SPH3U – Unit 2 – Forces
Chapter 4 – Application of Forces Lesson Package
Useful Links/ Videos/ Handouts Homework
Schoolwork
(HO – handout)
Chapter 4 Videos
Forces, Newton's Laws, FBDs
4.1 Gravitational Force Near Earth
1. Lesson 4.1 Presentation Videos: 1. Check your Understanding –
2. Lesson 4.1 Lesson Package 1. How Forces Affect a Skydiver Lesson Package
2. Check your knowledge –
2. Velocity-Time Graph of a Skydiver Definitions – Lesson package
3. Textbook pg. 167 #1-10
Animations: 4. TIPERs pg. 120 #59; pg. 121
1. Elephant and Feather - Free Fall #61, 62; pg.123 #64
2. Elephant and Feather – Air
Resistance
4.2 Friction
1. Lesson 4.2 Presentation Animation: 1. Check your Understanding –
2. Lesson 4.2 Lesson Package 1. Forces in 1-dimension Lesson Package
2. Forces and Motion 2. Check your knowledge –
3. Ramp – Forces and Motion Definitions – Lesson package
3. Textbook pg. 172 #1-11
4. TIPERs pg. 136 #88
4.3 Solving Friction Problems
1. Lesson 4.3 Presentation 1. Textbook pg. 178 #1-10
2. Lesson 4.3 Lesson Package 2. TIPERs pg,. 127 # 72; pg. 128
#74
Lesson 4 Additional Problems
1. Lesson 4 Lesson Package
Chapter 4 Review
1. Chapter 4 Self- Quiz pg.197 1. Chapter 4 Self- Quiz pg. 153
(attempt all) (attempt all)
2. Chapter 4 Review pg. 198 #1-71 2. Chapter 4 Review pg. 198 #1-
38, 42, 45, 46, 49-51
SPH3U CHAPTER 4 LESSON PACKAGE 1
Lesson 4.1 Gravitational Force Near Earth
Lesson Goal: __________________________________________________________________________
Air Resistance and Free Fall
1. Refer to the picture of the falling ball and seed.
a) How can you tell the ball is accelerating but the seed is
not?
b) Why does the ball accelerate but the seed does not?
c) How do you think the photos would change if the ball and seed were dropped in a vacuum (airless
environment)?
2. The force of air resistance acting on an object depends on:
i) __________________________________________________________________________________________
ii) _________________________________________________________________________________________
iii) _________________________________________________________________________________________
SPH3U CHAPTER 4 LESSON PACKAGE 2
Analyzing the Free Fall of a Sky Diver
SPH3U CHAPTER 4 LESSON PACKAGE 3
Example 1: Cart on an Incline
A cart rolls down an incline. Assume that friction is negligible. Draw an FBD for the cart. In which directions do
the normal force and the force of gravity act on the cart?
TIPERs (pg. 123 CT65): Block Held on Smooth Ramp—Weight and Normal Force
A block is tethered to a frictionless ramp by a horizontal string as shown. The block is
at rest.
Is the normal force exerted on the block by the ramp
(i) greater than, (ii) less than, or (iii) equal to the weight of the block?
Explain your reasoning.
Example 2: Person Accelerating Up in an Elevator
A 50 kg person is standing on a bathroom scale inside an elevator. The scale is calibrated in newtons. What is
the reading on the scale when the elevator is accelerating up at 2.2 m/s2?
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Example 3: Pushing on a Person Standing on a Bathroom Scale
A 60.0 kg person is standing on a bathroom scale calibrated in newtons. A friend pushes down on the person
with a force of 72.0 N. What is the reading on the scale?
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TIPERs (pg. 122 QRT63): Person in an Elevator—Scale Reading
A person who weighs 500 N is standing on a scale in an elevator. The elevator is identical in all cases. The
velocity and acceleration of the elevators at the instant shown are given.
a) List the cases where the scale reading is greater than 500 N. Explain your reasoning.
b) List the cases where the scale reading is less than 500 N. Explain your reasoning.
c) List the cases when the scale reading is equal to the scale reading of 500 N. Explain your reasoning.
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TIPERs (pg. 120 RT60): PERSON IN A MOVING ELEVATOR—SCALE READING
A person who weighs 600 N is standing on a scale in an elevator. The elevator is identical in all cases. The
velocity and acceleration of the elevators at the instant shown are given.
Explain your reasoning.
Check Your Knowledge - Lesson 4.1
Term Notation Definition
____ free fall 1. A region of space surrounding an object that can exert a force on
other object that are placed within that region and are able to
interact with that force
____ terminal 2. the force per unit mass acting on an object when placed in a
speed gravitational field
____ force field 3. the maximum constant speed of a falling object
___ gravitational 4. the motion of a falling object where the only force acting on the
field strength object is gravity
SPH3U CHAPTER 4 LESSON PACKAGE 7
Check Your Understanding - Lesson 4.1
1. Why do you think the skydiver is wearing a suit with wings?
2. What is terminal speed?
3. How does spreading out his or her body affect a skydiver’s terminal speed?
4. Is the gravitational field strength around Earth the same or different for different objects? Explain.
5. Why is your mass the same anywhere in the Universe, but your weight varies?
6. Why do the astronauts experience microgravity?
SPH3U CHAPTER 4 LESSON PACKAGE 8
Lesson 4.2 Friction
Lesson Goal: ___________________________ _____________________________________________________
The Difference between Static and Kinetic Friction
�⃗s) ____________________________________________________________________________
Static Friction (𝑭𝑭
�⃗k) ___________________________________________________________________________
Kinetic Friction (𝑭𝑭
To help clarify the difference between static and kinetic friction, consider
the following experiment. We use a force sensor to pull an object along a
horizontal surface. At first, the sensor exerts no force on the object, but
we gradually pull with more force (Figure 2). Initially, the object does not
move due to static friction. In this case, the object remains at rest because
the static friction is bigger or equal in magnitude and opposite in direction
to the applied force. Eventually, the applied force becomes large enough
to start moving the object. This means a maximum amount of static
friction must be overcome to cause a stationary object to begin to move.
Once the object starts moving, kinetic friction, not static friction, acts on
the object.
As the applied force continues to increase, the object begins to
accelerate. If the applied force decreases and the object starts moving at
a constant velocity, the applied force must be equal in magnitude to the kinetic friction.
The graph below represents the graph of the force of friction versus the applied force during this experiment.
Notice that during the time that static friction acts on the object, FS equals Fa. So, during that time the graph is a
straight line starting from the origin with a slope of 1.
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Example 1: A 3.0 kg block of wood sits on a horizontal wooden floor. The largest horizontal force that can be
applied to the block before it will start moving is 14.7 N. Once the block starts moving, it only takes 8.8 N to
keep it moving at a constant velocity.
a) Calculate the coefficient of static friction for the block and the floor.
b) Determine the force of friction acting on the block if a horizontal force of 6.8 N [E] acts on the block.
c) Determine the coefficient of kinetic friction.
d) Calculate the maximum magnitude of static friction acting on the block if a 2.1 kg object is placed on top of it.
SPH3U CHAPTER 4 LESSON PACKAGE 10
TIPERs (pg. 134 SCT86): Box Pulled on Rough, Horizontal Surface—Frictional Force on Box
A 100 N box is initially at rest on a rough, horizontal surface. The coefficient of static
friction is 0.6, and the coefficient of kinetic friction is 0.4. A constant 35 N horizontal
force to the right is applied to the box. Four students are discussing the frictional force
exerted on the box by the rough surface 1 second after the force is first applied:
Al: “The frictional force is 60 N since the box will not be moving and the coefficient of static friction
is 0.6 with a normal force of 100 N.”
Brianna: “The frictional force is 40 N since the coefficient of kinetic friction is 0.4 and there is a normal
force of 100 N.”
Carlos: “The frictional force is 35 N since the box will not be moving and the frictional force will cancel
out the applied force of 35 N.”
David: “It is 40 N for the kinetic frictional force and 60 N for the static frictional force. The normal force
is 100 N and the coefficient of kinetic friction is 0.4, giving 40 N for the kinetic friction. Similarly,
for the static frictional force it is 60 N since it has a coefficient of static friction of 0.6.”
With which, if any, of these students do you agree?
Al _ Brianna _ Carlos _ David _ None of them
Explain your reasoning.
SPH3U CHAPTER 4 LESSON PACKAGE 11
TIPERs (pg 135 CT87): Box Moving over Horizontal Surface—Frictional Force on Box
A 50 N box has an applied force on it of 40 N that makes an
angle of 30º with the horizontal. The box is moving to the
right at a constant speed in both cases.
Will the frictional force exerted on the box by the rough surface be
(i) greater in Case A, (ii) greater in Case B, or (iii) the same in both cases?
Explain your reasoning.
TIPERs ( pg. 136 RT89): Boxes Held Against Vertical Surfaces—Frictional Forces on the Wall
A box is held at rest against a rough, vertical surface by a force pushing horizontally as shown. Values for the
applied force and the weight of the boxes are given. The boxes are all made of the same material and the walls
are Identical.
Explain your reasoning.
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Scenario 1: Experimental Procedure Design
Dominique reads that race cars have wide tires because the increased area of contact between the tire and the
road results in a stronger force of friction. She hypothesizes that the force of kinetic friction on an object is
directly proportional to the area of the object in contact with the surface and wants to test this hypothesis.
Dominique and Blake take a long wooden plank and cut the plank into pieces that have different lengths but the
same width and height. The students also have access to other equipment commonly available in a school
physics laboratory.
Experimental Design
PART A: Explain how Dominique and Blake could determine the force of kinetic friction exerted on one of the
wooden pieces.
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Analyze Data
PART B: On the grid, plot a graph of the data that could be used to test Dominique’s SPECIFIC hypothesis. Label
both axes with quantities, units, and an appropriate scale. Draw a best-fit line to the data.
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PART C: Does the graph itself support Dominique’s hypothesis? Why or why not?
Argumentation
PART D: There was a flaw in the procedure that renders the conclusion invalid. Briefly explain what this flaw
was.
Summary of the three varieties of friction force.
SPH3U CHAPTER 4 LESSON PACKAGE 15
Check Your Understanding - Lesson 4.2
1. Students might think that friction is always minimized between smoother surfaces. In many situations, less
friction occurs between smooth surfaces. If the surfaces are exceptionally smooth, however, larger
uninterrupted areas contact each other at the microscopic level and friction increases. Can you always conclude
that there will be less friction between smoother surfaces?
2. Why do skiers want to reduce friction between the skis and the snow?
3. How does the fluid between bones reduce friction?
4. If you pull on an object and it starts to move, when is friction between the object and the ground greatest?
5. What is a coefficient of friction?
6. If pulling a box is more difficult across one surface than another, which surface would you expect to have a
greater coefficient of kinetic friction?
SPH3U CHAPTER 4 LESSON PACKAGE 16
Check Your Knowledge - Lesson 4.2
Term Notation Definition
____ static friction 1. the ratio of the maximum force of static friction to the normal
force
____ kinetic 2. the ratio of kinetic friction to the normal force
friction
____ coefficient of 3. the ratio of the force of friction to the normal force
kinetic friction
____ coefficient of 4. a force of friction that prevents the sliding of two surfaces relative
friction to one another
____ coefficient of 5. the force exerted on a moving object by a surface opposite
static friction to the direction of motion of the object
SPH3U CHAPTER 4 LESSON PACKAGE 17
Lesson 4.3 Solving Friction Problems
Lesson Goal: ________________________________________________________________________________
TIPERs (pg. SCT70): Hanging Stone Connected to Box—Free-Body Diagrams
A massless rope connects a box on a horizontal surface and a hanging stone as shown below. The rope passes
over a massless, frictionless pulley. The box is given a quick tap so that it slides to the right along the horizontal
surface. The figure below shows the block after it has been pushed while it is still moving to the right. The mass
of the hanging stone is larger than the mass of the box. There is friction between the box and the horizontal
surface. Free-body diagrams that a student has drawn to scale for the box and for the hanging stone are shown.
Four students discussing these free-body diagrams make the following contentions:
Ali: “There is a problem with the free-body diagram for the hanging stone. The two forces should have the
same magnitude.”
Brianna: “But the stone is moving upward—there should be a larger force in that direction.”
Carlos: “No, the diagram for the hanging stone is okay, but there is a problem with the diagram for the box.
The frictional force is in the wrong direction.”
Dante: “Both free-body diagrams are correct because they show the way the objects would be accelerating.”
With which, if any, of these students do you agree?
Ali Brianna Carlos Dante None of them
Explain your reasoning.
SPH3U CHAPTER 4 LESSON PACKAGE 18
TIPERs (pg. 138 QRT91): Stacked Blocks Slowing Down—Friction Forces
A student pushes two blocks across a desk. At the instant shown, the blocks are slowing
down. The force exerted on block A by the student is directed horizontally to the left. The
mass of block A is greater than the mass of block B.
a) The magnitude of the friction force exerted on block A by block B
i) is greater than the magnitude of the friction force exerted on block B by block A.
ii) is less than the magnitude of the friction force exerted on block B by block A.
iii) is equal to the magnitude of the friction force exerted on block B by block A.
iv) cannot be compared to the magnitude of the friction force exerted on block B by block A based on the
information given.
Explain your reasoning.
b) The magnitude of the friction force exerted on block B by the desk
i) is greater than the magnitude of the friction force exerted on block B by block A.
ii) is less than the magnitude of the friction force exerted on block B by block A.
iii) is equal to the magnitude of the friction force exerted on block B by block A.
iv) cannot be compared to the magnitude of the friction force exerted on block B by block A based on the
information given.
Explain your reasoning.
c) The magnitude of the friction force exerted on block A by block B
i) is greater than the magnitude of the force exerted on block A by the hand.
ii) is less than the magnitude of the force exerted on block A by the hand.
iii) is equal to the magnitude of the force exerted on block A by the hand.
iv) cannot be compared to the magnitude of the force exerted on block A by the hand based on the
information given.
Explain your reasoning.
SPH3U CHAPTER 4 LESSON PACKAGE 19
Example 1:
Two sleds are tied together with a rope (figure below). The coefficient of static friction between each sled and
the snow is 0.22. A small child is sitting on sled 1 (total mass of 27 kg) and a larger child sits on sled 2 (total mass
of 38 kg). An adult pulls on the sleds.
a) What is the greatest horizontal force that the adult can exert on sled 1 without moving either sled?
b) Calculate the magnitude of the tension in the rope between sleds 1 and 2 when the adult exerts this greatest
horizontal force.
SPH3U CHAPTER 4 LESSON PACKAGE 20
Example 2:
The coefficient of static friction between a person’s shoe and the ground is 0.70. Determine the maximum
magnitude of acceleration of the 62 kg person if he starts running on a horizontal surface from rest.
Conceptual Understanding: Choose the Correct FBD
SPH3U CHAPTER 4 LESSON PACKAGE 21
Example 3:
Two sleds tied together are pulled across an icy surface with an applied force of 150 N [E] (figure below). The
mass of sled 1 is 18.0 kg and the mass of sled 2 is 12.0 kg. The coefficient of kinetic friction for each sled is 0.20.
a) Calculate the acceleration of the sleds.
b) Determine the magnitude of the tension in the rope between the sleds.
SPH3U CHAPTER 4 LESSON PACKAGE 22
Example 4: Stopping a Sliding Box
A 250 kg box slides down a ramp and then across a level floor. The coefficient of kinetic friction along the floor is
0.20. A person sees the box moving at 1.0 m/s [left] and pushes on it with a horizontal force of 140 N [right].
a) How far does the box travel before coming to rest?
b) How will the results change if the box is moving right, and the person still pushes right with the same force?
SPH3U CHAPTER 4 LESSON PACKAGE 23
Scenario 1:
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Scenario 2:
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Scenario 3:
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Lesson 4 - Additional Problems
The condition for the forces to be balanced is that the sum of components of the forces in any two
perpendicular components is zero.
In the ‘box on a ramp’ example the vertical and horizontal components were taken. However, it is sometimes
more convenient to consider components parallel and perpendicular to the ramp.
Problem 1(E): A girl is pushing a cart at 30° below the horizontal. Refer to the figure on the right:
a) Draw a FBD (ignore friction)
b) Write down the vector components for each force along the x- and y-axes.
c) Write an equation for the sum of the forces along the x-axis.
d) Write an equation for the sum of the forces along the y-axis.
SPH3U CHAPTER 4 LESSON PACKAGE 30
Problem 2 (IB): A ball of weight 10 N is suspended on a string and pulled to one side by
another horizontal string as shown in Figure 2.65. If the forces are balanced:
a) write an equation for the horizontal components of the forces acting on the ball
b) write an equation for the vertical components of the forces acting on the ball
c) use the second equation to calculate the tension in the upper string, T
d) use your answer to (c) plus the first equation to find the horizontal force F.
SPH3U CHAPTER 4 LESSON PACKAGE 31
Problem 3 (IB): A rock climber is hanging from a rope attached to the cliff by two
bolts as shown in Figure 2.67. If the forces are balanced
a) write an equation for the vertical component of the forces on the knot
b) write an equation for the horizontal forces exerted on the knot
c) calculate the tension T in the ropes joined to the bolts. The result of this
calculation shows why ropes should not be connected in this way
SPH3U CHAPTER 4 LESSON PACKAGE 32
Problem 4(E): Components of Forces Exerted on a Knot
Determine the components of the force that rope 2 exerts on the knot.
a) Draw the force diagram (FBD) for the knot as the system object.
b) Represent the situation mathematically.
c) Solve and Evaluate
SPH3U CHAPTER 4 LESSON PACKAGE 33
Problems 5 (IB): In the ‘box on a ramp’ example the vertical and horizontal
components were taken. However, it is sometimes more convenient to consider
components parallel and perpendicular to the ramp. Consider the situation in Figure
2.66. If the forces on this box are balanced:
a) write an equation for the components of the forces parallel to the ramp
b) write an equation for the forces perpendicular to the ramp
c) use your answers to find the friction (F) and normal force (N).
SPH3U CHAPTER 4 LESSON PACKAGE 34
Problem 6 (E): Who wins a waterslide race?
A child of mass m and an adult of mass 4m simultaneously start to slide from the top of a water slide that has a
downward slope of 30° relative to the horizontal. Which person reaches the bottom first?
SPH3U CHAPTER 4 LESSON PACKAGE 35
Problem 7: A Pulley Problem
A string is tied to a 3.2 kg object on a table and a 1.5 kg object hanging over a
pulley (refer to the figure on the right). The coefficient of kinetic friction
between the 3.2 kg object and the table is 0.30.
a) Calculate the acceleration of each object.
b) Determine the magnitude of the tension in the string.
c) How far will the objects move in 1.2 s if the initial velocity of the 3.2 kg
object is 1.3 m/s [right]?
SPH3U CHAPTER 4 LESSON PACKAGE 36
Problem 8 (C): Accelerating Blocks
Block 1 of mass 8 kg is moving on a frictionless 30.0° incline. This block is connected to block 2 of mass 22kg by a
massless cord that passes over a massless and frictionless pulley. Draw a diagram of the situation. Find the
acceleration of each block and the tension in the cord
SPH3U CHAPTER 4 LESSON PACKAGE 37
Problem 9 (C): Hoisting a Scaffold
A window washer on a scaffold is hoisting the scaffold up the side of a building by
pulling downward on a rope as in figure on the right. The magnitude of the pulling force
is 540N, and the combined mass of the worker and the scaffold is 155kg. Find the
upward acceleration of the unit.
SPH3U CHAPTER 4 LESSON PACKAGE 38
Problem 10 (C): Check Your Understanding
Two boxes have masses m1 and m2, and m2 is greater than m1. The boxes are being pushed across a frictionless
horizontal surface. As the figure below shows, there are two possible arrangements, and the pushing force is the
same in each. In which arrangements does the force that the left box applies to the right box have a greater
magnitude, or is the magnitude the same in both cases?
SPH3U CHAPTER 4 LESSON PACKAGE 39
Problem 11 (C#60): The weight of the block in the drawing is 88.9N. The coefficient of
static friction between the block and the vertical wall is 0.56.
a) What the minimum force �𝑭𝑭⃗ is required to prevent the block from sliding down the
wall?
b) What minimum force is required to start the block moving up the wall?
SPH3U CHAPTER 4 LESSON PACKAGE 40
Problem 12 (C#119): Conceptual Understanding
��⃗, as the drawing shows. This force
A block is pressed against a vertical wall by a force 𝑷𝑷
can either push the block upward at a constant velocity or allow it to slide downward
at a constant velocity, the magnitude of the force being different in the two cases,
while the directional angle 𝜃𝜃 is the same. Kinetic friction exists between the block and
the wall.
a) Is the block in equilibrium in each case? Explain.
b) In each case, what is the direction of the kinetic frictional force that acts on the
block? Why?
c) In each case is the magnitude of the frictional force the same or different? Justify
your answer.
��⃗ greater? Provide a reason for your answer.
d) In which case is the magnitude of the force 𝑷𝑷
e) The weight of the block is 39N and the coefficient of kinetic friction between the block and the wall is 0.25.
��⃗ is 𝜃𝜃 = 30°. Determine the magnitude of 𝑷𝑷
The direction of the force 𝑷𝑷 ��⃗ when the block:
i) slides up the wall
ii) slides down the wall.
SPH3U CHAPTER 4 LESSON PACKAGE 41
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Problem 13: Finding the Net Force
An object is subjected to the following forces: 10 N from the west, 12 N towards the north, and 8 N from the
southeast. What is the net force on the object?
SPH3U CHAPTER 4 LESSON PACKAGE 43
Problem 14: (BFW P158) Why a nail does not slide out of the wood into which it is hammered, even if the nail is
upside down? Draw a FBD.
SPH3U CHAPTER 4 LESSON PACKAGE 44
Problem 15: (BFW p168e5-4) Two boxes are connected by a
lightweight string that passes over a massless, frictionless pulley as
shown on the figure below. Box 1 (mass1 = 2.00 kg) sits on a ramp
inclined at 30.0° from the horizontal, while box 2 (mass2 = 4.00 kg)
hangs from the other end of the string. When the boxes are released,
the string remains taut, box 1 accelerates up the ramp, and box 2
accelerates downward. The coefficient of kinetic friction for box 1
sliding on the ramp is µk= 0.250. What is the acceleration of each box?
SPH3U CHAPTER 4 LESSON PACKAGE 45
Problem 16 (Sch-CP p49#3.35): In the system shown in the figure below, force F accelerates block-1 of mass m1
to the right. Write an expression for its acceleration in terms of F and the coefficient of friction μk at the contact
surfaces.
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Problem 17: A car is moving at high speed along a highway when the driver makes an emergency braking. The
wheels become locked (stop rolling), and the resulting skid marks are 32.0 meters long. If the coefficient of
kinetic friction between tires and road is 0.550, and the acceleration was constant during braking, how fast was
the car going when the wheels became locked?
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Problem 18: (Sch-CP p55#3.78) How large a force F is needed in the figure below to pull out the 6.0-kg block
with an acceleration of 1.50 m/s2 if the coefficient of friction at its surfaces is 0.40?
SPH3U CHAPTER 4 LESSON PACKAGE 48
Problem 19: (Sch-CP p34 e3.1) Find the resultant force algebraically (i.e. using the components method).
SPH3U CHAPTER 4 LESSON PACKAGE 49
Chapter 4 Communication Questions
1. Create a series of free-body diagrams that show the relative strength of the forces acting on a skydiver as she
jumps from a plane and then opens up her parachute. Write a few sentences explaining what is causing the
forces to change as they do. (4.1)
2. Consider two objects--a ball and a piece of paper--being dropped at the same time from the same height.
Snapshots are taken at equal time intervals as the two objects fall. What would the snapshots show? Explain any
differences. (4.1)
3. In your own words, explain how astronauts that appear to be floating are really in free fall. (4.1)
4. In your own words explain the difference between mass and weight. Why do the two terms get confused in
everyday language? (4.1)
5. Create a table that compares mass and weight. Include the definition, symbol, SI unit, method of measuring
and whether or not it varies with location. (4.1)
6. Draw two graphs. One should compare the frictional force of an object compared to the applied force for a
surface where the coefficient of static friction is greater than that of kinetic friction. The other should show that
the coefficient of static friction is equal to that of kinetic friction. Label the areas of where the object is
stationary under static friction, where the object starts moving, and what the kinetic friction is. (4.1)
7. What does it mean for the coefficient of friction to be 1 or greater? Is this possible? In the real world what
would this mean for trying to slide an object? Consider both horizontal and inclined surfaces. (4.2)
8. In your own words explain what the coefficient of friction is. Why are there different types? What units does
this number have and why? (4.2)
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9. In your own words explain why large amount of friction can be desirable. In what everyday situations might
friction be useful? (4.2)
10. Explain in your own words why air resistance depends on the cross-sectional area, but the force of friction
does not depend on the surface area. (4.2)
11. In your own words explain how car bodies are designed to increase the safety of passengers during a
collision. (4.4)
12. Draw a diagram of an airbag system. In your own words explain how these devices work and how they can
prevent injury. Are there any safety problems with airbags? (4.4)
13. Draw a diagram showing how tires look when they are in contact with the road when they have low
pressure, correct pressure, and high pressure. In your own words explain why not having the correct amount of
tire pressure can be problematic when driving, especially in bad weather.
14. Draw a diagram of a golf club and explain how clubs use physics to optimize performance.
15. Draw a diagram of an ice skate as it moves across the ice and explain what happens to the ice that reduces
the coefficient of friction to such low levels.
16. Draw a diagram of a running shoe and label the parts. Explain how shoes are designed with the laws of
physics in mind to maximize performance.
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