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Chapter 1
Introduction to Motion and Forces

Conceptual Goals
-- Understand that different observers see the same motion differently.
-- Use a motion diagram to qualitatively represent an object’s motion.
-- Learn that a force describes an interaction between two objects (i.e., a force is not an
entity that becomes part of an object);
-- Use a free-body diagram to represent the forces exerted on an object by other objects;
-- Understand that unbalanced interactions cause an object’s motion to change; the
change in motion, not the motion itself, is in the direction of the unbalanced force.

Procedural Goals
--Learn to represent the same situation using words, pictures, motion diagrams, and free-
body diagrams.

1.1 Qualitative Concept Building and Testing

1.1.1 Describe A person sits in the passenger seat of a car that is traveling down a street.
Describe the person as seen by each of the following observers:
(a) a person sitting in the
backseat of the car

(b) a pedestrian standing

on the sidewalk as the car
passes

(c) the driver of a second

car moving in the same
direction and passing the
first car

1.1.2 Describe A person stands near a bus stop. Describe the standing person’s motion as
seen by the following observers:
(a) a person sitting in an
approaching bus

(b) a person riding in a

car moving away from
the bus stop

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(c) another person

standing at the bus stop

1.1.3 Explain Review your analyses for Activities 1.1.1 and 1.1.2 and answer the
questions that follow.
(a) Do any observers say that the person sitting in the passenger seat of the car in 1.1.1
was moving? Explain.

(b) Do any observers say that the person sitting in the passenger seat of the car in 1.1.1
was not moving? Explain.

(c) Do any observers say that the person standing near a bus stop in 1.1.2 was moving?

(d) Do any observers say that the person standing near a bus stop in 1.1.2 was moving?

(e) Based on your answers in parts a through d, explain what it means when someone
says an object is “moving.”

Testing Experiments and Hypothetical-Deductive Reasoning

There are three types of experiments in this Guide: observational experiments in which
you collect data, identify patterns, and then sometimes explain them; testing experiments,
whose outcomes you predict based on the explanations you constructed in earlier
observation experiments; and application experiments, in which you apply tested
knowledge to solve a practical problem. In testing experiments labeled with “predict and
test,” we want you to use hypothetical-deductive reasoning.

“If this idea is correct, and I do such and such, then such and such should happen.”

Next the experiment is performed and you finish the logical chain of thought.

“But (and) it did not (did) happen, therefore the idea was not supported (was supported).”

As an example, in Activity 1.1.4 we expect you to reason as follows while testing the
idea that different observers see the same motion differently. Thus, when an object is
moving with respect to some observers, we can usually find an observer who will see the
object at rest. “If this idea is correct, and Eric starts walking right behind the person
carrying the ball keeping the distance between him and the ball constant, then he will see
the ball as not moving.” Then you perform the experiment, and Eric fixes his eyes on the
ball while walking behind Marta. You finish the reasoning: “And this is what he saw,
thus the idea that different observers see the same motion differently was supported.”

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1.1.4 Predict and test The idea that different observers see the same motion differently
needs experimental testing. Consider the following experiments. Marta walks in a
westerly direction carrying a ball.
(a) Use your understanding of relative motion to predict what Eric needs to do to see the
ball as not moving. Explain your prediction.

(b) Use your idea of relative motion to predict what Joan needs to do to see the ball as
moving in the easterly direction. Explain your prediction.

(c) Reproduce this experiment to test your predictions.

(d) Make a judgment about whether the idea that motion is relative was supported or
disproved by your experiments.

1.1.5 Explain Carefully explain what you need to know to describe the motion of the
passenger in Activity 1.1.1 and the ball in Activity 1.1.4.

1.1.6 Observe Turn on a metronome at about one beat per second and a battery-operated
car, and then let the car go. When you feel comfortable with the motion, repeat the
experiment but this time drop sugar packets on the floor at the point where the car is at
every blip of the metronome. After about 5 blips, turn off the car and draw a picture
representing with dots the locations of the sugar packets. Discuss how you can use the
dots to describe the motion of the car.

1.1.7 Represent and reason You have two battery-operated toy cars that you can let
them go simultaneously on a smooth floor. You and a friend follow the cars so that one of
you is walking next to each car. Each of you drops a sugar packet each second to mark
the location of your car (again using the metronome to help you mark even time
intervals). The dots in the figure below represent the locations of the packets for the two
cars. The cars start simultaneously at the dot on the left and move to the right.

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. . . . . . . . . . . car 1

. . . . . . car 2

Describe the motion of each car as fully as possible by answering the following
questions.
(a) Were the cars ever next to each other? If so, where?

(b) Choose a reference frame associated with car 1. If there were passengers in car 1, how
would they describe the motion of car 2?

(c) Choose a reference frame associated with car 2. If there were passengers in car 2, how
would they describe the motion of car 1?

1.1.8. Observe Place a basketball at rest on the floor. Then hit it with a mallet once, so
that it starts moving with considerable speed. Run beside it and drop sugar packets to
indicate locations of the ball every second. (Again, use a metronome to help you mark
even time intervals.) Draw a picture representing the sugar packets with dots and describe
the relative distance between the packets.

1.2 Conceptual Reasoning

1.2.1. Represent and reason The illustration represents the experiment you performed in
Activity 1.1.8. The dots represent the locations of the ball measured each second. The
arrows
r represent the direction
r of motion and how fast the ball was moving (we call them
v arrows). Consider v arrows 1 and 2. Move them side rby side with their tails at the
same horizontal position. Decide what change arrow ∆ v you would have to add to arrow
1 to make it the same length as arrow 2. Repeat for arrow 2—what change arrow is
needed to change it into arrow 3? We call these velocity change arrows.
€ € r
. 1
. 2 €
3
. v
. 4

Example for arrows 1 and 2:

Draw a picture like that at the right.

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Reasoning Skills: Constructing a Motion Diagram

Here is a tool to help you learn how to construct motion diagrams. Motion diagrams
provide a concrete way to represent motion, which is described later in more formal and
abstract ways. Motion diagrams help you to represent, visualize, and analyze motion.
They are especially useful for checking the quantitative math descriptions of motion that
you learn later.

1.
1. Draw
Draw dots
dots to
to represent
represent the
the position
position of
of 2.
2. Point
Point arrows
arrows in in the
the direction
direction of
of motion
motion andand use
use the
the
the object at equal time intervals.
the object at equal time intervals. relative
relative lengths
lengths to
to indicate
indicate how
how fast
fast the
the object
object isis
moving.
moving.

3.
3. Draw
Draw arrow
arrow to
to indicate
indicate how
how the
the arrows
arrows are
are
changing.
changing. Draw
Draw the
the arrows
arrows thicker
thicker than
than the
the
arrows.
arrows.

1.2.1 Represent and reason The illustration below depicts a motion diagram for a given
object. Describe the motion in words by devising a story for some object’s motion that is
consistent with this diagram. Note that the process has three distinct parts: the vertical
dashed line separates the parts.

=0 =0

r
v
1.2.2 Represent and reason The illustration to the right
r
depicts a motion diagram for an object. Devise a story for an
object’s motion that is consistent with this diagram. Note that
Δv
the process has two distinct parts: the horizontal dashed line
separates the parts.

€ €
r
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1.2.3 Represent and reason A car stops for a red light. When the light turns green, the
car moves forward for 3 s at a steadily increasing speed. The car then travels at constant
speed for another 3 s. Finally, when approaching another red light, the car steadily slows
to a stop during the next 3 s.
(a) Draw a motion diagram that describes this process.

(b) What assumptions did you make when drawing your diagram?

1.3 Describing Interactions: Qualitative Concept Building and Testing

1.3.1 Observe and represent Pick up a tennis ball and hold it in your hand. Now pick up
a bowling ball and hold it.
(a) Fill in the table that follows by representing each situation. When labeling the forces,
use two subscripts: first for the object that exerts a force on the object of interest, second
for the object
r of interest. For example, the force that the hand exerts on the ball can be
written as FH on B .

Sketch the List all the objects Represent the ball with a dot (a point particle)
€situation. that interact with the and represent with an arrow each interaction of
ball. another object with the ball. Connect the tails
of the arrows to the dot. Label each force
arrow with subscripts, indicating the other
object causing the interaction and the object on
which the force was exerted.
Tennis ball

Bowling ball

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(b) Discuss the lengths of the arrows on each free-body diagram. Did you draw arrows of
the same length on each diagram? Why or why not?

1.3.2 Observe and represent Sahana continuously pushes a bowling ball with a board.
The ball starts at rest and moves faster and faster because of the pushing. Fill in the table
that follows.

Sketch the List all of the Represent the ball with a dot Indicate what forces
situation. objects that (a point particle) and “cancel” or “balance”
interact with the represent with an arrow each each other and explain
bowling ball interaction of another object why. Indicate if there
while being with the ball. Connect the is an “unbalanced”
pushed. tails of the arrows to the dot. force.
Label the force arrows with
subscripts indicating the
other objects causing the
interaction and the object on
which they exert forces.

1.3.3 Observe and represent Imagine that a friend drops a medicine ball and it falls
straight down. You catch it before it touches the ground. Consider the motion of the ball
after it touches your hands (the ball’s downward speed decreases as your
hands stop it). Fill in the table that follows.
Sketch the List all of the Represent the ball with a dot (a Examine the relative
situation. objects that point particle) and represent lengths of the force
interact with the with an arrow each interaction arrows and indicate
ball after it of another object with the ball. whether they balance
touches your Connect the tails of the arrows each other. If not,
hand. to the dot. Label the force indicate the direction
arrows with two subscripts of the unbalanced
indicating the other object force.
causing the interaction and the
object on which the force was
exerted.

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Reasoning Skills: Constructing a Free-Body Diagram

A free-body diagram is another example of a physical representation used by physicists
while analyzing the forces exerted on objects by other objects. It is used not only in
mechanics but in other fields of physics where forces are important. Below we show the
steps that you need to follow to draw the free-body diagram of a box that you pull with a
rope along a rough surface. Follow the steps of the procedure in the order indicated.

1. Sketch the situation described in the problem.

2. Circle an object (objects) of interest in the sketch—we call this the system.
3. Model the system as a particle (if the object is somewhat smaller than the situation
being described or if all of its points move in the same way). Place at the side of the
sketch a “particle” dot to represent the system.
4. Look for objects outside the system (external objects) that interact with the system.
Decide what objects are important and what objects are not (e.g., perhaps the surfaces are
smooth and you can neglect friction).
5. Draw force arrows that represent the external interactions that affect the behavior of
the system object. Draw the tails of these force arrows beginning on the particle dot.
Draw the lengths of the arrows to represent the relative magnitudes of the forces. For
example, if two people are pushing on the same box, the arrow representing the force
exerted by the person who pushes harder should be longer.
6. Label the forces in the diagram. Note: The forces in the diagram should represent the
force that some object outside the system exerts on the object inside the system. To start,
identify the external object
rthat causes each force and also the object on which the force
is exerted (for example, F R on B means the force that the rope exerts on the system
object--in this case the box). Surfaces can exert two forces, one perpendicular to the
surface and the other parallel (friction). The Earth pulls down on objects without touching
r
them. We € label this force F E on B.

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1. Sketch the situation described in the problem.

FREE-BODY DIAGRAM

2. Circle the object SKETC 6. Label the

of interest—the forces
4. External interaction, system H 3. Place a dot y
surface touches representing the box
bottom of box on the side.
R on B

S on B
x

 E on B

4. External interaction,
4. External rope outside system
interaction, Earth pulls on rope inside 5. Draw forces to
pulls down on box system represent interactions,
watch the length of
arrows.
1.3.4 Reason
(a) Use a piece of graph paper to redraw the free-body diagram from the skills box. Count
the number of length units for each arrow in the vertical and horizontal directions. If the
arrow is positioned at an angle, you need to count both horizontal and vertical units.
(b) Then decide whether all vertical units balance and all horizontal units balance. If not,
draw the direction of the unbalanced force. Discuss whether the result is reasonable.

I.3.5 Observe and find a pattern Perform or observe the following experiments and
then fill in the table that follows.

Experiment Sketch a motion diagram for the Draw a free-body diagram for
cart. the cart.
(a) Steadily push the
back of a low-
friction cart along a
smooth surface so
that it moves faster
and faster.

(b) Stop pushing the

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cart and let it coast.

The cart does not
slow down.

(c) Push gently on

the front of the
moving cart so that it
moves slower and
slower and
eventually stops.

(d) Is there a pattern in the directionsrof the unbalanced force that other objects exert on
the cart and in the directions of the v arrows? Is there a pattern in the directions
r of the
unbalanced force that other objects exert on the cart and the directions of the Δv arrows
on the motion diagrams?

(e) Use the pattern that€you found to formulate a statement relating the free-body diagram
to the motion diagram. €

1.3.6. Predict and test Assemble two pulleys, as shown at the right. A 200-
g block hangs from the right side and a spring scale with a 300-g block
hangs from the left side. You hold the 200-g block so the blocks do not
move. Note the reading on the scale. Now, focus all of your attention on the
left 300-g block. Predict what happens to the scale reading when the blocks
are released so that the left block starts moving down faster and faster.

Sketch a Draw a free-body Predict whether Perform the Discuss

motion diagram for the left the scale reads experiment; whether the
diagram for block after release. the same, more record the outcome
left block Make sure the or less after the outcome. supports the
after it starts motion and free- release. relationship
moving. body diagrams are developed in
consistent. Activity 1.3.5.

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1.3.7 Predict and test Four statements about motion and force are provided below. Use
any of the equipment listed at the beginning of Section 1.3 to devise an experiment whose
predicted outcome contradicts each statement (try to disprove the statements).
(a) An object always moves in the direction of the unbalanced force exerted on it.

(b) An object pushed by a person continues to move with constant speed until the
person stops pushing.

(c) If an object is already in motion and two objects exert forces of the same strength
but in the opposite directions, then the object stops.

(d) An object alwaysrchanges its motion if there is an unbalanced force exerted on it by

other objects. The Δv arrows on a motion diagram for the object and the unbalanced
interaction are in the same direction.

(e) Which statement couldn’t you disprove?

1.4 Conceptual Reasoning

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1.4.1 Represent and reason

(a) Push horizontally on crate 1, which in turn pushes against crate 2. The crates slide
across a horizontal smooth surface.

12
(b) Pull horizontally with a rope on crate 2, which in turn pulls on crate 1. The surface is
very smooth and the ropes are taut.
.

1 2
(c) Fill in the table that follows.
Crate 1 Crate 2
Draw a free-body diagram Experiment a: Experiment a:
for each experiment.
Be sure to circle the object
of interest and look for
other objects interacting
with it.

Experiment b: Experiment b:

1.4.2 Represent and reason An elevator starts at rest on the ground floor of a building
and stops at the top floor. The elevator then returns to the bottom floor. Complete the
table that follows to determine the relative magnitude of the force that the supporting
cable exerts on the elevator (FC on E,) compared to the force that the Earth exerts on the
elevator (FE on E). The motion description and the force description should be consistent
with each other and with the rule relating motion and forces developed in Activities 1.3.5
through 1.3.6 (i.e., is FC on E > FE on E, FC on E = FE on E, or FC on E < FE on E? ).

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Sketch a motion Draw a free-body Check the consistency of

Experiment diagram. diagram. the diagrams.
(a) Elevator
hangs at rest at
the ground floor.

(b) Elevator
starts moving
upward with
increasing speed.

(c) Elevator
reaches a
constant upward
speed.

(d) Elevator
slows as it
approaches the
top floor.

(e) Elevator
starts moving
down with
increasing speed.

(f) Elevator
moves down at
constant speed.

(g) Elevator
slows to a stop

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on ground floor.

1.4.3 Represent and reason

(a) A stunt diver falls from the roof of a building and lands on a cushion that breaks her
fall. Fill in the table that follows to determine the relative magnitude of the force that the
cushion exerts on the diver (FC on D) compared with the force that the Earth exerts on the
diver (FE on D).

(b) A hermit hangs from a rope attached to a wagon

filled with supplies. As the wagon moves at
increasing speed up the hill, the hermit moves with
increasing downward speed (to get the wagon to his
cabin at the top of the hill). Fill in the table that
follows to determine how the magnitude of the force
of the rope on the hermit (FR on H) compares to the
force that the Earth exerts on the hermit (FE on H)?
Sketch a Draw a free-body Indicate in words Check for
Experiment motion diagram. the relative consistency
diagram. magnitudes of of the
the forces. diagrams.
(a) The diver is
sinking into the
cushion; her
downward
speed is
decreasing.

(b) The hermit

moves
downward with
increasing
speed.

1.4.4 Represent and reason A person pulling a rope in turn pulls a crate across a
horizontal rough surface, as shown below.

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Three motion diagrams are shown below for the crate (with velocity arrows only). In the
table that follows, construct a free-body diagram for the crate and make the horizontal
arrows the correct relative lengths.
(a) (b) (c)

(a) (b) (c)

1.4.5 Diagram Jeopardy Unlabeled free-body diagrams for objects are shown below.
For each instance, sketch and describe in words a process for which the diagrams might
represent the forces that other objects exert on an object of interest.
Free-body diagram (label Sketch a situation consistent Describe a process
the force arrows). with the diagram. consistent with the diagram.
(a)
y

(b)
y

S on ?

x
S on ?

1.4.6 Evaluate the solution A friend proposes that the free- y

body diagram at the right describes the forces exerted on a
lawn mower during one instant while mowing the lawn; the
mower is moving to the right. Could such a situation have

x
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occurred? If so, describe the situation and label the force arrows on the diagram. If not,
explain why not.

1.4.7 Evaluate the solution A crate sits on the flatbed y

of a truck that moves right at increasing speed. The
crate does not slide but instead moves right with the
truck. A friend draws the free-body diagram to the
right for the crate. Is anything wrong with this
diagram? Explain.
x

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Summary of Definitions and Concepts

Motion: An object is in motion with respect to another object if as time progresses,
its position is changing relative to this reference object.
Model: A model is a simplified version of an object, an interaction of objects or of a
system of objects, or a representation of a process. A scientist creating the model
decides what features to neglect.
A particle: A particle is a model of a real object. We consider a real object to be a
dimensionless particle under two circumstances: (a) all of the real object’s parts move in
same way, or (b) the object is much smaller than the dimensions of the process in which
it is involved.
Linear motion: This is a simplified version (model) of motion when an object,
considered a particle, moves along a single line.
Reference frame: A reference frame includes three essential components:
 a point of reference;
 a coordinate system which has well defined directions such as north and south or east
and west or a positive direction and a negative direction; and
 a zero clock reading that serves as a reference for future clock readings.
System: A system is the object of interest that we choose to analyze. Make a sketch of
the process that you are analyzing. Then, make a light pretend boundary (a closed line)
around the system object to emphasize your choice. Everything outside that system is
called the environment and consists of objects that might interact with and affect the
system object’s motion. These are external interactions.
Force: The force that one object exerts on another characterizes an interaction
between the two objects. The force causes some effect or influence of the one object
on the second object. Forces are represented by a symbol with an arrow above it to
show that the force has direction and with two subscripts indicating the two
interacting objects. For example,
r if the Earth pulls on a ball we note the force exerted
by the Earth on the ball as FE on B .
Relationship between force and motion: If external objects exertran unbalanced force
on the system object of interest, its motion changes so that the Δv arrow in a motion
diagram describing
€
its motion is in the same direction as the unbalanced force exerted on
the system object.

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Appendix 1: Introduction to motion—a qualitative approach

Review Questions
1. Are you moving while sitting on a raft going down the Colorado River?
2. Describe the particle model of a real object. Explain when we can use this model to
describe the motion of a real object.
3. You are on a dangerous climbing expedition and at your last base camp. You leave a
note describing the trip planned for the next day—to help a rescue team if one is
needed. Describe a reference frame that you will use in your description.
4. What can we learn about a system object from a free-body diagram?
5. Why do you need to keep pushing a stroller along a sidewalk in order to keep it
moving at constant velocity?
6. Why does a book on the table not fall straight down, even though the Earth pulls
down on it?

Review Question Answers

1. You cannot answer the question the way it is stated. You can only answer the
question if an object of reference is identified. If the object is a leaf on the surface of
the water, then the raft is not moving. If the object of reference is a bolder sitting on
the bottom of the river, then the raft is moving.
2. Description: A particle is an imaginary object that has no spatial dimension but can
move. It has no internal structure and can be visualized as a point. Explanation: A
real object can be described as a particle if its dimensions are much smaller than the
dimensions of the situation described in the problem, or if all points of the real object
move exactly the same way.
3. A possible reference frame: The reference point or reference object (the camp).
Coordinate system (north – south – east – west). Zero clock reading (7:00 am when
you start the hike).
4. We can learn how many and which external objects interact with the system object. In
some cases the diagram also indicates the relative strengths of the interactions.
5. To keep it moving at constant velocity, you need to push forward with force of equal
magnitude to the sidewalk’s opposing friction force on the stroller. If you push
harder, the stroller’s speed continually increases. If you push less, its speed
continually decreases until it stops.
6. The table pushes up on the book with a force equal in magnitude to the downward
pull of the Earth, thus making the net force exerted on the book by other objects equal
to zero.

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Examples: Representing processes in multiple ways

Check for the consistency of the representations—a very useful strategy for detecting
errors in thinking and work.
Words: After Jack pushes a bowling ball once, it moves on a smooth floor at
constant velocity.

Motion diagram:
r
N floor on ball
r
FEarth on ball
Free body diagram:

€
Words: A bowling ball slows down as it rolls on a carpet.

Motion diagram: €
r
Free body diagram: r N floor on ball
f f floor on ballr
FEarth on ball

€
Words: A cable pulls an elevator up at increasing speed.
€
Motion diagram: € Free body diagram:

r
Tcable on elevator
r
Fg Earth on elevator

€
.
€

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Extra Questions and Problems

Simple cases: particles and linear motion

1. (a) Name three objects now at rest with respect to you. (b) Name three objects now
moving with respect to you.
2. Find an object of reference for which an upward thrown ball is: (a) moving upward;
(b) not moving at all, and (c) moving downward.
3. Describe a reference frame in which a car that you are passing on a highway is: (a)
moving in the same direction as you, and (b) moving in the opposite direction?
4. Choose a moving object and tell a story about its motion as observed in two different
reference frames.
5. Describe situations for your own motion in which: (a) it is appropriate to consider
yourself a particle, and (b) you cannot consider yourself as a particle.
6. Design a question in which the Earth: (a) can be considered a particle, and (b) cannot
be considered a particle.

Conceptual description of particle motion - a motion diagram

7. (a) Draw a motion diagram for a skier after she pushes off once with her poles on a
smooth flat snow-covered surface. (b) Draw a motion diagram for a skier who
continuously pushes with the poles.
8. Draw a motion diagram for a car approaching an intersection with a red light.
9. Draw a motion diagram for the following story. “Your car starts at rest at a stop light
and moves at increasing speed until you reach the 45 mph speed limit. You catch up
to a slow moving car and have to follow it for a short time. You then pass the car on
an open stretch moving faster than the speed limit. You then slow down to the speed
limit again.” What simplifying assumptions did you need to make to draw the
diagram?

Particle interactions

10. Draw a free-body diagram: (a) for a falling ball; (b) for a ball that you hold in your
hand; and (c) for a ball in your hand that you are throwing upwards.
11. Draw a free-body diagram for a stationary bag: (a) hanging from a spring; (b) hanging
from a string; and (c) sitting on a table.
12. A baseball leaves a bat and flies upward and toward center field. After leaving the bat
and ignoring air resistance, are any forces exerted on the ball in the horizontal
direction? In the direction of motion? In the vertical direction? If so, identify the other
object that causes each force.
13. A block of dry ice slides at constant speed toward the right along a very smooth
horizontal surface. Construct a free-body diagram for the block.
14. A ball moves in an arc through the air. Construct a free-body diagram for the ball (a)
when moving up and toward the right, (b) when moving right while passing the

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highest point on its flight, and (c) when moving down and toward the right (after
passing the highest point in the flight). Ignore the resistive force of the air on the ball.
15. A wood block sits at rest on a surface inclined at 20 o above the horizontal. Draw a
sketch of the situation and then make a free-body diagram for the block.
16. Two very large crates rest on a rough horizontal surface. You push horizontally on
crate 1 which in turn pushes on crate 2. Neither crate moves. (a) Construct a sketch of
the situation. (b) Construct a free-body diagram for crate 2. (c) Construct a free-body
diagram for crate 1.

Explaining particle motion & reasoning without mathematics

17. You throw a ball straight up into the air. Draw a free body diagram for the ball on its
way up and on its way down. In which situation is its velocity change the greatest or
is the change the same in each situation. Do NOT ignore air resistance.
18. You place a pie pan with a pie in it on the horizontal floor of your van. You stop
abruptly for a red light. The pie pan does not slip on the floor. (a) Construct a free-
body diagram for the pie pan as your car moves at decreasing speed while stopping.
(b) Repeat part (a) for the case where your car’s speed increases after the light turns
green. Be sure to identify the other object causing each force.
19. A string pulls a cart so that it moves at increasing speed along a smooth frictionless
surface. When the cart’s speed gets to 2 m/s, the pulling is stopped abruptly. Describe
carefully what happens to the cart’s motion now.
20. A string pulls a cart so that it moves at increasing speed along a smooth frictionless
surface. When the cart’s speed reaches 2 m/s, the magnitude of the pulling force is
reduced to half its former magnitude. Describe carefully what happens to the cart’s
motion now.
21. An elevator is pulled upward at increasing speed—the force of the cable on the
elevator is greater than the downward gravitational force due to the Earth. When the
elevator’s speed becomes 3 m/s, the force of the cable on the elevator changes
abruptly so that the sum of the two forces becomes zero. What happens to the
elevator’s motion now? Explain.
22. A crate slides at decreasing speed on a horizontal surface. Construct a free-body
diagram for the crate. Make the relative lengths of the force arrows consistent with
the described motion.
23. A block of dry ice coasts at a constant speed of 2 m/s on a horizontal surface (no
friction). A second block of dry ice coasts on the same surface at speed 4 m/s.
Compare the resultant forces exerted on each block. Explain your reasoning.
24. A person pushes horizontally on a crate to keep it sliding at constant velocity on a
horizontal surface. Construct a free-body diagram for the crate. Make the relative
lengths of the force arrows consistent with the described motion.
25. An elevator moves down at constant velocity. Construct a motion diagram and a free-
body diagram for the elevator (ignore the resistive force of the air on the elevator).
Make the relative lengths of the force arrows consistent with the described motion.

Van Heuvelen & Etkina 21 Active Learning Guide

Chapter 1: Introduction to Motion and Forces