Lecture

Presentation

Chapter 4
Forces and
Newton’s Laws of
Motion

© 2015 Pearson Education, Inc.

 Suggested Videos for Chapter 4
• Prelecture Videos • Video Tutor Solutions
• Newton’s Laws • Force and Newton’s Laws
• Forces of Motion

• Class Videos • Video Tutor Demos

• Identifying Forces • Suspended Balls: Which
• Newton’s Second Law String Breaks?
Applications • Cart with Fan and Sail
• Newton’s Second Law • Tension in String between
Hanging Weights
• Cart with Fan and Sail
• Weighing a Hovering
Magnet
© 2015 Pearson Education, Inc. Slide 4-2
 Suggested Simulations for Chapter 4
• PhETs
• Forces in 1D
• The Ramp

© 2015 Pearson Education, Inc. Slide 4-3

 Chapter 4 Forces and Newton’s Laws of Motion

Chapter Goal: To establish a connection between force and

motion.
© 2015 Pearson Education, Inc. Slide 4-4
 Chapter 4 Preview
Looking Ahead: Forces
• A force is a push or a pull. It is an interaction between two
objects, the agent (the woman) and the object (the car).

• In this chapter, you’ll learn how to identify different

forces, and you’ll learn their properties.
© 2015 Pearson Education, Inc. Slide 4-5
 Chapter 4 Preview
Looking Ahead: Forces and Motion
• Acceleration is caused by forces. A forward acceleration of
the sled requires a forward force.

• A larger acceleration requires a larger force. You’ll learn

this connection between force and motion, part of
Newton’s second law.
© 2015 Pearson Education, Inc. Slide 4-6
 Chapter 4 Preview
Looking Ahead: Reaction Forces
• The hammer exerts a downward force on the nail.
Surprisingly, the nail exerts an equal force on the hammer,
directed upward.

• You’ll learn how to identify and reason with

action/reaction pairs of forces.
© 2015 Pearson Education, Inc. Slide 4-7
 Chapter 4 Preview
Looking Ahead

Text: p. 97

© 2015 Pearson Education, Inc. Slide 4-8

 Chapter 4 Preview
Looking Back: Acceleration
• You learned in Chapters 2 and
3 that acceleration is a vector
pointing in the direction of the
change in velocity.

• If the velocity is changing,

there is an acceleration. And
so, as you’ll learn in this
chapter, there must be a net
force.

© 2015 Pearson Education, Inc. Slide 4-9

 Chapter 4 Preview
Stop to Think
A swan is landing on an icy lake, sliding across the ice and
gradually coming to a stop. As the swan slides, the direction
of the acceleration is

A. To the left.
B. To the right.
C. Upward.
D. Downward.

© 2015 Pearson Education, Inc. Slide 4-10

 Reading Question 4.1
If you are not wearing a seat belt and the car you are driving
hits a fixed barrier, you will hit the steering wheel with
some force. This is because

A. The force of the collision has thrown you forward.

B. The steering wheel has been pushed back toward you.
C. You continue moving even after the car has stopped.

© 2015 Pearson Education, Inc. Slide 4-11

 Reading Question 4.1
If you are not wearing a seat belt and the car you are driving
hits a fixed barrier, you will hit the steering wheel with
some force. This is because

A. The force of the collision has thrown you forward.

B. The steering wheel has been pushed back toward you.
C. You continue moving even after the car has stopped.

© 2015 Pearson Education, Inc. Slide 4-12

 Reading Question 4.2
If you stand on a trampoline, it depresses under your
weight. When you stand on a hard stone floor,

A. The floor does not deform under your weight; it is too

stiff.
B. The floor deforms—very slightly—under your weight.
C. The floor deforms a slight amount if you are heavy
enough.

© 2015 Pearson Education, Inc. Slide 4-13

 Reading Question 4.2
If you stand on a trampoline, it depresses under your
weight. When you stand on a hard stone floor,

A. The floor does not deform under your weight; it is too

stiff.
B. The floor deforms—very slightly—under your weight.
C. The floor deforms a slight amount if you are heavy
enough.

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 Reading Question 4.3
Which of these is not a force discussed in this chapter?

A. The tension force

B. The normal force
C. The orthogonal force
D. The thrust force

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 Reading Question 4.3
Which of these is not a force discussed in this chapter?

A. The tension force

B. The normal force
C. The orthogonal force
D. The thrust force

© 2015 Pearson Education, Inc. Slide 4-16

 Reading Question 4.4
If you are standing on the floor, motionless, what are the
forces that act on you?

A. Weight force
B. Weight force and normal force
C. Normal force and friction force
D. Weight force and tension force

© 2015 Pearson Education, Inc. Slide 4-17

 Reading Question 4.4
If you are standing on the floor, motionless, what are the
forces that act on you?

A. Weight force
B. Weight force and normal force
C. Normal force and friction force
D. Weight force and tension force

© 2015 Pearson Education, Inc. Slide 4-18

 Reading Question 4.5
A skydiver has reached terminal velocity—she now falls at
a constant speed, so her acceleration is zero. Is there a net
force on her? If so, what is the direction?

A. There is a net force directed upward.

B. There is no net force.
C. There is a net force directed downward.

© 2015 Pearson Education, Inc. Slide 4-19

 Reading Question 4.5
A skydiver has reached terminal velocity—she now falls at
a constant speed, so her acceleration is zero. Is there a net
force on her? If so, what is the direction?

A. There is a net force directed upward.

B. There is no net force.
C. There is a net force directed downward.

© 2015 Pearson Education, Inc. Slide 4-20

 Reading Question 4.6
An action/reaction pair of forces

A. Points in the same direction.

B. Acts on the same object.
C. Are always long-range forces.
D. Acts on two different objects.

© 2015 Pearson Education, Inc. Slide 4-21

 Reading Question 4.6
An action/reaction pair of forces

A. Points in the same direction.

B. Acts on the same object.
C. Are always long-range forces.
D. Acts on two different objects.

© 2015 Pearson Education, Inc. Slide 4-22

 Section 4.1 Motion and Forces

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 What Causes Motion?

• In the absence of friction, if the sled is moving, it will

stay in motion.

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 What Causes Motion?

© 2015 Pearson Education, Inc. Slide 4-25

 What Is a Force?

• A force is a push or a pull.

• A force acts on an object.

• Every force has an agent, something

that acts or pushes or pulls.

© 2015 Pearson Education, Inc. Slide 4-26

 What Is a Force?
• A force is a vector. The general symbol

for a force is the vector symbol F. The
size or strength of such a force is its
magnitude F.

• Contact forces are forces that act on an

object by touching it at a point of
contact.

• Long-range forces are forces that act

on an object without physical contact.
© 2015 Pearson Education, Inc. Slide 4-27
 Force Vectors

Text: p. 100

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 Force Vectors

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 Combining Forces
• Experiments show  thatwhen
several forces F1 , F2 , F3 ,
are exerted on an object, the
combine to form a net force
that is the vector sum of all COMP: Symbols with
the forces: overarrows are
MathType

• The net force is sometimes

called the resultant force. It is
not a new force. Instead, we
should think of the original
forces being replaced by Fnet .

© 2015 Pearson Education, Inc. Slide 4-30

 QuickCheck 4.1

The net force on an object points to the left.

Two of three forces are shown. Which is the
missing third force?

A. B. C. D.

© 2015 Pearson Education, Inc. Slide 4-31

 QuickCheck 4.1

The net force on an object points to the left.

Two of three forces are shown. Which is the
missing third force?

A. B. C. D.
Vertical
components cancel
© 2015 Pearson Education, Inc. Slide 4-32
 Section 4.2 A Short Catalog of Forces

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 Weight
• The gravitational pull of
the earth on an object on
or near the surface of the
earth is called weight.
• The agent for the weight
forces is the entire earth
pulling on an object.
• An object’s weight
vector always points
vertically downward, no
matter how the object is
moving.
© 2015 Pearson Education, Inc. Slide 4-34
 Spring Force

• Springs come in in many forms. When deflected, they

push or pull with a spring force.

© 2015 Pearson Education, Inc. Slide 4-35

 Tension Force

• When a string or rope or wire pulls on an object, it exerts a

contact force that we call the tension force.
• The direction of the tension force is always in the
direction of the string or rope.
© 2015 Pearson Education, Inc. Slide 4-36
 Normal Force
• The force exerted on an
object that is pressing
against a surface is in a
direction perpendicular to
the surface.
• The normal force is the
force exerted by a surface
(the agent) against an
object that is pressing
against the surface.

© 2015 Pearson Education, Inc. Slide 4-37

 Normal Force
• The normal force is responsible for the “solidness” of
solids.

• The symbol for the normal force is n.

COMP: n[overarrow]
is MathType.

© 2015 Pearson Education, Inc. Slide 4-38

 Friction
• Friction, like the normal force, is exerted by a surface.
• The frictional force is always parallel to the surface.

• Kinetic friction, denoted by f k , acts as an object slides
across a surface. Kinetic friction is a force that always
“opposes the motion.”

• Static friction, denoted by f s , is the force that keeps an
object “stuck” on a surface and prevents its motion
relative to the surface. Static friction points in the direction
necessary to prevent motion.

© 2015 Pearson Education, Inc. Slide 4-39

 Friction

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 Drag
• The force of a fluid (like
air or water) on a moving
object is called drag.
• Like kinetic friction, drag
points opposite the
direction of motion.
• You can neglect air
resistance in all
problems unless a
problem explicitly asks
you to include it.

© 2015 Pearson Education, Inc. Slide 4-41

 Thrust
• Thrust is a force that occurs when a jet or rocket engine
expels gas molecules at high speed.
• Thrust is a force opposite the direction in which the
exhaust gas is expelled.

© 2015 Pearson Education, Inc. Slide 4-42

 Electric and Magnetic Forces
• Electricity and magnetism, like gravity, exert long-range
forces.
• The forces of electricity and magnetism act on charged
particles.
• These forces—and the forces inside the nucleus—won’t be
important for the dynamics problems we consider in the
next several chapters.

© 2015 Pearson Education, Inc. Slide 4-43

 QuickCheck 4.2

A ball rolls down an incline and

off a horizontal ramp. Ignoring
air resistance, what force or
forces act on the ball as it moves
through the air just after leaving
the horizontal ramp?
A. The weight of the ball acting vertically down.
B. A horizontal force that maintains the motion.
C. A force whose direction changes as the direction of motion
changes.
D. The weight of the ball and a horizontal force.
E. The weight of the ball and a force in the direction of motion.
© 2015 Pearson Education, Inc. Slide 4-44
 QuickCheck 4.2

A ball rolls down an incline and

off a horizontal ramp. Ignoring
air resistance, what force or
forces act on the ball as it moves
through the air just after leaving
the horizontal ramp?
A. The weight of the ball acting vertically down.
B. A horizontal force that maintains the motion.
C. A force whose direction changes as the direction of motion
changes.
D. The weight of the ball and a horizontal force.
E. The weight of the ball and a force in the direction of motion.
© 2015 Pearson Education, Inc. Slide 4-45
 QuickCheck 4.3

A steel beam hangs from a cable as a crane lifts the beam.

What forces act on the beam?

A. Gravity
B. Gravity and tension in the cable
C. Gravity and a force of motion
D. Gravity and tension and a force of motion

© 2015 Pearson Education, Inc. Slide 4-46

 QuickCheck 4.3

A steel beam hangs from a cable as a crane lifts the beam.

What forces act on the beam?

A. Gravity
B. Gravity and tension in the cable
C. Gravity and a force of motion
D. Gravity and tension and a force of motion

© 2015 Pearson Education, Inc. Slide 4-47

 QuickCheck 4.4

A bobsledder pushes her sled across horizontal snow to get

it going, then jumps in. After she jumps in, the sled
gradually slows to a halt. What forces act on the sled just
after she’s jumped in?

A. Gravity and kinetic friction

B. Gravity and a normal force
C. Gravity and the force of the push
D. Gravity, a normal force, and kinetic friction
E. Gravity, a normal force, kinetic friction, and the force of
the push

© 2015 Pearson Education, Inc. Slide 4-48

 QuickCheck 4.4

A bobsledder pushes her sled across horizontal snow to get

it going, then jumps in. After she jumps in, the sled
gradually slows to a halt. What forces act on the sled just
after she’s jumped in?

A. Gravity and kinetic friction

B. Gravity and a normal force
C. Gravity and the force of the push
D. Gravity, a normal force, and kinetic friction
E. Gravity, a normal force, kinetic friction, and the force of
the push

© 2015 Pearson Education, Inc. Slide 4-49

 Section 4.3 Identifying Forces

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 Identifying Forces

Text: p. 105

© 2015 Pearson Education, Inc. Slide 4-51

 Identifying Forces

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 Conceptual Example 4.1: Identifying forces on
a bungee jumper
A bungee jumper has leapt off a bridge and is nearing the
bottom of her fall. What forces are being exerted on the
bungee jumper?

© 2015 Pearson Education, Inc. Slide 4-53

 Conceptual Example 4.2: Identifying forces on
a skier
A skier is being towed up a snow-covered hill by a tow
rope. What forces are being exerted on the skier?

© 2015 Pearson Education, Inc. Slide 4-54

 Section 4.4 What Do Forces Do?

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 What Do Forces Do?
• How does an object move
when a force is exerted on
it?

© 2015 Pearson Education, Inc. Slide 4-56

 What Do Forces Do?

• As the block starts to move, in order to keep the pulling

force constant you must move your hand in just the right
way to keep the length of the rubber band—and thus the
force—constant.

© 2015 Pearson Education, Inc. Slide 4-57

 What Do Forces Do?
The experimental findings of the motion of objects acted on
by constant forces are:
• An object pulled with a constant force moves with a
constant acceleration.
• Acceleration is directly proportional to force.
• Acceleration is inversely proportional to an object’s
mass.

© 2015 Pearson Education, Inc. Slide 4-58

 QuickCheck 4.5

A cart is pulled to the right with a

constant, steady force. How will
its acceleration graph look?

A. B. C.

© 2015 Pearson Education, Inc. Slide 4-59

 QuickCheck 4.5

A cart is pulled to the right with a

constant, steady force. How will
its acceleration graph look?

A. B. C.

A constant force produces a constant acceleration.

© 2015 Pearson Education, Inc. Slide 4-60
 Example 4.4 Finding the mass of an unknown
block
When a rubber band is stretched to pull on a 1.0 kg block
with a constant force, the acceleration of the block is
measured to be 3.0 m/s2. When a block with an unknown
mass is pulled with the same rubber band, using the same
force, its acceleration is 5.0 m/s2. What is the mass of the
unknown block?
PREPARE Each block’s acceleration is inversely
proportional to its mass.

© 2015 Pearson Education, Inc. Slide 4-61

 Example 4.4 Finding the mass of an unknown
block (cont.)
SOLVE We can use the result of the Inversely Proportional
Relationships box to write

ASSESS With the same force applied, the unknown block

had a larger acceleration than the 1.0 kg block. It makes
sense, then, that its mass—its resistance to acceleration—is
less than 1.0 kg.
© 2015 Pearson Education, Inc. Slide 4-62
 Section 4.5 Newton’s Second Law

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 Newton’s Second Law
• A force causes an object to accelerate.
• The acceleration a is directly proportional to the force
F and inversely proportional to the mass m:

• The direction of the acceleration is the same as the

direction of the force:

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 Newton’s Second Law

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 QuickCheck 4.6

A constant force causes an object to accelerate at

4 m/s2. What is the acceleration of an object with
twice the mass that experiences the same force?

A. 1 m/s2
B. 2 m/s2
C. 4 m/s2
D. 8 m/s2
E. 16 m/s2

© 2015 Pearson Education, Inc. Slide 4-66

 QuickCheck 4.6

A constant force causes an object to accelerate at

4 m/s2. What is the acceleration of an object with
twice the mass that experiences the same force?

A. 1 m/s2
B. 2 m/s2
C. 4 m/s2
D. 8 m/s2
E. 16 m/s2

© 2015 Pearson Education, Inc. Slide 4-67

 QuickCheck 4.7

An object, when pushed with a net force F, has an

acceleration of 2 m/s2. Now twice the force is applied to an
object that has four times the mass. Its acceleration will be

A. ½ m/s2
B. 1 m/s2
C. 2 m/s2
D. 4 m/s2

© 2015 Pearson Education, Inc. Slide 4-68

 QuickCheck 4.7

An object, when pushed with a net force F, has an

acceleration of 2 m/s2. Now twice the force is applied to an
object that has four times the mass. Its acceleration will be

A. ½ m/s2
B. 1 m/s2
C. 2 m/s2
D. 4 m/s2

© 2015 Pearson Education, Inc. Slide 4-69

 Conceptual Example 4.5 Acceleration of a
wind-blown basketball
A basketball is released from rest in a stiff breeze directed to
the right. In what direction does the ball accelerate?

© 2015 Pearson Education, Inc. Slide 4-70

 Conceptual Example 4.5 Acceleration of a
wind-blown basketball (cont.)
• 
REASON Wind is just air in motion. If the air is moving to the right
with respect to the ball, then the ball is moving to the left with respect
to the air. There will be a drag force opposite the velocity of the ball
relative to the air, to the right. So, as FIGURE 4.22a shows, two
forces are acting on the ball: its weight directed downward and the
drag force directed to the right. Newton’s second law tells us that
the direction of the acceleration is the same as the direction of the net
force . In FIGURE 4.22b we find by graphical vector addition
of and . We see that and therefore point downward and to
the right.
ASSESS This makes sense on the basis of your experience. Weight
pulls the ball down, and the wind pushes the ball to the right. The net
result is an acceleration down and to the right.
© 2015 Pearson Education, Inc. Slide 4-71
 QuickCheck 4.8

A 40-car train travels along a straight track at 40 mph. A

skier speeds up as she skis downhill. On which is the net
force greater?

A. The train
B. The skier
C. The net force is the same on both.
D. There’s not enough information to tell.

© 2015 Pearson Education, Inc. Slide 4-72

 QuickCheck 4.8

A 40-car train travels along a straight track at 40 mph. A

skier speeds up as she skis downhill. On which is the net
force greater?

A. The train
B. The skier
C. The net force is the same on both.
D. There’s not enough information to tell.

© 2015 Pearson Education, Inc. Slide 4-73

 QuickCheck 4.9

An object on a rope is lowered at constant speed.

Which is true?

A. The rope tension is greater than the object’s

weight.
B. The rope tension equals the object’s weight.
C. The rope tension is less than the object’s weight.
D. The rope tension can’t be compared to the object’s
weight.

© 2015 Pearson Education, Inc. Slide 4-74

 QuickCheck 4.9

An object on a rope is lowered at constant speed.

Which is true?
Constant velocity
Zero acceleration

A. The rope tension is greater than the object’s

weight.
B. The rope tension equals the object’s weight.
C. The rope tension is less than the object’s weight.
D. The rope tension can’t be compared to the object’s
weight.

© 2015 Pearson Education, Inc. Slide 4-75

 QuickCheck 4.10

An object on a rope is lowered at a steadily

decreasing speed. Which is true?

A. The rope tension is greater than the object’s

weight.
B. The rope tension equals the object’s weight.
C. The rope tension is less than the object’s weight.
D. The rope tension can’t be compared to the object’s
weight.

© 2015 Pearson Education, Inc. Slide 4-76

 QuickCheck 4.10

An object on a rope is lowered at a steadily

decreasing speed. Which is true?
Decreasing downward velocity
Acceleration vector points up
points up

A. The rope tension is greater than the object’s

weight.
B. The rope tension equals the object’s weight.
C. The rope tension is less than the object’s weight.
D. The rope tension can’t be compared to the object’s
weight.

© 2015 Pearson Education, Inc. Slide 4-77

 Units of Force

The basic unit of force is called a newton. One newton is

the force that causes a 1 kg mass to accelerate at 1 m/s2.

1 pound = 1 lb = 4.45 N

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 Example 4.6 Racing down the runway
A Boeing 737—a small, short-range jet with a mass of
51,000 kg—sits at rest. The pilot turns the pair of jet
engines to full throttle, and the thrust accelerates the plane
down the runway. After traveling 940 m, the plane reaches
its takeoff speed of 70 m/s and leaves the ground. What is
the thrust of each engine?

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 Example 4.6 Racing down the runway (cont.)
PREPARE If we assume that the plane undergoes a
constant acceleration (a reasonable assumption), we can use
kinematics to find the magnitude of that acceleration. Then
we can use Newton’s second law to find the force—the
thrust—that produced this acceleration. FIGURE 4.23 is a
visual overview of the airplane’s motion.

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 Example 4.6 Racing down the runway (cont.)
SOLVE We don’t know how much time it took the plane
to reach its takeoff speed, but we do know that it traveled
a distance of 940 m. We can solve for the acceleration
by using the third constant-acceleration equation in
Synthesis 2.1:
(vx)f2 = (vx)i2 + 2ax Δx

The displacement is Δx = xf  xi = 940 m, and the initial

velocity is 0. We can rearrange the equation to solve for the
acceleration:

© 2015 Pearson Education, Inc. Slide 4-81

 Example 4.6 Racing down the runway (cont.)
We’ve kept an extra significant figure because this isn’t
our final result—we are asked to solve for the thrust. We
complete the solution by using Newton’s second law:

F = max = (51,000 kg)(2.61 m/s2) = 133,000 N

The thrust of each engine is half of this total force:

Thrust of one engine = 67,000 N = 67 kN

© 2015 Pearson Education, Inc. Slide 4-82

 Example 4.6 Racing down the runway (cont.)
ASSESS An acceleration of about ¼g seems reasonable for
an airplane: It’s zippy, but it’s not a thrill ride. And the final
value we find for the thrust of each engine is close to the
value given in Table 4.2. This gives us confidence that our
final result makes good physical sense.

© 2015 Pearson Education, Inc. Slide 4-83

 Section 4.6 Free-Body Diagrams

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 Free-Body Diagrams

Text: p. 112

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 QuickCheck 4.11

An elevator, lifted by a cable, is moving upward and

slowing. Which is the correct free-body diagram?

A. B. C. D. E.
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 QuickCheck 4.11

An elevator, lifted by a cable, is moving upward and

slowing. Which is the correct free-body diagram?

A. B. C. D. E.
© 2015 Pearson Education, Inc. Slide 4-87
 QuickCheck 4.12

A ball has been tossed straight up. Which is the correct free-
body diagram just after the ball has left the hand? Ignore air
resistance.

A. B. C. D.
© 2015 Pearson Education, Inc. Slide 4-88
 QuickCheck 4.12

A ball has been tossed straight up. Which is the correct free-
body diagram just after the ball has left the hand? Ignore air
resistance.

No points of
contact.
Gravity is
the only
A. B. C. D. force.
© 2015 Pearson Education, Inc. Slide 4-89
 QuickCheck 4.13

A ball, hanging from the ceiling by a

string, is pulled back and released.
Which is the correct free-body
diagram just after its release?

A. B. C. D. E.

© 2015 Pearson Education, Inc. Slide 4-90

 QuickCheck 4.13

A ball, hanging from the ceiling by a

string, is pulled back and released.
Which is the correct free-body
diagram just after its release?

A. B. C. D. E.

© 2015 Pearson Education, Inc. Slide 4-91

 QuickCheck 4.14

A car is parked on a hill. Which is

the correct free-body diagram?

© 2015 Pearson Education, Inc. Slide 4-92

 QuickCheck 4.14

A car is parked on a hill. Which is

the correct free-body diagram?

C.

© 2015 Pearson Education, Inc. Slide 4-93

 QuickCheck 4.15

A car is towed to the right at

constant speed. Which is the
correct free-body diagram?

© 2015 Pearson Education, Inc. Slide 4-94

 QuickCheck 4.15

A car is towed to the right at

constant speed. Which is the
correct free-body diagram?

D.

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 Example 4.7 Forces on an elevator
An elevator, suspended by a cable, speeds up as it moves
upward from the ground floor. Draw a free-body diagram of
the elevator.

© 2015 Pearson Education, Inc. Slide 4-96

 Example 4.7 Forces on an elevator (cont.)
PREPARE The elevator is moving upward, and its speed is
increasing. This means that the acceleration is directed
upward—that’s enough to say about acceleration for the
purposes of this problem. Next, we continue with the forces.
FIGURE 4.24
illustrates the steps
listed in Tactics Box 4.3.
We know that the
acceleration is directed
upward, so must
be directed upward as
well.

© 2015 Pearson Education, Inc. Slide 4-97

 Example 4.7 Forces on an elevator (cont.)
ASSESS Let’s take a look at our picture and see if it makes
sense. The coordinate axes, with a vertical y-axis, are the
ones we would use in a pictorial representation of the
motion, so we’ve chosen the correct axes. is directed
upward. For this to be
true, the magnitude of
must be greater than
the magnitude of ,
which is just what we’ve
drawn.

© 2015 Pearson Education, Inc. Slide 4-98

 Example 4.9 Forces on a towed skier
A tow rope pulls a skier up a snow-covered hill at a constant
speed. Draw a full visual overview of the skier.

© 2015 Pearson Education, Inc. Slide 4-99

 Example Problem
Consider pushing a block across the table at a steady speed.
Since you’re exerting a force on it, why isn’t it accelerating?
Identify all the forces and draw a free-body diagram.
Compare the size of the pushing force and the size of the
friction force.

© 2015 Pearson Education, Inc. Slide 4-100

 Section 4.7 Newton’s Third Law

© 2015 Pearson Education, Inc.

 Newton’s Third Law
• Motion often involves two or more objects interacting
with each other.
• As the hammer hits the nail, the nail pushes back on the
hammer.
• A bat and a ball, your
foot and a soccer ball,
and the earth-moon
system are other
examples of interacting
objects.

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 Interacting Objects
• An interaction is the mutual influence of two objects on
each other.
• The pair of forces shown in the figure is called an
action/reaction pair.
• An action/reaction pair
of forces exists as a pair,
or not at all.

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 Reasoning with Newton’s Third Law

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 Runners and Rockets
• In order for you to walk, the
floor needs to have friction so
that your foot sticks to the
floor as you straighten your
leg, moving your body
forward.
• The friction that prevents
slipping is static friction.
• The static friction has to point
in the forward direction to
prevent your foot from
slipping.

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 Runners and Rockets
• The rocket pushes hot gases out the back, and this results
in a forward force (thrust) on the rocket.

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 QuickCheck 4.16

10-year-old Sarah stands on a skateboard. Her older brother

Jack starts pushing her backward and she starts speeding up.
The force of Jack on Sarah is

A. Greater than the force of Sarah on Jack.

B. Equal to the force of Sarah on Jack.
C. Less than the force of Sarah on Jack.

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 QuickCheck 4.16

10-year-old Sarah stands on a skateboard. Her older brother

Jack starts pushing her backward and she starts speeding up.
The force of Jack on Sarah is

A. Greater than the force of Sarah on Jack.

B. Equal to the force of Sarah on Jack.
C. Less than the force of Sarah on Jack.

© 2015 Pearson Education, Inc. Slide 4-108

 QuickCheck 4.17

A mosquito runs head-on into a truck. Splat! Which is true

during the collision?

A. The mosquito exerts more force on the truck than the

truck exerts on the mosquito.
B. The truck exerts more force on the mosquito than the
mosquito exerts on the truck.
C. The mosquito exerts the same force on the truck as the
truck exerts on the mosquito.
D. The truck exerts a force on the mosquito but the
mosquito does not exert a force on the truck.
E. The mosquito exerts a force on the truck but the truck
does not exert a force on the mosquito.
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 QuickCheck 4.17

A mosquito runs head-on into a truck. Splat! Which is true

during the collision?

A. The mosquito exerts more force on the truck than the

truck exerts on the mosquito.
B. The truck exerts more force on the mosquito than the
mosquito exerts on the truck.
C. The mosquito exerts the same force on the truck as the
truck exerts on the mosquito.
D. The truck exerts a force on the mosquito but the
mosquito does not exert a force on the truck.
E. The mosquito exerts a force on the truck but the truck
does not exert a force on the mosquito.
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 Summary: General Principles

Text: p. 118

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 Summary: General Principles

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 Summary: General Principles

Text: p. 118
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 Summary: Important Concepts

Text: p. 118

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 Summary: Important Concepts

Text: p. 118

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 Summary: Important Concepts

Text: p. 118

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 Summary: Applications

Text: p. 118

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 Summary: Applications

Text: p. 118

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 Summary

Text: p. 118

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 Summary

Text: p. 118

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 Summary

Text: p. 118

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