Engage I 1. What do you think about this design? If the car were to suddenly stop, what would happen to the child? Why?

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1 AP Physics 1 Lesson 4.a Nature of Forces Outcomes Define force. State and explain Newton s first Law of Motion. Describe inertia and describe its relationship to mass. Draw free-body diagrams to represent the forces exerted on an object. Resolve forces exerted on an object and determine a net or resultant force. Determine the x and y components of a force vector. Determine the net force exerted on an object at rest or moving with a uniform velocity or uniform acceleration. Name Date Period Engage I 1. What do you think about this design? If the car were to suddenly stop, what would happen to the child? Why? 2. Consider the following situations. Predict how the puck will behave according to the descriptions. A. A Kick Disc hover puck is pushed while it is turned off. This is a photo of a car seat advertised in the 1950 s. Seat belts are not part of the design. Just Before the Push How would you describe the motion of the puck at this time? During the Push What kind of motion do you predict the puck will have at this time? Immediately After the Push What kind of motion do you predict the puck will have at this time? B. A Kick Disc hover puck is pushed while it is turned on. Just Before the Push How would you describe the motion of the puck at this time? During the Push What kind of motion do you predict the puck will have at this time? Immediately After the Push What kind of motion do you predict the puck will have at this time? 3. How would you define Force? Explore I 4. Observations. Test your predictions. A. A Kick Disc hover puck is pushed while it is turned off. Just Before the Push How would you describe the motion of the puck at this time? moving, or During the Push What kind of motion do you predict the puck will have at this time? moving, or Immediately After the Push What kind of motion do you predict the puck will have at this time? moving, or B. A Kick Disc hover puck is pushed while it is turned on. Just Before the Push How would you describe the motion of the puck at this time? moving, or During the Push What kind of motion do you predict the puck will have at this time? moving, or Immediately After the Push What kind of motion do you predict the puck will have at this time? moving, or 1

2 Explain I 5. In each of the examples where you observed a change in motion, what was exerted/applied to cause a change in velocity? 6. What exerted a force on the puck after you stopped pushing it in test A.? 7. In which set up was the friction force bigger? When the hover puck was turned on or off? How do you know? 8. Suppose you could completely remove the friction force acting on the puck. What kind of motion (stationary, speeding up, slowing down, steady speed) do you think it would have after you pushed it? Explain why you think that. 9. Read the following student statement. Explain whether you agree or disagree with it and support your idea with evidence. When there is a push or force on an object, it speeds up or slows down. Another way to say it is that motion changes when a extra force is exerted on an object. 10. In the first situation, the hover puck is turned off. In the second situation, the hover puck is turned on. I Choose one of the possible solutions (a-d) listed below the questions, and explain why you selected that option. What should you do to make the puck with the hover puck What should you do to make the turned on puck move with a turned off to move with a uniform velocity? uniform velocity? II a) Give the puck a push from behind, and immediately release the puck. b) Constantly push the puck from behind as it glides across the table. c) Increase the strength of the push on the puck as it moves across the table. d) You cannot achieve a uniform velocity by just pushing with your finger. You must do something else. Describe what you must do. a) Give the puck a push from behind, and immediately release the puck. b) Constantly push the puck from behind as it glides across the table. c) Increase the strength of the push on the puck as it moves across the table. d) You cannot achieve a uniform velocity by just pushing with your finger. You must do something else. Describe what you must do. 11. A pair of students in your class argues about how much force is required to keep an object moving at a uniform speed. Select the argument that you think is best supported by the evidence, and list the evidence that supports that idea. Student A I think that you have to always apply a force to keep an object moving at a constant speed. The puck that is turned off won t move at all unless I m pushing it. Student B That s not right. You only have to keep pushing if a friction force opposes the motion. If there is no friction, then you don t have to keep pushing. An object moving without friction will glide at a steady speed forever if it doesn t run into anything. 12. A student in your class draws the following diagram and offers the explanation next to it. Explain whether you agree or disagree with the statement, and support your explanation with examples from your observations. When I first push the puck: After I let go of the puck: When I first push the puck from rest, the force I apply is bigger than any friction force acting on the puck. The force I apply is an unbalanced force. The puck accelerates (its velocity changes) while I am pushing it. After I let go of the puck, it glides away at a perfect uniform velocity as long as there is room, and it doesn t bump into anything. 2

3 Notes Vocabulary: law of inertia, mass, inertia, weight, non-contact, acceleration, force, Newton s First Law, types of mass, gravity, mass measured using w=mg, mass measured using F=ma. I. A. A push or a pull. Only occurs when objects interact. Objects alone don t have a force. (Sorry, Star Wars fans) B. Forces may result in the and or deformation of an object. C. SI unit: Newton (N) = 1kg m/s 2 C. Forces may be described as contact or forces. Classify these forces as either contact or non-contact forces. There are many different types of forces including: Contact Forces Non-contact Forces friction force (F f ) (force that opposes the motion of one surface past another surface) normal force (F n ) (supporting force that acts perpendicular to a surface) tension force (F t ) (pulling force acting along the length of a string, rope, wire, cable, etc.) gravitational force (F g ) (attractive force that occurs between masses) magnetic force (F mag or F B ) (attractive or repulsive force applied by magnetized materials) electrostatic force (F e ) (attractive or repulsive force applied by charged particles) II. D. Even though friction, normal and tension forces are classified as contact forces, they are actually the result of electrostatic interactions between the atoms and molecules of different objects. A. A particle not subjected to external forces remains at rest or moves with constant speed in a straight line. B. This Law is also referred to as the C. 1. The tendency of a body to resist acceleration; the tendency of a body at rest to remain at rest or of a body in straight line motion to stay in motion in a straight line unless acted on by an outside force a. A quantitative measure of inertia b. A property of matter equal to the measure of an object's resistance to changes in either the speed or direction of its motion. The mass of an object is not dependent on gravity and therefore is different from but proportional to its weight. c. SI Unit: kg. a. The product of the mass of an object and the gravitational acceleration it is subject to. It is a force we are constantly exposed to. 4. a. A different name for gravity or gravitational force when we are on the surface of the Earth. b. w=m g. 5. a. Inertial mass: b. Gravitational mass: 3

4 Inertia Demonstrations Air Track Foam Rock 1. Table Cloth Eggs and Pan Pencil and Plywood In the absence of an unbalanced force, the objects in these clips have a tendency to As the inertia of an object increases, what happens to the force required to change the motion of the object? Engage III In the last investigation, we observed how forces affected the motion of an object. When a force acts on an object like a hover puck in a low friction state, it is possible to change its velocity with a small force. Some of the forces we observed resulted in either a change in speed or a change in the direction of motion. We found that when you push on an object, other forces such as friction also act on the object. We drew vectors to represent the different forces. In situations where there was a large amount of friction, we had to continually apply a force to keep an object moving. In situations where there was very little friction, we observed that we did not have to continually apply force to keep the object moving. In this part of the lesson, we will include the force of gravity, and forces applied by supporting surfaces. We will investigate how groups of forces acting on an object can be resolved. We will also define specific rules for drawing force vector arrow or free body diagrams. Dave and Mike are trying to slide a refrigerator across the floor. The refrigerator does not move. The diagram you are asked to draw is called a free-body diagram. When we try to understand what happens to an object that has forces applied to it, we will use a free-body diagram. There are some basic rules to use when drawing a free-body diagram. Draw the vector in the direction that the force is applied. The length of the vector represents the strength (magnitude) of the force (longer arrows represent bigger forces). Scale your vectors to represent the magnitude of the force. The force vectors must be drawn so that the tail of each arrow is attached to a dot representing the center of mass of the object. In some cases when asked to draw a FBD for an AP question you are asked to draw the vectors beginning at the point where they act. Pay attention to the instructions in the question. The force vectors must be labeled to identify the kind of force applied to the object or type of object applying the force. Draw only force vectors that affect the object of interest. Do not include vectors that affect other objects on the same diagram. Do not draw other dots or sketches of other objects on the diagram. 4

5 Draw vectors with their tails on the dot to show the forces exerted on the refrigerator. The dot represents the center of mass of the refrigerator. Do not draw vectors going into the dot. Label each vector with a brief description of the force applied to the refrigerator. Check your free-body diagram, and if necessary, change it according to these rules. (There should be at least 5 forces.) All forces arise from interactions between objects, but the interactions can take different forms. For our purposes, all forces are considered to result from an interaction between two objects. One of the objects in this pair exerts the force, while the other object receives the force. When we describe a force, it is important to be able to identify the object that exerts the force and object that receives the force. For example, in the situation above, a gravitational force is applied by the earth on the refrigerator. The gravitational force applied to the refrigerator is directed toward the center of the earth. 13. Identify the objects that apply the forces listed on your diagram above. 14. Which of the forces exerted on the refrigerator require direct contact between the refrigerator and the object exerting the force? 15a. Which of the forces exerted on the refrigerator do not arise from direct contact between the refrigerator and the object exerting the force? Student A I think the free-body diagram for the refrigerator should have the force by Dave, a force by the rope, and a force by Mike. Student B I don t think the diagram should show a force by Mike. People can t exert forces on refrigerators without touching them. 15. Which one of these arguments makes the most sense to you? Explain your selection. Explore III Prepare Free-body Diagrams for the following situations: 16. If you release an object and allow it to fall under the influence of gravity alone, You drop (let go) an object. what kind of motion will it experience? 17. If it is accelerating, what must be applied to the object? 20. Prepare a free-body diagram for the object describing the force acting on the object while it is falling. Indicate what applies this force on your diagram. (Assume that air resistance is not a factor in this example.) 18. Is this a contact or non-contact force? 19. Would you describe the force applied to the object as balanced or unbalanced? When forces are balanced they are of the same strength but opposite direction. As a result of this the object is either still or moves at an uniform velocity. Why? 5

6 21. What forces are exerted on the object? 22. How should the lengths of the vectors in your diagram compare? Why? You hold the object in place by a thread. 24. Prepare a free-body diagram for the suspended object. Label all of the forces acting on the object. 23. Would you describe the force exerted on the object as balanced or unbalanced? Why? 25. What forces are applied to the book? 26. How should the lengths of the vectors in your diagram compare? Why? A book rests on a table top. 28. Prepare a free-body diagram for the book. Label all of the forces acting on the book. 27. Would you describe the force applied to the book as balanced or unbalanced? Why? A stationary object is suspended by a light thread over a low friction pulley. 29. Prepare a free-body diagram for the object Suppose spring scales were placed at the locations indicated. The object remains stationary. A spring scale used in this way measures the tension in the thread. 30. Would the free-body diagram for the object be the same or different? 31. Would each spring scale display the same or different amounts of force assuming the weight of each scale is negligible? Explain your reasoning. 6

7 You will now prepare some free-body diagrams for set-ups involving pulleys. You will then use spring scales to check the accuracy of your predictions. Consider the following set up where equal-sized weights are attached by strings to a low-friction cart. Prepare accurate free-body diagrams for each cart. The friction forces are so small that you may ignore them in your free-body diagram. Draw a free body diagram for the low-friction cart shown in the illustration. (there should be more than two force arrows in each set-up) Indicate whether the all of the forces acting on the object are balanced or unbalanced. Describe the specific evidence that supports your interpretation of whether or not the forces are balanced or unbalanced. Predictions Forces Balanced or Unbalanced? Stationary Cart Predictions Forces Balanced or Unbalanced after the push and the hand has been removed? Consider the forces acting on the cart after the push. Data Use the set-up in the front of the class to verify your predictions. What type of motion after the initial push would indicate that the forces are balanced or un-balanced? Explain III 32. When forces are balanced how should the length of the vectors compare? 33. Can an object have forces applied to it, yet experience no change in motion? Give an example. 34. Can an object be moving even though the forces acting on it are balanced? Given an example. Consider the following situation. A stationary cart is prepared as in your original lab set-ups. One of the strings is cut. 35. Prepare a free-body diagram for the cart. 36. Explain whether the forces are balanced or unbalanced. 37. Predict the type of motion the cart will experience. Explain why this type of motion will be observed. 7

8 Review We have examined some of the basic properties of forces in the last investigations. The simplest interpretation of a force is that it is a push or a pull. We have observed that a force is the result of an interaction between two objects. We classified forces as either contact or non-contact forces. Friction is an example of a contact force, while gravity is an example of a non-contact force. We have also observed that a force can result in the change in motion of an object. Forces can change the speed of an object, or the direction that an object is moving, or both. When forces result in the change in motion of an object, we say that the forces are unbalanced. In some cases, the forces acting on an object are balanced. When forces are balanced, we observed no change in motion. We used a spring scale to measure forces in a system where the forces were balanced. We also practiced identifying the forces acting on an object by drawing free-body diagrams. Free-body diagrams help us predict the motion of an object, or explain why the object moves as it does. Scenario Analysis II. Conrad rolls a steel ball bearing near a magnet. The ball bearing is deflected as the diagram below illustrates. The speed of the ball bearing does not change. 38. Was an unbalanced force applied to the ball bearing? How do you know? 39. Do you have to observe a change in speed in order to know that a force was applied? Why or why not? 40. Was the force applied a contact or non-contact force? How do you know? 41. What is the direction of the force applied by the magnet on the ball bearing at point p? 8

9 Fill the requested information in the table below. Illustration Free-body diagram Are the forces balanced or unbalanced? Sketch of the x vs. t graph (position-time) describing the motion of the object Sketch of v vs. t graph (velocity-time) describing the motion of the object Sketch of a vs. t graph (acceleration-time) describing the motion of the object 9

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