NCEA Level 2 Physics 2.

4 sciPAD micro
Student Workbook

ISBN: 978-0-9951054-7-8
Authors: Jason Rendle and Phillip Nash
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 Physics 2.4 Demonstrate understanding of mechanics

Level: 2 Credits: 6 Assessment: External

Achievement Achievement with Merit Achievement with Excellence

Demonstrate understanding of Demonstrate in-depth Demonstrate comprehensive

mechanics. understanding of mechanics. understanding of mechanics.

Explanatory Notes
1. Demonstrate understanding involves writing statements that show an awareness of how
simple facets of phenomena, concepts or principles relate to a described situation.
Demonstrate in-depth understanding involves writing statements that give reasons why
phenomena, concepts or principles relate to a described situation. For mathematical
solutions, the information may not be directly usable or immediately obvious.
Demonstrate comprehensive understanding involves writing statements that demonstrate
understanding of connections between concepts.
2. Written statements include mathematical solutions and/or descriptions. Descriptions may
include graphs or diagrams.
3. Assessment is limited to a selection from the following:
Motion:
• Constant acceleration in a straight line.
• Free-fall under gravity.
• Projectile motion.
• Circular motion (constant speed with one force only providing centripetal force).
Force:
• Force components.
• Vector addition of forces.
• Unbalanced force and acceleration.
• Equilibrium (balanced forces and torques).
• Centripetal force.
• Force and extension of a spring.
Momentum and Energy:
• Momentum.
• Change in momentum in one dimension and impulse.
• Impulse and force.
• Conservation of momentum in one dimension.
• Work.
• Power and conservation of energy.
• Elastic potential energy.

Relationships:

v = ∆d a = ∆v vf = vi + at d = vit + ½at2 d = (vi + vf) t vf2 = vi2 + 2ad

∆t ∆t 2

aC = v
2
p = mv ∆p = F∆t Ek = ½mv2 Ep = mg∆h Ep = ½kx2
r

P=W FC = mv
2
W = Fd F = ma τ = Fd F = -kx
t r
 CONTENTS
MOTION Circular Motion Experiment 49

The Outward Moving Feeling 50

Key Terms 6

Torque 51
Year 11 Recap - Forces and Motion 7

Equilibrium 53
Friction 7

Investigating Torques 55
Speed 7

Equilibrium and Centre of Mass 60

Acceleration 7

Double Pivot Questions 64

Vectors and Scalars 8

Equilibrium and Angled Support Forces 68

Average Speed/Velocity 9

Forces Chapter Review 70

Acceleration 10

End of Chapter Review Questions 71

Distance / Displacement Graphs 11

Speed / Velocity Graphs 12 ENERGY AND MOMENTUM

Acceleration / Time Graphs 13

Key Terms 74

Kinematic Equations 14
Gravitational Potential Energy 76

Adding Vectors 16
Kinetic Energy 78

Vector Subtraction 18
Energy Stored in a Spring 79

Relative Velocity 19
Conservation of Energy 81

River Crossings 20
Work 84

Vertical Motion Under Gravity 22

Power 85

Horizontal Projectile Motion 24

Combining Work, Power and Conservation of Energy 86

Motion Chapter Review 29

Momentum 88

End of Chapter Review Questions 30

Change of Momentum 89

FORCES Impulse 91

Using Equations to Answer Word Questions 93

Key Terms 34

Conservation of Momentum 94
Forces 36

Energy and Momentum Chapter Review 97

Hooke’s Law 37

End of Chapter Review Questions 98

Hooke’s Law Investigation 38

Newton’s Laws 39

91171 Practice Exam 102

Free Body Force Diagrams 40

Forces Acting At Angles 42

ANSWERS 118
Centripetal Acceleration 44

Calculating Centripetal Acceleration 45

 MOTION

MOTION
By the end of this chapter you should be able to: I KNOW THIS
ALREADY
I LEARNED
THIS
I REVISED
THIS

Calculate the average velocity of an object.

Use a = ∆v/∆t to calculate the acceleration of an object.

Interpret graphs relating to the motion of an object.

Use kinematic equations to solve problems involving instantaneous

variables.

Describe the effect of gravity on an object's motion.

Describe variables as being either scalar or vector quantities.

Use vector addition to find the relative motion of objects.

Use vector subtraction to find changes in displacement, velocity and

acceleration.
Describe the horizontal and vertical velocity of an object experiencing
projectile motion.
Explain how the values found using the kinematic equations differ to the
values found using v = ∆d/∆t.

Key Terms
Acceleration
My Definition: 

Displacement
My Definition: 

Distance
My Definition: 

Projectile motion
My Definition: 

Scalar
My Definition: 

Speed
My Definition: 

Vector
My Definition: 

Velocity
My Definition: 


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Year 11 Recap - Forces and Motion

Forces
• A force is a push or a pull. Support Force

• Forces are measured in newtons (N).

• There are usually four forces acting on any object:
thrust, friction, weight and support. Thrust Drag
• They have both a size and a direction. Forces
acting in the same direction are added together,
whereas forces acting in opposite directions are
subtracted.
• Forces can speed things up, slow things down, Weight

change the direction that the object is travelling

or change the object’s shape.
• When forces on an object are balanced there is no net force. If the object is moving, it will be
moving at a constant speed. If it is not moving, it will remain stationary.
• When forces on an object are unbalanced there is a net force and the object will accelerate
or decelerate. The example (below) shows that the car will be accelerating forward with a
net force of 500 N.
Balanced forces Unbalanced forces

• The net force can be calculated using the equation Fnet = ma.
Friction
• Friction is a force that occurs when an object moves against another object or through a fluid.
• Friction can act to oppose (prevent or stop) the movement of an object.
• Drag is another name for the friction that occurs when an object moves through a fluid, such
as air or water.
• Friction can generate heat, causes wear and tear, and can slow moving objects down.
• The effects of friction can be reduced if the surfaces of the two materials are lubricated (with
water or oil, etc.). Friction can be increased by making one or more of the surfaces rougher or
by pressing them together more strongly.
Speed
• Speed is a measure of how far an object can travel in a certain amount of time.
• To calculate speed, we need to know two variables: distance travelled (metres, m) and time
taken to travel that distance (seconds, s).
∆d (change in distance)
• To calculate speed scientists use the formula: Speed (v) =
∆t (change in time)
• The SI units for speed are metres per second (m s-1).
Acceleration
• Acceleration is the rate at which an object changes its speed in a certain amount of time.
• Acceleration can be a positive value (i.e. an object is speeding up) or a negative value (i.e.
the object is slowing down). Negative acceleration is often called deceleration.
• Acceleration can be calculated using the following formula:
∆v (change in speed)
Acceleration (a) =
∆t (change in time)
• The SI unit for acceleration is metres per second per second (m s-2)

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 MOTION

Vectors and Scalars

Physical quantities can be separated into two categories: vectors, that show a size and a direction,
and scalars that only show a size.
The difference between vectors and scalars can be demonstrated by considering the quantities
speed and velocity. Speed is a scalar; it indicates how fast an object is travelling. Velocity is a
vector; it indicates how quickly an object is moving and the direction that the object is moving.
Think about a car travelling north at 28 m s-1. It has a speed of 28 m s-1, and a velocity of 28 m s-1
north.
There are vector and scalar quantities that represent similar concepts, such as speed and velocity.
When this happens both quantities are given the same symbols and units.
1. Complete the table of vectors and scalars that are used in mechanics.

Quantity Symbol SI Units Scalar or Vector?

Distance

Speed

Time Scalar

kilograms (kg)

joules (J)

Displacement Vector

Velocity

Acceleration

Force

kilogram metres per

Momentum p Vector
second (kg m s-1)

2. Compare and contrast the terms ‘scalar’ and ‘vector’. 





3. Label the following diagrams as showing either scalar or vector quantities.

28 m s-1 28 m s-1 WSW

 

4. State whether scalar or vector quantities are more useful to scientists when trying to land a
mission to Mars. Justify your decision. 





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Average Speed/Velocity

Before using this equation in an exam, look for the terms average
speed (or velocity) and constant/uniform speed (or velocity).
If a change in distance or displacement, and the amount of time required to cover that distance,
is known then the following equation can used to used to calculate the average speed or velocity.

vav = ∆d/∆t
vav = average speed/velocity (m s-1)
∆d = change in distance/displacement (m)
∆t = change in time (s)

This equation is useful if the object is travelling at a constant speed or velocity, or if an average
value is sufficient. However, instantaneous speeds or velocities cannot be calculated from this
equation.
For example, if a sprinter runs 100 m in 10 s, his average speed is 10 m s-1. However, the sprinter starts
from rest and accelerates to his maximum speed and may even begin to slow down over the last
section of the race. The sprinter will reach speeds in excess of 10 m s-1. The average speed/velocity
equation cannot be used to calculate any of these instantaneous speeds.
If scalar quantities are used in this equation, the answer will be a scalar, and vector quantities will
give a vector answer. For example, using displacement and time will give a velocity (a vector
quantity), as displacement is also a vector quantity.
1. Use the average speed/velocity equation to find the unknown variables. All answers should
show working and include SI units.
(a) Speed = 15 m s-1 (d) Time = 85 s
Distance = 75 m Velocity = 120 m s-1 (East)
Formula =  Formula = 
Working =  Working = 
t = Units:  d = Units: 
(b) Displacement = 120 m (North) (e) Distance = 750 m
Time = 18 s Speed = 25 m s-1
Formula =  Formula = 
Working =  Working = 
v = Units:  t = Units: 
(c) Time = 35 seconds (f) Velocity = 750 m s-1
Distance = 90 m Distance = 6 m
Formula =  Formula = 
Working =  Working = 
v = Units:  t = Units: 

2. A car is driven 130 km in 1 hour 45 minutes and attains a maximum speed of 100 km h-1.

(a) Calculate the average speed of the car. 


(b) Explain why the answer in (a) above does not match the maximum speed the car
attained. 




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 MOTION

Acceleration
Acceleration is a vector quantity that describes the rate at which an object’s velocity changes.

a = ∆v/∆t Note that:

a = accleration (m s-2)
∆v = vfinal - vinitial
∆v = change in velocity (m s-1)
∆t = change in time (s)

Acceleration can be positive or negative. The sign of the acceleration compared to the sign of
the velocity explains if the object is speeding up or slowing down (decelerating):
• If velocity and acceleration have the same sign (both +ve or both -ve) then the object is
speeding up.
• If velocity and acceleration have opposite signs then the object is slowing down.
Acceleration is a vector - it has both a size and a direction. If the direction is not given, the following
conventions should be used.

Terminology Also Presented As Direction

Accelerates Positive acceleration Same direction as +ve velocity
Decelerates Negative acceleration Opposite direction to the +ve velocity

1. Rearrange the formula to find:

(a) ∆v = 
(b) ∆t = 
2. Complete the table below to find the unknown quantities.

Initial Velocity (vi) Final Velocity (vf) ∆v Time Acceleration

(m s-1) (m s-1) (m s-1) (s) (m s-2)
12 16 2
10 20 5
0 12 1.5
16 0 2.5
45 -10 4
6 3 18
18 -18 2
10 90 160
-8 - 12 2
15 -15 -2.5
0 - 34.3 - 9.8

3. A glass falls off a bench and accelerates due to gravity at 9.8 m s-2. It takes 0.5 seconds for
the glass to hit the ground. Find the glass’s change in velocity as it falls towards the ground.



4. A race car’s velocity changes from 55 m s-1 to 35 m s-1 over 1.50 seconds. Calculate the
car's acceleration.



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 MOTION

Distance / Displacement Graphs

NOTE: On displacement/time graphs there are two types of curves:

Graphs of motion may show scalar or vector quantities. Consider distance and displacement:

• Negative gradient to flat(ter) = decelerating while moving backwards.

• Positive gradient to flat(ter) = decelerating while moving forwards.
Distance/Time Graphs Displacement/Time Graphs
Distance is a scalar quantity. Therefore, Displacement is a vector, so direction
direction is not considered. As the object is important. As the object moves its
moves its distance either increases or stays displacement can increase, stay constant,
constant (it cannot decrease). or decrease.

Decelerating Accelerating back

towards the start point

Displacement
Stationary
Distance

Stationary
Decelerating and
coming to a stop
at the origin
Accelerating
Constant speed Constant velocity

Time Time
The gradient of a sloped section of the graph (∆d/∆t) gives The gradient of a displacement time graph gives the
the speed of the object. The faster the object is travelling velocity that the object is travelling. A positive gradient
the steeper the gradient. A curved line indicates that relates to moving forwards and a negative gradient
the object is accelerating (or decelerating). means the object is moving in the opposite direction.

1. Explain what each of the following features of a graph represent for distance/time and
displacement/time graphs.
(a) A horizontal line.

(i) Distance/time graph: 



(ii) Displacement/time graph: 


(b) A straight line with a steep gradient.

(i) Distance/time graph: 



(ii) Displacement/time graph: 


(c) A line curving upwards (becoming steeper).

(i) Distance/time graph: 



(ii) Displacement/time graph: 


(d) A curved line that starts steep but curves to be a smaller gradient.

(i) Distance/time graph: 




(ii) Displacement/time graph: 




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 MOTION

Speed / Velocity Graphs

Speed and velocity graphs must also be interpreted in terms of scalar and vector quantities.
Speed /Time Graphs Velocity/Time Graphs
Speed time graphs do not illustrate direction. Velocity time graphs show direction. Data points
All data points are positive and the graphed above the horizontal axis indicate forward
line is always above the horizontal axis. motion. Data points below the horizontal axis
indicate motion in the opposite direction.
Constant speed
Constant velocity

Constant

Velocity
acceleration
Speed

Constant deceleration

Constant acceleration Negative acceleration

Time Time

The gradient of a speed-time graph gives the object’s The gradient of a velocity-time graph gives the object’s
acceleration. acceleration with direction.
A steep gradient indicates rapid acceleration. The area between the graph line and the horizontal axis
gives the object’s displacement.
The area under the curve gives the total distance travelled.
Areas above the horizontal axis indicate positive
The direction of the object’s motion cannot be determined displacement (forwards) while areas below the horizontal
so displacement from the starting point is unknown. axis indicate negative displacements when the object is
moving backwards.
Subtracting the total areas above the time-axis from the total
areas below the time-axis gives the total displacement. A
positive result indicates forward displacement. A negative
result indicates a negative displacement where the object
finishes its motion behind its starting point.

1. Draw appropriate axes and plot the following data on the graphs below.
Section 1: Starts from rest and accelerates at 2 m s-2 for 5 seconds.
∆v =
Section 2: Travels at a constant velocity for 5 seconds.

Section 3: Decelerates for 5 seconds at a constant rate until stationary.
Section 4: Reverses direction and accelerates at 4 m s-2 for 5 seconds.
∆v =
Section 5: Decelerates for 10 seconds until stationary.
Speed / Time Velocity / Time

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 MOTION

Acceleration / Time Graphs

Acceleration occurs when an object’s velocity changes with time. Because velocity is a vector
quantity, a change in direction of a moving object (with or without a change in speed) is also
acceleration. At Level 2, you are only required to study constant acceleration, so graphs will only
show vertical or horizontal lines. The example below is for an object that moves from rest in the
forward direction only.
2
Acceleration (m s-2)

0 Time (s)
1 2 3 4 5 6

-1

-2
1. (a) Describe the motion of the object in the graph above. 




(b) Calculate the change in velocity of the object in the first two seconds. 


(c) Calculate the change in velocity of the object over the six seconds shown. 

2. Use the data from the velocity/time graph below to sketch the related displacement/time
and acceleration/time graphs.

10
Velocity (m s-1)

0 Time (s)
5 10 15 20 25 30
-5

-10

100
Displacement (m)

75

50

25

0
Time (s)
5 10 15 20 25 30

4
Acceleration (m s-2)

0 Time (s)
5 10 15 20 25 30
-2

-4

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 MOTION

Kinematic Equations
To be able to calculate instantaneous quantities for distances and velocities when an object
is accelerating special equations are required. They are known as the kinematic equations of
motion.
vi + vf
vf = vi + at d= t vf2 = vi2 + 2ad d = vit + ½at2
2

vf = final velocity (m s-1) vi = initial velocity (m s-1) a = acceleration (m s-2) t = time (s) d = displacement (m)

The kinematic equations each have at least one of the five variables absent. Problems from
a range of different situations can be solved once the correct equation is identified. To solve
problems, begin by listing the quantities that are provided and include the unknown variable.

QUESTION FOUR
A car is travelling along the road at 25 m s-1, and stops (0 m s-1) over 30 m.
Find the car’s deceleration.
vi = 25 m s-1 vf = 0 m s-1 d = 30 m a = ? 1 List the data including the unknown.

vf2 = vi2 + 2ad 2 Find the formula that does not include your 5th variable. In this example we
do not know time, thus the only formula without time is the one we will use.
02 = 252 + 2 x a x 30
0 = 625 + 60a 3 Substitute values.

60a = -625
a = -10.4 m s-2 4 Solve.

1. A sprinter is jogging at 4.0 m s-1 and accelerates at 10.0 m s-2 over 49.0 m. Find the final
velocity of the sprinter.






2. A cyclist travelling at 3.0 m s-1 accelerates uniformly to 8.0 m s-1 over 5.0 seconds. Calculate
the distance the cyclist travelled in this time.






3. A car at rest accelerates uniformly at 1.5 m s-2.

(a) Calculate how far does the car travels in 20 seconds. 





(b) Calculate the speed of the car after it has travelled 100 m, 




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4. A tennis ball is travelling at 45.0 m s-1 when it collides with a tennis racket. Afterwards the
ball is travelling at -55.0 m s-1.
(a) Calculate the ball’s acceleration if the collision takes 0.60 s.





(b) If the ball slows at a rate of 1.25 m s-2 as it travels across the court, calculate the
velocity that the incoming ball (the 45.0 m s-1 shot) was travelling at when it was
originally hit (18.0 m from the 45.0 m s-1 position).







5. Two boats are racing each other over a distance of 800 m. Boat A starts from rest (vi = 0 m s-1)
and accelerates at a constant rate of 4 m s-2. Boat B has an initial velocity of 12 m s-1 and
accelerates uniformly until it crosses the finishing line at 52 m s-1.
(a) Calculate which boat wins the race.











(b) Calculate the acceleration of boat B.






(c) Calculate the time at which the two boats are travelling at the same velocity.
State this velocity.










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 MOTION

Adding Vectors
Vector quantities are represented by arrows. The direction of the arrow is the direction of the
vector quantity and the length of the arrow represents the magnitude (size) of the quantity. When
adding two vectors the “head-to-tail” rule is used. If vector A must be added to vector B, after
drawing vector A, stop, then start to draw vector B from the arrow-head of vector A. The resultant
vector (C) is drawn from the start (tail) of vector A to the end (head) of vector B.

A + B = C
+ = =
10 m East + 5 m East = 15 m East

If the vectors are not in the same or opposite direction then Pythagoras and trigonometry may
be used to find the size and direction of the resultant vector if the head-to-tail diagram includes
a 90° triangle.

QUESTION ONE
Calculate the size and direction of the resultant vector when a vector of magnitude 10 m East is
added to a vector of magnitude 5 m South.

Ø C
A 1 Sketch a vector
+ B 5 m South = =
10 m East C diagram.

C2 = A2 + B2 2 Use Pythagoras to calculate the magnitude of the

= 102 + 52 = 125 vector.
C = √125 = 11.2 m
tanØ = opposite/adjacent 3 Use trigonometry to calculate the unknown angle.
(SOHCAHTOA)
= B/A = 5/10
Ø = tan-1 (5/10) = 26.6˚
C = 11.2 m at 26.6˚ below the horizontal (or 26.6° south of east or 26.6° S of E).
NOTE: When finding the direction of the resultant, we always calculate the angle at the beginning
of the resultant arrow or vector inside the vector triangle. We can then explain this angle in
relation to North, East, South or West or as a bearing.

1. Calculate the size and direction of the resultant vector. Your answer should include a
diagram that includes all the vectors involved.
(a) Vector A = 120 m East Vector B = 100 m North






(b) Vector A = 3.20 m s­-1 South Vector B = 4 .00 m s­-1 West






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2. An aeroplane is flying north. Its motors provide a thrust force of 10 500 N north and the wind
provides a force of 800 N west.
Draw a diagram to illustrate the situation, and find the resultant force on the aeroplane.






3. A rugby player is running towards the try line, and the opposition attempt to push him over
the sideline. The player has a thrust force of 300 N to the left, and the opposition pushes him
with 600 N downwards. Find the resultant force on the player. (HINT: Sketch the situation as
it would be seen from above.)





4. A boat sets off north with a velocity of 18.0 m s-1 north, and encounters a current of 2.00 m s-1
West. Assuming the skipper does not adjust their steering to account for the current, and
the current does not affect the speed that the motor produces, find the velocity of the
boat. (Hint: Velocity is a vector quantity so it requires a magnitude and direction.)





5. Two tug boats are pulling a container ship. Both are connected by lines to the front of the
larger vessel. One tug boat is pulling the vessel with a force of 15 000 N to the north and
the other with a force of 10 000 N to the east. Calculate the resultant force on the front of
the container ship.







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 MOTION

Vector Subtraction
A number of physics problems require finding the change in a vector quantity. Since change is
the difference between the final and initial quantity, vector subtraction is used. Vector subtraction
can be done by adapting the vector addition process. Vector subtraction is achieved by adding
the negative of the quantity.
To find the negative vector quantity simply draw the vector arrow in the opposite direction.

A A
C
- B 5 m South = + -B 5 m North =
10 m East 10 m East Ø

1. Use Pythagoras and trigonometry to find the magnitude and direction of vector C in the
diagram above.




2. A ball is thrown against an angled wall at 10.0 m s-1 left, and rebounds at 8.00 m s-1 upwards.

diagram
To dra w the vector
Then at
for Δv, draw vf first.
wing vi
the end of vf start dra
up the
backwards. Then join
m the
triangle so Δv goes fro
of -vi.
start of vf to the end
be on
The label of –vi should
your diagram

(a) Draw a vector subtraction diagram.

(b) Calculate the change in velocity that the ball experiences.






(c) The ball is then dropped onto the wall striking it at 8 m s-1, and it bounces to the right
at 6 m s-1. Draw the vector subtraction diagram.

(d) Calculate the change in velocity that the ball experiences.






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Relative Velocity
The relative velocity of an object depends upon the motion from the perspective of the observer.
Consider a car travelling west at 20 m s-1. A policeman standing on the side of the road will measure
the car’s velocity as 20 m s-1 to the west. This is known as the car’s velocity relative to a stationary
observer.
The car then overtakes a truck that is driving west at 15 m s-1. The truck driver sees the car travelling
to the west, but the car appears to be travelling slowly relative to his truck. The car’s velocity
relative to the truck is the difference between the two vehicles (5 m s-1 to the west).
1. A car is driving north at 25 m s-1 relative to a stationary observer. 25

(a) A motorbike’s velocity relative to the stationary observer is 15 m s-1 south. 15

Calculate the velocity of the motorbike relative to the car.



25
(b) The car then overtakes a truck that is travelling at 18 m s-1 to the north.
18
Calculate the velocity of the truck relative to the car.



2. Two balls are dropped from a bridge into a river flowing at 2.0 m s-1 east.
(a) State their velocity relative to a stationary observer on the bridge.

(b) State the relative velocity of one ball relative to the other. Justify your answer.




While the balls are floating downstream, wind begins to move the balls at 0.50 m s-1 south.
(c) Find their velocity relative to a stationary observer on the shore. (Hint: This requires
vector addition.)





3. A helicopter moves away from a stationary observer at 12.0 m s-1 north and is affected by
a cross wind moving the helicopter to the right (east) at 1.80 m s-1. Calculate the direction
and relative velocity of the helicopter relative to the observer.






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 MOTION

River Crossings
Questions involving crossing a river (or flying aeroplanes with cross winds, etc.) are a common
context for relative velocity and vector addition problems.

QUESTION SIX
A boat used to cross a river had an average speed of 12 m s-1. The river is 75 m wide and there is
a downstream current of 4 m s-1.
B

d = 75 m vboat = 12 m s-1 Vriver = 4 m s-1

A
The boat left point A and set off towards point B on other side of the river.
(a) Find the time it took to cross the river.
vboat = 12 m s-1 t = ? 1 Rearrange v = d / t
t = d/v = 75/12 = 6.25 s
(b) The boat drifted downstream in the current. Calculate the distance that the boat landed
from point B when it arrived at the other side.
vriver = 4 m s-1 t = 6.25 s d = ? 2 Solve using the time
calculated above and the
d = vt = 4 x 6.25 = 25 m
river’s velocity.
The boat lands 25 m downstream from point B.
(c) Find the boat’s velocity relative to a stationary observer on the river bank.
v2relative = v2boat + v2river = 122 + 42 = 160
vrelative = √160 = 12.6 m s-1 3 Use vector addition.
Resultant
v boat
tanØ = opposite/adjacent = vboat/vriver = 12/4
Ø = tan-1 (12/4) = 71.6˚ from the river bank. (18.4 East of North)
The boat’s velocity relative to a stationary observer on the bank
Ø is 12.6 m s-1 at 71.6˚ (18.4°East of North) from the river bank.
v river
(d) Find the direction that the boat must point to take the current into account, and ensure
that the boat lands at point B, and give the boat's velocity relative to a stationary observer.

4 Sketch the vector diagram 5 The boat's velocity is now the hypotenuse. Use
(SOHCAHTOA)
4 m s-1
B sinØ = opposite/hypotenuse = 4/12 Ø = sin-1 (4/12) =
19.5°
The boat must point 19.5° upstream of the normal to
12 m s
-1 counteract the current and arrive at point B.
Resultant
6 Pythagoras can be used to find the boat’s new
Ø
velocity.
v2resultant = v2boat - v2river = 144 - 16 = 124 v = √124 = 11.1 m s-1
A
The boat’s velocity relative to a stationary observer
would be 11.1 m s-1 at 90° to the river bank.

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 MOTION

1. A pilot is flying west at an average speed of 300.0

km h-1 and encounters a cross wind of 25.00 km h-1
to the north for the entire flight. The pilot wants to
land 750.0 km directly west of where she takes off
from.

(a) The pilot does not take the cross wind into account. Calculate the time it takes the
pilot to fly the 750.0 km west.




(b) Explain how this time is affected by the cross wind.






(c) Calculate how far from the destination the pilot is once she has flown 750.0 km
west.




(d) Find the plane’s velocity as observed by a stationary observer on land.





2. (a) Calculate the direction that the pilot should have pointed their plane to ensure
they fly directly west.





(b) Find the time it takes this pilot to reach the destination, and compare this with the
time that it would take them on a wind-free day.








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 MOTION

Vertical Motion Under Gravity

Motion problems often involve the effect acceleration due to gravity has on objects. Objects
are in “free-fall” when the object is under the influence of gravity and we disregard air friction.
Sometimes, we use positive acceleration and sometimes negative, depending on the situation:
• If the object is only falling to Earth, then the acceleration due to gravity can be considered
positive.
• However, if the object is thrown upwards, the acceleration due to gravity slows the object,
eventually reversing its direction, thus we usually consider this acceleration negative.

QUESTION TWO
A stone is dropped into a well and it takes 2.50 seconds to reach the bottom. Calculate the depth
of the well. Use g = 9.8 m s-2.
vi = 0 m s-1 a = 9.8 m s-2 t = 2.50 s d = ? 1 List the data including the unknown.
d = vit + ½at2 2 Find the correct equation.
= (0 x 2.5) + (0.5 x 9.8 x 2.52) 3 Substitute values.
= 0 + 30.6 = 30.6 m = 31 m (2 sig.figs.) 4 Solve (with correct use of significant figures).

1. A ball is dropped from a bridge 75 m above the ground.

(a) Calculate the time taken for the ball to reach the ground. 




(b) Calculate the velocity of the ball just before it hits the ground. 




2. A builder is working on a multi-storey building, and accidently drops his hammer. The
hammer takes 3.5 s to hit the ground. Find the initial height of the hammer.





3. A tennis ball is hit vertically into the air at 17 m s-1.

(a) Calculate the maximum height reached by the ball. 






(b) Calculate the total time for the ball to rise into the air then return to its original
position. 





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 MOTION

(c) Calculate the velocity of the ball 2.0 seconds after it was thrown up. 


4. A bullet is fired vertically at a velocity of 100 m s-1.

(a) Calculate the maximum height reached by the bullet. 





(b) Calculate the time taken to reach the maximum height. 





5. Two students are investigating the time it takes objects to fall under the influence of gravity.
(a) The students drop a marble and it takes 1.2 s to hit the ground. Calculate the
distance the marble falls.





(b) Find the time it would take the marble to fall twice the distance than that in part (a).





6. A cannon-ball is fired straight up in the air at 40 m s-1. Find the maximum height that the ball
reaches.






7. A juggler throws a bottle straight up in the air and catches it at the same height from which
it was thrown.

Describe the motion of the bottle once it leaves the juggler's hand, travels to its highest
point and then returns to his hand. Your answer should discuss the velocity, speed and
acceleration of the bottle.










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 MOTION

Horizontal Projectile Motion

Horizontal projectile motion is a form of motion in which an object is projected at an angle to the
Earth’s surface. The object will move along a curved path due to the force of gravity alone. The
path followed by the projectile is called its trajectory.
If we ignore the air friction or drag, we can assume that the curved trajectory is caused by the
object moving at a constant horizontal velocity, while accelerating downwards due to gravity. The
object’s vertical velocity decreases as it moves upwards, and increases as it moves downwards.

At the top of the path, the vertical

instantaneous velocity is zero, but the ball
still has its constant horizontal velocity.

The horizontal velocity of a projectile does not change with time. The vertical component
decreases in magnitude as the ball rises, then increases as it falls.

To solve projectile motion problems it is necessary to separate the initial motion into horizontal and
vertical components.

QUESTION TWELVE
A golf ball is hit at 40.0 m s-1 at an angle of 20˚ from the ground.
(a) Draw a labelled vector diagram showing the horizontal and vertical components of the
ball’s initial motion.

WARNI
We can NG
Vobject = 40 m s-1 only us
horizont e the
Vvertical al or
compone vertical
nts of
velocity the
in our f
20° never th orm
e 40 m s -1 ulas,
.
Vhorizontal

(b) Calculate the vertical component of the golf ball’s velocity.

vvert = vobjectsinØ = 40sin20 = 13.7 m s-1 1 Use SOHCAHTOA and rearrange.
(c) Calculate the horizontal component of the golf ball’s velocity.
vhorz = vobjectcosØ = 40cos20 = 37.6 m s-1 2 Use SOHCAHTOA and rearrange.

1. Calculate the vertical and horizontal velocity components of a projectile with an initial
velocity of 25.0 m s-1 at 70° from horizontal. 








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 MOTION

2. A stone is thrown horizontally at a velocity of 12 m s-1 from a cliff with a height of 30 m.

(a) Calculate the time it takes the stone to reach the ground below the cliff top.




(b) Find the range (horizontal distance) that the stone travels as it falls to the ground
below the cliff top.




(c) Compare the stone’s velocity when it is at the cliff top to the instant just before
the stone hits the ground. Your answer should discuss both the total velocity and
the components that make up the total velocity. Include calculations where
appropriate.








3. A fishing rod casts a sinker with an initial velocity of 28 m s-1 at 32° to the left.

28 m s-1

(a) Calculate the horizontal and vertical components of the initial velocity and sketch
a labelled vector diagram in the space above.





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 MOTION

(b) Find the maximum height that the fishing sinker reaches.



(c) Calculate the total time the sinker remains in flight.



(d) Calculate the distance the sinker will travel horizontally (ignore frictional forces).


4. An athlete is competing in a long jump competition. She lands 5.2 m from the take-off
zone and is in the air for 0.70 s.
(a) Describe how velocity and acceleration vary throughout her long jump. 








(b) Calculate her horizontal velocity. 



(c) State the time it takes to reach her highest point. Justify your answer. 





(d) Calculate the vertical component of the initial velocity. 






(e) Find her total initial velocity (magnitude and direction).







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 MOTION

5. A hockey player attempts to hit a ball over an opposition player. The opposition player is
50 m from the ball and is 1.9 m tall. The ball is launched with an initial velocity of 24 m s-1 at
40° from the horizontal.
(a) Sketch the above scenario.

(b) Calculate the horizontal and vertical components of the initial velocity.







(c) Calculate the total horizontal distance the ball travels before striking the ground.









(d) Find the time taken for the ball to reach the opposition player.







(e) Calculate whether the ball will clear the top of the opposition player's head.












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 MOTION

6. A tennis ball is served from a position 3.0 m above the surface of the court. Its initial velocity
is 25.0 m s-1 at 10° above the horizontal.
(a) Sketch the above scenario.

(b) Calculate the horizontal and vertical components of the ball’s initial velocity.



(c) Calculate the time it takes the ball to reach its maximum height.




(d) Calculate the maximum height the ball reaches above the ground.





(e) Calculate the tennis ball's total time in the air.







(f) Calculate the horizontal distance the ball travels before striking the ground.





(g) In reality, the force of drag (air resistance) means the ball travels less than the
distance calculated above. Discuss the forces acting upon the ball during its flight
and how they affect both its velocity and acceleration.










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 Motion Chapter Review

Constant Acceleration in a Straight Line Use the boxes to write down the key points from this Projectile Motion
chapter. Ensure that all key words from the front of
the chapter have been used. Equations should be
written in the appropriate box and an explanation
of how they are used must be included.

© Silverback Academic Media

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Kinematic Equations

NCEA PHYSICS 2.4 SCIPAD

MOTION

29
 MOTION

End of Chapter Review Questions

1. Outline the difference between scalar and vector quantities.




2. A ball is dropped from a stationary position and accelerates directly downwards. Calculate
the ball's velocity after 1.5 seconds.



3. (a) A car travelling at 12.0 m s-1 accelerates at 1.8 m s-2 until it reaches 18 m s-1. Calculate
the time needed to reach the final speed.






(b) Calculate the distance travelled while the car was accelerating.




4. A golf ball is projected at 82.0 m s-1 at 15.5° above the horizontal. Sketch a vector diagram
and calculate the horizontal and vertical components of the ball's motion.

5. A motorcyclist accelerates (at a constant rate) from a standing start to cover 50.0 m and
reach a final velocity of 28 m s-1.
Calculate the motorcyclist's acceleration.





6. A bullet is fired horizontally from a building 35.0 m tall.
(a) Calculate the time taken for the bullet to reach the ground (ignore frictional forces).






(b) State whether the bullet's initial velocity affects the time taken for it to reach the
ground. Justify your answer.





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 MOTION

7. A car is travelling along the road at 25 m s-1, and accelerates at a constant rate when it
reaches a 1 200 m long passing lane. The car takes 42.0 seconds to drive the length of the
passing lane.
(a) Find the car’s acceleration as it drives along the passing lane.






(b) Calculate the car’s final velocity at the end of the passing lane.





(c) Round your answer in (b) to the correct number of significant figures and justify why
you chose that number.




(d) Explain why the equation v = d/t can not be used for part (b).





(e) Using the terms vector and scalar, explain the difference between speed and
velocity.







8. A student walks in a straight line along the sideline of the school's rugby field and her
velocity is graphed below.

2
v (m s-1)

0
20 40 60 80 100 Time (s)

-2

-4

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 MOTION

(a) Describe the student’s motion for the entire trip. Include values that support Hints for answering
these NCEA style
your answer. questions

 The graph is velocity

vs. time so up-slopes
show acceleration,
 flat sections show
constant velocity
 and down-slopes
show deceleration.
 Negative velocities
mean the object is
 now traveling in the
opposite direction.
 Use a = v/t to find
appropriate values.



(b) Calculate the student's distance travelled, and compare this to their total
displacement. Explain the difference between the two values.


 Displacement
pends on
de-
direc-
tion, while distance
 will increase irre-
spective of the di-
 rection traveled.




(c) On the axes provided, draw the student’s acceleration/time graph.

Calculate acceler-
ation using a = v/t.
There will be four sep-
Time (s) arate sections, one
of which is negative.

9. A golf ball is hit and propelled forward at 10 m s-1 at 48° to the horizontal.

10 m s-1

48°

(a) Name the shape of the golf ball’s path, and explain why it follows that path.


Projectiles follow
 curved (parabol-
ic) trajectories
 due to the accel-
eration caused
 by Earth's gravity.


(b) Find the horizontal and vertical components of the initial velocity. Use trigonometry
to find the magni-
tude of the com-
 ponent vectors.

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 MOTION

(c) Calculate the maximum height that the golf ball reaches. Hints for answering
these NCEA style
questions
 Using the vertical
velocity component,
 list all the known
variables (g =
 9.8 m s-2) find
the appropriate
 kinematic equation,
substitute and solve.

(d) Describe the golf ball's velocity and acceleration at its highest point.

 Describe
instantaneous values
 for the vertical
and horizontal
 components of its
motion.



(e) Find the distance the golf ball travels.
Find the total time
 the ball is in the air
using the vertical
 component of its
motion. Use d = vt to
 find displacement
using the horizontal
 component of the
motion.

10. A boat travels across a river at an average speed of 4.5 m s-1. The river is 98 m wide
and has a current moving downstream at 0.80 m s-1.

d = 98 m vboat = 4.5 m s-1 Vriver = 0.80 m s-1

A
(a) The boat set out to drive straight across the river and arrive at point 'B'. However,
it drifted downstream in the current. Calculate the distance downstream from Use t = d/v to find
the time taken
point 'B' that the boat landed.  to cross. Use the
velocity of the river
 current and the time
taken to calculate
downstream
 displacement.

(b) Calculate the boat's velocity as seen by a stationary observer on the riverbank
that the boat left from. 
 Use Pythagoras to
find the magnitude
and trigonometry to
 find the direction.

(c) Calculate the direction the boat should have pointed to arrive at point 'B' on Sketch the
hypotenuse going
the riverbank and the speed of the boat across the river.  up current and the
river''s velocity as the
 opposite side.

 Use Pythagoras and

trigonometry to
find the magnitude
 and angle to the
adjacent side.



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 FORCES

FORCES
By the end of this chapter you should be able to: I KNOW THIS
ALREADY
I LEARNED
THIS
I REVISED
THIS

Describe basic forces including, support, weight, thrust, friction and tension.

Explain the difference between weight and mass.

Draw free body force diagrams and use them to identify the net force
acting on an object.

Use Newton’s three laws to describe the motion of an object.

Describe the velocity and acceleration of an object experiencing circular

motion.

Explain how an object can have constant speed but still be accelerating.

Use the equation ac = v2/r to calculate centripetal acceleration.

Use Hooke’s law to solve problems concerning forces acting on springs.

Describe the concept of torque.

Use the equation t = Fd to calculate torque.

Define equilibrium, and discuss the conditions required for equilibrium.

Solve equilibrium problems.

Apply the concept of centre of mass to equilibrium problems.

Solve double pivot equilibrium problems.

Key Terms
Centre of mass
My Definition: 


Centripetal force
My Definition: 



Circular motion
My Definition: 

Double pivot
My Definition: 


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 FORCES

Equilibrium
My Definition: 


Force
My Definition: 

Fulcrum/Pivot
My Definition: 

Hooke’s law
My Definition: 


Net force
My Definition: 

Newton’s 1st law
My Definition: 

Newton’s 2nd law
My Definition: 

Newton’s 3rd law
My Definition: 

Restoring force
My Definition: 

Resultant force
My Definition: 

Spring constant
My Definition: 

Sum of torques
My Definition: 

Torque
My Definition: 



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 FORCES

Forces
A force (F) is a push or pull and is measured in newtons (N). Forces are vector quantities, meaning
that they have a size and a direction. You should be familiar with forces such as thrust, friction,
weight, support and be able to calculate the net force acting on an object.
1. Match the following formula and words with their definitions:
F = ma - Thrust - Friction - Weight - Support - Net Force - Gravity

A ‘push’ force that propels an object in a given direction, especially when

generated by the object itself, as by an engine or rocket.

A downwards acting force due to the mass of a object and the gravity
that the object is experiencing . It is also known as the force due to gravity.

A force that can oppose the motion of an object. There are many forms
including static, kinetic and drag.

A form of acceleration due to the attraction between the mass of an

object and the mass of the Earth (or the Moon, another planet, etc).

In many situations this force acts upon an object to hold it in place. A

book can exert a weight force on a table. This force will be in the opposite
direction holding the book in place.
The force that is remaining after all the forces acting on an object have
been adding together to give one final force. This force determines the
change in motion of an object.

The formula that shows the relationship between the mass of an object
and the acceleration it will experience under any given force.

2. Mass is the amount of matter that makes up an object and is constant irrespective of
location. Explain the difference between weight and mass. 




3. Use the values of acceleration due to gravity to find the mass and weight force of a 10 kg
object at the following locations.

(a) On Earth g = 9.8 m s-2 mass =  weight = 

(b) The Moon g = 1.6 m s-2 mass =  weight = 

(c) On Mars g = 3.7 m s-2 mass =  weight = 

4. State the name of the force that opposes the force of gravity on stationary objects.


5. If a car is travelling left state the direction that the frictional force created by air will be
acting. Justify your answer. 



6. Describe the concept of net force. 





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 FORCES

Hooke’s Law
Hooke’s law describes how springs will behave when loads are placed on them. The load can
be either a stretching or a compressing force. When springs are stretched or compressed they
produce a force known as a restoring force. This force tries to move the spring back to its original
position. The following formula can be used to calculate the extension or compression of a spring:

The
F = -kx ne
acts gative sig
n
exten in the op shows
F = Force in the spring (N) sion posit that
or co e th
k = Spring constant (N m-1) mpre directio e force
ssio n to
n of
the s the
x = Extension (m) pring
.
The spring constant describes the ‘stiffness’ of a spring. A large spring constant corresponds to a
spring that is hard to compress or stretch, such as a spring in the suspension of a car.
The negative sign in the Hooke’s law equation indicates that the force is in the opposite direction
to the extension. The force is trying to move the spring back to its normal/equilibrium position.
1. A 10.0 N brass mass is attached to a spring that then stretches 8.00 cm.

(a) Calculate the spring constant of the spring. 



(b) Explain how the force is altered if the same spring was compressed by 8.0 cm,
rather than stretched by 8.0 cm.



2. In an experiment a known mass is hung from a spring and the extension measured. The
relationship F = mg = kx can be used to calculate the spring constant.
Explain why the negative sign (F = -kx) can be ignored in this situation.





3. Calculate the mass of an object that compresses a spring 0.015 m. The spring’s spring
constant is 2.5 N m-1. 




4. A mass of 0.120 kg is hung on a spring and the distance between the bottom of the mass
and the ground is measured to be 1.10 m. The mass is replaced with a mass of 0.150 kg and
the distance between the bottom of the mass and the ground changed to 0.980 m.
Calculate the spring’s spring constant.







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 FORCES

Hooke’s Law Investigation

Aim: To find the spring constant of a spring.
Equipment: Spring, masses, retort stand, ruler.
Method: 1. Use the retort stand to suspend the spring and mass holder roughly 25 cm above the
bench.
2. Measure and record the equilibrium position of the bottom of the mass holder.
3. Place successive numbers of masses on the spring and record the extension of the
spring each time.
4. Record your data systematically, and graph your results.
Force (N)

Extension (m)
1. Use the gradient of the graph to determine the spring constant of the spring. (Hint: Ensure
all masses and distances are converted to SI units.) 





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 FORCES

Newton’s Laws
Sir Isaac Newton discovered three fundamental laws that define classical
mechanics. The three laws are as follows.
1st Law: An object maintains constant velocity (including being stationary)
unless acted upon by an external net force.
2nd Law: If an object experiences an external net force, it will accelerate
such that Fnet = m a
3rd Law: When an object exerts force on another object, the second object
will simultaneously exert a force of the same size and opposite
direction to the force acting upon it (i.e. Any action force has an
equal and opposite reaction force).
1. An object has zero net force acting upon it.
(a) Describe what is meant by the term 'zero net force'.





(b) Referencing Newton's laws, describe the motion of the object.





2. A car driving north experiences a number of different net forces during its journey. For the
situations described below describe the motion of the car. Justify your answers.
(a) A net force pointing north.





(b) The net force pointing north becomes a zero net force.





(c) A net force pointing south begins to act on the car.





3. Discuss why a tennis ball will experience a greater acceleration than a shot-put when they
are both thrown with the same sized force and time period. 






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 FORCES

Free Body Force Diagrams

To help solve problems that involve multiple forces acting on an object, free body force diagrams
are used. They are diagrams that use labelled vectors to illustrate the size and direction of all
the forces acting on the object. Once the forces are all added to the original free body force
diagram, the diagram can be simplified to show only the net/resultant force that is acting on the
object.
The diagram below shows a free body force diagram for a car that is accelerating to the left.

Support 8000 N

Thrust 7500 N Drag 1000 N

Weight 8000 N

1. (a) Resolve the vectors in the above diagram to find the direction and magnitude of
the net force.

(b) Calculate the mass and the acceleration of the car. 




2. Add thrust, drag, weight and support forces to the free body force diagram for the car in
each situation, then redraw the diagram with only the net force being shown.
(a) Car accelerating to the right from rest.

(b) Car travelling to the right but decelerating.

3. A skydiver has a weight force of 1 200 N. When he opens his parachute he experiences an
upwards force of 2 000 N.
Draw a free body force diagram for this situation.

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 FORCES

4. A person places a set of scales inside an elevator and measures his weight as the elevator
moves up, moves down and is at rest.
For each of these situations add weight, support (or reaction force) and net force vectors
to complete the free body force diagram. Explain how the motion of the elevator will
affect the weight reading (the upwards force) on the scales.
(a) The elevator is stationary.








(b) The elevator is accelerating upwards.








(c) The elevator is accelerating downwards.








(d) Discuss under what circumstances the scales would read 0 kg. 





(e) State the acceleration the elevator would need to achieve to exactly double the
person’s weight. 

(f) Describe what happens to the reading on the scales as the elevator moves from
rest to a constant velocity upwards. 




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 FORCES

Forces Acting At Angles

According to Newton’s second law, if the object is accelerating horizontally then the net force
must be horizontal. This can involve situations where we need to calculate the components of a
force that is at an angle such as the tension force in the example below.

A tow truck is used to remove an illegally parked car. The tow truck applies a net force of 4 000 N
at 60°, as is shown in the diagram below. Calculate the acceleration of the 1 500 kg car.

60°

The force accelerating the car will be the horizontal component so:
F = 4 000 cos60 = 2 000 N 1 Use trigonometry to find the adjacent (SOHCAHTOA)
a = F/m = 2 000 / 1 500 = 1.33 m s-2 2 Rearrange F = ma, substitute and solve.
The car will accelerate at 1.33 m s-2 to the right. 3 Always include a direction
with vector quantities.

1. A girl sits in a cart and is pulled along by her father. The combined mass of the girl and cart
is 35 kg, and her father provided a tension force of 50 N to the cart at 30°.

sci
PA
D

sciPAD

(a) Explain why not all of the 50 N net force will accelerate the girl.





(b) Calculate the component of the net force that will accelerate the girl to the right.




(c) Assuming the girl and cart start from rest, and the father constantly applies the
force shown above, calculate the time it takes for the for the cart to move 30 m to
the right.







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 FORCES

2. A 20.0 kg lawnmower is pushed with a force acting at 36° to the horizontal.

36°
s
Pic
DA

DAPics

(a) As the lawnmower is pushed it accelerates at 0.30 m s-2 to the left. Find the horizontal
component of the force acting on the lawnmower. (Ignore frictional forces)




(b) Calculate the total size of the effort force down the handle from the person.






(c) The lawnmower was pushed across the lawn with friction, and it still accelerated at
the same rate. Explain what must have happened to the effort force acting on the
lawnmower handle. Also explain the horizontal forces now involved.









3. A child pulls a toy behind her. The toy has a mass of 0.20 kg. It stays on the ground and
uniformly accelerates from rest to a final velocity of 1.5 m s -1 over 6.0 m.

If the child provides a tension force of 0.047 N, find the angle between the cord and the
horizontal plane. (Ignore frictional forces)











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Centripetal Acceleration
An object moving in a circular motion is constantly changing direction. Remember, velocity
includes speed and direction. The change of direction means that the object’s velocity must
also be constantly changing, and therefore the object is undergoing acceleration. The object
accelerates even while maintaining a constant speed.
This type of acceleration is known as centripetal acceleration (centripetal means ‘towards the
centre’). This is shown in the vector diagram below.

Vector Subtraction Object in average

vf Diagram position.
vi

vf
∆v

-vi ∆v = vf - vi

The velocity of the object Change in velocity is found using Vector subtraction shows a
at any particular instant is vector triangles where we draw vf change in velocity that points
at a tangent to the circle. first, then we draw vi backwards to the centre of the circle. The
and finish our triangle with Δv. This object’s acceleration (and
is called 'vector subtraction' (i.e. the net force) will also point
(∆v = vf - vi). towards the centre.

1. Sketch a vector subtraction diagram for each of the following diagrams. Draw the resultant
vector (∆v) on the diagram and an object in the average position.

vi
vf
vi
vi

vf
vf

2. Describe how the magnitude of the acceleration changes with greater distances between
where the velocities are measured. 




3. Explain how an object travelling at constant speed may still be experiencing acceleration.




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Calculating Centripetal Acceleration

Centripetal acceleration can be calculated using the following equation.

ac = v2/r
ac = Centripetal acceleration
v = Tangential velocity
r = Radius of circle

By substituting the centripetal acceleration equation into FNET = ma, the following equation for
centripetal force can be found.
Fc is the net force
Fc = mv2/r in this motion.

1. The sport of hammer throwing involves an athlete spinning the hammer around and
releasing it. On the diagram below draw and label the following vector quantities (assume
rotation is clockwise):
(a) The instantaneous velocity (v) at the point shown.
(b) The direction of the hammer’s acceleration (a).
(c) The force acting on the hammer (F).

2. The hammer is swung at 18 m s-1, and the radius of the hammer’s motion is 2.1 m.
(a) Calculate the size of the acceleration that the hammer experiences.






(b) State the name given to this type of acceleration, and explain what that name
means.





(c) The hammer weighs 7.26 kg. Calculate the force acting on the hammer while it is
rotating. 




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3. A radio controlled car is driving around a circular track. The track has a radius of 2.00 m
and the car takes 8.00 s to complete 3 loops of the track.
(a) Calculate the length of the track. (C = 2�r)




(b) Find the slot car’s speed as it travels around the track.








(c) Calculate the car’s acceleration.









(d) On the diagram below draw and label the car's velocity (v) and acceleration (a).

(e) Describe the direction and cause of the force that is accelerating the car while it
travels at a constant speed around the track. 







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4. A student attached a 100 g rubber bung to a 1.2 m length of string and swung it around
her head with a constant speed in a horizontal circular motion. The bung completes 10
loops in 18 s.

(a) Draw and label the bung’s velocity (v) and the net force acting on the bung (F).

(b) Calculate the size of the net force acting on the bung. 







(c) The student swung the bung with enough force to snap the string. On the diagram
below draw the direction that the bung will travel and explain your answer.









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5. Another student is swinging his bag with a constant speed in a horizontal circular motion
around his head while waiting for the bus. The bag and contents has a mass of 12.5 kg and
the radius of the swinging bag is 1.3 m.
(a) To maintain a circular motion the bag experiences an unbalanced net force.
State the direction of that force. 

(b) The net force acting on the bag is 350 N. Find the speed of the swinging bag.





(c) The student increases the speed of the swinging bag until the force on the bag
reaches 700 N. Calculate the bag’s new speed.





(d) At this new speed the strap of the bag breaks and the centripetal force on the bag
disappears. Explain how this affects the bag’s motion.








6. A 100 g mass is attached to a 1.0 m length of string and swung in with a constant speed in
a horizontal circular motion .
(a) Calculate the speed the mass must be swung at to create a centripetal force of
3.0 N on the mass.






(b) Calculate the size of the acceleration of the mass at this speed.





(c) Describe the effect on the centripetal force and acceleration of the 100 g mass if
the speed is reduced to half its original size.







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Circular Motion Experiment

Aim: To experimentally investigate the centripetal force equation (Fc = mv2/r) by
calculating the speed of rotation that counteracts the downward force of gravity.
Equipment: Stopwatch, metre ruler, circular motion apparatus (see below).
Method: 1. Swing the bung so that the alligator clip stays in the same position just below the
tubing.
2. Your partner will time how long it takes the apparatus to complete 10 cycles.
3. To measure the radius accurately, you need to stop the circular motion, while
grabbing the string so it doesn’t slip and then measure the radius.
4. Measure the distance (radius) from the top of the tubing to the swinging bung.
5. Repeat for at least 3 different masses.

Bung

The 'm' in F = m 2
Clip v /r is
the mass of c
the bung,
NOT the mass
of the
hanging stack of
masses.
Hanging mass
Results:
Centripetal Centripetal
Hanging Hanging velocity force
10T (s) T (s)
mass (kg) force (N) v = 2�r/T Fc = mv2/r
(m s-1) (N)

Conclusion: Write a conclusion that compares the size of the centripetal force to the weight
force of the hanging mass. This conclusion should explain the expected relationship
between the centripetal and weight forces. Outline any difficulties and possibly
causes of error in your investigation.













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The Outward Moving Feeling

When a car drives around a corner passengers experience the sensation that a force is pushing
them outwards (away from the centre of the corner). This sensation is often incorrectly referred to
as the centrifugal force.
The outward-moving sensation is related to momentum and can be explained by considering
Newton’s laws as is shown in the diagram below.
The beach-ball's centre of
gravity travels in a straight
line until it encounters a
resistive force.
1

1
2
3

4
(Assume no friction between the ball and the truck-bed)

According the Newton’s 1st Law, an object will maintain a constant velocity unless acted upon
by an external net force. As the car turns the beach-ball continues in a straight line, and appears
to move outwards. This is shown in positions 1 and 2 on the diagram above.
At position 3 the beach-ball has reached the side of the tray which exerts a horizontal force on the
ball. This force causes the ball to follow the car and move in a circular motion (positions 3 and 4).
1. Explain the outward moving feeling that a passenger experiences as they drive around a
corner. Refer to Newton’s laws in your answer.









2. The ball has a mass of 0.025 kg. The car was travelling at 18.0 m s-1 and the radius of the
corner was 25.0 m. Calculate the apparent force the sides of the truck-bed is applying to
the ball (ignore frictional forces between the ball and the vehicle).







3. A Formula One race car is able to negotiate a corner with a radius of 20.0 m at a speed
of 30.0 m s-1. The car and driver have a total mass of 788 kg. Calculate the force of friction
between the tyres and the road that is preventing the car sliding off of the racetrack.







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Torque
Torque is a turning force. Its size depends on the size of the applied force and the distance that
the force is applied from the pivot point (also called the fulcrum).

t = Fd Direction of rotation

t
= Torque
F = Force Fulcrum d
d = Perpendicular distance F

Torques are vector quantities. Their directions are either clockwise or anti-clockwise. From the
formula we can determine that the units of torque are newton metres (N m).
1. Complete the following table:

Force (N) Distance (m) Torque (N m) Force (N) Distance (m) Torque (N m)
7.0 0.25 1 100 550
100 1.5 0.025 25
6.7 112 25.7 0.55
0.50 60 0.15 0.02

Occasionally the data provided does not include forces and distances that are at right angles.
Trigonometry must be used to find the component that is perpendicular to the applied force.

(b) A force is applied to a wrench as shown in the diagram below. Use the data provided to
calculate the torque that is acting on the nut.

30°

d = 0.50 m

F = 100 N
x=?

30° 1 Sketch the vector diagram.

d = 0.50 m

x = dcosØ = 0.5cos30 = 0.433 m 2 Choose the correct formula (SOHCAHTOA)
T = Fd = 100 x 0.433 = 43 N m (clockwise) 3 State the formula, substitute and solve.

2. Mechanics use very long wrenches to undo nuts and other tightly bonded components.
(a) Explain how using a longer wrench is advantageous for this application.





(b) A 45 cm wrench is used to undo a nut and bolt. The torque from the wrench must
equal 375 N m to overcome the friction between the nut and bolt. Find the force
the mechanic must apply to the end of the wrench. 



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3. An engineer is tightening a bolt. He uses both his hands to create the required torque, as
shown below.
40 cm
20 cm

20 N 20 N

(a) State the direction of the net torque that is created. 

(b) Calculate the total torque that is produced.




He decides that it would be easier to place both his hands at the 40 cm position and
tighten it that way.
(c) Assuming that both of his hands provide equal force, and together they create the
same total torque as in part (b), find the force supplied by each hand.






4. A diving board is supported 3.0 m from the right-hand end, and has a uniform mass of
20.0 kg. The mass of the diving board will 'act' at the mid-point of the board. A stationary
65.0 kg diver stands at the right edge of the board.

(a) Label the diagram above with the information contained in the question.
(b) Calculate the total torque produced by the diver and the diving board.





(c) If the diving board were to bend downwards, state whether this would increase or
decrease the torque. Justify your answer and include a diagram showing why the
torque increases or decreases. 






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Equilibrium
When an object or system is at equilibrium all its forces and torques are balanced and the object
or system will not accelerate or rotate.
The two conditions for equilibrium are:

1 ∑ t=0
The sum of the clockwise torques equals the sum of the anti-clockwise torques.

2 ∑ F = 0
The sum of all the translational forces adds to zero. The sum of the upwards forces equals
the sum of the downwards forces AND the sum of the left-acting forces equals the sum of
the right-acting forces.

QUESTION FIVE
A family is playing on a seesaw. The father’s weight is 833 N and he sits 1.2 m to the left of the
fulcrum. The daughter sits 2 m to the right of the fulcrum and has a weight of 343 N. To ensure the
system is in equilibrium (the seesaw remains stationary and horizontal) the son sits 0.8 m to the right
of the pivot.
Calculate the weight of the son. dDAUGHTER= 2.0 m

FFATHER= 833 N FDAUGHTER= 343 N

dFATHER= 1.2 m dSON= 0.80 m

Clockwise torques: Anti-clockwise torques:

Fsondson + Fdaughterddaughter Fdadddad 1 List all the clockwise and anti-clockwise torques.
(Fson x 0.8) + (343 x 2) 833 x 1.20 2 Solve all torques (one will have an unknown).
(Fson x 0.8) + 686 Nm 999.6 Nm

∑T = 0, so ∑Tclock = ∑Tanti 3 State the equilibrium condition.

(Fson x 0.8) + 686 = 999.6 4 Substitute values.
Fson x 0.8 = 313.6 5 Solve the unknown.
Fson = 313.6 / 0.80 = 392 = 390 N

1. Two friends are balanced on a seesaw. Natalie has a mass of 62 kg and sits 1.8 m from the
fulcrum, while Grace has a weight of 686 N.
(a) Sketch a diagram that illustrates this situation.

(b) Will Grace be at a distance greater or lesser than 1.8 m from the fulcrum? Justify
your answer. 




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(c) State the equilibrium condition that must be used to find the distance that Grace
is sitting from the fulcrum. 

(d) Find Grace’s distance from the fulcrum.







2. A family is playing on a seesaw as shown below.

0.80 m

1.5 m 2.0 m

FW= ? N m = 60 kg FW= 343 N

(a) On the diagram label the torques either as clockwise or anti-clockwise.

(b) Calculate the weight of the father.







3. At the park a brother and sister decide to play on a seesaw. The brother has a mass of
52 kg, and he sits 2.4 m from the pivot point. The sister has a mass of 44 kg and sits at the
other end of the seesaw, 2.2 m from the pivot.
To help achieve equilibrium the father stands behind his son and lifts upwards at 2.5 m from
the pivot.

Find the force applied by the father to achieve equilibrium (Hint: Fully label the diagram
including clockwise and anti-clockwise torques).









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Investigating Torques
Aim: To investigate the relationship between the position that a force is applied and the
amount of force that is required to achieve equilibrium.
Equipment: Metre ruler with holes, retort stand, boss clamp, 10 N force meter, brass masses and
hanger.
Method: 1. Collect the equipment and set up the retort stand, clamp, nail and ruler as shown
in the diagram below.

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100
Silverback Stationery Supplies
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 9 8 7 6 5 4 3 2 1 0

0 0

Pivot 20 20

40 40

60 60

80 80

100 100

SILVERBACK SCIENTIFIC INSTRUMENTS

2. Hang 450 g of mass on the single-hole side of the ruler.

3. Attach the force meter to the slot furthest away from the pivot.

4. Pull the force meter downwards until the ruler is horizontal.

5. Record the force and distance from the pivot in the data table.

6. Repeat for the remaining positions.

7. Graph the raw data.

Results:

Distance ForceT1 ForceT2 ForceT3 Average

d (m) F (N) F (N) F (N) F (N)

0.10

0.20

0.30

0.40

0.50

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Key Variables:

Dependent variable = 


Independent variable = 


Control variables = 







These control variables will be controlled by: 





























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1. Plot the raw data on the graph paper below.

2. Transform the data to produce a linear relationship.

Force Calculation

3. Explain why you chose to transform your raw data by the above method.









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4. Plot the transformed data on the graph paper below.

Conclusion

Write a mathematical equation showing the relationship between d and F. 


















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Discussion:
Discuss your results. You need to outline any accuracy-improving techniques that were
used, along with any difficulties that were encountered, and use the theoretical equation
to discuss the accuracy of your experiment. 











































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Equilibrium and Centre of Mass

An object’s weight force can be thought of as acting through one position. This position is called
the centre of mass. For a symmetrical object the centre of mass is in the middle of the object.
An object's mass will create a torque if a fulcrum is not placed at the centre of mass.

QUESTION ONE
A waiter is carrying an empty tray. The tray is 0.5 m long and has a mass of 0.8 kg that is uniformly
distributed along the tray. The waiter’s thumb acts as the pivot and his finger provides the upwards
force that supports the tray.
Find the size of the upwards force that is provided by the finger.
0.100 m
1 Draw and label the torques clockwise/anti-clockwise.
Pivot
Anti-clockwise torque

0.250 m

Clockwise torque
7.84 N
Force of finger

Clockwise torques Anti-clockwise torques 2 Calculate torques.

T = Fplatedplate T = Ffingerdfinger= Ffinger x 0.1
= 7.84 x 0.25 = 0.1Ffinger
= 1.96 N m
∑T = 0, so ∑Tclock= ∑Tanti 3 State the equilibrium position.
1.96 = 0.1Fthumb 4 Substitute values and solve.
Fthumb = 1.96 /0.1 = 19.6 N upwards

1 A waiter carries a 40 cm wide tray with a cup placed in the centre. The mass of the cup is
360 g and the mass of the tray is 640 g. His thumb and forefinger are 8.0 cm apart.

(a) Calculate the weight force of the tray and cup. 


(b) Label the diagram with the information contained within the question.
(c) Draw and label the clockwise and anti-clockwise torques acting on the tray.

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(d) Calculate the upward force provided by the waiter's finger on the tray.





2. A 4.0 m long length of wood is lying on the ground. Dan picks the wood up 0.20 m from one
end until it is horizontal. The other end acts as a pivot against a brick wall. The wood has a
mass of 12 kg which is uniformly distributed.
Find the force that Dan must overcome to lift the wood (the force that will place the wood
in equilibrium).











3. A student balances some 50 g masses on a 35 cm length of wood. The centres of the
masses are 30 cm apart. Calculate the distance from the finger (the pivot point) to the
centre of the single mass. (Assume the mass of the wood is negligible)









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4. A mother and father have very different masses (mdad = 85 kg and mmum = 62 kg), so they
decide to alter their seesaw to account for the difference in mass.

The seesaw is made from an 8.0 m long uniform plank that has a mass of 16 kg, and the pivot
is placed 5.0 m from the right-hand end of the plank.
5m

If the father sits at the left-hand end of the seesaw, explain where the mother will need to
sit to create equilibrium.















5. A metre ruler is used as a seesaw in a physics experiment. The ruler has a uniformly distributed
mass of 150 g.
(a) Initially the pivot is placed in the centre of the ruler.

3 N mass

20 cm 5 N mass

Calculate the distance that the 3 N mass must be placed from the pivot to achieve
equilibrium.










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(b) The 5 N mass was moved to the end of the ruler, and the pivot is placed 15 cm from
the 5 N mass.
(i) Sketch this situation in the space below.

(ii) Find the new distance that the 3 N weight is placed from the pivot to
achieve equilibrium.









6. Forklifts have counterweights at their rear to allow them to remain balanced when they lift
heavy loads. Without sufficient counterweight, the front wheels act as a fulcrum and the
forklift will tip forward.
The mass of a particular forklift is 2000 kg, and this is centred 1.2 m behind the front wheels.
The counterweight has a mass of 1500 kg and is centred 2.2 m behind the front wheels.
Calculate the maximum load the forklift can lift (the load that moves the system to
equilibrium) if the load is centred 1.5 m in front of the front wheels.














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Double Pivot Questions

When bridges have cars moving across them the amount of support force supplied by each pillar
changes, depending on the position of the car. To find the amount of force provided by each
support torques and equilibrium are used.
To solve these problems one of the supports is thought of as the pivot and the other support
provides an upwards force. It does not matter which support is used as the pivot, however the
following general rules are a useful way to minimise the amount of working that is required.

1 If asked to find the size of the upwards force provided by one of the supports (A), then
make the other support (B) the pivot.

2 If asked to find the size of the upwards force provided by both supports, it does not matter
which support is used as the pivot.

QUESTION TWO
A bridge has two support pillars. There is a car parked along the bridge as shown in the diagram
below.
The car has a mass of 1 850 kg and the bridge’s mass is 8 000 kg.
Find the size of the two support forces (FA and FB).

1 Choose a pivot point (left-side in this case) and draw

torques on the diagram (clockwise or anti-clockwise
FA torques around the pivot)

FB

6.0 m 14.0 m

Clockwise torques
Car
18 130 N x 6.0 m = 108 780 N m 2 Multiply masses by 9.8 N kg-1 to find forces.

Bridge
78 400 N x 10 m = 784 000 N m 3 Calculate the clockwise torques and add them.
Total
892 780 Nm

∑T = 0 so ∑Tclock= ∑Tanti 4 State the equilibrium condition.

892 780 = 20FB 5 Substitute values and solve.
FB = 892 780 N m / 20 m = 44 639 N

∑F = 0 so FA + FB = Fcar + Fbridge 6 State the 2nd equilibrium condition.

FA + 44 639 = 18 130 + 78 400 7 Substitute values and solve.

FA = 18 130 + 78 400 - 44 639 = 51 891 N

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1. A gymnast is performing on the balance beam. The beam is 5.0 m long and has a uniform
mass of 25 kg. The legs of the beam are 0.50 m from each end. The gymnast has a mass of
42 kg and is 1.0 m from the left end of the beam.

Support A Support B

(a) On the diagram above draw vectors to represent all the forces involved. (HINT:
There are two upwards and two downwards forces.)
(b) Name and describe the position where the beam’s weight force was drawn in (a).




(c) The beam and gymnast are in equilibrium. Explain what this means.





(d) Calculate the size of the upwards force from support B.











(e) The gymnast moves so she is now 2.0 m from support A. Outline how this affects the
size of the forces supplied by supports A and B.







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2. A window cleaner is suspended against the side of a building. The cage has a mass of
275 kg and the cleaner has a mass of 76 kg. The cage is 2.20 m wide and the cleaner is
standing 0.50 m to the left of the centre.

Support A Support B

(a) Sketch all the forces that are acting on the platform.
(b) State the two conditions that are necessary for a system to be in equilibrium.

1: 

2: 

(c) Calculate the size of the forces provided by supports A and B to achieve equilibrium.













3. Two cars, each with a mass of 1 850 kg are stationary, on a bridge with a mass of 8 000 kg
that is evenly distributed. The centre of mass of one car is 3.0 m from support A and the
other is 6.5 m from support A. The bridge is 20 m long. By considering all forces and torques
on the bridge, calculate the support force provided by each of the supports.

A B

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4. A train with a mass of 75 550 kg and a carriage with a mass of 22 750 kg are stationary on
a railway bridge. The bridge has a mass of 112 000 kg suspended above two pillars. Use
this information and the information in the diagram below to calculate the load on each
pillar.

60.0 m
20.0 m
39.5 m
A B
















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Equilibrium and Angled Support Forces

The principle of balanced torques can be used to find the tension force in angled supports. In
these questions a horizontal object is fixed at one end to a vertical object. This end acts as a pivot.
At the other end of the object is a diagonal support that holds the object level. This support is
generally attached to the vertical wall.
To solve these problems it is important to remember that for a torque to exist, the distance and
force must be perpendicular. The tension force along the cable is found by using trigonometry
once the vertical force component has been found by considering the torques on the object.

QUESTION SEVEN
A 0.25 m wide shelf is supported by a hinge connecting the shelf to a wall, and a rope also
attached to the wall. The rope forms an angle with the shelf of 40° and is fixed 0.20 m from the
hinge end. The shelf has a mass of 2.55 kg.
Find the tension force in the rope.

1 Sketch the forces and torques on the

diagram.

Fvert
40°

0.20 m
0.25 m

Sum of clockwise torques Sum of anti-clockwise torques

∑Tclock = Tshelf ∑Tanti = Trope 2 Calculate torques.

shelf
= F dshelf
= Fvert drope

= 24.99 x 0.125 = Fvert x 0.20
= 3.12 N m = 0.20Fvert

∑T = 0 so ∑Tclock = ∑Tanti 3 State the equilibrium condition.

3.12 = o.2Fvert 4 Substitute values and solve.
Fvert = 3.12/2 = 15.6 N upwards

sinØ = Opposite /Hypotenuse 5 Use trigonometry to solve the tension.

= Fvert /Tension
SOHCAHTOA

sin40 = 15.6 / Tension = 0.642

Tension = 15.6 /0.642 = 24.3 N

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1. A 3 m long boom with a uniformly distributed mass of 10 kg is supported by a diagonal

cable. The cable is attached to the boom 0.25 m from the end, as shown on the diagram.

Fvert
50°

3.0 m

(a) On the diagram, draw and label the vertical forces that are acting on the boom.
(b) The cable holds the boom in equilibrium. Calculate the vertical component of the
tension force.






(c) Find the total size of the tension in the cable.






2. A class experiment is set up to find the mass of an unknown boom. The boom is uniform in
shape and has a length of 0.60 m. The spring balance is attached 0.050 m from the end of
the boom, and it records 4.3 N. The angle between the spring balance and boom is 50°.

20
0

40
20

60
40

80
60

0
10
80
NTS
RUME
INST
IC

0 NTIF

10 CK
SCIE

ERBA
SILV

Fvert

Calculate the mass of the boom.











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 Forces Chapter Review
Vector Addition of Forces (Force Components) Use the boxes to write down the key points from this Centripetal Force
chapter. Ensure that all key words from the front of

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the chapter have been used. Equations should be
written in the appropriate box and an explanation

© Silverback Academic Media

of how they are used must be included.
Equilibrium (Balanced Forces and Torques) Force and Spring Extension

NCEA PHYSICS 2.4 SCIPAD

Unbalanced Forces and Acceleration
FORCES

70
 FORCES

End of Chapter Review Questions

1. Label the four forces acting on an aeroplane that is accelerating and rising in elevation.
Use appropriately sized vectors.

2. Complete the following sentence describing Newton's 1st law.

"An object maintains velocity, including being , unless

acted upon by an net ."

3. Combine the formulae 'aC = v2/r' and 'F = ma' to derive a formula for centripetal force (FC).

FC = 

4. Complete the table by rearranging the formula to solve for the variables given.

Formula
F = ma m= a=
τ = Fd F= d=
ac = v2/r r= v=

5. Sketch a vector addition diagram for the following force vectors, then calculate the value
of the hypotenuse and all internal angles.

(a)

5N 8N

(b)

80 N
20 N

(c)

0.75 N 0.50 N
1.1 N

6. Define the term 'centre of mass'. 




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 FORCES

7. A Formula 1 race car travels around a semi-circular bend as shown in the diagram Hints for answering
these NCEA style
below. X questions

Start by drawing an
arrow in the clock-
wise direction to
ensure you have
the car traveling the
right way.

d = 80 m

(a) On the diagram draw and label the car’s velocity and acceleration at point
'X'. (The car is driving clockwise around the bend at constant speed).
(b) Explain how the car can have constant speed but also be accelerating. Define acceleration
and then show that
the car's velocity is
 changing.





(c) The car takes 4.5 s to drive around the corner. Calculate the car's acceleration.
Find the car’s speed
 (v) by dividing the
distance traveled by
 the time taken. It's
easiest to consider
 the car traveling in a
full circle.
 Calculate the car’s
acceleration by sub-
 stituting values into
the correct equa-
 tion.




The car approaches another corner and the driver is trying to decide the best line he
should take.
(d) Considering the diagram below, state which of the two lines will allow the
driver to travel around the corner at a greater speed. Justify your answer.

The centripetal force

Driving line A on the car is due to
friction between
tyres and the road.
Driving line B It will have a maxi-
mum limit beyond
which the car slides
 off the road. This is
the same for any
 driving line.



Explain (using the for-
 mula Fc = mv2/r) your
choice given that Fc
 and m are constant.

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 FORCES

8. A gymnast does a handstand 2.0 m from the right end of a 6.0 m balance beam. Hints for answering
these NCEA style
The beam has a uniform mass of 82 kg. The gymnast has a mass of 38 kg. The beam questions

is supported by two legs that are 0.5 m from the ends of the beam. The gymnast and
the beam are in equilibrium.

Support A Support B

(a) Define the term 'equilibrium'. 

Explain what physical
 phenomena
balanced.
are

(b) State the two conditions required for a system to be in equilibrium.

State the equations
for balanced forces
1.  and balanced
torques.
2. 
(c) Calculate the size of the upward forces provided by supports A and B.


Begin by selecting
 which support is to
be the pivot.


Draw all the forces
 and torques
involved.

 Finally
the
apply
equilibrium
conditions to find the
 two forces.



9. A car with a mass of 1 250 kg is connected to another by a tow rope and a force of
1 150 N is applied to the rope at an angle of 25°.

N
1150

25°

Calculate the acceleration of the car (ignore frictional forces).

Only the horizontal
component of the
 force will accelerate
the car along the
 ground.

 Use trigonometry to
find the magnitude
 of the adjacent side
(SOHCAHTOA).

Rearrange F = ma to
 find the acceleration
of the car.



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 ENERGY AND MOMENTUM

ENERGY AND MOMENTUM

By the end of this chapter you should be able to: I KNOW THIS
ALREADY
I LEARNED
THIS
I REVISED
THIS

Describe and calculate kinetic energy, gravitational potential energy and

the energy stored in a spring.

Define and apply the principle of conservation of energy.

Solve conservation of energy problems that involve the equations for kinetic
energy, gravitational potential energy and energy stored in a spring.

Describe and calculate problems involving work.

Describe and calculate problems involving power.

Explain the concept of momentum and describe the quantities that affect
momentum.

Define and apply the principle of conservation of momentum.

Use vector subtraction to solve change of momentum problems.

Define the concept of impulse, and discuss the concept in relation to

common safety mechanisms.

Relate change in momentum to impulse.

Key Terms

Change of momentum
My Definition: 


Conservation of energy
My Definition: 


Conservation of momentum
My Definition: 


Crumple zone
My Definition: 


Energy stored in a spring

My Definition: 


External net force

My Definition: 


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 ENERGY AND MOMENTUM

Gravitational potential energy

My Definition: 


Heat and sound

My Definition: 


Horizontal and vertical components of force

My Definition: 


Ideal situation (isolated system)

My Definition: 


Impulse
My Definition: 


Joules
My Definition: 


Kilogram metres per second

My Definition: 


Kinetic energy
My Definition: 


Momentum
My Definition: 


Power
My Definition: 


Vector addition
My Definition: 


Vector subtraction
My Definition: 


Watts
My Definition: 


Work done
My Definition: 


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 ENERGY AND MOMENTUM

Gravitational Potential Energy

Gravitational potential energy is the stored energy that
an object has because of its height above the ground.
The size of its gravitational potential energy depends on
the mass of the object, the strength of gravity and the
height of the object above ground.

∆EP= mg∆h
∆EP = change in gravitational potential
energy (J)
m = mass (kg)
g = gravity (9.8 N kg-1)
∆h = change in height (m)

1. The two shelves shown above, hold three glasses and a cup. Each glass has a mass of
0.100 kg whereas the cup has a mass of 0.200 kg. The top shelf is 1.200 m above the floor.
The bottom shelf is 1.100 m above the floor.
(a) Calculate the gravitational potential energy of a:
(i) Glass on the top shelf.

(ii) Glass on the bottom shelf.

(iii) The cup on the top shelf.

(b) Complete the paragraph by filling in the missing words.

same (x2) - heavier - more (x2) - higher - height - mass

The cup and glass on the top shelf have gravitational potential energy
than the glasses on the bottom because they are and .

The cup on the top shelf has gravitational potential energy than
the glass on the same shelf because it has more .

The glasses on the bottom shelf have the amount of

gravitational potential energy because they have the mass
and are the same above the ground.

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 ENERGY AND MOMENTUM

2. A 5.0 kg pot plant hangs 3.0 m above a balcony.

(a) Calculate the gravitational potential energy of the pot plant.




(b) A desk that is 0.75 m high is moved under the pot plant. Calculate the Ep of the pot
plant above the desk.




3. A full shopping trolley has 7 800 J of gravitational potential energy when it is at the top of
a 13 m high hill.
Calculate the mass of the full trolley.




4. A shot-put (7.6 kg) and a tennis ball (0.058 kg) have the same gravitational potential
energy. If the shot-put is 1.0 m in the air calculate the height of the tennis ball.







5. A forklift raises a box above the ground. The box has a mass of 550 kg and they have
gained gravitational potential energy of 7 546 J.

(a) Calculate the height of the boxes.




(b) Describe how the gravitational potential energy of the boxes changes as the forklift
slowly lowers the boxes to the ground.





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 ENERGY AND MOMENTUM

Kinetic Energy
The energy that an object has because it is moving is known as kinetic energy. Kinetic energy
depends on the mass of the object and the speed that it is travelling.

∆Ek = ½mv2
Ek = Kinetic energy (J)
m = Mass (kg)
v = Speed (m s-1)

1. An F16 fighter jet has a mass of 12 000 kg and travels at 390 m s-1. Calculate the kinetic
energy of the fighter jet.



2. A cannonball is fired with kinetic energy of 144 kJ, and flies at 140 m s-1. Find the mass of the
cannonball.




3. During an experiment a student measures the velocity of a radio-control car. She decides
that whenever the car travels to the right she would record that as positive velocity, and
to the left as negative velocity.
Referring to the equation for kinetic energy, explain why the student needs only the speed
(not the direction) to calculate the kinetic energy of the car.







4. During a tennis match the ball (m = 58 g) is served with a kinetic energy of 150 J.
(a) Calculate the speed of the ball.






The tennis ball becomes wet and its mass increases to 85 g.
(b) Assuming the tennis ball has the same kinetic energy, find the change in velocity
between the dry and wet ball.







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 ENERGY AND MOMENTUM

Energy Stored in a Spring

When a spring is compressed or stretched it tends to pull or push itself back to its original
(equilibrium) position. Until the spring is released and allowed to move back to its original position,
the spring has energy stored in it. The amount of energy that is stored in the spring depends on the
spring constant (the stiffness of the spring) and the extension of the spring (either compressing or
stretching).
You m
p
∆E = ½kx
2 ay
page t want to ref
itled er to
Ep = Energy stored in the spring (J) the p "Hookes la the
r e vious w" in
k = Spring constant (N m ) -1
sectio
n
x = Extension (m)

1. A spring with a spring constant of 20 N m-1 is stretched 5 cm. Find the energy stored in the
spring.


2. When a 12 N weight is hung on a spring it stretches 2.7 cm.
(a) Using the equation F = -kx, find the unknown spring constant.




(b) Calculate the energy stored in the stretched spring.






(c) Calculate the spring's extension if a mass of 3.6 kg was attached to it.




(d) Explain how your answers for (a) and (b) would change if a larger weight was hung
on the spring.





3. The graph below illustrates the relationship between the force applied to a spring, and the
spring's extension. 
140
120
100
Force (N)

80
60
40
20
0
0 2 4 6 8 10 12 14 16 18 20 22 24
x (cm)

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 ENERGY AND MOMENTUM

Convert distances and masses into (a) Using the gradient of the graph, and Hooke’s law, calculate the spring constant of
S.I units before doing calculations. the spring used in this experiment.




(b) Find the energy stored in the spring when it is extended by 24 cm.



(c) Calculate the area under the graph and comment on how it relates to your answer
in (b) above.




4. A spring extends by 2.5 cm when a mass of 50 g is attached to its end.

(a) Find the spring constant of the spring.





(b) Calculate the amount of energy stored in the spring.





(c) Explain how the energy stored in the spring changes if the mass is doubled.




(d) Calculate the energy stored in the spring when the extension is doubled.


5. Ropes used in rock climbing are designed to stretch under load in an elastic manner so
they absorb the energy required to stop a person in free fall without generating forces high
enough to injure them.
When a 82.5 kg climber hauls himself onto a climbing rope it extends by 0.900 m.

(a) Calculate the spring constant of the rope.





(b) Calculate the energy stored in the rope.





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 ENERGY AND MOMENTUM

Conservation of Energy
Energy cannot be created or destroyed, it can only be transformed from one form to another. The
total energy in an isolated system always remains constant. An isolated system is one that is free
from external forces.
In reality, with dynamic systems there will always be some energy losses. These are most commonly
due to resistance or frictional losses where some of the initial energy input is converted into heat
and sound.
1. A girl plays on a swing. Positions A and C are the
maximum height achieved by the girl.
C A
(a) Discuss the energy changes that occur as
she completes a full swing (A - C).

 B

0.8 m





(b) At position A she is 1.2 m higher than at position B . She has a mass of 55 kg.
Calculate the gravitational potential energy she has at position A .






(c) Assuming there are no energy losses between position A and position B , calculate
the speed of the girl at position B .








2. A 2.6 g bullet is shot vertically with a velocity of 320 m s-1. (Ignore any energy losses).
(a) Discuss the energy transformation that occurs as the bullet moves upwards.





(b) Calculate the maximum height that the bullet reaches.






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 ENERGY AND MOMENTUM

(c) Explain how the maximum height calculated in (b) would compare to the actual
height that the bullet will reach in real life.









3. Post drivers are used to ram fence posts into the ground. A student builds a model post
driver for their science fair project.
The model works by using a string and pulley to lift a mass above a model post. Then by
releasing the string the mass falls, and drives the post into the ‘ground’.

The mass is wound up The string is released and

to gain gravitational the mass free-falls until it
potential energy. strikes the post.

(a) Describe the energy transformations as the mass is:

(i) Raised: 



(ii) Released: 



(iii) Falls: 



(iv) Collides with the post: 




(b) The hanging mass is 120 g and is raised 20.0 cm above top of the post. Assuming
there are no losses, calculate the speed of the mass when it reaches the post.










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 ENERGY AND MOMENTUM

(c) Discuss how using a larger mass would affect the speed when it reaches the post.








(d) Once the post has been driven into the ground, both the post and driver are
stationary. Outline where the energy has gone.








(e) Calculate the speed of the mass when it has fallen halfway to the post (10.0 cm).





4. During a physics demonstration a soccer ball on top of a suspension spring

is dropped from the second floor of a building. The spring hits the ground
with the ball on top of it and compresses. The ball rebounds to almost twice
the original height that it was dropped from while the spring remains on the
ground.
(a) Outline the energy transformations that occur throughout the
entire demonstration.












(b) Explain how the ball is able to rebound to a height that is much higher than the
original height it was dropped from.






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 ENERGY AND MOMENTUM

Work
Energy is defined as the ability to do work. Work is an energy transfer,
and can be found using the following equation.

W=Fd
W = Work (J)
F = Force (N)
d = Distance (m)

The force and distance travelled must be parallel, or have a parallel

component. If an object is moved perpendicular to the force, then no
work is done by the force on that object.
1. A student lifts her school bag upwards 1.5 m, using a 30 N vertical force.
(a) Calculate the work done on the bag as it is lifted upwards.


(b) The student then walks horizontally 5 m, while still applying the upwards force
of 30 N. Find the work done on the bag as the student moves horizontally. Justify
your answer.




It can be confusing that no work is done when the bag is moved horizontally as the student would
feel that effort is required to move the bag. However, the calculation gives the work done on the
bag. This is the energy transferred to the bag. Just because the student feels an effort does not
mean that energy has been transferred to the bag.
2. A crane is used to move a 10 000 kg load at a constant speed. Initially the crane lifts the
load 12 m vertically.
(a) Calculate the work the crane does on the 10 000 kg load.




When the load is 12.0 m in the air the crane remains stationary for a few minutes.
(b) Explain why no work is done on the load when it is held stationary.





The crane then moves the load 10 m horizontally, before lowering it 5 m vertically at a
constant speed.
(c) State the work done on the load during these two steps. Justify your answers with
either an explanation or a calculation.

Horizontal movement: 



Downward movement: 



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 ENERGY AND MOMENTUM

Power
Power is the rate at which work is done. Or more simply, a measurement of how much energy is
transformed per second.

P=W/t
P = Power (W)
W = Work (J)
t = Time (s)

One watt of power equates to 1 joule of energy being transformed per second.

QUESTION NINETEEN
A weightlifter is doing bench presses and lifts 130 kg at a constant speed. He lifts the weights 0.7
metres in 2.0 seconds.
(a) Calculate the work done to lift the weights.
F = mg = 130 x 9.8 = 1 274 N 1 Find the force that is needed to lift the weights.
W = Fd = 1 274 x 0.7 = 891.8 J 2 Substitute values in the work formula and solve.

(b) Find the power output of the weightlifter.

P = W/t = 891.8/2 = 445.9 W 3 State the power formula, substitute and solve.

1. A 15 hp outboard motor is used to drive a small boat. It has an output of 11 000 W.

(a) Find how much work the outboard does in 2 minutes.




(b) Calculate the time required for the 15 hp motor to do 1 MJ (1 x 106 J) of work.




2. Two brothers are having a chin-up competition. Dean has a mass of 100 kg, and lifts himself
0.70 m in 2.0 seconds. Russell has a mass of 85 kg, and lifts himself 0.80 m in 1.8 seconds.
(a) Calculate the work done by Dean and Russell when completing one chin-up.

Dean 


Russell 

(b) Determine which brother is the most powerful.







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 ENERGY AND MOMENTUM

Combining Work, Power and Conservation of Energy

1. A cyclist is moving along the road with 3 500 J of kinetic energy, and comes to a hill.
The cyclist stops pedalling and rolls part way up the hill. The cyclist and bicycle have a
combined mass of 70 kg.

DAPics

DAPic
s

(a) State what the kinetic energy is transformed into as the cyclist rolls up the hill.
Assume there are no energy losses due to friction.

(b) Using your answer for (a), and the information above, find the maximum height
that the cyclist reaches as they roll up the hill.





The cyclist is moving along a flat section of the road with 4 300 J of kinetic energy. They
encounter a hill and continue pedalling up it. At the top the cyclist then has 1 800 J of
kinetic energy and 10 500 J of gravitational potential energy.

DAPi
cs

DAPic
s

(c) Explain why the total energy at the bottom of the hill is less than the total energy at
the top of the hill.
Your answer should:
• Describe the types of energy present at the top and bottom of the hill.
• Compare the total energy at the top and bottom of the hill.
• Discuss the energy transformations as the cyclist rides up the hill.












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 ENERGY AND MOMENTUM

(d) The cyclist takes 20 seconds to cycle up the hill. Calculate his power output.





2. Mechanical energy (Em) is a combination of kinetic (Ek) and potential energy (Ep). In the
diagram below a skateboarder’s energy is analysed as he travels up a skate ramp.
Ep = 
Ek = 

Ep =  Em = 

Ep =  Ek = 

Ek =  Em = 

Em = 

m = 60 kg
v = 8 m s­-1
1.0 m

(a) Complete the spaces on the diagram.

(b) On another occasion the skateboarder skates up a hill. The skateboarder exerts
800 W of power for 30 seconds when climbing the hill.
Calculate the work done by the skateboarder to reach the top of the hill.





(c) Starting at rest, the skateboarder rolls down the hill. Find his speed at the bottom of
the hill.





3. When a rocket is fired vertically into the air the chemical potential energy in the fuel is
converted into kinetic, heat, light and sound energies as well as gravitational potential
energy as it moves upwards.
(a) Discuss the type and amount of energy that the rocket has at its highest point.




(b) Discuss the effect on the rocket's motion if it was fitted with a more powerful engine.






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 ENERGY AND MOMENTUM

Momentum
Momentum is a vector quantity that an object has due to its mass and velocity. A phrase sometimes
used to describe momentum is ‘mass in motion’. Objects with greater mass, or higher velocity,
have more momentum and require a greater amount of force to stop them.

p = mv
p = Momentum (kg m s-1)
m = Mass (kg)
v = Velocity (m s-1)

1. A 7.3 kg shot-put is thrown with an initial velocity of 14 m s-1.

(a) Calculate the shot-put’s momentum.


(b) Find the speed that a 4.0 kg shot-put must be given if it is to have the same
momentum as the shot-put in part (a).



2. (a) A 920 kg rugby pack is moving down the field (right to left) at 3 m s-1 in a rolling
maul. Find the momentum of the rugby pack.



(b) An 11.5 kg sack is dropped and hits the ground with 92 kg m s-1 of momentum.
Calculate the speed of the sack just before it collides with the ground.



3. A 1 700 kg car is travelling at 110 km h-1 (east) as it overtakes a 2 900 kg 4×4 that is driving
Convert masses and velocities to S.I.

at 90 km h-1 (east).
(a) Convert the car and 4×4's speed to m s-1.
units before doing calculations.

Car: 


4×4: 

(b) Compare the momentum of the car and 4×4.




4. Use the concept of momentum to explain why heavy trucks are limited to 90 km h-1 on the
open road, while cars can travel at 100 km h-1.






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 ENERGY AND MOMENTUM

Change of Momentum
Since momentum is a vector, a change in momentum can be calculated by using vector
subtraction.

∆p = pf - pi
∆p = Change of momentum (kg m s-1)
pf = Final momentum (kg m s-1)
pi = Initial momentum (kg m s-1)

If the vectors are travelling in the same line, vector subtraction can be eliminated by defining
any vector that is travelling in the opposite direction as negative. Remember, if two objects are
travelling in opposite directions, then one of the velocities and one of the momentums must be
considered negative.

QUESTION ONE
A tennis ball is hit against a wall at 30 m s-1 to the right, and rebounds back at 18 m s-1 to the left.
The tennis ball has a mass of 58 grams.
(a) Calculate the initial (pi) and final momentum (pf) of the tennis ball.
pi = mvi = 0.058 x 30 = 1.74 kg m s-1 to the right 1 State formula, substitute and solve.
pf = mvf = 0.058 x 18 = 1.044 kg m s-1 to the left
(b) In the space provided draw vector diagrams to find the change in momentum.
- 1 Draw final - initial vectors.
pf = 1.044 kg m s-1 - pi = -1.74 kg m s-1
+ 2 Add the reversed vector.
pf = 1.044 kg m s -1
+ -pi = 1.74 kg m s -1

3 Change the sign of the initial vector

∆p = 2.784 kg m s -1
value and add to the final vector value.

1. A 45 kg child is jumping on a trampoline. They impact the trampoline with a downwards

velocity of 9.0 m s-1, and they rebound upwards at 7.0 m s-1.
(a) Calculate the initial and final momentum of the child.




(b) In the space below, draw a vector diagram then find the child’s change in
momentum.







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 ENERGY AND MOMENTUM

2. A jogger (m = 62 kg) is running at 4.2 m s-1 east, when she encounters a strong head wind.
The wind slows her to 3.6 m s-1. She does not change her effort or force.
Calculate her change in momentum.






3. A 0.250 kg ball is thrown at a wall with an initial velocity of 12.0 m s-1 to the left and it
rebounds at 9.00 m s-1 to the right.
Calculate the ball's change in momentum.






4. A person is driving a bumper boat and collides with a wall. He is initially travelling at 8 m s-1
to the right.
The mass of the person and bumper boat is 250 kg, and they experience a -3000 kg m s-1
change of momentum.
(a) Find the initial momentum of the person and bumper boat.



(b) Calculate the final velocity of the person and bumper boat.








5. A tennis player strikes an approaching tennis ball (m = 58.0 g) that is travelling at 25.0 m s-1.
The ball rebounds away from the player having experienced a change in momentum of
-3.05 kg m s-1.
(a) Find the initial momentum of the ball.



(b) Calculate the final velocity of the ball.








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Impulse
Impulse is a concept that relates an object’s change in momentum to the force creating the
momentum change and the time that the force is applied.

∆p = F∆t
∆p = Change in momentum (kg m s-1)
F = Force (N)
∆t = Change in time (s)

Often questions focus on how increasing the time during which a collision occurs reduces the force
experienced during that collision. When solving these problems it is important that the change in
momentum (F × d) is constant for the two scenarios that are being examined.

Short period of time Longer period of time

= =
Force (N)

Force (N)
Larger force Smaller force

Time (s) Time (s)

The area under the curve represents the impulse (change of momentum), and is the same for both graphs.

By increasing the impact time, the maximum forces involved are reduced, which is useful when
protecting people or objects.
1. Seat belts are designed with a little bit of ‘give’ in them. This means that when a crash
occurs, the seat belt extends a small amount. This increases the time it takes to slow the
passenger to rest.
Explain how this ‘give’ helps reduce the force that the passenger will experience.







2. During a safety test comparison studies are performed to investigate how this seat belt
‘give’ helps improve passenger safety. In the tests a 77 kg crash test dummy decelerates
from 20 m s-1 to rest 0 m s-1.
(a) Calculate the change in momentum of the crash test dummy during these trials.
Rearrange the equation



∆p = F∆t

(b) The seat belt without ‘give’ stops the dummy in 0.003 s, while the seat belt with
‘give’ takes 0.12 s.
Find the force that the crash test dummy experiences in both trials.

With give: 


Without give: 


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3. Crash helmets compress during a collision. Discuss why compression is an important design
feature of the crash helmet.





4. A 65 kg cyclist falls off his bike and his helmet collides with the ground. He falls 1.2 m and
experiences a force of 1 580 N when he hits the ground. Assume no horizontal motion.
(a) Assuming the cyclist’s vertical velocity is initially zero, calculate his velocity at the
instant he hits the ground.




(b) Find the cyclist's change in momentum during the collision.



(c) Calculate the time it takes for the cyclist to come to rest.



5. During a rugby game a winger runs along the sideline at 8 m s-1 (south). An opposition
player pushes the winger over the sideline at 4 m s-1 (east). The winger has a mass of 90 kg.
(a) Calculate the winger’s initial and final momentum.



(b) Use vector subtraction to find the winger’s change in momentum.





The tackle is made just before the try line, so the opposition player does not want the
winger to continue moving south.
(c) By considering the force that the opposition applies to the winger, explain why the
change of momentum must have a northwards component.







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To reduce the risk of injury the tackler is wearing shoulder pads which increases the time of
the collision with the winger.
(d) Explain how the shoulder pads perform this task. Your answer should:
• Link the winger’s change in momentum to the force applied to the winger.
• Discuss how time is related to the size of the force applied to the winger.
• Use Newton’s Laws to explain how the force applied to the winger
corresponds to the force applied to the tackler.










(e) The tackle took 0.6 s to perform. Calculate the size and direction of the force on
the tackler.





Using Equations to Answer Word Questions

Sometimes answering written questions can be done using equations. When this is done a number
rules should be followed.

1 State and explain the equation.

2 Define the symbols.
3 State what is held constant. One variable is being changed, one is explained
and all others must be held constant.

QUESTION FIVE
Netball players pull their hands back in the process of catching a fast-moving pass. Explain why
this reduces the 'shock' felt by the players' hands and makes the ball much less likely to bounce
out of their hands.
This situation can be modelled by the equation for impulse, ∆p = F∆t. 1 State the equation.
∆p = change in momentum F = force ∆t = change in time 2 Define the symbols.
When the player catches the ball the change in momentum is 3 State what is held constant.
the same whether or not they pull back their hands.

4 The Final Answer

By pulling their hands back, they increase the time of the collision (∆t increased).
However, the change in momentum (∆p) does not change whether the impact is sudden or if it
takes longer (same mass and same starting and finishing velocities).
Since this situation can be modelled by the equation for impulse, ∆p = F∆t, increasing time
decreases the force (F) the player's hands experience.
With a lower force during the 'collision', the ball is much less likely to bounce out of the
player's grasp.

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Conservation of Momentum
The principle of conservation of momentum states that "the total momentum before a collision (or
explosion) is equal to the total momentum after the collision, unless acted upon by an external net
force". It is important to remember that momentum is a vector. When finding the total momentum
the direction of the vector components must be taken into account.
An external net force is a force from something that is not initially considered to be part of the
system.
If two trolleys collide they should rebound away so that the sum of their initial momentums is equal
to the sum of their final momentums.

INITIAL FINAL
pTOTAL = 0.5 kg m s left
-1
pTOTAL = 0.5 kg m s-1 left
pLEFT = 2 kg m s-1 pRIGHT = 2.5 kg m s-1 pLEFT = 2 kg m s-1 pRIGHT = 1.5 kg m s-1

However, if the two trolleys collide and frictional forces are large the total momentum will not be
conserved. It is important to realise that this does not mean that the principle of the conservation
of momentum has been broken. Friction is an external net force, so it accounts for the change in
total momentum.
1. Dave is driving a bumper boat (m = 250 kg) and collides with another boat driven by
Angela (m = 220 kg). Before the collision Dave is travelling at 6 m s-1 to the right while
Angela is travelling at 4 m s-1 to the left.
(a) Calculate the total initial momentum of Dave and Angela’s bumper boats.



After the collision Dave is travelling at 2.0 m s-1 to the right.
(b) Find Angela’s final velocity.



(c) State the principle that you used to solve part (b).


2. Two stationary trolleys are placed together. The right-hand trolley has a mass of 2 kg, and
the left-hand trolley has a mass of 1 kg. A spring fires the two trolleys apart.

(a) Find the total initial momentum of the two trolleys.



(b) The right-hand trolley has a velocity of 2 m s-1 to the right after the 'explosion'.
Calculate the velocity of the left trolley.






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(c) Calculate the kinetic energy of the two trolleys immediately after separation, and
use this to find the total energy provided by the spring.
Assume all the spring's energy is converted into kinetic energy.






3. A car (m = 1 800 kg, v = 14.0 m s-1) is travelling east and collides with a stationary 4×4 (m =
2 500 kg). After the collision the car and 4×4 move off stuck together as one mass.
(a) Calculate the total initial momentum of the system.




(b) Find the mass of the car/4×4 combination when they are stuck together.


(c) Calculate the velocity of the car/4X4 combination after the collision.




4. A 58 kg skydiver is falling towards earth at a speed of 40 m s-1. She grabs another skydiver
(m = 70 kg) who is travelling downwards at 35 m s-1.
(a) Calculate the total initial momentum of the system.



The two skydivers are still accelerating due to gravity, and after colliding they fall together
at 40 m s-1.
(b) Find the total final momentum of the system.


(c) Compare the total initial and final momentums. Explain whether this collision obeys
the principle of conservation of momentum.












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5. During a demonstration a teacher rolls a 2.0 kg trolley along a bench at 6 m s-1. Halfway
along the bench a 1.0 kg brick is dropped onto the trolley.

Ignoring any additional frictional forces, calculate the speed of the trolley/brick
combination.







6. A 2 000 kg car collides with a 3 500 kg truck and they stick together. Before the collision the
truck has a velocity of 12 m s-1 to the left, and afterwards the combined mass moves to the
right at 3 m s-1.
Find the initial velocity of the car (before the collision).











7. A train carriage carrying water is moving at a constant velocity to the right. A tap on the
carriage is leaking. Explain why the carriage does not speed up as water (mass) is lost out
the bottom of the carriage.

Think abou
t the motio
the water as n of
it falls.










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 Energy and Momentum Chapter Review

Momentum Use the boxes to write down the key points from this Power and Conservation of Energy
chapter. Ensure that all key words from the front of
the chapter have been used. Equations should be
written in the appropriate box and an explanation
of how they are used must be included.

© Silverback Academic Media

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Work

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End of Chapter Review Questions

1. Contrast the following terms.
(a) Scalar and vector quantities.







(b) Kinetic energy and potential energy.







(c) Vector addition and vector subtraction.






(d) Work and power.







2. Use the term 'conservation of momentum' in a (meaningful!) sentence. 



3. Correct the errors in the student's test answers below.

1. In reality, a dropped ball will convert all its gravitational potential energy to
kinetic energy. None is lost to friction.

2. Work is the rate at which power occurs - W = P / t.

3. Momentum, in a closed system, is never conserved.

4. Change in momentum is calculated by subtracting the final momentum from

the initial momentum - ∆p = pi - pf .

5. Crumple zones concentrate forces affecting momentum into a shorter time

period.

6. Use socrates and SOTCATHOA to calculate the magnitude and direction of

vector addition and subtraction problems.

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4. A 10 g toy car is travelling at 8 m s-1. Find its kinetic energy. 


5. A 12 kg bucket is lifted 3 m vertically.

(a) Calculate the change in gravitational potential energy. 



(b) It takes 1.5 s to lift the bucket, find the power of the lifter. 

6. A 20 cm long spring is compressed to a length of 15 cm. The spring then has 4 joules of
energy stored in it. Calculate the spring constant of the spring.


7. A 1 800 kg car is driving along a flat section of road at a speed of 20 m s-1 and it encounters
a 10 m high hill. At the top of the hill the car is travelling at 15 m s-1.
(a) In the space below sketch labelled before and after diagrams.

BEFORE AFTER

(b) Calculate the total energy before and after the hill climb.





(c) Explain any difference between the total 'before' and 'after' energies.





(d) The hill climb took 20 seconds. Calculate the power output of the car.






(e) If the car had simply rolled up the hill, and arrived at the top with zero joules of
kinetic energy, calculate the car's initial velocity. 




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8. Air bags are fitted to help protect passengers in car crashes. An air bag works by Hints for answering
these NCEA style
increasing the time that the collision occurs over. questions

Explain how a passenger in a car with air bags would experience less harm than a
passenger in an identical collision, but with no air bags present.


Use the method
 for answering word
question using an
 equation (impulse).


State and explain
 which variable is
constant.


















9. A 1 500 kg car is driving at 18 m s-1 to the east when it collides with a 2 000 kg car
that is travelling at 10 m s-1 to the west. After the collision the 1 500 kg car moves off
at 1.0 m s-1 east.
(a) In the space below sketch labelled before and after diagrams.

BEFORE AFTER

(b) Calculate the 2 000 kg car’s velocity after the collision.

Momentum is a
 vector quantity so
make one direction
 positive and the
other negative.





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(c) The collision takes 0.6 s. Find the force on the 1 500 kg car during the collision. Hints for answering
these NCEA style
questions

Whenever force
 is asked for in a
momentum question
use the impulse
 concept.



Start by calculating
 the change
momentum, then
in

use the impulse

 equation.






10. A boy begins to be pulled in a sled by his elder brother. The older boy pulls the rope
with a force of 270 N at an angle of 25° from the horizontal.
(a) Calculate the horizontal and vertical components of the force applied to the
sled.
Begin by sketching
the vector diagram.
Horizontal: 

 Use
to
trigonometry
resolve the
angled force into its
 components.

Vertical: 



(b) If the mass of the sled and boy is 55.0 kg, calculate the acceleration of the
sled and boy, assuming there is no friction between the sled and the ground.


 Only the horizontal
 component will
accelerate the sled.




(c) Calculate the kinetic energy of the sled and boy after accelerating for 2.0
seconds.


Calculate the sled/
 boy's velocity after
2.0 seconds.



 Substitute this value
into the equation
for EK.





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Demonstrate Understanding of Mechanics (91171) Practice Exam

Level 2 Physics
91171 (2.4): Demonstrate understanding of mechanics

V = ∆d a = ∆v vf = vi + at d = vit + ½at2 d = (vi + vf) t vf2 = vi2 + 2ad

∆t ∆t 2

aC = v
2
p = mv ∆p = F∆t Ek = ½mv2 Ep = mg∆h Ep = ½kx2
r

P=W FC = mv
2
W = Fd F = ma τ = Fd F = -kx
t r

For Assessor’s use only Achievement Criteria

Achievement Achievement with Merit Achievement with Excellence

Demonstrate understanding Demonstrate in-depth Demonstrate comprehensive

of mechanics. understanding of mechanics. understanding of mechanics.

Overall Level of Performance

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QUESTION ONE: LAUNCHING PROJECTILES

For a science fair, a student has built a projectile launcher. The basic concept behind her launcher
is to compress a spring then release the spring to fire a small metal ball.

Compressed spring
held by metal pin.
Removing the pin
releases the spring.

(a) To load the launcher 52.2 N is applied to compress the spring 5.0 cm. Find the spring
constant of the spring used in the launcher.




(b) Justify the number of significant figures in your answer.




(c) Assuming there are no energy losses, find the speed of the 0.1 kg projectile when it is
initially launched. Your answer should include:
• The total energy stored in the spring.
• A link between the energy stored in the spring and the initial kinetic energy.
• A calculation to find the speed of the projectile.












(d) The launcher is positioned so that the projectile launches at 60° above the horizontal.
Calculate the vertical component of the projectile’s velocity. Assume the exit velocity is
the same as calculated in (c) above.







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(e) Find the maximum height of the projectile.








The gravitational potential energy of the projectile at its highest point is less than the energy stored
in the spring when it was first fired.
(f) By discussing the energy transfers throughout the projectile’s motion, explain why the
gravitational potential energy does not match the initial stored energy.












QUESTION TWO: PRACTICE LAUNCHES
While testing her projectile launcher, the student varies the angle and compression of the launcher.
During one trial, the projectile is fired with the velocities shown in the diagram below.

vTotal
vVert = 3.9 m s-1

vHorz = 3.0 m s-1

(a) Find the time it takes for the projectile to reach its highest point.






(b) At the highest point, describe the projectile’s vertical velocity and acceleration.






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(c) (i) In the space provided, sketch the path that the projectile travels.

(ii) Explain why it follows the path you have drawn. 












(d) Calculate the range of the projectile.







After landing, the projectile skids along the floor at 4 m s-1 to the right. The 0.1 kg projectile then
collides with a stationary 0.02 kg piece of plasticine and the two objects stick together.
(e) Find the velocity of the two objects immediately after the collision.











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QUESTION THREE: RADIO-CONTROLLED CAR

A boy has a 4.2 kg radio-controlled car that he enjoys playing with.
(a) The car turns a corner in a circular motion and at a constant speed. One of the boy’s
friends tells him that the car is accelerating as it turns the corner.
Explain how an object can accelerate and have constant speed at the same time.







(b) On the diagram below, add labelled vectors for the car’s acceleration and velocity.

(c) The car experiences a net force of 27 N as it turns around a circular corner with a radius of
35 m. Calculate the speed that the car is travelling.






(d) If the car is driven around the corner at half the speed, explain how the net force acting
on the car would change.






(e) The car hits a region of loose gravel and the friction between the tyres and the track
reduces to zero. Explain how this reduction of friction will affect the car, and describe the
car’s motion when travelling through the frictionless zone.












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(f) The boy stops the car part of the way across a bridge. The car and bridge system are
in equilibrium. Describe the term ‘equilibrium’ and state the two conditions required for
equilibrium.







(g) The bridge has a mass of 10 kg, and is 4 m long. The two supports are 0.5 m from the end
of bridge, and the 4.2 kg car is parked 1.5 m from the right-hand end of the bridge.
Length of bridge = 4.0 m
Distance to car = 1.5 m

Distance Distance
to support to support
is 0.5 m is 0.5 m

Calculate the size of the forces provided by supports A and B.









QUESTION FOUR: ANALYSING VELOCITIES
A speed gun is used to collect the velocity of his radio-control car. The velocity is then graphed
against time.
A B C D E
10

4
Velocity (m s-1)

0 Time (s)
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
-2

-4

-6

-8

-10

-12

-14

(a) Describe the motion of the car through the five sections ( A - E ). Your answer should
discuss both the velocity and acceleration for each section.

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(b) Calculate the total distance travelled by the car over the five sections and compare this
to the total displacement over the same period.
















(c) Explain the difference between distance and displacement.













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(d) On the axes provided draw the acceleration/time graph for the radio-controlled car.

The boy decides to test the acceleration of his radio-controlled car. He sets up at a 7.5 m long
straight. Starting at 5.0 m s-1 the car accelerates at a constant rate and reaches the end of the
straight in 1.1 seconds.
(e) Calculate the car’s acceleration.








At the end of the straight the car crashes into a tree. After the collision the car is stationary.
Modern cars are designed with crumple zones in case of collisions.
(f) Explain how a crumple zone will reduce the risk of injury to passengers in a car crash.
















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