UNIT 5 FORCE AND MOTION

Structure
5.1 lntroductio~i
5.2 Objectives
5.3 Relation of Motion and Force
5.3.1 What is Force?
5.3.2 Ralanced and Unbalanced Forces

5.4 Newton's Laws of Motion

5.4. I First Law of Motion
5.4.2 Second l a w of Motion
5.4.3 Third Law of Motion

5.5 conservation ofMomentum

5.5. l Law of Conservation of Momentum

5.6 Application of the Laws ofMotion in Daily Life

5.6.1 Application of First Law of Motion
5.6.2 Application of Second Law of Motion
5.6.3 Application of Third Law of Motion

5.7 Let Us Sum Up

5.8 Unit-end Exercises
5.9 Answers to Check Your Progress
5.10 Suggested Readings

5.1 INTRODUCTION
If you find that a watch placed by you on a table in your room is neither on the table nor
anywhere near it, you begin to suspect that somebody has picked it up. Could it be that
~iobodyentered your room and the watch moved on its own? Your answer would definitely
be "NO" and you are perfectly correct. You know that a non-living body cannot change
its position or state of motion (or rest) without an external force acting on it. Long back,
Newton also had similar notions and he formulated some generalisationswhich are now
known as 'Laws of Motion' and forni the backbone of Physics. They have wide

&
applications in different branches of science and have relnendous contributions in the
growth of science. They are among the very few basic co epts which form the foundation
for the development of different branches of science. Although, some modifications are
needed in them to describe motion involvinq speeds close to the speed of light yet they
are applicable in most of common cases where speeds are very small in comparison to
the speed to light.
The three laws of motion mid the law of conservation of monientum which are.filndamenta1
concepts that have helped us in understanding the secrets of nature and in analyzing and
describing its behaviour.
Teaching Learning of
Concepts in Science 5.2 OBJECTIVES
This unit will enable you to:
demonstrate that inertia is a property of all bodies having mass;
show the relation between Force and Motion;
generalize that an unbalanced force acting on a body produces acceleration in the
MY;
explain that action and reaction are equal and opposite;
illustrate that action and reaction act on different bodies;
verify that a set of forces which just make balance and produce no motion are in
equilibrium;
establish the law of co~iservationof momentum;
describe the various applications of the laws of motion in daily life; and
infer the principles underlying various physical phenomena related to motion in daily
life.

5.3 RELATION OF MOTION AND FORCE

Main Teaching Points
Force acts in the form of pusli or pull.
Force tends to produce or change motion or change the position or shape of a body.
Force is a vector quantity.
Motion is relative.
Friction plays an important role in motion.

5.3.1 What is Force?

Teaching-Learning Process
You have seen automobiles accelerating and stopping on the road, objects thrown up
corning down eventually, twigs and leaves of trees moving this way and that way, the
stars, the sun and tlie moon changing position across the sky. All the above are examples
of motion can change in direction of motion. Wliat causes this change? You know from
experiences that a body at rest cannot move u~ilesss o ' n ~ e t h ipulls
~ i ~ or pushes it. Similarly
a moving body cannot stop unless a force (push or pull) is exercised on it. You can easily
demonstrate this by applying a force on a toy car or a ball.
Direction of Diagram showing Direction of
Force application of motion
force
Left to right LtoR j

(L) (R)
Right to left RtoL f--
Fig. 5.1
 Ifyou want to change the direction ofmotion ofa rolling ball on a plane surface you would Force and Motion
have to give to it a sidewise push or pull or hit it head-on.
Similarly when you compress or stretch a spring, bend a metal wire or break a rod or
flatten a metal sheet, you change the shape of a body by applying force. What do you
conclude about force? Yes, it is a push or pull. How can you define force? One can
. I
describe it by mentioning what it does. It can be said that:
, 'A force 'is that which tends to produce or change the state of motion or change the
, position or shape ofa body'.
, How are forces measured?
I
i A force can be measured by using its effect as implied in its definition. One colnmon
I
way of measuring force depends on the following principle enunciated by Robert Hooke
I (163.5-1703):

'"The amount of change in the shape of an elastic body is proportional to the force applied,
provided tlie elastic limit is not exceeded". A force can be measured using a spring balance.
The gravitational pull exerted on the body by earth is the weight ofthe body. Since, weight
is a force it can be measured using a spring balance. The change in the length ofthe spring
is directly proportional to the force (weight) applied on it.

Fig. 5.2: Force a change in length Fig. 5.3: A Spring Balance

5.3.2 Balanced and Unbalanced Forces

Force is a vector quantity, because it has magnitude and direction, Therefore, forces can
be added or substracted using the law of addition of vectors.
If a body is at rest it can be concluded that the sum of the forces acting in one direction is
balancing the sum of forces acting in the opposite direction. Let us now study the situation
when body is not at rest.
All Motion is Relative
When you are sitting in a fast moving bus on a road you observe that the trees and
buildings on either side of the road are moving in the opposite direction while your co-
passengers seated in the bus are at rest witli respect to you. For a person sitting on a chair
in front of his house near the road you are moving, all your co-passengers in the bus are
moving but the person on tlie chair is at rest. What do you conclude now? You will agree
that all motion is relative. If 'A' is moving relative to 'B' it can be said that 'B' is moving
relative to ' A . When two trains are standing side by side on adjacent rail tracks and one
of them starts moving persons of either trains observe the other as 'moving' relative to
their own train.
Motion and Frictional Force
Do you know why grease and lubricating oil are used in the machines'? When the surface
of body is rubbed on the surface of another body, a force known as friction resists tlie
motion. Ifthe surfaces are rough the resistance will be more. Friction results in wear and
tear of the surfaces and the energy used up in overcoming the resistance goes as waste 7
Teaching Learning of mostly in the form of sound and heat. As a result the machine does less work than the
Concepts in Science energy supplied to it. Friction cannot be completely reduced and therefore no machine
can be cent be cent efficient. Grease and oil reduce the frictional force between the two
surfaces. There are other ways also that help in reducing friction for e.g. use of ball
bearings, rollers and wheels.
.However friction is also useful as it plays an important role in all motion. No automobiles
can move or stop if friction were not there. You cannot move if there is no friction
between your feet and the surface on which you move.

Can be friction called as necessary evil?

Methodology used: The topic can introduced by using the previous experience of
children regarding motion and inertia without using the word inertia. Some interesting
demonstratio~lsdone using a toy car or a ball to generalize that any change in motion
requires some force. The students' experiences in a moving bus were used to explain
that all motion is relative. A body at rest may be seen moving by an observer in another
frame of reference, moving relative to the body.

The idea of balanced forces can given using concrete examples where forces were
acting but the body was at rest. The concepts of friction was developed using familiar
examples, through questions and discussions.

Check Your Progress

Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the unit.
1) If a body is at rest can we conclude that no force or forces are acting on it? Give
arguments in support of your answer.
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2) Suggest one activity for measurement of the magnitude of force.
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3) Justify friction has advantages as well as disadvantages by giving two examples
of each case.
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8
 Force and Motion
5.4 NEWTON'S LAWS OF MOTION
Main Teaching Points

i) Newton's first law of motion states that in the absence of a net force, a body at rest
will remain at rest and a body in motion will continue in a straight line at constant
speed.

ii) Newton's second law states that when a net force acts on a body, it will be accelerated
in the direction ofthe force with an acceleration proportional to the magnitude of the
force.

iii) The term 'Inertia' refers to the apparent resistance a body offers to change in its
state of motion or rest.

iv) The property of matter that lna~iifestsitself as inertia is its mass.

v) Newton's third law of motion states that when a body exerts a force on another
body, the second body exerts a force on the first body. The forces exerted are of the
same magnitude but thety act in the opposite direction.

vi) The forces of action and reaction act on two different bodies.

Teaching-Learning Process

Aristotle, on the basis of his experience concluded that the heavier a body is, the faster it
falls freely. According to him a 1 Kg. ball falls twice as fast a 112 Kg. Do you agree with
this? Galileo dropped a large cannon ball and a small musket ball from the top of 183 feet
high Leaning Tower of Pisa and demonstrated that both fell at the same rate and hit the
ground at the same time. Who is correct, Aristotle or Galileo?

5.4.1 First Law of Motion

You might have experienced that you fall down from your bicycle if it stops suddenly. You
might have seen people running along a ~iiovingbus while boarding it or alighting from it.
You might have seen dust coming out of a duster when it is given ajerk. Clothes dry faster
when waved quickly. Why does that happen? It is because of the tendency of a body to
resist any change in its motion. The tendency is termed as Inertia. These are examples of
Newton's first law of motion, which is stated as follows:

"A body in motion continues to remain in its state of rest or uniform motion in a straight
line unless it is acted upon by a net external force".

Galileo arrived at the above conclusion using an experiment described below:

What happens to the speed of a ball rolling down on an inclined plane as shown
in Fig. 5.4 (a)

[Ans: The speed increases.]

What happens when the ball goes up on an inclined plane as shown in Fig. 5.4. (b)?

[Ans: The speed decreases:]

What do you observe if the ball moves on a plane which is neither inclined upward nor
downward?

[Ans: The speed is unchanged.]

9
Teaching Learning of
Concepts in Science

Fig. 5.4 (a) Fig. 5.4 (b) Fig. 5.4 (c)

Besides the above you can also try the following.

1. Place a stack of coins on a strip of paper, put them near the edge of a table, and try
to remove the paper from beneath the stack. First, gently. Then, very quickly. What
happens? Remember, the paper has to be pulled in horizontal direction only. Ifyou
have difficulty in doing so, hold the other end of the paper horizontally and strike it
with your finger in vertical direction.
2. Repeat the experiment with a rupee coin kept in the paper in the standing position.
3. Hang a banana on a ling thread. Keep a knife touching the banana. Can you cut the
banana without moving the knife backwards unless there is a space in between the
banana and the knife? No. You may not be able to cut it. The banana can be cut only
if the banana or the knife moves quickly but the other one is kept stationary.

I
4- Long thread
I

Akanana Fig. 5.5

Knife

5.4.2 Second Law of Motion

A smooth-runningcart is attached to a pan by a string passing over a pully as shown in the
figure. A weight is placed in the pan so that the cart begins to move. You will find the cart
first moves slowly and then moves with ever increasing speed. Ifthe experiment is repeated
with a heavier weight on the pan there wiH be a faster change in motion of the cart. In
other words, the acceleration of the cart is proportional to the force that pulls the cart.
Mathematically,
ulley
Acceleration (a) a Force (F) .......................(1

Fig. 5.6

The same experiment is repeated with the same weight on the pan by varying the mass of
the cart by putting weights on it.
 It will be observed that Force and Motion

1
acceleration of the cart (a) a .................. (2)
Total mass of the cart (m)
Combining eq. ( 1 ) & (2) we get

or F = Kma
Where K is a constant of proportionality. If we choose units in such a way that a force of
one Newton causes an acceleration of 1 m/S2 in a mass of 1 Kg
We have

Hence second law of motion can be stated as:

Force = Mass x Acceleration

(F) (m) (a)

5.4.3 Third Law of Motion

Let the hooks o f h o spring balances A and B be fastened to each other as shown in the
figure.

I
Fig. 5.7

Now, force is applied to spring B keeping spring Aat the same place. What is the relation
between the readings of the two balances? Pull B with a stronger force. What is the
relation between the readings of the two balances?
Now, keep spring balance B stationary and apply force to spring balance A. What is the
relation between the readings?
Repeat the experiment by pulling both springs. What is the relation between the readings
of the two? Pull them apart with greater forces and you will observe that in each case the
readings of the two. balance remain equal irrespective of which one is pulled. It can be
concluded that:
A always exerts a force on B as B does on A. The magnitudes of the forces are equal
while their directions are opposite. If one force is known as action, the other one can be
called reaction.
Teaching Learning of The third law can be stated as follo\vs:
Concepts in Science
Every action has an equal and opposite reaction.
The forces of actions and reactions are equal in magnitude though opposite in direction
and they act on different bodies.
You may try following activities also.

+ Balloon ki r

Balloon

Fig. 5.8

i) Air is allowed to escape from an inflated balloon keeping its ope11 end downwards.
In which direction does it move? Repeat the experiment keeping the open end upward.
What happens now? Repeat the experiment by keeping the open end in any direction
and note the direction of motion of the balloon. It will be found that the balloon
moves in the direction opposite to that of the escaping air.

ii) A small amount water is put into a pyrcx test-tube. A cork is loosely fitted on the
mouth of the test-tube keeping the tube nearly horizontal by means of two loops as
shown. Heat the tube from below. What happens when stream is formed? The cork
moves in one direction while the test-tube in the opposite direction.

Flame

Fig. 5.9

The principle of action and reaction holds good whenever a force is applied. Can we say
that forces operate in pairs? Can you imagine a situation where this principle is violated?
Certainly not.
If there are always equal and opposite forces why do things move? Why do the forces
not cancel each other? It is because they act on two different bodies. In Fig. 5.8, the air
moved in oiie direction while the balloon in the reverse direction. Similarly the cork and
the test-tube move in reverse directions in Fig. 5.9.
'Can you explain the working of a rocket or a jet plane now?
Newtonain Mechanics (using the above three laws) explain almost all the cases involving
speeds encountered in daily life situations. However, at very high speed comparable to
the velocity of light these laws break down and some correctio~isare needed. In such
situations relativistic mechanics is applicable.
Methodology used: Tlie topic was introduced using simple demonstrations or student
activities. Tlie observation and students' experience was used to arrive at generalizations.
More exa~iipleswere elicited from students. The first law was illustrated using Galileo's
experiment which involves reasoning. An attempt was made to seek active cooperation
of the students in developing new concepts.
 Check Your Progress Force and Motion

Notes: a) Write your answers in the space given below.

b) Compare your answers with those given at the end of the unit.
4) Why can an aeroplane not take us to the moon while a rocket can?
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5) Why do we shake a wet handkerchief when we want it to become dry quickly?
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6) Why is the base of a field gun of Army kept heavy?
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7) Write three methods of reducing friction.
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5.5 CONSERVATION OF MOMENTUM

Main Teaching Points

The linear momentum of body is the product of its mass and velocity.

. Momentum is a vector having the direction of body's velocity.

The impulse of a force is the product of the force and the time during which it acts.

Impulse is a vector quantity having the direction of the body's velocity.

When a force acts on a body that is free to move, its change in momentum equals
the impulse given to it.

When the net external force on a system is zero, the total liner momentum of the
system remains constant.
 Teaching Learning of 5.5.1 Law of Corlscrvation of Momentum
Concepts in Science
The law of collservatio~lof momentum is a very general law applicable in all collisions,
explosions and interactions and for all types of moving bodies - massive or tiny. It has
tremendoi~simportallce for all branches of science.
You have seen pictures of rockets, space vehicles sent to space by many countries including
India. Collect their pictures and descriptions. Do you know their principle of operation?
Well, you call learn it now.
You call easily stop a toy car but not a truck moving slowly. You need a big hammer to
drive a nail into a wooden plank, but a light one is not that useful. You may try to catch a
ball coming towards you but certainly you would not dare to stop a bullet fired from a gun.
Obviously, mass and velocity of nioviiig body have sonlething to do with the difficulty
encountered in starting or stopping a body.
Sometimes, we apply a force only for a small period of time. The product of force and the
time interval is known as Impulse. It is a vector quantity and its direction is the direction of
force.
Try the following activities:
I. Toss rubber ball of mediun size to different heights vertically upwards and catch
these balls on return. Repeat this by using ball having different sizes and masses.
What do you generalize regarding tlie forces experienced by you hand in different
cases?
2. Collect pictures ofjet planes a~ldrockets and describe tlie principle oftheir operation.

3. Keep five marbles (identical) in a smooth groove in a wooden board or in an angular

shaped smooth body made of card board, plastic or metal such that each marble
touches the next one and keeping the apparatus horizontal move the first marble to
the left. Now strike it with a pencil so that it collides with the marbles in front of it.
What happens?
Repeat the experiment again, this time let two marbles be taken to the left and
keeping them in contact they be pushed to strike the remaining stationary marbles.
What happens now? Repeat the experiment by taking tliree marbles to the left.

Fig. 5.10

How can you explain the observations? Is tlie Principle of conservation of momentum
valid here? Is this principle alone sufficient to explain the observations? The answer is
'No' because another principle applicable here is the law of conservation of energy.

The law of conservation of n~omeiltu~n

can be derived using the third law of motion.
I
Suppose two bodies A and B collide together for a time At resultiiig in the change of
momenta AP, and A P, respectively. According to third law of motion.

I
Force on A = - Force on B

(Force On A). At = - (Force on B). At

Impulse acting on A = - Impulse acting on B

14 /
 I Change in momentum of A = - Change in momentum of B Force and Motion

I Hence, the total momentum remains unchanged.

Methodology used: This topic is very important as it is one of tfie basic laws operating
II universally. The topic was introduced through sinlple student activities like tossing balls
upwards and catching them. Instead, of balls any other object could be used provided it is
I
i safe to handle it. The objects were thrown to various heights. ?'he experiences were used
to draw conclusions. Conservation of momentum was explained mathematically also.
For motivation, the teacher can ask students to collect pictures of some rockets or
,' ,
I spaceships or missiles and discuss their working.

Check Your Progress

Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of tlie unit.
8) Prove that impulse equals change in momentum.
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9) A ball of mass 50g moving at a speed of 6 mls is struck by a rocket. It leaves in
the reverse direction at a speed of 10 mls. What is the impulse applied to the ball
by tlie racket? What is the change in the momentum of the ball?
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5.6 APPLICATION OF THE LAWS OF MOTION IN

DAILY LIFE
Motion is the ewence of life. Motion is a relative phenomenon and absolute motion
bas little meaning for us. Only nlotion relative to material bodies is ofuse to us. Motion
of heavy bodies has not only fascinated man but has intrigued man since times immemorial.
111 order to explain, the observed phenomena some explanatio~iswere given. It was
Newton who gave us the three laws of motion which formed the backbone of classical
mechanics. We now know that these laws have to be modified for speeds close to the
speed of light but for most of the practical purposes they are found to give satisfactory
explanation.
Main Teaching Points
a Newton's laws form the backbone of Pllysics.
Newton's laws have many applications in daily life.
A knowledge of the laws of motion can enable a person to solve 1na11yproblems.
15
Teaching Learning of a Newton's laws need correction for cases having velocity comparable to the velocity
Concepts in Science of light.

5.6.1 Application of First Law of Motion

Do you know why z car cannot stop immediately after its engine is switched off'? Similarly,
a train takes time in gaining its maximum speed. Why so?
If we give a jerk to a duster or a wet cloth why do particles of dust or water come out of
it?
Let us understand by some experiments. A brick is hung by means of a thread as shown.
The thread can be broken at a point above the brick or below it by gently pulling the
thread or by giving a swift jerk to it respectively.
Thread
I i

I
Fig. 5.11
, .
A bicycle rider is thrown in the forward direction if breaks are applied suddenly. An
astronaut is pushed to his seat with tremendous force when the rocket accelerates. i ,

Can you add to this list similar cases where the law of inertia holds good?

5.6.2 Application of Second Law of Motion

If mass is constant the acceleration produced in a body is directly proportional to the
force applied. It is because ofthis law that a freely falling body comes to the ground with
ever increasing speed until the terminal velocity is reached. Also, we need a more powerful
rocket to put a satellite into a higher orbit around the earth.
Newton's second law of motion being the key relation between Force and Motion, is
needed in dealing with projectiles, rockets, trains and machinery.

5.6.3 Application of Third Law of Motion

Can you push me without finding that I push you back? No, you cannot do that. Any
attempt to push leads to two forces or none. Suppose you push me with a force of I00 N
eastward. Automatically, 1 push you with a force of 100 N in the opposite direction. The
forces still remain equal and opposite when we move or accelerate. The fact that I am
pushing you back does not constitute a force on me. Only, your push acts on me and I
feel it. If I am on roller skates your push will accelerate me. You must run faster to keep
up with me as you push me.
All jet engines and rockets are based on the third law. As a consequence of third law we
have law of conservation of momentum which has helped scientists to explain many
observations and has even helped in making predictions. Our country has developed
missiles and rockets like Agni, Prithvi, PSLV etc. Collect information about them.
In all collisions like colIisio~~s
between vehicles on roads, or a collision between a bullet
and target the law ofconservation ofmomentum holds good. Similarly, it holds good in all
types of explosions also. The gun recoils as it fires a bullet and the same thing happens
when we fire huge bombs but this time the gun has to be very heavy. So, in war as well
as in daily life the third law cannot be underestimated. The discovery of particles like
neutrino would not have been possible if the law of conservation of momentum was not
16 known.
Methodology used: Newton's laws have nlally applications in daily life and the teacher Force and Motion
should ask students to perform simple activities and to recall their experiences. Models,
pictures and diagrams can probably be used to explain important concepts/principles and
applications. The students lnay be asked to collect information about the attempts made
by our country to launch satellites, and missiles.

Check Your Progress

Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the unit.
10) What unbalance force will accelerate a 25 kg bicycle from 5 m/s to 10 mls in
5 seconds?
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11) Describe the efforts of ISRO in making our c o u ~ ~ tpioneer
ry in space research.
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12) Explain the statement 'Forces always occur in pairs'.
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5.7 LET US SUM UP

All motions are relative.
A force acts in the form of a push or a pull.
Newton's first law states that in the absence of a net force, a body at rest will remain at
rest and a body in motion will continue in a straight line at constant speed.
The term inertia refers to the apparent resistance a body offers to changes in its state of
motion.
Friction opposes relative motion between two surfaces in contact.
Newton's third law of motion states that when a body exerts a force on another body, the
second body exerts a force on the first body of the same magnitude but in the opposite
direction
Momentum is the product of the mass and the velocity of a body.
Momentum is a vector having the direction of the body's velocity.
Laws of motion as described by Newton need correction when speeds are close to the
speed of light.
17
 Teaching Learning of
Concepts in Science 5.8 UNIT- END EXERCISES
1. Describe three demoilstrationsto explain the inertia of rest;
2. Define force in your own words.
3. How will you show that a11unbalanced force produces acceleration in a body?
4. List at least five demonstrations (other than those given in this text) to explain third
law of motion.
5. Write down the various applications of third law of motion in (i) daily life and
(i i) scientific research.
6. Prepare charts showing the progress of space programme of ISRO.
7. Describe the limitations ofNewton's law of motion.

5.9 ANSWERS TO CHECK YOUR PROGRESS

1. No. All that we can conclude is that no net (unbalanced) force is acting on the
body.
The forces action on the body might be such that there resultant is zero.
2. Elongation of an elastic band or a rubber band can be used to measure force.
Advantages:

a) In enabling vehicles to move

b) In walking on the road

I

c) In enabling machines to do work like grinding of wheat.

Disadvantages:
l1

l a) It causes wear and tear in machines

I b) It reduces efficiency of machines

I c) Machines becoine hot after they have done work.

3. There is no air after some height above the earth to provide buoyant force to an
aeroplane. A rocket needs no extra air as it operates on the principle of action and
react ion.
4. So that loosely bound water particles leave the threads of the handkerchief when it
is moved suddenly
5. When a heavy bomb is fired the forward n~omentumof the bomb gives equal
momentum to the gun and ifthe base ofihe gun is light it will recoil with considerable
velocity.
6. Greasing, using ball bearings and wheels.
7. Impulse = Force x Time duration

- Change in Momentum
x Time duration
Time duration

= Change in Momentum
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 50 Force and Motion
8. Change in Momentum - K g x [6 m/s + 10 m/s]
1000

800
- --
-
Kg. m/s
1000
= 0.8 Kg. nl/s
= Impulse applied to the ball.

9. Force = Mass x Acceleration

= 25 Kg. x (10-5/50)m/s
= 25 Kg. m/s2 = 25 N
10. Development of launching vehicles, tracking systems and missiles is being done
by ISRO.
11. An action force causes a reaction force automatically and hence according to
third law of motion a single force cannot occur.

5.10 SUGGESTED READINGS

NCERT (1988): SCIENCE, A Text Book for Class IX.
Fensham P. J. (1994) et. al: Tlze Content of Science: A Constructive Approach to ,

its Teaching and Learning. The Falmer Press, Washington D.C.

CarinISund : Teaching Science Through Discovery, C.E. Merril l Publishing Co.,
London.
Craig (1958): Science for the Elementary School Teacher Ginn & Co., New York.
Cleaveland, J.M., (1964): PhysicalScience, C. C. E . Merrill Publishing Co., Ohio.
Leckstein, John Murrey (1988) : Basic Skills - SCIENCE, John Murrey.
Jeannings Terry (1987): The Young Scientist Investigates : The Teachers Manual,
Oxford University Press.