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Honors Physics / Unit 02 / BFPM

Name:

Balanced Force Model

A force is

Common Types of Forces

Type of Force Direction When is it present? Symbol Equation } { } the {
Type of Force
Direction
When is it present?
Symbol
Equation
} {
}
the {
} force the {
} exerts on the {

Newton’s 1st Law:

Newton’s 3rd Law:

– 1 –

from Modeling Workshop Project © 2006

Honors Physics / Unit 02 / BFPM

Reading: A Force is an Interaction between Two Objects

When exploring the motion of a hover puck, we decided that we needed

a force to change the motion of the block. We defined a force as an interac-

tion between two objects . Thus, every force involves two objects, the object exerting the force and the object experiencing the force.

We have noticed that some forces, such as the gravitational force, act at

a distance. These forces are non-contact forces. Electric and magnetic forces

are the other non-contact forces with which we are familiar. Otherwise, forces are exerted by way of objects interacting by touching one another. These forces are called contact forces. Some contact forces, such as the tension force of a rope on a crate, have the interesting ability to adjust.

To help us keep track of the forces acting on an object, we have devel- oped a new representation: system schema. System schema are sketches that list all objects interacting with the object we are considering. As an example, we will take the case of a book sitting on a table. The system schema in figure 1 shows the book and all objects interacting with the book as labeled ovals. Solid lines are draw between two objects if they are inter- acting. Finally, a dotted line is drawn around the object of interest (which we will call our system ). Each line that crosses the dotted line surrounding our object of interest indicates that we should be able to identify a force corresponding to that interaction. In figure 1, we note that the table and Earth interact with the book.

After identifying the objects interacting with our object of interest (our system), we label the forces we have identified. In figure 1 we have the gravitational force exerted by Earth on the book ( F g , E B ), and the contact normal force exerted by the table on the book ( F N , T B ).

We now employ another new representation: the free body diagram, as shown in figure 2. The free body diagram is a very stripped down schematic of the object and the forces exerted on the object. For our exam- ple of the book sitting on the table, the free body diagram shows the book as a dot, and the forces on the book are represented by arrows whose tails are on the dot and whose heads point in the direction of the force. You will notice that a free body diagram is very similar to a vector diagram.

There are two quick checks that you should perform on your free body diagram. First, are the number of forces on the object the same as the number of solid lines crossing your dotted line boundary around your object? Second, are all the forces you wrote down for the object of interest of the form “the (type of force) force exerted by (object exerting the force) on the (object of interest)?”

In order to help you draw your system schema and your free body diagrams, there are several steps you should take to identify all of the in- teractions between your object of interest and the outside world. First, you should identify all non-contact interactions between your system and its surroundings. We currently know of three non-contact force types: grav- itational forces, electrical forces and magnetic forces. Thus, identifying outside objects interacting via non-contact forces is as simple as asking whether there are gravitational, electric or magnetic forces on our system, and what objects are exerting those forces.

Second, you should tally all surrounding objects that are touching our system. These objects might be exerting contact forces. Contact forces include compression forces (the normal force of the table on our book,

from Modeling Workshop Project © 2006 !

– 2 –

Book Table Earth
Book
Table
Earth

Figure 1: The system schema for a book sit- ting still on a table top. The book is inter- acting with the table (it is touching the ta- ble) and Earth (the gravitational force is a non-contact force).

The word normal means “perpendicular to.” This force is due to the compression of the atomic bonds (which are modeled by springs) in the table surface, and the force is therefore perpendicular to the surface of the table.

 
 
   

F N ,T B

normal force, table on book

      F N , T B normal force, table on book   F g
 

F g ,E B

grav. force, Earth on book

      F N , T B normal force, table on book   F g

Figure 2: The free body diagram for a book sitting still on a table top. Note that there are two forces on the system (which is the book in this case), the same number of forces as there are lines crossing the dotted line in the system schema.

Honors Physics / Unit 02 / BFPM

in the previous example, or the force of a mashed spring on the object placed on top of that spring), tension forces (the force of a spring or string on an object), friction forces (always parallel to the surface on contact be- tween two objects), air resistance (due to wind or an object moving quickly through still air), as well as pushes and pulls by living objects (which can be thought of as compression and tension forces, too).

It is possible for two objects to interact in more than one way, simulta- neously. To illustrate this possibility, let’s consider a book sliding to a halt on a table top. The system schema is shown in figure 3. There are now two lines connecting the book and the table, representing the normal force ex- erted by the table on the book and the friction force exerted by the table on the book. It helps to draw two separate lines for these two forces, thereby clearly indicating that there are now three forces (due to two interactions between the book and the table and one interaction between the book and Earth) on the book.

 
 
 

F N ,T B

normal force, table on book
normal force, table on book

normal force, table on book

F f ,T B

fric. force, table on book

F g ,E B

grav. force, Earth on book

 
 

Figure 4: The free body diagram for a book sliding on a horizontal table top.

Book Table Earth
Book
Table
Earth

Figure 3: The system schema for a table slowing as it slides on a table top. Notice that there are now three solid lines crossing the dotted line, indicating three distinct interactions of our system with its surroundings.

Using the system schema in figure 3, we can now draw a free body diagram for the sliding book on the table. The correct free body diagram should have one non-contact force (the gravitational force exerted by Earth on the book, F g , E B ) and two contact forces (the normal (perpendicular) force exerted by the table on the book, F N , T B , and the (parallel) friction

force exerted by the table on the book, F f , T B ).

– 3 –

from Modeling Workshop Project © 2006

all parts of one question can fit Honors Physics / Unit Worksheet 1: Forces and
all parts of one question can fit Honors Physics / Unit Worksheet 1: Forces and
all parts of one question can fit Honors Physics / Unit Worksheet 1: Forces and

all parts of one question can fit

all parts of one question can fit Honors Physics / Unit Worksheet 1: Forces and Motion
all parts of one question can fit Honors Physics / Unit Worksheet 1: Forces and Motion
all parts of one question can fit Honors Physics / Unit Worksheet 1: Forces and Motion
Honors Physics / Unit Worksheet 1: Forces and Motion Take care in reading every word
Honors
Physics
/ Unit
Worksheet
1:
Forces and
Motion
Take care in reading every word in
these questions.
Make sure
you
know exactly when we
are
in
each part
of the
problem.
When making
a whiteboard,
arrange your
work
so that
on one board (neatly).
1.
A
cardboard box with
a
rubber bottom contains a
cinder block at
rest
on a rough, concrete,
horizontal floor.
a.
Draw
a
system schema for this situation.
b.
Since the shape
of the
[box + cinder block]—your “system”—is unimportant, shrink
it
to a
point
we are treating the box like
a particle)
and then show
and
clearly label each
force
on the system.
obvious from your
diagram which
forces you
intend to
be equal and
which you
intend to
others.
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
you intend to be equal and which you intend to others. BFPM 02 / (this is
BFPM 02 / (this is where Make it be greater than taking our snapshots
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BFPM

02 /

(this is where

Make it

be greater than

taking our snapshots

BFPM 02 / (this is where Make it be greater than taking our snapshots
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Make it be greater than taking our snapshots it. that it box, clearly Label! still Make
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Make it be greater than taking our snapshots it. that it box, clearly Label! still Make
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Make it be greater than taking our snapshots it. that it box, clearly Label! still Make
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it.

that

it

box, clearly

Label!

still

Make

(ii) Also

an FBD.

schema for

it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
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it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
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it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
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it. that it box, clearly Label! still Make (ii) Also an FBD. schema for
obvious which lines are horizontal, from Modeling Workshop Project © 2006 ! draw a

obvious which lines are

horizontal,

from Modeling Workshop Project

from Modeling Workshop Project

© 2006 !

draw a system schema for the box when it leaves

– 4 –

which have greater

contact

slopes,

draw a system schema for the box when it leaves – 4 – which have greater

smaller

with the person’s

slopes, or

hands.

(iii) Also

negative slopes.

draw

c.

A

person shoves the box horizontally

so that it begins to move.

Your

answers to

this

time while

the person is still touching the box and shoving.

(i) Draw a velocity-vs-time

graph for the

 

marking the time

when

the

box

is at rest and

This should

be qualitatively accurate

(no

numbers,

but

correct shape).

(ii) Also draw a system

 

same time period. (iii) Also draw a

free body diagram for the box during that same time period.

d.

The

shove ends

when the

box leaves

contact with

the person’s hands.

(i) Draw

time graph for the box, clearly marking

the

time when the box

is

at rest, the time

when the

person

is

touching the box and

shoving it, and

the time after

the box

loses

contact with the person’s

hands.

part should concern the

the time when the person is still touching the box and shoving

a qualitatively correct velocity-vs-

should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a
should concern the the time when the person is still touching the box and shoving a

Honors Physics

/

2. The

rubber is

floor. It

is

do not have

to be

intend to be

between forces in

a.

Draw

a

b. Draw

a

c. Draw

a

d.

Draw

a

hands.

Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which
Draw a c. Draw a d. Draw a hands. as you time graph equal and which

as

you

time graph

equal and which

directly on the same

velocity vs.

new situation. Your diagrams

time periods.

forces you intend to be

cardboard surface rests

three

the

In the space below, modify your

box so that

clearly marking the

of the

person.

problem 1 to accurately describe this

from

bottom

the

FBDs

and

and

an FBD for

this

situation

while the box is at rest on

the horizontal floor.

 

and

an FBD for

this

situation

while the person

is

still

touching the

box

and

shoving.

and

an FBD for

this

situation

during the

time after

the box loses

contact with

the person's

a horizontal shove by a

quantitatively accurate, but make it obvious which

or less than others,

so that comparisons can be

made

among

forces in this problem as well as

this

problem and

in problem

1.

Make

any

differences

in your

graphs and

diagrams

obvious.

in your graphs and diagrams obvious . Unit 02 / BFPM now removed from then given
in your graphs and diagrams obvious . Unit 02 / BFPM now removed from then given
in your graphs and diagrams obvious . Unit 02 / BFPM now removed from then given
in your graphs and diagrams obvious . Unit 02 / BFPM now removed from then given
in your graphs and diagrams obvious . Unit 02 / BFPM now removed from then given
in your graphs and diagrams obvious . Unit 02 / BFPM now removed from then given
in your graphs and diagrams obvious . Unit 02 / BFPM now removed from then given
in your graphs and diagrams obvious . Unit 02 / BFPM now removed from then given

Unit 02 / BFPM

now removed from

then given

well as your system schemas

greater

velocity-vs-time graph for the box,

schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema
schemas greater velocity-vs-time graph for the box, system schema system schema system schema

system schema

system schema

system schema

system schema
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006

– 5 –

from

Modeling Workshop Project

©

2006

system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
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system schema system schema system schema – 5 – from Modeling Workshop Project © 2006
3. The box graph diagrams do not have which as well as your you intend
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3. The

box

graph

diagrams do not have

which

as well

as your

you intend

as

well as

a.

Draw

b.

Draw

a

c.

Draw

a

d.

Draw

a

hands.

BFPM

Your

02 /

equal and

/ Unit

in this problem

situation.

Physics

Honors

difference in your diagrams obvious.

below, modify your velocity vs. time

time periods.

can be made among forces

any

space

three

the

2 to accurately describe this new

and 2. Make

that comparisons

clearly marking the

polished floor. In

problems 1

others, so

and

less than

schemas and FBDs from problem

quantitatively accurate, but make it obvious which forces you intend to be

this problem

and

an FBD

for

this

situation

while the box is at rest on

the horizontal floor.

 

and

an FBD

for

this

situation

while the person is still

touching the

box

and

shoving.

and

an FBD

for

this

situation

during the

time after

the box loses

contact with

the person's

a very smooth and

contact with the person's a very smooth and is now placed on system to be to
contact with the person's a very smooth and is now placed on system to be to
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is now placed on

system

to be

to be greater or

between forces in

a velocity-vs-time graph for the box,

between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
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between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from
between forces in a velocity-vs-time graph for the box, system schema system schema system schema from

system schema

system schema

system schema

from Modeling Workshop Project

from Modeling Workshop Project

system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –

© 2006 !

– 6 –

system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
system schema system schema system schema from Modeling Workshop Project © 2006 ! – 6 –
succeed in making the floor completely frictionless. Again, make new Honors Physics / Unit 02
succeed in making the floor completely frictionless. Again, make new Honors Physics / Unit 02
succeed in making the floor completely frictionless. Again, make new Honors Physics / Unit 02
succeed in making the floor completely frictionless. Again, make new Honors Physics / Unit 02
succeed in making the floor completely frictionless. Again, make new Honors Physics / Unit 02
succeed in making the floor completely frictionless. Again, make new Honors Physics / Unit 02

succeed in making the floor completely frictionless. Again, make new

making the floor completely frictionless. Again, make new Honors Physics / Unit 02 / BFPM 4.
making the floor completely frictionless. Again, make new Honors Physics / Unit 02 / BFPM 4.

Honors Physics

/ Unit 02 / BFPM

4. Suppose that we could somehow

diagrams/graphs

to represent this new

variation

in the situation. Make any

differences obvious.

a. velocity-vs-time graph for the box,

Draw

a

clearly marking the

three

time periods.

b. system schema

Draw

a

and

an FBD for

this

situation

while the box is at rest on

the horizontal floor.

while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from
while the box is at rest on the horizontal floor. hands. – 7 – from

hands.

– 7 –

– 7 –

from

c. Draw

a system schema

and

an FBD for

this

situation

while the person

is

still

touching the

box

and

d. Draw

a system schema

and

an FBD for

this

situation

during the

time after

the box loses

 

Modeling Workshop Project

shoving.

the person's

©

2006

the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with

contact with

the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
the box loses   Modeling Workshop Project shoving. the person's © 2006 contact with
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it
5. Return to the case enough below, modify your accurately describe this to start it

5. Return to the case

enough

below, modify your

accurately describe this

to

start it into

a. Draw

changing,

b. Draw

a

c. Draw

a

d. Draw

a

e. After pushing the

maintain a

while

you continue

BFPM

02 /

space

/ Unit

In the

pushes it hard

Physics

velocity.

Honors

A person

floor, with friction.

that it maintains a constant

pushing so

resting on the concrete

continues

reduce

your force

to half the

value

needed to

a new (continued) velocity-vs-time

graph to show what happens to the box

force.

a constant velocity for a while, you

Make

with this

and then

a constant velocity).

and

an FBD

for

this

situation

while the box is at rest on

the horizontal floor.

and

an FBD

for

this

situation

while the box is changing

velocity.

and

an FBD

for

this

situation

while the box moves with

a constant

velocity.

time graph

as well

as your

system schemas and FBDs from problem

2

to

new situation.

 

clearly marking the

three

time periods (at rest, velocity

is

to push

three time periods (at rest, velocity is to push of the cardboard box motion velocity vs.
three time periods (at rest, velocity is to push of the cardboard box motion velocity vs.
three time periods (at rest, velocity is to push of the cardboard box motion velocity vs.
three time periods (at rest, velocity is to push of the cardboard box motion velocity vs.
three time periods (at rest, velocity is to push of the cardboard box motion velocity vs.
three time periods (at rest, velocity is to push of the cardboard box motion velocity vs.
three time periods (at rest, velocity is to push of the cardboard box motion velocity vs.
three time periods (at rest, velocity is to push of the cardboard box motion velocity vs.

of the cardboard box

motion

velocity vs.

a velocity-vs-time graph for the box,

moving with

vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box
vs. a velocity-vs-time graph for the box, moving with system schema system schema system schema box

system schema

system schema

system schema

box with

constant velocity.

from Modeling Workshop Project

from Modeling Workshop Project

system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –

© 2006 !

– 8 –

system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –
system schema system schema box with constant velocity. from Modeling Workshop Project © 2006 ! –

Honors Physics / Unit 02 / BFPM

Worksheet 2: FBDs

6. In each of the following situations, represent the object with a labelled free body diagram. Label each force with a meaningful symbol (ex: F g ) AND with the object exerting the force (ex: F g (earth)).

1. ! Object lies motionless.

2. ! Object slides at constant speed without friction.

2. ! Object slides at constant speed without friction. 3. ! Object slows due to kinetic

3. ! Object slows due to kinetic friction.

!
!

4. ! Object slides without friction.

kinetic friction. ! 4. ! Object slides without friction. 5. ! Static friction prevents sliding. !

5. ! Static friction prevents sliding.

!
!

6. ! An object is suspended from the ceiling.

!
!

7. ! An object is suspended from the ceiling.

ceiling. ! 7. ! An object is suspended from the ceiling. 8. ! The object is

8. ! The object is motionless.

object is suspended from the ceiling. 8. ! The object is motionless. – 9 – from

– 9 –

from Modeling Workshop Project © 2006

Honors Physics / Unit 02 / BFPM

9. The object is pulled upward at constant speed.

10.

The object is motionless.

at constant speed. 10. The object is motionless. 11. The object is pulled by a force
at constant speed. 10. The object is motionless. 11. The object is pulled by a force

11. The object is pulled by a force parallel to the surface.

12.

The object is pulled by a force at an angle to the surface.

The object is pulled by a force at an angle to the surface. 13. The object
The object is pulled by a force at an angle to the surface. 13. The object

13.

The object is falling (no air resistance).

14.

The object is falling at constant (terminal) velocity.

The object is falling at constant (terminal) velocity. 15. The ball is rising in a parabolic
The object is falling at constant (terminal) velocity. 15. The ball is rising in a parabolic

15.

The ball is rising in a parabolic trajectory.

15. The ball is rising in a parabolic trajectory.

16.

The ball is at the top of a parabolic trajectory.

16. The ball is at the top of a parabolic trajectory.

from Modeling Workshop Project © 2006 !

– 10 –

Honors Physics / Unit 02 / BFPM

Empirical Force Laws Experiments (F g , F s )

Sketch and label the experiment setup:

What could we measure? How could we measure it?

Use this space for notes at the whiteboarding stage of the experiment:

– 11 –

from Modeling Workshop Project © 2006

Honors Physics / Unit 02 / BFPM

Reading: Forces Add Like Vectors

Consider experiments in which two unequal forces act on a body in opposite directions. The result is an acceleration in the direction of the larger force but smaller. Figure 1 shows an example. This should remind you of how the force of friction slightly decreased the overall force on the carts when we pulled them with one spring of force.

5 N 2 N
5 N
2 N

equivalent to

3 N

them with one spring of force. 5 N 2 N equivalent to 3 N Figure 1:

Figure 1: Two forces acting in opposite directions subtract, with the net force point- ing in the direction of the larger of the two forces. If we define forces pointing to the right as positive (+2 N here) and to the left as negative (-5 N), we can alway just add the forces.

Thus we can simply add the two forces to get the ‘net force’ expressed in Newton’s Second Law as long as we keep track of the directions of the forces using positive and negative numbers (with positive numbers representing forces pointing in the direction we have defined as the positive direction). For the example in figure 1 we would have a positive force (to the right) of

2 N and a negative force (to the left) of 5 N. If we add those forces we get

F net = (+ 2 N )+( 5 N ) = 3 N.

Situations where the forces point in the same or opposite directions are fairly straightforward, but what happens when there are multiple forces

pointing in all directions? In such cases, we need to treat forces as vectors. In fact, without really thinking about it too much, the example in figure

1 does treat the forces as vectors. You may have noticed that by using

arrows to depict forces, we have already chosen a visual representation that is similar to the way we depict vectors.

An experiment can be performed in which three forces act on a body in different directions to produce an equilibrium state (that is, zero net force). If vectors are used to represent these forces with their lengths proportional to the force magnitude, it is possible to add them using our familiar head- to-tail sequence. Since the vectors add up to zero, the resulting vector diagram forms a closed polygon, as in figure 2. This corresponds to vec- tor addition resulting in a zero resultant vector (if this is not immediately clear, please review your summer homework on vectors).

We experimentally determine that when two or more forces act at acute or obtuse angles, the forces have a combined effect that is equivalent to a single force that is their vector sum. The vector sum of force vectors repre- sents the net force vector, and this situation is shown in figure 3. Note that we cannot merely add the magnitudes of the vectors in this more general case!

from Modeling Workshop Project © 2006 !

– 12 –

F 2
F 2
F 3
F 3
Modeling Workshop Project © 2006 ! – 12 – F 2 F 3 F 1 is

F 1

is equivalent to F 2 F 3 F 1
is equivalent to
F 2
F 3
F 1

adding up to zero force

Figure 2: Forces adding to zero result in equilibrium (no change in velocity). The vectors are added using the tail-to-head method.

F 1 F 2
F 1
F 2
equivalent to F net F 1 F 2 F 2 F 1
equivalent to
F net F 1 F 2
F 2
F 1

Figure 3: Forces add as vectors. This takes a little more work, but it is the only way to deal with forces in more than one dimen- sion!

Honors Physics / Unit 02 / BFPM

Worksheet 3: Interaction Problem Solving

7. The player in the photo exerts a 100 N horizontal force on a 25 kg blocking sled, pushing it across the grass with a constant speed of 2.0 m/s.

a. Fill out the chart below, determining all of the forces on the blocking sled.

System Schema

System Schema

Motion Map

Qualitatively correct sketch of FBD

REMINDERS: Does your system schema have a system boundary? In your FBD, did you represent the system with a particle? Is it obvious when you intend two forces to be equal or when you intend one force to be greater than another? Did you label your forces with the object exerting the force in parentheses?

b. On the graph below, draw an FBD to a precise scale. Make sure you write down your scale!

draw an FBD to a precise scale. Make sure you write down your scale! – 13

– 13 –

from Modeling Workshop Project © 2006

Honors Physics / Unit 02 / BFPM

c. How would the situation change if the player pushed with more than 100 N, while the frictional force between the grass and the sled remained the same? Illustrate your answer with another FBD and motion map.

d. Describe, in terms of the amount of force he would have to apply, what the player would have to do to make the sled move with a constant velocity of 3.0 m/s. Assume that the frictional force between the grass and the sled remains the same under all circumstances. Illustrate your answer with diagrams and/or graphs as appropriate.

e. If he pushes the sled as originally described with a velocity of 2.0 m/s, how far will it slide in 7.5 seconds? Draw at least three diagrams/graphs to illustrate this situation, then solve this problem using at least two different methods (and getting the same answers).

f. With the sled moving at a constant velocity of 2.0 m/s, the person reduces his force to 75 N. Describe what happens to the sled. Illustrate your answer with another FBD and motion map.

from Modeling Workshop Project © 2006 !

– 14 –

Honors Physics / Unit 02 / BFPM

8. The 80 kg box rests motionless on the 20º incline.

a. Fill out the chart below, determining all of the forces on the box (including their magnitudes).

(Qualitative) Sketch of FBD

(Qualitative) Sketch of FBD

System Schema

(Qualitative) Sketch of Vector Addition Diagram

REMINDERS: Does your system schema have a system boundary? In your FBD, did you represent the system with a particle? Is it obvious when you intend two forces to be equal or when you intend one force to be greater than another? Did you label your forces with the object exerting the force in parentheses? Did you add vectors tail to head?

b. On the graph below, draw the vector addition diagram to a precise scale. Be sure to write down your scale! Be sure to use a ruler and a protractor!

down your scale! Be sure to use a ruler and a protractor! c. Is the contact

c. Is the contact normal force [greater than, less than, or equal to] the gravitational force? Explain.

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from Modeling Workshop Project © 2006

Honors Physics / Unit 02 / BFPM

Activity: Broom Ball

For each of the situations, describe (using words, pictures, etc) how to accomplish each feat. Each situation refers to pushing a bowling ball on the floor with a broom.

Speed up the bowling ball from rest.

Stop a moving bowling ball.

Keep a moving bowling ball moving at a constant velocity.

Move the ball from one line to the other and back as quickly as possible and without overshooting the lines.

With a moving bowling ball, make a sharp left turn.

Travel at a constant speed along a curved line.

Move the ball around a circle as quickly as possible.

from Modeling Workshop Project © 2006 !

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Honors Physics / Unit 02 / BFPM

Activity: Dueling Forces

For each of the following situations:

1. Draw one system schema. In your system schema, draw the interaction between the two carts in colored pencil. (Keep everything else in regular pencil.)

2. Draw and label two FBDs (one for each cart). Draw the forces the carts exert on one another in colored pencil. (Again, keep everything else in regular pencil.) Be sure your FBDs look balanced or unbalanced as appropriate. Draw forces to approximate scale.

3. Finally, measure the colored pencil forces with the force sensors and correct your diagrams if necessary. Remember to zero your force sensors!

4. After completing the ones on this sheet, if you have time (or outside of class), you might be interested in trying additional variations and confirming your results.

I. You may ignore friction on this particular situation.

velocity = 0

F

person

A

B

F

person

velocity = 0 F person A B F person II. Do not ignore friction. constant velocity

II. Do not ignore friction.

constant velocity F person A B
constant velocity
F
person
A
B
person II. Do not ignore friction. constant velocity F person A B – 17 – from
person II. Do not ignore friction. constant velocity F person A B – 17 – from

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from Modeling Workshop Project © 2006

III. Do not ignore friction.

speeding up F person A B
speeding up
F
person
A
B

IV. Do not ignore friction.

speeding up F B person A
speeding up
F
B
person
A

Honors Physics / Unit 02 / BFPM

speeding up F B person A Honors Physics / Unit 02 / BFPM V. This should
speeding up F B person A Honors Physics / Unit 02 / BFPM V. This should

V. This should be a collision on a track (snapshot during the collision). You may ignore friction in this situation.

velocity initially at rest B A
velocity
initially at rest
B
A
ignore friction in this situation. velocity initially at rest B A from Modeling Workshop Project ©

from Modeling Workshop Project © 2006 !

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Honors Physics / Unit 02 / BFPM

Worksheet 4: N3L in Action

6. A block slides down a ramp at a constant speed. During that slide, the ramp sits at rest on a table. Draw one system schema for the situation, then draw an FBD for the block and an FBD for the ramp.

!
!
then draw an FBD for the block and an FBD for the ramp. ! 7. In
then draw an FBD for the block and an FBD for the ramp. ! 7. In

7. In frustration, Alec gets Henry to hold up his test and punches his fist completely through all of the sheets of paper. Which is greater: the force that Alec’s fist exerted on the paper or the force that the paper exerted on Alec’s fist? Explain.

8. Your friend’s truck stalls out on a hill, so you get out to push. However, after a couple minutes you start to tire yourself out and the truck starts pushing you back down the hill. While the truck is pushing you back down the hill, which is greater: the force that you exert on the truck or the force that the truck exerts on you? Explain.

9. At the ice skating rink, Lydia (who has a mass of 50 kg) stands face to face with her brother, Marcus (who has a mass of 80 kg). They put their hands together and Lydia pushes Marcus backwards. Draw one system schema and two FBDs (one each for Lydia and Marcus) during the push. You may assume that the ice is frictionless.

!
!
during the push. You may assume that the ice is frictionless. ! – 19 – from
during the push. You may assume that the ice is frictionless. ! – 19 – from

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from Modeling Workshop Project © 2006

BFPM Model Summary

from Modeling Workshop Project © 2006 !

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Honors Physics / Unit 02 / BFPM