Unit #1:

Kinematics
Key Terminology
1D Motion
2D Motion (Vectors)
The Big Five!
Introduction to Kinematics

• Activities #1 and #2 (5-10 mins)

• Brainstorm: What comes to your mind
when you think about “motion”?
• Kinematics Terminology (definitions)
• Graphing Motion (d-t, v-t, a-t graphs)
• 1D and 2D Motion (Vectors)
• The Big Five Kinematics Equations!
Before and after touching equipment!
Thank you 
Activity #1: Super Ball
Equipment Needed: Bouncy Ball/Sports Ball

Instructions:
• Predict what will happen when you drop a ball from
waist-height onto the ground/floor.
• Drop the ball and observe what happens keeping in
mind your initial prediction.
• Conduct several trials, changing variables like the
initial velocity of the ball and its rate of spin. Record
your observations.
• Draw a sketch of the ball’s motion.
 Activity #2:
Throwing a Ball
Equipment Needed: Baseball/Sports Ball

Instructions:
• Wearing gloves, with a partner, observe what happens to a ball
when you throw it back and forth once. Sketch what you both
observed in regards to the ball’s motion. You can do this in the
hall or a safe space in the classroom.
• Slightly spin or curve the ball as you throw it to your partner.
Are there any similarities or differences in the motion observed
as the ball moves through the air?
• Repeat #1 by increasing/decreasing your distance from your
partner. Note any observations.
Brainstorm (Think-Pair-Share):

What comes to your mind when you

think about “motion”?
Picturing Motion
• In everyday life, Earth’s surface seems to provide an adequate
frame of reference from which to consider the motion of all
objects.

Mechanics: a branch of physics which deals with the

study of the forces which act on a body and keep it in
equilibrium (objects or bodies at rest) or in motion. It is
one of the largest subjects in science and technology.

Kinematics: the branch of physics concerned primarily

with the motions of objects without being concerned with
the forces that cause the motion.
Illustrating Motion

• Stick Diagrams • Dot Diagrams

-ticker tape with spaced dots
-basic sketch of the A long tape is attached to a moving
object undergoing object and threaded through a device
that places a tick upon the tape at
motion regular intervals of time - say every
0.10 second.

• Vector Diagrams As the object moves, it drags the

tape through the "ticker," thus
-depicted with leaving a trail of dots. The trail of
directional arrows and dots provides a history of the object's
motion and therefore a
angles in 1D and 2D representation of the object's motion.
https://www.youtube.com/watch?v=5f2IRqut2gM
All About Motion!
• Formal Physics Definition of Motion:
-movement or change in relation to an object’s position or place

SCALAR
VECTOR
QUANTITY
QUANTITY
-# that has magnitude (size) -# that has BOTH
but NO direction magnitude and direction

(10 km) (10 km [N])

*NOTE SYMBOLS & HIGHLIGHT KEY INFORMATION 
ADD TO YOUR LIST OF DEFINITIONS!!
Other Definitions

*Average velocity – replace total

distance with total displacement
(same eqn)

*Constant = uniform
-describes a quantity that is
conserved throughout an
object’s motion

*Instantaneous
-reflective of a specific point or
“instant” in time
 Graphing Motion
(d-t graphs)

SLOPE = SPEED OR VELOCITY

AREA = NOTHING!

https://www.youtube.com/watch?v=7GJ_SYM8cyU
Graphing Motion
(v-t graphs)

SLOPE = ACCELERATION

AREA = DISTANCE OR POSITION

OR
Graphing Motion
(a-t graphs)

SLOPE = NOTHING!

AREA = SPEED OR VELOCITY

Note #1:
Note #2:
Note #3:
Note #4:
Slope Slope

Area Area
 Extra Note:
Graphing Motion
d-t graph  v-t graph  a-t graph (find the slope)

d-t graph  v-t graph  a-t graph (find area)

Area of a triangle = ½ base x height

Area of a
rectangle =
Length x
width

*Remember that AREA is cumulative – find the sum under a region on graph*
Let’s Practice  (HW)
• Motion Graphs Practice Sheets
• Giancoli Physics Textbook - Chapter 2 (pg. 39-onward) Graphical
Analysis
• Questions: pg. 41 #16-17, pg. 42 #9 and pg. 45-46 #55-59
Lab #1:
How Speedy Are You?
Equipment Needed: Yourself, a partner, metre

stick/measuring tape, timer,

masking
tape/chalk

Instructions:
• See handout for details
Back to Vectors

Recall:
A vector quantity has magnitude and direction.
An arrow is placed above the symbol for a variable when it
represents a vector quantity.

Redefining the “Vector”

• a line segment that represents size and direction of a vector
quantity
• no matter the quantity (displacement OR velocity OR
acceleration), vectors can be used to solve the question
Rules for Drawing Scaled Vector Diagrams:

• State the direction (compass) as a reference in the upper right

corner.
• Decide on a scale using your ruler (1 cm = 5 m) keeping in
mind the given vector quantities in the question.
• Draw the vector line(s) to the stated scale and label them with
the appropriate magnitude and direction.
• Add vectors tip(head)-to-tail. The tip represents the direction
while the length of the line represents the size of the vector.
• Measure the resultant (using dashed lines) and look back to
your scale for the correct vector quantity. This is your
resultant. In some cases you will need a protractor to measure
the angled direction ([N 15° W]).
Vectors Along a *Summary of method is the
same as outlined on the
Straight Line (1D) previous slide!!

• Vector addition and/or subtraction requires following the

“head-to-tail” rule:

(1) Join each vector to by connecting the “head” end of one

vector arrow to the “tail” end of the next vector
(2) Under or beside the added vectors, find the resultant by
drawing an arrow from the tail of the first vector to the
head of the last vector.

Resultant: represent with a dashed (- - -) line and the

symbol ΔdR
Vectors at an Angle (2D)

• Compass Rose
Summary of Method:

To draw these vectors at angles

it is helpful to have a
PROTRACTOR!

The “head-to-tail” rule of

drawing vectors still applies.
Vector Components
• Any vector can be expressed as the sum of two perpendicular
vectors called components (points of a vector that lie on the axes
contributing to the resultant).
• The x and y components of a resultant of two or more vectors can
be determined by adding all the x-components and y-components
respectively.

II I

III IV

Quadrant
“THE BIG 5” v1 Initial velocity (m/s) [direction]

Kinematics v2 Final velocity (m/s) [direction]

THE PLAYERS
(VARIABLES):
d Displacement (m) [direction]

a Acceleration (m/s2) [direction]

t Time (s)
Kinematics: The Big 5 Eqns!

*The missing variable tells you which equation to use.

*See handouts for additional practice questions!
 A Note About Sign Conventions
A sign convention is a choice of the physical
significance of signs (plus or minus) for a set of
quantities. It follows the vector coordinate system.

[N], [up] = +

[W], [left], [backward] = - [E], [right], [forward] = +

Free fall:
[S], [down] = -
a = 9.8 m/s2 [down]
Let’s Practice! 
• Example 1
A motorcyclist is travelling at 15.0 m/s [forward]
and applies the brakes, as he tries coming to a full
stop. The motorcycle slows down at 5.0 m/s2
[backward]. Determine the motorcycle’s braking
distance.
Given: Solution:

v1  15.0 m / s [ fwd ] 2 2
v  v  2a d
2 1
v 2  0 m / s [ fwd ]
0 2  (15.0) 2  2( 5.0)  d
a  5.0 m / s 2 [bkwd ]
( 225)
Required: d 
 10
d  ?  22.5
t  not needed or 23 m [ forward ]
Let’s Practice! 
• Example 2
Anna starts at rest and travels north with a
constant acceleration. She travels 120 m in 15 s.
Calculate her acceleration.
Given: Solution:
1
 d  v1t  at 2
v1  0 m / s [ N ] 2
 d  120 m [ N ] 1
120  (0)(15)  a (15) 2
t  15 s 2
120
Required: a
1
a? ( 225)
2
v2  not needed
 1.06 m / s 2 [ N ]
 Practice Time!
1. Given that a displacement of 75 km [E] is travelled along a straight path, draw a scaled
vector to represent this quantity.
2. Tony travels 19 m [S] to go to the park. Draw a scaled vector to represent his journey.
3. Kyle is walking to the cinema. He decides to take a shortcut through the park instead of
going the long way. He ends up walking 6.3 m [W]. Represent his journey using a vector
drawn to scale.
4. Samantha walks 3 m [E] and then another 4 m in the same direction. Find her resultant
displacement using a vector diagram to scale.
5. Anne takes her dog for a walk. They walk 250 m [W] and then back 215 m [E] before
stopping to talk to a neighbour. Draw a scaled vector diagram to find their resultant
displacement at this point.
6. Denise walks to Jennifer’s house by going one block east and then one block north. Each
block is 160 m long. What is Denise’s final displacement?
7. The property line of barren land run directly across a lake. A surveyor measured around the
lake 300 m [W] and then 400 m [S] to get from one corner to another. Use a scaled vector
diagram to solve for the displacement from corner to corner.
8. A ball is rolling on the ground and has a velocity of 40 m/s [W 35° N]. Break this vector
down into its x and y components in the correct quadrant. Use trigonometry to solve for each
component. Show your work.
 Unit #2: Dynamics (Forces)
• Consider the following...

Contact Force:
a force that acts between objects when they touch
each other (eg. tension, applied)

Non-Contact Force:
a force that acts between two objects without the
objects directly touching (eg. electromagnetism,
gravity)
Common Forces
Gravity: denoted F g
-the force at which massive objects attract each other

can be found
using eqns: Fg  mg
Gm1m2
Fg 
r2

units: Newtons (N) or kg· m/s2

Common Forces
Normal
Force: denoted FN
-force exerted by a stable object in contact w/ another object
-perpendicular force exerted by a surface on an object that
always points away from the surface opposite gravity

can be found
using eqns: Ff
FN 

units: Newtons (N) or kg· m/s2
Common Forces

Applied
Force: denoted Fa
-force applied to an object by a person or
another object
- a “push or pull”
- can be equated to other forces (tension)

units: Newtons (N) or kg· m/s2

Common Forces
Friction : denoted F f eqn: F f   FN

- defined as the opposing force generated b/w a

surface and an object as the object moves (tries, or attempts
to) across said surface
units: Newtons (N) or kg· m/s2
Common Forces
Tension: denoted F T
- force transmitted through a string, rope, or other object
when it is acted upon by forces pulling in opposite
directions

units: Newtons (N) or kg· m/s2

 Force Diagrams
• System Diagram: • Free Body Diagram (FBD):
- a simple sketch of the objects -a simple dot or box drawing that
experiencing forces shows ALL FORCES acting on an
-shows their identities and object(s)
positions
-NO FORCES INVOLVED
 Force Diagrams Notes
• Different depictions of FBD are valid (dot/box)
• You DO NOT need to be an artist (stick figures are fine
 for system diagram sketches)
• Always label in gravity and the normal force
• Include directions
• Can use different sized (length) arrows for magnitude of
forces
• There may be more than one force on one side of your
FBD
Let’s Practice! 
Example 1
Draw both a system diagram and FBD for the following scenarios:

(a) A crate is being dragged from the right along a

floor by a rope.
(b) A person is standing at rest on top of a grassy hill.
(c) A desk is being pushed to the left corner of a room.
(d) An open sign is hanging above a doorway.
Forces of Nature
• Read the handout: Forces of Nature provided in class, individually or
with a partner.

• When you are finished with the procedure and reading, complete
Questions #1-4.

The Four Fundamental Forces

http://www.youtube.com/watch?v=FEF6PxWOvsk
 Net Forces
• The net force is defined as the sum of all the forces acting on an
object
• Net force can accelerate a mass

𝑭 𝒏𝒆𝒕 =∑ 𝒇𝒐𝒓𝒄𝒆𝒔 𝑭 𝒏𝒆𝒕 =𝒎𝒂

Let’s Practice 
1. Calculate the net force acting on the box in the
following problems.
2. A student is pushing a 50 kg cart, with a force of 600 N. Another student measures
the speed of the cart and finds that the cart is only accelerating at 3 m/s 2 .

How much friction must be acting on the cart? Hint: Draw a system diagram and
an FBD for this scenario.

In your Forces booklet, complete Q#1-2, 8 Forces Practice Problems #1

 Newton’s Universal Law of
Gravitation
Sir Issac Newton was
interested in the forces
that affect the motion
of objects.

He took Galileo’s studies http://www.youtube.com/watch?v=Jk5

E-CrE1zg
under consideration
when he devised his laws
to explain motion.
 Newton’s Universal Law of
Gravitation
“The force of gravity between two masses in the universe is
directly proportional to the product of the masses and
inversely proportional to the square of the distance between
their centres.”

G = 6.67 x 10-11 Nm2/kg2

*Try Example 1 & 2 in your notes!

*Complete the handouts from class!
https://www.nagwa.com/en/videos/346134549365/
Newton’s First Law:
The Law of Inertia
• Newton originally considered Aristotle’s ideas, but soon
came to adapt Galileo’s perspective that a body will tend to
stay at rest or in uniform motion unless acted upon by an
external force.

• Formally, Newton’s 1st Law states:

“If the external net force on an object is zero, the object

will remain @ rest or continue to move @ constant
velocity.”
 Implications of the 1st Law:
• A net force is not required for an object to maintain a constant velocity.
• A net force is required to change velocity of an object in magnitude,
direction or BOTH.

• External forces are required to change the motion of an object.

• Internal forces have no effect on an object’s motion.

**Inertia:
a property of matter that causes an object to resist any changes in
motion (mass vs. weight).
• Internal Forces: • External Forces:
-a force acting -a force acting on an
between two objects object or structure from
the outside
Newton’s Second Law:
• Newton observed motion from simple to more complex, but
based many of his observations in part on the motion of
planets and the Sun in our solar system. From these
observations, he developed his second law of motion, which
is more mathematical in nature.
• Formally, Newton’s 2nd Law states:
“If the net external force on an object is not zero, the object will
accelerate in the direction of the net force. The magnitude of the
acceleration is directly proportional to the magnitude of the net force
and inversely proportional to the object’s mass.”

OR
Fnet   forces Fnet  ma
Note:
• When several forces act on an object, the vector sum of
these forces determines the acceleration according to
Newton’s 2nd Law

• Try the example questions at the end of the lesson using

these mathematical equations:

Fnet  ma Fnet   forces

Newton’s Third Law:
• Newton realized that every time an object exerted a force on
a second object, that object exerted a force back on the first.
• Newton’s third law thus considers interactions between
two objects.
• Formally, Newton’s 3rd Law states:

“For every action there exists a simultaneous reaction force that is

equal in magnitude but opposite in direction, and are termed as action-
reaction force pairs.”

Example: Gravity and the Normal Force

Action-Reaction
Force Pairs Activity
• Instructions:
(1) Perform each of the following.
• Stretch a rubber band between your hands/fingers.
• Gently push your/a textbook across the table.
• Push with all your might against the wall.
(2) Describe what you felt in each situation. Think about the forces that
you applied and the possible forces that you felt applied to you.
(3) Draw both a system diagram and a free body diagram for each object
in the scenario in the space below or on a separate sheet of paper.
(4) Make a general statement about action forces (the forces you
applied) and reaction forces (the ones you felt).
Friction (in more detail)
• Recall: Friction is a force that acts in the opposite direction of an
applied force. Thus, it is a force that resists motion.

• Friction can either be static or kinetic, and can be calculated for

mathematically using the equation:

F f   FN
• Static Friction: acting by mere weight w/o producing motion (force
that resists attempted motion b/w two surfaces in contact, keeping
the object at rest)
• Kinetic Friction: a force exerted on a moving object by a surface in
the direction of motion opposite to the applied motion (or force)
acting on the object
Friction (in more detail)

F f   FN

The coefficient of friction

*reflective of surface material
*NO UNITS!!
Usually represented in data tables. See our textbook for the appropriate values.
 How Speedy Are You?
Quiz #2: DUE THIS WEDNESDAY

Kinematics & Forces

• When? Monday, Oct 6th, 2014

• Format:
/25
K/U Multiple choice 10 marks total

T/I Calculations 15 marks

total

*Cheat sheet (2 sides) and Equation Sheets

*Kinematics (definitions, graphing motion, vectors)
Lab Activity #2:
Newton’s Laws of Motion
• Instructions:
(1) Read through the attached lab sheets and
complete each activity as indicated.
(2) You may work as a class group or with a partner.
(3) There is no particular order to the activities; keep
in mind the time and availability of resources.