ࡱ> ;=:b jbjb $(hhq....zzzzB i i i  ,, R~ -i ) @i i i ..{  i .R $....i "  z   0B   $dCalifornia Physics Standard 1c Send comments to: layton@physics.ucla.edu 1. Newton's laws predict the motion of most objects. As a basis for understanding this concept: c. Students know to apply the law F=ma to solve one-dimensional motion problems involving constant forces (Newton's Second Law). By the time students reach High School, they should be quite familiar with how to plug into formulas. However, any strong advocate of the beauty of physics should try to bring his/her students to appreciate that Newtons second law is not just another formula. Nevertheless, using Newtons second law requires that the students understand where the units come from for each term in the expression and how to keep track of these units when solving problems. Some teachers prefer a unit cancellation or factor label method and others prefer a systems approach. In the former the units are carried along with the numerical values and treated as algebraic quantities. In the latter, each numerical value is placed in the same system of units at the outset and the final answer will therefore be in the appropriate unit of that system. Each method has its advocates and arguments can be made in favor of each. The following should be carefully discussed with students: Mass is a basic quantity and cannot be defined in terms of other quantities. Mass has two properties. One is its property of inertia, called its inertial mass and the other is its gravitational property call its gravitational mass. Inertial mass gives objects their tendency to resist acceleration and is the m in Newtons second law. Gravitational mass gives objects their tendency to gravitationally attract other objects, and is the m and M in Newtons law of Universal Gravitation. The unit of mass we will use in this class is the kilogram and a kilogram of inertial mass equals a kilogram of gravitational mass. Acceleration is the time rate of change in velocity or, a = Dv/Dt. Velocity is the time rate of change of position or, v = Ds/Dt, and the units of velocity are meters per second (m/s). It follows that acceleration is measured in units of meters per second per second or meters per second squared (m/s2). Force is a push or a pull and the unit of force we will use in this class is the Newton (N). One Newton will accelerate one kilogram at the rate of one meter per second squared. That is, we can use Newtons second law to define the unit of force and one Newton equals one kilogram meter per second squared or, N = kg m/s2. All of the above will be very clear to someone who has taught physics but it will take a little time for students new to these concepts to appreciate all they represent. However, it is important to help students to have a clear understanding of all of these basics discussed above. Finally, it might help to have the students know that on the surface of the earth a kilogram mass weighs 9.8 N and this equals 2.2 pounds. This can become the essential conversion factor between Newtons and pounds. A student activity to introduce Newtons second law. The following activity involves a minimum of equipment and will introduce students to the essential idea behind Newtons second law and give some idea of the influence of the force of friction. The equipment required is several books (its best if they are all the same), a piece of string and a spring balance (or force meter), a meterstick and a stopwatch. The basic idea behind the experiment is to measure the force necessary to pull a book across a tabletop at constant velocity and then increase this force by a measured amount and measure the resulting acceleration. More books can be piled on top of the first book to investigate how this increases the friction force and how the increased mass influences the force required to accelerate this mass.  book is the difference between the force required to move the book at constant velocity and the larger force required to accelerate it. Calculating the acceleration can be made from measuring the time for the book to move from rest while accelerating a measured distance. (Simply applying s = at2 will give an average acceleration). The results from this activity are not too accurate but the experience with such simple equipment can give rise to lots of discussions about the basics of friction and how an unbalanced force is required to cause a mass to accelerate.  Students should learn that a larger force is required to overcome standing friction than is required to move the book at constant velocity. 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