chapter Organizer

Section/Objectives Standards Labs/Features

Chapter Opener National State/Local Launch Lab: The Force of Gravity,
p. 67
See p. 37T for a Foldables, p. 67
Key to Standards.
.

Section 1 Newton’s Second Law National Content Science Online, p. 69

2 sessions Standards Apply Math: The Acceleration of a
5–8: UCP.1–3, Sled, p. 69
1 block UCP.5, A.1, A.2, B.2 MiniLAB: Comparing Friction, p. 71
1. Define Newton’s second law of motion. 9–12: UCP.1–3,
2. Apply Newton’s second law of motion. UCP.5, A.1, A.2, B.2,
3. Describe the three different types of friction. B.4
4. Observe the effects of air resistance on falling
objects.

Section 2 Gravity National Content Science Online, p. 76

2 sessions Standards Integrate Earth Science, p. 79
5–8: UCP.1–3, MiniLAB: Observing Centripetal
1 block UCP.5, A.1, A.2, B.2 Force, p. 81
5. Describe gravitational force. 9–12: UCP.1–3,
6. Distinguish between mass and weight. UCP.5, A.1, A.2, B.4
7. Explain why objects that are thrown will follow
a curved path.
8. Compare circular motion with motion in a
straight line.

Section 3 The Third Law of Motion National Content Integrate Health, p. 84

3 sessions Standards Visualizing Rocket Motion, p. 85
5–8: UCP.1–3, Applying Math: The Momentum of
2 blocks UCP.5, A.1, A.2, B.2 a Sprinter, p. 86
9. State Newton’s third law of motion. 9–12: UCP.1–3, Lab: Measuring the Effects of
10. Identify action and reaction forces. UCP.5, A.1, A.2, B.4 Air Resistance, p. 89
11. Calculate momentum. Lab: The Momentum of Colliding
12. Recognize when momentum is conserved. Objects, p. 90
Science and History: Newton and
the Plague, p. 92

66A CHAPTER 3 Forces

 Lab Materials Reproducible Resources Section Assessment Technology
Launch Lab: stopwatch, Chapter FAST FILE Resources TeacherWorks includes:
softball, tennis ball, a piece Foldables Worksheet, p. 17 • Interactive Teacher Edition
of crumpled paper, a flat Directed Reading Overview, • Lesson Planner with calendar
sheet of paper, meterstick p. 19 • Access to all program blacklines
Note-taking Worksheets, • Correlations to standards
pp. 33–34 • Web links

MiniLAB: ice cube, rock, Chapter FAST FILE Resources Portfolio Section Focus Transparency
eraser, wood block, square Transparency Activity, p. 44 Science Journal, p. 73 Guided Reading Audio
of aluminum foil, metal or MiniLAB, p. 3 Perfomance Program
plastic tray, metric ruler Enrichment, p. 30 Applying Math, p. 69 Interactive Chalkboard
Reinforcement, p. 27 MiniLAB, p. 71 CD-ROM
Directed Reading, p. 20 Applying Math, p. 74
Lab Activity, pp. 9–12 Content
Reading and Writing Skill Section Review, p. 74
Activities, p. 35

MiniLAB: bucket filled with Chapter FAST FILE Resources Portfolio Section Focus Transparency
3 cm water Transparency Activity, p. 45 Curriculumn Connection, p. 79 Teaching Transparency
MiniLAB, p. 4 Reteach, p. 82 Guided Reading Audio
Enrichment, p. 31 Performance Program
Need materia Reinforcement, p. 28 MiniLAB, p. 81 Interactive Chalkboard
ls?
Contact Scie Directed Reading, p. 20 Applying Math, p. 82 CD-ROM
nce Kit
at 1-800-828- Transparency Activity, pp. 47–48 Content
7777 or
www.science Section Review, p. 82
kit.com Life Science Critical Thinking/
on the Intern
et. Problem Solving, p. 14
Earth Science Critical Thinking/
Problem Solving, p. 5
Cultural Diversity, p. 25

Lab: 4 equal-sized sheets Chapter FAST FILE Resources Portfolio Section Focus Transparency
of paper, scissors, meterstick, Transparency Activity, p. 46 Differentiated Instruction, p. 85 Virtual Labs CD-ROM
stopwatch, masking tape Enrichment, p. 32 Performance Guided Reading Audio
Lab: meterstick, softball, Reinforcement, p. 29 Applying Math, p. 86 Program
racquetball, tennis ball, Directed Reading, pp. 21, 22 Applying Math, p. 88 Interactive Chalkboard
baseball, stopwatch, Lab Worksheets, pp. 5–6, 7–8 Content CD-ROM
masking tape, balance Lab Activity, pp. 13–16 Section Review, p. 88 Video Lab
Home and Community
Involvement, p. 49

End of Chapter Assessment

Blackline Masters Technology Professional Series
Chapter FAST FILE Resources MindJogger Videoquiz Performance Assessment in the Science
Chapter Review, pp. 37–38 Virtual Labs CD-ROM Classroom (PASC)
Chapter Tests, pp. 39–42
ExamView® Pro Testmaker
Standardized Test Practice, pp. 16–19
TeacherWorks CD-ROM
Interactive Chalkboard CD-ROM

CHAPTER 3 Chapter Organizer 66B

chapter Forces
Transparencies
Section Focus

Something He Could Sink His Which way’s up? Fighting Fire

1 Section Focus
Transparency Teeth Into!
2 Section Focus
Transparency 3 Section Focus
Transparency
In 1999, Krishna Gopal Shrivestava of India set an unverified world There is no up or down in orbit. If not secured, objects simply float It takes more than one firefighter to aim a fire hose. The force of
record by pulling a ship with a mass of 244,000 kg with his teeth! His here and there. Planes like NASA’s KC-135, the “Vomit Comet,” are the water shooting out of the nozzle causes a reaction that can be
efforts can teach us about force, mass, and acceleration. able to briefly simulate the conditions of being in orbit. difficult to control.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

1. Describe what happens if you step from a canoe or small boat
onto a dock.
1. On Earth, how can you tell up from down? 2. Does a garden hose need more than one person to hold it? What’s
the difference between a garden hose and a fire hose?
1. What would happen if the man were pulling a small rowboat 2. If a scale floated by and an astronaut stood on it, what would the
instead of a large ship? scale say? 3. What would happen if the firefighters dropped the hose?
2. When he stops pulling, will the ship stop moving? Explain.
3. What direction is the ship moving? Why?
L2
Forces
L2
Forces
L2 Forces

This is a representation of key blackline Assessment Teaching

masters available in the Teacher Classroom Assessment Forces

Resources. See Resource Manager boxes

Transparency
2 Teaching
Transparency
Stationary and Falling
Elevator
Directions: Carefully review the table and answer the following questions.

within the chapter for additional information. Mass and Weight on Earth and the Moon
Mass Weight Mass Weight
Object
on Earth on Earth on Moon on Moon

Astronaut 90 kg 882 N 90 kg 149.4 N

Key to Teaching Strategies Flashlight

Lunar Rover
1kg
650 kg
9.8 N
6370 N
1kg
650 kg
1.7 N
1079 N
Moon rocks 22 kg 215.6 N 22 kg 36.5 N

The following designations will help you 1. According to this information, which object has a weight on the

decide which activities are appropriate Moon greater than 1000 newtons?
A Astronaut C Lunar Rover
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

B Flashlight D Moon rocks
for your students. 2. Astronauts discovered how much easier it is to lift objects on the
Moon. The weight of these objects on the Moon is due to ___.
F Earth’s gravity

L1 Level 1 activities should be G the Moon’s gravity

H Earth’s revolution
J the Moon’s rotation
appropriate for students with 3. According to the table, which object weighs the LEAST?
A Astronaut C Lunar Rover

learning difficulties. B Flashlight D Moon rocks

4. Based on the data in the table, about how many times greater is
the weight of these objects on Earth than on the Moon?
F two times H six times
L2 Level 2 activities should be within G four times J eight times
L2 L2
the ability range of all students. Forces Forces

L3 Level 3 activities are designed for

above-average students.
ELL activities should be within
the ability range of English
Hands-on Activities
Language Learners.
Student Text Lab Worksheet Laboratory Activities
COOP LEARN Cooperative Learning Name Date Class Name Date Class

activities are designed Projectile Motion

Measuring the Effects of Air 1 Laboratory
Hands-On Activities

Hands-On Activities

for small group work. Lab Preview

Resistance Activity
What do a volleyball, baseball, tennis ball, soccer ball, and football have in common? Each is used
in a sport and each is a projectile after it is tapped, thrown, kicked, or hit. A projectile is any object
Directions: Answer these questions before you begin the Activity. that is thrown or shot into the air. If air resistance is ignored, the only force acting on a projectile is
the force of gravity.
1. Why is the symbol for a sharp object included in the safety precautions for this activity?

LS Multiple Learning Styles logos, 2. What are the ways in which you are permitted to change the shape of your last piece of paper?
The path followed by a projectile is called a trajectory. Figure 1a shows the shape of the trajec-
tory of a toy rocket. Because the force of gravity is the only force acting on it, the toy rocket has an
acceleration of 9.80 m/s2 downward. However, the motion of the projectile is upward and then
downward. Figure 1b shows the size and direction of the vertical velocity of a toy rocket at different

as described on page 12T, are moments along its trajectory. The rocket’s velocity upward begins to decrease immediately after
launch and the rocket begins to slow down. The rocket continues to slow down. And then, for an
instant at the highest point of its trajectory, it stops moving because its velocity upward is zero.
If you dropped a bowling ball and a feather from the same height on the
used throughout to indicate Moon, they would both hit the surface at the same time. All objects dropped
on Earth are attracted to the ground with the same acceleration. But on
Earth, a bowling ball and feather will not hit the ground at the same time.
As the rocket begins to fall, its velocity begins to increase downward.
As you can see, the shape of the upward trajectory of the rocket is a mirror-image of the shape
of its downward trajectory. Can the trajectory of a toy rocket be used to learn something about
the motion of a projectile? In this experiment you will find out.

strategies that address different Air resistance slows the feather down.

What You’ll Investigate

Strategy
You will measure the flight times of a projectile.
Materials
toy water rocket and launcher
You will analyze the flight times of a projectile. bucket of water
learning styles. How does air resistance affect the acceleration
of falling objects?
Materials
3. Crumple a sheet of paper into a loose ball
and repeat step 2.
4. Crumple a sheet of paper into a tight ball
3 stopwatches

and repeat step 2.

meterstick 5. Use scissors to shape a piece of paper so
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

masking tape that it will fall slowly. You may cut, tear, or

P These strategies represent student paper (4 sheets of equal size)

stopwatch
scissors
fold your paper into any design you
choose.

Data and Observations

products that can be placed into Goals
■ Measure the effect of air resistance on sheets
of paper with different shapes.
Table 1
■ Design and create a shape from a piece of Effects of Air Resistance
a best-work portfolio. paper that maximizes air resistance.
Safety Precautions
Paper type

Flat paper
Time

Procedure Loosely crumpled paper

1. Measure a height of 2.5 m on the wall and

PBL Problem-Based Learning activities mark the height with a piece of masking tape.
2. Have one group member drop the flat sheet
of paper from the 2.5-m mark. Use the
Tightly crumpled paper

Your paper design

apply real-world situations to

stopwatch to time how long it takes for the
paper to reach the ground. Record your
time in Table 1. Figure 1a Figure 1b
L2 L2
learning. Forces 5 Forces 9

66C CHAPTER 3 Forces

 Resource Manager
Meeting Different Ability Levels
Content Outline Reinforcement Enrichment
Name Date Class Name Date Class Name Date Class

Note-taking Forces
Newton’s Second Law Finding Acceleration Due to
Section 1
Worksheet
Newton’s Second Law
1 Reinforcement
2 Enrichment
Gravity (G)
Directions: Use the equation F = m ✕ a to solve the following problems. Show your calculations in the spaces Acceleration due to gravity (g) can be
A. Force and motion are ___________________. found by swinging a pendulum. The time
provided.
1. An object will have greater ______________________ if a greater force is applied to it. 1. How much force is needed to accelerate a 1000-kg car at a rate of 3 m/s2? it takes for a pendulum to swing depends
on g. An equation for the time (T) it takes
2. The ______________ of an object and the force applied to it affect acceleration. for a pendulum to make one complete
2. If a 70-kg swimmer pushes off a pool wall with a force of 250 N, at what rate will the swimmer swing is
B. Newton’s second law of motion connects force, mass, and acceleration in the equation Length

(T


accelerate from the wall?

hre
2
acceleration equals net force ______________ by mass. T = 2π gl or g = 4π 2l

ad
T

)
Meeting Individual Needs

Meeting Individual Needs

C. __________________—force that opposes motion between two surfaces that are touching 3. A weightlifter raises a 200-kg barbell with an acceleration of 3 m/s2. How much force does the In this equation, l is the length of the
weightlifter use to raise the barbell? pendulum. This formula works best
each other when small swings are used. Look at
the diagram. Bob
1. ____________________, areas where surface bumpers stick together, are the source of friction.
4. A dancer lifts his partner above his head with an acceleration of 2.5 m/s2. The dancer exerts a All of the mass of the pendulum is con- 2 1
2. Friction between two surfaces that are not moving past each other is force of 200 N. What is the mass of the partner? centrated at the end of the string called the
bob. The bob is a metal sphere hung by a
called ________________ friction. fine thread. The pendulum’s length is the 1 swing = (from 1 to 2 to 1) = T

3. _________________ friction—force that opposes the motion of two surfaces sliding past distance from the point where the thread
Directions: Answer the following questions on the lines provided. is held to the center of the bob. Make a
each other 5. What does Newton’s second law of motion state? pendulum using a thread and a metal bob.
Follow the procedure below and answer
4. Friction between a rolling object and the surface it rolls on is called _________________ the questions.
friction.
Procedure
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

6. What two factors affect the rate of acceleration of an object?
D. ________________________ that opposes the force of gravity 1. The thread can have any convenient length. Measure l accurately to 0.80 m.
2. Start the pendulum swinging with small swings. Time at least 20 or more complete swings.
1. The ________________ of air resistance depends on an object’s shape, size, and speed. 3. Divide the total time by the number of swings completed in that time to find the time (T) of
2. ___________________________—forces on a falling object are balanced and the object one swing.
7. What are the three types of friction and when does each apply? 4. Repeat this procedure at least two more times. Release the bob from the same point as before.
falls with constant speed 5. Find the average value of T for your trials.
6. Substitute your averaged T value and your l value into the equation to find g.
Section 2 Gravity Questions and Conclusions
1. What value did you get for g? What is the accepted value for g?
A. Law of ____________________—any two masses exert an attractive force on each other
2. What is your percentage error? Find percentage error by using the following formula:
1. _________________ is one of the four basic forces that also include the electromagnetic
accepted value–your value × 100
force, the strong nuclear force, and the weak nuclear force. accepted value
2. Gravity is a ____________________ force that gives the universe its structure.
3. Which of your measurements do you think was the least accurate?
B. Due to _________________, all objects fall with the same acceleration regardless of mass. 4. Why did you need to use 20 or more swings of the pendulum instead of just one swing to find
the time of the pendulum?

L2 L2 L3
Forces 33 Forces 27 Forces 31

Directed Reading (English/Spanish) Study Guide Reading Essentials

Name Date Class

Directed Reading for Overview

Content Mastery Forces
Directions: Fill in the blanks using the terms listed below.
rolling static momentum
sliding conservation of momentum gravitational
ma mv opposite weight
frictional centripetal downward

I. Newton’s Second Law

Meeting Individual Needs

A. defined as: net force acting on an object causes the object to accelerate in the
direction of the net force; F = ___________________
B. types of forces
1. ____________________ which opposes motion
a. ____________________—when neither object is moving
b. ____________________—when one object is sliding across another
c. ____________________—when one object is rolling across another
2. ____________________ which occurs between any two objects
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

a. ____________________ is the gravitational force exerted on an object

by Earth
b. an object that is shot or thrown follows a ____________________
path because of the force of gravity pulling it
3. ____________________ which causes an object to move in a circle

II. Newton’s Third Law

A. defined as: to every action force there is an equal and ___________________
reaction force
B. ____________________: a property a moving object has because of its mass
and velocity; p = ____________________
C. _________________________________: momentum transfers from one
object to another with the total momentum being conserved

L1 L2 L1
Forces 19

Assessment
Test Practice Workbook Chapter Review Chapter Tests
Name Date Class Name Date Class
Name: Date: Class:
Chapter Test Chapter 3 Forces Chapter Forces Chapter Forces
DIRECTIONS
Review Test
Read each question and choose the best answer. Then fill in the correct answer on your answer Part A. Vocabulary Review I. Testing Concepts
document.
Directions: In the space at the left, write the term from the list that correctly completes each statement. Directions: For each of the following, write the letter of the term or phrase that best completes each statement
2 If the same force is applied to each of these
balls, which one will have the LEAST or answers each question.
gravity weight distance newtons momentum
acceleration?
terminal velocity Newton’s second law of motion projectile 1. The upward force exerted on an object falling through air is ______.
a. terminal velocity c. air resistance
centripetal force Newton’s third law of motion centripetal acceleration b. momentum d. weightless
air resistance conservation of momentum sliding friction static friction 2. When an object moves in a circular path, it accelerates toward the center of the circle
as a result of ______.
F m = 1.0 kg 1. The phrase “to every action there is an equal and opposite reaction” a. terminal velocity c. centripetal force
is ______. b. momentum d. friction
1 The firefighter feels the hose pushing 2. The largest velocity reached by a falling object is its ______. 3. The statement “to every reaction there is an equal and opposite reaction” is ______.
backwards. What is the most likely cause of
a. the law of conservation of momentum c. Newton’s second law of motion
this? 3. A ball thrown across a football field is an example of a(n) ______.
b. Newton’s first law of motion d. Newton’s third law of motion
G m = 7.3 kg
A The hose material is very elastic. 4. When an object moves in a circle, ______ acts to accelerate the
4. In the equation, p = mv, p represents ______.
B Since the hose is at rest, it tends to stay at
object toward the center of that circle.
a. momentum b. friction c. inertia d. velocity
rest. 5. When a car travels around a curve in the road, ______ helps to keep
H m = 0.75 kg 5. Momentum is expressed in units of ______.
C The force exerted on the water equals the the car traveling in a curved path.
a. kg ✕ m b. kg ✕ m/s c. N d. m/s2
mass of the water times its acceleration.
6. The force exerted by air on a moving object is called ______.
D The escaping water exerts an equal and 6. An object that is in free fall seems to be ______.
opposite force on the hose.* 7. A net force acting on an object causes the object to accelerate in the a. weightless c. speeded up by air resistance
J m = 0.5 kg direction of the force; this is ______. b. slowed by air resistance d. not moving
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Assessment

Assessment

8. A property of a moving object resulting from its mass and velocity is 7. The relationship among mass, force, and acceleration is explained by ______.
______. a. Newton’s first law of motion c. Newton’s third law of motion
Different Kinds of Friction b. Newton’s second law of motion d. the conservation of momentum
No Friction Static Friction Sliding Friction Rolling Friction 9. According to the ______, when a bowling ball strikes the pins, the
Ideal Force
Weight of Needed to Push Force Needed Force Needed to Force Needed to momentum lost by the bowling ball is equal to the momentum 8. When two objects collide, their momentum after the collision is explained by ______.
Object Up Ramp to Start Moving Keep Moving Keep Rolling
gained by the pins. a. Newton’s first law of motion c. Newton’s third law of motion
480 N 160 N 192 N 178 N 166 N b. Newton’s second law of motion d. the conservation of momentum
900 N 300 N 360 N 333 N 310 N 10. ______ is the force that every object in the universe exerts on every
other object. 9. A feather will fall through the air more slowly than a brick because of ______.
750 N 250 N 300 N 278 N 259 N
a. gravity b. air resistance c. terminal velocity d. momentum
11. An object’s ______ is the measure of the force of gravity on that
3 A ramp is 3 meters long and 1 meter high. Under ideal conditions, this ramp would reduce the force object. 10. In the absence of air, a penny and a feather dropped from the same height will ______.
needed to raise an object by a factor of three. However, friction is a force that opposes motion between a. fall at different rates c. fall at the same rates
two surfaces that are touching. According to the chart, which kind of friction opposes motion with the 12. The amount of gravitational force between two objects depends on b. float d. not have momentum
greatest force? their masses and the ______ between them.
11. The amount of gravitational force between objects depends on their ______.
A No friction 13. Weight is measured in units called ______, while mass is measured a. frictional forces c. inertia
B Static friction* in units called grams and kilograms. b. speed and direction d. masses and the distances between them
C Sliding friction 14. Two surfaces that are not moving past each other have ______. 12. The path of a projectile is ______.
D Rolling friction
a. straight b. always vertical c. always horizontal d. curved

16 Energy and Motion L2 15. ______ causes a box you are pushing across the floor to stop when
you stop pushing. L2 L2
Forces 37 Forces 39

CHAPTER 3 Resource Manager 66D

chapter Forces

Newton’s Second Law Air Resistance

Force, Mass, and When people jump out of high-altitude air-
Acceleration planes they don’t keep accelerating. The faster
Dynamics is the study of motion they fall the greater the air resistance acting on
produced by forces. It comes from the Greek them, so their acceleration decreases as they fall.
word dynamis, which means “strength or power.” Eventually a sky diver stops accelerating and
Words such as dynamite and dynamo share these achieves a constant velocity called the terminal
origins. velocity. For humans, terminal velocity is about
53 m/s or 190 km/h. It’s a good thing their
Newton’s Second Law velocity slows to only 5 to 10 m/s after the para-
It follows from this law that if an object is accel- chute opens!
erating, there must be force acting on it.
Engines produce forces to make cars positively Gravity
accelerate. The brakes produce forces to cause The Law of Gravitation
negative acceleration. A planet moving with Newton described the gravita-
constant speed around a star is constantly tional force between two objects
changing direction and therefore is accelerating and the distance between them with the follow-
toward the star. This acceleration is due to the ing equation: force of gravity
G  (mass1 )
force of gravity between the star and the planet.  (mass2)/(distance between them)2. G is the
A force of one Newton is equal to one kilo- universal gravitational constant. If the mass of
gram meter per second squared (1N
1 kg m/s2). one of the objects quadruples, the force of grav-
Thus, when dividing force by mass the kg units ity quadruples. If the distance between the
cancel leaving the acceleration units of m/s2. objects quadruples, the force of gravity is
reduced by one-sixteenth.

Gravitational Acceleration
The average acceleration due to gravity on
Internet Resources
For additional content background, visit
Earth is 9.8 m/s2. This value varies slightly with
gpscience.com to: location. In general the greater the distance
• access your book online from Earth’s center, the lower the value, which
• find references to related articles in popular means gravitational acceleration is smaller on a
science magazines mountain than in a valley. The acceleration at
• access Web links with related content background the equator tends to be less than at the poles.
• access current events with science journal topics This is because Earth is not a perfect sphere; its
poles are somewhat pushed together. The accel-
Print Resources
Forces and Motion by Peter Lafferty, Raintree Steck-
eration due to gravity on Mercury is 3.8 m/s2,
Vaughn Publishers, 2001 while on Jupiter it is 22.9 m/s2.
Science Projects About the Physics of Sports by Robert Newton’s second law can be used to explain
Gardner, Enslow Publishers, Inc., 2000 why all objects, regardless of mass, fall with the
Gravity The Universal Force by Don Nardo, Lucent same acceleration due to gravity. Objects with
Books, 1990 a large mass do have a greater gravitational
Awesome Experiments in Force & Motion by Michael force acting on them. However, although the
DiSpezio, Sterling Publishing Co., 1998 force is greater, so is the mass. These offset

66E CHAPTER 3 Forces

 Helping You Prepare

each other, causing all objects to fall with the

same acceleration.

Centripetal Force
An object in circular motion is sometimes said
to be experiencing centrifugal force, which
really doesn’t exist. If you swing a bucket of
water on a string, the water seems to be pushed
outward, but this is due to the water’s inertia. It
tends to move in straight-line motion while the

David Young-Wolff/PhotoEdit
bucket is pulled in by the centripetal force of the
string. This causes the water to remain at the
bottom of the bucket.

The Third Law of Motion

Newton’s Third Law
The recoil of a rifle is an interest-
ing application of Newton’s laws.
When fired, the rifle “kicks back” into the recoil force will be the same, but the more mas-
shoulder of the shooter. If the rifle hurts the sive gun will not accelerate as much (a
F/m).
shoulder, should the shooter use a more massive
or a less massive gun? If the guns are firing the Finding Planets with Newton’s Laws
same bullets with the same acceleration, the Newton’s third law is now being used to find
more massive gun will give less kickback. The planets in other solar systems. The planets are
not directly seen, but their presence is inferred
from the behavior of the star in that solar sys-
tem. More than fifty planets in other solar
Teacher to Teacher systems have been found in this way.
Sarah Vandermeer
St. Charles High School Momentum
Columbus, Ohio To hit a home run, a softball player must impart
the maximum momentum from his or her body
“I have one of the smaller and one of the larger students in the and the bat to the ball. To do this each player
class each take a 100-N spring scale. We hook the two scales must find the bat that gives him or her the best
together, and each student pulls as hard as possible. A third combination of mass and speed. A heavier bat
student reads each of the scales and, sure enough, they have has more mass but the player may not be able to
the same reading. This is true even if the stronger student swing it as fast as a lighter bat.
causes the smaller one to slide along the floor. You can also A force applied over time, also called an
get two bathroom scales and place them bottom to bottom impulse, can change momentum. The formula
between the two students. When they push on the scales describing this relationship is F  t
m ∆v. In
against each other, the two scales show the same force.” softball, following through on a swing can
Sarah Vandermeer increase the amount of time the bat stays in
contact with the ball, and this causes a greater
velocity gain by the ball.

CHAPTER 3 Helping You Prepare 66F

Chapter Vocabulary
Newton’s second law of motion,
Forces
p. 69
friction, p. 70
static friction, p. 71
sliding friction, p. 72
air resistance, p. 73
gravity, p. 75
weight, p. 77
centripetal acceleration, p. 81
centripetal force, p. 81
Newton’s third law of motion,
p. 83
momentum, p. 86

Science Journal A car with a

front that crumples in a crash is safer. It
provides a longer distance and a longer
time over which a car can decelerate.

This CD-ROM is an editable Who’s a dummy?

Microsoft® PowerPoint® sections
presentation that includes: Crunch! This test dummy would have some
1 Newton’s Second Law
• a pre-made presentation for explaining to do if this were a traffic acci-
2 Gravity dent. But in a test crash, the dummy plays
every chapter
• interactive graphics 3 The Third Law of Motion an important role. The forces acting on it
• animations Lab Measuring the Effects of Air Resistance during a crash are measured and analyzed
Lab The Momentum of Colliding Objects in order to learn how to make cars safer.
• audio clips
• image bank Virtual Lab How is momentum conserved
Science Journal Explain which would be a safer
in a vehicle collision?
• all new section and chapter car—a car with a front that crumples in a crash, or one with
questions a front that doesn’t crumple.
• Standardized Test Practice
• transparencies
• pre-lab questions for all labs 66
• Foldables directions
• links to gpscience.com
About the Photo
Stability and Change Newton established his three Deceleration It is said that a person who is properly
laws of motion by considering common patterns restrained by an over-the-shoulder seat belt, can
of change in all motion. Newton’s laws can be used undergo as many as 30 g’s (30  the force of grav-
to analyze and predict changes in the motion of ity) and still survive in a car accident. The front
objects. end of a car going 34 km/h (a little under 55 mph)
would need to collapse over a distance of 1 m in
order for the person to survive.

66 CHAPTER 3 Forces
 Start-Up Activities
The Force of Friction One Purpose Use the Launch Lab to
of the forces you encounter introduce students to the seem-
every day is friction. Make the ingly paradoxical phenomenon
The Force of Gravity following Foldable to help you compare the that, neglecting air resistance,
three types of friction—static friction, sliding objects with different masses
The force of Earth’s gravity pulls all objects friction, and rolling friction.
downward. However, objects such as rocks fall with the same velocities. L2
seem to fall faster than feathers or leaves. Do LS Visual-Spatial
STEP 1 Fold the top of a vertical piece of
objects with more mass fall faster? paper down and the bottom up to Preparation Find a suitable loca-
divide the paper into thirds. tion, such as a stairwell, from
1. Measure the mass of a softball, a tennis which students can drop the balls.
ball, and a flat sheet of paper. Copy the Measure a distance of 3 m above
data table below and record the masses. the floor, and mark the height
with a piece of tape.
2. Drop the softball from a height of 2.5 m STEP 2 Unfold and label the rows
and use a stopwatch to measure the time Static Friction, Sliding Friction, and Materials softball, meterstick,
it takes for the softball to hit the floor. Rolling Friction. tennis ball, paper, stopwatch
Record the time in your data table. Teaching Strategy Have students
Static Sliding Rolling
3. Repeat step 2 using the tennis ball and Friction Friction Friction do this lab in pairs so one student
the flat sheet of paper. Record the times can drop the balls while the other
in your data table. observes and determines which
object hit the ground first.
4. Crumple the flat sheet of paper into a ball,
and measure the time for the crumpled
paper to fall 2.5 m. Record the time in Read and Write As you read, write the defini- Think Critically
tion and give examples of each type of friction. Although they differ in mass, the softball,
your data table.
5. Think Critically Write a paragraph tennis ball, and crumpled paper ball will
comparing the times it took each item to fall at nearly the same velocity. Air resist-
Preview this chapter’s content ance prevents the flat paper from falling
fall 2.5 m. From your data, infer if the and activities at
speed of a falling object depends on the gpscience.com with the same velocity as the crumpled
object’s mass. paper ball.
Falling Object Data
Object Mass Time Assessment
Softball Process Have students make bar
Tennis ball graphs of the data they obtained
Flat paper
in this activity. Use Performance
Crumpled paper
Assessment in the Science
Classroom, p. 111.

Dinah Zike
Study Fold
Student preparation materials for
this Foldable are available in the
Chapter FAST FILE Resources.
67

CHAPTER 3 Forces 67
 Newton’s Second Law
Reading Guide
Bellringer New Vocabulary
Section Focus Transparencies
■ Define Newton’s second law of
motion.
Newton’s second law explains how
forces cause the motion of objects
•• Newton’s
friction
second law of motion

also are available on the

Interactive Chalkboard CD-ROM.
■ Apply Newton’s second law of
motion.
to change.
•• static friction
sliding friction
L2
■ Describe the three different types
of friction.
Review Vocabulary
net force: the combination of all
• air resistance
■ Observe the effects of air resist- forces acting on an object
ance on falling objects.
Something He Could Sink His
1 Section Focus
Transparency Teeth Into!
In 1999, Krishna Gopal Shrivestava of India set an unverified world
record by pulling a ship with a mass of 244,000 kg with his teeth! His
efforts can teach us about force, mass, and acceleration.

Force, Mass, and Acceleration

The previous chapter discussed Newton’s first law of motion
which states that the motion of an object changes only if an
unbalanced force acts on the object. Newton’s second law of
motion describes how the forces exerted on an object, like the
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

volleyball in Figure 1, its mass, and its acceleration are related.

Force and Acceleration What’s different about throwing a

ball horizontally as hard as you can and tossing it gently? When
1. What would happen if the man were pulling a small rowboat
instead of a large ship?
you throw hard, you exert a much greater force on the ball. The
2. When he stops pulling, will the ship stop moving? Explain. ball has a greater velocity when it leaves your hand than it does
3. What direction is the ship moving? Why? L2
Forces Figure 1 A volleyball’s motion when you throw gently. Thus, the hard-thrown ball has a greater
changes when an unbalanced force change in velocity, and the change occurs over a shorter period
acts on it. of time. Recall that acceleration is the change in velocity divided
Text Question Answer by the time it takes for the change to occur. So, a hard-thrown
The ball thrown harder has a faster initial ball has a greater acceleration than a gently thrown ball.
speed.
Mass and Acceleration If you throw a softball and a base-
ball as hard as you can, why don’t they have the same speed? The
Tie to Prior Knowledge
difference is due to their masses. A softball has a mass of about
Movement Ask students what 0.20 kg, but a baseball’s mass is about 0.14 kg. The softball has
they do when they have heavy less velocity after it leaves your hand than the baseball does, even
objects they need to move. In though you exerted the same force. If it takes the same amount
this section they will learn how of time to throw both balls, the softball would have less accelera-
the mass of an object affects how tion. The acceleration of an object depends on its mass as well as
fast they can move it, and why the force exerted on it. Force, mass, and acceleration are related.
some objects keep moving while
others stop.
68 CHAPTER 3 Forces

Section 1 Resource Manager

Chapter FAST FILE Resources Reinforcement, p. 27
Transparency Activity, p. 44 Directed Reading for Content Mastery,
Note-taking Worksheets, pp. 33–34 pp. 19, 20
MiniLAB, p. 3 Lab Activity, pp. 9–12
Enrichment, p. 30 Reading and Writing Skill Activities, p. 35

68 CHAPTER 3 Forces
Newton’s Second Law
Newton’s second law of motion states that the acceleration
of an object is in the same direction as the net force on the
Topic: Motion in Sports
object, and that the acceleration can be calculated from the fol- Visit gpscience.com for Web links
Discussion
lowing equation: to information about methods Mass and Acceleration Ask stu-
used to analyze the motions of dents whether they have ever
Newton’s Second Law of Motion athletes. used a “medicine ball.” This
net force (in newtons) Activity Choose a sport and heavier-than-normal ball is often
acceleration (in meters/second 2)
used during training to build
mass (in kilograms) write a report on how analyzing
Fnet the motions involved in the sport muscle strength and coordina-
a
can improve performance and tion. In order to give the medi-
m reduce injuries.
cine ball the same acceleration
as a basketball, how must the
Solve a Simple Equation force you use when throwing
the ball be different? You must
THE ACCELERATION OF A SLED You push a friend on a sled. Your friend and the sled together use a greater force because the mass
have a mass of 70 kg. If the net force on the sled is 35 N, what is the sled’s acceleration? of the medicine ball is greater. L2
IDENTIFY known values and the unknown value LS Logical-Mathematical
Identify the known values:
The net force on the sled is 35 N means Fnet
35 N Quick Demo
Newton’s Second Law
Your friend and the sled together have a mass of 70 kg means m
70 kg
Materials flexible plastic ruler,
Identify the unknown value: table tennis ball, golf ball, flat
What is the sled’s acceleration? means a
? m/s2 surface
Estimated Time five minutes
SOLVE the problem
Procedure Place a flexed ruler
Substitute the known values Fnet
35 N and m = 70 kg into the equation for Newton’s next to a golf ball and release the
second law of motion: ruler. Observe the motion of the
Fnet 35 N N kg m 1
a


0.5 
0.5 2  
0.5 m/s2 ball, and measure the distance
m 70 kg kg s kg
it travels. Repeat using a table
CHECK the answer tennis ball. Be sure to keep the
launch force constant by bending
Does your answer seem reasonable? Check your answer by multiplying the acceleration
the ruler back the same amount
you calculated by the mass given in the problem. The result should be the net force
each time.
given in the problem.
L2 LS Visual-Spatial

1. If the mass of a helicopter is 4,500 kg, and the net force on it is 18,000 N, what is
the helicopter’s acceleration?
2. What is the net force on a dragster with a mass of 900 kg if its acceleration is 32.0 m/s2?
National Math Standards
Correlation to Mathematics
3. A car is being pulled by a tow truck. What is the car’s mass if the net force on the car is
3,000 N and it has an acceleration of 2.0 m/s2?
Objectives
For more practice problems go to page 834, and visit gpscience.com/extra_problems. 1, 2, 9

Answers to
Practice Problems
SECTION 1 Newton’s Second Law 69
1. 4 m/s2
2. 28,800 N
3. 1,500 kg

Exceptions to Newton’s Second Law Newton’s increases. This effect is important in particle
second law fails for particles moving close to accelerators. Newton’s second law also does
the speed of light. At these speeds, a parti- not apply in areas of extremely high gravity.
cle’s mass increases significantly as velocity

SECTION 1 Newton’s Second Law 69

 Calculating Net Force with the Second Law Newton’s
second law also can be used to calculate the net force if mass and
acceleration are known. To do this, the equation for Newton’s
second law must be solved for the net force, F. To solve for the
net force, multiply both sides of the above equation by the mass:
Fnet
Effect of Surface Area on Friction m  
ma
m
Friction is nearly independent
The mass, m, on the left side cancels, giving the equation:
of the surface area in contact.
Friction depends on the Fnet
ma
microscopic contact areas on
the microscopic welds that For example, when the tennis player in Figure 2 hits a ball, the
form when the surfaces are ball might be in contact with the racket for only a few thou-
pushed together. If the macro- sandths of a second. Because the ball’s velocity changes over
scopic contact area increases, such a short period of time, the ball’s acceleration could be as
more welds are formed. How- high as 5,000 m/s2. The ball’s mass is 0.06 kg, so the net force
ever, because pressure equals Figure 2 The tennis racket exerted on the ball would be:
force divided by area, the exerts a force on the ball that
pressure pushing the surfaces causes it to accelerate. Fnet
ma
(0.06 kg) (5,000 m/s2)
300 kg m/s2
300 N
together decreases. This causes
the contact area on each weld to
become smaller such that the Friction
total microscopic contact area Suppose you give a skateboard a push with your hand.
remains nearly unchanged. According to Newton’s first law of motion, if the net force acting
on a moving object is zero, it will continue to move in a straight
line with constant speed. Does the skateboard keep moving with
Text Question Answer constant speed after it leaves your hand?
The skateboard moves in a straight line You know the answer. The skate board slows down and finally
and slows down until it stops. stops. Recall that when an object slows down it is accelerating. By
Newton’s second law, if the skateboard is accelerating, there must
be a net force acting on it.
The force that slows the skateboard and brings it to a stop is
friction. Friction is the force that opposes the sliding motion
Answer kinds of surfaces and force
of two surfaces that are touching each other. The amount of
pressing them together
friction between two surfaces depends on two factors—the
kinds of surfaces and the force pressing the surfaces together.
Make a Model
Rough Surfaces Students can use What does the force of friction between two
modeling clay to show how two objects in contact depend on?
surfaces that appear to be smooth
and in complete contact are, in What causes friction? Would you believe the surface of a
fact, microscopically rough. The highly polished piece of metal is rough? Figure 3 shows a micro-
models should show the bumps Figure 3 While surfaces might scopic view of the dips and bumps on the surface of a polished
and dips on the surfaces and how look and even feel smooth, they silver teapot. If two surfaces are in contact, welding or sticking
the surfaces touch only at the can be rough at the microscopic occurs where the bumps touch each other. These microwelds are
bumps. L2 LS Kinesthetic level. the source of friction.

70 CHAPTER 3 Forces

Purpose to observe properties of friction one 15-cm side of one wood block. Attach doubles. The area of contact doesn’t affect
Materials 2 heavy wood blocks (about 10 cm the spring scale and pull the block across a friction.
 15 cm  5 cm thick) 2 nails or eyelet smooth surface. Record the force. Repeat on
screws, string, strip of sandpaper as wide as a rough surface, and with the second block Assessment
the blocks, smooth surface on top. Repeat with the block on its end.
What would happen if a third block were
Procedure Pound nails or insert eyelet Expected Outcome There is more friction on put on top of the second block? The frictional
screws in the center of one 5-cm side and a rough surface. Friction doubles if the mass force would be triple.

70 CHAPTER 3 Forces
 More Figure 4 Friction is due to Caption Answer
Force force microwelds formed between Figure 4 The area of contact increases.
two surfaces. The larger the force
pushing the two surfaces together
Surfaces Same two is, the stronger the microwelds
surfaces will be.
Explain how the area of contact
More force presses the between the surfaces changes when
Microwelds form where
bumps closer together.
bumps come into contact. they are pushed together.
Purpose Students observe the
effect of friction on several
Sticking Together The larger the force pushing the two sur- materials L2 LS Kinesthetic
faces together is, the stronger these microwelds will be, because
more of the surface bumps will come into contact, as shown in
Materials ice cube, rock, eraser,
wood block, square of aluminum
Figure 4. To move one surface over the other, a force must be
foil, metal or plastic tray, metric
applied to break the microwelds.
ruler
Comparing Friction Teaching Strategy Have an empty
Static Friction Suppose you have filled a cardboard box, like
Procedure jar or beaker available for the ice
the one in Figure 5, with books and want to move it. It’s too
1. Place an ice cube, a rock, cubes.
heavy to lift, so you start pushing on it, but it doesn’t budge. Is an eraser, a wood block,
that because the mass of the box is too large? If the box doesn’t and a square of aluminum Analysis
move, then it has zero acceleration. According to Newton’s sec- foil at one end of a metal 1. The ice cube should slide first, fol-
ond law, if the acceleration is zero, then the net force on the box or plastic tray. lowed by the aluminum foil, rock,
is zero. Another force that cancels your push must be acting on 2. Slowly lift the end of the wood block, and eraser
the box. That force is friction due to the microwelds that have tray with the items.
2. The static friction varied between
3. Have a partner use a metric
formed between the bottom of the box and the floor. This type ruler to measure the height the tray and the objects. The
of friction is called static friction. Static friction is the frictional of the raised end of the tray greater the static friction, the
force that prevents two surfaces from sliding past each other. In at which each object slides steeper the tray needed to be
this case, your push is not large enough to break the microwelds, to the other end. Record the before that object moved.
and the box does not move. heights in your Science 3. Static friction before sliding, slid-
Journal. ing friction once sliding began.
Analysis
1. List the height at which Assessment
each object slid off the
tray. Oral Ask students to list several
2. Why did the objects slide ways to increase the friction
off at different heights? between tires and ice. Put chains
3. What type of friction acted on tires, make tires with steel grips,
Applied force on each object? add sand or some other abrasive to
ice, add weight to the car. Use
PASC, p. 93.

Figure 5 The box doesn’t move Caption Answer

because static friction is equal to Figure 5 The net force is zero.
Static friction
the applied force.
Infer the net force on the box.

SECTION 1 Newton’s Second Law 71

Challenge In general, the smoother two surfaces are Figure 4 The number of bumps where the two
the less friction there is between them. However, if surfaces touch is actually quite small. If pressure
surfaces are extremely smooth, they actually have on the surface is increased, the area over which
more friction between them. Have students rub two the surfaces touch increases, so friction increases.
new glass slides together and compare this to the Have students demonstrate the effect of increasing
resistance felt when rubbing older, scratched slides pressure on friction with various objects.
together. Ask them to explain this effect. Extremely
smooth surfaces have a greater true contact area (more
bumps are in contact). L3 LS Kinesthetic
SECTION 1 Newton’s Second Law 71
Use Science Words Figure 6 Sliding friction acts in
Word Origin Have students find the direction opposite the motion
the origin of the word friction. of the sliding box.
The word friction comes from the Latin
word fricare, which means “to rub.” L2
LS Linguistic Applied force

Answer Sliding friction is caused by

microwelds breaking and reforming as
one surface slides on another.
Sliding friction

Sliding Friction You ask a friend to help you move the box,
as in Figure 6. Pushing together, the box moves. Together you
and your friend have exerted enough force to break the micro-
welds between the floor and the bottom of the box. But if you
stop pushing, the box quickly comes to a stop. This is because as
the box slides across the floor, another force—sliding friction—
opposes the motion of the box. Sliding friction is the force that
opposes the motion of two surfaces sliding past each other.
Sliding friction is caused by microwelds constantly breaking and
then forming again as the box slides along the floor. To keep the
box moving, you must continually apply a force to overcome
sliding friction.
Figure 7 Rolling friction
between the train’s wheels and What causes sliding friction?
the track is reduced by making
both from steel. This reduces the
deformation that occurs as the Rolling Friction You may have watched a car stuck in snow,
wheel rolls on the track. ice, or mud spin its wheels. The driver steps on the gas, but the
wheels just spin without the car moving. To make the car move,
sand or gravel may be spread under the wheels. When a wheel is
spinning there is sliding friction between the wheels and surface.
Spreading sand or gravel on the surface increases the sliding
friction until the wheel stops slipping and begins rolling.
As a wheel rolls over a surface, the wheel digs into the surface,
causing both the wheel and the surface to be deformed. Static
friction acts over the deformed area where the wheel and surface
are in contact, producing a frictional force called rolling friction.
Rolling friction is the frictional force between a rolling object
and the surface it rolls on. Rolling friction would cause the train
in Figure 7 to slow down and come to a stop, just as sliding fric-
tion causes a sliding object to slow down and come to a stop.

72 CHAPTER 3 Forces

Learning Disabled Provide students with an assort- Figure 6 Tell students that the coefficient of static
ment of toy cars. Have them examine the cars and friction is equal to the force needed to start a
roll them around and then identify all the sources of body moving across a surface divided by the
friction in the cars that hinder the cars’ movement. weight of the body being moved. If the students
Ask them to suggest ways to decrease the friction so in the picture had to push with a force of 400 N
the cars will roll more easily. Suggestions might include to start the 900 N box moving, what is the coef-
adding lubrication, making the contacting surfaces smoother, ficient of static friction between the box and the
400 N
using different materials for the contacting surfaces, and floor? 
0.44 L3 LS Logical-Mathematical
adding ball bearings. L1 LS Kinesthetic 900 N
72 CHAPTER 3 Forces
Air Resistance Discussion
When an object falls toward Earth, it is pulled downward by
Parachutes Why does using a
parachute make it possible for
the force of gravity. However, a friction-like force called
sky divers to jump safely out of
air resistance opposes the motion of objects that move through
an airplane? The parachute has a large
the air. Air resistance causes objects to fall with different
accelerations and different speeds. If there were no air resist-
surface area. This causes a great deal of
ance, then all objects, like the apple and the feather shown in
air resistance, which makes the sky diver
Figure 8, would fall with the same acceleration.
fall slowly enough to land safely. L2
Air resistance acts in the opposite direction to the motion of LS Logical-Mathematical
an object through air. If the object is falling downward, air
resistance acts upward on the object. The size of the air resist- Activity
ance force also depends on the size and shape of an object. Air Resistance Have students show
Imaging dropping two identical plastic bags. One is crumpled how air resistance affects the way
into a ball and the other is spread out. When the bags are an object falls by making a para-
dropped, the crumbled bag falls faster than the spread out-bag. chute out of string and cloth and
The downward force of gravity on both bags is the same, but the attaching it to a small object.
upward force of air resistance on the crumpled bag is less. As a Suggest that students compare
result, the net downward force on the crumpled bag is greater, as Figure 8 This photograph shows the rates at which the object falls
shown in Figure 9. an apple and feather falling in a when it is attached to the para-
The amount of air resistance on an object depends on the vacuum. The photograph was taken chute and when it is not. L1
speed, size, and shape of the object. Air resistance, not the using a strobe light that flashes on LS Kinesthetic
object’s mass, is why feathers, leaves, and pieces of paper fall and off at a steady rate. Because
more slowly than pennies, acorns, and apples. there is no air resistance in a vacuum,
the feather and the apple fall with
the same acceleration. Figure 9 On August 2, 1971,
during the Apollo 15 mission,
astronaut David Scott dropped a
hammer and a feather onto the
Moon’s surface. This demonstra-
tion proved Galileo’s conjecture
that two objects would fall at the
same rate in a vacuum, regardless
of their mass.
Force of
gravity

Net Force of
force gravity

Net
Friction works for us more often
force than it works against us. Static
friction is necessary to get and keep
Force of air resistance a wheel rolling, and without sliding
friction we would have to run into
Force of air resistance Figure 9 Because of its greater surface stationary objects (like brick walls)
area, the bag on the left has more air
in order come to a stop.
resistance acting on it as it falls.

SECTION 1 Newton’s Second Law 73

Falling Objects Have students describe in their

Science Journals how the velocity and acceleration
of an object change as it falls from a tall building.
Initially, velocity increases causing the air resistance force
to increase until it equals the force of gravity at the object’s
terminal velocity. The velocity is then constant and accelera-
tion is zero until the object hits the ground. L2 P
LS Logical-Mathematical

SECTION 1 Newton’s Second Law 73

 Force of air resistance
Discussion Terminal Velocity As an object falls, the downward force of
Terminal Velocity What happens to gravity causes the object to accelerate. For example, after falling
an object’s velocity and accelera- 2,000 m, without the effects of air resistance the sky diver’s
tion when the object reaches ter- speed would be almost 200 m/s, or over 700 km/h.
minal velocity? After reaching However, as an object falls faster, the upward force of air
terminal velocity, the object’s velocity resistance increases. This causes the net force on a sky diver to
remains constant, so its acceleration is zero. decrease as the sky diver falls. Finally, the upward air resistance
force becomes large enough to balance the downward force of
gravity. This means the net force on the object is zero. Then the
Force of gravity acceleration of the object is also zero, and the object falls with a
constant speed called the terminal velocity. The terminal veloc-
ity is the highest speed a falling object will reach.
Figure 10 The force of air
The terminal velocity depends on the size, shape, and mass
resistance on an open parachute
of a falling object. The air resistance force on an open parachute,
balances the force of gravity on
Check for Understanding like the one in Figure 10, is much larger than the air resistance
the sky diver when the parachute
Kinesthetic Have (or draw on the on the sky diver with a closed parachute. With the parachute
is falling slowly.
board) three boxes that are the open, the terminal velocity of the sky diver becomes small
same size but have different enough that the sky diver can land safely.
masses. Ask how the students
could tell which is heaviest with-
out actually picking it up. You could
push it along the floor. The most difficult
to push is the heaviest if the boxes are Summary Self Check
made from the same material so that the Force, Mass, and Acceleration 1. State Newton’s second law of motion.
frictional forces are the same.
• The greater the force on an object, the
greater the object’s acceleration.
2. Infer why an object with a smaller mass has a larger
acceleration than a larger mass if the same force acts
Reteach
Friction Have students demon-
• The acceleration of an object depends on its
mass as well as the force exerted on it.
on each.
3. Explain why the frictional force between two surfaces
Newton’s Second Law increases if the force pushing the surfaces together
strate how rolling friction is less increases.
than sliding friction by pulling a
rubber band attached to a toy car.
• Newton’s second law of motion states that
the acceleration of an object is in the direction 4. Compare the force of air resistance and the force of
of the net force on the object, and can be gravity on an object falling at its terminal velocity.
If the car is pulled on its wheels, calculated from this equation: 5. Think Critically Why does coating surfaces with oil
the rubber band barely extends. If Fnet reduce friction between the surfaces?
a

the car is pulled on its top, the m
rubber band extends much more. Friction
L2 LS Kinesthetic • Friction is the force that opposes motion
between two surfaces that are touching each 6. Convert Units show that the units N/kg can be written
other. using only units of meters (m) and seconds (s). Is this
a unit of mass, acceleration or force?
• Friction depends on the types of surfaces and
the force pressing the surfaces together. 7. Calculate Mass You push yourself on a skateboard
with a force of 30 N and accelerate at 0.5 m/s2. Find

Oral Have students work in

• Friction results from the microwelds formed
between surfaces that are in contact.
the mass of the skateboard if your mass is 58 kg.
8. Calculate Sliding Friction You push a 2-kg book with
small groups to discuss various Air Resistance
a force of 5 N. Find the force of sliding friction on the
sports they enjoy. They should
explain how static, sliding, and
• Air resistance is a force that acts on objects
that move through the air.
book if it has an acceleration of 1.0 m/s2.

rolling friction are important for

the sport. Use Performance
Assessment in the Science 74 CHAPTER 3 Forces gpscience.com/self_check_quiz

Classroom, p. 169.

m
F/a
(25 N)
1. Acceleration of an object is in the 4. The two forces are equal and in oppo- 7.  2
50 kg
direction of the net force and equals site directions. (0.5 m/s )
the net force divided by the mass. 5. The oil reduces the contact area 50 kg48 kg
2kg
2. F = ma; so if mass decreases and between the surfaces so fewer 8. F
ma
2.0 kg  1.0 m/s2
2 N
the force stays constant, the accel- microwelds are formed.
(kg  m/s ) 2 5 N2 N
3 N
eration must increase. 6. N/kg

m/s2
3. The contact area between the sur- kg
faces increases and more microwelds This is a unit of acceleration.
are formed.
74 CHAPTER 3 Forces
 Gravity
Reading Guide
Review Vocabulary Bellringer
■ Describe the gravitational force. There is a gravitational force acceleration: the rate of change of
■ Distinguish between mass and between you and every other object velocity which occurs when an
Section Focus Transparencies
weight. in the universe. object changes speed or direction also are available on the
■ Explain why objects that are Interactive Chalkboard CD-ROM.
thrown will follow a curved path. New Vocabulary
L2
■ Compare circular motion with
motion in a straight line.
•• gravity
weight
•• centripetal acceleration
centripetal force 2 Section Focus
Transparency
Which way’s up?

There is no up or down in orbit. If not secured, objects simply float

here and there. Planes like NASA’s KC-135, the “Vomit Comet,” are
able to briefly simulate the conditions of being in orbit.

What is gravity? Figure 11 The gravitational

force between two objects
There’s a lot about you that’s attractive. At this moment, you
depends on their masses and the
are exerting an attractive force on everything around you—your
distance between them.
desk, your classmates, even the planet Jupiter millions of kilo-

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

meters away. It’s the attractive force of gravity.
Anything that has mass is attracted by the force of gravity.
Gravity is an attractive force between any two objects that
depends on the masses of the objects and the distance between
1. On Earth, how can you tell up from down?
them. This force increases as the mass of either object increases, 2. If a scale floated by and an astronaut stood on it, what would the
scale say?
or as the objects move closer, as shown in Figure 11.
You can’t feel any gravitational attraction between you and L2
Forces

this book because the force is weak. Only Earth is both close If the mass of either of the objects
enough and has a large enough mass that you can feel its gravi- increases, the gravitational force
tational attraction. While the Sun has much more mass than between them increases.
Tie to Prior Knowledge
Earth, the Sun is too far away to exert a noticeable gravitational
Gravity’s Effect on a Football Ask
attraction on you. And while this book is close, it doesn’t have
students to describe how a foot-
enough mass to exert an attraction you can feel.
ball must be thrown for a long
pass. Explain that in this section
Gravity—A Basic Force Gravity is one of the four basic
they will learn how the force of
forces. The other basic forces are the electromagnetic force, the
gravity affects the motion of
strong nuclear force, and the weak nuclear force. The two
projectiles such as a football.
nuclear forces only act on particles in the nuclei of atoms. If the objects are closer together,
Electricity and magnetism are caused by the electromagnetic the gravitational force between
force. Chemical interactions between atoms and molecules also them increases.
are due to the electromagnetic force.

SECTION 2 Gravity 75

Section 2 Resource Manager

Chapter FAST FILE Resources Performance Assessment in the Science Classroom,
Transparency Activity, pp. 45, 47–48 p. 37
Directed Reading for Content Mastery, Earth Science Critical Thinking/Problem Solving,
p. 20 p. 5
Enrichment, p. 25 Life Science Critical Thinking/Problem Solving, p. 14
MiniLAB, p. 4 Cultural Diversity, p. 25
Reinforcement, p. 28

SECTION 2 Gravity 75
 The Law of Universal Gravitation
For thousands of years people everywhere have observed the
stars and the planets in the night sky. Gradually, data were col-
Topic: Gravity on Other
Quick Demo Planets
lected on the motions of the planets by a number of observers.
Visit gpscience.com Web links Isaac Newton used some of these data to formulate the law of
Gravitational Acceleration
to information about the universal gravitation, which he published in 1687. This law can
Materials water, bucket, plas- gravitational acceleration near be written as the following equation.
tic cup the surface of different planets
Estimated Time five minutes in the solar system.
The Law of Universal Gravitation
Procedure Punch a hole in the Activity Make a graph with the
bottom of the cup. Place your fin- (mass 1)  (mass 2)
gravitational acceleration on the
gravitational force
(constant)   2
ger over the hole in the bottom of y-axis, and the planet’s mass on (distance)
the x-axis. Infer from your graph m1m 2
the cup and fill it with water. Hold F
G 
how the gravitational acceleration d2
the cup as high over your head as depends on a planet’s mass.
you can, and let it drop into the
In this equation G is a constant called the universal gravita-
bucket. Have students observe
tional constant, and d is the distance between the two masses,
that the water and the cup fall at
m1 and m2. The law of universal gravitation enables the force of
the same rate, so no water drains
gravity to be calculated between any two objects if their masses
out of the cup as it falls. L2
and the distance between them are known.
LS Visual-Spatial
The Range of Gravity According to the law of universal grav-
itation, the gravitational force between two masses decreases rap-
idly as the distance between the masses increases. For example, if
the distance between two objects increases from 1 m to 2 m, the
Newton’s law of gravitation states gravitational force between them becomes one fourth as large. If
that the gravitational attraction the distance increases from 1 m to 10 m, the gravitational force
between two objects is between the objects is one hundredth as large.
G(m1m2) However, no matter how far apart two objects are, the grav-
F
, where d is the itational force between them never completely goes to zero.
d2
distance between the two Because the gravitational force between two objects never disap-
objects and G is the universal pears, gravity is called a long-range force.
gravitational constant. In 1798,
Henry Cavendish performed ex- Finding Other Planets Earth’s motion
periments that verified Newton’s around the Sun is affected by the gravita-
law. Based on his work and the tional pulls of the other planets in the solar system. In the same
work of others, the value of G is way, the motion of every planet in the solar system is affected by
now known to be approximately the gravitational pulls of all the other planets.
6.67  10  11m3/kgs2. In the 1840s the most distant planet known was Uranus. The
motion of Uranus calculated from the law of universal gravitation
disagreed slightly with its observed motion. Some astronomers
Figure 12 The location of the suggested that there must be an undiscovered planet affecting the
planet Neptune in the night sky motion of Uranus. Using the law of universal gravitation and
was correctly predicted using Newton’s laws of motion, two astronomers independently calcu-
Newton’s laws of motion and lated the orbit of this planet. As a result of these calculations, the
the law of universal gravitation. planet Neptune, shown in Figure 12, was found in 1846.

76 CHAPTER 3 Forces

Lower Gravity Ask students to imagine that, during Challenge Have students show how Newton’s
the next few days, the gravitational force of Earth first law can be derived from Newton’s second
gradually becomes half of what it is now. Have law. Newton’s 2nd Law says F = ma. If F = 0 then a = 0.
students write in their Science Journals about the If a = 0 the object will continue either sitting still or mov-
sort of changes that would take place. Students ing in a straight line at constant velocity L3 LS Logical-
might describe slow-moving waterfalls, soaring tennis balls, Mathematical
or a thinner atmosphere. L2 LS Linguistic

76 CHAPTER 3 Forces
Earth’s Gravitational Acceleration Quick Demo
If you dropped a bowling ball and a marble at the same time, Mass and Falling Speed
which would hit the ground first? Suppose the effects of air Materials golf ball, table ten-
resistance are small enough to be ignored. When all forces nis ball
except gravity acting on an a falling object can be ignored, the Estimated Time 15 minutes
object is said to be in free fall. Then all objects near Earth’s sur- Procedure Bring a golf ball and a
face would fall with the same acceleration, just like the two balls table tennis ball to class. Have
in Figure 13. volunteers determine the mass of
Close to Earth’s surface, the acceleration of a falling object in each ball and write it on the
free fall is about 9.8 m/s2. This acceleration is given the symbol g board. Then drop both balls from
and is sometimes called the acceleration of gravity. By Newton’s the same height for the class to
second law of motion, the force of Earth’s gravity on a falling observe. Have the class decide
object is the object’s mass times the acceleration of gravity. This whether one ball hit the floor
can be expressed by the equation: before the other. L2 LS Visual-
Force of Earth’s Gravity Spatial

force of gravity (N)
mass (kg)  acceleration of gravity (m/s2) Text Question Answer
F
mg The bowling ball and the marble would
hit the ground at the same time. They
For example, the gravitational force on a sky diver with a mass have the same acceleration, so their
of 60 kg would be velocities are the same as they fall.
F
mg
(60 kg) (9.8 m/s2)
588 N

Weight Even if you are not falling, the force of Earth’s gravity
still is pulling you downward. If you are standing on a floor, the
net force on you is zero. The force of Earth’s gravity pulls you
downward, but the floor exerts an upward force on you that bal-
ances gravity’s downward pull.
Whether you are standing, jumping, or falling, Earth exerts a Mass Versus Weight People in
gravitational force on you. The gravitational force exerted on an Europe and other places that
object is called the object’s weight. Because the weight of an object use SI units usually express
on Earth is equal to the force of Earth’s gravity on the object, their weight in kilograms. This
weight can be calculated from this equation: is technically incorrect, as the
kilogram is a unit of mass, not
Figure 13 Time-lapse weight.
Weight Equation
photography shows that two
weight (N)
mass (kg)  acceleration of gravity (m/s2) balls of different masses fall at
W
mg the same rate. Activity
Weight Conversion Have students
On Earth where g equals 9.8 m/s2, a cassette tape weighs calculate their mass in kilograms,
about 0.5 N, a backpack full of books could weigh 100 N, and a then use their answers to calculate
jumbo jet weighs about 3.4 million N. A sky diver with a mass their weight in newtons. Make
of 60 kg has a weight of 588 N. Under what circumstances would sure students know that there are
the net force on the sky diver equal the sky diver’s weight? 2.2 pounds in one kilogram. L2
LS Logical-Mathematical
SECTION 2 Gravity 77

Challenge Ask students to identify the force that

opposes gravity and enables objects to float in water.
The buoyant force of the water acts on an object with a force
equal to the weight of the water displaced by the object. If the
buoyant force is equal to the force of gravity pulling on the
object, the object will float. This occurs when the object is less
dense than water. L3 LS Logical-Mathematical

SECTION 2 Gravity 77
Discussion Weight and Mass Weight and mass are not the same. Weight
Weight and Mass Why is it that is a force and mass is a measure of the amount of matter an
an object has mass in and of itself object contains. However, according to the weight equation on
but must interact with another the previous page, weight and mass are related. Weight increases
object in order to have weight? as mass increases.
Mass is a measure of the amount of The weight of an object usually is the gravitational force
matter an object contains. Weight is between the object and Earth. But the weight of an object can
a measure of gravitational force, which change, depending on the gravitational force on the object. For
only occurs between objects. L2 example, the acceleration of gravity on the Moon is 1.6 m/s2,
LS Logical-Mathematical about one sixth as large as Earth’s gravitational acceleration. As
Figure 14 On the Moon, the a result, a person, like the astronaut in Figure 14, would weigh
gravitational force on the astro- only about one sixth as much on the Moon as on Earth. Table 1
Activity shows how various weights on Earth would be different on the
naut is less than it is on Earth. As a
Collecting Data To help students Moon and some of the planets.
result, the astronaut can take
become familiar with the rela-
longer steps and jump higher than
tionship between an object’s How are weight and mass related?
on Earth.
mass and its weight on Earth,
have groups of students work
together to make a table listing Weightlessness and Free Fall
the weights and masses of vari- You’ve probably seen pictures of astronauts and equipment
ous objects. Students first should floating inside the space shuttle. Any item that is not fastened
use a balance to determine the down seems to float throughout the cabin. They are said to be
object’s mass in kilograms, and experiencing the sensation of weightlessness.
then calculate its weight by mul- However, for a typical mission, the shuttle orbits Earth at an
tiplying the mass by 9.8 m/s2. altitude of about 400 km. According the law of universal gravi-
L2 LS Kinesthetic tation, at 400-km altitude the force of Earth’s gravity is about
90 percent as strong as it is at Earth’s surface. So an astronaut
with a mass of 80 kg still would weigh about 700 N in orbit,
compared with a weight of about 780 N at Earth’s surface.
Answer Weight equals mass times
acceleration due to gravity.
Table 1 Weight Comparison Table
Quick Demo
Simulating Gravity Weight on Weight on Other Bodies in the Solar System (N)
Earth (N) Moon Venus Mars Jupiter Saturn
Materials marble, shallow pan
Estimated Time 15 minutes 75 12 68 28 190 87
Procedure One way to overcome
weightlessness in space is to build 100 17 90 38 254 116
a space station in the shape of
a large, doughnut-shaped ring 150 25 135 57 381 174
called a torus. If the torus is set 500 84 450 190 1,270 580
spinning in outer space, the
centripetal force would cause 700 119 630 266 1,778 812
people inside to feel as if they
are being pushed toward the 2,000 333 1,800 760 5,080 2,320
outer wall, simulating gravity.
Demonstrate this to students by 78 CHAPTER 3 Forces
swirling a marble in a shallow
pan. L3 LS Visual-Spatial

Acceleration Due to Gravity Near Earth’s sur- Reflective Journal In this strategy, students
face, acceleration due to gravity (g) is record their responses to the various activities,
approximately 9.8 m/s2. This value varies by and what they learned from each. Have them
only a fraction of a percent even on top of divide sheets of paper into 5 columns titled
Mount Everest. The value of g decreases as What I did, What I learned, Questions I have,
you travel away from Earth’s surface. At a What surprised me and Overall Response. Have
height of 1,000 km, it is about 3/4 the value students write a Reflective Journal entry for
at Earth’s surface. the activities about gravity in this section.

78 CHAPTER 3 Forces
 Activity
Using a Spring Scale Have students
hang an object from a spring scale
to determine its weight. Next,
have them compare this with the
force recorded on the scale when
the object is moved rapidly up
and rapidly down. Have students
explain the results. The downward
force exerted by the object on the scale
is the force recorded on the scale,
and equals the upward force exerted by
the scale on the object. When the
object isn’t accelerating, the scale
exerts an upward force on the object
equal to its weight. When the object is
accelerating upward, the upward force
When the elevator is stationary, If the elevator were in free fall, the scale
the scale shows the boy’s weight. would show a zero weight.
on the object exerted by the scale is
greater than its weight. When the
object is accelerating downward, the
Floating in Space So what does it mean to say that some- Figure 15 The boy pushes upward force on the object exerted by
thing is weightless in orbit? Think about how you measure your down on the scale with less force the scale is less than its weight. L3
weight. When you stand on a scale, as in Figure 15A, you are at when he and the scale are falling LS Logical-Mathematical
rest and the net force on you is zero. The scale supports you and at the same rate.
balances your weight by exerting an upward force. The dial on a
scale shows the upward force exerted by the scale, which is your
weight. Now suppose you stand on a scale in an elevator that is
falling, as in Figure 15B. If you and the scale were in free fall,
then you no longer would push down on the scale at all. The Gravity and Earth’s Atmosphere
scale dial would say you have zero weight, even though the force The force of gravity also has caused the
of gravity on you hasn’t changed. shape of Earth and other bodies in the
A space shuttle in orbit is in free fall, but it is falling around solar system to be spherical. During
Gravity and Earth’s Earth’s formation, gravity caused
Earth, rather than straight downward. Everything in the orbit- Atmosphere Apart from
ing space shuttle is falling around Earth at the same rate, in the denser materials such as iron and
simply keeping your feet
same way you and the scale were falling in the elevator. Objects on the ground, gravity is nickel to sink toward the center of
in the shuttle seem to be floating because they are all falling with important for life on Earth Earth, where they now form Earth’s
the same acceleration. for other reasons, too. core. Less dense materials such as sili-
Because Earth has a suffi- cates and water were left at Earth’s
cient gravitational pull, it surface, where they now form Earth’s
Projectile Motion can hold around it the crust and oceans.
If you’ve tossed a ball to someone, you’ve probably noticed oxygen/nitrogen atmos-
that thrown objects don’t always travel in straight lines. They phere necessary for sus-
curve downward. That’s why quarterbacks, dart players, and taining life. Research other Use Science Words
ways in which gravity has Word Origins Ask students to find
archers aim above their targets. Anything that’s thrown or shot played a role in the
through the air is called a projectile. Earth’s gravity causes pro- the origin of the word projectile.
formation of Earth.
jectiles to follow a curved path. The word projectile comes from the Latin
prefix pro-, which means “forward,” and
SECTION 2 Gravity 79 the Latin verb iacere, which means “to
throw.” L2 LS Linguistic

Health Pictures of objects floating around in a

spaceship make weightlessness look like fun, but
weightlessness can have an adverse effect on the
health of astronauts. Have students research this
problem and use a word processor to prepare a
report about some effects. Some problems astronauts
experience are loss of bone density and muscle atrophy. L2
P LS Linguistic

SECTION 2 Gravity 79
 Figure 16 The pitcher gives the ball a
horizontal motion. Gravity, however, is
pulling the ball down. The combination of
these two motions causes the ball to move
Distance and Launch Angle in a curved path.
Purpose Students design an ex-
periment to show how the hori-
zontal distance traveled by a
projectile is affected by its initial
launch angle.
Force from
Possible Materials meterstick, pro- Force pitcher's hand
tractor, rubber bands, boards of
gravity
about 5 cm  12 cm, nails, small
rubber stopper, or a toy rubber- Force
of
tipped dart gun gravity

Estimated Time one class period

Possible Procedure
1. Have the students build a
slingshot using the board,
nails and rubber band, to
launch the rubber stopper
(or use the dart gun).
2. Launch the rubber stopper Horizontal and Vertical Motions When you throw a ball,
Figure 17 Multiflash photogra-
at different angles from the like the pitcher in Figure 16, the force exerted by your hand
phy shows that each ball has the
same elevation. Keep the pushes the ball forward. This force gives the ball horizontal
same acceleration downward,
launch forces the same. motion. After you let go of the ball, no force accelerates it for-
whether it’s thrown or dropped.
3. Measure the horizontal ward, so its horizontal velocity is constant, if you ignore air
distance traveled by the resistance.
projectile at each angle. However, when you let go of the ball, gravity can pull it
4. Plot the results on a graph downward, giving it vertical motion. Now the ball has constant
of angle versus distance. horizontal velocity but increasing vertical velocity. Gravity
5. Infer which angles give the exerts an unbalanced force on the ball, changing the direction of
greatest horizontal distance its path from only forward to forward and downward. The result
Teaching Strategy of these two motions is that the ball appears to travel in a curve,
even though its horizontal and vertical motions are completely
Wear protective eye gear, and
independent of each other.
caution students not to aim at
anything breakable or each
Horizontal and Vertical Distance If you were to throw a
other. They should find that
ball as hard as you could from shoulder height in a perfectly hori-
complementary angles give the
zontal direction, would it take longer to reach the ground than if
same horizontal distance. L3
you dropped a ball from the same height? Surprisingly, it won’t.
LS Logical-Mathematical A thrown ball and one dropped will hit the ground at the same
For additional inquiry activities, see time. Both balls in Figure 17 travel the same vertical distance in
Science Inquiry Labs. the same amount of time. However, the ball thrown horizontally
travels a greater horizontal distance than the ball that is dropped.

80 CHAPTER 3 Forces

Figure 16 Point out that the

spacing of the balls with respect
to horizontal is identical. This
shows that the balls have the Challenge Have students explain the following upward angle at the same time the second is
same vertical acceleration. Ask problem, using both diagrams and written dropped? When the gun is fired horizontally, both bullets
students what the result would expression: If one bullet is dropped from the have the same initial vertical speed (0) and the same verti-
be if one of the balls had greater same altitude and at the same time that an iden- cal acceleration (9.8 m/s2). They land at the same time. But
mass. The result would be the same. tical bullet is fired from a gun, they both hit the when one bullet is fired at an upward angle, they do not
L2 LS Visual-Spatial ground at the same time (but not the same place). have the same initial vertical speed. L3 LS Logical-
Which bullet will hit first if one is fired at an Mathematical

80 CHAPTER 3 Forces
Centripetal Force Use Science Words
Look at the path the ball follows as it travels through the Word Usage Have students explain
curved tube in Figure 18. The ball may accelerate in the straight how the definition of the word
sections of the pipe maze if it speeds up or slows down. However, centripetal describes the force
when the ball enters a curve, even if its speed does not change, it exerted on a ball on a string that
is accelerating because its direction is changing. When the ball you swing around your head.
goes around a curve, the change in the direction of the velocity is Centripetal means “moving toward the
toward the center of the curve. Acceleration toward the center of center.” The tension in the string pulls
a curved or circular path is called centripetal acceleration. the ball toward the center. L2
According to the second law of motion, when the ball has Figure 18 When the ball LS Linguistic
centripetal acceleration, the direction of the net force on the ball moves through the curved portions
also must be toward the center of the curved path. The net force of the tube, it is accelerating Caption Answer
exerted toward the center of a curved path is called a centripetal because its velocity is changing. Figure 18 gravity, force exerted by wall
force. For the ball moving through the tube, the centripetal Identify the forces acting on the of tube on ball
force is the force exerted by the walls of the tube on the ball. ball as it falls through the tube.

Centripetal Force and Traction When a car rounds a

curve on a highway, a centripetal force must be acting on the car
to keep it moving in a curved path. This centripetal force is the
frictional force, or the traction, between the tires and the road
surface. If the road is slippery and the frictional force is small,
the centripetal force might not be large enough to keep the car Purpose to observe the effect of
moving around the curve. Then the car will slide in a straight centripetal force
line. Anything that moves in a circle, such as the people on the Materials string; plastic, slotted
amusement park ride in Figure 19, is doing so because a cen- golf ball
tripetal force is accelerating it toward the center. Observing Centripetal Analysis
Force 1. centripetal force
Procedure 2. The faster the ball swings, the more
1. Thread a string about 1 m tension there is on the string.
long through the holes of a
plastic, slotted golf ball. Assessment
2. Swing the ball in a vertical
Process Show students a picture
circle.
3. Swing the ball at different of a satellite in orbit. Ask them
speeds and observe the to explain how centripetal force
motion of the ball and the acts on the satellite. The centripetal
tension in the string. force of Earth’s gravity pulls the satellite
Analysis toward Earth. Use Performance
1. What force does the string Assessment in the Science
exert on the ball when the Classroom, p. 89.
ball is at the top, sides, and
bottom of the swing?
2. How does the tension
in the string depend
on the speed
of the ball?
Figure 19 Centripetal force keeps these riders moving in a circle.

SECTION 2 Gravity 81

Learning Disabled Make sure students realize that

as an object moves in a circle, its change in direc-
tion is toward the center of the circle. Students can
show this by moving a brick along the edge of a
large circle. Every time they move the brick, they
must twist it a bit so it fits on the circle. This twist
shows the change in direction.

SECTION 2 Gravity 81
 Figure 20 The Moon would The Moon would move
move in a straight line except that in a straight line
Earth’s gravity keeps pulling it because it has inertia.
toward Earth. This gives the Moon
a nearly circular orbit.
Check For Understanding Earth’s gravity
Visual-Kinesthetic Toss a tennis keeps the Moon
in an orbit.
ball gently across the room to a
student who will catch it. Ask the
students to describe the vertical
motion of the ball. Did it ever
speed up, slow down or stop ver-
tically? It slowed down on the way up,
stopped and then sped up on the way Gravity Can Be a Centripetal Force Imagine whirling
an object tied to a string above your head. The string exerts a
down. Ask them to describe the
centripetal force on the object that keeps it moving in a circular
horizontal motion in similar
path. In the same way, Earth’s gravity exerts a centripetal force
terms. What causes the change
on the Moon that keeps it moving in a nearly circular orbit, as
in vertical motion of the ball?
shown in Figure 20.
gravity Is there any horizontal
accelerating force once the ball
is released? no

Reteach Summary Self Check

Measure the Fall Have students Gravity 1. Describe how the gravitational force between two
measure the distance that either
of the two balls shown in
• According to the law of universal gravitation,
the gravitational force between two objects
objects depends on the mass of the objects and the
distance between them.
Figure 13 fell between each depends on the masses of the objects and the 2. Distinguish between the mass of an object and the
distance between them. object’s weight.
flash. They can use a bar graph
to show distance fallen versus • The acceleration due to gravity near Earth’s
surface has the value 9.8 m/s2.
3. Explain what causes the path of a projectile to be
curved.
flash number. Ask them to
explain how this graph supports • Near Earth’s surface, the gravitational force on
an object with mass, m, is given by:
4. Describe the force that causes the planets to stay in
orbit around the Sun.
the idea that the balls are accel- F
mg 5. Think Critically Suppose Earth’s mass increased,
erating downward. The balls fall Weight but Earth’s diameter didn’t change. How would the
farther between successive flashes.
L2 P LS Visual-Spatial
• The weight of an object is related to its mass
according to the equation:
acceleration of gravity near Earth’s surface change?

W
mg

• An object in orbit seems to be weightless

because it is falling around Earth. 6. Calculate Weight On Earth, what is the weight of a
large-screen TV that has a mass of 75 kg?
Projectile Motion and Centripetal Force
7. Calculate Gravity on Mars Find the acceleration of
Oral Ask students to explain • Projectiles follow a curved path because their
horizontal motion is constant, but gravity
gravity on Mars if a person with a mass of 60.0 kg
why the astronauts and every- causes the vertical motion to be changing.
weighs 222 N on Mars.
thing else in the space shuttle 8. Calculate Force Find the force exerted by a rope on a
behave as if they were weight- • The net force on an object moving in a circular
path is called the centripetal force.
10-kg mass that is hanging from the rope.
less. Everything in the shuttle is in free
fall as the shuttle orbits the Earth. Use
Performance Assessment in 82 CHAPTER 3 Forces gpscience.com/self_check_quiz
the Science Classroom, p. 89.

1. It increases as the mass of one or an object. Weight changes if the so the force of Earth’s gravity and 8. F
ma
10.0 kg  9.8 m/s2
both objects increases, and it gravitational force changes. the acceleration of gravity would
98 N
decreases as the distance between 3. vertical motion and horizontal motion be greater. (Because of Newton’s third Law,
the objects increases. 4. The Sun’s gravitational force keeps 6. Weight
mg the rope exerts the same force up on
2. Mass is a measure of the amount of them in orbit.
75 kg  9.8 m/s2
735 N the mass as the mass exerts down
matter an object contains. Weight is 5. Standing on Earth’s surface, you (222 N) on the rope.)
a measure of the force of gravity on would be attracted by a larger mass, 7. a
F/m

3.7 m/s2
(60 kg)

82 CHAPTER 3 Forces
 The Third Law of Motion
Reading Guide
Review Vocabulary Bellringer
■ State Newton’s third law of The third law of motion explains velocity: describes the speed and
motion. how you affect Earth when you direction of a moving object
Section Focus Transparencies
■ Identify action and reaction walk, and how Earth affects you. also are available on the
forces. New Vocabulary Interactive Chalkboard CD-ROM.
■
■
Calculate momentum.
Recognize when momentum is
•• Newton’s
momentum
third law of motion
L2
conserved.

Fighting Fire
3 Section Focus
Transparency
It takes more than one firefighter to aim a fire hose. The force of
the water shooting out of the nozzle causes a reaction that can be
difficult to control.

Newton’s Third Law

Push against a wall and what happens? If the wall is sturdy
enough, usually nothing happens. If you pushed against a wall
while wearing roller skates, you would go rolling backwards.
Your action on the wall produced a reaction—movement back-
wards. This is a demonstration of Newton’s third law of motion.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Newton’s third law of motion describes action-reaction
pairs this way: When one object exerts a force on a second object,
the second one exerts a force on the first that is equal in strength 1. Describe what happens if you step from a canoe or small boat
onto a dock.
2. Does a garden hose need more than one person to hold it? What’s
and opposite in direction. Another way to say this is “to every the difference between a garden hose and a fire hose?

action force there is an equal and opposite reaction force.” Figure 21 According to 3. What would happen if the firefighters dropped the hose?

Newton’s third law of motion, the

L2
Action and Reaction When a force is applied in nature, two skaters exert forces on each Forces

a reaction force occurs at the same time. When you jump on a other. The two forces are equal,
trampoline, for example, you exert a but in opposite directions.
downward force on the trampoline.
Tie to Prior Knowledge
Simultaneously, the trampoline exerts Motion of Different Objects Have
an equal force upward, sending you students recall the motion of an
high into the air. untied, inflated balloon and the
Action and reaction forces are act- motion of a rocket. Tell them
ing on the two skaters in Figure 21. that the motions of the balloon
The male skater is pulling upward on and the rocket are governed by
the female skater, while the female Newton’s third law of motion. In
skater is pulling downward on the this section they will learn more
male skater. The two forces are equal, about Newton’s third law.
but in opposite directions.

SECTION 3 The Third Law of Motion 83

Section 3 Resource Manager

Chapter FAST FILE Resources Lab Worksheet, pp. 5–6, 7–8
Transparency Activity, p. 46 Reinforcement, p. 29
Directed Reading for Content Mastery, Home and Community Involvement, p. 49
pp. 21–22
Performance Assessment in the Science Classroom,
Lab Activity, pp. 13–16
p. 36
Enrichment, p. 32

SECTION 3 The Third Law of Motion 83

 Action and Reaction Forces Don’t Cancel If action
and reaction forces are equal, you might wonder how some
things ever happen. For example, how does a swimmer move
Text Question Answer through the water in a pool if each time she pushes on the water,
the water pushes back on her? According to the third law of
She pushes the water backward.
motion, action and reaction forces act on different objects.
Thus, even though the forces are equal, they are not balanced
Space Astronauts who
stay in outer space for because they act on different objects. In the case of the swim-
extended periods of time mer, as she “acts” on the water, the “reaction” of the water
may develop health prob- pushes her forward. Thus, a net force, or unbalanced force, acts
lems. Their muscles, for on her so a change in her motion occurs. As the swimmer moves
Space Some scientists think that living example, may begin to forward in the water, how does she make the water move?
in outer space may arrest the spread of weaken because they don’t
arthritis and be beneficial because stress have to exert as much force Why don’t action and reaction forces cancel?
on bones is much smaller than on Earth. to get the same reaction as
they do on Earth. A branch
Medical research is being carried out in of medicine called space
outer space that could lead to a better Rocket Propulsion Suppose you are standing on skates
medicine deals with the holding a softball. You exert a force on the softball when you
understanding of diseases such as possible health problems
sickle-cell anemia. that astronauts may experi- throw the softball. According to Newton’s third law, the softball
ence. Research some other exerts a force on you. This force pushes you in the direction
Research Have students research opposite the softball’s motion. Rockets use the same principle to
health risks that are
the different kinds of medical involved in going into outer move even in the vacuum of outer space. In the rocket engine,
projects done on space-shuttle space. Do trips into outer burning fuel produces hot gases. The rocket engine exerts a
missions. space have any positive force on these gases and causes them to escape out the back of
health benefits?
the rocket. By Newton’s third law, the gases exert a force on the
rocket and push it forward. The car in Figure 22 uses a rocket
engine to propel it forward. Figure 23 shows how rockets were
Answer They are acting on different used to travel to the Moon.
objects.
Figure 22 If more gas is ejected
Quick Demo from the rocket engine, or expelled
Newton’s Third Law at a greater velocity, the rocket
Materials party balloon, tape, engine will exert a larger force on
15-m piece of string, plastic straw, the car.
two vertical supports 10 m apart
Estimated Time two minutes
Procedure Put the string through
the straw and stretch it between
two vertical supports about 10 m
apart. Blow up the balloon and
tape it to the straw. Let go and
have the students observe that air
molecules pushing against the
front of the balloon propels it
backward.

84 CHAPTER 3 Forces
Figure 22 Review the forces that
move the car shown here. Draw
the car on the board, and indicate
gas particles inside the rocket
Newton’s Third Law Have students use Newton’s And the Rockets’ Red Glare Centuries ago, the
engine. Emphasize that the
third law to describe the similarities between a Chinese invented gunpowder. Although it was
action force is the rocket engine
person walking on a sidewalk and a fish swim- first used during celebrations, gunpowder was
pushing the gas particles, and
ming in the ocean. A person exerts a force on the side- quickly adapted for war purposes. By the four-
the reaction force is the gas par-
walk, and the sidewalk pushes back on the person, teenth century, Chinese armies were using it in
ticles against the rocket engine.
moving the person forward. A fish pushes on water, and the rockets. When the gunpowder ignited, it expelled
L2 LS Visual-Spatial reaction force of the water on the fish propels the fish hot gases, which propelled the rockets forward.
forward. L1 LS Linguistic

84 CHAPTER 3 Forces
 NGS TITLE
VISUALIZING ROCKET MOTION
Figure 23

n the afternoon of July 16, 1969, Apollo 11 lifted Visualizing

O off from Cape Kennedy, Florida, bound for the
Moon. Eight days later, the spacecraft returned to
Earth, splashing down safely in the Pacific Ocean. The
Rocket Motion
Have students examine the pic-
tures and read the captions. Then
motion of the spacecraft to the Moon and back is governed
by Newton’s laws of motion. ask the following questions.
When Apollo 11 was launched,
▼ what were the equal and oppo-
Apollo 11 roars
toward the Moon.
▼ site forces? The thrust from the rocket
As Apollo rises, it burns fuel and ejects
At launch, a rocket’s engines pushed on the rocket and the
its rocket booster engines. This decreases
engines must produce its mass, and helps Apollo move faster.
rocket pushed back.
enough force and accel- This is Newton’s second law in action: As As Apollo ejected its spent
eration to overcome the mass decreases, acceleration can increase. rocket booster, what equation
pull of Earth’s gravity. described the relationship be-
A rocket’s liftoff is an tween mass and acceleration?
illustration of Newton’s F
ma
third law: For every
As the rocket returns to Earth,
action there is an equal
and opposite reaction. why is the rocket able to shut off
its engines? The rocket will continue
to move toward Earth after the engines
▼

The lunar module uses are turned off because of inertia.

other engines to slow down
and ease into a soft touch- Activity
down on the Moon. A day later,
the same engines lift the lunar
Apollo 11 Have the students
module again into outer space. write a poem about the Apollo 11
mission and Newton’s laws of
motion. L2 LS Linguistics

Squids and octopuses use Newton’s

third law as a means of propulsion.
They take in water and forcibly expel
it through a siphon in a sudden spurt
▼ that pushes them through the water.
After the lunar module returns to Apollo, the rocket fires its Squids are very streamlined and can
engines to set it into motion toward Earth. The rocket then shuts off achieve speeds of 37 km/h.
its engines, moving according to Newton’s first law. As it nears Earth,
the rocket accelerates at an increasing rate because of Earth’s gravity.

SECTION 3 The Third Law of Motion 85

English-Language Learners Have students write a Challenge Have students research the Apollo 13
sentence that describes or includes each of the mission. Students should find out how the astro-
following words, and then organize the sen- nauts used Newton’s law to safely return to
tences into a paragraph about space travel: Earth after a potentially life-threatening disaster
rocket, force, spacecraft, booster rocket, gravity, occurred on-board. Have the students make
planet, the Moon. multimedia presentations to the class about
what they learned. L3 P

SECTION 3 The Third Law of Motion 85

Discussion Momentum
Momentum in Football Momentum A moving object has a property called momentum that is
is important to football players, related to how much force is needed to change its motion. The
who use it to stop players on the momentum of an object is the product of its mass and velocity.
other team. What can a football Momentum is given the symbol p and can be calculated with the
player do to increase his or her following equation:
momentum? run faster or increase his
or her mass Momentum Equation
momentum (kg m/s)
mass (kg)  velocity (m/s)
p
mv

National Math Standards The unit for momentum is kgm/s. Notice that momentum
Correlation to Mathematics has a direction because velocity has a direction.
Objectives
1, 2, 9 Solve a Simple Equation

Answers to THE MOMENTUM OF A SPRINTER At the end of a race, a sprinter with a mass of 80 kg has a
Practice Problems speed of 10 m/s. What is the sprinter’s momentum?
1. 36,400 kg  m/s IDENTIFY known values and the unknown value
2. 40 m/s Identify the known values:
3. 65 kg a sprinter with a mass of 80 kg means m
80 kg
has a speed of 10 m/s means v
10 m/s
Identify the unknown value:
What is the sprinter’s momentum? means p
? kg•m/s

Crash! How is momentum SOLVE the problem

conserved in a vehicle collision?
Substitute the known values m
80 kg and v = 10 m/s into the momentum equation:
p
mv
(80 kg) (10 m/s)
800 kg•m/s

CHECK the answer

Does your answer seem reasonable? Check your answer by dividing the momentum you
calculated by the mass given in the problem. The result should be the speed given in the
problem.

1. What is the momentum of a car with a mass of 1,300 kg traveling at a speed of 28 m/s?
2. A baseball thrown by a pitcher has a momentum of 6.0 kg•m/s. If the baseball’s mass
is 0.15 kg, what is the baseball’s speed?
3. What is the mass of a person walking at a speed of 0.8 m/s if their momentum is
52.0 kg•m/s?
For more practice problems go to page 834, and visit gpscience.com/extra_problems.

86 CHAPTER 3 Forces

Challenge Newton actually worded his second law

Momentum, Force, and Time The momentum
to state that force equals the change in momentum
change depends on the size of the net force
divided by the change in time. Explain how this is
acting on an object and the time over which
equivalent to, F
ma.
p the net force acts. A large force acting for
F
ma; p
mv; F
 a short time and a small force acting for
t
(mv) v a longer time can cause equal changes in
F
; a
 so F
ma
t t momentum.
L3 LS Logical-Mathematical
86 CHAPTER 3 Forces
Force and Changing Momentum If you catch a baseball, Use an Analogy
your hand might sting, even if you use a baseball glove. Your Money as Momentum Conserva-
hand stings because the baseball exerted a force on your hand tion of momentum can be com-
when it came to a stop, and its momentum changed. pared with the use of money to
Recall that acceleration is the difference between the initial buy and sell things. People may
and final velocity, divided by the time. Also, from Newton’s sec- exchange money back and forth
ond law, the net force on an object equals its mass times its with each other, but unless more
acceleration. By combining these two relationships, Newton’s is minted by the government,
second law can be written in this way: the amount of money remains
constant.
F
(mvf  mvi )/t

In this equation mvf is the final momentum and mvi is the Discussion
initial momentum. The equation says that the net force exerted Recoil Speed In a circus, a 50-kg
on an object can be calculated by dividing its change in momen- clown is shot out of a cannon at
tum by the time over which the change occurs. When you catch 20 m/s. What is the recoil speed
a ball, your hand exerts a force on the ball that stops it. The force of the cannon if it has a mass
you exert on the ball equals the force the ball exerts on your of 250 kg? Because momentum is
hand. This force depends on the mass and initial velocity of the conserved, the momentum of the cannon
ball, and how long it takes the ball to stop. will be equal to the momentum of the
clown. The momentum of the clown is
Law of Conservation of Momentum The momentum of 50 kg  20 m/s
1,000 kg  m/s.
an object doesn’t change unless its mass, velocity, or both change. For the cannon, therefore, mv
1,000
Momentum, however, can be transferred from one object to kg  m/s
(250 kg)v. Solving for v, you
another. Consider the game of pool shown in Figure 24. find that v
(1,000 kg  m/s)  4 250
When the cue ball hits the group of balls that are motionless, kg
4 m/s.
the cue ball slows down and the rest of the balls begin to move. L2 LS Logical-Mathematical
The momentum the group of balls gained is equal to the
momentum that the cue ball lost. The total momentum of all
Quick Demo
the balls just before and after the collision would be the same. If
no other forces act on the balls, their total momentum is con- Figure 24 Momentum is trans- Conservation of Momentum
ferred in collisions. Before the Materials two marbles, ring stand,
served—it isn’t lost or created. This is the law of conservation of
collision, only the cue ball has glue
momentum—if a group of objects exerts forces only on each
momentum. When the cue ball Estimated Time 15 minutes
other, their total momentum doesn’t change.
strikes the other balls, it transfers
Procedure Demonstrate conserva-
some of its momentum to them.
tion of momentum using two
identical marbles. Use superglue
to attach a string to one marble.
Fasten the string to a ring stand so
the marble hangs just above the
tabletop. Place the second marble
on the table next to the first mar-
ble. Pull back the first marble,
making sure the string is taut,
and release it toward the other
marble. The momentum of the
first marble is transferred to the
second. L2 LS Visual-Spatial

Figure 24 Point out that the balls scatter left and

right as they are deflected by the cue ball. Tell
students that momentum is conserved separately
in each direction. The sum of the forward veloc-
ities of the balls equals the cue ball’s initial veloc-
ity. The sum of the left velocities is equal to the
sum of the right velocities. Why do the balls
eventually slow and stop? friction

SECTION 3 The Third Law of Motion 87

Caption Answer Figure 25 The results of a colli-
Figure 25 They will move away from sion depend on the momentum of
each other with the same speed. each object. When the first
puck hits the second puck from
behind, it gives the second puck
momentum in the same direction.
If the pucks are speeding
Figure 25 Tell students that to toward each other with the
apply conservation of momen-
same speed, the total momentum
tum you must define the system
is zero.
you are referring to. Have them Predict how the pucks will move
define the system shown in after they collide.
Figure 25. the table and the pucks
L2 LS Visual-Spatial When Objects Collide Collisions of two air hockey pucks are
shown in Figure 25. Suppose one of the pucks was moving in one
direction and another struck it from behind. The first puck would
continue to move in the same direction but more quickly. The sec-
ond puck has given it more momentum in the same direction.
What if two pucks of equal mass were moving toward each other
with the same speed? They would have the same momentum, but
in opposite directions. So the total momentum would be zero.
Check for Understanding After the pucks collide, each would reverse direction, and move
Visual-Kinesthetic Have two stu- with the same speed. The total momentum would be zero again.
dents of different sizes stand fac-
ing one another and push on
each others hands, palm to palm
without either one pushing the
Summary Self Check
other over. Ask who is exerting
Newton’s Third Law 1. Determine You push against a wall with a force of 50 N.
the larger force. They both exert the
same force. Have one student • According to Newton’s third law of motion,
for every action force, there is an equal and
If the wall doesn’t move, what is the net force on you?
2. Explain how a rocket can move through outer space
stand in stockinged feet so that opposite reaction force. where there is no matter for it to push on.
he or she slides when pushed.
Now which one exerts the • Action and reaction forces act on different
objects.
3. Compare the momentum of a 6,300-kg elephant walk-
ing 0.11 m/s and a 50-kg dolphin swimming 10.4 m/s.
greater force? They are still the same. Momentum 4. Describe what happens to the momentum of two
Ask, if the forces are the same,
why does one move and not the • The momentum of an object is the product of
its mass and velocity:
billiard balls that collide.
5. Think Critically A ballet director assigns slow, graceful
other? One has a higher frictional force p
mv steps to larger dancers, and quick movements to
keeping him or her stationary. • The net force on an object can be calculated
by dividing its change in momentum by the
smaller dancers. Why is this plan successful?

time over which the change occurs.

Reteach The Law of Conservation of Momentum
Action/reaction Ask students to 6. Calculate Momentum What is the momentum of a
draw and explain action/reaction • According to the law of conservation of
momentum, if objects exert forces only on each
100-kg football player running at a speed of 4 m/s?
force arrows for a box sitting on 7. Calculate Force What is the force exerted by a
other, their total momentum is conserved.
catcher’s glove on a 0.15-kg baseball moving at
the ground and for a person run-
ning. L2 LS Visual-Spatial
• In a collision, momentum is transferred from
one object to another.
35 m/s that is stopped in 0.02 s?

88 CHAPTER 3 Forces gpscience.com/self_check_quiz

Process Provide students with

photographs of various types of
activities or collisions. Have
1. You are not moving, so F
0. The gas molecules exert a force on 5. It takes less force for a person with
them describe how momentum is
The wall pushes back on you with the rocket, pushing it forward. less mass to move quickly than for
conserved in each situation. Use
a force
to the force you push on 3. The dolphin’s momentum is a person with more mass to do so.
Performance Assessment in
it. The static friction between your p
(50 kg)(10.4 m/s)
6. p
mv
100 kg  4 m/s
the Science Classroom, p. 89.
feet and the floor keeps you from 520 kg·m/s. The elephant’s momen-
400 kg m/s
tum is p
(6,300 kg)(0.11 m/s)
(mvf  mvi)
moving. 7. F
 t

2. The rocket exerts a force on gas 693 kg·m/s. (0.15 kg  35 m/s)
molecules, pushing them backward. 4. The two balls exchange momentum. 0  
262 N
(0.02 s)
88 CHAPTER 3 Forces
 MEASURING THE EFFECTS
OF AIR RESISTANCE Real-World
Question
If you dropped a bowling ball and a feather from Purpose Students will observe
Effects of Air Resistance
the same height on the Moon, they would both the effect of air resistance on the
hit the surface at the same time. All objects Paper Type Time
gravitational acceleration of dif-
dropped on Earth are attracted to the ground with Flat paper ferent shaped sheets of paper.
the same acceleration. But on Earth, a bowling Loosely crumpled paper Answers L2 LS Kinesthetic
ball and a feather will not hit the ground at the will
Tightly crumpled paper
same time. Air resistance slows the feather down. vary. Process Skills measure, recog-
Your paper design nize cause and effect, formulate
models, compare, infer
Real-World Question 4. Crumple a sheet of paper into a loose ball
How does air resistance affect the acceleration and repeat step 3.
Time Required 30 minutes
of falling objects?
5. Crumple a sheet of paper into a tight ball
Goals and repeat step 3. Procedure
■ Measure the effect of air resistance on 6. Use scissors to shape a piece of paper so that
sheets of paper with different shapes. it will fall slowly. You may cut, tear, or fold Alternate Materials Make sure
■ Design and create a shape from a piece of your paper into any design you choose. the sheets of paper are identical.
paper that maximizes air resistance. Safety Precautions Caution
Materials Conclude and Apply students to be careful when
paper (4 sheets of equal size) stopwatch 1. Compare the falling times of the different standing on stools or ladders.
scissors masking tape sheets of paper. Teaching Strategies
meterstick 2. Explain why the different-shaped papers • Stage a contest to determine
Safety Precautions fell at different speeds. which design maximizes the
3. Explain how your design caused the force effect of air resistance.
of air resistance on the paper to be greater • Have students practice timing
than the air resistance on the other paper the falling paper before enter-
Procedure shapes. ing data in their tables.
1. Copy the data table above in your Science Troubleshooting Have stu-
Journal, or create it on a computer. dents do at least three trials for
2. Measure a height of 2.5 m on the wall and each paper drop and record the
mark the height with a piece of masking tape. average time in their data table.
3. Have one group member drop the flat sheet Compare your paper design with the
of paper from the 2.5-m mark. Use the stop- designs created by your classmates. As a
watch to time how long it takes for the class, compile a list of characteristics that Conclude and
paper to reach the ground. Record your time increase air resistance. Apply
in your data table.
1. Shapes with greater exposed surface
LAB 89 areas will create more air resistance
and fall more slowly.
2. Answers will vary.
3. A spread eagle position increases the
surface area of the diver allowing
more air resistance to slow her fall.
Process Show students several photographs of
falling sky divers and ask them to analyze the sky
divers’ body positions and infer the order of their Encourage students to electronically represent their
velocities. Use Performance Assessment in the design using the appropriate software.
Science Classroom, p. 89.

LAB 89
 mentum of
The MoCo
Real-World
Question Goals
lliding Objects
■ Observe and calculate
Purpose Students will observe Real-World Question
the effects of mass and velocity the momentum of
different balls. Many scientists hypothesize that dinosaurs became extinct 65 million
on the momentum of rolling
■ Compare the results years ago when an asteroid collided with Earth. The asteroid’s diameter
objects. L2 LS Kinesthetic
of collisions involving was probably no more than 10 km. Earth’s diameter is more than
Process Skills observe, meas- different amounts of 12,700 km. How could an object that size change Earth’s climate
ure, compare, use numbers, use momentum. enough to cause the extinction of animals that had dominated life
space/time relationship, sequence, on Earth for 140 million years? The asteroid could have caused such
recognize cause and effect, infer Materials damage because it may have been
meterstick traveling at a velocity of 50 m/s,
Time Required one class period softball and had a huge amount of
racquetball momentum. The combination
tennis ball of an object’s velocity and mass
Procedure baseball will determine how much force it
stopwatch
Alternate Materials A foam can exert. How do the mass and
masking tape velocity of a moving object affect
rubber ball, golf ball, or hockey
balance its momentum?
ball could replace the tennis ball
and racquetball. Safety Precautions
Safety Precautions Caution
students never to throw the balls
during the activity and to roll the Momentum of Colliding Balls
baseball only when other stu-
Distance softball
dents are clear of the ball’s path. Action Time Velocity Mass Momentum
moved
Teaching Strategy Have stu- Racquetball
dents practice rolling the balls at 0.04
rolled slowly
different speeds and rolling the Racquetball
balls into the softball. Clear 0.04
rolled quickly
away floor space in your room or Answers Answers Answers Answers
Tennis ball will will will will
take students outside to provide 0.06
rolled slowly vary. vary. vary. vary.
enough space for each group. Tennis ball 0.06
rolled quickly
Baseball rolled 0.14
slowly
Baseball rolled 0.14
quickly

90 CHAPTER 3 Forces

Synthesis Journal In this strategy, students Momentum Supply students with the materials
reflect on a project, a paper, or a performance listed for this lab, and ask them to find a way to
task and plan for personal application. Have give each ball the same momentum. Have them
each student divide a sheet of paper in three design a data table, and a method to test when the
sections and record What I did, What I momentum of each ball is equal to the others.
learned, and How I can use it. Have students
write a Synthesis Journal related to this lab.

90 CHAPTER 3 Forces
 Tie to Prior Knowledge Stu-
Procedure dents will be aware that more
1. Copy the data table on the previous page in your Science Journal. massive moving objects and
objects traveling with greater
2. Use the balance to measure the mass of the racquetball, tennis ball, and baseball.
speeds will produce more force.
Record these masses in your data table.
3. Measure a 2-m distance on the floor and mark it with two pieces of masking tape.
4. Place the softball on one piece of tape. Starting from the other piece of tape, Analyze Your
slowly roll the racquetball toward the center of the softball. Data
5. Use a stopwatch to time how long it takes the racquetball to roll the 2-m
distance and hit the softball. Record this time in your data table. Expected Outcome The high
velocity baseball will have the
6. Measure and record the distance the racquetball moved the softball.
greatest momentum, and the
7. Repeat steps 4–6, rolling the racquetball quickly. slow velocity racquetball will
Distance Softball Moved and
8. Repeat steps 4–6, rolling the tennis ball slowly, then Momentum of Colliding Ball have the least momentum.
quickly.
Answers to Questions
9. Repeat steps 4–6, rolling the baseball slowly, then

Distance softball moved

quickly. 1. Calculations for momentum should
show that momentum increases as
mass/velocity increases.
Analyze Your Data 2. The graph should have a positive
1. Calculate the momentum for each type of ball (diagonally upward) slope.
and action using the formula p
mv. Record
your calculations in the data table. Error Analysis Have students
Momentum compare their graphs with other
2. Graph the relationship between the momentum of each lab groups. Ask which of their pre-
ball and the distance the softball was moved using a
dictions matched their results, and
graph like the one shown.
have them explain those that did
not. Have students identify possi-
Conclude and Apply ble sources of measurement, tim-
1. Infer from your graph how the distance the ing or procedural errors.
Compare your graph with the graphs
softball moves after each collision depends on
made by other students in your class.
the momentum of the ball that hits it.
Discuss why the graphs might look Conclude and
2. Explain how the motion of the balls after they different.
collide can be determined by Newton’s laws Apply
of motion.
1. The graph should show that as the
momentum of the colliding ball
increases, so does the distance the
softball moves.
2. By the third law of motion, when
the balls collide, they exert the same
force on each other. The softball has
the larger mass, so according to the
second law its acceleration will be
less than the smaller ball. The soft-
ball will move more slowly after the
collision and the other ball will move
more quickly.
Oral Ask students if it is possible for an object to
have a negative value for momentum. Yes; velocity
has both direction and magnitude. Once a positive direction Divide the class into small groups for the discussion so
is chosen, velocity in the other direction is negative and that all students have the opportunity to describe their
momentum is negative. Use Performance Assessment experiences with the sports.
in the Science Classroom, p. 89.

LAB 91
 SCIENCEAND SCIENCE
CAN CHANGE

HISTORY THE COURSE

OF HISTORY!

Content Background
Newton’s three laws of motion
and the law of universal gravita-
tion have proven to be able to
Newton
describe the motion of objects
ranging from galaxies to rain-
and the In Einstein’s theory
of general relativity,

Plague
gravity is due to
drops. Newton believed that the
a distortion in
forces involved in the behavior space-time.
of ordinary objects, such as the
forces that caused an apple to fall
What is gravity?
I
n 1665, the bubonic plague swept through
from a tree, were the same forces England and other parts of Europe. Isaac
that controlled the motions of Newton, then a 23-year-old university student,
Using the calculus and data on the motion of
planets and moons. The law of the planets, Newton deduced the law of universal
returned to his family's farm until Cambridge
universal gravitation and the gravitation. This law enabled the force of gravity
university reopened. To occupy his time, Newton
three laws of motion applied to between any two objects to be calculated, if their
made a list of 22 questions. During the next 18
all objects. Newton also believed masses and the distance between them were
months, Newton buried himself in the search for
known.
that matter was made of indivis- answers. And in that brief time, Newton devel-
Newton was able to show mathematically
ible particles and that the forces oped calculus, the three laws of motion, and the
that the law of universal gravitation predicted
of gravity, electricity, and mag- universal law of gravitation!
that the planets’ orbits should be ellipses, just as
netism determined the behavior
of these particles.
The Laws of Motion Johannes Kepler had discovered two generations
earlier. The application of Newton’s laws of
Newton was correct in that Earlier philosophers thought that force was
motion and the law of universal gravitation also
necessary to keep an object moving. By analyzing
gravity, electricity, and magnet- were able to explain phenomena such as tides,
the data collected by Galileo and others, Newton
ism also act at the atomic level. the motion of the moon and the planets, and the
realized that forces did not cause motion. Instead,
However, the gravitational force bulge at the Earth's equator.
forces cause a change in motion. Newton came to
is so much weaker than the elec-
tromagnetic force that it can be
understand that force and acceleration were
related and that objects exert equal and opposite
A Different View of Gravity
ignored at the atomic level. In In 1916, Albert Einstein proposed a different
forces on each other. Newton’s three laws of
addition, there are two other model for gravity called the general theory of rela-
motion were able to explain
forces, the strong and weak tivity. In Einstein’s model, objects create distortions
how all things moved, from
nuclear forces, that are involved in space-time, like a bowling ball dropped on a
an apple falling from a tree
sheet. What we see as the force of gravity is the
in nuclear reactions and were to the motions of the moon
motion of an object on distorted space-time. Today,
unknown to Newton. and the planets, in terms
Einstein’s theory is used to help explain the nature
of force, mass, and
of the big bang and the structure of the universe.
Historical significance acceleration.
Isaac Newton was a university student when he developed the laws of motion.
What Newton contributed to
science during his first 25 years
cannot be underestimated. More Investigate Research how both Newton’s law of gravitation and
than 300 years later, scientists Einstein’s general theory of relativity have been used to develop the
For more information, visit
and engineers still use his laws to current model of the universe.
gpscience.com/time
understand natural phenomena
and to design and develop new
technologies.

Resources for Teachers and Students

Investigate The existence of dark
matter has been hypothesized to explain the Isaac Newton: The Greatest Scientist of All Time
rotations and motions of galaxies which Margaret Jean Anderson, Enslow Publishers,
seem to violate Newton’s laws of motion. Incorporated., 1996
For Newton’s laws to be satisfied, these
galaxies must contain additional matter that Albert Einstein: Physicist and Genius. Joyce
has not been detected directly. Einstein’s Goldenstern, Enslow Publishers, Incorporated.,
general theory of relativity explains how the 1994
structure of space-time changed as the uni-
verse expanded after the big bang.
92 CHAPTER 3 Forces
 Newton’s Second Law 4. Projectiles travel in a curved path because
of their horizontal motion and vertical Summary statements can be
1. Newton’s second law of motion states that a acceleration due to gravity. used by students to review the
net force causes an object to accelerate in the
5. The centripetal force is the net force on an major concepts of the chapter.
direction of the net force and that the accel-
eration is given by object in circular motion and is directed
F toward the center of the circular path.
a
net

m
2. Friction is a force opposing the sliding
The Third Law of Motion
motion of two surfaces in contact. Friction Visit gpscience.com
is caused by microwelds that form where 1. Newton’s third law of motion states that for
/self_check_quiz
the surfaces are in contact. every action there is an equal and opposite
reaction. /interactive_tutor
/vocabulary_puzzlemaker
Force of air resistance 2. The momentum of an object can be
calculated by the equation p
mv. /chapter_review
/standardized_test

Assessment Transparency
Force of gravity For additional assessment ques-
tions, use the Assessment
Transparency located in the trans-
3. Air resistance opposes the motion of parency book.
objects moving through the air.
Assessment
Gravity Assessment Forces
Transparency

1. Gravity is an attractive force between any Directions: Carefully review the table and answer the following questions.

two objects with mass. The gravitational Mass and Weight on Earth and the Moon
Mass Weight Mass Weight
force depends on the masses of the objects Object
on Earth on Earth on Moon on Moon

and the distance between them. Astronaut

Flashlight
90 kg
1kg
882 N
9.8 N
90 kg
1kg
149.4 N
1.7 N

2. The gravitational acceleration, g, near 3. When two objects collide, momentum can Lunar Rover 650 kg 6370 N 650 kg 1079 N

Earth’s surface equals 9.8 m/s2. The force of be conserved. Some of the momentum Moon rocks 22 kg 215.6 N 22 kg 36.5 N

gravity on an object with mass, m, is: from one object is transferred to the other. 1. According to this information, which object has a weight on the
Moon greater than 1000 newtons?
A Astronaut C Lunar Rover

F
mg
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

B Flashlight D Moon rocks

2. Astronauts discovered how much easier it is to lift objects on the
Moon. The weight of these objects on the Moon is due to ___.

3. The weight of an object near Earth’s Use the Foldable that you made at the begin-
F Earth’s gravity
G the Moon’s gravity
H Earth’s revolution
surface is: ning of this chapter to help you review the different types of J the Moon’s rotation
3. According to the table, which object weighs the LEAST?

W
mg friction. A Astronaut
B Flashlight
C Lunar Rover
D Moon rocks
4. Based on the data in the table, about how many times greater is
the weight of these objects on Earth than on the Moon?
F two times H six times

gpscience.com/interactive_tutor CHAPTER STUDY GUIDE 93 L2

G four times J eight times

Forces

Have students use

their Foldables to
review the content of this chap-
ter. Identify the action of sliding,
rolling, and static friction on a
moving bicycle. Sliding fraction
exists around the axles and between the
brake pads and the tire. Rolling friction
between the tires and the road pushes
the bicycle forward.
CHAPTER STUDY GUIDE 93
 9. Which of the following explains why
astronauts seem weightless in orbit?
air resistance p. 73 Newton’s 2nd law of A) Earth’s gravity is much less in orbit.
1. Newton’s third law of motion centripetal acceleration motion p. 69 B) The space shuttle is in free fall.
p. 81 Newton’s 3rd law of C) The gravity of Earth and the Sun cancel.
2. static friction centripetal force p. 81 motion p. 83
3. weight friction p. 70 sliding friction p. 72
D) The centripetal force on the shuttle
gravity p. 75 static friction p. 71 balances Earth’s gravity.
4. centripetal force
momentum p. 86 weight p. 77
5. gravity 10. Which of the following exerts the
6. Newton’s second law of motion strongest gravitational force on you?
Complete each statement using a word(s) from A) the Moon C) the Sun
the vocabulary list above. B) Earth D) this book
1. The way in which objects exert forces on Use the graph below to answer question 11.
7. D 11. B each other is described by _________.
d
8. A 12. C 2. _________ prevents surfaces in contact 30
c e

Speed (m/s)
9. B 13. A from sliding past each other. b
20
10. B 14. C 3. The _________ of an object is different on
other planets in the solar system. 10
a
4. When an object moves in a circular path,
the net force is called a(n) _________.
15. See students’ page 0 10 20 30 40
5. The attractive force between two objects Time (s)
16. C
that depends on their masses and the dis-
17. The force of air resistance is tance between them is _________. 11. The graph shows the speed of a car mov-
different on the different objects.
6. _________ relates the net force exerted on ing in a straight line. Over which segments
18. A are the forces on the car balanced?
an object to its mass and acceleration.
A) A and C C) C and E
B) B and D D) D only
12. Which of the following is true about an
Choose the best answer for each question. object in free fall?
7. What is the gravitational force exerted on A) Its acceleration depends on its mass.
an object called? B) It has no inertia.
A) centripetal force C) momentum C) It pulls on Earth, and Earth pulls on it.
B) friction D) weight D) Its momentum is constant.

8. Which of the following best describes why 13. The acceleration of an object is in the
projectiles move in a curved path? same direction as which of the following?
A) They have horizontal velocity and A) net force C) static friction
vertical acceleration. B) air resistance D) gravity
B) They have momentum. 14. Which of the following is NOT a force?
C) They have mass. A) weight C) momentum
D) They have weight. B) friction D) air resistance

94 CHAPTER REVIEW gpscience.com/vocabulary_puzzlemaker

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94 CHAPTER REVIEW
 21. Explain You pull a door open. If the force the
door exerts on you is equal to the force you
15. Copy and complete the following concept exert on the door, why don’t you move?
map on forces. 22. Predict Suppose you are standing on a 19. The book is slowing down, so the
bathroom scale next to a sink. How does acceleration is in the direction
Forces
the reading on the scale change if you opposite the motion.The net force
push down on the sink? is in the same direction as the
23. Describe the action and reaction force pairs acceleration.
change between long-range
motion two objects force
involved when an object falls toward 20. Yes, there can be forces acting on
Newton’s Gravitational Earth. Ignore the effects of air resistance. the car, but the forces are balanced
2nd Law attraction so that the net force is zero.
relates
force to
involves depends on 21. The force of static friction between
Action-reaction
your feet and the floor balances the
Mass force pairs 24. Calculate Mass Find your mass if a scale on force the door exerts on you.
Earth reads 650 N when you stand on it. 22. The reading on the scale decreases
Use the table below to answer questions 16–18. 25. Calculate Acceleration of Gravity You weigh because the sink pushes up on you.
yourself at the top of a high mountain The upward force exerted by the
Time of Fall for Dropped Objects and the scale reads 720 N. If your mass scale and the sink now balance your
Object Mass (g) Time of Fall (s) is 75 kg, what is the acceleration of weight, so the force exerted by the
A 5.0 2.0
gravity at your location? scale decreases.
Use the figure below to answer question 26. 23. Earth pulls on the object and the
B 5.0 1.0
C 30.0 0.5 object pulls on Earth.
Before Collision After Collision
D 35.0 1.5

16. If the objects in the data table above all Metal Wooden Metal Wooden
ball ball ball ball
fell the same distance, which object fell National Math Standards
with the greatest average speed? 26. Calculate Speed The 2-kg metal ball mov- 1, 2, 9
17. Explain why all four objects don’t fall with ing at a speed of 3 m/s strikes a 1-kg F (650 N)
wooden ball that is at rest. After the colli-
24. m

2
66.3 kg
the same speed. g (9.8 m/s )
18. On which object was the force of air resist- sion, the speed of the metal ball is 1 m/s. F (720 N)
Assuming momentum is conserved, 25. g


9.6 m/s2
ance the greatest? m (75 kg)
what is the speed of the wooden ball?
26. m1v1
m1v1’ m2v2
27. Calculate Mass Find the mass of a car that
has a speed of 30 m/s and a momentum 2 kg  3 m/s
6 kg m/s
19. Determine the direction of the net force on of 45,000 kg¸m/s. 2 kg  1 m/s
2 kg m/s
a book sliding on a table if the book is 28. Calculate Sliding Friction A box being 6 kg m/s  2 kg m/s
4 kg m/s
slowing down. pushed with a force of 85 N slides along (4 kg m/s)

4 m/s
20. Explain whether there can be any forces act- the floor with a constant speed. What is 1 kg
p (45,000 kg m/s)
ing on a car moving in a straight line with the force of sliding friction on the box? 27. m
 = 
v (30 m/s)
constant speed. = 1500 kg

gpscience.com/chapter_review CHAPTER REVIEW 95 28. F
85 N

Resources
Reproducible Masters Glencoe Technology
Chapter Fast File Resources Assessment Transparency
Chapter Review, pp. 39–40 ExamView® Pro Testmaker
Chapter Tests, pp. 41–44 MindJogger Videoquiz
Assessment Transparency Activity, p. 51 Interactive Chalkboard
Glencoe Science Web site
Chapter Review Test
Standardized Test Practice

CHAPTER REVIEW 95
 Record your answers on the answer sheet 5. Which of the following would cause the
provided by your teacher or on a sheet of paper. gravitational force between object A and
Answer Sheet A practice 1. The net force on an object moving with object B to increase?
answer sheet can be found constant speed in circular motion is in A. Decrease the distance between them.
at gpscience.com/answer_sheet. which direction? B. Increase the distance between them.
A. downward C. Decrease the mass of object A.
B. opposite to the object’s motion D. Decrease the mass of both objects.
Name Date Class

Assessment
Standardized Test Practice
C. toward the center of the circle Use the graphs below to answer questions 6–7.
Student Recording Sheet Use with pages 788–789
of the Student Edition
D. in the direction of the object’s velocity
Standardized Test Practice Graph 1 Graph 2
Part 1 Multiple Choice
Use the table below to answer questions 2–4.
Select the best answer from the choices given and fill in the corresponding oval.
1. A B C D 8. A B C D

2. 9.
Object in Free Fall with Air Resistance
A B C D A B C D

3. A B C D 10. A B C D

4. A B C D 11. A B C D

5.
6.
A

A
B

B
C

C
D

D
12.
13.
A

A
B

B
C

C
D

D
Time (s) Speed (m/s)
7. A B C D 14. A B C D

0 0
Part 2 Constructed Response/Grid In
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Record and bubble in your answers on the grids below. 1 9.1

15.
0 0 0 0 0 0 0
16.
0 0 0 0 0 0 0
17.
0 0 0 0 0 0 0
Graph 3 Graph 4
2 15.1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
3 18.1
Record your answers for Questions 18–21 on a separate sheet of paper.
4 19.3

SAMPLE 5 19.9

Invertebrates 169

2. According to the trend in these data, 6. Which of the graphs above shows how the
which of the following values is most force on an object changes if the mass
likely the speed of the object after falling increases and the acceleration stays constant?
for 6 s? A. Graph 1 C. Graph 3
1. C 4. C 7. B
A. 26.7 m/s C. 20.1 m/s
2. C 5. A B. Graph 2 D. Graph 4
B. 15.1 m/s D. 0 m/s
3. A 6. B 7. Which of the graphs above shows how the
3. Over which of the following time inter- force on an object changes if the accelera-
vals is the acceleration of the object the tion increases and the mass stays constant?
greatest? A. Graph 1 C. Graph 3
A. 0 s to 1 s
B. Graph 2 D. Graph 4
B. 1 s to 2 s
C. 4 s to 5 s
D. The acceleration is constant.
Keep Track of Time If you are taking a timed test, keep track
4. Over which of the following time intervals of time during the test. If you find you are spending too much
is the force on the object the smallest? time on a multiple-choice question, mark your best guess and
A. 0 s to 1 s C. 4 s to 5 s move on.
B. 1 s to 2 s D. The force is constant.

96 STANDARDIZED TEST PRACTICE

8. 90 N 10. The mass of the truck decreases 12. It is less, because an object at this
9. Force of gravity on skydiver while the net force remains the height is farther from Earth than

(60 kg) (9.8 m/s2)
588 N, same, so the truck’s acceleration an object at Earth’s surface.
net force on sky diver increases. According to the law of universal

588 N  300 N
288 N, 11. Both balls have fallen the same gravitation, the force of gravity
F (288 N) distance after one second. Their decreases as the distance between
a
net
 objects increases. Because the force
m (60 kg) vertical motion is independent of

4.8 m/s2 their horizontal motion. of gravity decreases, the accelera-
tion of gravity decreases.
96 CHAPTER 3 Forces
 16. The mass of the rockets is decreas-
Record your answers on the answer sheet provided Record your answers on a sheet of paper. ing as the fuel burns, but the force
by your teacher or on a sheet of paper. 13. You push on a rolling ball so that the exerted by the rocket engines
8. You are pushing a 30-kg wooden crate direction of your push is different from remains the same. By the second
across the floor. The force of sliding friction the direction of the ball’s motion. After law of motion, the acceleration
on the crate is 90 N. How much force must you push, will the ball be moving in the then must increase.
you exert on the crate to keep it moving same direction that you pushed? Explain. 17. The baseball glove increases the
with a constant velocity? 14. Two balls are dropped from an airplane. amount of time needed for the ball
9. A sky diver with a mass of 60 kg jumps Both balls are the same size, but one has a to come to a stop. The change in
from an airplane. Five seconds after jump- mass ten-times greater than the other. The momentum is the same as when
ing the force of air resistance on the sky force of air resistance on each ball depends you catch the ball with your bare
diver is 300 N. What is the sky diver’s on the ball’s speed. Explain whether both hand, but because the time
acceleration five seconds after jumping? balls will reach the same terminal velocity. needed for the change to occur is
Use the graph below to answer question 15.
greater, the force exerted by the
10. A pickup truck is carrying a load of gravel. ball on your hand is less.
The driver hits a bump and gravel falls Speed of Sliding Book
out, so that the mass of the truck is one
half as large after hitting the bump. If the
1.5 Rubrics
Speed (m/s)

net force on the truck doesn’t change, how 1.0 For more help evaluating open-
does the truck’s acceleration change? ended assessment questions, see
Use the figure below to answer question 11. 0.5 the rubric on p. 10T.

0
0.5 1.0 1.5 2.0 2.5
Time (s)

15. The graph above shows the how the speed

of a book changes as it slides across a table.
Over what time interval is the net force on
the book in the opposite direction of the
book’s motion?
16. When the space shuttle is launched from
11. Two balls are at the same height. One ball Earth, the rocket engines burn fuel and
is dropped and the other initially moves apply a constant force on the shuttle until
horizontally, as shown in the figure above. they burn out. Explain why the shuttles
After one second, which ball has fallen the acceleration increases while the rocket
greatest vertical distance? engines are burning fuel.
12. How does the acceleration of gravity 17. Catching a hard-thrown baseball with
5,000 km above Earth’s surface compare your bare hand can cause your hand to
with the acceleration of gravity at Earth’s sting. Explain why using a baseball glove
surface? reduces the sting when you catch a ball.

gpscience.com/standardized_test STANDARDIZED TEST PRACTICE 97

13. No. The ball will accelerate in massive ball must be greater to 15. After 0.5 s the book is slowing
the direction of your push. The balance its larger weight. Air down, so the acceleration is
change in its velocity will be in resistance becomes larger as the opposite to the book’s direction
the direction of your push, so the ball’s speed increases, so the more of motion, and the net force is
ball will change direction. massive ball will be moving faster opposite to the book’s direction
14. To reach terminal velocity, the when air resistance is large enough of motion.
force of air resistance on the more to balance its greater weight.

STANDARDIZED TEST PRACTICE 97