Physics A Unit 5 Newton’s 2nd & 3rd

Laws of Motion
If the first law of motion addresses the issue of balanced forces then the second law must
obviously address the issue of unbalanced forces. The trouble with the second law is that
the unbalanced forces can be parallel/antiparallel to the velocity vector or perpendicular
to the velocity vector. In this unit you will concentrate on the former. The latter will be
studied in the next unit.
Both the 1st and 2nd laws consider a single particle or object. But there is more
than one particle in the universe. Eventually two objects will meet. Because of the
meeting there needs to be a third law. This unit will consider Newton’s Second and
Third Laws of Motion. Before taking the next test you should be familiar with problems
and concepts from the outline below.

I. Newton’s Second Law of Motion

A. Define the Law Verbally
B. Apply the Law Mathematically
1. Single object
2. Multiple Masses with strings and pulleys

II. Newton’s Third Law of Motion

A. Define the Law Verbally
B. Apply the Law Mathematically for direct contact

1. Stacked horizontally and moved horizontally

2. Stacked vertically and moved vertically

3. Stacked vertically and moved horizontally

This unit will take approximately seven days. The first day will address I.A when the net
force is given. The second day will study using free-body diagrams for I.B.1. The third
day considers I.B.2. The fourth and fifth days will be used to investigate II with most of
the fourth day emphasizing II.A and II.B.1. On the fifth day II.B.2 and II.B.3 will be
considered. A student may be adequately prepared for college physics without being
exposed to II.B.3.

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Lesson 1-21 Newton’s 2nd Law of Motion
Recall that the 1st Law of Motion considered types of possible motion an object may
have if the forces are balanced. In this packet we will study Newton’s Second Law of
Motion and Newton’s Third Law of Motion. Before we get to either law we must first
take pause and address the concept of mass.
Mass
Although we have already defined mass as something that is measured in Kilograms
and designated with the variable “m”, we have yet to give it a good definition. We could
say that mass is the ratio of an object’s weight to its gravitational acceleration. In this
case, m = W/g. This would be a nice definition of mass since it would work equally well
on different planet surfaces. This definition of mass is known as “gravitational mass” for
obvious reasons. There is another, more important definition of mass.
With a ball and some ramps, Galileo was able to prove that an object in motion would
remain in motion forever, unless acted upon by an outside force. This sounds so much
like Newton’s 1st Law of Motion that some argue that Newton stole it from Galileo.
Galileo recognized that all objects at rest tend to remain at rest. All objects in motion
tend to remain in the same state of motion as long as there was no outside influence. He
called this property of an object, “inertia”. Which has more inertia, a bowling ball or a
ping-pong ball? Which is easier to get started moving from rest? Which, if both are
moving at 20 mph, would you rather stop with your hand? Here we have our second
definition of mass. Mass is the measure of an object’s inertia. A 5 Kg object is five
times as difficult to move from rest as a 1 Kg object. An 8 Kg object moving at 20 mph
is four times more difficult to stop than a 2 Kg object moving at the same speed. The
more mass an object has the greater will be its resistance to change in motion. When
mass is defined in this manner it is known as “inertial mass”. A question that we still
ponder today: “Is an object’s inertial mass equal to its gravitational mass?”
Second Law of Motion
Since the first law addressed balanced forces acting on an object the second law must
address unbalanced forces. Each box below discusses part of the Second Law of Motion.

An object must ...the forces are un- FNET = ma

change speed or balanced, no longer or
curve or both if... in equilibrium. Σ F = ma

Newton’s Second Law of Motion

When the forces acting upon an object become unbalanced the object will change
speed, curve or do both. The value of the net force will always equal the product of
mass and acceleration.
In this unit we will focus on half of the second law. Unbalanced forces will create a net
force that is parallel or anti-parallel to the direction of motion. This causes changes in
speed without curving. Unbalanced forces that make an object curve will be addressed in
another unit. The forces acting on an object can demonstrate both the 1st and 2nd Laws of
motion at the same time. Consider the problems in our first assignment. When we sum
forces perpendicular to the surface they will always equal zero since the object is at rest

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along that dimension. In contrast, the sum of the forces parallel to the surface may not
cancel. The sum of the forces parallel to the surface will equal ma if not 0.
There is need to realize one final concept before starting the problem solving. Many
engineering programs fail to see this point which causes some conceptual trouble later in
the course. The product, “ma”, has units of Kgm/s2 or Newtons. The product of “ma” is
not however a force. You will not draw “ma” on a free-body diagram. It is not the force
due to a surface or a rope or a hand pushing on a block or so forth. The forces will add
up to “ma” but “ma” is not counted as a force.
Unbalanced Forces on a Single Mass
I) Draw a free-body diagram and label all of the forces acting on the object.
II) Sum the forces perpendicular to the surface and set them equal to zero.
A) Σ F⊥ = 0
B) Solve for the normal force. n = ?
C) Use the Ff = µn to get a value for the friction term if mu is given.
III) Sum the forces parallel to the surface and set them equal to “ma”. Σ F|| = ma
A) Solve for the acceleration or
B) Use the given acceleration to solve for another unknown force.
IV) Use the acceleration from step III as one of the three out of five givens in the
kinematics equations.
Note: sometimes you use three given kinematics values to solve for acceleration before
you do step III. Depending upon the problem, steps III and IV may be reversed in order.

Single Mass Problems with Net Force Given

Sometimes you do not have to draw a free-body diagram since the net force is given
directly in the problem. When this occurs use Fnet= ma to find the acceleration. Use it to
get acceleration and analyze motion problems. Consider the following examples.
1. A net force of 72 N acts on a 9 Kg object for three seconds from rest. Find the
object’s acceleration, the distance traveled while being pushed and the final speed at
the end of the three seconds.
2. An 8 Kg block is sliding at +12 m/s across a smooth level surface when it encounters
some friction. The friction creates a net force of –24 N. How much is the
deceleration rate? How long will it take to stop the block?
3. A 5 Kg block is moving at 4 m/s to the right when a +30 N net force acts on the block
over a distance of 10.67 meters. What is the block’s acceleration rate? What is the
block’s final speed? How long does the net force act on the block?
4. A 2 Kg ball is tied to a 1.4m long string and whirled in a circle at a constant speed of
5.4 m/s. What is the acceleration of the ball? What is the net force on the ball?
5. A 50 Kg student is riding on a merry-go-round in a circle of radius 4.8 meters. The
net force pulling them into a circle is 196 N. Find the acceleration and the speed of
the student.

Checkpoints

State Newton’s 2nd Law of Motion. Compare and contrast it with the 1st Law.

Express the 2nd Law in equation form and apply it to objects changing speed.

Define both gravitational and inertial mass.

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Lesson 1-22 Finding the Net Force Acting on a Single Mass
If net force is not given find it by drawing a free-body diagram and summing the forces
parallel to the motion. For objects changing speed usually Σ F = ma and Σ F⊥ = 0.
When writing the equation for the forces parallel to the surface use the following
questions to construct your equation.
A. Which way is the object moving? (This establishes the positive direction.)
B. What driving forces create motion in that direction?
C. What retarding forces oppose the motion?
D. How is the object accelerating?
i) if it is not then use “0” ii) if changing speed then use “ma”
iii) if curving we will address this issue later
E) Construct your equation by writing the answers to {B} – {C} = {D}
Practice Problems
1. A 10 Kg block is placed on a level surface
where the kinetic coefficient of friction is 0.5. Fap=70 N
A 70 N applied force moves the block from 10 Kg
rest over a distance of 9 meters. Find a) the
net force acting on the block, the acceleration
and final speed.
2. A 26 kg block is placed on a level surface
where µK = 2/3. An applied force of Fap =333.4N
333.4N at 17.46° below the horizontal
moves the block from rest to a final speed 26 Kg
of 9m/s. Find a) the normal force, the force
of friction, acceleration and distance pushed.

3. An 83.33 kg crate is placed on a level surface

where µK= ¾. An applied force of 792.3N at
22.25° above the horizontal acts on the block
from rest for 3 seconds. Find a) the normal 83.33Kg
force, b) force of friction, c) acceleration and
d) final speed.
4. A 10 Kg box is placed at the top of a
38.66° inclined plane. The coefficient
of friction is 0.281 between box and ramp.
Find a) force of friction, b) net force, 5m
c) acceleration and speed at the bottom of the
incline. 38.66°

5. A 30 kg block is placed at the bottom of a

60° incline. The coefficient between block Fap
and surface is 5/6. An applied force of
474.5 N parallel to the plane moves the 8.7m
block up the incline. Find a) force of friction,
b) acceleration rate and time to reach the top 60°
of the incline.

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1 20 N 2 m/s2 6 m/s
2 360 N 240 N 3 m/s2 13.5 m
3 533 N 400 N 4 m/s2 12 m/s
4 21.9 N 40.6 N 4.1 m/s2 8.1 m/s
5 125 N 3 m/s2 2.58 sec

Lesson 1-23 Pulleys, Strings and Multiple Mass Systems

In this lesson we will consider how two or masses connected by a systems of strings
and pulleys will accelerate. We will assume that all pulleys have perfectly frictionless
spin axes and that the mass of the pulleys is insignificant compared to mass of other
objects. Two examples are shown below. The first diagram is known as an “Atwood’s
Machine”. An Atwood’s machine is a pulley mounted to the ceiling with two weights
and a rope.
3 Kg

7Kg

3 Kg 7Kg

A lightweight, frictionless pulley is

mounted on the corner of a tall cabinet.
A 7 Kg cylinder is released from rest 2.4
Objects are released from rest with the 7 m above the ground. The cylinder is
Kg cylinder 1 m above the ground. Find attached by string to a 3 Kg block on a
the tension in the lines, the acceleration cart with lightweight wheels. Find the
of the objects and the impact velocity of acceleration of the objects, the tension in
the cylinder with the ground. the line and the impact speed of the
cylinder.

We will use these as examples to demonstrate how to solve multiple mass problems.
Before solving the problems however, we must consider what type of approach is best.

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Problem Solving Technique
I. Draw a free-body diagram for each individual mass. Put a “+” next to force
arrows to identify driving forces and a “−” next to force arrows to identify
retarding forces for each object.
II. Use the steps at the top of page 3 to construct a single F=ma equation for each object
in the system.
III. Add the equations to cancel out internal forces such as tension.
IV. Solve for the acceleration.
V. Substitute the acceleration back into the individual equations of step II to solve for the
internal forces like tension.
VI. Use the value for acceleration from step IV for kinematics analysis.

The previous two examples will be used to demonstrate the above steps.

+ T − T T
3 Kg T −
+

3 Kg 7 Kg

− 30 N + 70 N
+
Σ F7 : 70 – T = 7a 70 N
Σ F3 : T – 30 = 3a Σ F7 : 70 – T = 7a
Σ F3 : T – 0 = 3a
Adding left-hand sides and right-hand
sides gives the single equation- Adding equations yields 70 – 0 = 10 a
70 – 30 = 10 a or a = 7 m/s2.
Solving for “a” gives a= 4 m/s2. Notice that the wheels prevent
Substitution in either equation gives T = friction from causing a retarding force
52N. If you don’t get the same answer on the 3 Kg block. Also, notice that the
in both equations something is wrong. weight of the block is pulling
Also recognize that T must greater than perpendicular to the direction of motion
the small weight in order to lift it and and thus cannot be a retarding force.
less than the heavy weight in order to In this case the tension has only the
lower it. (30N < T < 70N) Since our single requirement that it is less than
answer is in that range it also makes 70N in order for the cylinder to descend.
sense. Substitution of a=7 into either equation
Using vf2 = vo2 + 2ad and starting from leads to T = 21N.
rest gives vf = √ [02 + 2(4m/s2)(1m)] or Use of the same kinematics equation
the impact velocity is 2.82 m/s down. as before leads to an impact speed of 5.8
m/s in 0.82 seconds after release.

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Homework Problems for Multiple Mass Systems
(All pulleys are lightweight &frictionless.)
1. An Atwood’s machine is made of a 6 4. A pulley is mounted at the top of a
Kg object, a 4 Kg object and pulley. 5m long ramp that is inclined 36.9°
Find the tension in the line, the above the horizontal. A 5 Kg box is
acceleration of the weights and the placed at the bottom of the ramp.
time for the 6 Kg object to fall 1.8 m The coefficient of friction between
from rest. See the first figure in this box and ramp is µ= 0.6. A string
section as needed. runs from the box, up the ramp and
2. Consider the second example of this over the pulley to an 8 Kg object
section. Suppose that the cart had a suspended 2.6 m above the ground.
mass of 7 Kg and that the hanging Determine the acceleration and
weight had a mass of only 3 Kg. tension. If the system is released
How would this change the problem? from rest how long will it take the
Find the new tension and new hanging weight to reach the ground?
acceleration for this system. Note: a
lighter weight can move a heavier
weight since it is friction at the top
versus weight on the side that sets
acceleration for this system.
3. A 6 Kg block is placed at rest on a 8Kg
flat level surface where µ=0.50. A
string runs from the block, over a 36.9°
pulley and down to a 4 Kg ball. The
system is released from rest with the
ball 2.2 m above the ground. Find a) 5. Repeat problem #4 if the ramp is
the acceleration of the system, b) the frictionless. Before doing the
tension in the line, c) speed of the problem predict if acceleration will
block when the ball hits the ground. increase or decrease and why. Also,
Also, state what minimum hanging before doing the problem predict if
weight could replace the ball and still tension will increase or decrease.
move the block across the surface. 6. The system shown below has two
different ropes. The tension in rope
#1 is T1 while tension in rope #2 is
6 Kg T2. Find the tension in each rope and
the acceleration of the system.
#2 #1
5 Kg
4 Kg

2Kg 8 Kg
2.2m

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 Answers to Multiple Mass Homework Comments for Some Problems
Problems 2. The acceleration decreased since
a) b) c) d) there is a lighter hanging weight but
2
1 T=48N a=2m/s t=1.34s - the tension did not change. Curious!
2 T=21N a=3m/s2 - - 3. The minimum hanging weight is
2 what is needed to cancel out friction
3 a=1m/s T=36N v=2.1m/s 30N
2 which in this case was only 30N.
4 a=2m/s T=64N t=1.6s
5 a=3.85m/s2 T=49N t=1.2s You would still have to give the
6 a=4m/s 2
T1=48N T2=28N system a push to get started.
4. There are two retarding forces on the
sliding box.
5. Removing one of the retarding forces
has allowed the system to accelerate
faster and with less tension.
6. You should have three equations,
one for each object, with three
unknowns.
Lesson 1-24 Newton’s Third Law of Motion

The first two laws of motion are concerned with the forces acting on a single object or
particle. In contrast to the first two laws, the third law acknowledges that there is more
than one object in the universe. In fact, the third law addresses what will happen when
any two objects meet. Many people have memorized, “For every ‘action force’ there is
an equal and opposite ‘reaction force’.” But that is not good enough. Newton’s Third
Law of Motion is-
When object A exerts a force on object B then object A will experience a force
that is equal in value but opposite in direction.
If you punch me in the face your hand will experience just as much force as does my
face. I may scream louder but the forces will be equal. A 20 ton bus hits a fly. The bus
and fly will experience equal and opposite forces. Of course the force does much more
damage to fly since it has less mass. This is why the reaction force of the fly hitting the
bus may go unnoticed. We can write the third law in
equation form if we define some notation. The force FAB = − FBA
that A exerts on B will be FAB. The force that B exerts
on A will be designated FBA. The boxed equation is meant to say that both objects
experience the same amount of force while the negative sign implies that the forces are
oppositely directed. This law will be demonstrated with a few examples.
Before getting to the examples the idea of action and reaction must be explored.
When we defined weight there was really an action/reaction pair present. If the Earth
pulls down on an object with a force of 200 # we would call that the “weight” of the
object. The reaction would be that the object pulls up on the Earth with 200 # of force.
As a box is pulled across a floor from right to left we learned to recognize that friction
acts on the box from left to right. While the floor pulls backward on the box (action), the
box is pulling forward on the floor (reaction). This is why a carpet will bunch up if a
heavy object is scooted across it. When learning to walk you do one of the most counter-
intuitive things in your life. To make yourself go forward you must push backwards with

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your feet. You push backwards on the floor with your foot. The reaction is that the floor
pushes forward on your foot. Your car moves in a similar manner. The tire pushes
backwards on the pavement (action) while the pavement pushes forward on the tire
(reaction). Without friction the action and reaction cannot occur. Strange as this seems
there are times like this one when friction is not a retarding force. In this last example
friction is a driving force. (Pardon the pun!) In this final part of the unit we will see
times when both friction and normal forces can become driving forces.
Problem Solving Technique
I) Recognize that this is a “Third Law” problem by seeing multiple masses in direct
contact.
II) Draw a free-body diagram for each individual mass in the following order:
A. Draw the figure for each individual object.
B. Draw the driving force for each individual object. These are the
action forces with one exception. That exception is some
external force such as an applied force or weight.
C. Go back and draw the reaction forces for each action force.
III) Use the steps at the top of page 3 to construct a single F=ma equation for each object
in the system.
IV) Add the equations to cancel out internal forces such as tension or normal force. This
step will not work if the objects slip while moving. The exception occurs for objects
that are stacked horizontally but are moved vertically.
V) Solve for acceleration.
VI) Substitute the acceleration value back into individual equations to solve for internal
forces such as a tension or normal force.
This is the same outline used for the previous lesson with a few changes. First you must
recognize when reaction forces need to be considered. Second, instead of drawing the
total free-body diagram for object draw them all together so that you become more aware
of action and reaction forces.
Example #1: Objects stacked horizontally and moved horizontally.
A 600 N applied force moves the three carts shown in the figure below. Find the
acceleration of all three carts. How much force does the 70 Kg cart exert on the 30 Kg
cart? How much force does the 30 Kg cart exert on the 50 Kg cart?

70 Kg
50 Kg
30 Kg

The 600N applied force acts only on the first cart. The action force that moves the 30Kg
cart is the 70 Kg cart acting on the 30 Kg cart. We designate that force as F73. The 30
Kg cart pushes on the 50 Kg cart in a similar manner. We designate that force as F35. The
individual free-body diagrams and the corresponding equations are shown on the next
page.

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600 N
70 Kg F73 F35
50 Kg
30 Kg
F73 F35

The action forces are shown as solid arrows and the reaction forces as dashed arrows.
Note the variable designated for the reaction forces is the same symbol as used for the
action forces according to Newton’s Third Law. The negative sign is accounted for when
you draw the arrow in the opposite direction. The following three equations can be
generated: Σ F|| 70 : 600 – F73 = 70 a Summing these equations gives:
Σ F|| 30 : F73 − F35 = 30 a 600 N – 0 = 150 a or that
Σ F|| 50 : F35 – 0 = 50 a a = 4 m/s2

You may be asking yourself, “Why bother with all of this when I can look at the problem
as a single 150 Kg object being pushed by a single 600 N force? I get the same
acceleration either way.” The argument is made even stronger by realizing that the
summation equation tells one exactly what the short cut implies. The short-cut will work
but as problems get more involved the short-cut becomes more difficult to use while the
strategy outlined above will always work as long as there is no slipping between objects.
By substitution of “a = 4 m/s2” back into the other equations you find that the 30 Kg cart
must push on the 50 Kg cart with a force of 200 N. Also, the 70 Kg cart pushes on the 30
Kg cart with a force of 320 N. There is one other fact that is more than just coincidence.
The force, F73, is moving 8/15 of the total mass and the value for F73 is 8/15 of the
applied force. The force, F35, is moving 5/15 of the total mass and has a value that is 5/15
of the applied force. This is due to Newton’s Second Law of Motion.
Example #2: Objects stacked vertically and moved vertically
A force of 195 N up is exerted on the
bottom of the three stacked blocks as 3 Kg
shown in the figure to the right.
a) Find the acceleration of the stack. 4 Kg
b) Find the force that the top of the 8
Kg block exerts on the bottom of the 8 kg
4 Kg block.
c) Find the force that the
top of the 4 Kg block exerts on the
bottom of the 3 Kg block.

This problem was demonstrated on “America’s Funniest Home Videos” where a caterer
went to move a three tiered wedding cake. Lifting on the bottom layer of the cake
increased the normal forces at the top of each layer. The increased normal force allowed

10
a column under the middle layer to break through the icing on the top of the bottom layer.
But only one of the five columns punched through the icing causing the entire wedding
cake to topple sideways. This demonstrates that even cake designers should know
Newton’s Laws of Motion! Who would have figured?
If the stacked blocks in example #2 were at rest or moving at constant speed the
normal force of the 8Kg block pushing upward on the 4Kg block would be 70N. The
4Kg block pushing upward on the bottom of the 3Kg block would be only 30N. But
these blocks are accelerating. Consider the solution and results below.
Free-body Diagrams The action forces are shown in bold,
solid arrows. The reaction forces are
3 Kg shown in dashed arrows.
Σ FY 8 : 195 – F84 − 80 = 8 a
F43 30N Σ FY 4 : F84 – F43 − 40 = 4 a
F43 Σ FY 3 : F43 – 30 =3a

4 Kg add. eqtns: 195N -150N = (15 Kg)a

45 N = (15 Kg) a
F84 40N a = 3 m/s2
F84

8 Kg The value of F43 is 39 N which is 30%

higher than the at rest value. The value
of F84 is 91N which is also 30% higher
195 N 80 N than the value at rest.

When blocks are stacked vertically but moved horizontally the action-reaction pairs that
cause the horizontal motion are the friction forces. Depending upon how hard you pull
sideways on a vertical stack will determine if the stack moves as a single unit or if the
blocks will shear into different layers. We will look at some of these problems in class to
illustrate Newton’s Third Law some more. Since this course does not emphasize the
difference between static and kinetic friction we will not look at the case where vertical
stacks move horizontally with slipping. However, it is worth mentioning that if you
move too fast sideways slipping does occur. Have you ever pulled a child’s wagon out
from under the child because they slipped? Or have you ever been in a truck where a
person in the back slid towards the tailgate because the truck accelerated forward too
much? (Actually, the tailgate moves forward faster than the person moves forward and it
just appears that the person slides backwards.) The slipping case will be left for a second
year physics problem.
Checkpoints

Given net force and mass on an object, find acceleration and use it in kinematics.

Construct a free-body diagram for unbalanced forces acting on a single object. Sum
the forces to determine the net force and acceleration of the object.

Construct multiple free-body diagrams for objects joined by a system of pulleys and
ropes. Sum the forces on individual objects to determine tensions, normal forces
and accelerations from several equations.

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Write Newton’s Third Law of motion. Identify action and reaction forces and
recognize that these forces will always be equal in magnitude.

Recognize when the 3rd Law must be considered in problem solving situations.

For objects in direct contact be able to draw the action/reaction pairs of forces as
necessary to construct proper free-body diagrams. From these diagrams be able to
write a system of equations to find normal forces and accelerations.
Homework Problems for Multiple Masses in Direct Contact
1. An 8 Kg block, 2 Kg block and 6 Kg 4. Three slabs are stacked vertically with
block are placed on a level, frictionless the lowest slab being on wheels as
surface. An applied force of 48 N acts shown below. An applied force of 44
on the 8 Kg block to move all three as N acts horizontally on the bottom slab.
shown in the figure below. Determine What is the acceleration of the system
the acceleration of the masses, the if the slabs do not slip? How much
normal force between the 8 Kg and 2 friction acts between the bottom and
Kg surface. Determine the force middle slab? What coefficient of
between the 2 Kg and 6 Kg surface. friction is necessary to prevent slipping
FAP= 48 N between middle and bottom slab? How
much friction is needed between top
and middle slab to prevent slipping?
8 Kg 6 Kg
2 Kg 2 Kg

2. The blocks from the previous problem 4 Kg

are now stacked vertically as shown in 44 N
the figure below. An upward force of 5 Kg
240 N acts on the bottom of the 8 Kg
block. Find the acceleration of the
system as well as the force between
each pair of surfaces. 5. Suppose the same applied force in the
previous problem had acted on the top
2 Kg block rather than the bottom. The
acceleration and normal forces would
be the same. What would be the new
6 Kg friction values and new µ needed to
prevent slipping?
(a) (b) (c) (d)
8 Kg 2
1 3 m/s 24 N 18 N -
2 +5 m/s2 120N 30N -
FAP = 240 N 3 - 2 m/s2 64 N 16 N -
2
4 4 m/s 24 N 0.4 8N
3. Suppose that the applied force in 5 4 m/s2 20 N 0.6 36 N
problem 2 is only 128 N up on the Notice in problem 5 as compared to
bottom of the 8 Kg block. What would problem 4 there is an increased need for
be the acceleration and forces between friction since values went up. This is why
surfaces in this situation? Hint: you push/pull sleds and wagons from the
acceleration is down. bottom so riders don’t slip off the ride!

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