (We use the term “chart” rather than “graph” because the
scale is usually arbitrary and the chart is not meant to be used quantitatively.)

The following is an energy bar chart for a roller coaster, starting from point A and
traveling through points B, C, D, and E.

Notice, in this example, that:

1. The total mechanical energy always remains the same. (This the case in
conservation of energy problems if there is no work added to or removed
from the system.)
2. KE is zero at point A because the roller coaster is not moving. All of the
energy is PE, so PE = TME.
3. PE is zero at point D because the roller coaster is at its lowest point. All of
the energy is KE, so KE = TME.
4. At all points (including points A and D), KE + PE = TME

It can be helpful to sketch energy bar charts representing the different points in
complicated conservation of energy problems. If energy is being added to or
removed from the system, add an Energy Flow diagram to show energy that is being
added to or removed from the system.

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Conservation of Energy Page: 393
Big Ideas Details Unit: Energy, Work & Power
Solving Conservation of Energy Problems
Conservation of energy problems involve recognizing that energy is changing from
one form to another. Once you have figured out what is being converted, calculate
the amount energy that is converted, and use the equation for the new form to
calculate the desired quantity.

In mechanics, conservation of energy problems usually involve work, gravitational

potential energy, and kinetic energy:

W = F • d = Fd cos (= Fd if force & displacement are in the same direction)

Ug = mgh
1
K = mv 2
2

The general form of work-energy problems is:

Total Energy Before + Work = Total Energy After

The strategy is to identify the types of energy before and after the change and write
the above equation. Then replace each type of energy with its formula and solve.

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Conservation of Energy Page: 394
Big Ideas Details Unit: Energy, Work & Power
Sample Problems:
Q: An 875 kg car accelerates from 22 ms to 44 ms on level ground.

a. Draw an energy bar chart representing the initial and final energies and the
flow of energy into or out of the system.

Notice that:
• The height doesn’t change, which means the gravitational potential energy
is zero, both before and after, and the only type of energy the car has in
this problem is kinetic.
• The car is moving, both before and after, so it has kinetic energy. The car
is moving faster at the end, so it has more kinetic energy at the end than at
the beginning, and therefore more total mechanical energy at the end
than at the beginning.
• Because the total energy at the end was more than at the beginning, work
must have gone into the system.

b. What were the initial and final kinetic energies of the car? How much work
did the engine do to accelerate it?
Before + Work = After
TMEbefore + W = TMEafter
Ki + W = K f
1 1
mvi2 + W = mv 2f
2 2
1 1
(875)(22)2 +W = (875)(44)2
2 2
211750 + W = 847000
W = 847000 − 211750 = 635250 J

Answers: Ki = 211 750 J; Kf = 847 000 J; W = 635 250 J

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Conservation of Energy Page: 395
Big Ideas Details Unit: Energy, Work & Power
Q: An 80 kg physics student falls off the roof of a 15 m high school building. How
much kinetic energy does he have when he hits the ground? What is his final
velocity?

A: There are two approaches to answer this question.

1. Recognize that the student’s potential energy at the top of the building is
entirely converted to kinetic energy when he hits the ground.

Notice that:
• No work is done on the student.* Total mechanical energy therefore is
the same at the beginning and end.
• Initially, the student has only gravitational potential energy. At the end,
the student has no potential energy and all of his energy has been
converted to kinetic.
Before + Work = After
TMEbefore + W = TMEafter
Ui + K i + W = U f + K f
1
mghi + 0 + 0 = 0 + mv 2f
2
1
(80)(10)(15) = (80)v 2f
2
12000
12000 = 40v 2f = 300 = v 2f v f = 300 = 17.3 ms
40
Answers: Kf = 12 000 J; vf = 17.3 ms

*
Actually, we have two options. If we consider the Earth-student system, no outside energy
is added or removed, which means there is no work, and gravitational potential energy is
converted to kinetic energy. If we consider the student-only system, then there is no
potential energy, and gravity does work on the student to increase their kinetic energy:
W = Fg • d = mgh . The two situations are equivalent and give the same answer.

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Conservation of Energy Page: 396
Big Ideas Details Unit: Energy, Work & Power
2. Use motion equations to find the student’s velocity when he hits the ground,
based on the height of the building and acceleration due to gravity. Then use
1
the formula K = mv 2 .
2

1
d = at 2
2
1
15 = (10)t 2
2
t2 = 3
t = 3 = 1.732
v = at
v = (10)(1.732) = 17.32 ms
1
K = mv 2
2
1
K= (80)(17.32)2
2
K = 12000 J

Answers: Kf = 12 000 J; vf = 17.3 ms as before.

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Conservation of Energy Page: 397
Big Ideas Details Unit: Energy, Work & Power
Homework Problems
1. A 70. kg pole vaulter converts the kinetic energy of running at ground level
into the potential energy needed to clear the crossbar at a height of 4.0 m
above the ground. What is the minimum velocity that the pole vaulter must
have when taking off from the ground in order to clear the bar?

Answer: 8.9 ms

2. A 10.0 kg lemur swings on a vine from a point which is 40.0 m above the
jungle floor to a point which is 15.0 m above the floor. If the lemur was
moving at 2.0 ms initially, what will be its velocity at the 15.0 m point?

Answer: 22.4 ms

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Conservation of Energy Page: 398
Big Ideas Details Unit: Energy, Work & Power
honors & AP® 3. A roller coaster car with mass m is launched, from ground level with a
velocity of vo. Neglecting friction, how fast will it be moving when it reaches
the top of a loop, which a distance of h above the ground?
(If you are not sure how to do this problem, do #4 below and use the steps to
guide your algebra.)

Answer: vo2 − 2gh

4. A 500. kg roller coaster car is launched, from ground level, at 20. ms .

Neglecting friction, how fast will it be moving when it reaches the top of a
loop, which is 15 m above the ground?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #3 above as a starting point if you have
already solved that problem.)

Answer: 10 ms

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Conservation of Energy Page: 399
Big Ideas Details Unit: Energy, Work & Power
5. The engine of a 0.200 kg model rocket provides a constant thrust of 10. N
for 1.0 s.
a. What is the net force that the engine applies to the rocket?
(Hint: draw a free-body diagram.)

Answer: 8.0 N
b. What is the velocity of the rocket when the engine shuts off? What
is its height at that time?
(Hint: Use Fnet = ma to find the acceleration. Then use motion
equations to find the velocity and height.)

Answer: v = 40. ms ; h = 20. m

c. What is the final height of the rocket?

(Hint: calculate the kinetic energy of the rocket when the engine
shuts off. This will become additional potential energy when the
rocket reaches its highest point. Add this to the work from part b
above to get the total energy at the end, which is all potential.
Finally, use Ug = mgh to find the height.)

Answer: 100 m
d. How much work did the engine do on the rocket?

Answer: 200 N∙m

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Rotational Work Page: 400
Big Ideas Details Unit: Energy, Work & Power
AP® Rotational Work
Unit: Energy, Work & Power
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.F.2.1, 3.F.2.2
Mastery Objective(s): (Students will be able to…)
• Solve problems that involve work on a rotating object.
Success Criteria:
• Correct equations are chosen for the situation.
• Variables are correctly identified and substituted correctly into equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Describe how an object can have both rotational and translational work.
Tier 2 Vocabulary: work, energy, translational

Notes:
Just as work is done when a force causes an object to translate (move in a straight
line), work is also done when a torque causes an object to rotate.

As with other equations for rotational motion, the rotational equation for work
looks just like the linear (translational) equation, with each variable from the linear
equation replaced by its analogue from the rotational equation.

In the equation for work, force is replaced by torque, and (translational) distance is
replaced by rotational distance (angle):
W = F|| d W =  
translational rotational

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Rotational Work Page: 401
Big Ideas Details Unit: Energy, Work & Power
AP® Sample Problem
Q: How much work is done on a bolt when it is turned 30° by applying a
perpendicular force of 100 N to the end of a 36 cm long wrench?

A: The equation for work is:

W =  

The torque is:

 = rF⊥

 = (0.36)(100) = 36 N  m

The angle, in radians, is:

2 rad 
 = 30 = rad
360 6

The work done on the bolt is therefore:

W =  

( )
W = (36) 
6
W = 6 = (6)(3.14) = 18.8 N  m

Note that torque and work are different, unrelated quantities that both happen
to have the same unit (N·m). However, torque and work are not
interchangeable! Notice that 36 N·m of torque produced 18.8 N·m of work
because of the angle through which the torque was applied. If the angle had
been different, the amount of work would have been different.

This is an example of why you cannot rely exclusively on dimensional analysis to

set up and solve problems!

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Rotational Kinetic Energy Page: 402
Big Ideas Details Unit: Energy, Work & Power
AP® Rotational Kinetic Energy
Unit: Energy, Work & Power
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.F.2.1, 3.F.2.2
Mastery Objective(s): (Students will be able to…)
• Solve problems that involve kinetic energy of a rotating object.
Success Criteria:
• Correct equations for both translational and rotational kinetic energy are used
in the problem.
• Variables are correctly identified and substituted correctly into the
appropriate equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Describe how an object can have both rotational and translational kinetic
energy.
• Explain the relationship between rotational and translational kinetic energy
for a rolling object.
Tier 2 Vocabulary: energy, translational, rotational

Labs, Activities & Demonstrations:

• Calculate the exact landing spot of golf ball rolling down a ramp.

Notes:
Just as an object that is moving in a straight line has kinetic energy, a rotating object
also has kinetic energy.

The angular velocity (rate of rotation) and the translational velocity are related,
because distance that the object must travel (the arclength) is the object’s
circumference (s = 2 r ) , and the object must make one complete revolution
( = 2 radians) in order to travel this distance. This means that for a rolling
object:
 = 2 r

Just as energy can be converted from one form to another and transferred from one
object to another, rotational kinetic energy can be converted into any other form of
energy, including translational kinetic energy.

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Rotational Kinetic Energy Page: 403
Big Ideas Details Unit: Energy, Work & Power
AP® This is the principle behind log rolling. The two contestants get the log rolling quite
fast. When one contestant fails to keep up with the log, some of the log’s rotational
kinetic energy is converted to that contestant’s translational kinetic energy, which
catapults them into the water:

In a rotating system, the formula for kinetic energy looks similar to the equation for
kinetic energy in linear systems, with mass (translational inertia) replaced by
moment of inertia (rotational inertia), and linear (translational) velocity replaced by
angular velocity:

Kt = 12 mv 2 Kr = 12 I 2
translational rotational
In the rotational equation, I is the object’s moment of inertia (see Rotational Inertia
starting on page 332), and ω is the object’s angular velocity.

Note: these problems make use of three relationships that you need to memorize:

s = r  vt = r at = r

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Physics 1 In Plain English Jeff Bigler

Rotational Kinetic Energy Page: 404
Big Ideas Details Unit: Energy, Work & Power
AP® Sample Problem:
Q: What is the rotational kinetic energy of a tenpin bowling ball that has a mass of
7.25 kg and a radius of 10.9 cm as it rolls down a bowling lane at 8.0 ms ?

A: The equation for rotational kinetic energy is:

1
K r = I 2
2

We can find the angular velocity from the translational velocity:

v = r
8.0 = (0.109)
8.0
= = 73.3 rad
s
0.109

The bowling ball is a solid sphere. The moment of inertia of a solid sphere is:
I = 25 mr 2
I= ( 25 ) (7.25)(0.109)
2

I = 0.0345kg  m2

To find the rotational kinetic energy, we plug these numbers into the equation:
K r = 12 I 2
K r = ( 12 )(0.0345)(73.3)2
K r = 185.6 J

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Rotational Kinetic Energy Page: 405
Big Ideas Details Unit: Energy, Work & Power
AP® Total Kinetic Energy
If an object (such as a ball) is rolling, then it is rotating and also moving
(translationally). Its total kinetic energy must therefore be the sum of its
translational kinetic energy and its rotational kinetic energy:
Ktotal = Kt + K r
Ktotal = 12 mv 2 + 12 I 2

Sample problem:
Q: A standard Type 2 (medium) tennis ball is hollow and has a mass of 58 g and a
diameter of 6.75 cm. If the tennis ball rolls 5.0 m across a floor in 1.25 s, how
much total energy does the ball have?

A: The translational velocity of the tennis ball is:

d 5.0
v= = = 4.0 ms
t 1.25

The translational kinetic energy of the ball is therefore:

Kt = 12 mv2 = (12 )(0.058)(4)2 = 0.464 J

The angular velocity of the tennis ball can be calculated from:

v = r
4 = (0.03375) 
4
= = 118.5 rad
s
0.03375

The moment of inertia of a hollow sphere is:

()
I = 23 mr 2 = 2 (0.058)(0.03375)2 = 4.40  10-5 kg  m2
3

The rotational kinetic energy is therefore:

Kr = 12 I 2 = ( 12 )(4.40  10−5 )(118.5)2 = 0.309 J

Finally, the total kinetic energy is the sum of the translational and rotational
kinetic energies:
K = Kt + K r = 0.464 + 0.309 = 0.773 J

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Rotational Kinetic Energy Page: 406
Big Ideas Details Unit: Energy, Work & Power
AP® Homework Problems
1. A solid ball with a mass of 100 g and a radius of 2.54 cm rolls with a
rotational velocity of 1.0 rad
s
.

a. What is its rotational kinetic energy?

Answer: 1.29  10−5 J

b. What is its translational kinetic energy?

Answer: 3.23  10−5 J

c. What is its total kinetic energy?

Answer: 4.52  10−5 J

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Rotational Kinetic Energy Page: 407
Big Ideas Details Unit: Energy, Work & Power
AP® 2. How much work is needed to stop a 25 cm diameter solid cylindrical
flywheel rotating at 3 600 RPM? The flywheel has a mass of 2 000 kg.
(Hint: Note that the problem gives the diameter, not the radius, and that the
diameter is in centimeters, not meters.)

Answer: 1.11  106 N  m

3. An object is initially at rest. When 250N m of work is done on the object, it
rotates through 20 revolutions in 4.0 s. What is its moment of inertia?

Answer: 5.066 kg  m2

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Rotational Kinetic Energy Page: 408
Big Ideas Details Unit: Energy, Work & Power
AP® 4. How much work is required to slow a 20 cm diameter solid ball that has a
mass of 2.0 kg from 5.0 ms to 1.0 ms ?

(Hint: Again, note that the problem gives the diameter, not the radius, and
that the diameter is in centimeters, not meters.)

Answer: 33.6 J
5. A flat disc that has a mass of 1.5 kg and a diameter of 10 cm rolls down a
1 m long incline with an angle of 15°. What is its linear speed at the
bottom?
(Hint: Again, note that the problem gives the diameter, not the radius, and
that the diameter is in centimeters, not meters.)

Answer: 1.86 ms

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Escape Velocity Page: 409
Big Ideas Details Unit: Energy, Work & Power
CP1 & honors
(not AP®)
Escape Velocity
Unit: Energy, Work & Power
MA Curriculum Frameworks (2016): HS-PS2-4
AP® Physics 1 Learning Objectives: 2.B.2.1, 2.B.2.2, 3.A.3.3, 3.C.1.1, 3.C.1.2, 3.G.1.1
Mastery Objective(s): (Students will be able to…)
• Calculate the velocity that a rocket or spaceship needs in order to escape the
pull of gravity of a planet.
Success Criteria:
• Variables are correctly identified and substituted correctly into the
appropriate equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why we can’t simply use g = 10 sm2 to calculate escape velocity.
Tier 2 Vocabulary: escape

Notes:
If you want to send a rocket or space ship to explore the rest of the solar system or
beyond, the rocket needs enough kinetic energy to escape from the force of Earth’s
gravity.

To explain the calculation, we measure height from Earth’s surface and use g = 10 sm2
for the strength of the gravitational field. However, when we calculate the escape
velocity of a rocket, the rocket has to go from the surface of the Earth to a point
where g is small enough to be negligible.

We can still use the conservation of energy, but we need to calculate the potential
energy that the rocket has based on its distance from the center of the Earth instead
of the surface of the Earth. (When the distance from the Earth is great enough, the
gravitational potential energy becomes zero, and the rocket has escaped.)
Therefore, the spaceship needs to turn kinetic energy into this much potential
energy.

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Escape Velocity Page: 410
Big Ideas Details Unit: Energy, Work & Power
CP1 & honors To solve this, we need to turn to Newton’s Law of Universal Gravitation. Recall from
(not AP®) Universal Gravitation starting on page 365 that:

Gm1m2
Fg =
r2

The potential energy equals the work that gravity could theoretically do on the
rocket, based on the force of gravity and the distance to the center of the Earth:
 Gm1m2 
W = F • d = Fg h =  2 h
 r 

Because h is the distance to the center of the Earth, h = r and we can cancel, giving
the equation:
Gm1m2
Ug =
r

Now, we can use the law of conservation of energy. The kinetic energy that the
rocket needs to have at launch needs equals the potential energy that the rocket has
due to gravity. Using m1 for the mass of the Earth and m2 for the mass of the
spaceship:

Before = After
TMEi = TME f
Ki = Uf
Gm1m2
1
2
m2ve2 =
r
2Gm
ve2 = E

r
2GmE
ve =
r

Therefore, at the surface of the Earth, where mE = 5.97  1024 kg and

r = 6.37  106 m , this gives ve = 1.12  104 ms = 11200 ms . (If you’re curious, this equals
just over 25 000 miles per hour.)

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Escape Velocity Page: 411
Big Ideas Details Unit: Energy, Work & Power
CP1 & honors Sample Problem:
(not AP®) Q: When Apollo 11 went to the moon, the space ship needed to achieve the Earth’s
escape velocity of 11200 ms to escape Earth’s gravity. What velocity did the
spaceship need to achieve in order to escape the moon’s gravity and return to
Earth? (I.e., what is the escape velocity on the surface of the moon?)

A: v = 2Gmmoon
e
dmoon
(2)(6.67  10−11 )(7.35  1022 )
ve =
1.74  106
ve = 2370 ms

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Power Page: 412
Big Ideas Details Unit: Energy, Work & Power

Power
Unit: Energy, Work & Power
MA Curriculum Frameworks (2016): N/A
AP Physics 1 Learning Objectives: N/A, but power calculations and problems have
appeared on the AP® exam.
Mastery Objective(s): (Students will be able to…)
• Calculate power as a rate of energy consumption.
Success Criteria:
• Variables are correctly identified and substituted correctly into the
appropriate equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the difference between total energy and power.
Tier 2 Vocabulary: power

Notes:
power: a measure of the rate at which energy is applied or work is done. Power is
calculated by dividing work (or energy) by time.

W K + U
P= =
t t

Power is a scalar quantity and is measured in Watts (W).

1 W = 1 sJ = 1 Nsm = 1 kgsm3
2

Note that utility companies measure energy in kilowatt-hours. This is because

W
P = , which means energy = W = Pt.
t

Because 1 kW = 1000 W and 1 h = 3600 s, this means

1 kWh = (1000 W)(3600 s) = 3 600 000 J

Fd d 
Because W = Fd , this means P = = F   = Fv
t t

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Power Page: 413
Big Ideas Details Unit: Energy, Work & Power
AP® Power in Rotational Systems
In a rotational system, the formula for power looks similar to the equation for power
in linear systems, with force replaced by torque and linear velocity replaced by
angular velocity:

P = Fv P = 
linear rotational

Solving Power Problems

Many power problems require you to calculate the amount of work done or the
change in energy, which you should recall is:

W = F|| d if the force is caused by linear displacement

Kt = 12 mv 2 − 12 mvo2 * if the change in energy was caused by a change in

velocity
= 12 m(v 2 − vo2 )
Ug = mgh − mgho if the change in energy was caused by a change in
= mg h height

Solving Rotational Power Problems

AP® Power is also applicable to rotating systems:

W =   if the work is produced by a torque

K r = 12 I 2 − 12 Io2 if the change in energy was caused by a change in
angular velocity
= 12 I ( 2 − o2 )

Once you have the work or energy, you can plug it in for either W, K or U , use
the appropriate parts of the formula:

W K + U
P= = = Fv = 
t t

and solve for the missing variable.

*
Kt is translational kinetic energy. This is the only form of kinetic energy used in CP1 and
honors physics. The subscript t is used here to distinguish translational kinetic energy from
rotational kinetic energy (Kr), because both are used in AP® Physics.

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Power Page: 414
Big Ideas Details Unit: Energy, Work & Power
Sample Problems:
Q: What is the power output of an engine that pulls with a force of 500. N over a
distance of 100. m in 25 s?

A: W = Fd = (500)(100) = 50000 J
W 50000
P= = = 2000 W
t 25

Q: A 60. W incandescent light bulb is powered by a generator that is powered by a

falling 1.0 kg mass on a rope. Assuming the generator is 100 % efficient (i.e., no
energy is lost when the generator converts its motion to electricity), how far
must the mass fall in order to power the bulb at full brightness for 1.0 minute?

A: Ug mg h
P= =
t t
(1)(10) h
60 =
60
3600 = 10 h
3600
h = = 360 m
10

Note that 360 m is approximately the height of the Empire State Building. This is
why changing from incandescent light bulbs to more efficient compact
fluorescent or LED bulbs can make a significant difference in energy
consumption!

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Power Page: 415
Big Ideas Details Unit: Energy, Work & Power
Homework Problems
1. A small snowmobile has a 9 000 W (12 hp) engine. It takes a force of 300. N
to move a sled load of wood along a pond. How much time will it take to
tow the wood across the pond if the distance is measured to be 850 m?

Answer: 28.3 s
2. A winch, which is rated at 720 W, is used to pull an all-terrain vehicle (ATV)
out of a mud bog for a distance of 2.3 m. If the average force applied by the
winch is 1 500 N, how long will the job take?

Answer: 4.8 s
3. What is your power output if you have a mass of 65 kg and you climb a
5.2 m vertical ladder in 10.4 s?

Answer: 325 W
4. Jack and Jill went up the hill. (The hill was 23m high.) Jack was carrying a
21 kg pail of water.
a. Jack has a mass of 75 kg and he made the trip in 45 s. How much power
did he apply?

Answer: 490.7 W

b. Jill has a mass of 55 kg, and made the trip up the hill in 35 s. How much
power did she apply?

Answer: 499.4 W

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Power Page: 416
Big Ideas Details Unit: Energy, Work & Power
honors & AP® 5. The maximum power output of a particular crane is P. What is the fastest
time, t, in which this crane could lift a crate with mass m to a height h?
(If you are not sure how to do this problem, do #6 below and use the steps to
guide your algebra.)

mgh
Answer: t =
P
6. The maximum power output of a particular crane is 12 kW. What is the
fastest time in which this crane could lift a 3 500 kg crate to a height of
6.0 m?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #5 above as a starting point if you have
already solved that problem.)
Hint: Remember to convert kilowatts to watts.

Answer: 17.5 s

AP® 7. A 30 cm diameter solid cylindrical flywheel with a mass of 2 500 kg was

accelerated from rest to an angular velocity of 1 800 RPM in 60 s.
a. How much work was done on the flywheel?

Answer: 5.0  105 N  m

b. How much power was exerted?

Answer: 8.3  103 W

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Introduction: Momentum Page: 417
Big Ideas Details Unit: Momentum

Introduction: Momentum
Unit: Momentum
Topics covered in this chapter:
Linear Momentum ....................................................................................... 422
Impulse ........................................................................................................ 428
Conservation of Linear Momentum............................................................. 434
Angular Momentum .................................................................................... 444

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Introduction: Momentum Page: 418
Big Ideas Details Unit: Momentum
This chapter deals with the ability of a moving object (or potential for an object to
move) to affect other objects.

• Linear Momentum describes a way to represent the movement of an object

and what happens when objects collide, and the equations that relate to it.
• Impulse describes changes in momentum.
• Conservation of Linear Momentum explains and gives examples of the law that
total momentum before a collision must equal total momentum after a
collision.
• Angular Momentum describes momentum and conservation of momentum in
rotating systems, and the transfer between linear and angular momentum.

New challenges in this chapter involve keeping track of the same quantity applied to
the same object, but at different times.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
HS-PS2-2. Use mathematical representations to support the claim that the
total momentum of a system of objects is conserved when there is no net
force on the system.
HS-PS2-3. Apply scientific principles of motion and momentum to design,
evaluate, and refine a device that minimizes the force on a macroscopic
object during a collision.
AP® AP® Physics 1 Learning Objectives:
3.D.1.1: The student is able to justify the selection of data needed to
determine the relationship between the direction of the force acting on an
object and the change in momentum caused by that force. [SP 4.1]
3.D.2.1: The student is able to justify the selection of routines for the
calculation of the relationships between changes in momentum of an
object, average force, impulse, and time of interaction. [SP 2.1]
3.D.2.2: The student is able to predict the change in momentum of an object
from the average force exerted on the object and the interval of time
during which the force is exerted. [SP 6.4]
3.D.2.3: The student is able to analyze data to characterize the change in
momentum of an object from the average force exerted on the object and
the interval of time during which the force is exerted. [SP 5.1]
3.D.2.4: The student is able to design a plan for collecting data to investigate
the relationship between changes in momentum and the average force
exerted on an object over time. [SP 4.2]

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Introduction: Momentum Page: 419
Big Ideas Details Unit: Momentum
AP® 3.F.3.1: The student is able to predict the behavior of rotational collision
situations by the same processes that are used to analyze linear collision
situations using an analogy between impulse and change of linear
momentum and angular impulse and change of angular momentum.
[SP 6.4, 7.2]
3.F.3.2: In an unfamiliar context or using representations beyond equations,
the student is able to justify the selection of a mathematical routine to
solve for the change in angular momentum of an object caused by torques
exerted on the object. [SP 2.1]
3.F.3.3: The student is able to plan data collection and analysis strategies
designed to test the relationship between torques exerted on an object
and the change in angular momentum of that object. [SP 4.1, 4.2, 5.1, 5.3]
4.B.1.1: The student is able to calculate the change in linear momentum of a
two-object system with constant mass in linear motion from a
representation of the system (data, graphs, etc.). [SP 1.4, 2.2]
4.B.1.2: The student is able to analyze data to find the change in linear
momentum for a constant-mass system using the product of the mass and
the change in velocity of the center of mass. [SP 5.1]
4.B.2.1: The student is able to apply mathematical routines to calculate the
change in momentum of a system by analyzing the average force exerted
over a certain time on the system. [SP 2.2]
4.B.2.2: The student is able to perform analysis on data presented as a force-
time graph and predict the change in momentum of a system. [SP 5.1]
4.D.1.1: The student is able to describe a representation and use it to analyze
a situation in which several forces exerted on a rotating system of rigidly
connected objects change the angular velocity and angular momentum of
the system. [SP 1.2, 1.4]
4.D.1.2: The student is able to plan data collection strategies designed to
establish that torque, angular velocity, angular acceleration, and angular
momentum can be predicted accurately when the variables are treated as
being clockwise or counterclockwise with respect to a well-defined axis of
rotation, and refine the research question based on the examination of
data. [SP 3.2, 4.1, 4.2, 5.1, 5.3]
4.D.2.1: The student is able to describe a model of a rotational system and use
that model to analyze a situation in which angular momentum changes
due to interaction with other objects or systems. [SP 1.2, 1.4]
4.D.2.2: The student is able to plan a data collection and analysis strategy to
determine the change in angular momentum of a system and relate it to
interactions with other objects and systems. [SP 4.2]
4.D.3.1: The student is able to use appropriate mathematical routines to
calculate values for initial or final angular momentum, or change in
angular momentum of a system, or average torque or time during which
the torque is exerted in analyzing a situation involving torque and angular
momentum. [SP 2.2]

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Introduction: Momentum Page: 420
Big Ideas Details Unit: Momentum
AP® 4.D.3.2: The student is able to plan a data collection strategy designed to test
the relationship between the change in angular momentum of a system
and the product of the average torque applied to the system and the time
interval during which the torque is exerted. [SP 4.1, 4.2]
5.A.2.1: The student is able to define open and closed systems for everyday
situations and apply conservation concepts for energy, charge, and linear
momentum to those situations. [SP 6.4, 7.2]
5.D.1.1: The student is able to make qualitative predictions about natural
phenomena based on conservation of linear momentum and restoration
of kinetic energy in elastic collisions. [SP 6.4, 7.2]
5.D.1.2: The student is able to apply the principles of conservation of
momentum and restoration of kinetic energy to reconcile a situation that
appears to be isolated and elastic, but in which data indicate that linear
momentum and kinetic energy are not the same after the interaction, by
refining a scientific question to identify interactions that have not been
considered. Students will be expected to solve qualitatively and/or
quantitatively for one-dimensional situations and only qualitatively in two-
dimensional situations. [SP 2.2, 3.2, 5.1, 5.3]
5.D.1.3: The student is able to apply mathematical routines appropriately to
problems involving elastic collisions in one dimension and justify the
selection of those mathematical routines based on conservation of
momentum and restoration of kinetic energy. [SP 2.1, 2.2]
5.D.1.4: The student is able to design an experimental test of an application of
the principle of the conservation of linear momentum, predict an outcome
of the experiment using the principle, analyze data generated by that
experiment whose uncertainties are expressed numerically, and evaluate
the match between the prediction and the outcome. [SP 4.2, 5.1, 5.3, 6.4]
5.D.1.5: The student is able to classify a given collision situation as elastic or
inelastic, justify the selection of conservation of linear momentum and
restoration of kinetic energy as the appropriate principles for analyzing an
elastic collision, solve for missing variables, and calculate their values. [SP
2.1, 2.2]
5.D.2.1: The student is able to qualitatively predict, in terms of linear
momentum and kinetic energy, how the outcome of a collision between
two objects changes depending on whether the collision is elastic or
inelastic. [SP 6.4, 7.2]
5.D.2.2: The student is able to plan data collection strategies to test the law of
conservation of momentum in a two-object collision that is elastic or
inelastic and analyze the resulting data graphically. [SP 4.1, 4.2, 5.1]
5.D.2.3: The student is able to apply the conservation of linear momentum to
a closed system of objects involved in an inelastic collision to predict the
change in kinetic energy. [SP 6.4, 7.2]

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Introduction: Momentum Page: 421
Big Ideas Details Unit: Momentum
AP® 5.D.2.4: The student is able to analyze data that verify conservation of
momentum in collisions with and without an external friction force.
[SP 4.1, 4.2, 4.4, 5.1, 5.3]
5.D.2.5: The student is able to classify a given collision situation as elastic or
inelastic, justify the selection of conservation of linear momentum as the
appropriate solution method for an inelastic collision, recognize that there
is a common final velocity for the colliding objects in the totally inelastic
case, solve for missing variables, and calculate their values. [SP 2.1, 2.2]
5.E.1.1: The student is able to make qualitative predictions about the angular
momentum of a system for a situation in which there is no net external
torque. [SP 6.4, 7.2]
5.E.1.2: The student is able to make calculations of quantities related to the
angular momentum of a system when the net external torque on the
system is zero. [SP 2.1, 2.2]
5.E.2.1: The student is able to describe or calculate the angular momentum
and rotational inertia of a system in terms of the locations and velocities
of objects that make up the system. Students are expected to do
qualitative reasoning with compound objects. Students are expected to do
calculations with a fixed set of extended objects and point masses.
[SP 2.2]

Topics from this chapter assessed on the SAT Physics Subject Test:
• Momentum, including impulse, and conservation laws.
1. What is Linear Momentum?
2. Impulse
3. Conservation of Momentum
4. Collisions
5. Center of Mass

Skills learned & applied in this chapter:

• Working with more than one instance of the same quantity in a problem.
• Conservation laws (before/after problems).

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Linear Momentum Page: 422
Big Ideas Details Unit: Momentum

Linear Momentum
Unit: Momentum
MA Curriculum Frameworks (2016): HS-PS2-2
AP® Physics 1 Learning Objectives: 4.B.1.1, 4.B.1.2, 5.A.2.1, 5.D.1.1, 5.D.1.2,
5.D.2.1, 5.D.2.3, 5.D.3.1
Mastery Objective(s): (Students will be able to…)
• Calculate the momentum of an object.
• Solve problems involving collisions in which momentum is conserved.
Success Criteria:
• Masses and velocities are correctly identified as before and after the collision.
• Variables are correctly identified and substituted correctly into the correct
part of the equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the difference between momentum and kinetic energy.
Tier 2 Vocabulary: momentum

Labs, Activities & Demonstrations:

• Collisions on air track.
• Newton’s Cradle.
• Ballistic pendulum.

Notes:
In the 17th century, the German mathematician Gottfried Leibnitz recognized the
fact that in some cases, the mass and velocity of objects before and after a collision
were related by kinetic energy ( 12 mv 2 , which he called the “quantity of motion”); in
other cases, however, the “quantity of motion” was not preserved but another
quantity (mv, which he called the “motive force”) was the same before and after.
Debate about whether “quantity of motion” or “motive force” was the correct
quantity to use for these types of problems continued through the 17th and 18th
centuries.

We now realize that both quantities are relevant. “Quantity of motion” is what we
now call kinetic energy, and “motive force” is what we now call momentum. The
two quantities are different but related.

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Physics 1 In Plain English Jeff Bigler

Linear Momentum Page: 423
Big Ideas Details Unit: Momentum
momentum ( p ): the amount of force that a moving object could transfer in a given
amount of time in a collision. (Formerly called “motive force”.)
Momentum is a vector quantity given by the formula:
p = mv
kgm
and is measured in units of N∙s, or s
.

Because momentum is a vector, its sign (positive or negative) indicates its

direction. An object’s momentum is in the same direction as (and therefore has
the same sign as) its velocity.
An object at rest has a momentum of zero because v = 0 .

collision: when two or more objects come together, at least one of which is moving,
and make contact with each other. Momentum is always transferred in a
collision.

elastic collision: when two or more objects collide and then separate.

perfectly elastic collision: when two or more objects collide and separate, and none
of the kinetic energy of any of the objects is “lost” (turned into any other form of
energy).

inelastic collision: when two or more objects collide and remain together. (Or when
one object separates into two or more objects.)

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Physics 1 In Plain English Jeff Bigler

Linear Momentum Page: 424
Big Ideas Details Unit: Momentum
Momentum is the quantity that is transferred between objects in a collision.

Before the above collision, the truck was moving, so it had momentum; the car was
not moving, so it did not have any momentum. After the collision, some of the
truck’s momentum was transferred to the car. After the collision, both vehicles
were moving, which means both vehicles had momentum.

Of course, total energy is also conserved in a collision. However, the form of energy
can change. Before the above collision, all of the energy in the system was the initial
kinetic energy of the truck. Afterwards, some of the energy is the final kinetic
energy of the truck, some of the energy is the kinetic energy of the car, but some of
the energy is converted to heat, sound, etc. during the collision.

inertia: an object’s ability to resist the action of a force.

Recall that a net force causes acceleration, which means the inertia of an object is its
ability to resist a change in velocity. This means that in linear (translational)
systems, inertia is simply mass. In rotating systems, inertia is the moment of inertia,
which depends on the mass and the distance from the center of rotation. (See
Rotational Inertia on page 332.)

Inertia and momentum are related, but are not the same thing; an object has inertia
even at rest, when its momentum is zero. An object’s momentum changes if either
its mass or its velocity changes, but an the inertia of an object can change only if
either its mass changes or its distance from the center of rotation changes.

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Physics 1 In Plain English Jeff Bigler

Linear Momentum Page: 425
Big Ideas Details Unit: Momentum
Momentum and Kinetic Energy
We have the following equations, both of which relate mass and velocity:
momentum: p = mv
kinetic energy: K = 12 mv 2

We can combine these equations to eliminate v, giving the equation:

p2
K=
2m

The relationship between momentum and kinetic energy explains why the velocities
of objects after a collision are determined by the collision.

Because kinetic energy and momentum must both be conserved in an elastic

collision, the two final velocities are actually determined by the masses and the
initial velocities. The masses and initial velocities are determined before the
collision. The only variables are the two velocities after the collision. This means
there are two equations (conservation of momentum and conservation of kinetic
energy) and two unknowns ( and v2, f ).

For a perfectly elastic collision, conservation of momentum states:

m1v1,i + m2v2,i = m1v1, f + m2v2, f

and conservation of kinetic energy states:

1 m v2
2 1 1,i
+ 12 m2v2,2 i = 12 m1v1,2 f + 12 m2v2,2 f

If we use these two equations to solve for v1, f and v2, f in terms of the other
variables, the result is the following:
v1,i (m1 − m2 ) + 2m2v2,i
v1, f =
m1 + m2

v2,i (m2 − m1 ) + 2m1v1,i

v2, f =
m1 + m2

For an inelastic collision, there is no solution that satisfies both the conservation of
momentum and the conservation of kinetic energy; the total kinetic energy after the
collision is always less than the total kinetic energy before. This matches what we
observe, which is that momentum is conserved, but some of the kinetic energy is
converted to heat during the collision.

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Physics 1 In Plain English Jeff Bigler

Linear Momentum Page: 426
Big Ideas Details Unit: Momentum
Newton’s Cradle
Newton’s Cradle is the name given to a set of
identical balls that are able to swing suspended from
wires, as shown at the right.
When one ball is swung and allowed to collide with
the rest of the balls, the momentum transfers
through the balls and one ball is knocked out from
the opposite end. When two balls are swung, two
balls are knocked out from the opposite end, and so
on.

This apparatus demonstrates the relationship between the conservation of

momentum and conservation of kinetic energy. When the balls collide, the collision
is mostly elastic collision, meaning that all of the momentum and most of the kinetic
energy are conserved.

Before the collision, the moving ball(s) have momentum (mv) and kinetic energy
( 12 mv 2 ) . There are no external forces, which means momentum must be conserved.
The collision is mostly elastic, which means kinetic energy is mostly also conserved.
The only way for the same momentum and kinetic energy to be present after the
collision is for the same number of balls to swing away from the opposite end with
the same velocity.

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Physics 1 In Plain English Jeff Bigler

Linear Momentum Page: 427
Big Ideas Details Unit: Momentum
If only momentum had to be conserved, it would be possible to pull back one ball
but for two balls to come out the other side at ½ of the original velocity. However,
this can’t actually happen.

Note also that if there were no friction, the balls would continue to swing forever.
However, because of friction (between the balls and air molecules, within the strings
as they stretch, etc.) and conversion of some of the kinetic energy to other forms
(such as heat), the balls in a real Newton’s Cradle will, of course, slow down and
eventually stop.

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Physics 1 In Plain English Jeff Bigler

Impulse Page: 428
Big Ideas Details Unit: Momentum

Impulse
Unit: Momentum
MA Curriculum Frameworks (2016): HS-PS2-2
AP® Physics 1 Learning Objectives: 3.D.1.1, 3.D.2.1, 3.D.2.2, 3.D.2.3, 3.D.2.4,
4.B.1.1, 4.B.1.2, 4.B.2.1, 4.B.2.2, 5.A.2.1, 5.D.1.1, 5.D.1.2, 5.D.2.1, 5.D.2.3,
5.D.3.1
Mastery Objective(s): (Students will be able to…)
• Calculate the change in momentum of (impulse applied to) an object.
• Calculate impulse as a force applied over a period of time.
• Calculate impulse as the area under a force-time graph.
Success Criteria:
• Masses and velocities are correctly identified as before and after the collision.
• Variables are correctly identified and substituted correctly into the correct
part of the equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the similarities and differences between impulse and work.
Tier 2 Vocabulary: momentum, impulse

Notes:
impulse ( J ) : the effect of a force applied over a period of time; the accumulation of
momentum.

Mathematically, impulse is a change in momentum, and is also equal to force times

time:
J p dp
p = J = F t and F= = =
t t dt
Where F is the force vector and, t is time.

Impulse is measured in newton-seconds (N∙s), just like momentum.

Impulse is analogous to work:

• Work is a change in energy;
impulse is a change in momentum.
• Work is the accumulation of force over a distance (W = F • d ) ;
Impulse is the accumulation of force over a time ( J = F t )

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Physics 1 In Plain English Jeff Bigler

Impulse Page: 429
Big Ideas Details Unit: Momentum
Just as work is the area of a graph of force vs. distance, impulse is the area under a
graph of force vs. time:

In the above graph, the impulse from time zero to t1 would be Δp1. The impulse
from t1 to t2 would be Δp2, and the total impulse would be Δp1 + Δp2 (keeping in
mind that Δp2 is negative).

Sample Problem:
Q: A baseball has a mass of 0.145 kg and is pitched with a velocity of 38 ms toward
home plate. After the ball is hit, its velocity is 52 ms in the opposite direction,
toward the center field fence. If the impact between the ball and bat takes
place over an interval of 3.0 ms (0.0030 s), find the impulse given to the ball by
the bat, and the force applied to the ball by the bat.

A: The ball starts out moving toward home plate. The bat applies an impulse in the
opposite direction. As with any vector quantity, opposite directions means we
will have opposite signs. If we choose the initial direction of the ball (toward
home plate) as the positive direction, then the initial velocity is +38 ms , and the
final velocity is −52 ms . Because mass is scalar and always positive, this means
the initial momentum is positive and the final momentum is negative.

Furthermore, because the final velocity is about 1½ times as much as the initial
velocity (in the opposite direction) and the mass doesn’t change, this means the
impulse needs to be enough to negate the ball’s initial momentum plus enough
in addition to give the ball about 1½ times as much momentum in the opposite
direction.

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Physics 1 In Plain English Jeff Bigler

Impulse Page: 430
Big Ideas Details Unit: Momentum
Just like the energy bar charts that we used for conservation of energy
problems, we can create a momentum bar chart. Note that because
momentum is a vector that can be positive or negative, our momentum bar
chart needs to be able to accommodate positive and negative values.

Now, solving the problem mathematically:

pi + J = p f
mvi + Jbat = mv f
(0.145)(38) + J = (0.145)(−52)
5.51 + J = −7.54
J = −13.05N  s

J = Ft
−13.05 = F (0.003)
−13.05
F= = −4350 N
0.003

The negative values for force and impulse mean that they are directed toward
center field, which makes sense.

Answers: J = 13.05N  s toward center field; F = 4350 N toward center field

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Physics 1 In Plain English Jeff Bigler

Impulse Page: 431
Big Ideas Details Unit: Momentum
Homework Problems
1. A teacher who was standing still in a corridor was run into by a student
rushing to class. The teacher has a mass of 100. kg and the collision lasted
for 0.020 s. After the collision, the teacher’s velocity was 0.67 ms . What
were the impulse and force applied to the teacher?

Answer: impulse: 67N  s ; force: 3 350 N

2. An 800 kg car travelling at 10 ms comes to a stop in 0.50 s in an accident.

a. What was the impulse applied to the car?

Answer: −8000N  s
b. What was the average net force on the car as it came to a stop?

Answer: −16000 N

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Physics 1 In Plain English Jeff Bigler

Impulse Page: 432
Big Ideas Details Unit: Momentum
3. Force is applied to a 2.0 kg block on a frictionless surface, as shown on the
graph below.

At time t = 0, the block has a velocity of +3.0 ms .

a. What is the momentum of the block at time t = 0?

Answer: 6N s
b. What is the impulse applied to the block during the interval from
0–2 s? What are the momentum and velocity of the block at time
t = 2 s?

Answer: J = +8.0N s; p = +14.0N s; v = +7.0 ms

c. What is the impulse applied to the block during the interval from
0–6 s? What are the momentum and velocity of the block at time
t = 6 s?

Answer: J = +29.0N s; p = +35.0N s; v = +17.5 ms

d. What is the impulse applied to the block during the interval from
6–11 s? What are the momentum and velocity of the block at time
t = 11 s?

Answer: J = −14.0N s; p = +21N s; v = +10.5 ms

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Physics 1 In Plain English Jeff Bigler

Impulse Page: 433
Big Ideas Details Unit: Momentum
honors & AP® 4. A ball with mass m was dropped from a height ho above the ground. It
rebounded to a height of h. The contact between the ball and the ground
lasted for time t.
[Hint: this problem combines impulse and conservation of energy.]
(If you are not sure how to do this problem, do #5 below and use the steps to
guide your algebra.)
a. What was the impulse applied to the ball?

Answer: J = p = m 2g ( ho − h )
b. What was the average net force on the ball?

Answer: F =
m 2g ( ho − h )
t
5. A 0.80 kg ball was dropped from a height of 2.0 m above the ground. It
rebounded to a height of 1.6 m. The contact between the ball and the
ground lasted for 0.045 s.
[Hint: this problem combines impulse and conservation of energy.]
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #4 above as a starting point if you have
already solved that problem.)
a. What was the impulse applied to the ball?

Answer: 9.59 N  s
b. What was the average net force on the ball?

Answer: 213N upwards

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Physics 1 In Plain English Jeff Bigler

Conservation of Linear Momentum Page: 434
Big Ideas Details Unit: Momentum

Conservation of Linear Momentum

Unit: Momentum
MA Curriculum Frameworks (2016): HS-PS2-2
AP® Physics 1 Learning Objectives: 5.A.2.1, 5.D.1.1, 5.D.1.3, 5.D.1.4, 5.D.1.5, 5.D.2.1,
5.D.2.2, 5.D.2.3, 5.D.2.4, 5.D.2.5, 5.D.3.1
Mastery Objective(s): (Students will be able to…)
• Solve problems involving collisions in which momentum is conserved, with or
without an external impulse.
Success Criteria:
• Masses and velocities are correctly identified for each object, both before and
after the collision.
• Variables are correctly identified and substituted correctly into the correct
part of the equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain what happens before, during, and after a collision from the point of
view of one of the objects participating in the collision.
Tier 2 Vocabulary: momentum, collision

Labs, Activities & Demonstrations:

• Collisions on air track.
• “Happy” and “sad” balls knocking over a board.
• Students riding momentum cart.

Notes:
collision: when two or more objects come together and hit each other.

elastic collision: a collision in which the objects bounce off each other (remain
separate) after they collide, without any loss of kinetic energy.

inelastic collision: a collision in which the objects remain together after colliding. In
an inelastic collision, total energy is still conserved, but some of the energy is
changed into other forms, so the amount of kinetic energy is different before vs.
after the collision.

Any macroscopic collision (meaning a collision between objects that are larger than
individual atoms or molecules) will convert some of the kinetic energy into internal
energy and other forms of energy. This means that no large-scale impacts are ever
perfectly elastic.

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Physics 1 In Plain English Jeff Bigler

Conservation of Linear Momentum Page: 435
Big Ideas Details Unit: Momentum
Conservation of Momentum
Recall that in physics, if a quantity is “conserved”, that means when some change
happens to a system, there is the same amount of that quantity after the change as
there was before.

In a closed system in which objects are free to move before and after a collision,
momentum is conserved. This means that unless there is an outside force, the
combined momentum of all of the objects after they collide is equal to the combined
momentum of all of the objects before the collision.

Solving Conservation of Momentum Problems

In plain English, the conservation of momentum law means that the total
momentum before a collision, plus any momentum that we add (positive or negative
impulse), must add up to the total momentum after.

In equation form, the conservation of momentum looks like this:

Before + Impulse = After

p + J = p
i f

 p + p =  p
i f

 mv + p =  mv
i f

The symbol ∑ is the Greek capital letter “sigma”. In mathematics, the symbol ∑
means “summation”.  p means the sum of the momentums. The subscript “i ”
means initial (before the collision), and the subscript “f ” means final (after the
collision). In plain English,  p means find each individual value of p (positive or
negative, depending on the direction) and then add them all up to find the total.

In the last step, we replaced each p with mv , because we are usually given the
masses and velocities in collision problems.

(Note that most momentum problems do not mention the word “momentum.” The
problems usually give information about masses and velocities before and after
some sort of collision, and it is up to you to realize that any problem involving
collisions is almost always a conservation of momentum problem.)

The problems that we will see in this course involve two objects. These objects will
either bounce off each other and remain separate (elastic collision), or they will
either start out or end up together (inelastic collision).

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Conservation of Linear Momentum Page: 436
Big Ideas Details Unit: Momentum
Elastic Collisions
An elastic collision occurs when two or more object come together in a collision and
then separate. There are the same number of separate objects before and after the
collision.

As stated above, the equation for the conservation of momentum in an elastic

collision is:
Before = After
p + J = p
i f

p1,i + p2,i + J = p1, f + p2, f

m1v1,i + m2v2,i + J = m1v1, f + m2v2 , f

Notice that we have two subscripts after each “ p ” and each “ v ”, because we have
two separate things to keep track of. The “1” and “2” mean object #1 and object #2,
and the “i” and “f ” mean “initial” and “final”.

Notice also that there are six variables: the two masses (m1 and m2 ) , and the four
velocities (v1, i , v2, i , v1, f and v2, f ) . In a typical problem, you will be given five of
these six values and use algebra to solve for the remaining one.

The following momentum bar chart is for an elastic collision. Imagine that two
objects are moving in opposite directions and then collide. There is no external
force on the objects, so there is no impulse.

Before the collision, the first object has a momentum of +3 N∙s, and the second has a
momentum of −1 N∙s. The total momentum is therefore +3 + (−1) = +2 N∙s.

Because there are no forces changing the momentum of the system, the final
momentum must also be +2 N∙s. If we are told that the first object has a momentum
of +1.5 N∙s after the collision, we can subtract the +1.5 N∙s from the total, which
means the second object must have a momentum of +0.5 N∙s.

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Physics 1 In Plain English Jeff Bigler

Conservation of Linear Momentum Page: 437
Big Ideas Details Unit: Momentum
Inelastic Collisions
An inelastic collision occurs either when two or more objects come together in a
collision and remain together, or when one object separates into two or more
objects with different velocities (i.e., moving with different speeds and/or
directions).

The law of conservation of momentum for an inelastic collision (with no impulse) is

either:
Before = After Before = After
p i
+ J =  pf p i
+ J =  pf
or
 mv i + J =  mv f  mv i + J =  mv f
m1v1,i + m2v2,i + J = mT v f mT vi + J = m1v1, f + m2v2, f

Again we have two subscripts after each “ p ” and each “ v ”, because we have two
separate things to keep track of. The “1” and “2” mean object #1 and object #2, and
“T” means total (when they are combined). The “i” and “f ” mean “initial” and
“final” as before

This time there are five variables: the two masses (m1 and m2 ) , and the three
velocities (either v1, i & v2, i and v f or vi and v1, f & v2, f ) . In a typical problem, you
will be given four of these five values and use algebra to solve for the remaining one.
(Remember that m1 + m2 = mT ).

The following momentum bar chart is for an inelastic collision. Two objects are
moving in the same direction, and then collide.

Before the collision, the first object has a momentum of −1 N∙s, and the second has a
momentum of +3 N∙s. The total momentum before the collision is therefore −1 +
(+3) = +2 N∙s.

There is no external force (i.e., no impulse), so the total final momentum must still
be +2 N∙s. Because the objects remain together after the collision, the total
momentum is the momentum of the combined objects.

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Conservation of Linear Momentum Page: 438
Big Ideas Details Unit: Momentum
Sample Problems:
Q: An object with a mass of 8.0 kg moving with a velocity of +5.0 ms collides with a
stationary object with a mass of 12 kg. If the two objects stick together after the
collision, what is their velocity?

A: The momentum of the moving object before the collision is:

p = mv = (8.0)(+5.0) = +40 N  s

The stationary object has a momentum of zero, so the total momentum of the
two objects combined is +40 N∙s.

After the collision, the total mass is 8.0 kg + 12 kg = 20 kg. The momentum after
the collision must still be +40 N∙s, which means the velocity is:

p = mv 40 = 20v v = +2 ms

Using the equation, we would solve this as follows:

Before = After
p1,i + p2,i = pf
m1v1,i + m2v2,i = mT v f
(8)(5) + (12)(0) = (8 + 12) v f
40 = 20 v f
40
vf = = +2 ms
20

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Physics 1 In Plain English Jeff Bigler

Conservation of Linear Momentum Page: 439
Big Ideas Details Unit: Momentum
Q: Stretch* has a mass of 60. kg and is holding a 5.0 kg box as
they ride on a skateboard toward the west at a speed of
3.0 ms . (Assume the 60. kg is the mass of Stretch and the
skateboard combined.) Stretch throws the box behind
them, giving the box a velocity of 2.0 ms to the east. What
is Stretch’s velocity after throwing the box?

A: This problem is like an inelastic collision in reverse; Stretch and the box are
together before the “collision” and apart afterwards. The equation would
therefore look like this:
mT vi = ms v s , f + mbvb , f

Where the subscript “s ” is for Stretch, and the subscript “b ” is for the box. Note
that after Stretch throws the box, they are moving one direction and the box is
moving the other, which means we need to be careful about our signs. Let’s
choose the direction Stretch is moving (west) to be positive. Because the box is
thrown to the east, this means the final velocity of the box will be:
vb , f = −2.0 ms

Plugging values from the problem into the equation for the law of conservation
of momentum, we get:

BEFORE = AFTER
pi = ps , f + pb , f
mT vi = ms v s , f + mbvb , f
(60 + 5)(+3) = 60 v s , f + (5)(−2)
+195 = 60 v s , f + (−10)
+205 = 60 v s , f
+205
vs, f = = +3.4 ms
60

*
The stick figure is called “Stretch” because the author is terrible at drawing, and most of his
stick figures have a body part that is stretched out.

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Physics 1 In Plain English Jeff Bigler

Conservation of Linear Momentum Page: 440
Big Ideas Details Unit: Momentum
Q: A soccer ball that has a mass of 0.43 kg is rolling east with a velocity of 5.0 ms . It
collides with a volleyball that has a mass of 0.27 kg that is rolling west with a
velocity of 6.5 ms . After the collision, the soccer ball is rolling to the west with a
velocity of 3.87 ms . Assuming the collision is perfectly elastic and friction
between both balls and the ground is negligible, what is the velocity (magnitude
and direction) of the volleyball after the collision?

A: This is an elastic collision, so the soccer ball and the volleyball are separate both
before and after the collision. The equation is:
ms v s ,i + mv vv ,i = ms v s , f + mv vv , f

Where the subscript “s ” is for the soccer ball and the subscript “v ” is for the
volleyball. In all elastic collisions, assume we need to keep track of the directions,
which means we need to be careful about our signs. We don’t know which direction
the volleyball will be moving after the collision (though a good guess would be that it
will probably bounce off the soccer ball and move to the east). So let us arbitrarily
choose east to be positive and west to be negative. This means:
quantity direction value
initial velocity of soccer ball east +5.0 ms
initial velocity of volleyball west −6.5 ms
final velocity of soccer ball west −3.87 ms

Plugging values from the problem into the equation for the law of conservation of
momentum, we get:

Before = After
ps ,i + pv ,i = ps , f + pv , f
ms v s ,i + mv vv ,i = ms v s , f + mv vv , f
(0.43)(5.0) + (0.27)(−6.5) = (0.43)(−3.87) + (0.27) vv , f
2.15 + (−1.755) = −1.664 + 0.27 vv , f
0.395 = −1.664 + 0.27 vv , f
2.059 = 0.27 vv , f
+2.059
vs, f = = +7.63 ms or 7.63 ms to the east.
0.27

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Conservation of Linear Momentum Page: 441
Big Ideas Details Unit: Momentum
Homework Problems
1. A turkey toss is a bizarre “sport” in which a person tries to catch a frozen
turkey that is thrown through the air. A frozen turkey has a mass of 10. kg,
and a 70. kg person jumps into the air to catch it. If the turkey was moving
at 4.0 ms and the person was stationary before catching it, how fast will the
person be moving after catching the frozen turkey?

Answer: 0.5 ms

2. A 6.0 kg bowling ball moving at 3.5 ms toward the back of the alley makes a
collision, head-on, with a stationary 0.70 kg bowling pin. If the ball is moving
2.77 ms toward the back of the alley after the collision, what will be the
velocity (magnitude and direction) of the pin?

Answer: 6.25 ms toward the back of the alley

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Conservation of Linear Momentum Page: 442
Big Ideas Details Unit: Momentum
Although blank momentum bar charts are not provided for the remaining problems,
feel free to draw them if you would find them helpful.
3. An 80 kg student is standing on a cart on wheels that has a mass of 40 kg. If
the student jumps off with a velocity of +3 ms , what will the velocity of the
cart be?

Answer: −6 ms

4. A 730 kg Mini (small car) runs into a stationary 2 500 kg sport utility vehicle
(large car). If the Mini was moving at 10. ms initially, how fast will it be
moving after making a completely inelastic collision with the SUV?

Answer: 2.3 ms

5. A 75 kg astronaut on a spacewalk pushes to the south on a 1000. kg satellite.

If the velocity of the satellite after the push is 0.75 ms , what is the velocity of
the astronaut?

Answer: 10 ms to the north

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Conservation of Linear Momentum Page: 443
Big Ideas Details Unit: Momentum
honors & AP® 6. A billiard ball with mass mb makes an elastic collision with a cue ball with
mass mc. Before the collision, the billiard ball was moving with a velocity of
v b ,i , and the cue ball was moving with a velocity of v c ,i . After the collision,
the cue ball is now moving with a velocity of v c , f . What is the velocity of the
billiard ball after the collision?
(If you are not sure how to do this problem, do #7 below and use the steps to
guide your algebra.)

mbvb,i + mc vc ,i − mc vc , f
Answer: vb , f =
mb
7. A billiard ball with a mass of 0.16 kg makes an elastic collision with a cue ball
with a mass of 0.17 kg. Before the collision, the billiard ball was moving with
a velocity of 0.50 ms to the east, and the cue ball was moving with a velocity
of 1.0 ms to the west. After the collision, the cue ball is now moving with a
velocity of 0.515 ms to the east. What is the velocity (magnitude and
direction) of the billiard ball after the collision?
Hint: Remember that east and west are opposite directions; one of them will
be negative.
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #6 above as a starting point if you have
already solved that problem.)

Answer: 1.11 ms to the west

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Angular Momentum Page: 444
Big Ideas Details Unit: Momentum

Angular Momentum
Unit: Momentum
MA Curriculum Frameworks (2016): N/A
AP Physics 1 Learning Objectives: 3.F.3.1, 3.F.3.2, 3.F.3.3, 4.D.1.1, 4.D.1.2, 4.D.2.1,
4.D.2.2, 4.D.3.1, 4.D.3.2, 5.E.1.1, 5.E.1.2, 5.E.2.1
Mastery Objective(s): (Students will be able to…)
• Explain and apply the principle of conservation of angular momentum.
Success Criteria:
• Explanation takes into account the factors affecting the angular momentum of
an object before and after some change.
Language Objectives:
• Explain what happens when linear momentum is converted to angular
momentum or vice versa.
Tier 2 Vocabulary: momentum

Labs, Activities & Demonstrations:

• Try to change the direction of rotation of a bicycle wheel.
• Spin on a turntable with weights at arm’s length.
• Sit on a turntable with a spinning bicycle wheel and invert the wheel.

Notes:
angular momentum (L ) : the momentum of a rotating object in the direction of
rotation. Angular momentum is the property of an object that resists changes in
the speed or direction of rotation. Angular momentum is measured in units of
kgm2
s
.

Just as linear momentum is the product of mass (linear inertia) and (linear) velocity,
angular momentum is also the product of the moment of inertia (rotational inertia)
and angular (rotational) velocity:
p = mv L = Iω *
linear rotational

*
CP1 and honors physics students are responsible only for a qualitative understanding of
angular momentum. AP® Physics students need to solve quantitative problems.

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Angular Momentum Page: 445
Big Ideas Details Unit: Momentum
AP® Angular momentum can also be converted to linear momentum, and vice versa.
Angular momentum is the cross-product of radius and linear momentum:
L = r  p = rp sin
E.g., if you shoot a bullet into a door:
1. As soon as the bullet embeds itself in the door, it is constrained to move in
an arc, so the linear momentum of the bullet becomes angular momentum.
2. The total angular momentum of the bullet just before impact equals the
total angular momentum of the bullet and door after impact.

Just as a force produces a change in linear momentum, a torque produces a change

in angular momentum. The net external torque on an object is its change in angular
momentum with respect to time:
L dL
τ net = = and L = τ net t
t dt

Conservation of Angular Momentum

Just as linear momentum is conserved unless an external force is applied, angular
momentum is conserved unless an external torque is applied. This means that the
total angular momentum before some change (that occurs entirely within the
system) must equal the total angular momentum after the change.

An example of this occurs when a person spinning (e.g., an ice skater) begins the
spin with arms extended, then pulls the arms closer to the body. This causes the
person to spin faster. (In physics terms, it increases the angular velocity, which
means it causes angular acceleration.)

When the skater's arms are extended, the moment of inertia of the skater is greater
(because there is more mass farther out) than when the arms are close to the body.
Conservation of angular momentum tells us that:
Li = Lf
I i i = I f  f

I.e., if I decreases, then ω must increase.

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Angular Momentum Page: 446
Big Ideas Details Unit: Momentum
Another popular example, which shows the vector nature of angular momentum, is
the demonstration of a person holding a spinning bicycle wheel on a rotating chair.
The person then turns over the bicycle wheel, causing it to rotate in the opposite
direction:

Initially, the direction of the angular momentum vector of the wheel is upwards.
When the person turns over the wheel, the angular momentum of the wheel
reverses direction. Because the person-wheel-chair system is an isolated system, the
total angular momentum must be conserved. This means the person must rotate in
the opposite direction as the wheel, so that the total angular momentum
(magnitude and direction) of the person-wheel-chair system remains the same as
before.

xkcd.com. Used with permission.

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Angular Momentum Page: 447
Big Ideas Details Unit: Momentum
AP® Sample Problem:
Q: A “Long-Playing” (LP) phonograph record has a radius of 15 cm and a mass of
150 g. A typical phonograph could accelerate an LP from rest to its final speed in
0.35 s.

a. Calculate the angular momentum of a phonograph record (LP) rotating at

33 1 3 RPM .

b. What average torque would be exerted on the LP?

A: The angular momentum of a rotating body is L = I . This means we need to

find I (the moment of inertia) and ω (the angular velocity).

An LP is a solid disk, which means the formula for its moment of inertia is:

I = 12 mr 2
I = ( 12 )(0.15kg)(0.15m)2 = 1.69  10-3 kg  m2

33 1 3 rev 1min 2π rad

=   = 3.49 rad
s
1min 60 s 1rev

L = I
L = (1.69  10−3 kg  m2 )(3.49 rad
s
)
kg m2
L = 5.89  10−3 s

L L − Lo 5.89  10 −3 − 0
= = = = 1.68  10 −2N  m
t t 0.35

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Angular Momentum Page: 448
Big Ideas Details Unit: Momentum
AP® Homework Problems
1. A cylinder of mass 250 kg and radius 2.60 m is rotating at 4.00 rad
s
on a
frictionless surface. A 500 kg cylinder of the same diameter is then placed
on top of the cylinder. What is the new angular velocity?

Answer: 1.33 rad

2. A solid oak door with a width of 0.75 m and

mass of 50 kg is hinged on one side so that it
can rotate freely. A bullet with a mass of 30 g
is fired into the exact center of the door with a
velocity of 400 ms , as shown in the diagram at
the right.
What is the angular velocity of the door with respect to the hinge just after
the bullet embeds itself in the door?
(Hint: Treat the bullet as a point mass. Consider the door to be a rod rotating
about its end.)

Answer: 0.45 rad

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Angular Momentum Page: 449
Big Ideas Details Unit: Momentum
AP® Use the following diagram for questions #3 & 3 below

3. A bug with mass m crawls from the center to the outside edge of a disc of
mass M and radius r, rotating with angular velocity ω, as shown in the
diagram above.
Write an expression for the angular velocity of the disc when the bug
reaches the edge. You may use your work from problem #3 to guide your
algebra. (Hint: Treat the bug as a point mass.)
(If you are not sure how to do this problem, do #4 below and use the steps to
guide your algebra.)

Mi
Answer:  f =
M + 2m
4. A 12.5 g bug crawls from the center to the outside edge of a 130. g disc of
radius 15.0 cm that is rotating at 11.0 rad
s
, as shown in the diagram above.

What will be the angular velocity of the disc when the bug reaches the
edge? (Hint: Treat the bug as a point mass.)
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #3 above as a starting point if you have
already solved that problem.)

Answer: 9.23 rad

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Introduction: Simple Harmonic Motion Page: 451
Big Ideas Details Unit: Simple Harmonic Motion

Introduction: Simple Harmonic Motion

Unit: Simple Harmonic Motion
Topics covered in this chapter:
Simple Harmonic Motion ............................................................................. 455
Springs.......................................................................................................... 459
Pendulums ................................................................................................... 464

This chapter discusses the physics of simple harmonic (repetitive) motion.

• Simple Harmonic Motion (SHM) describes the concept of repetitive back-and-
forth motion and situations that apply to it.

• Springs and Pendulums describe specific examples of SHM and the specific
equations relating to each.

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Introduction: Simple Harmonic Motion Page: 452
Big Ideas Details Unit: Simple Harmonic Motion
Standards addressed in this chapter:

MA Curriculum Frameworks (2016):

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Introduction: Simple Harmonic Motion Page: 453
Big Ideas Details Unit: Simple Harmonic Motion
No MA Curriculum Frameworks are addressed in this chapter.
AP® AP® Physics 1 Learning Objectives:
3.D.1.1: The student is able to justify the selection of data needed to
determine the relationship between the direction of the force acting on an
object and the change in momentum caused by that force. [SP 4.1]
3.B.3.1: The student is able to predict which properties determine the motion
of a simple harmonic oscillator and what the dependence of the motion is
on those properties. [SP 6.4, 7.2]
3.B.3.2: The student is able to design a plan and collect data in order to
ascertain the characteristics of the motion of a system undergoing
oscillatory motion caused by a restoring force. [SP 4.2]
3.B.3.3: The student can analyze data to identify qualitative or quantitative
relationships between given values and variables (i.e., force,
displacement, acceleration, velocity, period of motion, frequency, spring
constant, string length, mass) associated with objects in oscillatory motion
to use that data to determine the value of an unknown. [SP 2.2, 5.1]
3.B.3.4: The student is able to construct a qualitative and/or a quantitative
explanation of oscillatory behavior given evidence of a restoring force.
[SP 2.2, 6.2]
5.B.2.1: The student is able to calculate the expected behavior of a system
using the object model (i.e., by ignoring changes in internal structure) to
analyze a situation. Then, when the model fails, the student can justify the
use of conservation of energy principles to calculate the change in internal
energy due to changes in internal structure because the object is actually
a system. [SP 1.4, 2.1]
5.B.3.1: The student is able to describe and make qualitative and/or
quantitative predictions about everyday examples of systems with internal
potential energy. [SP 2.2, 6.4, 7.2]
5.B.3.2: The student is able to make quantitative calculations of the internal
potential energy of a system from a description or diagram of that system.
[SP 1.4, 2.2]
5.B.3.3: The student is able to apply mathematical reasoning to create a
description of the internal potential energy of a system from a description
or diagram of the objects and interactions in that system. [SP 1.4, 2.2]
5.B.4.1: The student is able to describe and make predictions about the
internal energy of systems. [SP 6.4, 7.2]
5.B.4.2: The student is able to calculate changes in kinetic energy and
potential energy of a system, using information from representations of
that system. [SP 1.4, 2.1, 2.2]

Topics from this chapter assessed on the SAT Physics Subject Test:
• Simple Harmonic Motion, such as mass on a spring and the pendulum

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Introduction: Simple Harmonic Motion Page: 454
Big Ideas Details Unit: Simple Harmonic Motion
1. Periodic Motion (Simple Harmonic Motion)
2. Frequency and Period
3. Springs
4. Pendulums

Skills learned & applied in this chapter:

• Understanding and representing repetitive motion.

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Simple Harmonic Motion Page: 455
Big Ideas Details Unit: Simple Harmonic Motion

Simple Harmonic Motion

Unit: Simple Harmonic Motion
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.B.3.1, 3.B.3.2, 3.B.3.3, 3.B.3.4
Mastery Objective(s): (Students will be able to…)
• Describe simple harmonic motion and explain the behaviors of oscillating
systems such as springs & pendulums.
Success Criteria:
• Explanations are sufficient to predict the observed behavior.
Language Objectives:
• Explain why oscillating systems move back and forth by themselves.
Tier 2 Vocabulary: simple, harmonic

Labs, Activities & Demonstrations:

• Show & tell with springs & pendulums.

Notes:
simple harmonic motion: motion consisting of regular, periodic back-and-forth
oscillation.

Requirements:
• The acceleration is always in the opposite direction from the displacement.
This means the acceleration always slows down the motion and reverses the
direction.
• In an ideal system (no friction), once simple harmonic motion is started, it
would continue forever.
• A graph of displacement vs. time will result in the trigonometric function
sine or cosine.

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Simple Harmonic Motion Page: 456
Big Ideas Details Unit: Simple Harmonic Motion
Examples of Simple Harmonic Motion
• Springs; as the spring compresses or stretches, the spring force accelerates
it back toward its equilibrium position.

• Pendulums: as the pendulum swings, gravity accelerates it back toward its

equilibrium position.

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Simple Harmonic Motion Page: 457
Big Ideas Details Unit: Simple Harmonic Motion
• Waves: waves passing through some medium (such as water or air) cause
the medium to oscillate up and down, like a duck sitting on the water as
waves pass by.

• Uniform circular motion: as an object moves around a circle, its vertical

position (y -position) is continuously oscillating between +r and –r.

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Simple Harmonic Motion Page: 458
Big Ideas Details Unit: Simple Harmonic Motion
AP® Kinematics of Simple Harmonic Motion
As you can see from the uniform circular motion graph above, the y-position of an
object in simple harmonic motion as a function of time is the function sine or cosine
of the angle around the circle, depending on where you declare the starting position
to be. From calculus, the general equations of periodic or oscillating motion are
therefore:
position: x = A cos( t + )
dx *
velocity: v = − A sin( t +  ) =
dt

dv d 2 x
acceleration: a = − A cos( t +  ) =
2
=
dt dt 2
where:
x = displacement from the equilibrium point x = 0
A = amplitude (maximum displacement)
 = angular frequency
t = time
 = phase angle (offset)

The phase angle  or offset is the position where the cycle starts, relative to the
equilibrium (zero) point.

Because many simple harmonic motion problems (including AP® problems) are given
in terms of the frequency of oscillation (number of oscillations per second), we can
multiply the angular frequency by 2π to use f instead of ω, i.e.,  = 2 f .

On the AP® formula sheet,  is assumed to be zero, resulting in the following

version of the position equation:
x = A cos(2 f t)

You are expected to be able to understand and use the position equation above, but
simple harmonic problems that involve velocity and acceleration equations are
beyond the scope of this course and have not been seen on the AP® exam.

*
dx dv d2x
The derivatives , , and
are from calculus. The velocity and acceleration
dt dt dt 2
equations are beyond the scope of the AP® Physics course.

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Springs Page: 459
Big Ideas Details Unit: Simple Harmonic Motion

Springs
Unit: Simple Harmonic Motion
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.B.3.1, 3.B.3.2, 3.B.3.3, 3.B.3.4, 5.B.2.1, 5.B.3.1,
5.B.3.2, 5.B.3.3, 5.B.4.1, 5.B.4.2
Mastery Objective(s): (Students will be able to…)
• Calculate the period of oscillation of a spring.
• Calculate the force from and potential energy stored in a spring.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
part of the correct equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain what a spring constant measures.
Tier 2 Vocabulary: spring

Labs, Activities & Demonstrations:

• Spring mounted to lab stands with paper taped somewhere in the middle as
an indicator.

Notes:
spring: a coiled object that resists motion parallel with the direction of propagation
of the coil.

Spring Force
The equation for the force (vector) from a spring is given by Hooke’s Law, named for
the British physicist Robert Hooke:

Fs = −kx

Where Fs is the spring force (vector quantity representing the force exerted by the
spring), x is the displacement of the end of the spring (also a vector quantity), and
k is the spring constant, an intrinsic property of the spring based on its mass,
thickness, and the elasticity of the material that it is made of.

The negative sign in the equation is because the force is always in the opposite
(negative) direction from the displacement.

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Springs Page: 460
Big Ideas Details Unit: Simple Harmonic Motion
A Slinky has a spring constant of 0.5 mN , while a heavy garage door spring might have
a spring constant of 500 mN .

Potential Energy
The potential energy stored in a spring is given by the equation:
U = 12 kx 2

Where U is the potential energy (measured in joules), k is the spring constant, and x
is the displacement. Note that the potential energy is always positive (or zero); this
is because energy is a scalar quantity. A stretched spring and a compressed spring
both have potential energy.

The Period of a Spring

period or period of oscillation: the time it takes a spring to move from its maximum
displacement in one direction to its maximum displacement in the opposite
direction and back again. The variable for the period is T, and the unit is usually
seconds.

The period of a spring depends on the mass of the spring and its spring constant,
and is given by the equation:
m
Ts = 2
k

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Springs Page: 461
Big Ideas Details Unit: Simple Harmonic Motion
Frequency
frequency: the number of times something occurs in a given amount of time.
Frequency is usually given by the variable f, and is measured in units of hertz (Hz).
One hertz is the inverse of one second:
1
1Hz   1 s −1
1s

Note that period and frequency are reciprocals of each other:

1 1
T= and f =
f T

Sample Problem:
Q: A spring with a mass of 0.1 kg and a spring constant of 2.7 mN is compressed
0.3 m. Find the force needed to compress the spring, the potential energy
stored in the spring when it is compressed, and the period of oscillation.

A: The force is given by Hooke’s Law.

Substituting these values gives:

F = −kx
F = −(2.7 mN )( + 0.3m) = −0.81N

The potential energy is:

U = 12 kx 2
U = (0.5)(2.7 mN )(0.3m)2 = 0.12 J

The period is:

m
Ts = 2
k
0.1
Ts = (2)(3.14)
2.7
Ts = 6.28 0.037 = (6.28)(0.19) = 1.2 s

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Springs Page: 462
Big Ideas Details Unit: Simple Harmonic Motion
Homework Problems
1. A 100.0 g mass is suspended from a spring whose constant is 50.0 mN . The
mass is then pulled down 1.0 cm and then released.
a. How much force was applied in order to pull the spring down the
1.0 cm?

Answer: 0.5 N
b. What is the frequency of the resulting oscillation?

Answer: 3.56 Hz
2. A 1000. kg car bounces up and down on its springs once every 2.0 s. What is
the spring constant of its springs?

Answer: 9870 mN

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Springs Page: 463
Big Ideas Details Unit: Simple Harmonic Motion
3. A 4.0 kg block is released from a height of 5.0 m on a frictionless ramp.
When the block reaches the bottom of the ramp, it slides along a frictionless
surface and hits a spring with a spring constant of 4.0 104 mN as shown in
the diagram below:

What is the maximum distance that the spring is compressed after the
impact?

Answer: 0.10 m
4. A 1.6 kg block is attached to a spring that has a spring constant of
1.0  103 mN . The spring is compressed a distance of 2.0 cm and the block is
released from rest onto a frictionless surface. What is the speed of the
block as it passes through the equilibrium position?

Answer: 0.5 ms

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Pendulums Page: 464
Big Ideas Details Unit: Simple Harmonic Motion

Pendulums
Unit: Simple Harmonic Motion
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: 3.B.3.1, 3.B.3.2, 3.B.3.3, 3.B.3.4, 5.B.2.1, 5.B.3.1,
5.B.3.2, 5.B.3.3, 5.B.4.1, 5.B.4.2
Mastery Objective(s): (Students will be able to…)
• Calculate the period of oscillation of a pendulum.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
part of the correct equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why the mass of the pendulum does not affect its period.
Tier 2 Vocabulary: pendulum

Labs, Activities & Demonstrations:

• Pendulum made from a mass hanging from a lab stand.

Notes:
pendulum: a lever that is suspended from a point such that it can swing back and
forth.

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Pendulums Page: 465
Big Ideas Details Unit: Simple Harmonic Motion
The Forces on a Pendulum
As the pendulum swings, its mass remains constant, which means the force of
gravity pulling it down remains constant. The tension on the pendulum (which we
can think of as a rope or string, though the pendulum can also be solid) also remains
constant as it swings.

However, as the pendulum swings, the angle of the tension force changes. When
the pendulum is not in the center (bottom), the vertical component of the tension is
FT cos θ, and the horizontal component is FT sin θ. Because the angle is between 0°
and 90°, cos θ < 1, which means Fg is greater than the upward component of FT.
This causes the pendulum to eventually stop. Also because the angle is between 0°
and 90°, sin θ > 0, This causes the pendulum to start swinging in the opposite
direction.

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Pendulums Page: 466
Big Ideas Details Unit: Simple Harmonic Motion
The Period of a Pendulum
period or period of oscillation: the time it takes a pendulum to travel from its
maximum displacement in one direction to its maximum displacement in the
opposite direction and back again. The variable for the period is T, and the unit
is usually seconds.

Note that the time between pendulum “beats” (such as the tick-tock of a
pendulum clock) are ½ of the period of the pendulum. Thus a “grandfather”
clock with a pendulum that beats seconds has a period T = 2 s.

The period of a pendulum depends on the force of gravity, the length of the
pendulum, and the maximum angle of displacement. For small angles (θ < 15°), the
period is given by the equation:

T = 2
g

where T is the period of oscillation, l is the length of the pendulum in meters, and g
is the acceleration due to gravity (approximately 10 sm2 on Earth).

Note that the potential energy of a pendulum is simply the gravitational potential
energy of the pendulum’s center of mass.

The velocity of the pendulum at its lowest point (where the potential energy is zero
and all of the energy is kinetic) can be calculated using conservation of energy.

Sample Problem:
Q: An antique clock has a pendulum that is 0.20 m long. What is its period?

A: The period is given by the equation:

T = 2
g
0.20
T = 2(3.14)
10
T = 6.28 0.02
T = (6.28)(0.141)
T = 0.889 s

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Pendulums Page: 467
Big Ideas Details Unit: Simple Harmonic Motion
Homework Problems
1. A 20.0 kg chandelier is suspended from a high ceiling with a cable 6.0 m
long. What is its period of oscillation as it swings?

Answer: 4.87 s
2. What is the length of a pendulum that oscillates 24.0 times per minute?

Answer: 1.58 m
3. The ceiling in our physics classroom is approximately 3.6 m high. How long
did it take the bowling ball pendulum to swing across the room and back?

Answer: 3.77 s

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Introduction: Electrostatics Page: 469
Big Ideas Details Unit: Electrostatics
CP1 & honors
(not AP®)
Introduction: Electrostatics
Unit: Electrostatics
Topics covered in this chapter:
Electric Charge ............................................................................................. 471
Coulomb’s Law ............................................................................................. 476
Electric Fields ............................................................................................... 482

This chapter discusses electricity and magnetism, how they behave, and how they
relate to each other.
• Electric Charge and Coulomb’s Law describe the behavior of individual charged
particles and their effects on each other.
• Electric Fields describes the behavior of an electric force field on charged
particles.

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Introduction: Electrostatics Page: 470
Big Ideas Details Unit: Electrostatics
CP1 & honors Standards addressed in this chapter:
(not AP®)
MA Curriculum Frameworks (2016):
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation
and Coulomb’s Law to describe and predict the gravitational and
electrostatic forces between objects.
HS-PS3-1. Use algebraic expressions and the principle of energy conservation to
calculate the change in energy of one component of a system when the
change in energy of the other component(s) of the system, as well as the
total energy of the system including any energy entering or leaving the
system, is known. Identify any transformations from one form of energy to
another, including thermal, kinetic, gravitational, magnetic, or electrical
energy, in the system.
HS-PS3-2. Develop and use a model to illustrate that energy at the macroscopic
scale can be accounted for as either motions of particles and objects or
energy stored in fields.
HS-PS3-5. Develop and use a model of magnetic or electric fields to illustrate the
forces and changes in energy between two magnetically or electrically
charged objects changing relative position in a magnetic or electric field,
respectively.

AP® Physics 1 Learning Objectives:

This unit was removed from AP® Physics 1 starting with the 2021–22 school
year. It is now part of the AP® Physics 2 curriculum.

Topics from this chapter assessed on the SAT Physics Subject Test:
• Electric Fields, Forces, and Potentials, such as Coulomb’s law, induced charge,
field and potential of groups of point charges, and charged particles in electric
fields
1. Electric Charge
2. Electric Force
3. Electric Potential
4. Conductors and Insulators

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Electric Charge Page: 471
Big Ideas Details Unit: Electrostatics
CP1 & honors
(not AP®)
Electric Charge
Unit: Electrostatics
MA Curriculum Frameworks (2016): HS-PS3-5
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Describe properties of positive and negative electric charges.
• Describe properties of conductors and insulators.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
part of the correct equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why the mass of the pendulum does not affect its period.
Tier 2 Vocabulary: charge

Labs, Activities & Demonstrations:

• Charged balloon making hairs repel, attracting water molecules.
• Wimshurst machine.
• Van de Graaff generator.

Notes:
electric charge: a physical property of matter which causes it to experience a force
when near other electrically charged matter. Electric charge is measured in
coulombs (C).

positive charge: the type of charge carried by protons. Originally defined as the
charge left on a piece of glass when rubbed with silk. The glass becomes
positively charged because the silk pulls electrons off the glass.

negative charge: the type of charge carried by electrons. Originally defined as the
charge left on a piece of amber (or rubber) when rubbed with fur (or wool). The
amber becomes negatively charged because the amber pulls the electrons off
the fur.

elementary charge: the magnitude (amount) of charge on one proton or one

−19
electron. One elementary charge equals 1.60  10 C . Because ordinary matter is
made of protons and electrons, the amount of charge carried by any object must be
an integer multiple of the elementary charge.

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Electric Charge Page: 472
Big Ideas Details Unit: Electrostatics
CP1 & honors Note however, that the quarks that protons and neutrons are made of carry
(not AP®) fractional charges; up-type quarks carry a charge of +⅔ of an elementary charge, and
down-type quarks carry a charge of −⅓ of an elementary charge. A proton is made
of two up quarks and one down quark and carries a charge of +1 elementary charge.
A neutron is made of one up quark and two down quarks and carries no charge.

static electricity: stationary electric charge, such as the charge left on silk or amber
in the above definitions.

electric current (sometimes called electricity): the movement of electrons through a

medium (substance) from one location to another. Note, however, that electric
current is defined as the direction a positively charged particle would move.
Thus electric current “flows” in the opposite direction from the actual electrons.

xkcd.com. Used with permission.

Some Devices that Produce, Use or Store Charge

capacitor: a device that stores electric charge.

battery: a device that uses chemical reactions to produce an electric current.

generator: a device that converts mechanical energy (motion) into an electric

current.

motor: a device that converts an electric current into mechanical energy.

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Electric Charge Page: 473
Big Ideas Details Unit: Electrostatics
CP1 & honors Conductors vs. Insulators
(not AP®) conductor: a material that allows charges to move freely through it. Examples of
conductors include metals and liquids with positive and negative ions dissolved
in them (such as salt water). When charges are transferred to a conductor, the
charges distribute themselves evenly throughout the substance.

insulator: a material that does not allow charges to move freely through it.
Examples of insulators include nonmetals and most pure chemical compounds
(such as glass or plastic). When charges are transferred to an insulator, they
cannot move, and remain where they are placed.

Behavior of Charged Particles

• Like charges repel. A pair of the same type of charge (two positive charges or
two negative charges) exert a force that pushes the charges away from each
other.

• Opposite charges attract. A pair of opposite types of charge (a positive charge

and a negative charge) exert a force that pulls the charges toward each other.

• Charge is conserved. Electric charges cannot be created or destroyed, but can

be transferred from one location or medium to another. (This is analogous to
the laws of conservation of mass and energy.)

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Electric Charge Page: 474
Big Ideas Details Unit: Electrostatics
CP1 & honors Charging by Induction
(not AP®) induction: when an electrical charge on one object causes a charge in a second
object.

When a charged rod is brought near a neutral

object, the charge on the rod attracts
opposite charges and repels like charges that
are near it. The diagram below shows a
negatively-charged rod repelling negative
charges.
If the negatively-charged rod above were
touched to the sphere, some of the charges
from the rod would be transferred to the
sphere at the point of contact, and the
sphere would acquire an overall negative charge.

A process for inducing charges in a pair of metal spheres is shown below:

a. Metal spheres A and B are brought into contact.

b. A positively charged object is placed near (but not in contact with) sphere A.
This induces a negative charge in sphere A, which in turn induces a positive
charge in sphere B.
c. Sphere B (which is now positively charged) is moved away.
d. The positively charged object is removed.
e. The charges distribute themselves throughout the metal spheres.

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Electric Charge Page: 475
Big Ideas Details Unit: Electrostatics
CP1 & honors Grounding
(not AP®) For the purposes of our use of electric charges, the ground (Earth) is effectively an
endless supply of both positive and negative charges. Under normal circumstances,
if a charged object is touched to the ground, electrons will move to neutralize the
charge, either by flowing from the object to the ground or from the ground to the
object.

Grounding a charged object or circuit means neutralizing the electrical charge on an

object or portion of the circuit. The charge of any object that is connected to ground
is zero, by definition.

In buildings, the metal pipes that bring water into the building are often used to
ground the electrical circuits. The metal pipe is a good conductor of electricity, and
carries the unwanted charge out of the building and into the ground outside.

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Coulomb’s Law Page: 476
Big Ideas Details Unit: Electrostatics
CP1 & honors
(not AP®)
Coulomb’s Law
Unit: Electrostatics
MA Curriculum Frameworks (2016): HS-PS2-4
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Solve problems using Coulomb’s Law
• Quantitatively predict the effects on the electrostatic force when one of the
variables (amount of electric charge or distance) in Coulomb’s Law is changed.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
part of the correct equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how force and distance both affect the amount of force between two
charged objects.
Tier 2 Vocabulary: charge

Labs, Activities & Demonstrations:

• Charged balloon or Styrofoam sticking to wall.
• Charged balloon pushing meter stick.

• Van de Graaff generator with negative electrode attached to inertia balance

pan.

Notes:
Electric charge is measured in Coulombs (abbreviation “C”). One Coulomb is the
amount of electric charge transferred by a current of 1 ampere for a duration of
1 second.
+1 C is the charge of 6.2415 × 1018 protons.
−1 C is the charge of 6.2415 × 1018 electrons.

A single proton or electron therefore has a charge of ±1.6022 × 10−19 C. This amount
of charge is called the elementary charge, because it is the charge of one elementary
particle.

An object can only have an integer multiple of this amount of charge, because it is
impossible* to have a charge that is a fraction of a proton or electron.

*
This is true for macroscopic objects. Certain quarks, which are the particles that protons
and neutrons are made of, have charges of 1 or 2 of an elementary charge.
3 3

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Coulomb’s Law Page: 477
Big Ideas Details Unit: Electrostatics
CP1 & honors Because charged particles attract or repel each other, that attraction or repulsion
(not AP®) must be a force, which can be measured and quantified. The force is directly
proportional to the strengths of the charges, and inversely proportional to the
square of the distance. The formula is:
kq1q2
Fe =
r2
where:
Fe = electrostatic force of repulsion between electric charges. A positive value
of Fe denotes that the charges are repelling (pushing away from) each
other; a negative value of Fe denotes that the charges are attracting
(pulling towards) each other.
k = electrostatic constant = 8.9876  109 NCm , which we usually approximate as
2
2

9.0  109 Nm2

C2
.

q 1 and q 2 = the charges on objects #1 and #2 respectively

r = distance (radius, because it goes outward in every direction) between the
centers of the two charges

This formula is Coulomb’s Law, named for its discoverer, the French physicist
Charles-Augustin de Coulomb.

Sample problems:
Q: Find the force of electrostatic attraction between the proton and electron in a
hydrogen atom if the radius of the atom is 37.1 pm

A: The charge of a single proton is 1.60 × 10−19 C, and the charge of a single
electron is −1.60 × 10−19 C.

37.1pm = 3.71  10 −11m

kq q
Fe = 12 2
r
(8.99  109 )(1.60  10 −19 )(−1.60  10 −19 )
Fe =
(3.71  10 −11 )2
Fe = −1.67  10 −7 N

The value of the force is negative, which signifies that the force is attractive.

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Coulomb’s Law Page: 478
Big Ideas Details Unit: Electrostatics
honors Q: Two charged particles, each with charge +q (which means q1 = q2 = q) are
(not AP®) separated by distance d. If the amount of charge on one of the particles is
halved and the distance is doubled, what will be the effect on the force between
them?

A: To solve this problem, we first set up Coulomb’s Law:

kq1q2
Fe =
r2
Now, we replace one of the charges with half of itself—let’s say q1 will become
(0.5 q1). Similarly, we replace the distance r with (2r). This gives:
k(0.5q1 )q2
Fe =
(2r )2
Simplifying and rearranging this expression gives:

0.5kq1q2 0.5 kq1q2 1 kq1q2

Fe = =  2 =  2
4r 2 4 r 8 r

Therefore, the new Fe will be 1 of the old Fe.

As was discussed on page 368, a useful shortcut for these kinds of problems is to
set them up as “before and after” problems, using the number 1 for every
quantity on the “before” side, and replacing the ones that change with their new
values on the “after” side:

Before After
1 1 1 1  1  0.5 0.5 1
Fe = 2 = 1 Fe = = =
1 22 4 8

1
Thus Fe is of the original Fe .
8

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Coulomb’s Law Page: 479
Big Ideas Details Unit: Electrostatics
CP1 & honors Homework Problems
(not AP®) 1. What is the magnitude of the electric force between two objects, each with
a charge of +2.00  10−6 C , which are separated by a distance of 1.50 m? Is
the force attractive or repulsive?

Answer: 0.016 N, repulsive

honors
(not AP®)

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Coulomb’s Law Page: 480
Big Ideas Details Unit: Electrostatics
2. An object with a charge of +q1 is separated from a second object with an
unknown charge by a distance d. If the objects attract each other with a
force F, what is the charge on the second object?
(If you are not sure how to do this problem, do #3 below and use the steps to
guide your algebra.)

Fd 2
Answer: q2 = −
kq1
CP1 & honors 3. An object with a charge of +1.50  10−2 C is separated from a second object
(not AP®) with an unknown charge by a distance of 0.500 m. If the objects attract
each other with a force of 1.35  106 N , what is the charge on the second
object?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #2 above as a starting point if you have
already solved that problem.)

−3
Answer: −2.50  10 C

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Coulomb’s Law Page: 481
Big Ideas Details Unit: Electrostatics
honors 4. The distance between an alpha particle (+2 elementary charges) and an
(not AP®) electron (−1 elementary charge) is 2.00  10−25 m . If that distance is tripled,
what will be the effect on the force between the charges?

Answer: The new Fe will be 1 of the old Fe.

5. Three elementary charges, particle q 1 with a charge of +6.00  10−9 C ,

particle q 2 with a charge of −2.00  10−9 C , and particle q 3 with a charge of
+5.00  10−9 C , are arranged as shown in the diagram below.

What is the net force (magnitude and direction) on particle q 3?

Answer: 7.16  10−9 N at an angle of 65.2° above the x-axis.

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Electric Fields Page: 482
Big Ideas Details Unit: Electrostatics
CP1 & honors
(not AP®)
Electric Fields
Unit: Electrostatics
MA Curriculum Frameworks (2016): HS-PS3-1, HS-PS3-2, HS-PS3-5
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Sketch electric field lines and vectors around charged particles or objects.
• Solve problems involving the forces on a charge due to an electric field.
Success Criteria:
• Sketches show arrows pointing from positive charges to negative charges.
• Electric field vectors show longer arrows where charges are larger and shorter
arrows where charges are smaller.
• Variables are correctly identified and substituted correctly into the correct
part of the correct equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how the electric force on a charged particle changes as you get closer
to or farther away from another charged object.
Tier 2 Vocabulary: charge, field

Labs, Activities & Demonstrations:

• students holding copper pipe in one hand and zinc-coated steel pipe in
other—measure with voltmeter. (Can chain students together.)

Notes:
force field: a region in which an object experiences a force because of some intrinsic
property of the object that enables the force to act on it. Force fields are
vectors, which means they have both a magnitude and a direction.

Recall that a gravitational field applies a force to an object based on its mass.
Fg = mg , where g represents the magnitude and direction of the gravitational
field.

electric field (E ) : an electrically charged region (force field) that exerts a force on
any charged particle within the region.

An electric field applies a force to an object based on its electrical charge.

Fe = q E , where E represents the magnitude and direction of the electric field.

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Electric Fields Page: 483
Big Ideas Details Unit: Electrostatics
CP1 & honors field lines: lines with arrows that show the direction of an electric field.
(not AP®)
Field lines are lines that show the directions of force on an object. In an electric
field, the object is assumed to be a positively-charged particle. This means that the
direction of the electric field is from positive to negative, i.e., field lines go outward in
all directions from a positively-charged particle, and inward from all directions
toward a negatively-charged particle.

This means that a positively charged particle (such as a proton) would move in the
direction of the arrows, and a negatively charged particle (such as an electron)
would move in the opposite direction.

The simplest electric field is the region around a single charged particle:

If a positive and a negative charge are near each other, the field lines go from the
positive charge toward the negative charge:

(Note that even though this is a two-dimensional drawing, the field itself is three-
dimensional. Some field lines come out of the paper from the positive charge and
go into the paper toward the negative charge, and some go behind the paper from
the positive charge and come back into the paper from behind toward the negative
charge.)

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Electric Fields Page: 484
Big Ideas Details Unit: Electrostatics
CP1 & honors In the case of two charged plates (flat surfaces), the field lines would look like the
(not AP®) following:

Electric Field Vectors

electric field vector: an arrow representing the strength and direction of an electric
field at a point represented on a map.

A map of an electric field can be drawn

using field vectors instead of field lines.
Electric field vectors are preferred, because
in addition to showing the direction of the
electric field, they also show the relative
strength. For example, this diagram shows
the electric field around a positive charge.
Notice that:

• The field vectors point in the direction

of the electric field (from positive to
negative).

• The field vectors are longer where the

electric field is stronger and shorter
where the electric field is weaker.

The electric field vectors around a pair of point charges, one positive and one
negative, would look like the following:

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Electric Fields Page: 485
Big Ideas Details Unit: Electrostatics
CP1 & honors If the point charges were not shown, you could use a field vector diagram to
(not AP®) determine their locations:

In the above example, there must be a positive point charge at coördinates (−1.0, 0)
and a negative point charge at coördinates (+1.0, 0)

Electric Field Strength

We can measure the strength of an electric field by
placing a particle with a positive charge (q ) in the field,
and measuring the force ( F ) on the particle.

Coulomb’s Law tells us that the force on the charge is

due to the charges from the electric field:
kq1q2
Fe =
d2
If the positive and negative charges on the two surfaces that make the electric field
are equal, the force is the same everywhere in between the two surfaces. (This is
because as the particle gets farther from one surface, it gets closer to the other.)
This means that the force on the particle is related only to the charges that make up
the electric field and the charge of the particle.

We can therefore describe the electric field (E ) as the force between the electric
field and our particle, divided by the charge of our particle:

F
E= or F = qE
q

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Electric Fields Page: 486
Big Ideas Details Unit: Electrostatics
CP1 & honors Work Done on a Charge by an Electric Field
(not AP®) Recall that work is the dot product of force and displacement:

W = F  d = Fd cos

Because F = qE , we can substitute:

W = q E  d = qEd cos

Electric Potential
Recall from the work-energy theorem that work equals a change in energy. Because
an electric field can do work on a charged particle, an electric field must therefore
apply energy to the particle.

electric potential (V): the electric potential energy of a charged particle in an

electric field.
Electric potential is measured in volts (V).

Electric potential is exactly analogous to gravitational potential energy. In a

gravitational field, a particle has potential energy because gravity can make it move.
In an electric field, a particle has potential energy because the electric field can
make it move.
However, one important difference is that electric potential is per unit of charge,
whereas gravitational potential energy is not per unit of mass.
Ug W
=g•h V= = E •d
m q
gravitational potential
electric potential
energy
(already per unit of charge)
per unit of mass

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Electric Fields Page: 487
Big Ideas Details Unit: Electrostatics
CP1 & honors Homework Problems
(not AP®) 1. Sketch the electric field around each of the following charged particles:

2. In The following electric field vector diagram:

a. Label the point charges (the black dots) with the sign of their respective
charges (positive or negative).

b. Which of the two charges is stronger? Explain how you can tell.

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Electric Fields Page: 488
Big Ideas Details Unit: Electrostatics
CP1 & honors 2. An electron is placed exactly halfway between
(not AP®) two charged parallel plates, as shown in the
diagram at the right.

a. Which direction does the electron

move?

b. As the electron moves, does the force acting on it increase, decrease,

or remain the same?

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Introduction: DC Circuits Page: 489
Big Ideas Details Unit: DC Circuits
CP1 & honors
(not AP®)
Introduction: DC Circuits
Unit: DC Circuits
Topics covered in this chapter:
Electric Current & Ohm’s Law ...................................................................... 491
Electrical Components ................................................................................. 500
Circuits ......................................................................................................... 503
Kirchhoff’s Rules .......................................................................................... 509
Series Circuits ............................................................................................... 512
Parallel Circuits ............................................................................................ 519
Mixed Series & Parallel Circuits ................................................................... 527
Measuring Voltage, Current & Resistance ................................................... 535

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Introduction: DC Circuits Page: 490
Big Ideas Details Unit: DC Circuits
CP1 & honors This chapter discusses electricity and magnetism, how they behave, and how they
(not AP®) relate to each other.

• Electric Current & Ohm’s Law describes basic circuits, equations and
calculations involving the flow of charged particles (electric current).
• Electrical Components illustrates and describes the behaviors of specific
components of electric circuits.
• Circuits, Series Circuits, Parallel Circuits, and Mixed Series & Parallel Circuits
describe the behavior of electrical components in specific arrangements of
circuits and how to calculate quantities relating to the individual components
and the entire circuit, based on the way the components are arranged.
• Measuring Voltage, Current & Resistance describes correct use of a voltmeter,
ammeter and ohmmeter to measure quantities of interest.

One of the new challenges encountered in this chapter is interpreting and

simplifying circuit diagrams, in which different equations may apply to different
parts of the circuit.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):

HS-PS2-9(MA). Evaluate simple series and parallel circuits to predict changes to
voltage, current, or resistance when simple changes are made to a circuit.

AP® Physics 1 Learning Objectives:

This unit was removed from AP® Physics 1 starting with the 2021–22 school
year. It is now part of the AP® Physics 2 curriculum.

Topics from this chapter assessed on the SAT Physics Subject Test:
• Circuit Elements and DC Circuits, such as resistors, light bulbs, series and
parallel networks, Ohm’s law, and Joule’s law

1. Voltage
2. Current
3. Resistance
4. Energy, Power, and Heat
5. Circuits

Skills learned & applied in this chapter:

• Working with material-specific constants from a table.
• Identifying electric circuit components.
• Simplifying circuit diagrams.

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Electric Current & Ohm’s Law Page: 491
Big Ideas Details Unit: DC Circuits
CP1 & honors
(not AP®)
Electric Current & Ohm’s Law
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Solve problems involving relationships between voltage, current, resistance
and power.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Describe the relationships between voltage, current, resistance, and power.
Tier 2 Vocabulary: current, resistance, power

Notes:
electric current: the flow of charged particles
from one place to another, caused by a
difference in electric potential.
The direction of electric current is defined
as the direction that a positively-charged
particle would move. However, the particles
that are actually moving are electrons,
which are negatively charged.

This means that electric current as we define it “travels” in the opposite

direction from the actual electrons.

Electric current ( I ) is a vector quantity and is measured in q

amperes (A), often abbreviated as “amps”. One ampere equals I=
t
one coulomb per second.

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Electric Current & Ohm’s Law Page: 492
Big Ideas Details Unit: DC Circuits
*
CP1 & honors voltage (potential difference) (ΔV) : the difference in electric potential W
energy between two locations, per unit of charge. V =
(not AP®) q
Potential difference is the work (W) done on a charge per unit of
charge (q). Potential difference (ΔV) is a scalar quantity (in DC circuits) and is
measured in volts (V), which are equal to joules per coulomb.

The total voltage in a circuit is usually determined by the power supply that is
used for the circuit (usually a battery in DC circuits).

resistance: the amount of electromotive force (electric potential)

needed to force a given amount of current through an object.
V
Resistance (R ) is a scalar quantity and is measured in ohms (Ω). One R=
I
ohm is one volt per ampere.

This relationship is Ohm’s Law, named for the German physicist Georg Ohm.
Ohm’s Law is more commonly written:
V
I= or V = IR
R
Simply put, Ohm’s Law states that
an object has an ability to resist
electric current flowing through it.
The more resistance an object
has, the more voltage you need to
force electric current through it.
Or, for a given voltage, the more
resistance an object has, the less
current will flow through it.

Resistance is an intrinsic property

of a substance. In this course, we
will limit problems that involve calculations to ohmic resistors, which means
their resistance does not change with temperature.

Choosing the voltage and the arrangement of objects in the circuit (which
determines the resistance) is what determines how much current will flow.

Electrical engineers use arrangements of resistors in circuits in order to adjust

the amount of current that flows through the components.

*
Note that most physics texts (and most physicists and electricians) use V for both potential
and voltage, and students have to rely on context to tell the difference. In these notes, to
make the distinction clear, we will use the variable V for absolute electric potential, and ΔV
for voltage (potential difference).

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Electric Current & Ohm’s Law Page: 493
Big Ideas Details Unit: DC Circuits
CP1 & honors resistivity: the innate ability of a substance to offer electrical resistance.
The resistance of an object is therefore a function of the resistivity L
(not AP®) R=
of the substance (ρ ), and of the length (L) and cross-sectional area A
(A ) of the object. In MKS units, resistivity is measured in ohm-
meters (Ω∙m).

Resistivity changes with temperature. For small temperature differences (less

than 100 °C), resistivity is given by:
 = o (1 +  T )
where  o is the resistivity at some reference temperature and  is a coëfficient
that describes how much that substance’s resistivity changes with temperature.
For conductors,  is positive (which
means their resistivity increases
with temperature). For metals at
room temperature, resistivity
typically varies from +0.003 to
+0.006 K−1.

Some materials become

superconductors (meaning that they
have essentially no resistance) at
very low temperatures. The
temperature below which a
material becomes a superconductor
is called the critical temperature
(Tc). For example, the critical
temperature for mercury is 4.2 K, as
shown in the graph to the right.

conductivity: the innate ability of a substance to conduct electricity.

1
Conductivity (σ ) is the inverse of resistivity, and is measured in =
siemens (S). Siemens used to be called mhos (symbol ). (“Mho” is 
“ohm” spelled backwards.)
ohmic resistor: a resistor whose resistance is the same regardless of voltage and
current. The filament of an incandescent light bulb is an example of a non-
ohmic resistor, because the current heats up the filament, which increases its
resistance. (This is necessary in order for the filament to also produce light.)

capacitance: the ability of an object to hold an electric charge.

Q
Capacitance (C ) is a scalar quantity and is measured in farads (F). C=
One farad equals one coulomb per volt. V
Note: capacitance is covered in AP® Physics 2.

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Electric Current & Ohm’s Law Page: 494
Big Ideas Details Unit: DC Circuits
CP1 & honors power: as discussed in the mechanics section of this course, power (P ) is the work
(not AP®) done per unit of time and is measured in watts (W).

In electric circuits:
W (V )2
P= = I V = I 2R =
t R

work: recall from mechanics that work (W ) equals the energy transferred into or
out of a system, and that work equals power times time. Work is measured in
either joules (J) or newton-meters (N·m). The equations for work are the
equations for power (above) multiplied by time:
(V )2 t
W = Pt = I (V )t = I 2Rt = = (V )q
R

Electrical work or energy is often measured in kilowatt-hours (kW·h).

1kW  h = 3.6  106 J = 3.6 MJ

Summary of Terms and Variables

Term Variable Unit Term Variable Unit
charge q or Q coulomb (C) resistance R ohm (Ω)
current I ampere (A) power P watt (W)
voltage V volt (V) work W joule (J)

Notice that some of the variables use the same letters as some of the units. For
example, the variable “W” is work, but the unit “W” is watts, which measures
power. This means you need to be especially careful to keep track of which is
which!

Alternating Current vs. Direct Current

Electric current can move in two ways.

direct current: electric current flows through the circuit, starting at the positive
terminal of the battery or power supply, and ending at the negative terminal.
Batteries supply direct current. A typical AAA, AA, C, or D battery supplies
1.5 volts DC.
However, the net flow of charged particles through a
wire is very slow. Electrons continually collide with one
another in all directions as they drift slowly through the
circuit. Electrons in a DC circuit have a net velocity of
about one meter per hour.

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Electric Current & Ohm’s Law Page: 495
Big Ideas Details Unit: DC Circuits
CP1 & honors alternating current: electric current flows back and forth, in one direction and then
(not AP®) the other like a sine wave. The current alternates at a particular frequency. In
the U.S., household current is 110 volts AC with a frequency of 60 Hz.

Alternating current requires higher voltages in order to operate devices, but has
the advantage that the voltage drop is much less over a length of wire than with
direct current.

Sample Problems:
Q: A simple electrical device uses 1.5 A of current when plugged into a 110 V
household electrical outlet. How much current would the same device draw if it
were plugged into a 12 V outlet in a car?

A: Resistance is a property of a specific object. Because we are not told otherwise,

we assume the device is ohmic and the resistance is the same regardless of the
current.
Therefore, our strategy is to use the information about the device plugged into a
household outlet to determine the device’s resistance, then use the resistance
to determine how much current it draws in the car.
In the household outlet: In the car:
V 110 V 12
R= = = 73.3  I= = = 0.163 A
I 1.5 R 73.3
Q: A laptop computer uses 10 W of power. The laptop’s power supply adjusts the
current so that the power is the same regardless of the voltage supplied. How
much current would the computer draw from a 110 V household outlet? How
much current would the same laptop computer need to draw from a 12 V car
outlet?

A: The strategy for this problem is the same as the previous one.

Household outlet: Car outlet:

P = I V
P 10
P 10 I= = = 0.83 A
I= = = 0.091 A V 12
V 110

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Electric Current & Ohm’s Law Page: 496
Big Ideas Details Unit: DC Circuits
honors Q: A 100 Ω resistor is 0.70 mm in diameter and 6.0 mm long. If you wanted to
(not AP®) make a 470 Ω resistor out of the same material (with the same diameter), what
would the length need to be? If, instead, you wanted to make a resistor the
same length, what would the new diameter need to be?
L
A: In both cases, R = .
A

For a resistor of the same diameter (same cross-sectional area),  and A are the
same, which means:

R L
=
R L
RL (470)(6.0)
L = = = 28.2mm
R 100

For a resistor of the same length,  and L are the same, which means:

R A  r2  (d 2)2 d2
= = = =
R A  (r )2  (d  2)2 (d )2
Rd 2 R 100
d = =d = 0.70 = 0.70 0.213 = 0.323mm
R R 470

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Electric Current & Ohm’s Law Page: 497
Big Ideas Details Unit: DC Circuits
CP1 & honors Homework Problems
(not AP®) 1. An MP3 player uses a standard 1.5 V battery. How much resistance is in the
circuit if it uses a current of 0.010 A?

Answer: 150 Ω
2. How much current flows through a hair dryer plugged into a 110 V circuit if
it has a resistance of 25 Ω?

Answer: 4.4 A
3. A battery pushes 1.2 A of charge through the headlights in a car, which has a
resistance of 10 Ω. What is the potential difference across the headlights?

Answer: 12 V
4. A circuit used for electroplating copper applies a current of 3.0 A for
16 hours. How much charge is transferred?

Answer: 172 800 C

5. What is the power when a voltage of 120 V drives a 2.0 A current through a
device?

Answer: 240W

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Electric Current & Ohm’s Law Page: 498
Big Ideas Details Unit: DC Circuits
CP1 & honors 6. What is the resistance of a 40. W light bulb connected to a 120 V circuit?
(not AP®)

Answer: 360 Ω
7. If a component in an electric circuit dissipates 6.0 W of power when it draws
a current of 3.0 A, what is the resistance of the component?

Answer: 0.67 Ω
8. A 0.7 mm diameter by 60 mm long pencil “lead” is made of graphite, which
has a resistivity of approximately 1.0  10−4 Ω  m . What is its resistance?
Hints:
• You will need to convert mm to m.
• You will need to convert the diameter to a radius before using A =  r 2 to
find the area.

Answer: 15.6 Ω

honors 9. A cylindrical object has radius r and length L and is made from a substance
(not AP®) with resistivity ρ. A potential difference of V is applied to the object. Derive
an expression for the current that flows through it.
Hint: this is a two-step problem.

VA
Answer: I =
L

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Electric Current & Ohm’s Law Page: 499
Big Ideas Details Unit: DC Circuits
CP1 & honors 10. Some children are afraid of the dark and ask their parents to leave the hall
(not AP®) light on all night. Suppose the hall light in a child’s house has two 75. W
incandescent light bulbs (150 W total), the voltage is 120 V, and the light is
left on for 8.0 hours.
a. How much current flows through the light fixture?

Answer: 1.25 A
b. How many kilowatt-hours of energy would be used in one night?

Answer: 1.2 kW·h

c. If the power company charges 22 ȼ per kilowatt-hour, how much does
it cost to leave the light on overnight?

Answer: 26.4 ȼ
d. If the two incandescent bulbs are replaced by LED bulbs that use
12.2 W each (24.4 W total) how much would it cost to leave the light
on overnight?

Answer: 4.3 ȼ

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Electrical Components Page: 500
Big Ideas Details Unit: DC Circuits
CP1 & honors
(not AP®)
Electrical Components
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Identify electrical components using the components themselves and/or the
symbols used in circuit diagrams.
• Describe the purpose of various electrical components and how they are used
in circuits.
Success Criteria:
• Descriptions correctly identify the component.
• Purpose and use of component is correct.
Language Objectives:
• Explain the components in an actual circuit or a circuit diagram, and describe
what each one does.
Tier 2 Vocabulary: component, resistor, fuse

Labs, Activities & Demonstrations:

• Show & tell with actual components.

Notes:
electrical component: an object that performs a specific task in an electric circuit. A
circuit is a collection of components connected together so that the tasks
performed by the individual components combine in some useful way.

circuit diagram: a picture that represents a circuit, with different symbols

representing the different components.

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Electrical Components Page: 501
Big Ideas Details Unit: DC Circuits
CP1 & honors The following table describes some common components of electrical circuits, what
(not AP®) they do, and the symbols that are used to represent them in circuit diagrams.

Component Symbol Picture Description

Carries current in a
wire
circuit.

Connection between
junction
multiple wires.

Wires pass by each

unconnected
other but are not
wires
connected.

Supplies current at a
battery
fixed voltage.
Resists flow of
resistor
current.

potentiometer Provides variable

(rheostat, (adjustable)
dimmer) resistance.

capacitor Stores charge.

Allows current to flow

diode in only one direction
(from + to −).
Diode that gives off
light-emitting
light when current
diode (LED)
flows through it.

switch Opens / closes circuit.

incandescent Provides light

lamp (light) (and resistance).

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Electrical Components Page: 502
Big Ideas Details Unit: DC Circuits
CP1 & honors Component Symbol Picture Description
(not AP®)

Increases or decreases
transformer
voltage.

Measures voltage
voltmeter
(volts).
Measures current
ammeter
(amperes).

Measures resistance
ohmmeter
(ohms).

Opens circuit if too

fuse much current flows
through it.

ground Neutralizes charge.

(clamps to water pipe)

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DC Circuits Page: 503
Big Ideas Details Unit: DC Circuits
CP1 & honors
(not AP®)
DC Circuits
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Identify electrical circuits or sections of circuits as series or parallel.
Success Criteria:
• Descriptions correctly identify the component.
• Descriptions correctly describe which type of circuit (series or parallel) the
component is in.
Language Objectives:
• Identify which components are in series vs. parallel in a mixed circuit.
Tier 2 Vocabulary: series, parallel

Labs, Activities & Demonstrations:

• Example circuit with light bulbs & switches.
• Fuse demo using a single strand from a multi-strand wire.

Notes:
circuit: an arrangement of electrical components that allows electric current to pass
through them so that the tasks performed by the individual components
combine in some useful way.

closed circuit: a circuit that has a complete path for current to flow from the positive
terminal of the battery or power supply through the components and back to
the negative terminal.

open circuit: a circuit that has a gap such that current cannot flow from the positive
terminal to the negative terminal.

short circuit: a circuit in which the positive terminal is connected directly to the
negative terminal with no load (resistance) in between.

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DC Circuits Page: 504
Big Ideas Details Unit: DC Circuits
CP1 & honors A diagram of a simple electric circuit might look like the
(not AP®) diagram to the right.

When the switch is closed, the electric current flows from the
positive terminal of the battery through the switch, through
the resistor, and back to the negative terminal of the battery.

An electric circuit needs a power supply (often a battery) that

provides current at a specific voltage (electric potential difference), and one or more
components that use the energy provided.

The battery or power supply continues to supply current, provided that:

1. There is a path for the current to flow from the positive terminal to the
negative terminal, and
2. The total resistance of the circuit is small enough to allow the current to
flow.

If the circuit is broken, current cannot flow and the chemical reactions inside the
battery stop.

As circuits become more complex, the diagrams reflect this increasing complexity.
The following is a circuit diagram for a metal detector:

Analyzing an electrical circuit means figuring out the potential difference (voltage),
current, and/or resistance contributed by each component of a circuit.

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Physics 1 In Plain English Jeff Bigler

DC Circuits Page: 505
Big Ideas Details Unit: DC Circuits
CP1 & honors Series vs. Parallel Circuits
(not AP®) If a circuit has multiple components, they can be arranged in series or parallel.

series: Components in series lie along the same path, one after the other.

In a series circuit, all of the current flows through every component, one after
another. If the current is interrupted anywhere in the circuit, no current will
flow. For example, in the following series circuit, if any of light bulbs A, B, C, or D
is removed, no current can flow and none of the light bulbs will be illuminated.

Because some of the electric potential energy (voltage) is “used up” by each
bulb in the circuit, each additional bulb means the voltage is divided among
more bulbs and is therefore less for each bulb. This is why light bulbs get
dimmer as you add more bulbs in series.

Christmas tree lights used to be wired in series. This caused a lot of frustration,
because if one bulb burned out, the entire string went out, and it could take
several tries to find which bulb was burned out.

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DC Circuits Page: 506
Big Ideas Details Unit: DC Circuits
CP1 & honors parallel: Components in parallel lie in separate paths.
(not AP®)

In a parallel circuit, the current divides at each junction, with some

of the current flowing through each path. If the current is
interrupted in one path, current can still flow through the other
paths. For example, in the parallel circuit to the right, if any of light
bulbs A, B, C, or D is removed, current still flows through the
remaining bulbs.

Because the voltage across each branch is equal to the total voltage,
all of the bulbs will light up with full brightness, regardless of how
many bulbs are in the circuit. (However, each separate light bulb
draws the same amount of current as if it were the only thing in the
circuit, so the total current in the circuit increases with each new
branch. This is why you trip a circuit breaker or blow a fuse if you
have too many high-power components plugged into the same
circuit.)

Note that complex circuits may have some components that are in series with each
other and other components that are in parallel.

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DC Circuits Page: 507
Big Ideas Details Unit: DC Circuits
CP1 & honors Sample Problem:
(not AP®) Q: A circuit consists of a battery, two switches, and three light bulbs. Two of the
bulbs are in series with each other, and the third bulb is in parallel with the
others. One of the switches turns off the two light bulbs that are in series with
each other, and the other switch turns off the entire circuit. Draw a schematic
diagram of the circuit, using the correct symbol for each component.

Note that no sensible person would intentionally wire a circuit this way. It
would make much more sense to have the second switch on the branch with the
one light bulb, so you could turn off either branch separately or both branches
by opening both switches. This is an example of a strange circuit that a physics
teacher would use to make sure you really can follow exactly what the question
is asking!

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DC Circuits Page: 508
Big Ideas Details Unit: DC Circuits
CP1 & honors Homework Problems
(not AP®) 1. The circuit shown to the right contains
a battery, switch (SW1), capacitor (C1),
and resistor (R1). Which of
components C1 and SW1 are in series
with R1? Which are in parallel with
R1?

2. The circuit shown to the right

contains a battery and four
resistors (R1, R2, R3, and R4).
Which resistors are in series with
R1? Which are in parallel with
R1?

3. The following bizarre circuit contains three batteries and a light bulb.
What is the potential difference across the light bulb?
(Hint: remember to check the +/− orientation of the batteries.)

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Kirchhoff’s Rules Page: 509
Big Ideas Details Unit: DC Circuits
CP1 & honors
(not AP®)
Kirchhoff’s Rules
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Apply Kirchhoff’s junction and loop rules to determine voltages and currents in
circuits.
Success Criteria:
• Loop rule correctly applied (electric potential differences add to zero).
• Junction rule correctly applied (total current into a junction equals total
current out).
Language Objectives:
• Explain why electric potential has to add to zero around a loop and why
current into a junction has to add up to current out.
Tier 2 Vocabulary: loop, junction

Notes:
In 1845, the German physicist Gustav Kirchhoff came up with two simple rules that
describe the behavior of current in complex circuits. Those rules are:

Kirchhoff’s junction rule: the total current coming into any junction must equal the
total current coming out of the junction.

The junction rule is based on the concept that electric charge cannot be created
or destroyed. Current is simply the flow of electric charge, so any charges that
come into a junction must also come out of it.

Kirchhoff’s loop rule: the sum of the voltages around any closed loop must add up
to zero.

The loop rule is based on the concept that voltage is the difference in electric
potential between one location in the circuit and another. If you come back to
the same point in the circuit, the difference in electric potential between where
you started and where you ended (the same place) must be zero. Therefore,
any increases and decreases in voltage around the loop must cancel.

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Kirchhoff’s Rules Page: 510
Big Ideas Details Unit: DC Circuits
CP1 & honors Junction Rule Example:
(not AP®) As an example of the junction rule, consider the following circuit:

The junction rule tells us that the current flowing into junction J1 must equal the
current flowing out. If we assume current I1 flows into the junction, and currents I2
and I3 flow out of it, then I1 = I2 + I3 .

We know that the voltage across both resistors is 12 V. From Ohm’s Law we can
determine that the current through the 3 Ω resistor is I2 = 4 A , and the current
through the 4 Ω resistor is I3 = 3 A . The junction rule tells us that the total current
must therefore be I1 = I2 + I3 = 4A + 3A = 7A .

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Kirchhoff’s Rules Page: 511
Big Ideas Details Unit: DC Circuits
CP1 & honors Loop Rule Example:
(not AP®) For the loop rule, consider the following circuit:

If we start at point A and move counterclockwise around the loop (in the direction of
the arrow), the voltage should be zero when we get back to point A.

For this example, we are moving around the circuit in the same direction that the
current flows, because that makes the most intuitive sense. However, it wouldn’t
matter if we moved clockwise instead—just as with vector quantities, we choose a
positive direction and assign each quantity to a positive or negative number
accordingly, and the math tells us what is actually happening.

Let us arbitrarily define the absolute electric potential at point A to be zero. Starting
from point A, we first move through the 6 V battery. We are moving from the
negative pole to the positive pole of the battery. Batteries add electric potential, so
the voltage increases by +6 V. When we move through the second battery, the
voltage increases by +3 V. Now, the electric potential is +9 V.

Next, we move through the 15 Ω resistor. When we move through a resistor in the
positive direction (of current flow), the voltage drops, so we assign the resistor a
voltage of −15 I (based on ΔV = IR, where I is the current through the resistor).
Similarly, the voltage across the 10 Ω resistor is −10 I. Applying the loop rule gives:
6 + 3 + (−15 I ) + (−10 I) = 0
9 − 25 I = 0
9 = 25 I
9
I= = 0.36 A
25

Now that we know the total current, we can use it to find the voltage drop (potential
difference) across the two resistors.
V10  = IR = (0.36)(10) = 3.6 V V15  = IR = (0.36)(15) = 5.4 V

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Series Circuits Page: 512
Big Ideas Details Unit: DC Circuits
CP1 & honors
(not AP®)
Series Circuits
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Calculate voltage, current, resistance and power in series circuits.
Success Criteria:
• Correct relationships are applied for voltage, current, resistance and power in
series circuits.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the relationships for voltages, current, resistance and power in series
circuits.
Tier 2 Vocabulary: series

Labs, Activities & Demonstrations:

• Circuit with light bulbs wired in series.

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Series Circuits Page: 513
Big Ideas Details Unit: DC Circuits
CP1 & honors Notes:
(not AP®) The diagram to the right shows two batteries and two
resistors in series.

Current
Because there is only one path, all of the current flows
through every component. This means the current is
the same through every component in the circuit:
Itotal = I1 = I2 = I3 = ...

Voltage
In a series circuit, if there are multiple voltage sources (e.g., batteries), the voltages
add:
Vtotal = V1 + V2 + V3 + ...

In the above circuit, there are two batteries, one that supplies 6 V and one that
supplies 3 V. The voltage from A to B is +6 V, the voltage from A to D is −3 V (note
that A to D means measuring from negative to positive), and the voltage from D to B
is (+3 V) + (+6 V) = +9 V.

Resistance
If there are multiple resistors, each one contributes to the total resistance and the
resistances add:
Rtotal = R1 + R2 + R3 + ...

In the above circuit, the resistance between points B and D is 10Ω + 15Ω = 25Ω.

Power
In all circuits (series and parallel), any component that has resistance dissipates
power whenever current passes through it. The total power consumed by the circuit
is the sum of the power dissipated by each component:
Ptotal = P1 + P2 + P3 + ...

Calculations
You can calculate the voltage, current, resistance, and power of each component
separately, any subset of the circuit, or entire circuit, using the equations:
(V )2
V = I R P = I V = I 2R =
R

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Series Circuits Page: 514
Big Ideas Details Unit: DC Circuits
CP1 & honors “Solving” the circuit for these quantities is much like solving a Sudoku puzzle. You
(not AP®) systematically decide which variables (for each component and/or the entire circuit)
you have enough information to solve for. Each result enables you to determine
more and more of the, until you have found all of the quantities you need.

Sample Problem:
Suppose we are given the following series circuit:

and we are asked to fill in the following table:

R1 R2 Total
Voltage (ΔV ) 9V
Current (I )
Resistance (R) 10 Ω 15 Ω
Power (P )

First, we recognize that resistances in series add, which gives us:

R1 R2 Total
Voltage (ΔV ) 9V
Current (I )
Resistance (R) 10 Ω 15 Ω 25 Ω
Power (P )
Now, we know two variables in the “Total” column, so we use ΔV = I R to find the
current.
V = I R
9 = (I )(25)
9
I = = 0.36 A
25

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Series Circuits Page: 515
Big Ideas Details Unit: DC Circuits
Because this is a series circuit, the total current is also the current through R1 and R2.

R1 R2 Total
Voltage (ΔV ) 9V
Current (I ) 0.36 A 0.36 A 0.36 A
Resistance (R) 10 Ω 15 Ω 25 Ω
Power (P )

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Series Circuits Page: 516
Big Ideas Details Unit: DC Circuits
CP1 & honors As soon as we know the current, we can find the voltage across R1 and R2, again
(not AP®) using ΔV = I R.

R1 R2 Total
Voltage (ΔV ) 3.6 V 5.4 V 9V
Current (I ) 0.36 A 0.36 A 0.36 A
Resistance (R) 10 Ω 15 Ω 25 Ω
Power (P )

Finally, we can fill in the power, using P = I ΔV:

R1 R2 Total
Voltage (ΔV ) 3.6 V 5.4 V 9V
Current (I ) 0.36 A 0.36 A 0.36 A
Resistance (R) 10 Ω 15 Ω 25 Ω
Power (P ) 1.30 W 1.94 W 3.24 W

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Series Circuits Page: 517
Big Ideas Details Unit: DC Circuits
CP1 & honors Homework Problems
(not AP®) 1. Fill in the table for the following circuit:

R1 R2 R3 Total
Voltage (ΔV ) 14 V

Current (I )
Resist. (R) 7.8 Ω 15 Ω 33 Ω

Power (P )

(The space below is intentionally left blank for calculations.)

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Series Circuits Page: 518
Big Ideas Details Unit: DC Circuits
CP1 & honors 2. Fill in the table for the following circuit.
(not AP®) (Hint: Notice that the batteries are oriented in opposite directions.)

R1 R2 R3 R4 Total
Voltage (ΔV )

Current (I )
Resist. (R) 10 Ω 22 Ω 68 Ω 4.7 Ω

Power (P )

(The space below is intentionally left blank for calculations.)

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Parallel Circuits Page: 519
Big Ideas Details Unit: DC Circuits
CP1 & honors
(not AP®)
Parallel Circuits
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Calculate voltage, current, resistance and power in parallel circuits.
Success Criteria:
• Correct relationships are applied for voltage, current, resistance and power in
parallel circuits.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the relationships for voltages, current, resistance and power in parallel
circuits.
Tier 2 Vocabulary: parallel

Labs, Activities & Demonstrations:

• Circuit with light bulbs wired in parallel.

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Parallel Circuits Page: 520
Big Ideas Details Unit: DC Circuits
CP1 & honors Notes:
(not AP®) The following circuit shows a battery and three resistors in parallel:

Current
The current divides at each junction (as indicated by the arrows). This means the
current through each path must add up to the total current:
Itotal = I1 + I2 + I3 + ...

Voltage
In a parallel circuit, the potential difference (voltage) across the battery is always the
same (12 V in the above example). Therefore, the potential difference between any
point on the top wire and any point on the bottom wire must be the same. This
means the voltage is the same across each path:
Vtotal = V1 = V2 = V3 = ...

Power
Just as with series circuits, in a parallel circuit, any component that has resistance
dissipates power whenever current passes through it. The total power consumed by
the circuit is the sum of the power dissipated by each component:
Ptotal = P1 + P2 + P3 + ...

Resistance
If there are multiple resistors, the effective resistance of each path becomes less as
there are more paths for the current to flow through. The total resistance is given
by the formula:
1 1 1 1
= + + + ...
Rtotal R1 R2 R3

Some students find it confusing that the combined resistance of a group of resistors
in parallel is always less than any single resistor by itself.

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Parallel Circuits Page: 521
Big Ideas Details Unit: DC Circuits
CP1 & honors Electric current is analogous to water in a pipe:
(not AP®) • The current corresponds to the flow
rate.
• The voltage corresponds to the pressure
between one side and the other.
• The resistance would correspond to how
small the pipe is (i.e., how hard it is to
push water through the pipes). A
smaller pipe has more resistance;
a larger pipe will let water flow through more easily than a smaller pipe.

The voltage (pressure) drop is the same between one side and the other because
less water flows through the smaller pipes and more water flows through the larger
ones until the pressure is completely balanced. The same is true for electrons in a
parallel circuit.

The water will flow through the set of pipes more easily than it would through any
one pipe by itself. The same is true for resistors. As you add more resistors, you add
more pathways for the current, which means less total resistance.

Another common analogy is to compare resistors with toll booths on a highway.

One toll booth slows cars down while the

drivers pay the toll.

Multiple toll booths in series would slow

traffic down more.

Multiple toll booths in parallel make

traffic flow faster because there are
more paths for the cars to follow. Each
additional toll booth further reduces the
resistance to the flow of traffic.

Calculations
Just as with series circuits, you can calculate the voltage, current, resistance, and
power of each component and the entire circuit using the equations:
(V )2
V = IR P = I V = I 2R =
R

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Physics 1 In Plain English Jeff Bigler

Parallel Circuits Page: 522
Big Ideas Details Unit: DC Circuits
CP1 & honors Sample Problem
(not AP®) Suppose we are given the following parallel circuit:

and we are asked to fill in the following table:

R1 R2 R3 Total
Voltage (ΔV ) 12 V
Current (I )
Resistance (R ) 4Ω 3Ω 2Ω
Power (P )

Because this is a parallel circuit, the total voltage equals the voltage across all three
branches, so we can fill in 12 V for each resistor.

The next thing we can do is use ΔV = I R to find the current through each resistor:

R1 R2 R3 Total
Voltage (ΔV ) 12 V 12 V 12 V 12 V
Current (I ) 3A 4A 6A 13 A
Resistance (R) 4Ω 3Ω 2Ω
Power (P )
In a parallel circuit, the current adds, so the total current is 3 + 4 + 6 = 13 A.

Now, we have two ways of finding the total resistance. We can use ΔV = I R with the
total voltage and current, or we can use the formula for resistances in parallel:

1 1 1 1
= + +
Rtotal R1 R2 R3
1 1 1 1
V = I R = + +
Rtotal 4 3 2
12 = 13 R
1 3 4 6 13
12 = + + =
R = = 0.923  Rtotal 12 12 12 12
13
12
Rtotal = = 0.923 
13

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Parallel Circuits Page: 523
Big Ideas Details Unit: DC Circuits
CP1 & honors Now we have:
(not AP®)
R1 R2 R3 Total
Voltage (ΔV ) 12 V 12 V 12 V 12 V
Current (I ) 3A 4A 6A 13 A
Resistance (R ) 4Ω 3Ω 2Ω 0.923 Ω
Power (P )

As we did with series circuits, we can calculate the power, using P = I ΔV :

R1 R2 R3 Total
Voltage (V) 12 V 12 V 12 V 12 V
Current (I) 3A 4A 6A 13 A
Resistance (R) 4Ω 3Ω 2Ω 0.923 Ω
Power (P) 36 W 48 W 72 W 156 W

Batteries in Parallel
One question that has not been answered yet is what happens when batteries are
connected in parallel.

If the batteries have the same voltage, the potential difference (voltage) remains the
same, but the total current is the combined current from the two batteries.

However, if the batteries have different voltages there is a problem, because each
battery attempts to maintain a constant potential difference (voltage) between its
terminals. This results in the higher voltage battery overcharging the lower voltage
battery.

Remember that physically, batteries are electrochemical cells—small solid-state

chemical reactors with redox reactions taking place in each cell. If one battery
overcharges the other, material is deposited on the cathode (positive terminal) until
the cathode becomes physically too large for its compartment, at which point the
battery bursts and the chemicals leak out.

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Physics 1 In Plain English Jeff Bigler

Parallel Circuits Page: 524
Big Ideas Details Unit: DC Circuits
CP1 & honors Homework Problems
(not AP®) 1. Fill in the table for the following circuit:
R1 R2 Total
Voltage (ΔV ) 24 V

Current (I )
Resist. (R) 2 200 Ω 4 700 Ω
Power (P )

(The space below is intentionally left blank for calculations.)

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Parallel Circuits Page: 525
Big Ideas Details Unit: DC Circuits
CP1 & honors 2. Fill in the table for the following circuit:
(not AP®)

R1 R2 R3 Total
Voltage (ΔV ) 24 V

Current (I )
Resist. (R) 1Ω 2Ω 3Ω

Power (P )

(The space below is intentionally left blank for calculations.)

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Parallel Circuits Page: 526
Big Ideas Details Unit: DC Circuits
CP1 & honors 3. Fill in the table for the following circuit:
(not AP®)

R1 R2 R3 R4 Total
Voltage (ΔV ) 4V

Current (I )
Resistance (R) 1 000 Ω 2 200 Ω 6 800 Ω 470 Ω

Power (P )

(The space below is intentionally left blank for calculations.)

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Mixed Series & Parallel Circuits Page: 527
Big Ideas Details Unit: DC Circuits
honors
(not AP®)
Mixed Series & Parallel Circuits
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Calculate voltage, current, resistance and power in mixed series & parallel
circuits.
Success Criteria:
• Correct relationships are applied for voltage, current, resistance and power in
mixed series & parallel circuits.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the relationships for voltages, current, resistance and power in mixed
series & parallel circuits.
Tier 2 Vocabulary: series, parallel

Labs, Activities & Demonstrations:

• Light bulb mystery circuits.

Notes:
If a circuit has mixed series and parallel sections, you can determine the various
voltages, currents and resistances by applying Kirchhoff’s Rules and/or by
“simplifying the circuit.” Simplifying the circuit, in this case, means replacing
resistors in series or parallel with a single resistor of equivalent resistance.

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Mixed Series & Parallel Circuits Page: 528
Big Ideas Details Unit: DC Circuits
honors For example, suppose we need to solve the following mixed series & parallel circuit
(not AP®) for voltage, current, resistance and power for each resistor:

Because the circuit has series and parallel sections, we cannot simply use the series
and parallel rules across the entire table.

R1 R2 R3 Total
Voltage (ΔV) 40 V
Current (I)
Resistance (R) 25 Ω 40 Ω 35 Ω
Power (P)
We can use Ohm’s Law (V = IR) and the power equation (P = IV ) on each
individual resistor and the totals for the circuit (columns), but we need two pieces of
information for each resistor in order to do this.

Our strategy will be:

1. Simplify the resistor network until all resistances are combined into one
equivalent resistor to find the total resistance.
2. Use V = IR to find the total current.
3. Work backwards through your simplification, using the equations for series
and parallel circuits in the appropriate sections of the circuit until you have
all of the information.
Step 1: If we follow the current through the circuit, we see that it goes through
resistor R1 first. Then it splits into two parallel pathways. One path goes through R2
and R3, and the other goes through R4 and R5.

There is no universal shorthand for representing series and parallel components, so

let’s define the symbols “—“ to show resistors in series, and “||” to show resistors in
parallel. The above network of resistors could be represented as:
R1 — (R2 || R3)

Now, we simplify the network just like a math problem—start with the innermost
parentheses and work your way out.

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Mixed Series & Parallel Circuits Page: 529
Big Ideas Details Unit: DC Circuits
honors Step 2: Combine the parallel 40Ω and 35Ω resistors into a single equivalent
(not AP®) resistance:

25 Ω — (40 Ω || 35 Ω) → 25 Ω — (Req.,||)

1 1 1
= +
Rtotal 40 35
1
= 0.0250 + 0.0286 = 0.0536
Rtotal
1
Rtotal = = 18.6 
0.0536
Now our circuit is equivalent to:

Step 3: Add the two resistances in series to get the total combined resistance of the
circuit:
25 Ω — 18.6 Ω → Rtotal

18.6 + 25 = 43.6 Ω

This gives:

R1 R2 R3 Total
Voltage (ΔV) 40 V
Current (I)
Resistance (R) 25 Ω 40 Ω 35 Ω 43.6 Ω
Power (P)

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Mixed Series & Parallel Circuits Page: 530
Big Ideas Details Unit: DC Circuits
honors Step 4: Now that we know the total voltage and resistance, we can use Ohm’s Law
(not AP®) to find the total current:
V = I R
40 = I (43.6)
40
I= = 0.916 A
43.6
While we’re at it, let’s use P = IV = (0.916)(40) = 36.6 W to find the total power.

R1 R2 R3 Total
Voltage (ΔV) 40 V
Current (I) 0.916 A
Resistance (R) 25 Ω 40 Ω 35 Ω 43.6 

Power (P) 36.6 W

Now we work backwards.

The next-to-last simplification step was:

The 25 Ω resistor is R1. All of the current goes through it, so the current through R1
must be 0.916 A. Using Ohm’s Law, this means the voltage drop across R1 must be:

V = IR = (0.916)(25) = 22.9 V
and the power must be:
P = IV = (0.916)(22.9) = 21.0 W
This means that the voltage across the parallel portion of the circuit (R2 || R3) must
be 40 – 22.9 = 17.1 V. Therefore, the voltage is 17.1 V across both parallel branches
(because voltage is the same across parallel branches).

R1 R2 R3 Total
Voltage (ΔV) 22.9 V 17.1 V 17.1 V 40 V
Current (I) 0.916 A 0.916 A
Resistance (R) 25 Ω 40 Ω 35 Ω 43.6 
Power (P) 21.0 W 36.6 W

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Mixed Series & Parallel Circuits Page: 531
Big Ideas Details Unit: DC Circuits
honors We can use this and Ohm’s Law to find the current through one branch:
(not AP®)
V40 Ω = V35Ω = 40 − V1 = 40 − 22.9 = 17.1V

V40 Ω = I40 ΩR40 Ω

V40 Ω 17.1
I40 Ω = = = 0.428 A
R40 Ω 40

We can use Kirchhoff’s Junction Rule to find the current through the other branch:

Itotal = I40 Ω + I35 Ω

0.916 = 0.428 + I35 Ω
I35 Ω = 0.488 A

This gives us:

R1 R2 R3 Total
Voltage (ΔV) 22.9 V 17.1 V 17.1 V 40 V
Current (I) 0.916 A 0.428 A 0.488 A 0.916 A
Resistance (R) 25 Ω 40 Ω 35 Ω 43.6 

Power (P) 21.0 W 36.6 W

Finally, because we now have current and resistance for each of the resistors R2 and
R3, we can use P = IV to find the power:
P2 = I2 V2 = (0.428)(17.1) = 7.32 W

P3 = I3 V3 = (0.488)(17.1) = 8.34 W

R1 R2 R3 Total
Voltage (ΔV) 22.9 V 17.1 V 17.1 V 40 V
Current (I) 0.916 A 0.428 A 0.488 A 0.916 A
Resistance (R) 25 Ω 40 Ω 35 Ω 43.6 

Power (P) 21.0 W 7.32 W 8.34 W 36.6 W

Alternately, because the total power is the sum of the power of each component,
once we had the power in all but one resistor, we could have subtracted from the
total to find the last one.

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Physics 1 In Plain English Jeff Bigler

Mixed Series & Parallel Circuits Page: 532
Big Ideas Details Unit: DC Circuits
honors Homework Problems
(not AP®) 1. What is the equivalent resistance between points A and B?

Answer: 750 Ω

2. What is the equivalent resistance between points A and B?

Hints:
• Convert the resistances from kΩ to Ω.
• Redrawing the circuit to separate the
top and bottom halves may make it
easier to understand what is going on.

Answer: 1511 Ω or 1.511 kΩ

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Mixed Series & Parallel Circuits Page: 533
Big Ideas Details Unit: DC Circuits
honors 3. What is the equivalent resistance between points A and B?
(not AP®)
Hint:
• It may be easier to see what is going on
if you move point B to the junction on
the right side of the circuit diagram.

(The space below is intentionally left blank for calculations.)

Answer: 80.5 Ω

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Mixed Series & Parallel Circuits Page: 534
Big Ideas Details Unit: DC Circuits
honors 4. Fill in the table for the circuit below:
(not AP®)

R1 R2 R3 Total
Voltage (ΔV ) 12 V

Current (I )
Resistance (R) 220 Ω 130 Ω 470 Ω

Power (P )

(The space below is intentionally left blank for calculations.)

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Measuring Voltage, Current & Resistance Page: 535
Big Ideas Details Unit: DC Circuits
CP1 & honors
(not AP®)
Measuring Voltage, Current & Resistance
Unit: DC Circuits
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Accurately measure voltage and current in a DC circuit.
Success Criteria:
• Multimeter wires are plugged in to the correct jacks and dial is set to the
correct quantity.
• Measurements are taken at appropriate points in the circuit. (Voltage is
measured in parallel and current is measured in series.)
Language Objectives:
• Explain how to set up the multimeter correctly.
• Explain where to take the measurements and why.
Tier 2 Vocabulary: meter

Labs, Activities & Demonstrations:

• Show & tell with digital multi-meter.
• Measurement of voltages and currents in a live DC circuit.

Notes:
Analyzing an electrical circuit means figuring out the potential difference (voltage),
current, and/or resistance in each component of a circuit. In order to analyze actual
circuits, it is necessary to be able to measure these quantities.

Measuring Voltage
Suppose we want to measure the electric potential (voltage) across
the terminals of a 6 V battery. The diagram would look like this:

The potential difference (voltage) between points A and B is either

+6 V or −6 V, depending on the direction. The voltage from A to B
(positive to negative) is +6 V, and the voltage from B to A (negative
to positive) is −6 V.

When measuring voltage, the circuit needs to be powered up with current flowing
through it. Make sure that the voltmeter is set for volts (DC or AC, as appropriate)
and that the red lead is plugged into the V Ω socket (for measuring volts or ohms).
Then touch the two leads in parallel with the two points you want to measure the
voltage across. (Remember that voltage is the same across all branches of a parallel
circuit. You want the voltmeter in parallel so the voltmeter reads the same voltage
as the voltage across the component that you are measuring.)

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Measuring Voltage, Current & Resistance Page: 536
Big Ideas Details Unit: DC Circuits
CP1 & honors On a voltmeter (a meter that measures volts or voltage), the voltage is measured
(not AP®) assuming the current is going from the red (+) lead to the black (−) lead. In the
following circuit, if you put the red (+) lead on the more positive end of a resistor
and the black (−) lead on the more negative end, the voltage reading would be
positive. In this circuit, the voltmeter reads a potential difference of +6 V:

If you switch the leads, so the black (−) lead is on the more positive end and the
red (+) lead is on the more positive end, the voltage reading would be negative. In
this circuit, the voltmeter reads −6 V:

The reading of −6 V indicates that the potential difference is 6 V, but the red lead has
a lower electric potential than the black lead. This means that current is actually
flowing in the opposite direction from the way the voltmeter is measuring—from
the black (−) lead to the red (+) lead.

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Measuring Voltage, Current & Resistance Page: 537
Big Ideas Details Unit: DC Circuits
CP1 & honors Measuring Current
(not AP®) When measuring current, the circuit needs to be open between two points. Make
sure the ammeter is set for amperes (A), milliamperes (mA) or microamperes (μA)
AC or DC, depending on what you expect the current in the circuit to be. Make sure
the red lead is plugged into appropriate socket (A if the current is expected to be
0.5 A or greater, or mA/μA if the current is expected to be less than 0.5 A). Then
touch one lead to each of the two contact points, so that the ammeter is in series
with the rest of the circuit. (Remember that current is the same through all
components in a series circuit. You want the ammeter in series so that all of the
current flows through it.)

On an ammeter (a meter that measures current), the current is measured assuming

that it is flowing from the red (+) lead to the black (−) lead. In the following circuit, if
you put the red (+) lead on the side that is connected to the positive terminal and
the black (−) lead on the end that is connected to the negative terminal, the current
reading would be positive. In this circuit, the current is +3 A:

As with the voltage example above, if you switched the leads, the reading would be
−3 A instead of +3 A.

Measuring Resistance
Resistance does not have a direction. If you placed an ohmmeter (a
meter that measures resistance) across points A and B, it would read
10 Ω regardless of which lead is on which point.

However, because an ohmmeter needs to supply a small amount of

current across the component and measure the resistance, the
reading is more susceptible to measurement problems, such as the resistance of the
wire itself, how well the probes are making contact with the circuit, etc. It is often
more reliable to measure the voltage and current and calculate resistance using
Ohm’s Law (ΔV = IR).

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Introduction: Magnetism & Electromagnetism Page: 539
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors
(not AP®)
Introduction: Magnetism &
Electromagnetism
Unit: Magnetism & Electromagnetism
Topics covered in this chapter:
Magnetism ................................................................................................... 541
Magnetic Fields ............................................................................................ 544
Electromagnetism ........................................................................................ 548

This chapter discusses electricity and magnetism, how they behave, and how they
relate to each other.

• Magnetism describes properties of magnets and what causes objects to be

magnetic.
• Magnetic Fields describes the behavior of objects that are susceptible to
magnetism in a magnetic force field.
• Electricity & Magnetism describes how electric fields and magnetic fields
affect each other.

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Introduction: Magnetism & Electromagnetism Page: 540
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors Standards addressed in this chapter:
(not AP®)
MA Curriculum Frameworks (2016):
HS-PS2-5. Provide evidence that an electric current can produce a magnetic field
and that a changing magnetic field can produce an electric current.
HS-PS3-5. Develop and use a model of magnetic or electric fields to illustrate the
forces and changes in energy between two magnetically or electrically
charged objects changing relative position in a magnetic or electric field,
respectively.

AP® Physics 1 Learning Objectives:

This unit was never part of the AP® Physics 1 curriculum. It is part of the
AP® Physics 2 curriculum.

Topics from this chapter assessed on the SAT Physics Subject Test:
Electromagnetism is not covered on the SAT Physics Subject Test.

Skills learned & applied in this chapter:

• Relating one topic to another.

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Physics 1 In Plain English Jeff Bigler

Magnetism Page: 541
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors
(not AP®)
Magnetism
Unit: Magnetism & Electromagnetism
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• List and explain properties of magnets.
Success Criteria:
• Explanations account for observed behavior.
Language Objectives:
• Explain why we call the ends of a magnet “north” and “south”.
Tier 2 Vocabulary: magnet

Labs, Activities & Demonstrations:

• neodymium magnets
• ring magnets repelling each other on a dowel
• magnets attracting each other across a gap

Notes:
magnet: a material with electrons that can align in a manner that attracts or repels
other magnets.

A magnet has two ends or “poles”, called “north” and “south”. If a magnet is
allowed to spin freely, the end that points toward the north on Earth is called the
north end of the magnet. The end that points toward the south on Earth is called
the south end of the magnet. (The Earth’s magnetic poles are near, but not in
exactly the same place as its geographic poles.)

All magnets have a north and south pole. As with charges, opposite poles attract,
and like poles repel.

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Magnetism Page: 542
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors If you were to cut a magnet in half, each piece would be a magnet with its own
(not AP®) north and south pole:

Electrons and Magnetism

Magnetism is caused by unpaired electrons in atoms. As you may remember from
chemistry, electrons within atoms reside in energy regions called “orbitals”. Each
orbital can hold up to two electrons.

If two electrons share an orbital, they have opposite spins. (Note that the electrons
are not actually spinning. “Spin” is the term for the intrinsic property of certain
subatomic particles that is believed to be responsible for magnetism.) This means
that if one electron aligns itself with a magnetic field, the other electron in the same
orbital becomes aligned to oppose the magnetic field, and there is no net force.

However, if an orbital has only one electron, that electron is free to align with the
magnetic field, which causes an attractive force between the magnet and the
magnetic material. For example, as you may have learned in chemistry, the electron
configuration for iron is:
unpaired electrons
              
1s 2s 2p 3s 3p 4s 3d

The inner electrons are paired up, but four of the electrons in the 3d sublevel are
unpaired, and are free to align with an external magnetic field.

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Magnetism Page: 543
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors Magnetic measurements and calculations involve fields that act over 3-dimensional
(not AP®) space and change continuously with position. This means that most calculations
relating to magnetic fields need to be represented using multivariable calculus,
which is beyond the scope of this course.

magnetic permeability (magnetic permittivity): the ability of a material to support

the formation of a magnetic field. Magnetic permeability is represented by the
variable μ. The magnetic permeability of empty space is 0 = 4  10−7 AN2 .

diamagnetic: a material whose electrons cannot align with a magnetic field.

Diamagnetic materials have very low magnetic permeabilities.

paramagnetic: a material that has electrons that can align with a magnetic field.
Paramagnetic materials have relatively high magnetic permeabilities.

ferromagnetic: a material that can form crystals with permanently-aligned electrons,

resulting in a permanent magnet. Ferromagnetic materials can have very high
magnetic permeabilities. Some naturally-occurring materials that exhibit
ferromagnetism include iron, cobalt, nickel, gadolinium, dysprosium, and
magnetite (Fe3O4).

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Magnetic Fields Page: 544
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors
(not AP®)
Magnetic Fields
Unit: Magnetism & Electromagnetism
MA Curriculum Frameworks (2016): HS-PS3-5
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Describe and draw magnetic fields.
Success Criteria:
• Magnetic field lines connect north and south poles of the magnet.
• Arrows on field lines point from north to south.
Language Objectives:
• Explain how a compass works.
Tier 2 Vocabulary: field, north pole, south pole

Labs, Activities & Demonstrations:

• magnetic field demonstrator plate
• placing various objects into the gap between two magnets
• ferrofluid

Notes:
magnetic field: a region in which magnetic attraction and repulsion are occurring.

Similar to gravitational fields and electric fields, a magnetic field is a region in which
there is a force on objects that have unpaired electrons that can respond to a
magnetic field.

magnetic susceptibility: a measure of the degree of magnetization of a material

when it is placed into a magnetic field.

Similar to an electric field, we represent a magnetic field by drawing field lines.

Magnetic field lines point from the north pole of a magnet toward the south pole,
and they show the direction that the north end of a compass or magnet would be
deflected if it was placed in the field:

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Physics 1 In Plain English Jeff Bigler

Magnetic Fields Page: 545
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors The Earth’s Magnetic Field
(not AP®) The molten iron outer core and very hot inner core of the Earth causes a magnetic
field over the entire planet:

Because the core of the Earth is in constant motion, the Earth’s magnetic field is
constantly changing. The exact location of the Earth’s magnetic north and south
poles varies by about 80 km over the course of a day because of the rotation of the
Earth. Its average location (shown on the map of Northern Canada below) drifts by
about 50 km each year:

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Physics 1 In Plain English Jeff Bigler

Magnetic Fields Page: 546
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors Not all planets have a planetary magnetic field. Mars, for example, is believed to
(not AP®) have once had a planetary magnetic field, but the planet cooled off enough to
disrupt the processes that caused it. Instead, Mars has some very strong localized
magnetic fields that were formed when minerals cooled down in the presence of the
planetary magnetic field:

In this picture, the blue and red areas represent regions with strong localized
magnetic fields. On Mars, a compass could not be used in the ways that we use a
compass on Earth; if you took a compass to Mars, the needle would point either
toward or away from each these regions.

Jupiter, on the other hand, has a planetary magnetic field that is twenty times as
strong as that of Earth. This field may be caused by water with dissolved
electrolytes or by liquid hydrogen.

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Physics 1 In Plain English Jeff Bigler

Magnetic Fields Page: 547
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors Recall that the north pole of a magnet is the end that points toward the north end of
(not AP®) the Earth. This must mean that if the Earth is a giant magnet, one of its magnetic
poles must be near the geographic north pole, and the other magnetic pole must be
near the geographic south pole.

For obvious reasons, the Earth’s magnetic pole near the north pole is called the
Earth’s “north magnetic pole” or “magnetic north pole”. Similarly, the Earth’s
magnetic pole near the south pole is called the Earth’s “south magnetic pole” or
“magnetic south pole”.

However, because the north pole of a magnet points toward the north, the Earth’s
north magnetic pole (meaning its location) must therefore be the south pole of the
giant magnet that is the Earth.

Similarly, because the south pole of a magnet points toward the south, the Earth’s
south magnetic pole (meaning its location) must therefore be the north pole of the
giant Earth-magnet.

Unfortunately, the term “magnetic north pole,” “north magnetic pole” or any other
similar term almost always means the magnetic pole that is in the north part of the
Earth. There is no universally-accepted way to name the poles of the Earth-magnet.

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Physics 1 In Plain English Jeff Bigler

Electromagnetism Page: 548
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors
(not AP®)
Electromagnetism
Unit: Magnetism & Electromagnetism
MA Curriculum Frameworks (2016): HS-PS2-5
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Describe and explain ways that electric and magnetic fields affect each other.
• Calculate the voltage and current changes in a step-up or step-down
transformer.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Voltage and current changes are described accurately.
Language Objectives:
• Explain how various devices work including solenoids, electromagnets and
electric motors.
Tier 2 Vocabulary: electromagnet, transformer

Labs, Activities & Demonstrations:

• current-carrying wire in a magnetic field
• electromagnet
• electric motor
• Lenz’s Law (magnets through copper pipe)
• wire & galvanometer jump rope
• neodymium magnet & CRT screen

Notes:
Magnetic Fields and Moving Charges
Like gravitational and electric fields, a magnetic field is a force field. (Recall that
force fields are vector quantities, meaning that they have both magnitude and
direction.) The strength of a magnetic field is measured in teslas (T), named after
the Serbian-American physicist Nikola Tesla.
1 T = 1 ANm

In the 1830s, physicists Michael Faraday and Joseph Henry each independently
discovered that an electric current could be produced by moving a magnet through a
coil of wire, or by moving a wire through a magnetic field. This process is called
electromagnetic induction.

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Physics 1 In Plain English Jeff Bigler

Electromagnetism Page: 549
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors A quantitative study of electromagnetic induction is addressed in Physics 2. In this
(not AP®) course, it is sufficient to understand that:
1. Moving charges produce a magnetic field.
2. A changing magnetic field creates an electric force, which causes electric
charges to move. (Recall that current is defined as the movement of electric
charges.)

Devices that Use Electromagnetism

Solenoid
A solenoid is a coil made of fine wire.
When a current is passed through the
wire, it produces a magnetic field through
the center of the coil.

When a current is applied, a permanent

magnet placed in the center of the
solenoid will be attracted or repelled and
will move.

One of the most common uses of a solenoid is for electric door locks.

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Physics 1 In Plain English Jeff Bigler

Electromagnetism Page: 550
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors Electromagnet
(not AP®) An electromagnet is a device that acts as magnet only when electric current is
flowing through it.

An electromagnet is made by placing a soft iron core in the center of a solenoid. The
high magnetic permeability of iron causes the resulting magnetic field to become
thousands of times stronger:

Because the iron core is not a permanent magnet, the electromagnet only works
when current is flowing through the circuit. When the current is switched off, the
electromagnet stops acting like a magnet and releases whatever ferromagnetic
objects might have been attracted to it.

Of course, the above description is a simplification. Real ferromagnetic materials

such as iron usually experience magnetic remanence, meaning that some of the
electrons in the material remain aligned, and the material is weakly magnetized.

While magnetic remanence is undesirable in an electromagnet, it is the basis for

magnetic computer storage media, such as audio and computer tapes and floppy
and hard computer disks. To write information onto a disk, a disk head (an
electromagnetic that can be moved radially) is pulsed in specific patterns as the disk
spins. The patterns are encoded on the disk as locally magnetized regions.

When encoded information is read from the disk, the moving magnetic regions
produce a changing electric field that causes an electric current in the disk head.

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Physics 1 In Plain English Jeff Bigler

Electromagnetism Page: 551
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors Motor
(not AP®) The force produced by a moving current in a magnetic field can be used to cause a
loop of wire to spin:

A commutator is used to reverse the direction of the current as the loop turns, so
that the combination of attraction and repulsion always applies force in the same
direction.

If we replace the loop of wire with an electromagnet (a coil of wire wrapped around
a material such as iron that has both a high electrical conductivity and a high
magnetic permeability), the electromagnet will spin with a strong force.

An electromagnet that spins because of its continuously switching attraction and

repulsion to the magnetic field produced by a separate set of permanent magnets is
called a motor. A motor turns electric current into rotational motion, which can be
used to do work.

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Physics 1 In Plain English Jeff Bigler

Electromagnetism Page: 552
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors Generator
(not AP®) A generator uses the same components as a motor and operates under the same
principle, except that a mechanical force is used to spin the coil. When the coil
moves through the magnetic field, it produces an electric current. Thus a generator
is a device that turns rotational motion (work) into an electric current.

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Physics 1 In Plain English Jeff Bigler

Electromagnetism Page: 553
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors Inductor (Transformer)
(not AP®) Because electric current produces a magnetic field, a ring made of a ferromagnetic
material can be used to move an electric current. An inductor (transformer) is a
device that takes advantage of this phenomenon in order to increase or decrease
the voltage in an AC circuit.

The diagram below shows an inductor or transformer.

The current on the input side (primary) generates a magnetic field in the iron ring.
The magnetic field in the ring generates a current on the output side (secondary).

In this particular transformer, the coil wraps around the output side more times
than the input. This means that each time the current goes through the coil, the
magnetic field adds to the electromotive force (voltage). This means the voltage will
increase in proportion to the increased number of coils on the output side.
However, the magnetic field on the output side will produce less current with each
turn, which means the current will decrease in the same proportion:

# turnsin Vin Iout

= =
# turnsout Vout Iin

Pin = Pout

A transformer like this one, which produces an increase in voltage, is called a step-up
transformer; a transformer that produces a decrease in voltage is called a step-down
transformer.

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Physics 1 In Plain English Jeff Bigler

Electromagnetism Page: 554
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors Sample Problem:
(not AP®) Q: If the input voltage to the following transformer is 120 V, and the input current
is 6 A, what are the output voltage and current?

120 V 3 turns 9 turns

A: The voltage on either side of a transformer is proportional to the number of

turns in the coil on that side. In the above transformer, the primary has 3 turns,
and the secondary coil has 9 turns. This means the voltage on the right side will
9
be = 3 times as much as the voltage on the left, or 360 V. The current will be
3
3 1
= as much, or 2 A.
9 3

We can also use:

Vin # turnsin Iout

# turnsin
= =
# turnsout Vout # turnsout Iin
3 120 V 3 Iout
= =
9 Vout 9 6A
Vout = 360 V Iout = 2 A

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Physics 1 In Plain English Jeff Bigler

Electromagnetism Page: 555
Big Ideas Details Unit: Magnetism & Electromagnetism
CP1 & honors Mass Spectrometer
(not AP®) A mass spectrometer is a device uses the path of a charged particle in a magnetic
field to determine its mass.

The particle is first selected for the desired velocity by a combination of externally-
applied magnetic and electric fields. Then the particle enters a chamber with only a
magnetic field. (In the example below, the magnetic field, which is represented by
the bullseyes, is directed out of the page.)

The magnetic field applies a force on the particle perpendicular to its path
(downward in this example). As the particle’s direction changes, the direction of the
applied force changes with it, causing the particle to move in a circular path until it
hits the detector.

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Physics 1 In Plain English Jeff Bigler

Introduction: Waves Page: 557
Big Ideas Details Unit: Waves
CP1 & honors
(not AP®)
Introduction: Waves
Unit: Waves
Topics covered in this chapter:
Waves........................................................................................................... 559
Reflection and Superposition ...................................................................... 568
Sound & Music ............................................................................................. 574
Sound Level (Loudness) ............................................................................... 587
Doppler Effect .............................................................................................. 590
Exceeding the Speed of Sound .................................................................... 594
Electromagnetic Waves ............................................................................... 597
Color............................................................................................................. 600

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Physics 1 In Plain English Jeff Bigler

Introduction: Waves Page: 558
Big Ideas Details Unit: Waves
CP1 & honors This chapter discusses properties of waves that travel through a medium
(not AP®) (mechanical waves).
• Waves gives general information about waves, including vocabulary and
equations. Reflection and Superposition describes what happens when two
waves share space within a medium.
• Sound & Music describes the properties and equations of waves that relate to
music and musical instruments.
• Sound Level describes the decibel scale and how loudness is measured.
• The Doppler Effect describes the change in pitch due to motion of the source
or receiver (listener).
• Exceeding the Speed of Sound describes the Mach scale and sonic booms.
• Electromagnetic Waves describes special properties of electromagnetic waves,
such as light and radio waves.
• Color describes visible light and our perceptions of color.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):

HS-PS4-1. Use mathematical representations to support a claim regarding
relationships among the frequency, wavelength, and speed of waves
traveling within various media. Recognize that electromagnetic waves can
travel through empty space (without a medium) as compared to mechanical
waves that require a medium.

AP® Physics 1 Learning Objectives:

This unit was removed from AP® Physics 1 starting with the 2021–22 school
year. It is now part of the AP® Physics 2 curriculum.

Topics from this chapter assessed on the SAT Physics Subject Test:
• General Wave Properties, such as wave speed, frequency, wavelength,
superposition, standing wave diffraction, and the Doppler effect.
1. Wave Motion
2. Transverse Waves and Longitudinal Waves
3. Superposition
4. Standing Waves and Resonance
5. The Doppler Effect

Skills learned & applied in this chapter:

• Visualizing wave motion.

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Physics 1 In Plain English Jeff Bigler

Waves Page: 559
Big Ideas Details Unit: Waves
CP1 & honors
(not AP®)
Waves
Unit: Waves
MA Curriculum Frameworks (2016): HS-PS4-1
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Describe and explain properties of waves (frequency, wavelength, etc.)
• Differentiate between transverse, longitudinal and transverse waves.
• Calculate wavelength, frequency, period, and velocity of a wave.
Success Criteria:
• Parts of a wave are identified correctly.
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Describe how waves propagate.
Tier 2 Vocabulary: wave, crest, trough, frequency, wavelength

Labs, Activities & Demonstrations:

• Show & tell: transverse waves in a string tied at one end, longitudinal waves in
a spring, torsional waves.
• Buzzer in a vacuum.
• Tacoma Narrows Bridge collapse movie.
• Japan tsunami TV footage.

Notes:
wave: a disturbance that travels from one place to another.*

medium: a substance that a wave travels through.

propagation: the process of a wave traveling through space.

*
This is my favorite definition in these notes. I jokingly suggest that I nickname some of my
students “wave” based on this definition.

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Physics 1 In Plain English Jeff Bigler

Waves Page: 560
Big Ideas Details Unit: Waves
CP1 & honors mechanical wave: a wave that propagates through a medium via contact between
(not AP®) particles of the medium. Some examples of mechanical waves include ocean
waves and sound waves.
1. The energy of the wave is transmitted via the particles of the medium as the
wave passes through it.
2. The wave travels through the medium. The particles of the medium are
moved by the wave passing through, and then return to their original
position. (The duck sitting on top of the wave below is an example.)

3. Waves generally move fastest in solids and slowest in liquids. The velocity of
a mechanical wave is dependent on characteristics of the medium:

relevant example
state factors medium velocity of sound
density, air
gas 343 ms (768 mi
hr
)
pressure (20 °C and 1 atm)
density,
liquid water (20 °C) 1 481 ms (3 317 mi
hr
)
compressibility
steel (longitudinal
solid stiffness 6 000 ms (13 000 mi
hr
)
wave)

electromagnetic wave: a wave of electricity and magnetism interacting with each

other. Electromagnetic waves can propagate through empty space, and are
slowed down by interactions with a medium.

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Physics 1 In Plain English Jeff Bigler

Waves Page: 561
Big Ideas Details Unit: Waves
CP1 & honors Types of Waves
(not AP®) transverse wave: moves its medium up & down (or back & forth) as it travels
through. Examples: light, ocean waves

longitudinal wave (or compressional wave): compresses and decompresses the

medium as it travels through. Examples: compression of a spring, sound.

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Physics 1 In Plain English Jeff Bigler

Waves Page: 562
Big Ideas Details Unit: Waves
CP1 & honors torsional wave: a type of transverse wave that propagates by twisting about its
(not AP®) direction of propagation.

The most famous example of the destructive power of a torsional wave was the
Tacoma Narrows Bridge, which collapsed on November 7, 1940. On that day,
strong winds caused the bridge to vibrate torsionally. At first, the edges of the
bridge swayed about eighteen inches. (This behavior had been observed
previously, earning the bridge the nickname “Galloping Gertie”.) However, after
a support cable snapped, the vibration increased significantly, with the edges of
the bridge being displaced up to 28 feet! Eventually, the bridge started twisting
in two halves, one half twisting clockwise and the other half twisting
counterclockwise, and then back again. This opposing torsional motion
eventually caused the bridge to twist apart and collapse.

The bridge’s collapse was captured on film. Video clips of the bridge twisting
and collapsing are available on the internet. There is a detailed analysis of the
bridge’s collapse at http://www.vibrationdata.com/Tacoma.htm

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Physics 1 In Plain English Jeff Bigler

Waves Page: 563
Big Ideas Details Unit: Waves
CP1 & honors Ocean Waves
(not AP®)
Surface Waves
surface wave: a transverse wave that travels at the interface between two mediums.

Ocean waves are an example of surface waves, because they travel at the
interface between the air and the water. Surface waves on the ocean are
caused by wind disturbing the surface of the water. Until the wave gets to the
shore, surface waves have no effect on water molecules far below the surface.

Tsunamis
The reason tsunamis are much more dangerous than regular ocean waves is because
tsunamis are created by earthquakes on the ocean floor. The tsunami wave
propagates through the entire depth of the water, which means tsunamis carry
many times more energy than surface waves.

This is why a 6–12 foot high surface wave breaks harmlessly on the beach; however,
a tsunami that extends 6–12 feet above the surface of the water includes a
significant amount of energy throughout the entire depth of the water, and can
destroy an entire city.

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Physics 1 In Plain English Jeff Bigler

Waves Page: 564
Big Ideas Details Unit: Waves
CP1 & honors Properties of Waves
(not AP®)

crest: the point of maximum positive displacement of a transverse wave. (The

highest point.)

trough: the point of maximum negative displacement of a transverse wave. (The

lowest point.)

amplitude (A): the distance of maximum displacement of a point in the medium as

the wave passes through it. (The maximum height or depth.)

wavelength (λ): the length of the wave, measured from a specific point in the wave
to the same point in the next wave. Unit = distance (m, cm, nm, etc.)

frequency (f or ν): the number of waves that travel past a point in a given time.
Unit = 1/time (Hz = 1/s)

Note that while high school physics courses generally use the variable f for
frequency, college courses usually use ν (the Greek letter “nu”, which is different
from but easy to confuse with the Roman letter “v”).

period or time period (T): the amount of time between two adjacent waves.
Unit = time (usually seconds)
T = 1/f

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Physics 1 In Plain English Jeff Bigler

Waves Page: 565
Big Ideas Details Unit: Waves
CP1 & honors velocity: the velocity of a wave depends on its frequency (f ) and its wavelength (λ):
(not AP®)
v = λf

The velocity of electromagnetic waves (such as light, radio waves, microwaves,

X-rays, etc.) is called the speed of light, which is 3.00  108 ms in a vacuum. The
speed of light is slower in a medium that has an index of refraction* greater
than 1.

The velocity of a wave traveling through a string under tension (such as a piece
of string, a rubber band, a violin/guitar string, etc.) depends on the tension and
the ratio of the mass of the string to its length:

FT L
v string =
m

where FT is the tension in the string, L is the length, and m is the mass.

Sample Problem:
Q: The Boston radio station WZLX broadcasts waves with a frequency of
100.7 MHz. If the waves travel at the speed of light, what is the wavelength?

A: f = 100.7MHz = 100 700 000 Hz = 1.007  108 Hz

v = c = 3.00  108 ms

v =f
3.00  108 =  (1.007  108 )
3.00  108
= = 2.98 m
1.007  108

*
The index of refraction is a measure of how much light bends when it moves between one
medium and another. The sine of the angle of refraction is proportional to the speed of
light in that medium. Index of refraction is studied as part of optics in Physics 2.

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Physics 1 In Plain English Jeff Bigler

Waves Page: 566
Big Ideas Details Unit: Waves
CP1 & honors Homework Problems
(not AP®) 1. Consider the following wave:

a. What is the amplitude of this wave?

b. What is its wavelength?

c. If the velocity of this wave is 30 ms , what is its period?

2. What is the speed of wave with a wavelength of 0.25 m and a frequency of

5.5 Hz?

Answer: 1.375 ms

3. A sound wave traveling in water at 10 °C has a wavelength of 0.65 m. What

is the frequency of the wave.
(Note: you will need to look up the speed of sound in water at 10 °C in
Table Q. Properties of Water and Air on page 686 of your
Physics Reference Tables.)

Answer: 2 226Hz

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Physics 1 In Plain English Jeff Bigler

Waves Page: 567
Big Ideas Details Unit: Waves
CP1 & honors 4. Two microphones are placed in front of a
(not AP®) speaker as shown in the diagram to the
right. If the air temperature is 30 °C, what
is the time delay between the two
microphones?

Answer: 0.0716 s

5. The following are two graphs of the same wave. The first graph shows the
displacement vs. distance, and the second shows displacement vs. time.

a. What is the wavelength of this wave?

b. What is its amplitude?

c. What is its frequency?

d. What is its velocity?

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Physics 1 In Plain English Jeff Bigler

Reflection and Superposition Page: 568
Big Ideas Details Unit: Waves
CP1 & honors
(not AP®)
Reflection and Superposition
Unit: Waves
MA Curriculum Frameworks (2016): HS-PS4-1
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain the behavior of waves when they pass each other in the same medium
and when they reflect off something.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain what happens when two waves pass through each other.
Tier 2 Vocabulary: reflection

Labs, Activities & Demonstrations:

• waves on a string or spring anchored at one end
• large Slinky with longitudinal and transverse waves passing each other

Notes:
Reflection of Waves
reflection: when a wave hits a fixed (stationary)
point and “bounces” back.

Notice that when the end of the rope is fixed, the

reflected wave is inverted. (If the end of the rope
were free, the wave would not invert.)

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Physics 1 In Plain English Jeff Bigler

Reflection and Superposition Page: 569
Big Ideas Details Unit: Waves
CP1 & honors Superposition of Waves
(not AP®) When waves are superimposed (occupy the same space), their amplitudes add.

constructive interference: when waves add in a

way that the amplitude of the resulting
wave is larger than the amplitudes of the
component waves.

Because the wavelengths are the same and

the maximum, minimum, and zero points all
coïncide (line up), the two component
waves are said to be “in phase” with each
other.

destructive interference: when waves add in a

way that the amplitude of the resulting
wave is smaller than the amplitudes of the
component waves. (Sometimes we say that
the waves “cancel” each other.)

Because the wavelengths are the same but

the maximum, minimum, and zero points
do not coïncide, the waves are said to be
“out of phase” with each other.

Note that waves can travel in two opposing directions at the same time. When this
happens, the waves pass through each other, exhibiting constructive and/or
destructive interference as they pass:
Constructive Interference Destructive Interference

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Physics 1 In Plain English Jeff Bigler

Reflection and Superposition Page: 570
Big Ideas Details Unit: Waves
CP1 & honors Standing Waves
(not AP®) standing wave: when half of the wavelength is an exact fraction of the length of a
medium that is vibrating, the wave reflects back and the reflected wave
interferes constructively with itself. This causes the wave to appear stationary.

Points along the wave that are not moving are called “nodes”. Points of
maximum displacement are called “antinodes”.

When we add waves with different wavelengths and amplitudes, the result can be
complex:

This is how radio waves encode a signal on top of a “carrier” wave. Your radio’s
antenna receives (“picks up”) radio waves within a certain range of frequencies.
Imagine that the bottom wave (the one with the shortest wavelength and highest
frequency) is the “carrier” wave. If you tune your radio to its frequency, the radio
will filter out other waves that don’t include the carrier frequency. Then your radio
subtracts the carrier wave, and everything that is left is sent to the speakers.

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Physics 1 In Plain English Jeff Bigler

Reflection and Superposition Page: 571
Big Ideas Details Unit: Waves
CP1 & honors Homework Problem
(not AP®) 1. A Slinky is held at both ends. The person on the left creates a longitudinal
wave, while at same time the person on the right creates a transverse wave
with the same frequency. Both people stop moving their ends of the Slinky
just as the waves are about to meet.

a. Draw a picture of what the Slinky will look like when the waves
completely overlap.

b. Draw a picture of what the Slinky will look like just after the waves
no longer overlap.

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Physics 1 In Plain English Jeff Bigler

Reflection and Superposition Page: 572
Big Ideas Details Unit: Waves
CP1 & honors Two-Dimensional Interference Patterns
(not AP®) When two progressive waves propagate into each other’s space, the waves produce
interference patterns. This diagram shows how interference patterns form:

The resulting interference pattern looks like the following picture:

In this picture, the bright regions are wave peaks, and the dark regions are troughs.
The brightest intersections are regions where the peaks interfere constructively, and
the darkest intersections are regions where the troughs interfere constructively.

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Physics 1 In Plain English Jeff Bigler

Reflection and Superposition Page: 573
Big Ideas Details Unit: Waves
*
CP1 & honors The following picture shows an interference pattern created by ocean waves, one
(not AP®) of which has been reflected off a point on the shore. The wave at the left side of the
picture is traveling toward the right, and the reflected wave at the bottom right of
the picture is traveling toward the top of the picture.

Because the sun is low in the sky (the picture was taken just before sunset), the light
is reflected off the water, and the crests of the waves produce shadows behind
them.

*
The picture is taken from Tortola in the British Virgin Islands, looking west toward Jost Van
Dyke.

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 574
Big Ideas Details Unit: Waves
CP1 & honors
(not AP®)
Sound & Music
Unit: Waves
MA Curriculum Frameworks (2016): HS-PS4-1
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Describe how musical instruments produce sounds.
• Describe how musical instruments vary pitch.
• Calculate frequencies of pitches produced by a vibrating string or in a pipe.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain what produces the vibrations in various types of musical instruments.
Tier 2 Vocabulary: pitch

Labs, Activities & Demonstrations:

• Show & tell: violin, penny whistle, harmonica, boomwhackers.
• Helmholtz resonators—bottles of different sizes/air volumes, slapping your
cheek with your mouth open.
• Frequency generator & speaker.
• Rubens tube (“sonic flame tube”).
• Measure the speed of sound in air using a resonance tube.

Notes:
Sound waves are caused by vibrations that create longitudinal (compressional)
waves in the medium they travel through (such as air).

pitch: how “high” or “low” a musical note is. The pitch is determined by the
frequency of the sound wave.

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 575
Big Ideas Details Unit: Waves
CP1 & honors resonance: when the wavelength of a half-wave (or an integer number of half-
(not AP®) waves) coincides with one of the dimensions of an object. This creates standing
waves that reinforce and amplify each other. The body of a musical instrument
is an example of an object that is designed to use resonance to amplify the
sounds that the instrument produces.

String Instruments
A string instrument (such as a violin or guitar) typically has four or more strings. The
lower strings (strings that sound with lower pitches) are thicker, and higher strings
are thinner. Pegs are used to tune the instrument by increasing (tightening) or
decreasing (loosening) the tension on each string.

The vibration of the string creates a half-wave, i.e., λ = 2L. The musician changes the
half-wavelength by using a finger to shorten the part of the string that vibrates. (A
shorter wavelength produces a higher frequency = higher pitch.)

The velocity of the wave produced on a string depends on the tension and the
length and mass of the vibrating portion. The velocity is given by the equation:

FT L
v string =
m
where:
f = frequency (Hz) FT = tension (N)
m = mass of string (kg) L = length of string (m) = 
2

Given the velocity and wavelength, the frequency (pitch) is therefore:

v v 1 FT L FT
f= = = =
λ 2L 2L m 4mL

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 576
Big Ideas Details Unit: Waves
CP1 & honors Pipes and Wind Instruments
(not AP®) A pipe (in the musical instrument sense) is a tube filled with air. The design of the
mouthpiece (or air inlet) causes the air to oscillate as it enters the pipe. This causes
the air molecules to compress and spread out at regular intervals based on the
dimensions of the closed section of the instrument, which determines the
wavelength. The wavelength and speed of sound determine the frequency.

Most wind instruments use one of three ways of causing the air to oscillate:

Brass Instruments
With brass instruments like trumpets, trombones, French horns, etc., the player
presses his/her lips tightly against the mouthpiece, and the player’s lips vibrate at
the appropriate frequency.

Reed Instruments
With reed instruments, air is blown past a reed (a semi-stiff object) that vibrates
back and forth. Clarinets and saxophones use a single reed made from a piece of
cane (a semi-stiff plant similar to bamboo). Oboes and bassoons (“double-reed
instruments”) use two pieces of cane that vibrate against each other. Harmonicas
and accordions use reeds made from a thin piece of metal.

Whistles (Instruments with Fipples)

Instruments with fipples include recorders, whistles and flutes. A fipple is a sharp
edge that air is blown past. The separation of the air going past the fipple results in
a pressure difference on one side vs. the other. Air moves toward the lower
pressure side, causing air to build up and the pressure to increase. When the
pressure becomes greater than the other side, the air switches abruptly to the other
side of the fipple. Then the pressure builds on the other side until the air switches
back:

The frequency of this back-and-forth motion is what determines the pitch.

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 577
Big Ideas Details Unit: Waves
CP1 & honors Open vs. Closed-Pipe Instruments
(not AP®) An open-pipe instrument has an opening at each end. A closed-pipe instrument has
an opening at one end, and is closed at the other.

Examples of open-pipe instruments include uncapped organ pipes, whistles,

recorders and flutes.

Notice that the two openings determine where the air pressure must be equal to
atmospheric pressure (i.e., the air is neither compressed nor expanded). This means
that the length of the body of the instrument (L) is a half-wave, and that the
wavelength (λ) of the sound produced must therefore be twice as long, i.e.,  = 2L .
(This is similar to string instruments, in which the length of the vibrating string is a
half-wave.)

Examples of closed-pipe instruments include clarinets and all brass instruments. Air
is blown in at high pressure via the mouthpiece, which means the mouthpiece is an
antinode—a region of maximum displacement of the individual air molecules. This
means that the body of the instrument is the distance from the antinode to a region
of atmospheric pressure, i.e., one-fourth of a wave. This means that for closed-pipe
instruments,  = 4L .

The difference in the resonant wavelength (4L vs. 2L) is why a closed-pipe
instrument (e.g., a clarinet) sounds an octave lower than an open-pipe instrument of
similar length (e.g., a flute)—twice the wavelength results in half the frequency.

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 578
Big Ideas Details Unit: Waves
CP1 & honors The principle of a closed-pipe instrument can be
(not AP®) used in a lab experiment to determine the
frequency of a tuning fork (or the speed of sound)
using a resonance tube—an open tube filled with
water to a specific depth.

A tuning fork generates an oscillation of a precise

frequency at the top of the tube. Because this is a
closed pipe, the source (just above the tube) is an
antinode (maximum amplitude).

When the height of air above the water is exactly

¼ of a wavelength ( 4 ) , the waves that are
reflected back have maximum constructive
interference with the source wave, which causes
the sound to be significantly amplified. This
phenomenon is called resonance.

Resonance will occur at every antinode—i.e., any integer plus ¼ of a wave

(  , 3λ , 5λ , etc.)
4 4 4

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 579
Big Ideas Details Unit: Waves
CP1 & honors Playing Different Pitches (Frequencies)
(not AP®) For an instrument with holes, like a flute or recorder, the first open hole is the first
place in the pipe where the pressure is equal to atmospheric pressure, which
determines the half-wavelength (or quarter-wavelength):

The speed of sound in air is vs ( 343 ms at 20 °C and 1 atm), which means the
frequency of the note (from the formula v s =  f ) will be:

vs
f= for an open-pipe instrument (e.g., flute, recorder, whistle)
2L
v
f = s for an closed-pipe instrument (e.g., clarinet, brass instrument).
4L

Note that the frequency is directly proportional to the speed of sound in air. The
speed of sound increases as the temperature increases, which means that as the air
gets colder, the frequency gets lower, and as the air gets warmer, the frequency gets
higher. This is why wind instruments go flat at colder temperatures and sharp at
warmer temperatures. Musicians claim that the instrument is going out of tune, but
actually it’s not the instrument that is out of tune, but the speed of sound!

Note however, that the frequency is inversely proportional to the wavelength (which
depends largely on the length of the instrument). This means that the extent to
which the frequency changes with temperature will be different for different-sized
instruments, which means the band will become more and more out of tune with
itself as the temperature changes.

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 580
Big Ideas Details Unit: Waves
CP1 & honors Helmholtz Resonators
(not AP®) The resonant frequency of a bottle or similar container (called a Helmholtz
resonator, named after the German physicist Hermann von Helmholtz) is more
complicated to calculate.

For an enclosed volume of air with a single opening, the resonant frequency
depends on the resonant frequency of the air in the large cavity, and the cross-
sectional area of the opening.

Resonant frequency:

vs A
f= 
2 Vo

For a bottle with a neck, the air in the neck behaves like a spring, with a spring
constant that is proportional to the volume of air in the neck:

Resonant frequency:

vs A
f=
2 VoL

where:
f = resonant frequency
vs = speed of sound in air ( 343 ms at 20 °C and 1 atm)
A = cross-sectional area of the neck of the bottle (m2)
Vo = volume of the main cavity of the bottle (m3)
L = length of the neck of the bottle (m)

(Note that it may be more convenient to use measurements in cm, cm2, and cm3,
and use v s = 34 300 cms .)

Blowing across the top of an open bottle is an example of a Helmholtz resonator.

You can make your mouth into a Helmholtz resonator by tapping on your cheek with
your mouth open. You can change the pitch by opening or closing your mouth a
little, which changes the area of the opening (A).

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 581
Big Ideas Details Unit: Waves
CP1 & honors Frequencies of Music Notes
(not AP®) The frequencies that correspond with the pitches of the Western equal
temperament scale are:

frequency frequency
pitch pitch
(Hz) (Hz)

A 440.0 E 659.3

B 493.9 F 698.5

C 523.3 G 784.0

D 587.3 A 880.0

A note that is an octave above another note has exactly twice the frequency of the
lower note. For example, the A in on the second line of the treble clef staff has a
frequency of 440 Hz.* The A an octave above it (one ledger line above the staff) has
a frequency of 440 × 2 = 880 Hz.

Harmonic Series
harmonic series: the additional, shorter standing waves that are generated by a
vibrating string or column of air that correspond with integer numbers of half-
waves.

fundamental frequency: the natural resonant frequency of a particular pitch.

harmonic: a resonant frequency produced by vibrations that contain an integer

number of half-waves that add up to the half-wavelength of the fundamental.

The harmonics are numbered based on their pitch relative to the fundamental
frequency. The harmonic that is closest in pitch is the 1st harmonic, the next
closest is the 2nd harmonic, etc.

Any sound wave that is produced in a resonance chamber (such as a musical

instrument) will produce the fundamental frequency plus all of the other waves of
the harmonic series. The fundamental is the loudest, and each harmonic gets more
quiet as you go up the harmonic series.

*
Most bands and orchestras define the note “A” to be exactly 440 Hz, and use it for tuning.

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 582
Big Ideas Details Unit: Waves
CP1 & honors The following diagram shows the waves of the fundamental frequency and the first
(not AP®) five harmonics in a pipe or a vibrating string:

Fraction Wave-
Harmonic Frequency Pitch (relative to fundamental)
of String length

1 2L — fo Fundamental.

1 2L 1st 2 fo One octave above.

2 2
1 2L 2nd 3 fo One octave + a fifth above.
3 3
1 2L 3rd 4 fo Two octaves above.
4 4
1 2L Two octaves + approximately a
4th 5 fo
5 5 major third above.
1 2L 5th 6 fo Two octaves + a fifth above.
6 6
1 2L (n-1)th n fo etc.
n n

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 583
Big Ideas Details Unit: Waves
CP1 & honors Beats
(not AP®) When two or more waves are close but not identical in frequency, their amplitudes
reinforce each other at regular intervals.

For example, when the following pair of waves travels through the same medium,
the amplitudes of the two waves have maximum constructive interference every five
half-waves (2½ full waves) of the top wave and every six half-waves (3 full waves) of
the bottom wave.

If this happens with sound waves, you will hear a pulse or “beat” every time the two
maxima coïncide.

The closer the two wavelengths (and therefore also the two frequencies) are to each
other, the more half-waves it takes before the amplitudes coïncide. This means that
as the frequencies get closer, the time between beats gets longer.

Piano tuners listen for these beats, and adjust the tension of the string they are
tuning until the time between beats gets longer and longer and finally disappears.

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 584
Big Ideas Details Unit: Waves
CP1 & honors The Biophysics of Sound
(not AP®) When a person speaks, abdominal muscles force air from the lungs through the
larynx.

The vocal cord vibrates, and this vibration creates sound waves. Muscles tighten or
loosen the vocal cord, which changes the frequency at which it vibrates. Just like in
a string instrument, the change in tension changes the pitch. Tightening the vocal
cord increases the tension and produces a higher pitch, and relaxing the vocal cord
decreases the tension and produces a lower pitch.

This process happens when you sing. Amateur musicians who sing a lot of high
notes can develop laryngitis from tightening their laryngeal muscles too much for
too long. Professional musicians need to train themselves to keep their larynx
muscles relaxed and use other techniques (such as air pressure, which comes from
breath support via the abdominal muscles) to adjust their pitch.

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 585
Big Ideas Details Unit: Waves
CP1 & honors When the sound reaches the ears, it travels through the auditory canal and causes
(not AP®) the tympanic membrane (eardrum) to vibrate. The vibrations of the tympanic
membrane cause pressure waves to travel through the middle ear and through the
oval window into the cochlea.

The basilar membrane in the cochlea is a membrane with cilia (small hairs)
connected to it, which can detect very small movements of the membrane. As with
a resonance tube, the wavelength determines exactly where the sound waves will
vibrate the basilar membrane the most strongly, and the brain determines the pitch
(frequency) of a sound based on the precise locations excited by these frequencies.

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Physics 1 In Plain English Jeff Bigler

Sound & Music Page: 586
Big Ideas Details Unit: Waves
CP1 & honors Homework Problems
(not AP®) A tuning fork is used to establish a standing wave in an open ended pipe filled with
air at a temperature of 20°C, where the speed of sound is 343 ms , as shown below:

The sound wave resonates at the 3nd harmonic frequency of the pipe. The length of
the pipe is 33 cm.

1. Sketch the standing wave inside of the pipe. (For simplicity, you may sketch
a transverse wave to represent the standing wave.)

2. Determine the wavelength of the resonating sound wave.

Answer: 22 cm
3. Determine the frequency of the tuning fork.

Answer: 1 559 Hz
4. What is the next higher frequency that will resonate in this pipe?

Answer: 2 079 Hz
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Physics 1 In Plain English Jeff Bigler

Sound Level (Loudness) Page: 587
Big Ideas Details Unit: Waves
CP1 & honors
(not AP®)
Sound Level (Loudness)
Unit: Waves
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain sound levels in decibels.
• Explain the Lombard Effect.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain how loudness is measured.
Tier 2 Vocabulary: level

Labs, Activities & Demonstrations:

• VU meter.

Notes:
sound level: the perceived intensity of a sound. Usually called “volume”.

Sound level is usually measured in decibels (dB). One decibel is one tenth of one
bel.

Sound level is calculated based on the logarithm of the ratio of the power (energy
per unit time) causing a sound vibration to the power that causes some reference
sound level.

You will not be asked to calculate decibels from an equation, but you should
understand that because the scale is logarithmic, a difference of one bel (10 dB)
represents a tenfold increase or decrease in sound level.

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Physics 1 In Plain English Jeff Bigler

Sound Level (Loudness) Page: 588
Big Ideas Details Unit: Waves
CP1 & honors The following table lists the approximate sound levels of various sounds:
(not AP®)
sound level
Description
(dB)
0 threshold of human hearing at 1 kHz
10 a single leaf falling to the ground
20 background in TV studio
30 quiet bedroom at night
36 whispering
40 quiet library or classroom
42 quiet voice
40–55 typical dishwasher
50–55 normal voice
TV from 1 m away
60
normal conversation from 1 m away
60–65 raised voice
60–80 passenger car from 10 m away
70 typical vacuum cleaner from 1 m away
75 crowded restaurant at lunchtime
72–78 loud voice
85 hearing damage (long-term exposure)
84–90 shouting
80–90 busy traffic from 10 m away
100–110 rock concert, 1 m from speaker
110 chainsaw from 1 m away
110–140 jet engine from 100 m away
threshold of discomfort
120
hearing damage (single exposure)
130 threshold of pain
140 jet engine from 50 m away
194 sound waves become shock waves

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Physics 1 In Plain English Jeff Bigler

Sound Level (Loudness) Page: 589
Big Ideas Details Unit: Waves
CP1 & honors Adjusting Sound Level in Conversation
(not AP®) In crowds, people unconsciously adjust the sound levels of their speech in order to
be heard above the ambient noise. This behavior is called the Lombard effect,
named for Étienne Lombard, the French doctor who first described it.

The Lombard coëfficient is the ratio of the increase in sound level of the speaker to
the increase in sound level of the background noise:

increase in speech level (dB)

L=
increase in background noise (dB)

Researchers have observed values of the Lombard coëfficient ranging from 0.2 to
1.0, depending on the circumstances.

When you are working in groups in a classroom, as the noise level gets louder, each
person has to talk louder to be heard, which in turn makes the noise level louder.
The Lombard effect creates a feedback loop in which the sound gets progressively
louder and louder until your teacher complains and everyone resets to a quieter
volume.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Doppler Effect Page: 590
Big Ideas Details Unit: Waves
CP1 & honors
(not AP®)
Doppler Effect
Unit: Waves
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain the Doppler Effect and give examples.
• Calculate the apparent shift in wavelength/frequency due to a difference in
velocity between the source and receiver.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how loudness is measured.
Tier 2 Vocabulary: shift

Labs, Activities & Demonstrations:

• Buzzer on a string.

Notes:
Doppler effect or Doppler shift: the apparent change in frequency/wavelength of a
wave due to a difference in velocity between the source of the wave and the
observer. The effect is named for the Austrian physicist Christian Doppler.

You have probably noticed the Doppler effect when an emergency vehicle with a
siren drives by.

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Physics 1 In Plain English Jeff Bigler

Doppler Effect Page: 591
Big Ideas Details Unit: Waves
CP1 & honors Why the Doppler Shift Happens
(not AP®) The Doppler shift occurs because a wave is created by a series of pulses at regular
intervals, and the wave moves at a particular speed.

If the source is approaching, each pulse arrives sooner than it would have if the
source had been stationary. Because frequency is the number of pulses that arrive
in one second, the moving source results in an increase in the frequency observed
by the receiver.

Similarly, if the source is moving away from the observer, each pulse arrives later,
and the observed frequency is lower.

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Physics 1 In Plain English Jeff Bigler

Doppler Effect Page: 592
Big Ideas Details Unit: Waves
CP1 & honors Calculating the Doppler Shift
(not AP®) The change in frequency is given by the equation:

v v 
f = fo  w r 
 vw  v s 
where:
f = observed frequency
fo = frequency of the original wave
vw = velocity of the wave
vr = velocity of the receiver (you)
vs = velocity of the source

The rule for adding or subtracting velocities is:

• The receiver’s (your) velocity is in the numerator. If you are moving toward
the sound, this makes the pulses arrive sooner, which makes the frequency
higher. So if you are moving toward the sound, add your velocity. If you are
moving away from the sound, subtract your velocity.
• The source’s velocity is in the denominator. If the source is moving toward
you, this makes the frequency higher, which means the denominator needs
to be smaller. This means that if the source is moving toward you, subtract
its velocity. If the source is moving away from you, add its velocity.

Don’t try to memorize a rule for this—you will just confuse yourself. It’s safer to
reason through the equation. If something that’s moving would make the frequency
higher, that means you need to make the numerator larger or the denominator
smaller. If it would make the frequency lower, that means you need to make the
numerator smaller or the denominator larger.

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Physics 1 In Plain English Jeff Bigler

Doppler Effect Page: 593
Big Ideas Details Unit: Waves
CP1 & honors Sample Problem:
(not AP®)
Q: The horn on a fire truck sounds at a pitch of 350 Hz. What is the perceived
frequency when the fire truck is moving toward you at 20 ms ? What is the
perceived frequency when the fire truck is moving away from you at 20 ms ?
Assume the speed of sound in air is 343 ms .

A: The observer is not moving, so vr = 0.

The fire truck is the source, so its velocity appears in the denominator.

When the fire truck is moving toward you, that makes the frequency higher.
This means we need to make the denominator smaller, which means we need to
subtract vs:

 v   343 
f = fo  w  = 350   = 350(1.062) = 372 Hz
 vw − v s   343 − 20 

When the fire truck is moving away, the frequency will be lower, which mean we
need to make the denominator larger. This means we need to add vs:

 v   343 
f = fo  w  = 350   = 350(0.9449) = 331Hz
 vw + v s   343 + 20 

Note that the pitch shift in each direction corresponds with about one half-step
on the musical scale.

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Physics 1 In Plain English Jeff Bigler

Exceeding the Speed of Sound Page: 594
Big Ideas Details Unit: Waves
CP1 & honors
(not AP®)
Exceeding the Speed of Sound
Unit: Waves
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain the what a “sonic boom” is.
• Calculate Mach numbers.
Success Criteria:
• Explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how a sonic boom is produced.
Tier 2 Vocabulary: sonic boom

Labs, Activities & Demonstrations:

• Crack a bullwhip.

Notes:
The speed of an object relative to the speed of sound in the same medium is called
the Mach number (abbreviation Ma), named after the Austrian physicist Ernst Mach.

vobject
Ma =
v sound

Thus “Mach 1” or a speed of Ma = 1 is the speed of sound. An object such as an

airplane that is moving at 1.5 times the speed of sound would be traveling at “Mach
1.5” or Ma = 1.5.

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Physics 1 In Plain English Jeff Bigler

Exceeding the Speed of Sound Page: 595
Big Ideas Details Unit: Waves
CP1 & honors When an object such as an airplane is traveling slower than the speed of sound
(not AP®) (Ma < 1) , the jet engine noise is Doppler shifted just like any other sound wave.
When the airplane’s velocity reaches the speed of sound (Ma = 1), the leading edge
of all of the sound waves produced by the plane coincides. These waves amplify
each other, producing a loud shock wave called a “sonic boom”.

When an airplane is traveling faster than sound, the sound waves coincide at points
behind the airplane at a specific angle, α:

The angle α is given by the equation:

1
sin( ) =
Ma

Note that the airplane cannot be heard at points outside of the region defined by
the angle α. Note also that the faster the airplane is traveling, the smaller the angle
α, and the narrower the cone.

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Physics 1 In Plain English Jeff Bigler

Exceeding the Speed of Sound Page: 596
Big Ideas Details Unit: Waves
CP1 & honors The shock wave temporarily increases the temperature of the air affected by it. If
(not AP®) the air is humid enough, when it cools by returning to its normal pressure, the water
vapor condenses and forms a cloud, called a vapor cone:

The “crack” of a bullwhip is also a sonic boom—when a bullwhip is snapped sharply,

the end of the bullwhip travels faster than sound and creates a miniature shock
wave.

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Physics 1 In Plain English Jeff Bigler

Electromagnetic Waves Page: 597
Big Ideas Details Unit: Waves
CP1 & honors
(not AP®)
Electromagnetic Waves
Unit: Waves
MA Curriculum Frameworks (2016): HS-PS4-1, HS-PS4-3, HS-PS4-5
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Describe the regions of the electromagnetic spectrum.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain why ultraviolet waves are more dangerous than infrared.
Tier 2 Vocabulary: wave, light, spectrum

Labs, Activities & Demonstrations:

• red vs. green vs. blue lasers on phosphorescent surface
• blue laser & tonic water
• wintergreen Life Savers™ (triboluminescence)

Notes:
electromagnetic wave: a transverse, traveling wave that is caused by oscillating
electric and magnetic fields.

Electromagnetic waves travel through space and do not require a medium. The
electric field creates a magnetic field, which creates an electric field, which
creates another magnetic field, and so on. The repulsion from these induced
fields causes the wave to propagate.

Electromagnetic waves (such as light, radio waves, etc.) travel at a constant

speed—the speed of light. The speed of light depends on the medium it is
traveling through, but it is a constant within its medium (or lack thereof), and is
denoted by the letter “c ” in equations. In a vacuum, the speed of light is:

c = 3.00 × 108 m/s = 186,000 miles per second

Recall that the speed of a wave equals its frequency times its wavelength:

c =f

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Physics 1 In Plain English Jeff Bigler

Electromagnetic Waves Page: 598
Big Ideas Details Unit: Waves
CP1 & honors electromagnetic spectrum: the entire range of possible frequencies and wavelengths
(not AP®) for electromagnetic waves. The waves that make up the electromagnetic
spectrum are shown in the diagram below:

Higher
frequency
waves carry
more energy. visible spectrum:
wavelengths of light
that can be detected
by the human eye.
These are
wavelengths from
roughly 400 nm to
700 nm.

The energy (E) that a wave carries is proportional to the frequency. (Think of it as
the number of bursts of energy that travel through the wave every second.) For
electromagnetic waves (including light), the constant of proportionality is Planck’s
constant (named after the physicist Max Planck), which is denoted by a script h in
equations.

The energy of a wave is given by the Planck-Einstein equation:

hc
E = hf =

where E is the energy of the wave in Joules, f is the frequency in Hz, h is Planck’s
constant, which is equal to 6.626  10−34 J  s , c is the speed of light, and λ is the
wavelength in meters.

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Physics 1 In Plain English Jeff Bigler

Electromagnetic Waves Page: 599
Big Ideas Details Unit: Waves
CP1 & honors Antennas
(not AP®) An antenna is a piece of metal that is affected by electromagnetic waves and is used
to amplify waves of specific wavelengths. The optimum length for an antenna is
either the desired wavelength, or some fraction of the wavelength such that one
wave is an exact multiple of the length of the antenna. (E.g., good lengths for an
antenna could be 1 2 , 1 4 , 1 8 , etc. of the wavelength.)

Sample problem:
Q: What is the wavelength of a radio station that broadcasts at 98.5 MHz?

A: c =f
3.00  108 =  (9.85  107 )
3.00  108
= = 3.05m
9.85  107

Q: What would be a good length for an antenna that might be used to receive this
radio station?

A: 3.05 m (about 10 feet) is too long to be practical for an antenna. Somewhere

between half a meter and a meter is a good range.

1 wave would be 0.76 m (76 cm), which would be a good choice.

Use this space for summary and/or additional notes:

Physics 1 In Plain English Jeff Bigler

Color Page: 600
Big Ideas Details Unit: Waves
CP1 & honors
(not AP®)
Color
Unit: Waves
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain how colors are produced and mixed.
• Explain why we see colors the way we do.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain how someone who is red-green color blind might see a green object.
Tier 2 Vocabulary: color, mixing

Labs, Activities & Demonstrations:

• colored light box

Notes:
Light with frequencies/wavelengths in the part of the spectrum that the eye can
detect is called visible light.

color: the perception by the human eye of how a light wave appears, based on its
wavelength/frequency.

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Physics 1 In Plain English Jeff Bigler

Color Page: 601
Big Ideas Details Unit: Waves
CP1 & honors How We See Color
(not AP®) Humans (and other animals) have two types of cells in our retina that respond to
light:

Rod cells resolve the physical details of images. Cone cells are responsible for
distinguishing colors. Rod cells can operate in low light, but cone cells need much
more light; this is why we cannot see colors in low light.

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Physics 1 In Plain English Jeff Bigler

Color Page: 602
Big Ideas Details Unit: Waves
CP1 & honors There are three different types of cone cells in our eyes, called “S”, “M”, and “L”,
(not AP®) which stand for “short,” “medium,” and “long.” Each type of cone cells responds to
different wavelengths of light, having a peak (maximum) absorbance in a different
part of the visible spectrum:

red

blue

green

For example, light with a wavelength of 400–450 nm appears blue to us, because
most of the response to this light is from the S cells, and our brains are wired to
perceive this response as blue color. Light with a wavelength of around 500 nm
would stimulate mostly the M cells and would appear green. Light with a
wavelength of around 570 nm would stimulate the M and L cells approximately
equally. When green and red receptors both respond, our brains perceive the color
as yellow.

Colorblindness occurs when a genetic mutation causes a deficiency or absence of

one or more types of cone cells. Most common is a deficiency in the expression of
M cone cells, which causes red-green colorblindness. This means that a person with
red-green colorblindness would see both colors as red.

Because colorblindness is recessive and the relevant gene is on the X-chromosome,

red-green colorblindness is much more common in men than in women.

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Physics 1 In Plain English Jeff Bigler

Color Page: 603
Big Ideas Details Unit: Waves
CP1 & honors Direct Light: Additive Mixing
(not AP®) Because our cone cells respond to red, green, and
blue light, we call these colors the primary colors of
light. Other colors can be made by mixing different
amounts of these colors, thereby stimulating the
different types of cone cells to different degrees.
When all colors are mixed, the light appears white.

primary color: light that excites only one type of

cone cell. The primary colors of light are red,
green, and blue.

secondary color: light that is a combination of

exactly two primary colors. The secondary colors of light are cyan, magenta, and
yellow.

Reflected Light: Subtractive Mixing

When light shines on an object, properties of that
object cause it to absorb certain wavelengths of light
and reflect others. The wavelengths that are reflected
are the ones that make it to our eyes, causing the
object to appear that color.

pigment: a material that changes the color of

reflected light by absorbing light with specific
wavelengths.

primary pigment: a material that absorbs light of only

one primary color (and reflects the other two
primary colors). The primary pigments are cyan, magenta, and yellow. Note
that these are the secondary colors of light.

secondary pigment: a pigment that absorbs two primary colors (and reflects the
other). The secondary pigments are red, green, and blue. Note that these are
the primary colors of light.

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Physics 1 In Plain English Jeff Bigler

Color Page: 604
Big Ideas Details Unit: Waves
CP1 & honors Of course, our perception of color is biological, so mixing primary colors is not a
(not AP®) simple matter of taking a weighted average of positions on the color wheel. The
relationship between the
fractions of primary colors used
to produce a color and the color
perceived is called chromaticity.
The following diagram shows
the colors that would be
produced by varying the
intensities of red, green, and
blue light.

On this graph, the x-axis is the

fraction (from 0 – 1) of red light,
the y-axis is the fraction of
green light, and the fraction of
blue is implicit
[1 – (red + green)].

Notice that equal fractions

(0.33) of red, green and blue
light would produce white light.

To show the effects of mixing two colors, plot each color’s position on the graph and
connect them with a line. The linear distance along that line shows the proportional
effects of mixing. (E.g., the midpoint would represent the color generated by 50% of
each of the source colors.) This method is how fireworks manufacturers determine
the mixtures of different compounds that will produce the desired colors.

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Introduction: Thermal Physics (Heat) Page: 605
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors
(not AP®)
Introduction: Thermal Physics (Heat)
Unit: Thermal Physics (Heat)
Topics covered in this chapter:
Heat & Temperature .................................................................................... 608
Heat Transfer ............................................................................................... 612
Specific Heat Capacity & Calorimetry .......................................................... 614
Phase Changes & Heating Curves ................................................................ 621
Thermal Expansion....................................................................................... 628

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Introduction: Thermal Physics (Heat) Page: 606
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors This chapter is about heat as a form of energy and the ways in which heat affects
(not AP®) objects, including how it is stored and how it is transferred from one object to
another.
• Heat & Temperature describes the concept of heat as a form of energy and
how heat energy is different from temperature.
• Heat Transfer describes conduction, radiation and convection how to calculate
the rate of the transfer of heat energy via conduction and radiation.
• Specific Heat Capacity & Calorimetry describes different substances’ and
objects’ abilities to store heat energy. Phase Changes & Heating Curves
addresses the additional calculations that apply when a substance goes
through a phase change (such as melting or boiling).
• Thermal Expansion describes the calculation of the change in size of an object
caused by heating or cooling.

New challenges specific to this chapter include looking up and working with
constants that are different for different substances.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):

HS-PS2-6. Communicate scientific and technical information about why the
molecular-level structure is important in the functioning of designed
materials.
HS-PS3-1. Create a computational model to calculate the change in the energy
of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic
scale can be accounted for as either motions of particles or energy stored in
fields.
HS-PS3-4. Plan and conduct an investigation to provide evidence that the
transfer of thermal energy when two components of different temperature
are combined within a closed system results in a more uniform energy
distribution among the components in the system (second law of
thermodynamics).

AP® Physics 1 Learning Objectives:

This unit was never part of the AP® Physics 1 curriculum. It is part of the
AP® Physics 2 curriculum.

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Physics 1 In Plain English Jeff Bigler

Introduction: Thermal Physics (Heat) Page: 607
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Topics from this chapter assessed on the SAT Physics Subject Test:
(not AP®) • Thermal Properties, such as temperature, heat transfer, specific and latent
heats, and thermal expansion.
• Laws of Thermodynamics, such as first and second laws, internal energy,
entropy, and heat engine efficiency.
1. Heat and Temperature
2. The Kinetic Theory of Gases & the Ideal Gas Law
3. The Laws of Thermodynamics
4. Heat Engines

Skills learned & applied in this chapter:

• Working with material-specific constants from a table.
• Working with more than one instance of the same quantity in a problem.
• Combining equations and graphs.

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Heat & Temperature Page: 608
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors
(not AP®)
Heat & Temperature
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS3-1, HS-PS3-2, HS-PS4-3a
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain heat energy in macroscopic and microscopic terms.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain the difference between heat and temperature.
Tier 2 Vocabulary: heat, temperature

Labs, Activities & Demonstrations:

• Heat a small weight and large weight to slightly different temperatures.
• Fire syringe.
• Steam engine.
• Incandescent light bulb in water.
• Mixing (via molecular motion/convection) of hot vs. cold water with food
coloring)

Vocabulary:
heat: energy that can be transferred by moving atoms or molecules via transfer of
momentum.

temperature: a measure of the average kinetic energy of the particles (atoms or

molecules) of a system.

thermometer: a device that measures temperature, most often via thermal

expansion and contraction of a liquid or solid.

Notes:
Heat is energy that is stored as the translational kinetic energy of the particles that
make up an object or substance.

You may remember from chemistry that particles (atoms or molecules) are always
moving (even at absolute zero), and that energy can transfer via elastic collisions
between the particles of one object or substance and the particles of another.

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Physics 1 In Plain English Jeff Bigler

Heat & Temperature Page: 609
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Note that heat is the energy itself, whereas temperature is a measure of the quality
(not AP®) of the heat—the average of the kinetic energies of the individual molecules:

Note that the particles of a substance have a range of kinetic energies, and the
temperature is the average. Notice that when a substance is heated, the particles
acquire a wider range of kinetic energies, with a higher average.

When objects are placed in contact, heat is transferred from each object to the
other via the transfer of momentum that occurs when the individual molecules
collide. Molecules that have more energy transfer more energy than they receive.
Molecules that have less energy receive more energy than they transfer. This means
three things:

1. Individual collisions transfer energy in both directions. The particles of a hot

substance transfer energy to the cold substance, but the particles of the cold
substance also transfer energy to the hot substance.

2. The net (overall) flow of energy is from objects with a higher temperature
(more kinetic energy) to objects with a lower temperature (less kinetic
energy). I.e., more energy is transferred from the hot substance to the cold
substance than vice versa.

3. If you wait long enough, all of the molecules will have the same temperature
(i.e., the same average kinetic energy).

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Physics 1 In Plain English Jeff Bigler

Heat & Temperature Page: 610
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors This means that the temperature of one object relative to another determines
(not AP®) which direction the heat will flow, much like the way the elevation (vertical position)
of one location relative to another determines which direction water will flow.

However, the total heat (energy) contained in an object depends on the mass as well
as the temperature, in the same way that the total change in energy of the water
going over a waterfall depends on the mass of the water as well as the height.
Consider two waterfalls, one of which is twice the height of the second, but the
second of which has ten times as much water going over it as the first:

U = mg(2h) U = (10m)gh
In the above pictures, each drop of water falling from the waterfall on the left has
more gravitational potential energy, but more total energy goes over the waterfall
on the right.

Similarly, each particle in an object at a higher temperature has more thermal

energy than each particle in another object at a lower temperature.
If we built a waterway between the two falls, water could flow from the top of the
first waterfall to the top of the second, but not vice versa.

Similarly, the net flow of heat is from a smaller object with higher temperature to a
larger object with a lower temperature, but not vice versa.

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Heat & Temperature Page: 611
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Heat Flow
(not AP®) system: the region or collection of objects under being considered in a problem.

surroundings: everything that is outside of the system.

E.g., if a metal block is heated, we would most likely define the system to be the
block, and the surroundings to be everything else.

We generally use the variable Q to represent heat in physics equations.

Heat flow is always represented in relation to the system.

Heat Flow Sign of Q System Surroundings

from the surroundings gains heat (gets lose heat
+ (positive)
into the system warmer) (get colder)
from the system loses heat (gets gain heat
− (negative)
out to the surroundings colder) (get hotter)

A positive value of Q means heat is flowing into the system. Because the heat is
transferred from the molecules outside the system to the molecules in the system,
the energy of the system increases, and the energy of the surroundings decreases.

A negative value of Q means heat is flowing out of the system. Because the heat is
transferred from the molecules in the system to the molecules outside the system,
the energy of the system decreases, and the energy of the surroundings increases.

This can be confusing. Suppose you set a glass of ice water on a table. When you
pick up the glass, your hand gets colder because heat is flowing from your hand
(which is part of the surroundings) into the system (the glass of ice water). This
means the system (the glass of ice water) is gaining heat, and the surroundings (your
hand, the table, etc.) are losing heat. The value of Q would be positive in this
example.

In simple terms, you need to remember that your hand is part of the surroundings,
not part of the system.

thermal equilibrium: when all of the particles in a system have the same average
kinetic energy (temperature). When a system is at thermal equilibrium, no net
heat is transferred. (I.e., collisions between particles may still transfer energy,
but the average temperature of the particles in the system—what we measure
with a thermometer—is not changing.)

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Heat Transfer Page: 612
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors
(not AP®)
Heat Transfer
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS3-4a
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain heat transfer by conduction, convection and radiation.
• Calculate heat transfer using Fourier’s Law of Heat Conduction.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the mechanisms by which heat is transferred.
Tier 2 Vocabulary: conduction, radiation

Labs, Activities & Demonstrations:

• Heat a piece of sheet metal against a block of wood.
• Radiometer & heat lamp.
• Almond & cheese stick.
• Flammable soap bubbles.
• Ice cubes melting in fresh vs. salt water (with food coloring).

Notes:
Heat transfer is the flow of heat energy from one object to another. Heat transfer
usually occurs through three distinct mechanisms: conduction, radiation, and
convection.

conduction: transfer of heat through collisions of particles by objects that are in

direct contact with each other. Conduction occurs when there is a net transfer
of momentum from the molecules of an object with a higher temperature
transfer to the molecules of an object with a lower temperature.

thermal conductivity (k ): a measure of the amount of heat that a given length of a

substance can conduct in a specific amount of time. Thermal conductivity is
measured in units of msJ°C or mW°C .

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Physics 1 In Plain English Jeff Bigler

Heat Transfer Page: 613
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors conductor: an object that allows heat to pass through itself easily; an object with
(not AP®) high thermal conductivity.

insulator: an object that does not allow heat to pass through itself easily; a poor
conductor of heat; an object with low thermal conductivity.

radiation: transfer of heat through space via electromagnetic waves (light,

microwaves, etc.)

convection: transfer of heat by motion of particles that have a higher temperature

exchanging places with particles that have a lower temperature. Convection
usually occurs when air moves around a room.

Natural convection occurs when particles move because of differences in density. In

a heated room, because cool air is more dense than warm air, the force of
gravity is stronger on the cool air, and it is pulled harder toward the ground than
the warm air. The cool air displaces the warm air, pushing it upwards out of the
way.

In a room with a radiator, the radiator

heats the air, which causes it to expand
and be displaced upward by the cool air
nearby. When the (less dense) warm air
reaches the ceiling, it spreads out, and it
continues to cool as it spreads. When
the air reaches the opposite wall, it is
forced downward toward the floor,
across the floor, and back to the
radiator.

Forced convection can be achieved by moving heated or cooled air using a fan.
Examples of this include ceiling fans and convection ovens. If your radiator does
not warm your room enough in winter, you can use a fan to speed up the
process of convection. (Make sure the fan is moving the air in the same
direction that would happen from natural convection. Otherwise, the fan will be
fighting against physics!)

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Physics 1 In Plain English Jeff Bigler

Specific Heat Capacity & Calorimetry Page: 614
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors
(not AP®)
Specific Heat Capacity & Calorimetry*
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS3-1, HS-PS4-3a
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Calculate the heat transferred when an object with a known specific heat
capacity is heated.
• Perform calculations related to calorimetry.
• Describe what is happening at the molecular level when a system is in thermal
equilibrium.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain what the specific heat capacity of a substance measures.
• Explain how heat is transferred between one substance and another.
Tier 2 Vocabulary: heat, specific heat capacity, coffee cup calorimeter

Labs, Activities & Demonstrations:

• Calorimetry lab.

Notes:
Different objects have different abilities to hold heat. For example, if you enjoy
pizza, you may have noticed that the sauce holds much more heat (and burns your
mouth much more readily) than the cheese or the crust.

The amount of heat that a given mass of a substance can hold is based on its specific
heat capacity.

*
Calorimetry is usually taught in chemistry classes. However, the topic was moved from
chemistry to physics in the Massachusetts Curriculum Frameworks starting in 2016.

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Physics 1 In Plain English Jeff Bigler

Specific Heat Capacity & Calorimetry Page: 615
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors specific heat capacity (C): a measure of the amount of heat required per gram of a
(not AP®) substance to produce a specific temperature change in the substance.

Cp: specific heat capacity, measured at constant pressure. For gases, this means
the measurement was taken allowing the gas to expand as it was heated.

Cv: specific heat capacity, measured at constant volume. For gases, this means
the measurement was made in a sealed container, allowing the pressure to
rise as the gas was heated.

For solids and liquids, Cp ≈ Cv because the pressure and volume change very little
as they are heated. For gases, Cp > Cv (always). For ideal gases, Cp − Cv = R,
where R is a constant known as “the gas constant.”

When there is a choice, Cp is more commonly used than Cv because it is easier

to measure. When dealing with solids and liquids, most physicists just use C for
specific heat capacity and don’t worry about the distinction.

Calculating Heat from a Temperature Change

The amount of heat gained or lost when an object changes temperature is given by
the equation:
Q = mC T
where:
Q = heat (J or kJ)
m = mass (g or kg)
C = specific heat capacity ( kgkJK )
ΔT = temperature change (K or °C)

Because problems involving heat often involve large amounts of energy, specific
heat capacity is often given in kilojoules per kilogram per degree Celsius.

Note that 1 kgkJK  1 kgkJC  1 gJ C and 1 gcal

C
 1 kgkcal
C
= 4.18 gJ C = 4.18 kgkJK

You need to be careful with the units. If the mass is given in kilograms (kg), your
specific heat capacity will have units of kgkJC and the heat energy will come out in
kilojoules (kJ). If mass is given in grams, you will use units of J and the heat
gC
energy will come out in joules (J).

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Specific Heat Capacity & Calorimetry Page: 616
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Specific Heat Capacities of Some Substances
(not AP®) Specific Heat Specific Heat
Substance Capacity Substance Capacity
( kgkJK ) ( kgkJK )

water at 20 °C 4.181 aluminum 0.897

ethylene glycol glass 0.84
2.460
(anti-freeze) iron 0.450
ice at −10 °C 2.080 copper 0.385
steam at 100 °C 2.11 brass 0.380
steam at 130 °C 1.99 silver 0.233
vegetable oil 2.00 lead 0.160
air 1.012 gold 0.129

Calorimetry
calorimetry: the measurement of heat flow

In a calorimetry experiment, heat flow is calculated by measuring the mass and

temperature change of an object and applying the specific heat capacity
equation.

calorimeter: an insulated container for performing calorimetry experiments.

coffee cup calorimeter: a calorimeter that is only an insulated container—it does

not include a thermal mass (such as a mass of water). It is usually made of
Styrofoam, and is often nothing more than a Styrofoam coffee cup.

bomb calorimeter: a calorimeter for measuring the heat produced by a chemical

reaction. A bomb calorimeter is a double-wall metal container with water
between the layers of metal. The heat from the chemical reaction makes the
temperature of the water increase. Because the mass and specific heat of the
calorimeter (water and metal) are known, the heat produced by the reaction can
be calculated from the increase in temperature of the water.

It has a great name, but a bomb calorimeter doesn’t involve actually blowing
anything up. ☺

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Physics 1 In Plain English Jeff Bigler

Specific Heat Capacity & Calorimetry Page: 617
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Solving Coffee Cup Calorimetry Problems
(not AP®) Most coffee cup calorimetry problems involve placing a hot object in contact with a
colder one. Many of them involve placing a hot piece of metal into cold water.

To solve the problems, assume that both objects end up at the same temperature.

If we decide that heat gained (going into a substance) by each object that is getting
hotter is positive, and heat lost (coming out of a substance) by every substance that
is getting colder is negative, then the basic equation is:

Heat Lost + Heat Gained = Change in Thermal Energy

Q lost +  Qgained = Q

If the calorimeter is insulated, then no heat is gained or lost by the entire system
(which means Q = 0 ).

If we have two substances (#1 and #2), one of which is getting hotter and the other
of which is getting colder, then our equation becomes:

Heat Lost + Heat Gained = Change in Thermal Energy

Q lost +  Qgained = Q = 0
m1C1 T1 + m2C2 T2 = 0

In this example, T1 would be negative and T2 would be positive.

To solve a calorimetry problem, there are six quantities that you need: the two
masses, the two specific heat capacities, and the two temperature changes. (You
might be given initial and final temperatures for either or both, in which case you’ll
need to subtract. Remember that if the temperature increases, ΔT is positive, and if
the temperature decreases, ΔT is negative.) The problem will usually give you all
but one of these and you will need to find the missing one.

If you need to find the final temperature, use T = Tf − Ti on each side. You will have
both Ti numbers, so the only variable left will be Tf. (The algebra is straightforward,
but ugly.)

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Physics 1 In Plain English Jeff Bigler

Specific Heat Capacity & Calorimetry Page: 618
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Sample Problems:
(not AP®) Q: An 0.050 kg block of aluminum is heated and placed in a calorimeter containing
0.100 kg of water at 20. °C. If the final temperature of the water was 30. °C, to
what temperature was the aluminum heated?

A: To solve the problem, we need to look up the specific heat capacities for
aluminum and water in Table I. Thermal Properties of Selected Materials on
page 682 of your Physics Reference Tables. The specific heat capacity of
aluminum is 0.898 gJ°C , and the specific heat capacity for water is 4.181 gJ°C .

We also need to realize that we are looking for the initial temperature of the
aluminum. ΔT is always final – initial, which means TAl = 30 − Ti ,Al . (Because
the aluminum starts out at a higher temperature, this will give us a negative
number, which is what we want.)
mAlC Al TAl + mwC w Tw =0
(0.050)(0.897)(30 − Ti ) + (0.100)(4.181)(30 − 20) = 0
0.0449(30 − Ti ) + 4.181 =0
1.3455 − 0.0449Ti + 4.181 = 0
5.5265 = 0.0449Ti
5.5265
Ti = = 123.2 °C
0.0449

honors Q: An 0.025 kg block of copper at 95°C is dropped into a calorimeter containing

(not AP®) 0.075 kg of water at 25°C. What is the final temperature?

A: We solve this problem the same way. The specific heat capacity for copper is
0.385 gJ°C , and TCu = Tf − 95 and Tw = Tf − 25 . This means Tf will appear in two
places. The algebra will be even uglier, but it’s still a straightforward Algebra 1
problem:
mCuCCu TCu + mwC w Tw =0
(0.025)(0.385)(Tf − 95i ) + (0.075)(4.181)(Tf − 25) = 0
0.009625(Tf − 95) + 0.3138(Tf − 25) =0
0.009625 Tf − (0.009625)(95) + 0.3136 Tf − (0.3138)(25) = 0
0.009625 Tf − 0.9144 + 0.3138 Tf − 7.845 = 0
0.3234 Tf = 8.759
8.759
Tf = = 27 °C
0.3234

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Physics 1 In Plain English Jeff Bigler

Specific Heat Capacity & Calorimetry Page: 619
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Homework Problems
(not AP®) You will need to look up specific heat capacities in Table I. Thermal Properties of
Selected Materials on page 682 of your Physics Reference Tables.

1. 375 kJ of heat is added to a 25.0 kg granite rock. If the temperature

increases by 19.0 °C, what is the specific heat capacity of granite?

Answer: 0.790 gJ°C

2. A 0.040 kg block of copper at 95 °C is placed in 0.105 kg of water at an

unknown temperature. After equilibrium is reached, the final temperature
is 24 °C. What was the initial temperature of the water?

Answer: 21.5 °C
3. A sample of metal with a specific heat capacity of 0.50 gJ°C is heated to 98 °C
and then placed in an 0.055 kg sample of water at 22 °C. When equilibrium
is reached, the final temperature is 35 °C. What was the mass of the metal?

Answer: 0.0948 kg

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Specific Heat Capacity & Calorimetry Page: 620
Big Ideas Details Unit: Thermal Physics (Heat)
honors 4. A 0.280 kg sample of a metal with a specific heat capacity of 0.430 gJ°C is
(not AP®) heated to 97.5 °C then placed in an 0.0452 kg sample of water at 31.2 °C.
What is the final temperature of the metal and the water?

Answer: 57 °C

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Phase Changes & Heating Curves Page: 621
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors
(not AP®)
Phase Changes & Heating Curves*
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS3-1, HS-PS3-2, HS-PS3-4a
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Determine the amount of heat required for all of the phase changes that occur
over a given temperature range.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain what the heat is used for in each step of a heating curve.
Tier 2 Vocabulary: specific heat capacity, heating curve

Labs, Activities & Demonstrations:

• Evaporation from washcloth.
• Fire & ice (latent heat of paraffin).

Notes:
phase: a term that relates to how rigidly the atoms or molecules in a substance are
connected.

solid: molecules are rigidly connected. A solid has a definite shape and volume.

liquid: molecules are loosely connected—bonds are continuously forming and

breaking. A liquid has a definite volume, but not a definite shape.

gas: molecules are not connected. A gas has neither a definite shape nor a definite
volume. Gases will expand to fill whatever space they occupy.

plasma: the system has enough heat to remove electrons from atoms, which means
the system is comprised of particles with rapidly changing charges.

phase change: when an object or substance changes from one phase to another
through gaining or losing heat.

*
Heating curves are usually taught in chemistry classes. However, the topic was moved from
chemistry to physics in the Massachusetts Curriculum Frameworks starting in 2016.

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Phase Changes & Heating Curves Page: 622
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Breaking bonds requires energy. Forming bonds releases energy. This is true for the
(not AP®) bonds that hold a solid or liquid together as well as for chemical bonds (regardless of
what previous teachers may have told you!)

I.e., you need to add energy to turn a solid to a liquid (melt it), or to turn a liquid to a
gas (boil it). Energy is released when a gas condenses or a liquid freezes. (E.g., ice in
your ice tray needs to give off heat in order to freeze. Your freezer needs to remove
that heat in order to make this happen.)

The reason evaporation causes cooling is because the system (the water) needs to
absorb heat from its surroundings (e.g., your body) in order to make the change
from a liquid to a gas (vapor). When the water absorbs heat from you and
evaporates, you have less heat, which means you have cooled off.

Calculating the Heat of Phase Changes

heat of fusion (ΔHfus) (sometimes called “latent heat” or “latent heat of fusion”): the
amount of heat required to melt one kilogram of a substance. This is also the
heat released when one kilogram of a liquid substance freezes. For example,
the heat of fusion of water is 334 gJ . The heat required to melt a sample of
water is therefore:
Q = mH fus = m (334 gJ )

heat of vaporization (ΔHvap): the amount of heat required to vaporize (boil) one
kilogram of a substance. This is also the heat released when one kilogram of a
gas condenses. For example, the heat of vaporization of water is 2260 gJ . The
heat required to boil a sample of water is therefore:

Q = mHvap = m (2260 gJ )

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Phase Changes & Heating Curves Page: 623
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors heating curve: a graph of temperature vs. heat added. The following is a heating
(not AP®) curve for water:

In the “solid” portion of the curve, the sample is solid water (ice). As heat is added,
the temperature increases. The specific heat capacity of ice is 2.11 gJ°C , so the heat
required is:
Qsolid = mC T = m (2.11 g°C
J
)T

In the “melting” portion of the curve, the sample is a mixture of ice and water. As
heat is added, the ice melts, but the temperature remains at 0°C until all of the ice is
melted. The heat of fusion of ice is 334 gJ , so the heat required is:

Qmelt = mH fus = m (334 gJ )

In the “liquid” portion of the curve, the sample is liquid water. As heat is added, the
temperature increases. The specific heat capacity of liquid water is 4.181 gJ°C , so the
heat required is:
Qliquid = mC T = m (4.181 g°C
J
)T

In the “boiling” portion of the curve, the sample is a mixture of water and water
vapor (steam). As heat is added, the water boils, but the temperature remains at
100°C until all of the water has boiled. The heat of vaporization of water is 2260 gJ ,
so the heat required is:
Qmelt = mHvap = m (2260 gJ )

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Phase Changes & Heating Curves Page: 624
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors In the “gas” portion of the curve, the sample is water vapor (steam). As heat is
(not AP®) added, the temperature increases. The specific heat capacity of steam is
approximately 2.08 gJ°C . (This is at 100 °C; the specific heat capacity of steam
decreases as the temperature increases.) The heat required is:
Qgas = mC T = m (2.08 g°C
J
)T

Steps for Solving Heating Curve Problems

A heating curve problem is a problem in which a substance is heated across a
temperature range that passes through the melting and/or boiling point of the
substance, which means the problem includes heating or cooling steps and
melting/freezing or boiling/condensing steps.

1. Sketch the heating curve for the substance over the temperature range in
question. Be sure to include the melting and boiling steps as well as the
heating steps.

2. From your sketch, determine whether the temperature range in the

problem passes through the melting and/or boiling point of the substance.

3. Split the problem into:

a. Heating (or cooling) steps within each temperature range.
b. Melting or boiling (or freezing or condensing) steps.

4. Find the heat required for each step.

a. For the heating/cooling steps, use the equation Q = mC T .
b. For melting/freezing steps, use the equation Q = mH fus .
c. For boiling/condensing steps, use the equation Q = mHvap .

5. Add the values of Q from each step to find the total.

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Phase Changes & Heating Curves Page: 625
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Sample Problem
(not AP®) Q: How much heat would it take to raise the temperature of 15.0 g of H2O from
−25.0 °C to +130.0 °C?

A: The H2O starts out as ice. We need to:

1. Heat the ice from −25.0 °C to its melting point (0 °C).
2. Melt the ice.
3. Heat the water up to its boiling point (from 0 °C to 100 °C).
4. Boil the water.
5. Heat the steam from 100 °C to 130 °C.
6. Add up the heat for each step to find the total.

1. heat solid: Q1 = mC T = (15)(2.11)(25) = 791.25 J

2. melt ice: Q2 = mH fus = (15)(334) = 5 010 J

3. heat liquid: Q3 = mC T = (15)(4.181)(100) = 6 270 J

4. boil water: Q4 = mHvap = (15)(2260) = 33 900 J

5. heat gas: Q5 = mC T = (15)(2.08)(30) = 936 J

6. Q = Q1 + Q2 + Q3 + Q4 + Q5
Q = 791 + 5 010 + 6 270 + 33 900 + 936 = 46 910 J

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Phase Changes & Heating Curves Page: 626
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Homework Problems
(not AP®) For the following problems, use data from the following table:

C (sol.) M.P. ΔHfus C (liq) B.P. ΔHvap Cp (gas)

(kgkJC ) (°C)
kJ )
(kg (kgkJC ) (°C)
kJ )
(kg (kgkJC )

water 2.11 0 334 4.18 100 2260 2.08*

potassium 0.560 62 61.4 1.070 760 2025 0.671
mercury 0.142 −39 11.3 0.140 357 293 0.104
silver 0.217 962 111 0.318 2212 2360 —
*Note that because of the volume change from heating, the specific heat capacity of
gases, Cp, increases with increasing temperature.

1. A 0.0250 kg sample of water is heated from −40.0°C to 150. °C.

a. Sketch the heating curve for the above process. Label the starting
temperature, melting point, boiling point, and final temperature on
the y-axis.

b. Calculate the heat required for each step of the heating curve, and
the total heat required.

Answer: 80.01 kJ

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Phase Changes & Heating Curves Page: 627
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors 2. A 0.085 kg sample of mercury is heated from 25°C to 500. °C.
(not AP®) a. Sketch the heating curve for the above process. Label the starting
temperature, melting point, boiling point, and final temperature on
the y-axis.

b. Calculate the heat required for each step of the heating curve, and
the total heat required.

Answer: 30.12 kJ

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Thermal Expansion Page: 628
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors
(not AP®)
Thermal Expansion
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Calculate changes in length & volume for solids, liquids and gases that are
undergoing thermal expansion or contraction.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain what the heat is used for in each step of a heating curve.
Tier 2 Vocabulary: expand, contract

Labs, Activities & Demonstrations:

• Balloon with string & heat gun.
• Brass ball & ring.
• Bi-metal strip.

Notes:
expand: to become larger

contract: to become smaller

thermal expansion: an increase in the length and/or volume of an object caused by a

change in temperature.

When a substance is heated, the particles it is made of move farther and faster. This
causes the particles to move farther apart, which causes the substance to expand.

Solids tend to keep their shape when they expand. (Liquids and gases do not have a
definite shape to begin with.)

A few materials are known to contract with increasing temperature over specific
temperature ranges. One well-known example is liquid water, which contracts as it
heats from 0 °C to 4 °C. (Water expands as the temperature increases above 4 °C.)

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Thermal Expansion Page: 629
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Thermal Expansion of Solids and Liquids
(not AP®) Thermal expansion is quantified in solids and liquids by defining a coëfficient of
thermal expansion. The changes in length and volume are given by the equation:

Length: L =  Li T

Volume: V =  Vi T
where:
ΔL = change in length (m) Li = initial length (m)
α = linear coëfficient of thermal expansion (°C−1)

ΔV = change in volume (m3) Vi = initial volume (m3)

β = volumetric coëfficient of thermal expansion (°C−1)

ΔT = temperature change (°C)

Values of α and β at 20°C for some solids and liquids:

Substance α (C-1 ) β (C-1 ) Substance α (C-1 ) β (C-1 )

aluminum 2.3  10−5 6.9  10−5 gold 1.4  10−5 4.2  10−5
copper 1.7  10−5 5.1  10−5 iron 1.18  10−5 3.33 10−5
brass 1.9  10−5 5.6  10−5 lead 2.9  10−5 8.7  10−5
diamond 1  10−6 3  10−6 mercury 6.1  10−5 1.82  10−4
ethanol 2.5  10−4 7.5  10−4 silver 1.8  10−5 5.4 10−5
glass 8.5  10−6 2.55 10−6 water (liq.) 6.9  10−5 2.07  10−4

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Thermal Expansion Page: 630
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors expansion joint: a space deliberately
(not AP®) placed between two objects to allow
room for the objects to expand
without coming into contact with
each other.

Bridges often have expansion joints

in order to leave room for sections of
the bridge to expand or contract
without damaging the bridge or the
roadway.

Railroad rails are sometimes welded together in order to create a smoother ride,
which enables high-speed trains to use them. Unfortunately, if expansion joints are
not placed at frequent enough intervals, thermal expansion can cause the rails to
bend and buckle, resulting in derailments:

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Thermal Expansion Page: 631
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors bimetal strip: a strip made from two metals with different coëfficients of thermal
(not AP®) expansion that are bonded together. When the strip is heated or cooled, the
two metals expand or contract different amounts, which causes the strip to
bend. When the strip is returned to room temperature, the metals revert back
to their original lengths.

Sample Problems:
Q: Find the change in length of an 0.40 m brass rod that is heated from 25 °C to
980 °C.

A: For brass,  = 1.9 10−5 C−1 .

L =  Li T
L = (1.9  10 −5 )(0.40)(955)
L = 0.0073 m

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Thermal Expansion Page: 632
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Q: A typical mercury thermometer contains about 0.22 cm3 (about 3.0 g) of
(not AP®) mercury. Find the change in volume of the mercury in a thermometer when it is
heated from 25 °C to 50. °C.

A: For mercury,  = 1.82  10−4 C−1 .

V =  Vi T
V = (1.82  10−4 )(0.22)(25)
V = 0.00091 cm3
If the distance from the 25 °C to the 50 °C mark is about 3.0 cm, we could use
this information to figure out the bore (diameter of the column of mercury) of
the thermometer:
V =  r 2h
0.00091 = (3.14)r 2 (3.0)
0.00091
r2 = = 9.66  10−5
(3.14)(3.0)
r = 9.66  10 −5 = 0.0098 cm

The bore is the diameter, which is twice the radius, so the bore of the
thermometer is (2)(0.0098) = 0.0197 cm, which is about 0.20 mm.

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Thermal Expansion Page: 633
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Homework Problems
(not AP®) You will need to look up coëfficients of thermal expansion in Table I. Thermal
Properties of Selected Materials on page 682 of your Physics Reference Tables.

1. A brass rod is 27.50 cm long at 25°C. How long would the rod be if it were
heated to 750.°C in a flame?

Answer: 27.88 cm
2. A steel bridge is 625 m long when the temperature is 0°C.
a. If the bridge did not have any expansion joints, how much longer
would the bridge be on a hot summer day when the temperature is
35°C?
(Use the linear coëfficient of expansion for iron.)

Answer: 0.258m
b. Why do bridges need expansion joints?

3. A 15.00 cm long bimetal strip is aluminum on one side and copper on the
other. If the two metals are the same length at 20.0°C, how long will each
be at 800.°C?

Answers: aluminum: 15.269 cm; copper: 15.199 cm

4. A glass volumetric flask is filled with water exactly to the 250.00 mL line at
50.°C. What volume will the water occupy after it cools down to 20.°C?

Answer: 248.45 mL

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Thermal Expansion Page: 634
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Thermal Expansion of Gases
(not AP®) ideal gas: a gas that behaves as if each
molecule acts independently,
according to kinetic-molecular theory.
Most gases behave ideally except at
temperatures and pressures near the
vaporization curve on a phase diagram.
(I.e., gases stop behaving ideally when
conditions are close to those that
would cause the gas to condense to a
liquid or solid.)

For an ideal gas, the change in volume

for a change in temperature (provided
that the pressure and number of
molecules are kept constant) is given
by Charles’ Law:

V1 V2
=
T1 T2

where V1 and T1 are the initial volume and temperature, and V2 and T2 are the final
volume and temperature, respectively. Volume can be any volume unit (as long as it
is the same on both sides), but temperature must be in Kelvin.

Sample Problem:
Q: If a 250 mL container of air is heated from 25°C to 95°C, what is the new
volume?

A: Temperatures must be in Kelvin, so we need to convert first.

T1 = 25°C + 273 = 298 K T2 = 95°C + 273 = 368 K
V1 V2
=
T1 T2
250 V2
=
298 368
Vf = 308.7  310 mL

Because we used mL for V1, the value of V2 is therefore also in mL.

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Thermal Expansion Page: 635
Big Ideas Details Unit: Thermal Physics (Heat)
CP1 & honors Homework Problems
(not AP®) 1. A sample of argon gas was cooled, and its volume went from 380. mL to
250. mL. If its final temperature was −45.0 °C, what was its original
temperature?

Answer: 347 K or 74 °C
2. A balloon contains 250. mL of air at 50 °C. If the air in the balloon is cooled
to 20.0 °C, what will be the new volume of the air?

Answer: 226.8mL

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Introduction: Atomic, Particle, and Nuclear Physics Page: 637
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Introduction: Atomic, Particle, and Nuclear
Physics
Unit: Atomic, Particle, and Nuclear Physics
Topics covered in this chapter:
Photoelectric Effect .....................................................................................640
Bohr Model of the Hydrogen Atom .............................................................642
Quantum Mechanical Model of the Atom ...................................................646
Fundamental Forces ....................................................................................648
Standard Model ...........................................................................................649
Radioactive Decay ........................................................................................655
Nuclear Equations ........................................................................................660
Mass Defect & Binding Energy .....................................................................663
Half-Life ........................................................................................................665
Nuclear Fission & Fusion ..............................................................................670
Practical Uses for Nuclear Radiation............................................................673

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Introduction: Atomic, Particle, and Nuclear Physics Page: 638
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors This chapter discusses the particles that atoms and other matter are made of,
(not AP®) how those particles interact, and the process by which radioactive decay can
change the composition of a substance from one element into another.

• The Bohr Model of the Hydrogen Atom describes the first attempts to use
quantum mechanics to describe the behavior of the electrons in an atom.
The Quantum Mechanical Model of the Atom describes the evolution of
atomic theory from the Bohr model to the present day.
• Fundamental Forces describes the four natural forces that affect everything
in the universe. The strong nuclear force and the weak nuclear force are
particularly relevant to this chapter.
• The Standard Model and Particle Interactions describe properties of and
interactions between the particles that all matter is made of.
• Radioactive Decay, Nuclear Equations, Mass Defect & Binding Energy, Half-
Life, and Nuclear Fission & Fusion describe and give equations for the
nuclear changes that radioactive elements undergo.

One of the challenging aspects of this chapter is that it describes process that
happen on a scale that is much too small to observe directly. Another challenge
is the fact that the Standard Model continues to evolve. Many of the
connections between concepts that make other topics easier to understand
have yet to be made in the realm of atomic & particle physics.

Standards addressed in this chapter:

Massachusetts Curriculum Frameworks (2016):
HS-PS1-8: Develop a model to illustrate the energy released or absorbed during
the processes of fission, fusion, and radioactive decay.
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that
electromagnetic radiation can be described by either a wave model or a
particle model, and that for some situations involving resonance,
interference, diffraction, refraction, or the photoelectric effect, one model is
more useful than the other.

AP® Physics 1 Learning Objectives:

This unit was never part of the AP® Physics 1 curriculum. It is part of the
AP® Physics 2 curriculum.

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Introduction: Atomic, Particle, and Nuclear Physics Page: 639
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Topics from this chapter assessed on the SAT Physics Subject Test:
(not AP®) • Quantum Phenomena, such as photons and the photoelectric effect.
• Atomic Physics, such as the Rutherford and Bohr models, atomic energy
levels, and atomic spectra.
• Nuclear and Particle Physics, such as radioactivity, nuclear reactions, and
fundamental particles.
1. The Discovery of the Atom
2. Quantum Physics
3. Nuclear Physics

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Photoelectric Effect Page: 640
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Photoelectric Effect
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS4-3
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain the photoelectric effect.
• Calculate the work function of an atom and the kinetic energy of electrons
emitted.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct with correct units and reasonable rounding.
Language Objectives:
• Explain why a minimum amount of energy is needed in order to emit an
electron.
Tier 2 Vocabulary: work function

Labs, Activities & Demonstrations:

• threshold voltage to light an LED
• glow-in-the-dark substance and red vs. green vs. blue laser pointer

Notes:
The photoelectric effect was discovered in 1887 when Heinrich Hertz discovered
that electrodes emitted sparks more effectively when ultraviolet light was shone on
them. We now know that the particles are electrons, and that ultraviolet light of
sufficiently high frequency (which varies from element to element) causes the
electrons to be emitted from the surface of the element:

The photoelectric effect requires light with a sufficiently high frequency, because the
frequency of the light is related to the amount of energy it carries. The energy of
the photons needs to be above a certain threshold frequency in order to have
enough energy to ionize the atom.

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Photoelectric Effect Page: 641
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors For example, a minimum frequency of 10.4  1014 Hz is needed to dislodge electrons
(not AP®) from a zinc atom:

The maximum kinetic energy of the emitted electron is equal to Planck’s constant
times the difference between the frequency of incident light ( f ) and the minimum
threshold frequency of the element ( fo ) :

K max = h( f − fo )

The quantity h fo is called the “work function” of the atom, and is denoted by the
variable  . Thus the kinetic energy equation can be rewritten as:

K max = h f − 

Values of the work function for different elements range from about 2.3–6 eV.
(1 eV = 1.6  10 −19 J)

In 1905, Albert Einstein published a paper explaining that the photoelectric effect
was evidence that energy from light was carried in discrete, quantized packets. This
discovery, for which Einstein was awarded the Nobel prize in physics in 1921, led to
the birth of the field of quantum physics.

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Bohr Model of the Hydrogen Atom Page: 642
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Bohr Model of the Hydrogen Atom
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain how Bohr’s model unified recent developments in the fields of
spectroscopy, atomic theory and early quantum theory.
• Calculate the frequency/wavelength of light emitted using the Rydberg
equation.
• Calculate the energy associated with a quantum number using Bohr’s
equation.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct with correct rounding and reasonable units.
Language Objectives:
• Explain why the Bohr Model was such a big deal.
Tier 2 Vocabulary: model, quantum

Notes:
Significant Developments Prior to 1913
Atomic Theory
Discovery of the Electron (1897): J.J. Thompson determined that cathode rays were
actually particles emitted from atoms that the cathode was made of. These
particles had an electrical charge, so they were named “electrons”.

Discovery of the Nucleus (1909): Ernest Rutherford’s famous “gold foil experiment”
determined that atoms contained a dense, positively-charged region that
comprised most of the atom’s mass. This region was named the “nucleus”, after
the nucleus of a cell.

Rutherford (“Planetary”) Model of the Atom (1911): The atom was believed to be
like a miniature solar system, with electrons orbiting the nucleus in much the
same way as planets orbit the sun.

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Bohr Model of the Hydrogen Atom Page: 643
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Early Quantum Theory
(not AP®) “Old” Quantum Theory (ca. 1900): sub-atomic particles obey the laws of classical
mechanics, but that only certain “allowed” states are possible.

Spectroscopy
Balmer Formula (1885): Johann Balmer devised an empirical equation to relate the
emission lines in the visible spectrum for the hydrogen atom.

Rydberg Formula (1888): Johannes Rydberg developed a generalized formula that

could describe the wave numbers of all of the spectral lines in hydrogen (and
similar elements).

There are several series of spectral lines for hydrogen, each of which converge at
different wavelengths. Rydberg described the Balmer series in terms of a pair of
integers (n1 and n2, where n1 < n2), and devised a single formula with a single
constant (now called the Rydberg constant) that relates them.
1 1 1
= RH  2 − 2 
vac  n1 n2 
me e4
The value of Rydberg’s constant is = 10 973 731.6 m−1  1.1  107 m−1
8 o2h3c
where me is the rest mass of the electron, e is the elementary charge, εo is the
permittivity of free space, h is Planck’s constant, and c is the speed of light in a
vacuum.

Rydberg’s equation was later found to be consistent with other series

discovered later, including the Lyman series (in the ultraviolet region; first
discovered in 1906) and the Paschen series (in the infrared region; first
discovered in 1908).

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Bohr Model of the Hydrogen Atom Page: 644
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Those series and their converging wavelengths are:
(not AP®)
Series Wavelength n1 n2
Lyman 91 nm 1 2→∞
Balmer 365 nm 2 3→∞
Paschen 820 nm 3 4→∞

The following diagram shows Lyman, Balmer and Paschen series transitions form
higher energy levels (n2) back to lower ones (n1).

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Bohr Model of the Hydrogen Atom Page: 645
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Bohr’s Model of the Atom (1913)
(not AP®) In 1913, Niels Bohr combined atomic, quantum and spectroscopy theories into a
single unified theory. Bohr hypothesized that electrons moved around the nucleus
as in Rutherford’s model, but that these electrons had only certain allowed quantum
values of energy, which could be described by a quantum number (n ). The value of
that quantum number was the same n as in Rydberg’s equation, and that using
quantum numbers in Rydberg’s equation could predict the wavelengths of light
emitted when the electrons gained or lost energy by moved from one quantum level
to another.

Bohr’s model gained wide acceptance, because it related several prominent theories
of the time. The theory worked well for hydrogen, giving a theoretical basis for
Rydberg’s equation. Bohr defined the energy associated with a quantum number
(n ) in terms of Rydberg’s constant:

RH
En = −
n2

Although the Bohr model worked well for hydrogen, the equations could not be
solved exactly for atoms with more than one electron, because of the additional
1 q1q2
effects that electrons exert on each other (e.g., the Coulomb force, Fe = ).
4 o r 2

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Physics 1 In Plain English Jeff Bigler

Quantum Mechanical Model of the Atom Page: 646
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Quantum Mechanical Model of the Atom
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS4-3
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain the de Broglie model of the atom.
• Explain the Schrödinger model of the atom.
• Explain the wave-particle duality of nature.
Success Criteria:
• Descriptions & explanations are accurate and account for observed behavior.
Language Objectives:
• Explain the important features of each model of the atom.
Tier 2 Vocabulary: model, quantum

Notes:
Louis de Broglie
In 1924, French physicist Louis de Broglie suggested that, like light, electrons can act
as both a particle and a wave. He theorized that the reason that only integer values
for quantum numbers were possible was because as the electron orbits the nucleus,
its path must be an integer multiple of the wavelength:

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Physics 1 In Plain English Jeff Bigler

Quantum Mechanical Model of the Atom Page: 647
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Erwin Schrödinger
(not AP®) In 1925, Austrian physicist Erwin Schrödinger found that by treating each electron as
a unique wave function, the energies of the electrons could be predicted by the
mathematical solutions to a wave equation. The use of Schrödinger’s wave equation
to construct a probability map for where the electrons can be found in an atom is
the basis for the modern quantum-mechanical model of the atom.

To understand the probability map,

it is important to realize that
because the electron acts as a
wave, it is detectable when the
amplitude of the wave is nonzero,
but not detectable when the
amplitude is zero. This makes it
appear as if the electron is
teleporting from place to place
around the atom. If you were
somehow able to take a time-lapse
picture of an electron as it moves
around the nucleus, the picture
might look something like the
diagram to the right.

Notice that there is a region close

to the nucleus where the electron is
unlikely to be found, and a ring a little farther out where there is a much higher
probability of finding the electron.

As you get farther and farther from the nucleus, Schrödinger’s equation predicts
different shapes for these probability distributions. These regions of high probability
are called “orbitals,” because of their relation to the orbits originally suggested by
the planetary model.

Schrödinger was awarded the Nobel prize in physics in 1933 for this discovery.

Wave-Particle Duality
While de Broglie’s and Schrödinger’s theories of the wave nature of the electron
explain several observed behaviors and allow for mathematical predictions, this
does not negate previous observations that the electron also has mass and obeys
laws of classical mechanics and special relativity.

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Physics 1 In Plain English Jeff Bigler

Fundamental Forces Page: 648
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Fundamental Forces
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Name, describe, and give relative magnitudes of the four fundamental forces
of nature.
Success Criteria:
• Descriptions & explanations are accurate and account for observed behavior.
Language Objectives:
• Explain why the gravitational force is more relevant than the electromagnetic
force in astrophysics.
Tier 2 Vocabulary: model, quantum

Notes:
All forces in nature ultimately come from one of the following four forces:

strong force (or “strong nuclear force” or “strong interaction”): an attractive force
between quarks. The strong force holds the nuclei of atoms together. The
energy comes from converting mass to energy.
Effective range: about the size of the nucleus of an average-size atom.

weak force (or “weak nuclear force” or “weak interaction”): the force that causes
protons and/or neutrons in the nucleus to become unstable and leads to beta
nuclear decay. This happens because the weak force causes an up or down
quark to change its flavor. (This process is described in more detail in the
section on Standard Model of Particle Physics, starting on page 649.)
Relative Strength: 10−6 to 10−7 times the strength of the strong force.
Effective range: about 1/3 the diameter of an average nucleus.

electromagnetic force: the force between electrical charges. If the charges are the
same (“like charges”)—both positive or both negative—the particles repel each
other. If the charges are different (“opposite charges”)—one positive and one
negative—the particles attract each other.
Relative Strength: about 1/137 as strong as the strong force.
Effective range: ∞, but gets smaller as (distance)2.

gravitational force: the force that causes masses to attract each other. Usually only
observable if one of the masses is very large (like a planet).
Relative Strength: only 10−39 times as strong as the strong force.
Effective range: ∞, but gets smaller as (distance)2.

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Physics 1 In Plain English Jeff Bigler

Standard Model Page: 649
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Standard Model
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): N/A
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Name and describe the particles of the Standard Model.
• Describe interactions between particles, according to the Standard Model.
Success Criteria:
• Descriptions & explanations are accurate and account for observed behavior.
Language Objectives:
• Explain the important features of each model of the atom.
Tier 2 Vocabulary: model, quantum

Notes:
The Standard Model is a theory of particle physics that:
• identifies the particles that matter is ultimately comprised of
• describes properties of these particles, including their mass, charge, and spin
• describes interactions between these particles

The Standard Model dates to the mid-1970s, when the existence of quarks was first
experimentally confirmed. Physicists are still discovering new particles and
relationships between particles, so the model and the ways it is represented are
evolving, much like atomic theory and the Periodic Table of the Elements was
evolving at the turn of the twentieth century. The table and the model described in
these notes represent our understanding, as of 2023. By the middle of this century,
the Standard Model may evolve to a form that is substantially different from the
way we represent it today.

The Standard Model in its present form does not incorporate dark matter, dark
energy, or gravitational attraction.

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Physics 1 In Plain English Jeff Bigler

Standard Model Page: 650
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors The Standard Model is often presented in a table, with rows, columns, and color-
(not AP®) coded sections used to group subsets of particles according to their properties.

As of 2021, the Standard Model is represented by a table similar to this one:

Properties shown in the table include mass, charge, and spin.

• Mass is shown in units of electron volts divided by the speed of light squared
( ) . An electron volt (eV) is the energy acquired by an electric potential
eV
c2
difference of one volt applied to one electron. (Recall that the metric prefix
“M” stands for mega (106) and the metric prefix “G” stands for giga (109).) The
c2 in the denominator comes from Einstein’s equation, E = mc2, solved for m.
• Charge is the same property that we studied in the electricity unit. The
magnitude and sign of charge is relative to the charge of an electron, which is
defined to be −1.
• Spin is the property that is believed to be responsible for magnetism. (The
name is because magnetism was previously thought to come from a magnetic
field produced by electrons spinning within their orbitals.)

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Physics 1 In Plain English Jeff Bigler

Standard Model Page: 651
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Fundamental Particles
(not AP®)
Quarks
Quarks are particles that participate in strong interactions (sometimes called the
“strong force”) through the action of “color charge” (which will be described later).
Because protons and neutrons (which make up most of the mass of an atom) are
made of three quarks each, quarks are the subatomic particles that make up most of
the ordinary matter* in the universe.
• quarks have color charge (i.e., they interact via the strong force)
• quarks have spin of  1 2
• “up-type” quarks carry a charge of + 2 3 ; “down-type” quarks carry a charge
of − 1 3 .
There are six flavors† of quarks: up and down, charm and strange, and top and
bottom. (Originally, top and bottom quarks were called truth and beauty.)

Leptons
Leptons are the smaller particles that make up most matter. The most familiar
lepton is the electron. Leptons participate in “electroweak” interactions, meaning
combinations of the electromagnetic and weak forces.
• leptons do not have color charge (i.e., they do not interact via the strong
force)
• leptons have spins of + 1 2
• electron-type leptons have a charge of −1; neutrinos do not have a charge.
• neutrinos oscillate, which makes their mass indefinite.

Gauge Bosons
Gauge bosons are the particles that carry force—their interactions are responsible
for the fundamental forces of nature: the strong force, the weak force, the
electromagnetic force and the gravitational force. The hypothetical particle
responsible for the gravitational force is the graviton, which has not yet been
detected (as of 2023).
• photons are responsible for the electromagnetic force.
• gluons are responsible for the strong interaction (strong force)
• W and Z bosons are responsible for the weak interaction (weak force)

*
Matter that is not “ordinary matter” is called “dark matter”, whose existence is theorized
but not yet proven.
†
Yes, “flavors” really is the correct term.

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Physics 1 In Plain English Jeff Bigler

Standard Model Page: 652
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Scalar Bosons
(not AP®) At present, the only scalar boson we know of is the Higgs boson, discovered in 2012,
which is responsible for mass.

Classes of Particles

Fermions
Quarks and leptons (the left columns in the table of the Standard Model) are
fermions. Fermions are described by Fermi-Dirac statistics and obey the Pauli
exclusion principle (which states that no two particles in an atom may have the
same exact set of quantum numbers—numbers that describe the energy states of
the particle).

Fermions are the building blocks of matter. They have a spin of ½, and each fermion
has its own antiparticle (see below).

Bosons
Bosons (the right columns in the table of the Standard Model) are described by
Bose-Einstein statistics, have integer spins and do not obey the Pauli Exclusion
Principle. Interactions between boson are responsible for forces and mass.

Antiparticles
Each particle in the Standard Model has a corresponding antiparticle. Like chemical
elements in the Periodic Table of the Elements, fundamental particles are
designated by their symbols in the table of the Standard Model. Antiparticles are
designated by the same letter, but with a line over it. For example, an up quark
would be designated “ u ”, and an antiup quark would be designated “ u ”.

The antiparticle of a fermion has the same name as the corresponding particle, with
the prefix “anti-”, and has the opposite charge. E.g., the antiparticle of a tau
neutrino is a tau antineutrino. (However, for historical reasons an antielectron is
usually called a positron.) E.g., up quark carries a charge of + 2 3 , which means an
antiup quark carries a charge of − 2 3 .

Each of the fundamental bosons is its own antiparticle, except for the W− boson,
whose antiparticle is the W+ boson.

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Physics 1 In Plain English Jeff Bigler

Standard Model Page: 653
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors When a particle collides with its antiparticle, the particles annihilate each other, and
(not AP®) their mass is converted to energy ( E = mc2 ) and released.

Composite Particles

Hadrons
Hadrons are a special class of strongly-interacting composite particles (meaning that
they are comprised of multiple individual particles). Hadrons can be bosons or
fermions. Hadrons composed of strongly-interacting fermions are called baryons;
hadrons composed of strongly-interacting bosons are called mesons.

Baryons
The most well-known baryons are protons and neutrons, which each comprised of
three quarks. Protons are made of two up quarks and one down quark (“uud”), and
carry a charge of +1. Neutrons are made of one up quark and two down quarks
(“udd”), and carry a charge of zero.
Some of the better-known baryons include:
• nucleons (protons & neutrons).
• hyperons, e.g., the Λ, Σ, Ξ, and Ω particles. These contain one or more strange
quarks, and are much heavier than nucleons.
• various charmed and bottom baryons.
• pentaquarks, which contain four quarks and an antiquark.

Mesons
Ordinary mesons are comprised of a quark plus an antiquark. Examples include the
pion, kaon, and the J/Ψ. Mesons mediate the residual strong force between
nucleons.
Some of the exotic mesons include:
• tetraquarks, which contain two quarks and two antiquarks.
• glueball, a bound set of gluons with no quarks.
• hybrid mesons, which contain one or more quark/antiquark pairs and one or
more gluons.

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Physics 1 In Plain English Jeff Bigler

Standard Model Page: 654
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Color Charge
(not AP®) Color charge is the property that is responsible for the strong nuclear interaction.
All electrons and fermions (particles that have half-integer spin quantum numbers)
must obey the Pauli Exclusion Principle, which states that no two particles within the
same larger particle (such as a hadron or atom) can have identical sets of quantum
numbers.

For electrons, (as you learned in chemistry), if two electrons share the same orbital,
they need to have opposite spins. In the case of quarks, all quarks have a spin of
+ 1 2 , so in order to satisfy the Pauli Exclusion Principle, if a proton or neutron
contains three quarks, there has to be some other quantum property that has
different values for each of those quarks. This property is called “color charge” (or
sometimes just “color*”).

The “color” property has three values, which are called “red,” “green,” and “blue”
(named after the primary colors of light). When there are three quarks in a
subatomic particle, the colors have to be different, and have to add up to
“colorless”. (Recall that combining each of the primary colors of light produces
white light, which is colorless.)

Quarks can exchange color charge by emitting a gluon that contains one color and
one anticolor. Another quark absorbs the gluon, and both quarks undergo color
change. For example, suppose a blue quark emits a blue antigreen gluon:

You can imagine that the quark sent away its own blue color (the “blue” in the “blue
antigreen” gluon). Because it also sent out antigreen, it was left with green so it
became a green quark. Meanwhile, the antigreen part of the gluon finds the green
quark and cancels its color. The blue from the blue antigreen gluon causes the
receiving quark to become blue. After the interaction, the particle once again has
one red, one green, and one blue quark, which means color charge is conserved.

*
Just like “spin” is the name of a property of energy that has nothing to do with actual
spinning, “color” is a property that has nothing to do with actual color. In fact, quarks
couldn’t possibly have actual color—the wavelengths of visible light are thousands of times
larger than quarks!

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Physics 1 In Plain English Jeff Bigler

Radioactive Decay Page: 655
Big Ideas Details
CP1 & honors
(not AP®)
Radioactive Decay*
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS1-8
MA Curriculum Frameworks (2006): N/A
Mastery Objective(s): (Students will be able to…)
• Explain the causes of nuclear instability.
• Explain the processes of α, β−, and β+ decay and electron capture.
Success Criteria:
• Descriptions & explanations are accurate and account for observed behavior.
Language Objectives:
• Explain what happens in each of the four types of radioactive decay.
Tier 2 Vocabulary: decay, capture

Labs, Activities & Demonstrations:

• (old) smoke detector & Geiger counter

Notes:
nuclear instability: When something is unstable, it is likely to change. If the nucleus
of an atom is unstable, changes can occur that affect the number of protons and
neutrons in the atom.

Note that when this happens, the nucleus ends up with a different number of
protons. This causes the atom to literally turn into an atom of a different
element. When this happens, the physical and chemical properties
instantaneously change into the properties of the new element!

radioactive decay: the process by which the nucleus of an atom changes,

transforming the element into a different element or isotope.

nuclear equation: an equation describing (through chemical symbols) what happens

to an atom as it undergoes radioactive decay.

*
Radioactive decay is usually taught in chemistry classes. However, the topic was moved
from chemistry to physics in the Massachusetts Curriculum Frameworks starting in 2016.

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Physics 1 In Plain English Jeff Bigler

Radioactive Decay Page: 656
Big Ideas Details
CP1 & honors Causes of Nuclear Instability
(not AP®) Two of the causes of nuclear instability are:

Size
Because the strong force acts over a limited distance, when nuclei get too large
(more than 82 protons), it is no longer possible for the strong force to keep the
nucleus together indefinitely. The form of decay that results from an atom
exceeding its stable size is called alpha (α) decay.

The Weak Nuclear Force

The weak force is caused by the exchange (absorption and/or emission) of W and Z
bosons. This causes a down quark to change to an up quark or vice-versa. The
change of quark flavor has the effect of changing a proton to a neutron, or a neutron
to a proton. (Note that the action of the weak force is the only known way of
changing the flavor of a quark.) The form of decay that results from the action of
the weak force is called beta (β) decay.

band of stability: isotopes with a ratio of protons to neutrons that results in a stable
nucleus (one that does not spontaneously undergo radioactive decay). This
observation suggests that the ratio of up to down quarks within the nucleus is
somehow involved in preventing the weak force from causing quarks to change
flavor.
too much mass;
α decay likely

excess
neutrons; β−
decay likely excess protons;
β+ decay and
electron capture
likely

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Physics 1 In Plain English Jeff Bigler

Radioactive Decay Page: 657
Big Ideas Details
CP1 & honors alpha (α) decay: a type of radioactive decay in which the nucleus loses two protons
(not AP®) and two neutrons (an alpha particle). An alpha particle is a 42 He2+ ion (the
nucleus of a helium-4 atom), with two protons, a mass of 4 amu, and a charge of
+2. For example:
92 U → 90Th + 2 He
238 234 4

Atoms are most likely to undergo alpha decay if they have an otherwise stable
proton/neutron ratio but a large atomic number.

Alpha decay has never been observed in atoms with an atomic number less than
52 (tellurium), and is rare in elements with an atomic number less than 73
(tantalum).

Net effects of α decay:

• Atom loses 2 protons and 2 neutrons (atomic number goes down by 2 and
mass number goes down by 4)
• An α particle (a 42 He+2 ion) is ejected from the nucleus at high speed.

beta minus (β−) decay: a type of radioactive decay in which a neutron is converted
to a proton and the nucleus ejects a high speed electron ( −10 e ).

Note that a neutron consists of one up quark and two down quarks (udd), and a
proton consists of two up quarks and one down quark (uud). When β− decay
occurs, the weak force causes one of the quarks changes its flavor from down to
up, which causes the neutron (uud) to change into a proton (udd). Because a
proton was gained, the atomic number increases by one. However, because the
proton used to be a neutron, the mass number does not change. For example:
32
15 P → 16
32
S + −10 e
Atoms are likely to undergo β− decay if they have too many neutrons and not
enough protons to achieve a stable neutron/proton ratio. Almost all isotopes
that are heavier than isotopes of the same element within the band of stability
(because of the “extra” neutrons) undergo β− decay.

Net effects of β− decay:

• Atom loses 1 neutron and gains 1 proton (atomic number goes up by 1; mass
number does not change)
• A β− particle (an electron) is ejected from the nucleus at high speed.

Note that a β− particle is assigned an atomic number of −1. This does not mean
an electron is some sort of “anti-proton”. The −1 is just used to make the
equation for the number of protons work out in the nuclear equation.

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Physics 1 In Plain English Jeff Bigler

Radioactive Decay Page: 658
Big Ideas Details
CP1 & honors beta plus (β+) decay: a type of radioactive decay in which a proton is converted to a
(not AP®) neutron and the nucleus ejects a high speed antielectron (positron, +10 e ).
With respect to the quarks, β+ decay is the opposite of β− decay When β+ decay
occurs, one of the quarks changes its flavor from up to down, which changes the
proton (uud) into a neutron (udd). Because a proton was lost, the atomic
number decreases by one. However, because the neutron used to be a proton,
the mass number does not change. For example:
23
12 Mg → 23
11 Na + +1 e
0

Atoms are likely to undergo β+ decay if they have too many protons and not
enough neutrons to achieve a stable neutron/proton ratio. Almost all isotopes
that are lighter than the isotopes of the same element that fall within the band
of stability (“not enough neutrons”) undergo β+ decay.
Net effects of β+ decay:
• Atom loses 1 proton and gains 1 neutron (atomic number goes down by 1;
mass number does not change)
• A β+ particle (an antielectron or positron) is ejected from the nucleus at high
speed.
electron capture (sometimes called “K-capture”): when the nucleus of the atom
“captures” an electron from the innermost shell (the K-shell) and incorporates it
into the nucleus. This process is exactly the reverse of β− decay; during electron
capture, a quark changes flavor from up to down, which changes a proton (uud)
into a neutron (udd):
12 Mg + −1 e → 11 Na
23 0 23

Note that β+ decay and electron capture produce the same products. Electron
capture can sometimes (but not often) occur without β+ decay. However, β+
decay is always accompanied by electron capture.
Atoms are likely to undergo electron capture (and usually also β+ decay) if they
have too many protons and not enough neutrons to achieve a stable
neutron/proton ratio. Almost all isotopes that are lighter than the isotopes of
the same element that fall within the band of stability undergo electron capture,
and usually also β+ decay.
Net effects of electron capture:
• An electron is absorbed by the nucleus.
• Atom loses 1 proton and gains 1 neutron (atomic number goes down by 1;
mass number does not change)

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Physics 1 In Plain English Jeff Bigler

Radioactive Decay Page: 659
Big Ideas Details
CP1 & honors gamma (γ) rays: most radioactive decay produces energy. Some of that energy is
(not AP®) emitted in the form of gamma rays, which are very high energy photons of
electromagnetic radiation. (Radio waves, visible light, and X-rays are other types
of electromagnetic radiation.) Because gamma rays are waves (which have no
mass), they can penetrate far into substances and can do a lot of damage.
Because gamma rays are not particles, emission of gamma rays does not change
the composition of the nucleus.

All of the types of radioactive decay mentioned in these notes also produce γ
rays. This means to be complete, we would add gamma radiation to each of the
radioactive decay equations described above:
238
92 U → 23490Th + 42 He + 00 32
15 P → 16
32
S + −10 e + 00
23
12 11 Na + +1 e + 0 
Mg → 23 0 0 23
12 Mg + −10 e → 11
23
Na + 00

penetrating power: the distance that radioactive particles can penetrate

into/through another substance is directly related to the velocity of the emission
(faster = more penetrating) and inversely related to the mass of the emission
(heaver = less penetrating):

gamma rays beta particles alpha particles

lightest heaviest
fastest slowest
most penetrating power least penetrating power

Note also that denser substances (such as lead) do a better job of blocking and
absorbing radioactive emissions. This is why lead is commonly used as shielding
for experiments involving radioactive substances.

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Physics 1 In Plain English Jeff Bigler

Nuclear Equations Page: 660
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Nuclear Equations*
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS1-8
MA Curriculum Frameworks (2006): N/A
Mastery Objective(s): (Students will be able to…)
• Determine the products of α, β−, and β+ decay and electron capture.
Success Criteria:
• Equations give the correct starting material and products.
Language Objectives:
• Describe the changes to the nucleus during radioactive decay.
Tier 2 Vocabulary: decay, capture

Notes:
nuclear equation: a chemical equation describing the process of an isotope
undergoing radioactive decay. For example:

238
92 U → 23490Th + 42 He

In a nuclear equation, the number of protons (atomic number) and the total mass
(mass number) are conserved on both sides of the arrow. If you look at the bottom
(atomic) numbers, and replace the arrow with an = sign, you would have the
following:
92 = 90 + 2

Similarly, if you look at the top (mass) numbers, and replace the arrow with an =
sign, you would have:
238 = 234 + 4

*
Nuclear equations are usually taught in chemistry classes. However, the topic was moved
from chemistry to physics in the Massachusetts Curriculum Frameworks starting in 2016.

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Physics 1 In Plain English Jeff Bigler

Nuclear Equations Page: 661
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Sample problems:
(not AP®) Q: What are the products of beta-minus (β−) decay of 131I?

0
A: A β− particle is an electron, which we write as −1 e in a nuclear equation. This
0
means 131I decays into some unknown particle plus −1 e . The equation is:
131
53 I → mp X + 0
−1 e

We can write the following equations for the atomic and mass numbers:
Atomic #s: 53 = p + −1 → p = 54; therefore X is Xe
Mass #s: 131 = m + 0 → m = 131
131
Therefore, particle X is 54 Xe So our final answer is:
131 0
The two products of decay in this reaction are 54 Xe and −1 e.

Q: Which particle was produced in the following radioactive decay reaction:

212
86 Rn → 208
84 Po + p X
m

A: The two equations are:

Atomic #s: 86 = 84 + p → p = 2; therefore X is He
Mass #s: 212 = 208 + m → m = 4
Therefore, particle X is 42 He , which means it is an α particle.

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Physics 1 In Plain English Jeff Bigler

Nuclear Equations Page: 662
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Homework Problems
(not AP®) For these problems, you will need to use a periodic table and radioactive decay
information from Table CC. Selected Radioisotopes on page 691 of your Physics
Reference Tables.
Give the nuclear equation(s) for radioactive decay of the following:
1. 222
Rn

2. 85
Kr

3. 220
Fr

4. 37
K

5. 3 H

Give the starting material for the following materials produced by radioactive decay:
267
6. Alpha (α) decay resulting in 108 Hs

185
7. Beta-minus (β−) decay resulting in 75 Re

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Physics 1 In Plain English Jeff Bigler

Mass Defect & Binding Energy Page: 663
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Mass Defect & Binding Energy
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS1-8
MA Curriculum Frameworks (2006): N/A
Mastery Objective(s): (Students will be able to…)
• Calculate the binding energy of an atom.
• Calculate the energy given off by a radioactive decay based on the binding
energies before and after.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain where the energy behind the strong force (which holds the nucleus
together) comes from.
Tier 2 Vocabulary: defect

Notes:
binding energy: the energy that holds the nucleus of an atom together through the
strong nuclear force
The binding energy comes from the small amount of mass (the mass defect) that
was turned into a large amount of energy, given by the equation:
E = mc2
where E is the binding energy, m is the mass defect, and c is the speed of light
( 3  108 ms , which means c 2 is a very large number).

mass defect: the difference between the actual mass of an atom, and the sum of
the masses of the protons, neutrons, and electrons that it contains. The mass
defect is the amount of mass that was turned into binding energy.
• A proton has a mass of 1.6726  10−27 kg = 1.0073 amu
• A neutron has a mass of 1.6749  10−27 kg = 1.0087 amu
−31
• An electron has a mass of 9.1094  10 kg = 0.0005486 amu
To calculate the mass defect, total up the masses of each of the protons,
neutrons, and electrons in an atom. The actual (observed) atomic mass of the
atom is always less than this number. The “missing mass” is called the mass
defect.

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Physics 1 In Plain English Jeff Bigler

Mass Defect & Binding Energy Page: 664
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Sample problem:
(not AP®) Q: Calculate the mass defect of 1 mole of uranium-238.

238
A: 92 U has 92 protons, 146 neutrons, and 92 electrons. This means the total mass
238
of one atom of 92 U should theoretically be:
92 protons × 1.0073 amu = 92.6704 amu
146 neutrons × 1.0087 amu = 147.2661 amu
92 electrons × 0.000 5486 amu = 0.0505 amu
92.6704 + 147.2661 + 0.0505 = 239.9870 amu

238
The actual observed mass of one atom of 92 U is 238.0003 amu.

The mass defect of one atom of 238

92 U is therefore
239.9870 − 238.0003 = 1.9867 amu.
One mole of 238
92 U would have a mass of 238.0003 g, and therefore a total mass
defect of 1.9867 g, or 0.001 9867 kg.
238
Because E = mc2, that means the binding energy of one mole of 92 U is:

0.001 9867kg  (3.00  108 )2 = 1.79  1014 J

In case you don’t realize just how large that number is, the binding energy of
just 238 g (1 mole) of 238
92 U would be enough energy to heat every house on Earth
for an entire winter!

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Physics 1 In Plain English Jeff Bigler

Half-Life Page: 665
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Half-Life*
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): N/A
MA Curriculum Frameworks (2006): N/A
Mastery Objective(s): (Students will be able to…)
• Calculate the amount of material remaining after an integer number of half-
lives.
• Calculate the elapsed time (integer half-lives) based on the amount of material
remaining.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why the mass of material that decays keeps decreasing.
Tier 2 Vocabulary: life, decay

Labs, Activities & Demonstrations:

• half-life of dice or M & M candies

Notes:
The atoms of radioactive elements are unstable, and they spontaneously decay
(change) into atoms of other elements.

For any given atom, there is a certain probability, P, that it will undergo radioactive
decay in a given amount of time. The half-life, τ, is how much time it would take to
have a 50 % probability of the atom decaying. If you start with n atoms, after one
half-life, half of them (0.5n) will have decayed.

*
Half-life is usually taught in chemistry classes. However, the topic was moved from
chemistry to physics in the Massachusetts Curriculum Frameworks starting in 2016.

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Physics 1 In Plain English Jeff Bigler

Half-Life Page: 666
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
Amount of Material Remaining
If we start with 32 g of 53Fe, which has a half-life (τ) of 8.5 minutes, we would
observe the following:

# minutes 0 8.5 17 25.5 34

# half lives 0 1 2 3 4
amount left 32 g 16 g 8g 4g 2g

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Physics 1 In Plain English Jeff Bigler

Half-Life Page: 667
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Finding the Time that has Passed (integer number of
(not AP®)
half-lives)
If the amount you started with divided by the amount left is an exact power of two,
you have an integer number of half-lives and you can make a table.

Sample problem:
Q: If you started with 64 g of 131I, how long would it take until there was only 4 g
remaining? The half-life (τ) of 131I is 8.07 days.

64
A: = 16 which is a power of 2, so we can simply make a table:
4
# half lives 0 1 2 3 4
amount
64 g 32 g 16 g 8g 4g
remaining
From the table, after 4 half-lives, we have 4 g remaining.

The half-life (τ) of 131I is 8.07 days.

8.07 × 4 = 32.3 days

Finding the amount remaining and time that has passed for a non-integer number of
half-lives requires logarithms, and is beyond the scope of this course.

Homework Problems
For these problems, you will need to use half-life information from Table CC.
Selected Radioisotopes on page 691 of your physics reference tables.

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Physics 1 In Plain English Jeff Bigler

Half-Life Page: 668
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
3
1. If a lab had 128 g of H waste 49 years ago, how much of it would be left
today? (Note: you may round off to a whole number of half-lives.)

Answer: 8 g

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Physics 1 In Plain English Jeff Bigler

Half-Life Page: 669
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors 2. Suppose you set aside a 20. g sample of 42K at 8:30am on Friday for an
(not AP®) experiment, but you get called into an all-day meeting. When you are finally
able to perform the experiment at 10:54am on Monday, how much of the
42
K will be left?

Answer: 0.31 g
3. If a school wants to dispose of small amounts of radioactive waste, they can
store the materials for ten half-lives, and then dispose of the materials as
regular trash.
a. If we had a sample of 32P, how long would we need to store it before
disposing of it?

Answer: 143 days

b. If we had started with 64 g of 32P, how much 32P would be left after
ten half-lives? Approximately what fraction of the original amount
would be left?

Answer: 0.063 g; approximately 1 of the original amount.

1000

4. If the carbon in a sample of human bone contained only one-fourth of the

expected amount of 14C, how old is the sample?
(Hint: pretend you started with 1 g of 14C and you have 0.25 g remaining.)

Answer: 11 460 years

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Physics 1 In Plain English Jeff Bigler

Nuclear Fission & Fusion Page: 670
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Nuclear Fission & Fusion*
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS1-8
MA Curriculum Frameworks (2006): N/A
Mastery Objective(s): (Students will be able to…)
• Identify nuclear processes as “fission” or “fusion”.
• Describe the basic construction and operation of fission-based and fusion-
based nuclear reactors.
Success Criteria:
• Descriptions account for how the energy is produced and how the radiation is
contained.
Language Objectives:
• Explain how fission-based and fusion-based nuclear reactors work.
Tier 2 Vocabulary: fusion, nuclear

Notes:
Fission
fission: splitting of the nucleus of an atom, usually by bombarding it with a high-
speed neutron.

When atoms are split by bombardment with neutrons, they can divide in hundreds
of ways. For example, when 235U is hit by a neutron, it can split more than 200 ways.
Three examples that have been observed are:

1
0 n + 235
92 U → 37 Rb + 55 Cs + 2 0 n
90 144 1

1
0 n + 235
92 U → 35 Br + 57 La + 3 0 n
87 146 1

1
0 n + 235
92 U → 30 Br + 62 Sm + 4 0 n
72 160 1

Note that each of these bombardments produces more neutrons. A reaction that
produces more fuel (in this case, neutrons) than it consumes will accelerate. This
self-propagation is called a chain reaction.

Note also that the neutron/proton ratio of 235U is about 1.5. The stable
neutron/proton ratio of each of the products would be approximately 1.2. This
means that almost all of the products of fission reactions have too many neutrons to
be stable, which means they will themselves undergo β− decay.

*
The nuclear fission & fusion topic is usually taught in chemistry classes. However, the topic
was moved from chemistry to physics in the Massachusetts Curriculum Frameworks
starting in 2016.

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Physics 1 In Plain English Jeff Bigler

Nuclear Fission & Fusion Page: 671
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Nuclear Fission Reactors
(not AP®) In a nuclear reactor, the heat from a fission reaction is used to heat water. The
radioactive hot water from the reactor (under pressure, so it can be heated well
above 100 °C without boiling) is used to boil clean (non-radioactive) water. The
clean steam is used to turn a turbine, which generates electricity.

The inside of the reactor looks like this:

The fuel is the radioactive
material (such as 235U) that
is undergoing fission. The
graphite in the core of the
reactor is used to absorb
some of the neutrons. The
moveable control rods are
adjusted so they can
absorb some or all of the
remaining neutrons as
desired. If the control rods
are all the way down, all of
the neutrons are absorbed
and no heating occurs.
When the reactor is in
operation, the control rods
are raised just enough to
make the reaction proceed
at the desired rate.

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Physics 1 In Plain English Jeff Bigler

Nuclear Fission & Fusion Page: 672
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Fusion
(not AP®) fusion: the joining together of the nuclei of two atoms, accomplished by colliding
them at high speeds.

Nuclear fusion reactions occur naturally on stars (such as the sun), and are the
source of the heat and energy that stars produce.

On the sun, fusion occurs between atoms of deuterium (2H) to produce helium:
2
1 H + 21 H → 42 He

The major challenge in building

nuclear fusion reactors is the
high temperatures produced—
on the order of 106–109 °C. In a
tokamak fusion reactor, the
starting materials are heated
until they become plasma—a
sea of highly charged ions and
electrons. The highly charged
plasma is kept away from the
sides by powerful
electromagnets.

At the left is a schematic of the

ITER tokamak reactor currently
under construction in southern
France.

MIT has a smaller tokamak reactor at its Plasma Science & Fusion Center. The MIT
reactor is able to conduct fusion reactions lasting for only a few seconds; if the
reaction continued beyond this point, the current in the electromagnets that is
necessary to generate the high magnetic fields required to confine the reaction
would become hot enough to melt the copper wire and fuse the coils of the
electromagnet together.

After each “burst” (short fusion reaction), the electromagnets in the MIT reactor
need to be cooled in a liquid nitrogen bath (−196 °C) for fifteen minutes before the
reactor is ready for the next burst.

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Physics 1 In Plain English Jeff Bigler

Practical Uses for Nuclear Radiation Page: 673
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors
(not AP®)
Practical Uses for Nuclear Radiation
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS1-8
MA Curriculum Frameworks (2006): N/A
Mastery Objective(s): (Students will be able to…)
• Identify & describe practical (peaceful) uses for nuclear radiation.
Success Criteria:
• Descriptions give examples and explain how radiation is essential to the
particular use.
Language Objectives:
• Explain how radiation makes certain scientific procedures possible.
Tier 2 Vocabulary: radiation

Notes:
While most people think of the dangers and destructive power of nuclear radiation,
there are a lot of other uses of radioactive materials:

Power Plants: nuclear reactors can generate electricity in a manner that does not
produce CO2 and other greenhouse gases.

Cancer Therapy: nuclear radiation can be focused in order to kill cancer cells in
patients with certain forms of cancer. Radioprotective drugs are now available
that can help shield non-cancerous cells from the high-energy gamma rays.

Radioactive Tracers: chemicals made with radioactive isotopes can be easily

detected in complex mixtures or even in humans. This enables doctors to give a
patient a chemical with a small amount of radioactive material and track the
progress of the material through the body and determine where it ends up. It
also enables biologists to grow bacteria with radioactive isotopes and follow
where those isotopes end up in subsequent experiments.

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Physics 1 In Plain English Jeff Bigler

Practical Uses for Nuclear Radiation Page: 674
Big Ideas Details Unit: Atomic, Particle, and Nuclear Physics
CP1 & honors Irradiation of Food: food can be exposed to high-energy gamma rays in order to kill
(not AP®) germs. These gamma rays kill all of the bacteria in the food, but do not make
the food itself radioactive. (Gamma rays cannot build up inside a substance.)
This provides a way to create food that will not spoil for months on a shelf in a
store. There is a lot of irrational fear of irradiated food in the United States, but
irradiation is commonly used in Europe. For example, irradiated milk will keep
for months on a shelf at room temperature without spoiling.

Carbon Dating: Because 14C is a long-lived isotope (with a half-life of 5 700 years),
the amount of 14C in archeological samples can give an accurate estimate of
their age. One famous use of carbon dating was its use to prove that the Shroud
of Turin (the supposed burial shroud of Jesus Christ) was fake, because it was
actually made between 1260 C.E. and 1390 C.E.

Smoke Detectors: In a smoke detector, 241Am emits positively-charged alpha

particles, which are directed towards a metal plate. This steady flow of positive
charges completes an electrical circuit. If there is a fire, smoke particles
neutralize positive charges. This makes the flow of charges through the
electrical circuit stop, which is used to trigger the alarm.

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Physics 1 In Plain English Jeff Bigler

Physics 1 In Plain EnglishAppendix: AP® Physics 1 Equation Tables Page: 675

Appendix: AP® Physics 1 Equation Tables

ADVANCED PLACEMENT PHYSICS 1 EQUATIONS, EFFECTIVE 2021
CONSTANTS AND CONVERSION FACTORS
Proton mass, m p = 1.67 10 −27 kg Electron charge magnitude, e = 1.60 10 −19 C
Neutron
mn = 1.67 10 −27 kg Coulomb’s law constant, k = 1 / 4o = 9.0  10 9 N  m 2 /C 2
mass,
Electron Universal gravitational
me = 9.11 10 −31 kg G = 6.67  10 −11 m3/kg  s 2
mass, constant,
Speed of Acceleration due to gravity
c = 3.00108 m
s g = 9.8 m/s 2
light, at Earth’s surface,

meter, m kelvin, K watt, W degree Celsius, °C

UNIT kilogram, k hertz, Hz coulomb, C
SYMBOLS second, s newton, N volt, V
ampere, A joule, J ohm, Ω

VALUES OF TRIGONOMETRIC FUNCTIONS FOR

PREFIXES
COMMON ANGLES
Factor Prefix Symbol θ 0° 30° 37° 45° 53° 60° 90°
12
10 tera T sin θ 0 1/2 3/5 2 /2 4/5 3/2 1

109 giga G cos θ 1 3/2 4/5 2 /2 3/5 ½ 0

106 mega M tan θ 0 3 /3 3/4 1 4/3 3 ∞

103 kilo k
10−2 centi c The following conventions are used in this exam.
10 −3
milli m I. The frame of reference of any problem is assumed to be
−6
inertial unless otherwise stated.
10 micro μ
II. Assume air resistance is negligible unless otherwise stated.
−9
10 nano n III. In all situations, positive work is defined as work done on a
10−12 pico p system.
IV. The direction of current is conventional current: the direction
in which positive charge would drift.
V. Assume all batteries and meters are ideal unless otherwise
stated.
Physics 1 In Plain EnglishAppendix: AP® Physics 1 Equation Tables Page: 676
ADVANCED PLACEMENT PHYSICS 1 EQUATIONS, EFFECTIVE 2015
MECHANICS GEOMETRY AND TRIGONOMETRY
vx = vxo + axt a = acceleration
A = amplitude Rectangle A = area
x = xo + v xot + 1 axt 2
2 d = distance A = bh C = circumference
E = energy Triangle V = volume
v2x = v2xo + 2ax ( x − xo ) A = bh S = surface area
f = frequency
b = base
F = force
 h = height

a=
F=
Fnet I = rotational inertia Circle
= length
m m K = kinetic energy A = 12 bh
w = width
k = spring constant r = radius
  L = angular momentum
F f   Fn
 = length
v2 m = mass Rectangular solid Right triangle
ac = V = wh
r P = power c 2 = a 2 + b2
  p = momentum a
p = mv Cylinder sin  =
c
r = radius or separation V = r 2
  b
p = Ft T = period S = 2r + 2r 2 cos  =
c
t = time
a
K = 12 mv2 U = potential energy
Sphere tan  =
b
V = 43 r 3
V = volume
E = W = F||d = Fd cos
v = speed S = 4r 2

E W = work done on a system

P=
t x = position
y = height
 = o + ot + 12 t 2
α = angular acceleration
μ = coefficient of friction
 = o + t
θ = angle
ρ = density
x = A cos(2 ft ) τ = torque
  ω = angular speed

=
 =
 net
I I U g = mg y
2 1
 = r⊥F = rF sin T= =
 f
m
L = I Ts = 2
k

L = t Tp = 2
g
   mm
Fs = k x Fg = G 12 2
r

 F g
U s = 12 kx 2 g=
m
m mm
= Ug = G 1 2
V r
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 677

Appendix: Physics Reference Tables

Table A. Metric Prefixes ................................................. 677 Table R. Absolute Indices of Refraction ......................... 686
Table B. Physical Constants ............................................ 678 Table S. Fluid Mechanics Formulas and Equations......... 687
Table C. Quantities, Variables and Units ........................ 679 Table T. Planetary Data .................................................. 687
Table D. Mechanics Formulas and Equations ................ 680 Table U. Sun & Moon Data ............................................ 687
Table E. Approximate Coëfficients of Friction ................ 680 Table V. Atomic & Particle Physics (Modern Physics) .... 688
Table F. Angular/Rotational Mechanics Formulas and Figure W. Quantum Energy Levels ................................. 688
Equations ........................................................................ 681 Figure X. Particle Sizes .................................................... 689
Table G. Moments of Inertia .......................................... 681 Figure Y. Classification of Matter ................................... 689
Table H. Heat and Thermal Physics Formulas and Table Z. The Standard Model of Elementary Particles ... 689
Equations ........................................................................ 682 Figure AA. Periodic Table of the Elements ..................... 690
Table I. Thermal Properties of Selected Materials ......... 682 Table BB. Symbols Used in Nuclear Physics ................... 691
Table J. Electricity Formulas & Equations ...................... 683 Table CC. Selected Radioisotopes .................................. 691
Table K. Electricity & Magnetism Formulas & Equations 684 Table DD. Constants Used in Nuclear Physics ................ 691
Table L. Resistor Color Code .......................................... 684 Figure EE. Neutron/Proton Stability Band ...................... 691
Table M. Symbols Used in Electrical Circuit Diagrams ... 684 Table FF. Geometry & Trigonometry Formulas .............. 692
Table N. Resistivities at 20°C .......................................... 684 Table GG. Values of Trigonometric Functions ................ 693
Table O. Waves & Optics Formulas & Equations............ 685 Table HH. Some Exact and Approximate Conversions ... 694
Figure P. The Electcromagnetic Spectrum ..................... 685 Table II. Greek Alphabet ................................................. 694
Table Q. Properties of Water and Air ............................. 686

Table A. Metric Prefixes

Factor Prefix Symbol

→
→
1 000 000 000 000 000 000 000 000 1024 yotta Y

→
→
1 000 000 000 000 000 000 000 1021 zeta Z
1 000 000 000 000 000 000 1018 exa E

→
→
1 000 000 000 000 000 1015 peta P
1 000 000 000 000 1012 tera T

Move Decimal Point to the Right →

Move Decimal Point to the Left
1 000 000 000 109 giga G
1 000 000 106 mega M
1 000 103 kilo k
100 102 hecto h
10 101 deca da
1 100 — —
0.1 10−1 deci d
0.01 10−2 centi c
0.001 10−3 milli m
0.000 001 10−6 micro μ
→

0.000 000 001 10−9 nano n

0.000 000 000 001 10−12 pico p
→
→

0.000 000 000 000 001 10−15 femto f

0.000 000 000 000 000 001 10−18 atto a
→
→

0.000 000 000 000 000 000 001 10−21 zepto z

0.000 000 000 000 000 000 000 001 10−24 yocto y

Data are from various sources, including: The University of the State of New York, The State Education Department.
Albany, NY, Reference Tables for Physical Setting/Physics, 2006 Edition. http://www.p12.nysed.gov/apda/reftable/physics-
rt/physics06tbl.pdf,
SparkNotes: SAT Physics website. http://www.sparknotes.com/testprep/books/sat2/physics/,
The Engineering Toolbox: https://www.engineeringtoolbox.com,
and The College Board: Equations and Constants for AP® Physics 1 and AP® Physics 2.
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 678

Table B. Physical Constants

Common
Description Symbol Precise Value
Approximation
acceleration due to gravity / 9.7639 sm2 to 9.8337 sm2 9.8 sm2  9.8 kgN
strength of gravity field on g
Earth’s surface average value at sea level is 9.806 65 sm2 or 10 sm2  10 kgN

universal gravitational constant G 6.673 84(80)  10−11  2

Nm
kg2
6.67  10−11  2
Nm
kg2

speed of light in a vacuum c 299 792 458 ms * 3.00  108 ms

elementary charge (proton or
electron)
e 1.602176 634  10−19 C* 1.6  10−19 C

6.241509 074 1018 6.24  1018

1 coulomb (C)
elementary charges elementary charges

o 8.854 187 82  10-12 A2 s4

8.85  10−12 kg
A s2 4
(electric) permittivity of a vacuum kgm3 m3

(magnetic) permeability of a
vacuum
o 4 10−7 = 1.256 637 06 10-6 TAm 1.26  10−6 TAm
1
electrostatic constant k = 8.987 551 787 368 176 4  109  2 *
Nm
9.0  109  2
Nm

4 o C2 C2

1 electron volt (eV) 1.602176 565(35) 10−19 J 1.6 10−19 J

Planck’s constant h 6.626 07015 10−34 J  s* 6.6 10−34 J  s
931.494 061(21)MeV/ c2 931MeV/c2
1 universal (atomic) mass unit (u)
1.660 538 921(73) 10−27 kg 1.66  10−27 kg

Avogadro’s constant NA 6.022140 76 1023 mol−1 * 6.02 1023 mol−1

Boltzmann constant kB 1.380 649 10−23 KJ * 1.38  10−23 KJ
J J
universal gas constant R 8.314 4621(75) molK

8.31 molK


mee4
Rydberg constant RH = 10 973731.6 1
1.1  107 m−1
8 o2h3c m

2 5R 4 J
5.67  10 −8
J
Stefan-Boltzmann constant σ = 5.670 374 419  10−8 m2 sK4
15h3c2 m2 sK4

standard atmospheric pressure at

101 325 Pa ≡ 1.01325 bar* 100 000 Pa ≡ 1.0 bar
sea level
rest mass of an electron me 9.109 38215(45) 10−31 kg 9.11  10−31 kg
mass of a proton mp 1.672621777(74) 10−27 kg 1.67  10−27 kg
mass of a neutron mn 1.674 927351(74) 10−27 kg 1.67  10−27 kg
*denotes an S.I. Defining Constant (exact value by definition)
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 679
Table C. Quantities, Variables and Units
Quantity Variable MKS Unit Name MKS Unit Symbol S.I. Base Unit
position x meter* m m
distance/displacement, (length, height) d , d ,(L , h) meter* m m
angle θ radian, degree —, ° —
area A square meter m2 m2
volume V cubic meter, liter m3 m3
time t second* s s
velocity v m m
meter/second s s
speed of light c
angular velocity ω radians/second 1
s
, s −1 1
s
, s −1
acceleration a m
meter/second 2 s2
acceleration due to gravity g
1 1
angular acceleration α radians/second2 s2 s2
mass m kilogram* kg kg
kgm
force F newton N s2

N m
gravitational field g newton/kilogram kg s2

kg
pressure P pascal Pa ms2

energy (generic) E
potential energy U kgm2
joule J
kinetic energy K , Ek s2

heat Q
joule kgm2
work W J , N∙m s2
newton-meter
kgm2
torque τ newton-meter N∙m s2

kgm2
power P watt W s3

momentum p kgm
newton-second N∙s s
impulse J
moment of inertia I kilogram-meter 2 kg∙m2 kg∙m2
newton-meter- kgm2
angular momentum L N∙m∙s
second s

frequency f hertz Hz s−1

wavelength λ meter m m
period T second s s
index of refraction n — — —
electric current I ampere* A A
electric charge q coulomb C A∙s
electric potential V
kgm2
potential difference (voltage) ΔV volt V As3
electromotive force (emf) ε
kgm2
electrical resistance R ohm Ω A2 s3

A2 s4
capacitance C farad F m2 kg

netwon/coulomb N,V kgm

electric field E C m As3
volt/meter
kg
magnetic field B tesla T As2

temperature T kelvin* K K
amount of substance n mole* mol mol
luminous intensity Iv candela* cd cd
Variables representing vector quantities are typeset in bold italics. * = S.I. base unit
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 680
Table D. Mechanics Formulas and Equations
d = x = x − x o var. = name of quantity (unit)
x − xo d v o + v  = change in something  = coëfficient of friction*
Kinematics = = = vave.
t t 2 (E.g., x means change in x) (dimensionless)
(Distance,
Velocity & v = v − vo = at  = sum θ = angle (, rad)
Acceleration) x − xo = d = vot + 12 at 2 d = distance (m) k = spring constant ( )
N
m
v 2 − v o2 = 2ad = 2a(x − x o ) d = displacement (m) x = displacement of spring (m)
x = position (m) L = length of pendulum (m)
 F = Fnet = ma t = time (s)
Ff  sFN Ff = kFN E = energy (J)
( ms )
Forces &
Dynamics v = velocity K = Ek = kinetic energy (J)
Gm1m2
Fg = mg =
r2 vave. = average velocity ( ms ) U = potential energy (J)
h = height (m)
Circular/
Centripetal ac =
v2 a = acceleration ( )m
s2 Q = heat (J)
r
Motion &
Force
Fc = mac (
f = frequency Hz = 1s ) P = power (W)
W = work (J, N  m)
F = force (N)
1 T = (time) period (Hz)
T= Fnet = net force (N)
f
p = momentum (N  s)
Simple m Ff = force due to friction (N)
L J = impulse (N  s)
Ts = 2 Tp = 2
Harmonic k g Fg = force due to gravity (N)
Motion  = pi (mathematical constant)
Fs = −kx FN = normal force (N)
= 3.14159 26535 89793...
Us = 12 kx 2 m = mass (kg)
g = acceleration due to gravity
p = mv
= 10 m2 on Earth
Momentum  mi v i + J =  m f v f s

J = p = Fnet t g = strength of gravity field

= 10 kg
N on Earth

Ug = mgh =
Gm1m2 G = gravitational constant
r
= 6.67  10−11 N m2
2
2
p kg
K= 12 mv =
2

2m r = radius (m)
Energy, Work W = E = (K + U)
& Power
W = Flld = F • d = Fd cos
Etotal = U + K (+Q + ...)
W
P= = F • v = Fv cos
t ____________________
*characteristic property of a substance (to be looked up)

Table E. Approximate Coëfficients of Friction

Substance Static (μs) Kinetic (μk) Substance Static (μs) Kinetic (μk)
rubber on concrete (dry) 0.90 0.68 wood on wood (dry) 0.42 0.30
rubber on concrete (wet) 0.58 wood on wood (wet) 0.2
rubber on asphalt (dry) 0.85 0.67 wood on metal 0.3
rubber on asphalt (wet) 0.53 wood on brick 0.6
rubber on ice 0.15 wood on concrete 0.62
steel on ice 0.03 0.01 Teflon on Teflon 0.04 0.04
waxed ski on snow 0.14 0.05 Teflon on steel 0.04 0.04
aluminum on aluminum 1.2 1.4 graphite on steel 0.1
cast iron on cast iron 1.1 0.15 leather on wood 0.3–0.4
steel on steel 0.74 0.57 leather on metal (dry) 0.6
copper on steel 0.53 0.36 leather on metal (wet) 0.4
diamond on diamond 0.1 glass on glass 0.9–1.0 0.4
diamond on metal 0.1–0.15 metal on glass 0.5–0.7
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 681
Table F. Angular/Rotational Mechanics Formulas and Equations
θ = θ − θo var. = name of quantity (unit)
Angular θ − θo θ ωo + ω  = change in something (E.g., x = change in x)
Kinematics = = = ωave.  = sum
t t 2
(Distance, ω = ω − ωo = αt s = arc length (m)
Velocity &
θ = ωot + 12 αt 2 t = time (s)
Acceleration)
ω2 − ωo2 = 2α(θ) ac = centripetal acceleration  m2 
s 
s = r  vT = rω aT = rα Fc = centripetal force (N)
Circular/ 2
v m = mass (kg)
Centripetal ac = = ω2r
Motion
r r = radius (m)
 − 0 = ω0t + 12 α t 2 r = radius (vector)

xcm = 
mi xi θ = angle (, rad)
 mi
m 2
ω = angular velocity ( rads )
I = __ mr =  r dm
2

α = angular velocity  rad 

Rotational 0

Dynamics Fc = mac = mrω2  s2 
τ = r F  = rF sin = r⊥F τ = torque (N  m)
x = position (m)
 τ = τnet = I α
f = frequency (Hz)
1 2
Simple Harmonic T= = A = amplitude (m)
f ω
Motion
x = A cos(2 ft ) + 
 = phase offset (, rad)
E = energy (J)
Angular L = r  p = Iω L = rp sin = Iω K = Ek = kinetic energy (J)
Momentum L = τ t Kt = translational kinetic energy (J)
K r = rotational kinetic energy (J)
K r = 12 I 2
Angular/ P = power (W)
K = Kt + K r = 12 mv 2 + 12 I 2
Rotational W = work (J, N  m)
Energy, Work & WR =   p = momentum (N  s)
Power W
P= =  L = angular momentum (N  m  s)
t

Table G. Moments of Inertia

Point Mass:
I = mr 2 Solid Cylinder:
Hollow Cylinder: I = mr 2 I = 12 mr 2 Hoop About Diameter:
I = 12 mr 2

Rod About the Middle: Rod About the End:

Solid Sphere:
Hollow Sphere: I= 1 mr 2
12
I = 13 mr 2
I = 25 mr 2
I = 23 mr 2
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 682
Table H. Heat and Thermal Physics Formulas and Equations
TF = 1.8 (TC ) + 32 var. = name of quantity (unit)
Temperature  = change in something  = Stefan-Boltzmann constant
T = T + 273.15
(K) C
= (E.g., x = change in x) = 5.67  10 −8
J
Q = mC T m2 sK4
TF = Fahrenheit temperature (F)
V = volume (m3 )
Qmelt = m H fus TC = Celsius temperature (C)
 = linear coëfficient of thermal
Qboil = m Hvap T = temperature (K)
= expansion* (C −1 )
Cp − Cv = R Q = heat (J, kJ)
 = volumetric coëfficient of
Heat L =  Li T V = Vi T m = mass (kg)
C = specific heat = thermal expansion* (C −1 )
Q T 1
P = = kA = A T P = pressure
t L Ri capacity* ( kJ , J
kgC gC ) n = (number of) moles
Q
P = =  AT 4 t = time (s) R = gas constant
t
L = length (m) = 8.31 molJ K
PV PV k = coëfficient of thermal kB = Boltzmann constant
1 1
= 2 2
T1 T2 = conductivity* ( msJC , mWC ) = 1.38  10−23 KJ
PV = nRT PV = nRT  = emissivity* (dimensionless) U = internal energy (J)
Thermo- PV = NkBT PV = NkB T
dynamics W = work (J)
U = Q + W
U = 23 nRT U = 23 nRT
W = −  P dV = −PV
*characteristic property of a substance (to be looked up)

Table I. Thermal Properties of Selected Materials

Heat of Spec. Heat Thermal
Heat of Coefficients of Expansion
Vaporiz- Capacity Conduct- Emissivity
Melting Boiling Fusion ation at 20°C
Point ΔH fus Cp ivity ε
( )
Substance Point
ΔHvap
( )
( )(
kJ
(°C) (°C) , J k msJC black body Linear Volumetric
) kgC g C
kJ J
,g
kg kJ
kg
, gJ
at 25°C at 25°C
=1
 (C−1 )  (C−1 )
air (gas) — — — — 1.012 0.024 — — —
aluminum (solid) 659 2467 395 10460 0.897 250 0.09* 2.3  10−5 6.9  10−5
ammonia (gas) −75 −33.3 339 1369 4.7 0.024 — — —
argon (gas) −189 −186 29.5 161 0.520 0.016 — — —
carbon dioxide (gas) −78 574 0.839 0.0146 — — —
copper (solid) 1086 1187 134 5063 0.385 401 0.03* 1.7  10−5 5.1  10−5
brass (solid) — — — — 0.380 120 0.03* 1.9  10−5 5.6  10−5
diamond (solid) 3550 4827 10 00 30 000 0.509 2200 — 1  10 −6
3  10−6
0 −4
ethanol (liquid) −117 78 104 858 2.44 0.171 — 2.5  10 7.5  10−4
glass (solid) — — — — 0.84 0.96– 0.92 8.5  10−6 2.55  10−5
1.05 −5
gold (solid) 1063 2660 64.4 1577 0.129 310 0.025* 1.4  10 4.2  10−5
granite (solid) 1240 — — — 0.790 1.7–4.0 0.96 — —
helium (gas) — −269 — 21 5.193 0.142 — — —
hydrogen (gas) −259 −253 58.6 452 14.30 0.168 — — —
iron (solid) 1535 2750 289 6360 0.450 80 0.31 1.18  10−5 3.33  10−5
lead (solid) 327 1750 24.7 870 0.160 35 0.06 2.9  10−5 8.7  10−5
mercury (liquid) −39 357 11.3 293 0.140 8 — 6.1  10−5 1.82  10−4
paraffin wax (solid) 46–68 ~300 ~210 — 2.5 0.25 — — —
silver (solid) 962 2212 111 2360 0.233 429 0.025* 1.8  10−5 5.4  10−5
steam (gas) @ 100°C — 2.080 0.016 — — —
2260 −5
water (liq.) @ 25°C 0 100 4.181 0.58 0.95 6.9  10 2.07  10−4
334
ice (solid) @ −10°C — 2.11 2.18 0.97 — —
*polished surface
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 683
Table J. Electricity Formulas & Equations
var. = name of quantity (unit)
kq q 1 q1q2
Fe = 12 2 =  = change in something.
r 4 o r 2
(E.g., x is change in x)
Fe Q kq 1 q V
E= = E= =  = Fe = force due to electric field (N)
Electrostatic Charges q oA r 2 4 o r 2 r
 o = electric permittivity of a vacuum
& Electric Fields W = q E • d = qEd = qEd cos
= 8.85  10 −12 A2 s 4
W 1 q kg m3
V = = E • d = Ed =
q 4 o r k = electrostatic constant
kq q 1 2
UE = qV UE = 1 2 = = 9.0  109 N m2
r 4 o C

Q V q = point charge (C)

V = I R I= =
t R Q = charge (C)
 = IR E = electric field ( NC , mV )
(V )2
P = I V = I 2R = V = electric potential (V)
R
V = voltage
W = Pt = I V t
= electric potential difference (V)
Circuits and 
Electrical R=
A
 = emf = electromotive force (V)
Components
A W = work (J, N  m)
C =  o  =  r = relative permittivity*
d
Q = C V (dimensionless)
Ucapacitor = 12 Q V = 12 C (V )2 d = distance (m)
Ptotal = P1 + P2 + P3 + =  Pi r = radius (m)
Utotal = U1 + U2 + U3 + = Ui I = current (A)
Itotal = I1 = I2 = I3 = t = time (s)
Vtotal = V1 + V2 + V3 + =  Vi R = resistance ()
P = power (W)
Series Circuits Requiv. = R1 + R2 + R3 + = Ri
(or Series Sections ρ = resistivity (  m)
Q total = Q 1 = Q 2 = Q 3 =
of Circuits) = length (m)
1 1 1 1 1
= + + + = A = cross-sectional area (m2 )
Ctotal C1 C2 C 3 Ci
C = capacitance (F)
Itotal = I1 + I2 + I3 + =  Ii
U = potential energy (J)
Vtotal = V1 = V2 = V3 =
 = pi (mathematical constant)
Parallel Circuits 1 1 1 1 1
(or Parallel Sections = + + + = = 3.14159 26535 89793...
Requiv. R1 R2 R3 Ri
of Circuits) e = Euler's number (mathematical constant)
Q total = Q 1 + Q 2 + Q 3 + = Q i = 2.78182 81812 84590...
Ctotal = C1 + C2 + C3 + = Ci
−t
_______________
I
charging: = e RC *characteristic property of a substance (to be
Io looked up)
Q −t
Resistor-Capacitor charging: = 1 − e RC
(RC) Circuits Qmax
I V Q −t
discharging: = = = e RC
Io Vo Qmax
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 684

Table K. Electricity & Magnetism Formulas & Equations

var. = name of quantity (unit)

FM = q (v  B) FM = qvB sin   = change in something. (E.g., x = change in x)
Fe = force due to electric field (N)
FM = (I  B) FM = I B sin 
V = (v  B) V = vBsin  v = velocity (of moving charge or wire) ( ms )
Magnetism and
o I q = point charge (C)
Electromagnetism B=
2 r V = voltage = electric potential difference (V)
B = B • A = BA cos  = emf = electromotive force (V)
r = radius (m) = distance from wire
 = B = B v
t I = current (A)
= length (m)
t = time (s)
A = cross-sectional area (m2 )
# turnsin V I B = magnetic field (T)
Electromagnetic = in = out
# turnsout Vout Iin
Induction o = magnetic permeability of a vacuum
Pin = Pout
= 4  10 −7 TAm
B = magnetic flux (T m2 )

Table L. Resistor Color Code Table M. Symbols Used in Electrical Circuit Diagrams
Color Digit Multiplier Component Symbol Component Symbol
black 0 × 100
wire battery
brown 1 × 101
red 2 × 102
switch ground
orange 3 × 103
yellow 4 × 104
fuse resistor
green 5 × 105
blue 6 × 106 variable resistor (rheostat,
voltmeter
violet 7 × 107 potentiometer, dimmer)
gray 8 × 108
ammeter lamp (light bulb)
white 9 × 109
gold ± 5% ohmmeter capacitor
silver ± 10%

diode

Table N. Resistivities at 20°C

Conductors Semiconductors Insulators
Resistivity
Resistivity ( Ω  m ) Resistivity ( Ω  m )
Substance Substance
(Ω m) Substance

silver 1.59  10−8 germanium 0.001 to 0.5 deionized water 1.8  105
−8
copper 1.72  10 silicon 0.1 to 60 glass 1  109 to 1  1013
gold 2.44  10−8 sea water 0.2 rubber, hard 1  1013 to 1  1013
drinking
aluminum 2.82  10−8 20 to 2 000 paraffin (wax) 1  1013 to 1  1017
water
tungsten 5.60  10−8 air 1.3  1016 to 3.3  1016
−8
iron 9.71  10 quartz, fused 7.5  1017
−6
nichrome 1.50  10
graphite 3  10−5 to 6  10−4
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 685
Table O. Waves & Optics Formulas & Equations
var. = name of quantity (unit)
v = λf  = change in something (E.g., x = change in x)

f=
1 v = velocity of wave ( ms )
T v = velocity of source or detector ( ms )
FT f = frequency (Hz)
Waves vwave on a string =
 λ = wavelength (m)
v +v  A = amplitude (m)
fdoppler shifted = f  wave detector 
 v wave + vsource  x = position (m)
x = A cos(2 ft +  ) T = period (of time) (s)
FT = tension (force) on string (N)
μ = elastic modulus of string ( kgm )
i = r θ = angle (, rad)
c  = phase offset (, rad)
n= θi = angle of incidence (, rad)
v
n1 sin 1 = n2 sin 2 θr = angle of reflection (, rad)
Reflection,
 n2  θc = critical angle (, rad)
Refraction &
 c = sin−1   n = index of refraction* (dimensionless)
Diffraction  n1 
n2 v1 λ1 c = speed of light in a vacuum = 3.00  108 ms
= =
n1 v2 λ2 f = s f = d f = distance to focus of mirror/lens (m)
L = m = d sin rc = radius of curvature of spherical mirror (m)
si = di = distance from mirror/lens to image (m)
so = do = distance from mirror/lens to object (m)
hi = height of image (m)
rc ho = height of object (m)
f=
2
M = magnification (dimensionless)
Mirrors & 1 1 1
+ = d = separation (m)
Lenses si so f
L = distance from the opening (m)
hi s
M= =− i m = an integer
ho so _______________
*characteristic property of a substance (to be looked up)

Figure P. The Electcromagnetic Spectrum

Physics 1 In Plain English Appendix: Physics Reference Tables Page: 686
Table Q. Properties of Water and Air
Water Air
Speed of Vapor Speed of
Temp. Density Density
Sound Pressur Sound
(°C)  kg   kg 
 3
m  ( ms ) e
(Pa)
 3
m  ( ms )
0 999.78 1 403 611.73 1.288 331.30
5 999.94 1 427 872.60 1.265 334.32
10 999.69 1 447 1 228.1 1.243 337.31
20 998.19 1 481 2 338.8 1.200 343.22
25 997.02 1 496 3 169.1 1.180 346.13
30 995.61 1 507 4 245.5 1.161 349.02
40 992.17 1 526 7 381.4 1.124 354.73
50 990.17 1 541 9 589.8 1.089 360.35
60 983.16 1 552 19 932 1.056 365.88
70 980.53 1 555 25 022 1.025 371.33
80 971.79 1 555 47 373 0.996 376.71
90 965.33 1 550 70 117 0.969 382.00
100 954.75 1 543 101 325 0.943 387.23

Table R. Absolute Indices of Refraction

Measured using f = 5.89  1014 Hz (yellow light) at 20 °C unless otherwise specified
Index of Index of
Substance Substance
Refraction Refraction
air (0 °C and 1 atm) 1.000293 silica (quartz), fused 1.459
ice (0 °C) 1.309 Plexiglas 1.488
water 1.3330 Lucite 1.495
ethyl alcohol 1.36 glass, borosilicate (Pyrex) 1.474
human eye, cornea 1.38 glass, crown 1.50–1.54
human eye, lens 1.41 glass, flint 1.569–1.805
safflower oil 1.466 sodium chloride, solid 1.516
corn oil 1.47 PET (#1 plastic) 1.575
glycerol 1.473 zircon 1.777–1.987
honey 1.484–1.504 cubic zirconia 2.173–2.21
silicone oil 1.52 diamond 2.417
carbon disulfide 1.628 silicon 3.96
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 687
Table S. Fluid Mechanics Formulas and Equations
var. = name of quantity (unit)
 = change in something. (E.g., x = change in x)
m
=  = density
 kg 
 
V  3
m 
F m = mass (kg)
P=
A
V = volume (m3 )
F1 F2
= P = presure (Pa)
A1 A2
Density & g = gravitational field = 9.8 kg
N  10 N
Phydrostatic = PH = gh kg
Pressure
h = height or depth (m)
Pdynamic = PD = 12 v 2
A = area (m2 )
A1v1 = A2v2
Ptotal = Pext . + PH + PD v = velocity (of fluid) ( ms )
P1 + PH ,1 + PD ,1 = P2 + PH ,2 + PD ,2 F = force (N)
P1 + ρgh1 + 12 ρv12 = P2 + ρgh2 + 12 ρv22 n = number of moles (mol)
R = gas constant = 8.31 molJ K
N = number of molecules
kB = Boltzmann's constant = 1.38  10 −23 KJ
FB =  Vd g
T = temperature (K)
PV = nRT = NkBT
PV PV vrms = root mean square speed ( ms )
1 1
= 2 2
Forces, Work &
T1 T2 M = molar mass* ( mol
kg
)
Energy K(molecular ) = 23 RT  = molecular mass* (kg)
3RT 3kBT K = kinetic energy (J)
vrms = =
M  W = work (J, N  m)
_______________
W = −PV *characteristic property of a substance (to be looked up)

Table T. Planetary Data

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune
Distance from Sun (m) 5.79 × 1010 1.08 × 1011 1.50 × 1011 2.28 × 1011 7.79 × 1011 1.43 × 1012 2.87 × 1012 4.50 × 1012
Radius (m) 2.44 × 106 6.05 × 106 6.38 × 106 3.40 × 106 7.15 × 107 6.03 × 107 2.56 × 107 2.48 × 107
Mass (kg) 3.30 × 1023 4.87 × 1024 5.97 × 1024 6.42 × 1023 1.90 × 1027 5.68 × 1026 8.68 × 1025 1.02 × 1026

Density ( )
kg
m3
5427 5243 5514 3340 3933 687 1271 1638

Orbit (years) 0.24 0.61 1.00 1.88 11.8 29 84 164

Rotation Period (hours) 1408 −5833 23.9 24.6 9.9 10.7 −17.2 16.1
Tilt of axis 0.034° 177.4° 23.4° 25.2° 3.1° 26.7° 97.8° 28.3°
# of observed satellites 0 0 1 2 79 82 27 14
Mean temperature (°C) 167 464 15 −20 −65 −110 −195 −200
Global magnetic field? Yes No Yes No Yes Yes Yes Yes
Data from NASA Planetary Fact Sheet, https://nssdc.gsfc.nasa.gov/planetary/factsheet/ accessed 03 February 2020.

Table U. Sun & Moon Data

Radius of the sun (m) 6.96 × 108
Mass of the sun (kg) 1.99 × 1030
Radius of the moon (m) 1.74 × 106
Mass of the moon (kg) 7.35 × 1022
Distance of moon from Earth (m) 3.84 × 108
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 688
Table V. Atomic & Particle Physics (Modern Physics)
var. = name of quantity (unit)
 = change in something. (E.g., x = change in x)
E = energy (J)
hc
Ephoton = hf = = pc =  h = Planck's constant = 6.63  10 −34 J  s

Ek ,max = hf −  = reduced Planck's constant = h = 1.05  10 −34 J  s
2
h f = frequency (Hz)
=
Energy p
Ephoton = Ei − E f
v = velocity ( ms )
c = speed of light = 3.00  108 ms
E 2 = (pc)2 + (mc2 )2
 = wavelength (m)
1 1 1
= RH  2 − 2  p = momentum (N  s)
  n1 n2 
m = mass (kg)
K = kinetic energy (J)
 = work function* (J)
RH = Rydberg constant = 1.10  107 m−1
 = Lorentz factor (dimensionless)
1 L = length in moving reference frame (m)
= Lo = length in stationary reference frame (m)
1−v
2
c2
t  = time in stationary reference frame (s)
Special Relativity
Lo t  mrel t = time in moving reference frame (s)
γ= = = mo = mass in stationary reference frame (kg)
L t ma
mrel = apparent mass in moving reference frame (kg)
_______________
*characteristic property of a substance (to be looked up)

Figure W. Quantum Energy Levels

Physics 1 In Plain English Appendix: Physics Reference Tables Page: 689
Figure X. Particle Sizes

Figure Y. Classification of Matter

Table Z. The Standard Model of Elementary Particles

1 18
IA VIII A

Period
1 2
H 2 13 14 15 16 17 He
1
hydro gen II A III A IV A VA VI A VII A helium

1.008 4.003
3 4 5 6 7 8 9 10
Physics 1 In Plain English

2 Li Be B C N O F Ne
lithium beryllium bo ro n carbo n nitro gen o xygen fluo rine neo n
6.968 9.012 10.81 12.01 14.01 16.00 19.00 20.18
11 12 13 14 15 16 17 18
Na Mg 3 4 5 6 7 8 9 10 11 12 Al Si P S Cl Ar
Figure AA. Periodic Table of the Elements

3
so dium magnesium III B IV B VB VI B VII B VIII B VIII B VIII B IB II B aluminum silico n pho spho rus sulfur chlo rine argo n
22.99 24.31 26.98 28.09 30.97 32.07 35.45 39.95
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

4 K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
po tassium calcium scandium titanium vanadium chro mium manganese iro n co balt nickel co pper zinc gallium germanium arsenic selenium bro mine krypto n
39.10 40.08 44.96 47.87 50.94 52.00 54.94 55.85 58.93 58.69 63.55 65.38 69.72 72.63 74.92 78.97 79.90 83.80
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54

5 Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium stro ntium yttrium zirco nium nio bium mo lybdenum technetium ruthenium rho dium palladium silver cadmium indium tin antimo ny tellurium io dine xeno n
85.47 87.62 88.91 91.22 92.91 95.95 98 101.1 102.9 106.4 107.9 112.4 114.8 118.7 121.8 127.6 126.9 131.3
55 56 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86

6 Cs Ba Lu Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
cesium barium lutetium hafnium tantalum tungsten rhenium o smium iridium platinum go ld mercury thallium lead bismuth po lo nium astatine rado n
132.9 137.3 175.0 178.5 180.9 183.8 186.2 190.2 192.2 195.1 197.0 200.6 204.4 207.2 209.0 209 210 222
87 88 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118

7 Fr Ra Lr Rf Db Sg Bh Hs Mt Ds Rg Cn Nh Fl Mc Lv Ts Og
francium radium lawrencium rutherfo rdium dubnium seabo rgium bo hrium hassium meitnerium darmstadtium ro entgentium co pernicum niho nium flero vium mo sco vium livermo rium tennessine o ganesso n
223 226 262 267 268 271 272 270 276 281 280 285 284 289 288 293 292 294
Appendix: Physics Reference Tables

57 58 59 60 61 62 63 64 65 66 67 68 69 70
lanthanides La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb
(rare earth metals) lanthanum cerium praseo dymium neo dymium pro methium samarium euro pium gado linium terbium dyspro sium ho lmium erbium thulium ytterbium
138.9 140.1 140.9 144.2 145 150.4 152.0 157.3 158.9 162.5 164.9 167.3 168.9 173.1
89 90 91 92 93 94 95 96 97 98 99 100 101 102
actinides Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No
actinium tho rium pro tactinium uranium neptunium pluto nium americium curium berkelium califo rnium einsteinium fermium mendelevium no belium
227 232.0 231.0 238.0 237 244 243 247 247 251 252 257 258 259
Page: 690
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 691
Table BB. Symbols Used in Nuclear Physics Table CC. Selected Radioisotopes
Name Notation Symbol Nuclide Half-Life Decay Mode
2 He or 2   −
4 4 3H
alpha particle 12.26 y
beta particle (electron) 0
−1 e or 0
−1  − 14C 5730 y −
gamma radiation 
0
0  16N 7.2 s −
neutron 1
0 n n 19Ne 17.2 s +
proton 1
1 H or p 1
1 p 24Na 15 h −
positron 0
+1 e or 0
+1  + 27Mg 9.5 min −
32P 14.3 d −
Table DD. Constants Used in Nuclear Physics 36Cl 3.01 × 105 y −
Constant Value 37K 1.23 s +
mass of an electron (me) 0.00055 amu 40K 1.26 × 109 y +
mass of a proton (mp) 1.00728 amu 42K 12.4 h −
mass of a neutron (mn) 1.00867 amu 37Ca 0.175 s −
Bequerel (Bq) 1 disintegration/second 51Cr 27.7 d 
Curie (Ci) 3.7 x 1010 Bq 53Fe 8.51 min −
59Fe 46.3 d −
Figure EE. Neutron/Proton Stability Band 60Co 5.26 y −
85Kr 10.76 y −
87Rb 4.8 × 1010 y −
90Sr 28.1 y −
99Tc 2.13 x 105 y −
131I 8.07 d −
137Cs 30.23 y −
153Sm 1.93 d −
198Au 2.69 d −
222Rn 3.82 d 
220Fr 27.5 s 
226Ra 1600 y 
232Th 1.4 x 1010 y 
233U 1.62 x 105 y 
235U 7.1 x 108 y 
238U 4.51 x 109 y 
239Pu 2.44 x 104 y 
241Am 432 y 
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 692
Table FF. Geometry & Trigonometry Formulas

A = 12 bh

Triangles c2 = a2 + b2 − 2ab cos C

a b c
= =
sin A sin B sinC

c 2 = a 2 + b2
a opposite
sin = =
c hypotenuse
b adjacent
cos = =
Right Triangles c hypotenuse
sin a opposite
tan = = =
cos b adjacent
b = c cos θ
a , b, c = length of a side of a triangle
a = c sin θ
 = angle
Rectangles, Parallelograms A = area
A = bh
and Trapezoids C = circumference
Rectangular Solids V = wh S = surface area
V = volume
C = 2 r
Circles b = base
A =  r2
h = height
S = 2 r + 2 r 2 = 2 r ( + r ) = length
Cylinders
V =  r2 w = width
r = radius
S = 4 r 2
Spheres
V = 4  r3
3
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 693
Table GG. Values of Trigonometric Functions
degree radian sine cosine tangent degree radian sine cosine tangent
0° 0.000 0.000 1.000 0.000
1° 0.017 0.017 1.000 0.017 46° 0.803 0.719 0.695 1.036
2° 0.035 0.035 0.999 0.035 47° 0.820 0.731 0.682 1.072
3° 0.052 0.052 0.999 0.052 48° 0.838 0.743 0.669 1.111
4° 0.070 0.070 0.998 0.070 49° 0.855 0.755 0.656 1.150
5° 0.087 0.087 0.996 0.087 50° 0.873 0.766 0.643 1.192
6° 0.105 0.105 0.995 0.105 51° 0.890 0.777 0.629 1.235
7° 0.122 0.122 0.993 0.123 52° 0.908 0.788 0.616 1.280
8° 0.140 0.139 0.990 0.141 53° 0.925 0.799 0.602 1.327
9° 0.157 0.156 0.988 0.158 54° 0.942 0.809 0.588 1.376
10° 0.175 0.174 0.985 0.176 55° 0.960 0.819 0.574 1.428
11° 0.192 0.191 0.982 0.194 56° 0.977 0.829 0.559 1.483
12° 0.209 0.208 0.978 0.213 57° 0.995 0.839 0.545 1.540
13° 0.227 0.225 0.974 0.231 58° 1.012 0.848 0.530 1.600
14° 0.244 0.242 0.970 0.249 59° 1.030 0.857 0.515 1.664
15° 0.262 0.259 0.966 0.268 60° 1.047 0.866 0.500 1.732
16° 0.279 0.276 0.961 0.287 61° 1.065 0.875 0.485 1.804
17° 0.297 0.292 0.956 0.306 62° 1.082 0.883 0.469 1.881
18° 0.314 0.309 0.951 0.325 63° 1.100 0.891 0.454 1.963
19° 0.332 0.326 0.946 0.344 64° 1.117 0.899 0.438 2.050
20° 0.349 0.342 0.940 0.364 65° 1.134 0.906 0.423 2.145
21° 0.367 0.358 0.934 0.384 66° 1.152 0.914 0.407 2.246
22° 0.384 0.375 0.927 0.404 67° 1.169 0.921 0.391 2.356
23° 0.401 0.391 0.921 0.424 68° 1.187 0.927 0.375 2.475
24° 0.419 0.407 0.914 0.445 69° 1.204 0.934 0.358 2.605
25° 0.436 0.423 0.906 0.466 70° 1.222 0.940 0.342 2.747
26° 0.454 0.438 0.899 0.488 71° 1.239 0.946 0.326 2.904
27° 0.471 0.454 0.891 0.510 72° 1.257 0.951 0.309 3.078
28° 0.489 0.469 0.883 0.532 73° 1.274 0.956 0.292 3.271
29° 0.506 0.485 0.875 0.554 74° 1.292 0.961 0.276 3.487
30° 0.524 0.500 0.866 0.577 75° 1.309 0.966 0.259 3.732
31° 0.541 0.515 0.857 0.601 76° 1.326 0.970 0.242 4.011
32° 0.559 0.530 0.848 0.625 77° 1.344 0.974 0.225 4.331
33° 0.576 0.545 0.839 0.649 78° 1.361 0.978 0.208 4.705
34° 0.593 0.559 0.829 0.675 79° 1.379 0.982 0.191 5.145
35° 0.611 0.574 0.819 0.700 80° 1.396 0.985 0.174 5.671
36° 0.628 0.588 0.809 0.727 81° 1.414 0.988 0.156 6.314
37° 0.646 0.602 0.799 0.754 82° 1.431 0.990 0.139 7.115
38° 0.663 0.616 0.788 0.781 83° 1.449 0.993 0.122 8.144
39° 0.681 0.629 0.777 0.810 84° 1.466 0.995 0.105 9.514
40° 0.698 0.643 0.766 0.839 85° 1.484 0.996 0.087 11.430
41° 0.716 0.656 0.755 0.869 86° 1.501 0.998 0.070 14.301
42° 0.733 0.669 0.743 0.900 87° 1.518 0.999 0.052 19.081
43° 0.750 0.682 0.731 0.933 88° 1.536 0.999 0.035 28.636
44° 0.768 0.695 0.719 0.966 89° 1.553 1.000 0.017 57.290
45° 0.785 0.707 0.707 1.000 90° 1.571 1.000 0.000
8
Physics 1 In Plain English Appendix: Physics Reference Tables Page: 694

Table II. Greek

Table HH. Some Exact and Approximate Conversions
Alphabet
Length 1 cm ≈ width of a small paper clip Α α alpha
1 inch (in.) ≡ 2.54 cm Β β beta
length of a dollar bill = 6.14 in. = 15.6 cm Γ γ gamma
12 in. ≡ 1 foot (ft.) ≈ 30 cm Δ δ delta
3 ft. ≡ 1 yard (yd.) ≈ 1m Ε ε epsilon
1m ≡ 0.3048 ft. = 39.37 in. Ζ ζ zeta
1 km ≈ 0.6 mi. Η η eta
5,280 ft. ≡ 1 mile (mi.) ≈ 1.6 km Θ θ theta
Ι ι iota
Mass / 1 small paper clip ≈ 0.5 g Κ κ kappa
Weight US 1¢ (1983–present) = 2.5 g Λ λ lambda
US 5¢ coin = 5g Μ μ mu
1 oz. ≈ 30 g Ν ν nu
one medium-sized apple ≈ 1N ≈ 3.6 oz. Ξ ξ xi
1 pound (lb.) ≡ 16 oz. ≈ 454 g Ο ο omicron
1 pound (lb.) ≈ 4.45 N Π π pi
1 ton ≡ 2000 lb. ≈ 0.9 tonne Ρ ρ rho
1 tonne ≡ 1000 kg ≈ 1.1 ton Σ σ sigma
Τ τ tau
Volume 1 pinch ≈ 1
/16 teaspoon (tsp.) Υ υ upsilon
1 dash ≈ 1
/8 teaspoon (tsp.) Φ ϕ phi
1 mL ≈ 10 drops Χ χ chi
1 tsp. ≈ 5 mL ≈ 60 drops Ψ ψ psi
3 tsp. ≡ 1 tablespoon (Tbsp.) ≈ 15 mL Ω ω omega
2 Tbsp. ≡ 1 fluid ounce (fl. oz.) ≈ 30 mL
8 fl. oz. ≡ 1 cup (C) ≈ 250 mL
16 fl. oz. ≡ 1 U.S. pint (pt.) ≈ 500 mL
20 fl. oz. ≡ 1 Imperial pint (UK) ≈ 600 mL
2 pt. (U.S.) ≡ 1 U.S. quart (qt.) ≈ 1L
4 qt. (U.S.) ≡ 1 U.S. gallon (gal.) ≈ 3.8 L
4 qt. (UK) ≡ 5 qt. (U.S.) ≡ 1 Imperial gal. (UK) ≈ 4.7 L

Speed / 1 m/s = 3.6 km/h ≈ 2.24 mi./h

Velocity 60 mi./h ≈ 100 km/h ≈ 27 m/s

Energy 1 cal ≈ 4.18 J

1 Calorie (food) ≡ 1 kcal ≈ 4.18 kJ
1 BTU ≈ 1.06 kJ

Power 1 hp ≈ 746 W
1 kW ≈ 1.34 hp

Temperature 0 K ≡ 0 °R ≡ −273.15°C ≡ −459.67°F = absolute zero

0 °F ≈ −18 °C ≡ 459.67 °R
32 °F = 0 °C ≡ 273.15 K = water freezes
70 °F ≈ 21 °C ≈ room temperature
212 °F = 100 °C = water boils

Speed of light 300 000 000 m/s ≈ 186 000 mi./s ≈ 1 ft./ns
Physics 1 In Plain English Index Page: 695

Index

acceleration, 10, 47, 48, 51, 94, 108, 111, 115, 116, 118, collision, 10, 108, 240, 379, 418, 419, 420, 421, 422, 423,
121, 126, 153, 154, 168, 169, 170, 173, 174, 175, 176, 424, 425, 426, 428, 434, 435, 436, 437, 438, 439, 440,
177, 178, 179, 180, 181, 182, 183, 184, 185, 186, 187, 441, 442, 443
188, 189, 190, 191, 194, 195, 198, 199, 200, 201, 202, elastic, 108, 252, 374, 420, 421, 423, 425, 426, 434,
203, 205, 206, 210, 212, 215, 218, 219, 227,229, 230, 435, 436, 440, 443, 608
231, 232, 233, 234, 236, 237, 240, 241, 242, 244, 250, inelastic, 108, 420, 421, 423, 425, 434, 435, 437, 439,
254, 255, 256, 257, 259, 262, 266, 267, 268, 270, 271, 442
273, 275, 279, 281, 285, 287, 289, 292, 300, 301, 302, color, 600, 602, 603, 604, 650, 651, 654
306, 309, 313, 317, 318, 319, 320, 322, 323, 324, 325, combination, 23, 34, 126
342, 350, 351, 352, 353, 354, 358, 368, 369, 373, 378, compound, 130
385, 386, 396, 399, 419, 424, 445, 453, 455, 458, 466, concave, 200
678, 679 conduction, 612
accuracy, 53, 56, 106 conductivity, 493, 551, 612, 613
alpha decay, 657 conductor, 473, 475, 613
alpha particle, 481, 657, 659, 674, 691 contact force, 248, 254, 287, 291
amplitude, 564, 566, 567, 569, 578, 647 contract, 108, 628, 630, 631
angular acceleration, 230, 231, 445 convection, 612, 613
angular momentum, 444, 445, 446, 447 Cornell Notes, 22
angular velocity, 226, 228, 229, 230, 232, 233, 234, 236, crest, 559, 564
238, 322, 323, 325, 327, 333, 342, 351, 352, 353, 373, current, 10, 117, 119, 126, 171, 472, 476, 490, 491, 492,
400, 402, 403, 404, 405, 413, 416, 419, 445, 447, 448, 493, 494, 495, 497, 498, 499, 501, 502, 503, 504, 505,
449, 679 506, 509, 510, 511, 512, 513, 514, 515, 516, 519, 520,
assumptions, 71, 107, 108, 109, 212, 213 521, 522, 523, 527, 528, 530, 531, 535, 536, 537, 540,
atom, 128, 663, 664, 665, 670 548, 549, 550, 551, 552, 553, 554, 672, 679
axis of rotation, 323, 341, 343, 353, 373, 419 alternating, 495
band of stability, 656, 657, 658 direct, 494, 495
base, 125, 126 diamagnetic, 543
battery, 379, 472, 492, 494, 497, 501, 503, 504, 507, diffraction, 10, 558
508, 511, 520, 523, 535, 684 diode, 501, 684
electromotive force, 492, 553, 679 light-emitting, 501
beta decay light-emitting (LED), 414, 499, 501, 640
beta minus, 657 direction, 3, 45, 53, 104, 125, 141, 145, 146, 147, 148,
beta plus, 658 149, 150, 151, 152, 153, 154, 155, 156, 157, 158, 159,
beta particle, 659, 691 164, 165, 166, 170, 171, 172, 173, 174, 175, 176, 177,
bimetal strip, 631, 633 178, 179, 180, 183, 185, 187, 188, 190, 191, 198, 199,
binding energy, 663, 664 200, 201, 205, 211, 212, 213, 218, 219, 225, 226, 229,
Bohr model, 638, 639, 645 230, 233, 236, 237, 241, 244, 248, 249, 250, 251, 252,
boiling, 671 253, 254, 256, 258, 259, 260, 261, 262, 266, 267, 275,
boson, 652 276, 279, 287, 288, 290, 291, 297, 298, 301, 302, 303,
buoyancy, 254 305, 306, 308, 309, 310, 311, 314, 316, 317, 320, 323,
calorimetry, 614, 616, 617 324, 333, 336, 343, 345, 346, 351, 372, 373, 376, 382,
capacitance, 493, 679 383, 418, 423, 429, 435, 437, 439, 440, 441, 443, 444,
capacitor, 472, 501, 508, 684 446, 453, 455, 459, 460, 465, 466, 472, 477, 481, 482,
center of mass, 108, 329, 330, 331, 336, 344, 346, 368 483, 484, 488, 491, 495, 501, 511, 535, 536, 537, 544,
centrifugal force, 324, 325 548, 551, 555, 562, 593, 610, 613
centripetal force, 231, 233, 234, 237, 324, 325, 326, 351 displacement, 48, 50, 81, 153, 154, 156, 158, 170, 171,
cgs, 129 172, 173, 183, 186, 188, 190, 198, 201, 202, 203, 204,
charge, 111, 128, 152, 253, 254, 255, 373, 377, 420, 470, 206, 212, 215, 216, 236, 237, 254, 266, 351, 373, 382,
471, 472, 473, 474, 475, 476, 477, 478, 479, 480, 481, 383, 453, 455, 459, 460, 466, 486, 564, 567, 570, 577,
482, 483, 484, 485, 486, 492, 493, 494, 497, 501, 502, 679
509, 642, 643, 649, 650, 651, 652, 653, 654, 657, 678, distance, 38, 48, 50, 56, 69, 80, 81, 92, 111, 120, 125,
679 126, 156, 160, 161, 163, 164, 165, 166, 170, 171, 173,
circuit, 10, 117, 119, 379, 475, 490, 492, 494, 497, 498, 181, 182, 185, 186, 188, 195, 196, 197, 202, 213, 214,
500, 501, 502, 503, 504, 505, 506, 507, 508, 509, 510, 216, 220, 222, 223, 224, 225, 227, 234, 237, 255, 256,
511, 513, 514, 515, 517, 518, 520, 521, 522, 524, 525, 272, 277, 278, 295, 331, 333, 336, 341, 342, 345, 346,
526, 527, 528, 529, 530, 532, 533, 534, 535, 536, 537, 353, 354, 368, 370, 372, 374, 378, 381, 382, 383, 384,
550, 553, 674 385, 391, 398, 400, 402, 409, 410, 414, 415, 424, 428,
parallel, 10, 490, 506, 519, 520, 521, 522, 527, 528, 429, 463, 476, 477, 478, 479, 480, 481, 564, 567, 577,
535 604, 632, 648, 656, 659, 679
series, 505, 512, 513, 514, 515, 520, 521, 523, 537 Doppler, 557, 558, 590, 591, 592, 595
coëfficient of thermal expansion, 629 efficiency, 607
Physics 1 In Plain English Index Page: 696
electric field, 10, 255, 377, 470, 482, 483, 484, 485, 486, formula, 57
487, 539, 540, 544, 548, 550, 555, 597, 679 free fall, 173, 180, 185, 186, 188, 238, 256, 257
electric potential, 4, 486, 491, 492, 502, 504, 505, 509, free-body diagram, 10, 113, 241, 258, 259, 261, 262,
511, 535, 536, 650, 679 263, 267, 269, 270, 274, 282, 290, 291, 301, 309
electricity frequency, 117, 128, 453, 458, 461, 462, 495, 558, 559,
static electricity, 472 564, 565, 566, 567, 570, 571, 574, 575, 576, 577, 578,
electromagnet, 548, 550, 551, 672 579, 580, 581, 582, 583, 584, 585, 586, 590, 591, 592,
electron, 471, 476, 477, 481, 483, 488, 542, 640, 641, 593, 597, 598, 600, 640, 641, 642, 679
643, 645, 646, 647, 650, 651, 655, 657, 658, 660, 661, friction, 10, 47, 50, 92, 107, 108, 109, 113, 118, 212,
663, 678, 691 241, 242, 248, 249, 250, 253, 254, 258, 259, 261, 265,
electron capture, 655, 658, 660 269, 271, 274, 279, 281, 284, 285, 287, 288, 289, 290,
element, 22 291, 292, 293, 294, 295, 296, 298, 301, 302, 312, 313,
energy, 10, 108, 117, 119, 120, 129, 152, 277, 341, 372, 318, 323, 327, 379, 383, 388, 398, 421, 427, 440, 455
373, 374, 375, 376, 377, 378, 379, 381, 382, 389, 390, coefficient of friction, 290
391, 392, 393, 394, 395, 399, 400, 402, 403, 405, 409, kinetic, 118, 288, 289, 290, 291, 292, 295, 318, 319
412, 413, 414, 420, 423, 424, 425, 426, 427, 428, 430, static, 288, 290, 291
434, 453, 460, 461, 466, 470, 472, 473, 486, 492, 494, fulcrum, 341, 344, 345, 346, 347, 349
499, 504, 505, 540, 542, 560, 563, 587, 598, 606, 607, fundamental forces, 648, 651
608, 609, 610, 611, 612, 615, 622, 639, 640, 641, 642, fuse, 500, 502, 506, 672, 684
644, 645, 648, 649, 650, 652, 653, 654, 659, 663, 664, fusion, 10, 622, 623, 670, 672
670, 672, 673, 674, 679 gamma ray, 659, 673, 674
conservation of energy, 10, 372, 374, 392, 393, 409, gas, 120, 253, 560, 615, 621, 622, 624, 625, 626, 634,
410, 430, 453, 466 635, 678, 682
kinetic, 119, 372, 373, 374, 375, 376, 377, 378, 379, generator, 379, 414, 471, 472, 476, 552, 574
380, 381, 389, 390, 391, 392, 393, 394, 395, 397, gluon, 654
399, 402, 403, 404, 405, 406, 409, 410, 413, 420, gravity, 10, 108, 113, 114, 117, 149, 173, 180, 185, 188,
422, 423, 424, 425, 426, 427, 434, 453, 608, 609, 189, 209, 211, 212, 215, 218, 234, 240, 246, 249, 250,
611, 640, 641, 679 252, 254, 255, 256, 258, 259, 260, 261, 267, 274, 279,
potential, 10, 117, 373, 374, 376, 378, 379, 380, 381, 281, 291, 314, 316, 317, 325, 326, 330, 333, 345, 353,
382, 389, 390, 392, 393, 394, 395, 397, 399, 409, 363, 365, 368, 369, 370, 377, 378, 381, 383, 385, 386,
410, 453, 459, 460, 461, 466, 486, 492, 610, 679 388, 390, 395, 396, 409, 410, 411, 456, 465, 466, 486,
entropy, 607 613, 648, 678, 679
expand, 47, 48, 108, 613, 615, 621, 628, 630, 631 hadron, 654
fermion, 652 half-life, 665, 666, 667, 674
ferromagnetic, 543, 550, 553 harmonic series, 581
fission, 10, 670, 671 heat, 10, 108, 111, 376, 381, 389, 424, 425, 427, 606,
focus, 120, 361, 363 607, 608, 609, 610, 611, 612, 613, 614, 615, 616, 617,
force, 4, 10, 31, 47, 48, 50, 51, 81, 113, 114, 115, 116, 618, 619, 621, 622, 623, 624, 625, 626, 627, 628, 664,
118, 121, 122, 123, 126, 129, 139, 141, 145, 146, 156, 671, 672, 679
158, 168, 179, 180, 185, 240, 241, 242, 243, 244, 245, heat of fusion, 607, 621, 622, 623
246, 247, 248, 249, 250, 251, 252, 253, 254, 255, 256, heat of vaporization, 622, 623
257, 258, 259, 260, 261, 262, 266, 267, 269, 271, 273, heat transfer, 607, 612, 614
274, 275, 276, 277, 278, 279, 281, 283, 287, 288, 289, heating curve, 621, 623, 624, 626, 627, 628
290, 291, 292, 293, 296, 297, 298, 300, 301, 302, 303, Helmholtz, 574, 580
304, 305, 306, 307, 308, 309, 310, 311, 312, 313, 314, Higgs boson, 652
315, 316, 317, 318, 322, 323, 324, 325, 326, 327, 328, impulse, 10, 418, 419, 421, 428, 429, 430, 431, 433, 434,
332, 341, 342, 343, 344, 345, 347, 351, 353, 359, 360, 435, 437, 679
363, 365, 368, 369, 372, 373, 374, 375, 376, 377, 378, induction, 474, 548, 549
381, 382, 383, 385, 386, 388, 391, 400, 401, 409, 410, inductor, 502, 548, 553, 554
413, 414, 415, 418, 419, 421, 422, 423, 424, 428, 429, insulator, 473, 613
430, 431, 435, 444, 445, 453, 456, 459, 461, 462, 465, interference, 10, 569, 572, 573, 578, 583
466, 469, 471, 473, 476, 477, 478, 479, 480, 481, 482, isotope, 674
483, 485, 486, 488, 492, 539, 542, 544, 548, 549, 551, Kelvin, 126, 634
552, 553, 555, 584, 613, 638, 645, 648, 651, 653, 656, lens, 120, 686
657, 663, 679 vertex, 142
applied at an angle, 306 lepton, 651
contact force, 241, 248, 251, 253, 254, 287, 291, 301 lever arm, 341, 342, 343, 381
net force, 31, 47, 240, 241, 243, 244, 246, 247, 248, lift, 245, 254, 276, 277, 278, 279, 283, 287, 381, 385, 416
249, 250, 252, 256, 259, 260, 261, 266, 267, 268, liquid, 253, 546, 560, 608, 621, 622, 623, 625, 628, 634,
269, 271, 272, 279, 281, 287, 288, 291, 292, 300, 672, 682
301, 304, 305, 306, 307, 309, 311, 315, 316, 317, magnet, 255, 541, 542, 543, 544, 547, 548, 549, 550
318, 322, 325, 342, 352, 360, 372, 373, 383, 399, magnetic field, 10, 158, 255, 539, 540, 542, 543, 544,
418, 424, 431, 433, 481, 542 545, 546, 548, 549, 550, 551, 552, 553, 555, 597, 650,
normal force, 10, 113, 118, 248, 249, 250, 251, 258, 672, 679, 687
259, 260, 261, 281, 289, 290, 291, 292, 312, 313, magnetic permeability, 543, 550, 551
314, 315, 316, 325, 326, 383 magnetism, 253, 469, 490, 539, 542, 560, 650
opposing force, 243, 248, 249, 253, 261, 318
Physics 1 In Plain English Index Page: 697
magnitude, 51, 71, 72, 145, 146, 148, 150, 151, 152, radiation, 10, 128, 612, 613, 659, 670, 673, 691
155, 156, 157, 158, 159, 160, 163, 166, 170, 172, 188, radioactive, 665, 671, 673, 674
190, 198, 205, 233, 241, 259, 262, 272, 273, 290, 291, radioactive decay, 10, 44, 91, 638, 655, 656, 657, 658,
292, 301, 306, 307, 308, 309, 310, 311, 312, 313, 382, 659, 660, 661, 662, 663, 665
440, 441, 443, 446, 471, 479, 481, 482, 548, 650 ramp, 180, 185, 258, 314, 315, 316, 317, 318, 319, 327,
mass defect, 663, 664 402, 463
matter, 38 reaction, 670, 671, 672
medium, 2, 10, 405, 457, 472, 473, 558, 559, 560, 561, reflection, 119, 568
564, 565, 568, 570, 574, 583, 594, 597, 602, 694 refraction, 10, 119, 565
melt, 672 index of refraction, 119, 565, 679
metal, 674 relative error, 56, 57, 66, 67, 68, 69, 95
metric system, 125, 126, 127 relativity, 42, 256, 647
cgs, 129 resistance, 108, 192, 193, 212, 220, 223, 244, 261, 264,
MKS, 129, 175, 250, 326, 493, 679 265, 276, 318, 490, 491, 492, 493, 494, 495, 497, 498,
mirror, 94, 120 501, 502, 503, 504, 512, 513, 519, 520, 521, 522, 527,
MKS, 129, 250, 493 528, 529, 530, 531, 532, 533, 535, 537, 679
moment of inertia, 332, 333, 334, 335, 336, 403, 445, resistivity, 493, 498
447 resistor, 117, 493, 496, 500, 501, 504, 508, 510, 511,
momentum, 10, 42, 111, 116, 120, 240, 372, 373, 374, 520, 522, 527, 528, 530, 531, 536, 684
418, 419, 420, 421, 422, 423, 424, 425, 426, 427, 428, resonance, 10, 574, 575, 578, 580, 581, 585
429, 430, 434, 435, 436, 437, 438, 439, 440, 442, 444, resultant, 145, 147, 148, 150, 151, 157, 158, 304, 307,
445, 446, 447, 453, 608, 609, 612, 679 308, 315, 343
angular momentum, 323, 332, 373, 418, 419, 420, scalar, 145, 146, 152, 153, 154, 155, 156, 158, 170, 171,
421, 444, 445, 446, 447, 679 172, 183, 211, 225, 229, 341, 376, 382, 391, 412, 429,
motor, 472, 548, 551, 552 460, 492, 493, 652
musical instrument scientific notation, 73, 77, 106, 132, 133, 134, 135
strings, 575, 577, 584 using your calculator, 134
winds, 576, 579 secondary color, 603
neutralize, 674 seesaw problems, 344
neutrino, 652 significant figures, 32, 71, 72, 73, 77, 78, 79, 82, 88, 183,
neutron, 663, 670 211, 225, 229, 233, 236, 266, 275, 287, 296, 303, 314,
nuclear, 663, 671, 672, 673 324, 332, 341, 350, 363, 365, 367, 376, 381, 389, 400,
nucleus, 663, 670 402, 409, 412, 422, 428, 434, 459, 464, 471, 476, 482,
paramagnetic, 543 491, 512, 519, 527, 574, 590, 594, 612, 614, 621, 628,
pendulum, 389, 422, 453, 456, 460, 464, 465, 466, 467, 663, 665
471 simple harmonic motion, 455, 458
percent error, 57 solid, 40, 298, 334, 335, 354, 404, 406, 407, 408, 416,
period, 101, 118, 126, 130, 172, 183, 194, 359, 364, 385, 447, 448, 465, 523, 560, 608, 621, 622, 623, 625, 634,
428, 453, 459, 460, 461, 464, 466, 467, 471, 559, 564, 682, 686
566, 679 solution, 24
phase change, 606, 621 specific heat capacity, 614, 615, 616, 618, 619, 620, 621,
photon, 117, 119, 120 623, 624, 626
pigment, 603 spectrum, 597, 598, 600, 602, 643
pitch, 574, 575, 576, 580, 581, 584, 585, 593 speed, 45, 77, 107, 111, 126, 128, 170, 172, 175, 176,
plasma, 621, 672 177, 178, 179, 190, 191, 192, 193, 195, 196, 205, 221,
position, 48, 152, 163, 168, 170, 171, 172, 173, 181, 183, 222, 233, 250, 268, 272, 324, 326, 327, 328, 333, 342,
184, 187, 188, 194, 198, 200, 203, 204, 205, 206, 225, 363, 373, 386, 408, 439, 444, 447, 463, 558, 565, 566,
230, 236, 242, 252, 256, 266, 287, 302, 351, 373, 456, 574, 576, 578, 579, 580, 586, 591, 593, 594, 595, 597,
457, 458, 463, 470, 540, 543, 560, 604, 610, 679 598, 613, 630, 643, 650, 657, 658, 663, 670, 678, 679
positive charge, 674 speed of sound, 566, 574, 576, 578, 579, 580, 586, 593,
potentiometer, 501, 684 594, 595
power, 111, 112, 117, 122, 127, 132, 133, 152, 375, 412, spring, 81, 82, 156, 241, 248, 252, 254, 275, 287, 301,
413, 414, 415, 416, 491, 492, 494, 495, 497, 498, 499, 324, 453, 456, 459, 460, 461, 462, 463, 559, 561, 568,
503, 504, 506, 512, 513, 516, 519, 520, 521, 523, 527, 580
528, 530, 531, 562, 587, 659, 667, 673, 679 standard model, 650
precision, 53, 56, 58, 72, 75, 77, 106 strong force, 241, 360, 551, 648, 651, 653, 656, 663
pressure, 108, 111, 118, 120, 128, 130, 521, 560, 576, superposition, 558
577, 579, 585, 596, 615, 634, 671, 678, 679 surroundings, 246, 378, 389, 391, 611, 622
primary color, 603, 604, 654 switch, 144, 160, 162, 501, 504, 507, 508, 536, 684
projectile, 149, 207, 210, 211, 212, 213, 218, 221, 224 system, 22, 24, 25, 27, 30, 34, 39, 43, 53, 56, 71, 80, 84,
propagation, 459, 559, 562, 670 97, 107, 110, 121, 125, 126, 127, 128, 129, 132, 136,
proton, 663, 670 142, 163, 164, 165, 166, 170, 171, 242, 246, 247, 250,
pulley, 108, 242, 275, 276, 277, 278, 279, 281, 283, 284, 256, 275, 278, 279, 282, 283, 285, 302, 319, 320, 322,
285, 286, 314, 319, 320, 354, 358 323, 332, 333, 341, 358, 364, 372, 373, 374, 375, 377,
quantum, 42, 638, 641, 642, 645, 646, 647, 648, 649, 378, 379, 381, 382, 389, 391, 392, 394, 395, 403, 409,
652, 654 413, 418, 419, 420, 421, 424, 435, 436, 445, 446, 453,
quark, 472, 648, 652, 653, 654, 656, 657, 658 455, 470, 494, 606, 608, 611, 614, 617, 621, 622, 642
Physics 1 In Plain English Index Page: 698
Tacoma Narrows Bridge, 559, 562 velocity, 4, 31, 48, 50, 69, 92, 111, 114, 116, 117, 118,
temperature, 106, 108, 111, 126, 130, 379, 492, 493, 119, 121, 123, 138, 139, 149, 153, 154, 156, 168, 169,
567, 579, 586, 596, 606, 607, 608, 609, 610, 611, 612, 170, 172, 173, 174, 175, 176, 177, 178, 179, 180, 181,
613, 615, 616, 617, 618, 619, 620, 621, 623, 624, 625, 182, 183, 184, 185, 186, 187, 188, 194, 195, 198, 199,
626, 627, 628, 629, 631, 633, 634, 635, 674, 679, 687, 200, 201, 202, 203, 204, 205, 206, 207, 210, 212, 213,
694 214, 215, 216, 218, 219, 220, 223, 224, 225, 226, 228,
tension, 113, 241, 248, 249, 250, 252, 254, 259, 261, 230, 231, 233, 234, 235, 236, 237, 238, 240, 242, 244,
275, 276, 277, 278, 301, 326, 355, 356, 357, 465, 565, 250, 256, 257, 263, 264, 265, 266, 269, 273, 287, 292,
575, 583, 584 293, 297, 300, 302, 303, 307, 318, 322, 324, 333, 342,
theory, 24, 34, 37, 38 351, 352, 372, 373, 375, 376, 377, 380, 383, 385, 391,
thermal conductivity, 612, 613 395, 396, 397, 398, 399, 400, 402, 403, 404, 405, 406,
thermal equilibrium, 10, 611, 614 409, 411, 413, 419, 421, 422, 423, 424, 425, 426, 427,
thermal expansion, 108, 607, 608, 628, 629, 630, 631, 429, 438, 439, 440, 441, 442, 443, 444, 445, 447, 448,
633 453, 458, 466, 494, 555, 559, 560, 565, 566, 567, 575,
expansion joint, 630, 633 590, 592, 593, 595, 659, 679
thermodynamics, 10, 381, 606 escape velocity, 409, 411
thermometer, 59, 87, 608, 611, 632 voltage, 4, 117, 119, 490, 491, 492, 493, 494, 495, 497,
thrust, 245, 254, 261, 399 498, 499, 501, 502, 504, 505, 506, 508, 509, 510, 511,
torque, 108, 158, 322, 323, 332, 341, 342, 343, 344, 345, 512, 513, 516, 519, 520, 521, 522, 523, 527, 528, 530,
346, 347, 348, 349, 351, 352, 353, 354, 358, 373, 400, 535, 536, 537, 548, 553, 554, 640, 650, 679
401, 413, 419, 420, 421, 445, 447, 679 water, 671
trigonometry, 3, 105, 136, 138, 145, 148, 160, 162, 166, wave, 10, 117, 119, 495, 558, 559, 560, 561, 562, 563,
215, 216, 302, 303, 304, 305, 308, 314, 315, 316, 323, 564, 565, 566, 567, 568, 569, 570, 572, 573, 574, 575,
347 577, 578, 581, 583, 586, 590, 591, 592, 595, 596, 597,
law of cosines, 144 598, 599, 600, 643, 646, 647
law of sines, 143, 144 electromagnetic, 558, 560, 565, 597, 598, 599, 613
trough, 559, 564 longitudinal, 559, 560, 561, 571
tsunami, 559, 563 mechanical, 10, 558, 560
Two-Column Notes, 22 standing wave, 558, 570, 575, 581, 586
uncertainty, 32, 33, 52, 56, 57, 58, 59, 60, 62, 63, 64, 66, surface wave, 563
68, 69, 71, 72, 74, 75, 77, 78, 87, 88, 94, 95, 96, 100 transverse, 559, 561, 562, 563, 564, 568, 571, 586
unit, 57, 125, 128, 130 wavelength, 117, 120, 558, 559, 564, 565, 566, 567, 570,
units, 4, 57, 84, 87, 94, 104, 107, 110, 111, 112, 114, 575, 576, 577, 578, 579, 581, 585, 586, 590, 597, 598,
115, 125, 126, 128, 129, 130, 145, 168, 171, 174, 175, 599, 600, 602, 642, 646, 679
209, 236, 241, 250, 256, 290, 298, 301, 326, 332, 341, weak force, 648, 651, 656, 657
351, 391, 423, 444, 461, 493, 494, 612, 615, 650 weight, 87, 234, 250, 251, 252, 254, 259, 267, 272, 276,
universal gravitation, 364, 370, 678 277, 278, 279, 283, 292, 312, 313, 314, 317, 324, 325,
vector, 115, 138, 145, 146, 149, 152, 154, 155, 156, 157, 326, 327, 344, 346, 349, 370, 385, 608
158, 166, 168, 169, 170, 171, 172, 175, 185, 199, 205, wire, 494, 495, 501, 503, 507, 520, 537, 548, 549, 551,
209, 210, 211, 212, 215, 225, 229, 233, 237, 241, 248, 672, 684
251, 255, 260, 261, 290, 301, 303, 341, 343, 351, 360, work, 3, 24, 41, 43, 44, 51, 52, 69, 88, 90, 105, 112, 117,
382, 423, 428, 429, 430, 446, 459, 484,485, 487, 491, 119, 120, 133, 134, 143, 152, 156, 227, 232, 277, 282,
511, 548, 679 341, 373, 374, 375, 376, 378, 381, 382, 383, 384, 385,
cross product, 105, 155, 157, 158, 342, 343 386, 388, 389, 390, 391, 392, 393, 394, 395, 399, 400,
dot product, 105, 155, 156, 382, 486 401, 407, 408, 410, 412, 413, 416, 428, 429, 444, 449,
486, 492, 494, 528, 530, 548, 551, 552, 640, 641, 657,
670, 679
work-energy theorem, 381, 486

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