Vectors and Projectiles Name:

Vector Representation
Read from Lesson 1 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
http://www.physicsclassroom.com/Class/vectors/u3l1a.html

MOP Connection: Vectors and Projectiles: sublevel 1

Vector quantities are quantities that have both magnitude and direction. The direction of a vector is often
expressed as a counter-clockwise angle of rotation of that vector from due east (i.e., the horizontal). For
questions #1-6, indicate the direction of the following vectors.

1. 2. 3.

CCW Dir'n: CCW Dir'n:

CCW Dir'n:
magnitude: magnitude:
magnitude:

4. 5. 6.

CCW Dir'n: CCW Dir'n: CCW Dir'n:

magnitude: magnitude: magnitude:

7. The above diagrams are referred to as scaled vector diagrams. In a scaled vector diagram, the
magnitude of a vector is represented by its length. A scale is used to convert the length of the arrow
to the magnitude of the vector quantity. Determine the magnitude of the above six vectors if given
the scale: 1 cm = 10 m/s.

© The Physics Classroom, 2009 Page 1

Vectors and Projectiles

8. Consider the grid below with several marked locations.

Determine the direction of the resultant displacement for a person who walks from location ...
a. A to C: b. D to B: c. G to D:

d. F to A: e. F to E: f. C to H:

g. E to K: h. J to K to F: i. I to K to B:

9. A short verbal description of a vector quantity is given in each of the descriptions below. Read the
description, select a scale, draw a set of axes, and construct a scaled vector diagram to represent the
given vector quantity.
a. Kent Holditnomore excused himself from b. Marcus Tardee took an extended lunch
class, grabbed the cardboard pass off the break and found himself hurrying
lecture table, and displaced himself 10 through the hallways to physics class.
meters at 170°. After checking in at the attendance office,
Marcus moved with an average velocity
of 5.0 m/s at 305°.

© The Physics Classroom, 2009 Page 2

Vectors and Projectiles Name:

Addition of Vectors
Read from Lesson 1 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
http://www.physicsclassroom.com/Class/vectors/u3l1b.html
http://www.physicsclassroom.com/Class/vectors/u3l1c.html
MOP Connection: Vectors and Projectiles: sublevels 2, 3 and 4
1. Aaron Agin recently submitted his vector addition homework. As seen below, Aaron added two
vectors and drew the resultant. However, Aaron Agin failed to label the resultant on the diagram.
For each case, identify the resultant (A, B, or C). Finally, indicate what two vectors Aaron added to
achieve this resultant (express as an equation such as X + Y = Z) and approximate the direction of
the resultant.

A Resultant is: _______

Vector Eq'n:
B

C Dir'n of R:

A Resultant is: _______

Vector Eq'n:
C
B Dir'n of R:

Resultant is: _______

B
A Vector Eq'n:

Dir'n of R:
C

2. Consider the following five vectors.

Sketch the following and draw the resultant (R). Do not draw a scaled vector diagram; merely
make a sketch. Label each vector. Clearly label the resultant (R).
A + B + D A + C + D B + C + E

© The Physics Classroom, 2009 Page 3

Vectors and Projectiles

Math Skill:
Vectors that make right angles to each other can be added together using Pythagorean theorem. Use
Pythagorean theorem to solve the following problems.
3. While Dexter is on a camping trip with his Boy Scout troop, the scout leader gives each boy a
compass and a map. Dexter's map contains several sets of directions. For the two sets below, draw
and label the resultant (R). Then use the Pythagorean theorem to determine the magnitude of the
resultant displacement for each set of two directions. PSYW
a. Dexter walked 50 meters at a direction b. Dexter walked 60 meters at a direction
of 225° and then walked 20 meters at a of 135° and then walked 20 meters at a
direction of 315°. direction of 45°.

4. In a classroom lab, a Physics student walks through the hallways making several small
displacements to result in a single overall displacement. The listings below show the individual
displacements for students A and B. Simplify the collection of displacements into a pair of N-S and
E-W displacements. Then use Pythagorean theorem to determine the overall displacement.
Student A Student B
2 m, North 2 m, North
16 m, East 12 m, West
14 m, South 14 m, South
2 m, West 56 m, West
12 m, South 12 m, South
46 m, West 36 m, East
Σ E-W = Σ E-W =
Σ N-S = Σ N-S =
Overall Displacement: Overall Displacement:

© The Physics Classroom, 2009 Page 4

Vectors and Projectiles Name:

Vector Components, Vector Resolution and Vector Addition

Read from Lesson 1 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
http://www.physicsclassroom.com/Class/vectors/u3l1b.html
http://www.physicsclassroom.com/Class/vectors/u3l1c.html
http://www.physicsclassroom.com/Class/vectors/u3l1eb.cfm
MOP Connection: Vectors and Projectiles: sublevels 3 and 5

Review: The direction of a vector is often expressed as a counter-clockwise (CCW) angle of rotation of
that vector from due east (i.e., the horizontal). In such a convention, East is 0°, North is 90°, West is 180°
and South is 270°.
About Vector Components:
A vector directed at 120° CCW has a direction which is a little west and a little more north. Such a vector
is said to have a northward and a westward component. A component is simply the effect of the vector
in a given direction. A hiker with a 120° displacement vector is displaced both northward and westward;
there are two separate effects of such a displacement upon the hiker.

1. Sketch the given vectors; determine the direction of the two components by circling two directions
(N, S, E or W). Finally indicate which component (or effect) is greatest in magnitude.
45 km, 300° 10 km, 265° 200 mi, 150°

Components: E W N S Components: E W N S Components: E W N S

Greatest magnitude? ______ Greatest magnitude? ______ Greatest magnitude? ______

2. Consider the various vectors below. Given that each square is 10 km along its edge, determine the
magnitude and direction of the components of these vectors.

E-W Component N-S Component E-W Component N-S Component

Vector (mag .& dirn') (mag .& dirn') Vector (mag .& dirn') (mag .& dirn')
A B
C D
E F
G H
I J

© The Physics Classroom, 2009 Page 5

Vectors and Projectiles

The magnitude of a vector component can be determined using trigonometric functions.

Trigonometric functions are

mathematical functions that relate the
length of the sides of a right triangle to
the angles of the triangle. The meaning
of the functions can be easily
remembered by the mnemonic
Trigonometry SOH CAH TOA
Review

Opposite Adjacent Opposite

SOH --> Sin Θ = Hypoteneuse CAH --> Cos Θ = Hypoteneuse TOA --> Tan Θ = Adjacent

3. Sketch the given vectors; project the vector onto the coordinate axes and sketch the components.
Then determine the magnitude of the components using SOH CAH TOA.
45 km, 300° 10 km, 265° 200 mi, 150°

E-W Component: E-W Component: E-W Component:

N-S Component: N-S Component: N-S Component:

4. Consider the diagram below (again); each square is 10 km along its edge. Use components and
vector addition to determine the resultant displacement (magnitude only) of the following:

A + B + C ==> Σ E-W: Σ N-S: Overall Displacement:

D + E + F ==> Σ E-W: Σ N-S: Overall Displacement:
G + H + I ==> Σ E-W: Σ N-S: Overall Displacement:
A + J + G ==> Σ E-W: Σ N-S: Overall Displacement:

© The Physics Classroom, 2009 Page 6

Vectors and Projectiles Name:

Vector Addition by Components

Read from Lesson 1 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
http://www.physicsclassroom.com/Class/vectors/u3l1eb.cfm
MOP Connection: Vectors and Projectiles: sublevels 3 and 4

Trigonometric functions are

mathematical functions that relate the
length of the sides of a right triangle to
the angles of the triangle. The meaning
of the functions can be easily
remembered by the mnemonic
Trigonometry SOH CAH TOA
Review

Opposite Adjacent Opposite

SOH --> Sin Θ = Hypoteneuse CAH --> Cos Θ = Hypoteneuse TOA --> Tan Θ = Adjacent

1. For the following vector addition diagrams, use Pythagorean Theorem to determine the magnitude
of the resultant. Use SOH CAH TOA to determine the direction. PSAYW

2. Use the Pythagorean Theorem and SOH CAH TOA to determine the magnitude and direction of the
following resultants.

© The Physics Classroom, 2009 Page 7

Vectors and Projectiles

3. A component is the effect of a vector in a given x- or y- direction. A component can be thought of as

the projection of a vector onto the nearest x- or y-axis. SOH CAH TOA allows a student to
determine a component from the magnitude and direction of a vector. Determine the components of
the following vectors.

4. Consider the following vector diagrams for the displacement of a hiker. For any angled vector, use
SOH CAH TOA to determine the components. Then sketch the resultant and determine the
magnitude and direction of the resultant.

© The Physics Classroom, 2009 Page 8

Vectors and Projectiles Name:

Relative Velocity and Riverboat Problems

Read from Lesson 1 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
http://www.physicsclassroom.com/Class/vectors/u3l1f.html
http://www.physicsclassroom.com/Class/vectors/u3l1g.html
MOP Connection: Vectors and Projectiles: sublevel 6 (and maybe sublevel 5)
1. Planes fly in a medium of moving air (winds), providing an example of relative motion. If the
speedometer reads 100 mi/hr, then the plane moves 100 mi/hr relative to the air. But since the air is
moving, the plane's speed relative to the ground will be different than 100 mi/hr. Suppose a plane
with a 100 mi/hr air speed encounters a tail wind, a head wind and a side wind. Determine the
resulting velocity (magnitude and CCW direction) of the plane for each situation.

Magnitude: Magnitude: Magnitude:

CCW Direction: CCW Direction: CCW Direction:

2. The situation of a plane moving in the medium of moving air is similar to a motorboat moving in the
medium of moving water. In a river, a boat moves relative to the water and the water moves
relative to the shore. The result is that the resultant velocity of the boat is different than the boat's
speedometer reading, thanks to the movement of the water that the boat is in. In the diagram below,
a top view of a river is shown. A boat starts on the west side (left side) of the river and heads a
variety of directions to get to the other side. The river flows south (down). Match the boat headings
and boat speeds to the indicated destinations. Use each letter once.

3. A pilot wishes to fly due North from the Benthere Airport to the Donthat
Airport. The wind is blowing out of the Southwest at 30 mi/hr. The
small plane averages a velocity of 180 mi/hr. What heading should the
pilot take? Use a sketch to help solve.

© The Physics Classroom, 2009 Page 9

Vectors and Projectiles

4. A riverboat heads east on a river that flows north. The riverboat is moving at 5.1 m/s with respect
to the water. The water moves north with respect to the shore at a speed of 3.6 m/s.
a. Determine the resultant velocity of the riverboat (velocity with respect to the shore).

b. If the river is 71.0 m wide, then determine the time required for the boat to cross the river.

c. Determine the distance that the boat will travel downstream.

5. Suppose that the boat attempts this same task of crossing the river (5.1 m/s with respect to the
water) on a day in which the river current is greater, moving at 4.7 m/s with respect to the shore.
Determine the same three quantities - (a) resultant velocity, (b) time to cross the river, and (c)
distance downstream.

6. For a boat heading straight across a river, does the speed at which the river flows effect the time
required for the boat to cross the river? ________ Explain your answer.

7. Repeat the same three riverboat calculations for the following two sets of given quantities.

Velocity of boat (w.r.t. water) = 3.2 m/s, East Velocity of boat (w.r.t. water) = 2.6 m/s, West
Velocity of river (w.r.t. shore) = 4.4 m/s, South Velocity of river (w.r.t. shore) = 4.2 m/s, South
Width of river = 127 m Width of river = 96 m
a. Resultant velocity: a. Resultant velocity:
magnitude = magnitude =
direction = direction =

b. Time to cross river = b. Time to cross river =

c. Distance downstream = c. Distance downstream =

© The Physics Classroom, 2009 Page 10

Vectors and Projectiles Name:

Projectile Motion
Read from Lesson 2 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
http://www.physicsclassroom.com/Class/vectors/u3l2a.html
http://www.physicsclassroom.com/Class/vectors/u3l2b.html
http://www.physicsclassroom.com/Class/vectors/u3l2c.html
http://www.physicsclassroom.com/Class/vectors/u3l2d.html
http://www.physicsclassroom.com/Class/vectors/u3l2e.html
http://www.physicsclassroom.com/Class/vectors/u3l2f.html
MOP Connection: Vectors and Projectiles: sublevels 7 - 10

1. A baseball is dropped off a cliff and it accelerates to the Baseball Cannonball

ground at a rate of -9.8 m/s2, down. Meanwhile a t(s) y(m) t(s) x(m) y(m)
cannonball is launched horizontally from a cannon with a 0
horizontal speed of 20 m/s. 1
2
2. A scale is shown along the sides of the graphic at the right. 3
Use the scale to locate the position of the baseball and the 4
cannonball. Trace a line to indicate the trajectory of the 5
cannonball.

3. Which of these two balls strike the ground first? ________

4. Compare the two diagrams - the vertical free-fall motion on the left and the two-dimensional free-
fall motion on the right. Describe the effect on an object's horizontal motion upon the object's
vertical motion.

© The Physics Classroom, 2009 Page 11

Vectors and Projectiles

5. The diagram below shows the trajectory of a horizontally launched projectile. Positions of the
projectile at 1-second intervals are shown. Demonstrate your understanding of the components of
the displacement vector by determining the horizontal displacement (x) and the vertical
displacement (y) after the fifth second.

x= y=

6. A ball is launched horizontally from the top of a cliff with an initial velocity of 20 m/s. The
trajectory of the ball is shown below. Express your understanding by filling in the blanks.

7. If the ball in the diagram above strikes the ground after four seconds, then (a) how high was the cliff
and (b) how far from the base of the cliff will the ball land? PSYW

8. If the ball's initial speed in question #6 was 16 m/s, then how far from the cliff will the ball land?

© The Physics Classroom, 2009 Page 12

Vectors and Projectiles Name:

9. Use the diagram below to construct a free-body diagram for a vertically launched projectile as it
rises towards its peak, at its peak, and as it is falls from its peak.

10. Use the diagram below to construct a free-body diagram for a projectile launched at an angle as it
rises towards its peak, at its peak, and as it is falls from its peak.

11. A projectile is launched with a speed of 31.1 m/s at an angle of 71.2 degrees above the horizontal.
The horizontal and vertical components of the initial velocity are shown in the first row of the data
table. Fill in the table indicating the value of the horizontal and vertical components of velocity for
the projectile during the course of its motion.

Key Concepts:
A projectile is an object that has the following characteristics.
• The only force acting on it is a gravitational force; it is a free-falling object.
• The acceleration is directed downwards and has a value of 9.8 m/s2.
• Once projected, it continues its horizontal motion without any need of a force.
• As it rises, its vertical velocity (vy) decreases; as it falls, its vy increases.
• As it travels through the air, its horizontal velocity remains constant.

© The Physics Classroom, 2009 Page 13

Vectors and Projectiles

The Equations:
Kinematic equations used for 1-dimensional motion can be used for projectile motion as well. The key to
their use is to remember that perpendicular components of motion are independent of each other. As
such, the equations for one dimension must be applied to either the horizontal motion of a projectile or
the vertical motion of a projectile. When using the equations to analyze projectile motion, one assumes
negligible air resistance and an acceleration of gravity of 9.8 m/s2 , down(-). Thus, ax = 0 m/s/s and ay =
-9.8 m/s/s.
1 vo + v f
1-Dim. vf = vo + a•t d = vo•t + 2 •a•t2 vf2 = vo2 + 2•a•d d= •t
2
1 v + v fx
x-comp. vfx = vox + ax•t dx = vox•t + 2 •ax•t2 vfx2 = vox2 + 2•ax•dx dx = ox •t
2
1 ! v oy + v fy
y-comp. vfy = voy + ay•t dy = voy•t + 2 •ay•t2 vfy2 = voy 2 + 2•ay•dy dy = •t
2
!
12. A ball is projected horizontally from the top of a 92.0-meter high cliff with an initial speed of 19.8
m/s. Determine: (a) the horizontal displacement, and (b) the final speed the instant prior to hitting
the ground. !

13. Determine the launch speed of a horizontally launched projectile that lands 26.3 meters from the
base of a 19.3-meter high cliff.

14. A soccer ball is kicked horizontally at 15.8 m/s off the top of a field house and lands 33.9 metes from
the base of the field house. Determine the height of the field house.

© The Physics Classroom, 2009 Page 14

Vectors and Projectiles Name:

15. A ball is projected at an angle with an initial horizontal velocity of 8.0 m/s and an initial vertical
velocity of 29.4 m/s. The trajectory diagram shows the position of the ball after each consecutive
second. Express your understanding of projectiles by filling in the blanks.

16. Determine … (a) … the displacement of the ball, (b) … the height above the ground at its peak,
and (c) … the final speed of the ball upon hitting the ground.

17. Suppose that the horizontal component of the initial velocity had been 13.0 m/s and the vertical
velocity had been unchanged (in questions #15 and #16). Determine the … (a) … time of flight,
(b) … the displacement of the ball, (c) … the height above the ground, and (d) … the speed
upon hitting the ground.

© The Physics Classroom, 2009 Page 15

Vectors and Projectiles

18. A physics student is driving his pick-up t (s) dx (m) dy (m)

truck down Lake Avenue. The pick-up is
equipped with a projectile launcher that 0.0
imparts a vertical velocity to a water-filled 1.0
rubber projectile. While traveling 20.0 m/s
in an eastward direction, the projectile is 2.0
launched vertically with a velocity of 58.8 3.0
m/s.
4.0
Fill in the table at the right. showing the
horizontal and vertical displacement of the 5.0
projectile every second for the first 12 6.0
seconds.
7.0
1 8.0
dx = vox•t + 2 •ax•t2 v
9.0
1 10.0
dy = voy•t + 2 •ay•t2
11.0
12.0

19. On the diagram below, place a large dot on the location of the projectile during each second of its
trajectory. Draw a smooth curve through the dots to indicate the trajectory.

20. Will the projectile land in the truck, behind the truck or in front of the truck? (Assume no air
resistance.) ________________ Explain your answer.

© The Physics Classroom, 2009 Page 16

Vectors and Projectiles Name:

21. A zookeeper has a monkey that he must feed daily. The monkey spends most of the day in the trees
just hanging from a branch. When the zookeeper launches a banana to the monkey, the monkey has
the peculiar habit of dropping from the trees the moment that the banana is launched.
The banana is launched with a speed of 16.0 m/s at a direction of 51.3° above the horizontal (which
would be directly at the monkey). The monkey is initially at rest in a tree 25.0-m above the ground.
Use kinematic equations to determine the horizontal and vertical displacements of the banana and
the monkey at 0.5-second time intervals. Then plot the trajectories of both banana and monkey on
the diagram below.
Banana Monkey
Time dx dy Height Time dy Height
(s) (m) (m) (m) (s) (m) (m)

0 0 0 0 0 0 25.0
0.5 0.5
1.0 1.0
1.5 1.5
2.0 2.0

22. Based on your mathematical analysis above, will the zookeeper hit the monkey if she aims the
banana directly at the monkey? ___________

© The Physics Classroom, 2009 Page 17

Vectors and Projectiles

23. Use trigonometric functions to resolve the following velocity vectors into horizontal and vertical
components. Then utilize kinematic equations to calculate the other motion parameters. Be careful
with the equations; be guided by the principle that "perpendicular components of motion are
independent of each other."
A long jumper leaps with an Megan Progress, GBS golf A place kicker launches a
initial velocity of 9.5 m/s at an standout, hits a nine-iron with kickoff at an angle of 30° to
angle of 40° to the horizontal. a velocity of 25 m/s at an the horizontal and a velocity
angle of 60° to the horizontal. of 30 m/s.

vox = m/s vox = m/s vox = m/s

voy = m/s voy = m/s voy = m/s

tup = s tup = s tup = s

ttotal = s ttotal = s ttotal = s

dx = m dx = m dx = m

dy @ peak = m dy @ peak = m dy @ peak = m

24. Generalize the calculations performed in question #23 above by writing the equations used to
calculate each of the quantities requested in the problem.
vox = voy =
tup = ttotal =
dx = dy @ peak =

25. Determine the range of a ball launched with a speed of 40.0 m/s at angles of (a) 40.0 degrees, (b) 45.0
degrees, and (c) 50.0 degrees from ground level. PSYW and label your answers.

26. For the three initial launch angles in question #25, determine the peak heights. PSYW and label your
answers.

© The Physics Classroom, 2009 Page 18

Newton's Laws Name:

Inertia and Mass

Read from Lesson 1 of the Newton's Laws chapter at The Physics Classroom:
http://www.physicsclassroom.com/Class/newtlaws/u2l1a.html
http://www.physicsclassroom.com/Class/newtlaws/u2l1b.html
MOP Connection: Newton's Laws: sublevel 1

1. Inertia is

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

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

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

6. Inertia can best be described as _____.

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

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

© The Physics Classroom, 2009 Page 1

Newton's Laws

Pre-Conceptions
Students typically have many pre-conceived notions regarding concepts in Physics. It has always proven
useful to bring these ideas to the forefront of your mind and to make an effort to evaluate their
correctness. The following statements pertain in one way or another to common notions regarding
central concepts of this unit. Identify each statement as being either true (T) or false (F).

Force and Motion - What Do You Believe?

The following statements pertain in one way or another to common notions regarding force and motion.
Identify each statement as being either true (T) or false (F).
T or F? Statement
1. A force is required to keep an object moving in a given direction.
2. An upward moving object must be experiencing (or at least usually does experience)
an upward force.
3. A rightward moving object must be experiencing (or at least usually does experience)
a rightward force.
4. A ball is moving upwards and rightwards towards its peak. The ball experiences a
force that is directed upwards and rightwards.
5. If a person throws a ball with his hand, then the force of the hand upon the ball is
experienced by the ball for at least a little while after the ball leaves the hand.
6. A cannonball is shot from a cannon at a very high speed. The force of the explosion
will be experienced by the cannonball for several seconds (or a least a little while).
7. If an object is at rest, then there are no forces acting upon the object.

Mass and Weight - What Do You Believe?

The following statements pertain in one way or another to common notions regarding mass and weight.
Identify each statement as being either true (T) or false (F).
T or F? Statement
1. Objects do NOT weigh anything when placed in a vacuum.
2. All objects weigh the same amount when placed in a vacuum, regardless of their
mass.
3. An object weighs less on the moon than it does on the Earth.
4. The mass of an object on the moon is the same as its mass on the Earth.
5. A high-speed object (say, moving at 200 mi/hr) will weigh less than the same object
when at rest.
6. A high-speed object (say, moving at 200 mi/hr) will possess measurably more mass
than the same object when at rest.
7. Weight is measured in pounds; mass is measured in Newtons.
8. A free-falling object still has weight.
9. Weight is the result of air pressure exerted upon an object.

© The Physics Classroom, 2009 Page 2

Newton's Laws Name:

Balanced vs. Unbalanced Forces

Read from Lesson 1 of the Newton's Laws chapter at The Physics Classroom:
http://www.physicsclassroom.com/Class/newtlaws/u2l1c.html
http://www.physicsclassroom.com/Class/newtlaws/u2l1d.html
MOP Connection: Newton's Laws: sublevels 2 and 3

Review: An object at rest ... ;

An object in motion .... ;
unless ... .

1. The amount of force required to keep a 6-kg object moving with a constant velocity of 2 m/s is __ N.
a. 0.333 b. 2 c. 3 d. 6 e. 12
f. ... nonsense! A force is NOT required to keep an object in motion.

2. Renatta Oyle is having car troubles. She is notorious for the trail of oil drops that she leaves on the
streets of Glenview. Observe the following oil traces and indicate whether Renatta's car is being
acted upon by an unbalanced force. Give a reason for your answers.
Unbalanced Force?

a.
Yes or No
Reason:

b.
Yes or No
Reason:

c.
Yes or No
Reason:

3. Each one of the dot diagrams in question #2 can be matched to a force diagram below. The force
diagrams depict the individual forces acting upon the car by a vector arrow. The arrow direction
represents the direction of the force. The arrow length represents the strength of the force. Match
the dot diagrams from #2 to a force diagram; not every force diagram needs to be matched.

Dot Diagram(s): _______ Dot Diagram(s): _______ Dot Diagram(s): _______

4. If the net force acting upon an object is 0 N, then the object MUST ____. Circle one answer.
a. be moving b. be accelerating c. be at rest
d. be moving with a constant speed in the same direction e. either c or d.

© The Physics Classroom, 2009 Page 3

Newton's Laws

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

Unbalanced Force? Unbalanced Force? Unbalanced Force?

Yes or No? Yes or No? Yes or No?
Reason/Description: Reason/Description: Reason/Description:

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

∑F = ∑F = ∑F =
Accel'n? Yes or No Accel'n? Yes or No Accel'n? Yes or No

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

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

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

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

© The Physics Classroom, 2009 Page 4

Newton's Laws Name:

Net Force Help Sheet

Understanding the influence of individual forces upon the acceleration of objects demands familiarity
with the variety of types of forces. Quickly internalize the following.
Type of Force Explanation
The force of gravity is the force at which the earth, moon, or other
massively large object attracts another object towards itself. By definition,
Weight (W) this is the weight of the object. All objects upon earth experience a force of
or gravity which is directed "downward" towards the center of the earth. The
Force of Gravity force of gravity on earth is always equal to the weight of the object as found
(Fgrav) by the equation:
Fgrav = m * g where g = 9.8 N/kg (on Earth)
The normal force is the support force exerted upon an object which is in
contact with another stable object. For example, if a book is resting upon a
Normal Force surface, then the surface is exerting an upward force upon the book in order
(Fnorm or FN) to support the weight of the book. On occasions, a normal force is exerted
horizontally between two objects which are in contact with each other.
The spring force is exerted by a spring upon the objects connected to each
of its two ends. Spring forces may result from either a compressed or a
stretched spring. The magnitude of a spring force is dependent upon the
Spring elasticity of the spring (usually denoted by its spring constant k) and upon
(Fspring or Fs) the amount of compression or stretch (x) of the spring from its equilibrium
position. The general equation for spring force is
Fspring = k * x
The frictional force is the force exerted by a surface as an object moves
Sliding across it. The sliding friction force opposes the motion of the object. For
Friction example, if a book moves across the surface of a desk, then the desk exerts a
Forces frictional force in the opposite direction of its motion. The frictional force
(Ffrict or Ff) can often be calculated using the equation:
Ffrict = µ * Fnorm
The air resistance is a special type of frictional force which acts upon
objects as they travel through the air. The force of air resistance always
Air Resistance opposes the motion of the object. This force will frequently be neglected
(Fair or R) due to its negligible magnitude. It is most noticeable for objects which
travel at high speeds (e.g., a skydiver or a downhill skier) or for objects with
large surface areas.
The tension is the force which is transmitted through a string, rope, wire or
Tension cable when it is pulled tight by forces acting from each end. The tensional
(Ftens or T) force is directed along the wire and pulls equally on the objects on either
end of the wire.
The applied force is the force which is applied to an object by a person or
Applied Force another object. If a person is pushing a desk across a room, then there is an
(Fapp or Fa) applied force acting upon the object. The applied force is the force exerted
on the desk by the person.

© The Physics Classroom, 2009 Page 5

Newton's Laws

The Net Force

The net force is the vector sum of all the individual forces acting upon an object. In other words,
Fnet = F1 + F2 + F3 + ... where F1, F2, and F3 represent the various forces acting upon an object. Like
any force, the net force is a vector and has a direction. Being the vector sum of all the forces, there
may be some negative signs present in the net force equation to indicate that one force is opposite in
direction to another force. According to Newton's second law, the net force is related to mass and
acceleration

Fnet = ∑F = m * a

Other Noteworthy Items:

1. Scales are devices which are equipped with springs that are compressed or stretched when objects
are placed upon the scales. These springs allow the scales to measure the magnitude of other forces
(i.e., normal forces, tensional forces, gravitational forces, etc.) acting upon the object.
2. Pulleys are objects which change the direction of a force but not its magnitude.

Problem-Solving Strategy:
To solve problems involving several forces acting upon a single object:
1. Sketch a free-body diagram (FBD). To simplify the diagram, represent the object by a "box". Draw
arrows representing all the forces acting on the object. The direction of each arrow should indicate
the direction of the force.
2. Label each arrow on the FBD with a symbol to indicate the type of force it is. Use the table above to
help you label the forces appropriately.
3. Write down all given information in variable form (e.g., m = 2.0 kg; a = 1.5 m//s, right). Write down
the desired end - what the problem asks to be determined or calculated (e.g., find Fapp).
4. The net force is the vector sum of all the individual forces acting on the object. The "summing" of
individual forces is simplified if the horizontal and vertical forces are summed separately. Indicate
this in the form of equations based upon the FBD.
Horizontal ∑Fx = Fright - Fleft (assumes that rightward is the + direction)
Vertical ∑Fy = Fup - Fdown (assumes that up is the + direction)
5. Write the net force equations (∑Fx = m * ax and ∑Fy = m * ay).
6. Solve the problem for the desired information by relating the #4 and the #5 equations.

Perhaps the most difficult (and most critical) principle of mechanics is the principle of
net force and acceleration. You will probably be tempted to approach Fnet problems
in a memorization mode. Avoid such an approach; nothing could lead you into a state
of frustration more readily. Rather, internalize the meaning of the various forces,
learn to recognize their presence by careful analysis of a problem, and base your
problem-solving strategies on an understanding of such concepts and upon the
application of good logic and reasoning. Approach Fnet problems in logic mode.

© The Physics Classroom, 2009 Page 6

Newton's Laws Name:

Recognizing Forces

Read from Lesson 2 of the Newton's Laws chapter at The Physics Classroom:
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MOP Connection: Newton's Laws: sublevel 4

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

Description of Situation Force Present (P)

or Absent (A)? Explanation

Gravity P or A?

Spring: P or A?

Tension P or A?

Normal: P or A?
1. A block hangs at rest
from the ceiling by a
Friction P or A?
piece of rope. Consider
the forces acting on the
block. Air Res.: P or A?

Gravity P or A?

Spring: P or A?

Tension P or A?

2. A block hangs from the Normal: P or A?

ceiling by a spring.
Consider the forces Friction P or A?
acting on the block when
it is at rest (at its
equilibrium position). Air Res.: P or A?

© The Physics Classroom, 2009 Page 7

Newton's Laws

Description of Situation Force Present (P)

or Absent (A)? Explanation

Gravity P or A?

Spring: P or A?

Tension P or A?

Normal: P or A?
3. A ball is shot into the air
with a spring-loaded
cannon. Consider the Friction P or A?
forces acting on the ball
while it is in the air. Air Res.: P or A?

Gravity P or A?

Spring: P or A?

Tension P or A?

4. A skydiver (who hasn't Normal: P or A?

opened his parachute
yet) falls at terminal
velocity. Consider the Friction P or A?
forces acting on the
skydiver. Air Res.: P or A?

Gravity P or A?

Spring: P or A?

Tension P or A?

Normal: P or A?
5. A block rests on top of a
table. Consider only the
forces acting upon the Friction P or A?
block.
Air Res.: P or A?

© The Physics Classroom, 2009 Page 8

Newton's Laws Name:

Description of Situation Force Present (P)

or Absent (A)? Explanation

Gravity P or A?

Spring: P or A?

Tension P or A?

6. A block is being pushed Normal: P or A?

across the top of a table.
Consider only the forces Friction P or A?
acting upon the block.

Air Res.: P or A?

Gravity P or A?

Spring: P or A?

Tension P or A?

Normal: P or A?
7. A block slides across the
top of a table. Consider Friction P or A?
only the forces acting
upon the block.
Air Res.: P or A?

Gravity P or A?

Spring: P or A?

8. The driver of a car has

her foot on the gas pedal. Tension P or A?
The wheels are turning as
the car accelerates down Normal: P or A?
the road. Consider only
the forces acting upon
the car. Friction P or A?

Air Res.: P or A?

© The Physics Classroom, 2009 Page 9

Newton's Laws

Description of Situation Force Present (P)

or Absent (A)? Explanation

Gravity P or A?

Spring: P or A?

Tension P or A?
9. A person is sitting on a
sled and gliding across
Normal: P or A?
loosely packed snow
along a horizontal
surface. Consider only Friction P or A?
the forces acting on the
person.
Air Res.: P or A?

Gravity P or A?

Spring: P or A?

10. The wheels of a car are

locked as it skids to a Tension P or A?
stop while moving across
a level highway. Normal: P or A?
Consider only the forces
acting on the car.
Friction P or A?

Air Res.: P or A?

Gravity P or A?

Spring: P or A?

Tension P or A?

11. A bucket of water,

Normal: P or A?
attached by a rope, is
being pulled out of a
well. Consider only the Friction P or A?
forces acting on the
bucket.
Air Res.: P or A?

© The Physics Classroom, 2009 Page 10

Newton's Laws Name:

Mass and Weight

Read from Lesson 2 of the Newton's Laws chapter at The Physics Classroom:
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MOP Connection: Newton's Laws: sublevel 6
1. The standard metric unit for mass is _____ and the standard metric unit for weight is _____.

2. An object's mass refers to _____ and an object's weight refers to _____. Fill in each blank.
a. the amount of space it takes up b. the force of gravitational attraction to Earth
c. how dense an object is d. the amount of stuff present in the object
3. Complete the following table showing the relationship between mass and weight.
Object Mass Approx. Weight
Melon 1 kg

Apple ~1.0 N

Pat Eatladee 25 kg

4. Different masses are hung on a spring scale calibrated in Newtons.

The force exerted by gravity on 1 kg = ~10 N.
The force exerted by gravity on 5 kg = ~______ N.
The force exerted by gravity on 70 kg = ~________ N.

5. The value of g in the British system is 32 ft/sec2. The unit of force is

pounds. The unit of mass is the slug. Use your weight in pounds to
calculate your mass in units of slugs. PSYW

6. You might be wondering about your metric weight. Using conversion

factors, convert your weight in pounds to units of N. (Use 1 N = 0.22 pounds) PSYW

7. What is the mass and weight of a 10-kg object on earth?

Mass = Weight =

What is the mass and weight of a 10-kg object on the moon where the force of gravity is 1/6-th that
of the Earth's?
Mass = Weight =
8. Conclusion: The _______________ of an object is independent of the object's location in space.

© The Physics Classroom, 2009 Page 11

Newton's Laws

Newton's Second Law of Motion

Read from Lesson 3 of the Newton's Laws chapter at The Physics Classroom:
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MOP Connection: Newton's Laws: sublevel 7

1. The acceleration of an object is ____________________ related to the net force exerted upon it and
_____________________ related to the mass of the object. In equation form: a = Fnet / m.
a. directly, inversely b. inversely, directly c. directly, directly d. inversely, inversely

2. Use Newton's second law to predict the effect of an alteration in mass or net force upon the
acceleration of an object.
a. An object is accelerating at a rate of 8 m/s2 when it suddenly has the net force exerted upon
increased by a factor of 2. The new acceleration will be _________ m/s2 .

b. An object is accelerating at a rate of 8 m/s2 when it suddenly has the net force exerted upon
increased by a factor of 4. The new acceleration will be _________ m/s2 .

c. An object is accelerating at a rate of 8 m/s2 when it suddenly has the net force exerted upon
decreased by a factor of 2. The new acceleration will be _________ m/s2 .

d. An object is accelerating at a rate of 8 m/s2 when it suddenly has its mass increased by a factor
of 2. The new acceleration will be _________ m/s2.

e. An object is accelerating at a rate of 8 m/s2 when it suddenly has its mass decreased by a factor
of 4. The new acceleration will be _________ m/s2.

f. An object is accelerating at a rate of 8 m/s2 when it suddenly has the net force exerted upon
increased by a factor of 2 and its mass decreased by a factor of 4. The new acceleration will be
_________ m/s2.

g. An object is accelerating at a rate of 8 m/s2 when it suddenly has the net force exerted upon
increased by a factor of 4 and its mass increased by a factor of 2. The new acceleration will be
_________ m/s2.

h. An object is accelerating at a rate of 8 m/s2 when it suddenly has the net force exerted upon
increased by a factor of 3 and its mass decreased by a factor of 4. The new acceleration will be
_________ m/s2.

3. These force diagrams depict the magnitudes and directions of the forces acting upon four objects. In
each case, the down force is the force of gravity. Rank these objects in order of their acceleration,
from largest to smallest: _______ > _______ > _______ > _______

© The Physics Classroom, 2009 Page 12

Newton's Laws Name:

Net Force and Acceleration

Read from Lesson 3 of the Newton's Laws chapter at The Physics Classroom:
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MOP Connection: Newton's Laws: sublevels 3 (front), 8 and 9 (back)

1. Luke Autbeloe drops a 5.0 kg fat cat (weight = ~50.0 N) off the high dive into the pool below (which
on this occasion is filled with water). Upon encountering the water in the pool, the cat encounters a
50.0 N upward restraining force. Which one of the velocity-time graph best describes the motion of
the cat? ________ Accompany your answer with a description of the cat's motion.
A B C

Description of cat's motion while falling through air:

Description of cat's motion after hitting the water:

2. Which one of the following dot diagrams best

describes the motion of the falling cat from the
time that they are dropped to the time that they
hit the ground? _______ The arrows on the
diagram represent the point at which the cat hit
the water. Support your answer with sound
reasoning:

3 Several of Luke's friends were watching the motion of the falling cat. Being "physics types", they
began discussing the motion and made the following comments. Indicate whether each of the
comments are correct or incorrect? Support your answers.
Correct?
Student Statement: Yes or No
a. Once the cat hit the pool, the forces are balanced and the cat will stop.
Reason:
b. Upon hitting the pool, the cat will accelerate upwards because the pool applies
an upward force.
Reason:
c. Upon hitting the pool, the cat will bounce upwards due to the upwards force.
Reason:

© The Physics Classroom, 2009 Page 13

Newton's Laws

4. For each force diagram, determine the net or resultant force (∑F), the mass and the acceleration of
the object. Identify the direction (the second blank) of the two vector quantities. NOTE: Fgrav
stands for the weight of the object.

a. b.

∑F = , ∑F = ,
m = m =
a= , a= ,

c. d.

∑F = , ∑F = ,
m = m =
a= , a= ,

e. f.

∑F = , ∑F = ,
m = m =
a= , a= ,

© The Physics Classroom, 2009 Page 14

Newton's Laws Name:

Free-Body Diagrams
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MOP Connection: Newton's Laws: sublevel 5
Construct free-body diagrams for the following physical situations. Label all forces (e.g, Fgrav, Fnorm,
Fapp, Ffrict, Fair, Ftens, etc. ).

a. A physics book rests b. A skydiver is falling c. A large crate is being

upon a level table. and has reached a pushed leftward at a
terminal velocity. constant velocity.

d. A sledder has reached e. A ball is moving f. An air track glider moves

the bottom of a hill and is upwards towards its rightward at constant
coasting rightward while peak. Ignore air speed.
slowing down. resistance.

g. The brakes are applied to h. A spider is slowly i. A projectile is moving

a rightward moving car descending a thin silk upwards and rightwards
and it skids to a stop. thread at constant speed. towards the peak of its
trajectory.

j. An elevator is rising at a k. An upward rising l. A force is applied to

constant velocity; it is elevator is slowing down; accelerate a crate across a
not touching the elevator it is not touching the rough horizontal surface.
shaft. elevator shaft.

© The Physics Classroom, 2009 Page 15

Newton's Laws

Newton's Second Law

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MOP Connection: Newton's Laws: sublevels 8 and 9

Free-body diagrams are shown for a variety of physical situations. Use Newton's second law of motion
(∑F=m•a) to fill in all blanks. Use the approximation that g = ~10 m/s/s.
a. b. c.

m=10000 kg m=800 kg
a = 8.0 m/s/s, down a = 6.0 m/s/s, up
ΣF = ________ ΣF = ________

d. e. f.

m=0.500 kg m= _________
a = ___________ a = 1.50 m/s/s, right
ΣF = 124 N, right ΣF = ____________

g. h. i.

m=15.0 kg
a = 0.50 m/s/s, right
ΣF = ____________

© The Physics Classroom, 2009 Page 16

Newton's Laws Name:

Drawing Free Body Diagrams

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MOP Connection: Newton's Laws: sublevels 5, 8 and 9

For the following situations, draw a free-body diagram in which you represent the various forces that are
acting upon the object(s) using vector arrows. Label each arrow to indicate the type of force. Determine
the magnitude of all forces and fill in the blanks.

1. A 1.0 kg book is at rest on a tabletop. Diagram the forces acting on the book.
FBD:
∑Fx = ∑Fy =

ax = ay =

2. A 5.0 kg flying squirrel is flying from a tree to the ground at constant velocity. Consider air
resistance. Diagram the forces acting on the squirrel.
FBD:
∑Fx = ∑Fy =

ax = ay =

3. An egg with a weight of 0.10 N is free-falling from a nest in a tree. Neglect air resistance. Diagram
the forces acting on the egg as it is falling.
FBD:
∑Fx = ∑Fy =

ax = ay =

4. A 2.0-kg bucket is tied to a rope and accelerated upward out of a well at a rate of 1.5 m/s/s. Neglect
air resistance. Diagram the forces acting on the bucket.
FBD:
∑Fx = ∑Fy =

ax = ay =

© The Physics Classroom, 2009 Page 17

Newton's Laws

5. A 2.0-N force is applied to a 1.0 kg book in order to move it across a desk with an acceleration of 0.5
m/sec2. Consider frictional forces. Neglect air resistance. Diagram the forces acting on the book.
FBD:
∑Fx = ∑Fy =

ax = ay =

6. A 1.5-N force is applied to a 1.0 kg book in order to move it across a desk at constant velocity. Consider
frictional forces. Neglect air resistance. Diagram the forces acting on the book.
FBD:
∑Fx = ∑Fy =

ax = ay =

7. A 70.0-kg skydiver is descending with a constant velocity. Consider air resistance. Diagram the
forces acting upon the skydiver.
FBD:

∑Fx = ∑Fy =

ax = ay =

8. A 30-N force is applied to drag a 20-kg sled across loosely packed snow with an acceleration of 1.0
m/s2. Diagram the forces acting upon the sled.
FBD:
∑Fx = ∑Fy =

ax = ay =

9. An 800-kg car is coasting to the right with a leftward acceleration of 1 m/s2. Diagram the forces
acting upon the car.
FBD:
∑Fx = ∑Fy =

ax = ay =

© The Physics Classroom, 2009 Page 18

Newton's Laws Name:

Friction
Read from Lessons 2 and 3 of the Newton's Laws chapter at The Physics Classroom:
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1. A classroom desk supported by long legs is stationary in the room. A teacher comes around and
pushes upon the desk in an effort to start it into a state of motion. The desk does not budge. The
desk remains at rest because ______.
a. there is a force of static friction opposing its motion
b. there is a force of kinetic or sliding friction opposing its motion
c. there is a force of rolling friction opposing its motion
d. there are small dust mites at the desk's feet that push back on the desk to keep it at rest
2. A classroom desk supported by long legs is stationary in the room. A teacher comes around and
pushes upon the desk in an effort to start it into a state of motion. The desk is finally accelerated
from rest and then moves at a constant speed of 0.5 m/s. The desk maintains this constant speed
because ______.
a. there is a force of static friction balancing the teacher's forward push
b. there is a force of kinetic or sliding friction balancing the teacher's forward push
c. there is a force of rolling friction balancing the teacher's forward push
d. the teacher must have stopped pushing
3. The symbol µ stands for the _____
a. coefficient of friction b. force of friction c. normal force
4. The units on µ are _____
a. Newton b. kg c. m/s/s d. ... nonsense! There are no units on µ.
5. Use the friction equation and Fnet = m•a to fill in the blanks in the following situations.

© The Physics Classroom, 2009 Page 19

Newton's Laws

Air Resistance and Terminal Velocity

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MOP Connection: Newton's Laws: sublevel 11
1. When falling under the influence of air resistance and
dropped from the same height, which will fall to the ground
at a faster rate?
a. a mouse b. an elephant c. the same
2. Which of the following variables will have a direct effect
upon the amount of air resistance experienced by an object?
(That is, for which of these quantities will an increase lead to
a resulting increase in the air resistance force?)
a. speed b. air density c. cross-sectional area
3. Consider the dragster's motion below. Speedometer readings and the forward propulsion force
(Fapp) are shown. The top (or terminal) speed is 120 mph. Draw Fair force arrows on each diagram
to illustrate how the amount of air resistance changes during the course of its motion.

4. Draw Fair force arrows to show how the force of air resistance changes on the falling skydiver. At
A, the diver has just jumped; and at E, the diver has just reached terminal velocity.

5. Fill in the blanks in the following paragraph.

As an object moves faster and faster, the amount of air resistance __________________ (increases,
decreases) until a state of terminal velocity is reached. Once terminal velocity is reached, the force of
air resistance is __________________ (greater than, less than, equal to) the force of gravity. Hence,
the object will _______________________________________ (continue to accelerate, stop its motion,
stop its acceleration, move back up to its starting position).

© The Physics Classroom, 2009 Page 20

Newton's Laws Name:

Skydiving
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MOP Connection: Newton's Laws: sublevel 11

A 90-kg (approx.) skydiver jumps out of a helicopter at 6000 feet above the ground. As he descends, the
force of air resistance acting upon him continually changes. The free-body diagrams below represent the
strength and direction of the two forces acting upon the skydiver at six positions during his fall. For each
diagram, apply Newton’s second law (Fnet = m•a) to determine the acceleration value.

1. At which two altitudes has the skydiver reached terminal velocity?

2. At which altitude(s) is the skydiver in the state of speeding up?
3. At which altitude(s) is the skydiver in the state of slowing down?
4. At 2900 feet, the skydiver is ___________. Choose two.
a. moving upward b. moving downward c. speeding up d. slowing down
5. Explain why air resistance increases from 6000 feet to 4500 feet.

6. Explain why air resistance decreases from 3000 feet to 1500 feet.

© The Physics Classroom, 2009 Page 21

Newton's Laws

The Elephant and the Feather

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MOP Connection: Newton's Laws: sublevels 10 and 11

Without Air Resistance

Suppose that an elephant and a feather are dropped off a very tall building from the same height at the
same time. Suppose also that air resistance could be eliminated such that neither the elephant nor the
feather would experience any air drag during the course of their fall. Which object - the elephant or the
feather - will hit the ground first? Many people are surprised by the fact that in the absence of air
resistance, the elephant and the feather strike the ground at the same time. Why is this so? Test your
understanding by identifying the following statements as being either True (T) or False (F).
1. The elephant and the feather each have the same force of gravity.
2. The elephant has more mass, yet they both experience the same force of gravity.
3. The elephant experiences a greater force of gravity, yet both the elephant and the feather
have the same mass.
4. On earth, all objects (whether an elephant or a feather) have the same force of gravity.
5. The elephant weighs more than the feather, yet they each have the same mass.
6. The elephant clearly has more mass than the feather, yet they each weigh the same.
7. The elephant clearly has more mass than the feather, yet the amount of gravity (force) is the
same for each.
8. The elephant has the greater acceleration, yet the amount of gravity is the same for each.

With Air Resistance

Now consider the realistic situation that both feather and elephant encounter air resistance. Which object
- the elephant or the feather - will hit the ground first? Most people are not surprised by the fact that the
elephant strikes the ground before the feather. But why does the elephant fall faster? Test your
understanding by identifying the following statements as being either True (T) or False (F).
1. The elephant encounters a smaller force of air resistance and therefore falls faster.
2. The elephant has the greater acceleration of gravity and therefore falls faster.
3. Both elephant and feather have the same force of gravity, yet the acceleration of gravity is
greatest for the elephant.
4. Both elephant and feather have the same force of gravity, yet the feather experiences a
greater air resistance.
5. Each object experiences the same amount of air resistance, yet the elephant experiences the
greatest force of gravity.
6. Each object experiences the same amount of air resistance, yet the feather experiences the
greatest force of gravity.
7. The feather weighs more, and therefore will not accelerate as rapidly as the elephant.
8. Both elephant and feather weigh the same amount, yet the greater mass of the feather leads
to a smaller acceleration.
9. The elephant experiences less air resistance and reaches a larger terminal velocity.
10. The feather experiences more air resistance and thus reaches a smaller terminal velocity.
11. The elephant and the feather encounter the same amount of air resistance, yet the elephant
has a greater terminal velocity.

© The Physics Classroom, 2009 Page 22

Newton's Laws Name:

Newton's Third Law

Read from Lesson 4 of the Newton's Laws chapter at The Physics Classroom:
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MOP Connection: Newton's Laws: sublevel 12

A force is a push or pull resulting from an interaction between two objects.
Whenever there is a force, there are two objects involved - with both objects
pushing (or pulling) on each other in opposite directions. While the direction
of the pushes (or pulls) is opposite, the strength or magnitude is equal. This is
sometimes stated as Newton's Third Law of motion: for every action, there is an
equal and opposite reaction. A force is a push or a pull and it always results from
an interaction between two objects. These forces always come in pairs.

1. For each stated action force, identify the reaction force.

Bat hits ball. Man pushes car. Bus hits bug.

2. Identify by words the action-reaction force pairs in each of the following diagrams.

© The Physics Classroom, 2009 Page 23

 Newton's Laws

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

4. Shirley Bored sits in her seat in the English classroom. The Earth
pulls down on Shirley's body with a gravitational force of 600 N.
Describe the reaction force of the force of gravity acting upon
Shirley.

5. Use Newton's third law (law of action-reaction) and Newton's second law (law of acceleration: a =
Fnet/m) to complete the following statements by filling in the blanks.
a. A bullet is loaded in a rifle and the trigger is pulled. The force experienced by the bullet is
____________ (less than, equal to, greater than) the force experienced by the rifle. The resulting
acceleration of the bullet is ____________ (less than, equal to, greater than) the resulting
acceleration of the rifle.

b. A bug crashes into a high-speed bus. The force experienced by the bug is ____________ (less
than, equal to, greater than) the force experienced by the bus. The resulting acceleration of the
bug is ____________ (less than, equal to, greater than) the resulting acceleration of the bus.

c. A massive linebacker collides with a smaller halfback at midfield. The force experienced by the
linebacker is ____________ (less than, equal to, greater than) the force experienced by the
halfback. The resulting acceleration of the linebacker is ____________ (less than, equal to,
greater than) the resulting acceleration of the halfback.

d. The 10-ball collides with the 14-ball on the billiards table (assume equal mass balls). The force
experienced by the 10-ball is ____________ (less than, equal to, greater than) the force
experienced by the 14-ball. The resulting acceleration of the 10-ball is ____________ (less than,
equal to, greater than) the resulting acceleration of the 14-ball.

© The Physics Classroom, 2009 Page 24

Newton's Laws Name:

Newton's Second Law Problem-Solving

Study from Lessons 3 of the Newton's Laws chapter at The Physics Classroom:
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http://www.physicsclassroom.com/Class/newtlaws/u2l3d.html

For the following problems, construct a free-body diagram and show your work clearly.
1. A rightward force of 302 N is applied to a 28.6-kg crate to accelerate it across the floor. The
coefficient of friction between the crate and the floor is 0.750. Determine the acceleration of the crate.

2. During a football workout, two linemen are pushing the coach on the sled. The combined mass of
the sled and the coach is 300 kg. The coefficient of friction between the sled and the grass is 0.800.
The sled accelerates at a rate of 0.580 m/s/s. Determine the force applied to the sled by the lineman.

3. A 405-N rightward force is use to drag a large box across the floor with a constant velocity of 0.678
m/s. The coefficient of friction between the box and the floor is 0.795. Determine the mass of the
box.

4. A 6.58 x 103 N upward tension force is exerted on a 521-kg downward-moving freight elevator.
Determine the acceleration of the elevator.

© The Physics Classroom, 2009 Page 25

Newton's Laws

5. A basketball star exerts a force of 3225 N (average value) upon the gym floor in order to accelerate
his 76.5-kg body upward. (a) Determine the acceleration of the player. (b) Determine the final
speed of the player if the force endures for a time of 0.150 seconds.

6. At the end of the Giant Drop free fall ride, riders experience a large upward normal force to bring
their falling bodies to a stop. Determine the normal force value required to accelerate a 52.1-kg
physics student with an upward acceleration of 27.4 m/s/s.

7. A hockey player accelerates a puck (m = 0.167 kg) from rest to a velocity of 50 m/s in 0.0121 sec.
Determine the acceleration of the puck and the force applied by the hockey stick to the puck.
Neglect resistance forces.

8. A falling skydiver is accelerating in the downward direction at 3.29 m/s/s. The mass of the
skydiver (including parachute gear) is 67.2 kg. Determine the air resistance force on the skydiver
(and accompanying parachute).

9. A 67.2-kg falling skydiver opens his parachute and instantly slows down at a rate of 7.2 m/s/s.
Determine the air resistance force on the skydiver (and accompanying parachute).

© The Physics Classroom, 2009 Page 26

Force and Vector Applications Name:

Another Angle on F-m-a

Read from Lesson 3 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
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MOP Connection: Forces in Two Dimensions: sublevels 1 and 3

Directions:
1. Draw and label the forces (direction and magnitude) acting upon the objects below in order that
the objects experience the acceleration which is specified in each case.
2. At least two forces must be added to the object in each situation.
3. If forces are already present, #2 above still applies.

Acceleration Forces

Example:

a = 2 m/s2, Right

1. a = 3 m/s2, Down

2. a = 4 m/s2, Left

3. a = 2 m/s2, Down

© The Physics Classroom, 2009 Page 1

Force and Vector Applications

4. a = 2 m/s2, Up

5. a = 2 m/s2, Left and 3 m/s2, Up

6. a = 4 m/s2, Right and constant velocity, Up

7. constant velocity, Right & constant velocity, Up

Make your own problem and have your lab partner solve it.
8.

© The Physics Classroom, 2009 Page 2

Force and Vector Applications Name:

Adding and Resolving Forces

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MOP Connection: Forces in Two Dimensions: sublevels 1 (mostly) and 3 (a little)

Review:
1. Quantities fully described by magnitude alone are __________________; quantities that are
described fully by both magnitude and direction are __________________.
2. Use a protractor to estimate the direction of the following vectors using the CCW notation.

3. Identify the resultant in A

the following vector B
addition diagrams.
B A
Finally, indicate which
two vectors were added
to achieve this resultant C
(express as an equation
such as X + Y = Z). C

Resultant: Resultant:
Eq'n: Eq'n:
4. A vector component ____________. Choose two.
a. describes the effect of a vector in a given direction.
b. is found as the projection of a vector onto a coordinate axes.

Addition of Vectors and the Equilibrium Principle

5. When vectors are added using the head-to-tail method, the sum is known as the resultant. When
force vectors are added, the sum or resultant is also known as the _______________.
a. scalar b. average c. equilibrant d. net force
6. Several forces act upon an object. The vector sum of these forces ends up being 0 Newtons. The
object is described as being __________.
a. weightless b. at equilibrium c. stationary d. disturbed
7. Which of the following is always true of an object that is at equilibrium? Select all that apply.
a. The net force acting upon it is 0 Newtons.
b. The individual forces acting upon it are balanced.
c. The object is at rest.
d. The object has no acceleration.
e. The object has a constant (unchanging) velocity.

© The Physics Classroom, 2009 Page 3

Force and Vector Applications

Resolving Forces into Vector Components

8. Consider the vectors below. Determine the direction of the two components by circling two
directions (E, W, N or S). Finally indicate which component (or effect) is greatest in magnitude.

Components: E W N S Components: E W N S Components: E W N S

Greatest magnitude? ______ Greatest magnitude? ______ Greatest magnitude? ______

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

Increasing component? Increasing component? Increasing component?

E W N S E W N S E W N S

10. For the following situations, draw and label the force components of the given vector. Then use
trigonometric functions to determine the magnitude of each component. Label the magnitudes of
the component on the diagram. PSYW
a. A 5.0 N force is exerted upon a dog chain b. A baseball is hit by a bat with a force of
at an angle of 65° above the horizontal. 325 N at a direction of 105°.

© The Physics Classroom, 2009 Page 4

Force and Vector Applications Name:

Using Vector Components to Analyze Equilibrium Situations

Read from Lesson 3 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
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MOP Connection: Forces in Two Dimensions: sublevels 3 and 4

Many physical situations involve forces exerted at angles to the coordinate axes. A proper analysis of
these situations demands that the forces be resolved into components that lie along the horizontal and
vertical axes. This involves the use of trigonometric functions.
1. For the following situations, draw and label the force components as the projection onto the axes.
Then use trigonometric functions to determine the magnitude of each component. Label the
magnitudes of the component on the diagram. PSYW
a. Lon Mauer pulls up with a force of 75 N at b. Jean Yuss yanks on Spot's dog chain with
an angle of 45° to the horizontal on the a force of 12 N at an angle of 60° to the
handle of his manual lawn mower. horizontal.

Use your noodle (that's your brain) to logically think through the following two questions.
2. Which of the following statements is ALWAYS 3. The following statements were made about an
true of an object at equilibrium? object. In which case could you conclude that
a. The object is at rest. the object is at equilibrium?
b. The object is maintaining its state of a. The object is at rest.
motion. b. The object has a constant velocity.
c. The object's velocity is not changing. c. The object is moving.
d. The net force on the object is 0 Newtons. d. The object has a constant speed.
e. The object is NOT accelerating. e. The object is stationary.
f. The individual forces acting on the object f. The acceleration of the object is 0 m/s/s.
are balanced. g. The individual forces acting on the object
g. All individual forces acting on the object are balanced.
are equal in magnitude.

4. Three forces - F1, F2 , and F3 - are acting upon an object.

Their relative magnitude and direction are shown at the
right. The x- and y-components are also shown.
Complete the following mathematical statements by
placing >, <, and = symbols in the blanks.

F1x ____ F2x F1y ____ F3

F2y ____ F3 F1y + F2y ____ F3

© The Physics Classroom, 2009 Page 5

Force and Vector Applications

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

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

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

6. Suppose that a student pulls with two large forces (F1 and F2) in order to lift a 1-kg book by two
cables. If the cables make a 1-degree angle with the horizontal, then what is the tension in the cable?

© The Physics Classroom, 2009 Page 6

Force and Vector Applications Name:

Using Vector Components to Analyze Accelerations along Level Surfaces

Read from Lesson 3 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
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MOP Connection: Forces in Two Dimensions: sublevel 2

Review:
1. Determine the acceleration value for the following two objects. PSYW

2. Resolve the following two forces into horizontal and vertical components.

Physics Tip: Whenever you encounter a situation involving a force directed diagonally, make an effort to
immediately convert the diagonal force into two perpendicular components. Use SOH CAH TOA to
resolve any uncooperative force into two components - one being in the direction of the acceleration (or the
motion) and the other being at right angles to it. Upon completing the conversion, ignore the
uncooperative force and treat it as though it has been replaced by the two components.
3. Use the above Physics Tip and SOH CAH TOA to fill in the blanks and determine the acceleration
value for the following two situations.

© The Physics Classroom, 2009 Page 7

Force and Vector Applications

4. A 50-N applied force (30° to the horizontal)

accelerates a 10-kg box across a horizontal sheet
of ice (see diagram). Ben Thayer, Don Thatt, and
Warren Peace are discussing the problem. Ben
suggests that the normal force is 50 N; Don
suggests that the normal force in the diagram is
75 N; and Warren suggests that the normal force
is 100 N. While all three answers seem
reasonable, only one is correct. Which is the
correct normal force? ________ What error are
the incorrect students likely making?

5. Fill in the blanks for the following two situations. PSYW

6. A box is pulled at a constant speed of 0.4 m/s across a frictional surface. Perform an extensive force
analysis of the diagram and fill in the blanks. PSYW

© The Physics Classroom, 2009 Page 8

Force and Vector Applications Name:

Inclined Plane Analysis

Read from Lesson 3 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
http://www.physicsclassroom.com/Class/vectors/u3l3e.html
MOP Connection: Forces in Two Dimensions: sublevels 5 and 6
Review:
1. A normal force is a force which is always directed ________.
a. upwards b. sideways c. perpendicular to the surface the object is contacting
2. An object is upon a surface. The normal force is equal to the force of gravity ____.
a. in all situations b. only when the object is at rest
c. only when the object is accelerating d. only when there is no vertical acceleration
e. only when there is no vertical acceleration AND Fnorm and Fgrav are the only vertical forces
Getting the Forces Right:
3. The object at the right has been placed on a tilted surface or inclined
plane. If there is enough tilt, it will accelerate from rest and begin its
motion down the incline. Draw a free-body diagram for the object
sliding down the rough incline. Label the three forces according to
type (Fgrav, Fnorm, Ffrict, Fair, Ftens, Fapp, etc.).

Physics Tip: When you encounter a situation involving a force directed at angles to all other forces,
immediately convert the uncooperative force(s) into two perpendicular components. Use SOH CAH TOA
to resolve any uncooperative force into components directed at right angles to each other. One
component should be in the direction of the acceleration; the other should be perpendicular to it. In the
case of inclined planes, resolve the uncooperative force into components parallel and perpendicular to the
inclined plane.
4. The force of gravity (or weight vector) is the uncooperative force. It is
typically resolved into two components - one parallel to the plane
and the other perpendicular to the plane. Given the diagram at the
right with the two components of gravity represented as and ,
use trigonometric functions to write equations relating these
components to the force of gravity.

5. For the three situations described below, use <, > , or = symbols to complete the statements.
Object at rest. Object moves at constant speed. Object accelerates down
incline.

________ Ffrict ________ Ffrict

________ Ffrict
________ Fnorm ________ Fnorm
________ Fnorm

© The Physics Classroom, 2009 Page 9

Force and Vector Applications

Use equations for calculating the components of gravity (#4) and Newton's laws to fill in the blanks.
6. A 4.50-kg object is accelerating down an inclined plane inclined at 36.0° (with the horizontal) and
having a coefficient of friction of 0.548.

7. A 65.0-kg crate remains at rest on an inclined plane that is inclined at 23.0° (with the horizontal).

8. A 41.3-kg box slides down an inclined plane (inclined at 29.1 degrees) at a constant speed of 2.1 m/s.

The Tilted Head Trick

Inclined plane problems can be easy. Resolve gravity into its components. Then, ignore the force of
gravity. Finally, tilt the paper or your head and the problem becomes a simple Fnet= m•a problem.

© The Physics Classroom, 2009 Page 10