Assignment #2 - Forces
Due Date: Apr. 18 Name: _____________________
Part I: True of False (Student Product)
Circle T if the statement is correct and F if the statement is incorrect. 1 mark each.
T F 1. [K] Force is a vector quantity.
T F 2. [K] You can use FBDs to calculate the net force on an object.
T F 3. [K] If a net force acts on an object, the velocity will change in magnitude,
direction, or both.
T F 4. [K] The acceleration of an object is directly proportional to its mass and
inversely proportional to the net force.
T F 5. [K] We can use Newton’s second law to analyze a falling object.
T F 6. [K] If the net force on an object is constant and the mass decreases, then
the acceleration decreases.
T F 7. [K] Newton’s third law always involves situations where two objects exert
forces on each other.
T F 8. [K] The tensions at both ends of a string or a rope are equal in magnitude.
T F 9. [K] An object can change its motion even if the net force acting on it is
zero.
T F 10 [K] The smaller the mass of an object, the greater its inertia.
.
T F. 11 [K] Air resistance acts in the same direction as the velocity of the object.
.
T F 12 [K] Friction is never desirable.
.
T F 13 [K] Kinetic friction exists between an object and a surface when the object
. is sitting on the surface
T F 14 [K] The coefficient of static friction is the ratio of the frictional force on a
. moving object to the normal force acting on the object.
T F 15 [K] On the Moon, both your mass and your weight will decrease.
.
T F 16 [A] The tread on a tire is designed to help the car maintain contact with
. the road and create friction, even in stormy weather.
T F 17 [A] Golf clubs are designed with rubber grips to help golfers maintain their
. grip and prevent the club from flying out of their hands on hard swings.
T F 18 [A] Like antilock braking systems (ABS), traction control is used when the
. car is slowing down and the tires start skidding.
T F 19 [A] Magnetic bearing systems do not require backup bearings because
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. they do not fail.
T F 20 [A] Electronic stability control (ESC) uses traction control, but not an
. antilock braking system (ABS).
Part II: Word Problems (Conversation/Student Product)
Give a full, clear solution to each problem. Marks are as indicated.
K/ T C A
U
Draw a free-body diagram for the first two situations. Then answer (c).
21 1 1
a) A student pulls a large box across a smooth floor to the right.
. 1 1
b) A student pushes a large box across a smooth floor to the right. 1
c) Are there any differences between your diagrams for (a) and (b)?
Explain.
(3.1)
22 An 84-kg skydiver opens his parachute and experiences a net force of 2 1 1 2
. 293 N [up]. Calculate the net acceleration.
(3.3)
23 A cart with wheels, placed on a table, has a mass of 3.7 kg. At the front of
. the cart is a light string tied to it, ran over a pulley, and then tied to a 2.4
kg-object.
2 2
a) Draw the FBD of (i) the cart, and the (ii) suspended object.
b) Calculate the acceleration of the cart if the force of friction is 2 1 1 2
negligible.
c) Calculate the acceleration of the cart if the frictional force acting
on the wheels of the cart has a magnitude of 0.8 N. 2 1 1 2
(3.3)
24
Nine dogs are pulling a sled in a race. The combined mass of the sled
.
and the driver is 220 kg.
a) The dogs start from rest and reach a speed of 5.0 km/h in 8.0 s. 2 2 1 2
What is the average force applied by each dog?
b) What is the frictional force on the sled if each dog is pulling with a
2 1 1 2
maximum force of 51 N?
(3.3)
25
Two dynamic carts are placed end to end. Cart 1 (1.2 kg) is stuck to cart
.
2 (1.8 kg). Cart 1 is pushed with a force of 18.9 N [W], causing cart 1 to
push cart 2 forward. Ignore the force of friction.
2 1 1 2
a) Calculate the acceleration of each cart.
2 1 1 2
b) Calculate the force that cart 1 exerts on cart 2.
c) Would your answers change if cart 2 were pushed with an equal but 2 1 1 3
opposite force instead of cart 1? If your answers change, calculate the
new results.
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(3.5)
Part III: Explanations (Research and draft) (Observation/Student
Product)
Give a full, clear explanation to each question. Type your answers on a computer. Marks are as
indicated.
K/ T C A
U
26 Explain each situation using Newton’s laws of motion.
. a) A boat is able to float on water.
b) A book can remain at rest on a desk and not fall to the 3 3
ground.
c) A dolphin can jump out of water by pushing down on the
water.
(3.2 – 3.4)
27 Some people with artificial limbs want to compete with athletes in
. the Olympics and in other sports events.
a) Give one reason why this should be allowed and even 2 2
encouraged, and one why it should not.
b) As technology improves, artificial limbs may provide a
2 2
significant advantage to people using them. Should
professional athletes using artificial limbs be allowed to
compete with those who do not use these limbs? Explain your
reasoning.
28 For each of the following, explain (i) what it is, and (ii) how it
. benefits individuals and/or society.
a) Crumple zones in cars 4 4
b) Snow tires
c) Near-frictionless carbon
d) Magnetic bearings
29 Newton is reported to have said, "If I have seen further than other 2 4
. men, it is because I stood on the shoulders of giants," meaning that
he could not have made the discoveries that he did without the
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previous work of other scientists. Describe the knowledge of
science at that time and who the primary influences were for Isaac
Newton. What discoveries did they make, what observations did
they make, and what experiments did they perform that helped lead
Newton to his discoveries?
(3.6)
Teacher's Conversation/Observation Sheet
First stage: Part 1 (#1 to 20) Second stage: Part 2 (#21 to 25)
(Student Product) (Conversation/Student Product)
Attempt all T/F questions. This part can be done Attempt all the word problems and ask questions as
directly on the sheet. needed.
DUE: Apr. 11th DUE: Apr. 15th
Third stage: Part 3 (#26 to 29) Final stage: Good Copy
(Observation/Student Product) (Student Product)
Do and present a rough copy of the written Submit a clear, legible, organized copy of your
explanations. answers.
Part 3 should be typed, Part 2 should be written up
clearly, and Part 1 should be done directly on the
sheet.
DUE: Apr. 15th DUE: Apr. 18th
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K T C A
30 Use processing skills and strategies (e.g., meeting deadlines to get 3
. feedback, showing evidence of work, showing evidence of
editing/proofreading/revision, making rough drafts, etc.)
Student's Checklist
Before the task
Do I know and understand what the task is?
Have I asked or clarified any unclear instructions?
Are all the materials ready and available to carry out the task?
Do I have the sequence or procedure in completing the task laid out well?
Do I need to do some research?
Is the task to be completed in stages or phases before submitting the final work?
Have I noted the submission date for the 1st stage/phase? Mar. 10
Have I noted the submission date for the 2nd stage/phase? Mar 29
Have I noted the submission date for the 3rd stage/phase? Apr 1
Have I noted the submission date for the entire assignment? Apr. 4
Are there any safety precautions or WHMIS guidelines to be followed?
During the task (Before submission of the final work)
Am I following WHMIS guidelines and taking safety precautions?
Am I following the procedure accurately?
Am I recording my data/observations?
Have I included units and observed the rules on significant digits, if necessary?
Have I followed the format in presenting my work?
Have I presented all my work in an organized and neat manner?
Has my work (1st stage/phase) been proofread or edited?
Has my work (2nd stage/phase) been proofread or edited?
Has my work (3rd stage/phase) been proofread or edited?
Has my work for the entire assignment been proofread or edited?
Do I have everything needed for the 1st stage/phase?
Do I have everything needed for the 2nd stage/phase?
Do I have everything needed for the 3rd stage/phase?
Have I included all drafts and research done for this task?
Have I written my name on my work?
After the task
Did I take note of the recommendations to improve my work?
Did I take note of the corrections to improve my work?
Did I understand clearly what I have to do to improve my work?
To improve my mark in this task, I could have
_________________________________________________________________
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K T C A
31 Use processing skills and strategies (e.g., completing the checklist sheet and 2
. success criteria)
K/ T C A
U
YOUR MARKS
TOTAL 35 23 28 26
YOUR RUBRIC (LEVEL) MARKS
Learning Goals
A1: To show scientific investigation skills in the four areas (planning, performing and recording, making conclusions, and
communicating).
C1: To study technologies that apply concepts related to dynamics and Newton’s laws, and study their social and
environmental impact.
C2: To investigate, in qualitative and quantitative terms, net force, acceleration, and mass, and solve related problems.
C3: To understand the relationship between changes in velocity and unbalanced forces in one dimension.
Success Criteria
The questions are individually marked, with the number of points in each learning category indicated. Here’s what your
teacher is looking for. Keep in mind that every point does not apply to every question! You are encouraged to self-evaluate
(circle yes or no here) before submitting your final/good copy.
Knowledge/Understanding Level Level 2 Level Level
(Conversation/Student Product) 1 Pretty 3 4
Strugglin Close Grade 11 Above &
g Standard Beyond!
Yes No I can identify all given and missing information to
solve problems related to motion and forces.
Yes No I can choose and use the correct equation or formula
(rearranged, if necessary)to solve problems related to
motion and forces.
Yes No I can tell and describe the relationship between
changes in motion and unbalanced forces through
understanding the terminologies (related to) and
Newton’s laws of motion
Thinking (Observation/Student Product)
Yes No I can conduct my research effectively using various
and reliable sources and then write the information I
gathered in my own words.
Yes No I can show all my rough drafts/copies before
submitting my final and good copy.
Yes No I can show a clear, systematic, and complete solution
(all needed steps included) in solving problems
related to motion and forces.
Yes No I can convert correctly between units (e.g., km to m),
if necessary
Yes No I can give reasons that are specific, realistic, and
based on what I have learned in this class.
Yes No I can complete parts of this assignment on time and
revise them before the final submission (including
completing student's checklist and success criteria)
Communication (Student Product)
Yes No I can have my thoughts and ideas organized and
expressed effectively in complete sentences.
Yes No I can indicate units, directions and/or scales clearly
and correctly (e.g., W is negative, 2 cm = 1 km)
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Yes No I can use appropriate scientific terms, symbols, and
diagrams to explain my ideas
Yes No I can cite all my sources using correct APA style.
Yes No I can submit my work in an organized and presentable
manner (pagination, cover page, typewritten, etc.).
Application (Student Product)
Yes No I can apply the correct concepts (principles) in solving
word problems involving motion and forces.
Yes No I can apply the concepts and rules of significant digits
in my calculations.
Yes No I can solve word problems correctly, including the
appropriate “therefore” statement.
Yes No I can make connections between physics concepts
and principles and real-life settings, technology, and
applications
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