Motion, Energy, and Gravity Reminder to take out your clicker and turn it on!

Motion, Energy, and GravityMotion, Energy, and Gravity

Reminder to take out your clicker and turn it on!

Attendance Quiz

Are you here today?

(a) yes

(b) no

(c) are we still here?

Here!

Update on the studyUpdate on the study

• The e-mails for the first two inventories containing the links (URLs) were sent on Monday

• 32 people have completed the Light and Spectroscopy Concept Inventory (LSCI)

• 28 have completed the Thinking about Science Survey Instrument (TSSI)

• Don’t forget you need to complete all eight inventories to get the course credit (about 2% of your total course grade)

• You have until next Monday at 9am to complete them

• Let me know if you have not received these, after you check your junk and spam filters boxes.

• The e-mails for the first two inventories containing the links (URLs) were sent on Monday

• 32 people have completed the Light and Spectroscopy Concept Inventory (LSCI)

• 28 have completed the Thinking about Science Survey Instrument (TSSI)

• Don’t forget you need to complete all eight inventories to get the course credit (about 2% of your total course grade)

• You have until next Monday at 9am to complete them

• Let me know if you have not received these, after you check your junk and spam filters boxes.

ClickersClickers

• If your clicker ID is rubbed off or you have not registered your clicker, stay during the break and I will help you register it then

• If your clicker ID is rubbed off or you have not registered your clicker, stay during the break and I will help you register it then

Today’s TopicsToday’s Topics

• Describing Motion• Mass v. Weight• Newton’s Laws of Motion• Energy• Newton’s Law of Gravitation

• Describing Motion• Mass v. Weight• Newton’s Laws of Motion• Energy• Newton’s Law of Gravitation

Describing MotionDescribing Motion• All objects in the Universe are moving

• Earth is spinning about its axis• Earth orbits Sun• Solar System orbits center of Milky Way• Milky Way and Andromeda galaxy are rushing towards each other• All galaxies, on the largest scale are moving apart (the Universe is

expanding)• The two galaxies below are in the process of colliding

• All objects in the Universe are moving• Earth is spinning about its axis• Earth orbits Sun• Solar System orbits center of Milky Way• Milky Way and Andromeda galaxy are rushing towards each other• All galaxies, on the largest scale are moving apart (the Universe is

expanding)• The two galaxies below are in the process of colliding

Describing MotionDescribing Motion• Three of the fundamental

quantities used to describe motion are position, velocity, and acceleration• Position is how far an object is

(in all dimensions) from a reference point

• Velocity is the rate of change of position (speed is the magnitude of velocity)

• Acceleration is the rate of change of velocity

• Because velocity has both a size and direction, an object can accelerate, even when its speed doesn’t change!

• Three of the fundamental quantities used to describe motion are position, velocity, and acceleration• Position is how far an object is

(in all dimensions) from a reference point

• Velocity is the rate of change of position (speed is the magnitude of velocity)

• Acceleration is the rate of change of velocity

• Because velocity has both a size and direction, an object can accelerate, even when its speed doesn’t change!

Mass v. WeightMass v. Weight• Mass is an intrinsic property of an object - how

much of it is there? (measured in kg)• Weight is the force experienced by an object due

to gravity (measured in lbs or Newtons)• Weight, unlike mass, depends on the situation

• In the stationary elevator at right, the weight on the scale is the same as it would be standing on the ground

• If the elevator moves up or down at a constant velocity the weight on the scale is unchanged

• If the elevator accelerates up, the weight on the scale is higher (you feel heavier)

• If the elevator accelerates down, the weight on the scale is lower (you feel lighter)

• If the cable is cut, and the elevator falls freely, you feel no weight at all (weightlessness)

• Pink Panther v. Astronomer Video - 3:30

• Mass is an intrinsic property of an object - how much of it is there? (measured in kg)

• Weight is the force experienced by an object due to gravity (measured in lbs or Newtons)

• Weight, unlike mass, depends on the situation• In the stationary elevator at right, the weight on the

scale is the same as it would be standing on the ground• If the elevator moves up or down at a constant velocity

the weight on the scale is unchanged• If the elevator accelerates up, the weight on the scale is

higher (you feel heavier)• If the elevator accelerates down, the weight on the scale

is lower (you feel lighter)• If the cable is cut, and the elevator falls freely, you feel

no weight at all (weightlessness) • Pink Panther v. Astronomer Video - 3:30

Pink Panther QuizPink Panther Quiz

How many “cartoon physics” errors did you detect in the video?

a) 0

b) 1

c) 2

d) 3

e) More than 3

How many “cartoon physics” errors did you detect in the video?

a) 0

b) 1

c) 2

d) 3

e) More than 3

Mass QuizMass Quiz

Compared to your mass here on Earth, your mass out in the space between the stars would be

a) zero

b) negligibly small

c) much much greater

d) the same

e) the question cannot be answered from the information given

Compared to your mass here on Earth, your mass out in the space between the stars would be

a) zero

b) negligibly small

c) much much greater

d) the same

e) the question cannot be answered from the information given

Weightlessness QuizWeightlessness Quiz

Astronauts on the space shuttle feel weightless because

a) they have no mass in space

b) they are in a constant state of free-fall

c) they are outside the effect of the Earth’s gravity

d) without air there can be no weight

e) all of the above

Astronauts on the space shuttle feel weightless because

a) they have no mass in space

b) they are in a constant state of free-fall

c) they are outside the effect of the Earth’s gravity

d) without air there can be no weight

e) all of the above

Newton’s Laws of MotionNewton’s Laws of Motion• Newton, building on the work of Galileo,

formulated three laws of motion• 1st Law - an object moves at a

constant velocity (both speed and direction) unless acted on by a force

• 2nd Law - The acceleration of an object acted on by a force is proportional to the force and inversely proportional to the mass of the object (a = F/m)

• 3rd Law - For any force, there is an equal and opposite reaction force

• These laws govern the motion of all objects in the Universe, except the very fast (relativity) and the very small (QM)

• Newton, building on the work of Galileo, formulated three laws of motion• 1st Law - an object moves at a

constant velocity (both speed and direction) unless acted on by a force

• 2nd Law - The acceleration of an object acted on by a force is proportional to the force and inversely proportional to the mass of the object (a = F/m)

• 3rd Law - For any force, there is an equal and opposite reaction force

• These laws govern the motion of all objects in the Universe, except the very fast (relativity) and the very small (QM)

Example - the Bus and the BugExample - the Bus and the Bug• Imagine a bug flying into the windshield of an oncoming bus• What is the relative size of the forces the bus and bug feel

(Newton’s 3rd Law)

• Imagine a bug flying into the windshield of an oncoming bus• What is the relative size of the forces the bus and bug feel

(Newton’s 3rd Law)

Bus-Bug Quiz IBus-Bug Quiz I

In a head-on collision between a bus and a bug, which feels the greater force?

a) The bus

b) The bug

c) They feel the same force

d) The question cannot be answered from the information given

In a head-on collision between a bus and a bug, which feels the greater force?

a) The bus

b) The bug

c) They feel the same force



(Newton’s 3rd Law)• What is the relative size of the accelerations the bus and the

bug feel (Newton’s 2nd Law)


(Newton’s 3rd Law)• What is the relative size of the accelerations the bus and the


Bus-Bug Quiz IIBus-Bug Quiz II

In a head-on collision between a bus and a bug, which feels the greater acceleration?

a) The bus

b) The bug

c) They feel the same acceleration


In a head-on collision between a bus and a bug, which feels the greater acceleration?

a) The bus

b) The bug

c) They feel the same acceleration



(Newton’s 3rd Law)• What is the relative sizes of the accelerations the bus and the


abus = Fbug-bus/Mbus abug = Fbus-bug/mbug


(Newton’s 3rd Law)• What is the relative sizes of the accelerations the bus and the


abus = Fbug-bus/Mbus abug = Fbus-bug/mbug

Circular MotionCircular Motion• An object in circular motion may have

a constant speed but its velocity is constantly changing, as its direction of motion changes

• Newton’s 2nd Law tells us that there must be a force causing this acceleration

• In the case of a ball (or donut) on a string, it is the inward force of the string that keeps the ball (or donut) from flying away

• If the string (or donut) breaks, the ball (or donut) will fly away in a straight line (Donut demo)

• An object in circular motion may have a constant speed but its velocity is constantly changing, as its direction of motion changes

• Newton’s 2nd Law tells us that there must be a force causing this acceleration

• In the case of a ball (or donut) on a string, it is the inward force of the string that keeps the ball (or donut) from flying away

• If the string (or donut) breaks, the ball (or donut) will fly away in a straight line (Donut demo)

Forces and OrbitsForces and Orbits• An object in orbit feels the force of

gravity from the central object• Imagine running off a platform on a

very tall tower (above the atmosphere)• You would fall to the Earth, but the

faster you started, the further from the base of the tower you would land

• If, instead of running, you strapped a rocket to your back, and gave yourself enough initial velocity (about 8 km/s near Earth’s surface), you could fall around the Earth, i.e., you could orbit

• All objects in orbit stay in their orbital path due to the force of gravity

• An object in orbit feels the force of gravity from the central object

• Imagine running off a platform on a very tall tower (above the atmosphere)

• You would fall to the Earth, but the faster you started, the further from the base of the tower you would land

• If, instead of running, you strapped a rocket to your back, and gave yourself enough initial velocity (about 8 km/s near Earth’s surface), you could fall around the Earth, i.e., you could orbit

• All objects in orbit stay in their orbital path due to the force of gravity

Force

Velocity

Path

Weightlessness QuizWeightlessness Quiz

Astronauts on the orbiting space shuttle feel weightless because

a) they have no mass in spaceb) they are in a constant state of free-fallc) they are outside the effect of the Earth’s gravityd) without air there can be no weighte) all of the above

Astronauts on the orbiting space shuttle feel weightless because

a) they have no mass in spaceb) they are in a constant state of free-fallc) they are outside the effect of the Earth’s gravityd) without air there can be no weighte) all of the above

EnergyEnergy• Energy is the central unifying theme

of all science• Energy comes in many forms

• Kinetic energy (energy of motion) including motion of atoms (temperature) - Note: higher speed means more kinetic energy

• Radiative energy (energy of light)• Potential (stored) energy, including

mass which is a form of stored energy (E = mc2)

• Although energy can change from one form to another, it is always conserved in total

• Energy is the central unifying theme of all science

• Energy comes in many forms• Kinetic energy (energy of motion)

including motion of atoms (temperature) - Note: higher speed means more kinetic energy

• Radiative energy (energy of light)• Potential (stored) energy, including

mass which is a form of stored energy (E = mc2)

• Although energy can change from one form to another, it is always conserved in total

Gravitational Potential EnergyGravitational Potential Energy• When a ball is thrown into the air, it

starts with kinetic energy• When it reaches the top of its motion,

it momentarily stops• Q: Where did the energy go?

A: Into gravitational potential energy

• The energy is “stored” in the interaction between the ball and Earth

• The evidence for this is that the energy is (almost) completely recovered as kinetic energy when the ball falls back to the ground

• High = large GPE Low = small GPE

• When a ball is thrown into the air, it starts with kinetic energy

• When it reaches the top of its motion, it momentarily stops

• Q: Where did the energy go?

A: Into gravitational potential energy

• The energy is “stored” in the interaction between the ball and Earth

• The evidence for this is that the energy is (almost) completely recovered as kinetic energy when the ball falls back to the ground

• High = large GPE Low = small GPE

Gravitational Potential Energy in OrbitsGravitational Potential Energy in Orbits• Recall Kepler’s 2nd Law - In a given time, a line connecting the Sun to

the planet will sweep out an area that is the same in all parts of the orbit

• Thus, the planet moves faster when it is closer to the Sun

• We can now understand this in terms of energy (KE and GPE)

• Since the total energy of the planet is conserved• When the planet is closer to the Sun, its GPE

is lower, and its KE (and speed) will be higher

• When the planet is further from the Sun, its GPE is higher, and its KE (and speed) will be lower

Interactive Figure - Kepler’s 2nd Law

• Recall Kepler’s 2nd Law - In a given time, a line connecting the Sun to

the planet will sweep out an area that is the same in all parts of the orbit

• Thus, the planet moves faster when it is closer to the Sun

• We can now understand this in terms of energy (KE and GPE)

• Since the total energy of the planet is conserved• When the planet is closer to the Sun, its GPE

is lower, and its KE (and speed) will be higher

• When the planet is further from the Sun, its GPE is higher, and its KE (and speed) will be lower

Interactive Figure - Kepler’s 2nd Law

Newton’s Law of GravitationNewton’s Law of Gravitation• Newton knew that gravity caused objects to fall to the Earth• However, his great achievement was to understand that the same force also

held the Moon in its orbit around Earth• The force acts on both objects in an equal and opposite manner

(Newton’s 3rd Law) • The force is always attractive and has direction (Example: person on Earth)• The correct mathematical relationship is that:

• The force is proportional to both masses (Newton’s 3rd Law)• The force is inversely proportional to the square of the distance between

the objects• The quantity G is a universal constant relating masses, distances, and forces, for

a given system of units

• Newton knew that gravity caused objects to fall to the Earth• However, his great achievement was to understand that the same force also

held the Moon in its orbit around Earth• The force acts on both objects in an equal and opposite manner

(Newton’s 3rd Law) • The force is always attractive and has direction (Example: person on Earth)• The correct mathematical relationship is that:

• The force is proportional to both masses (Newton’s 3rd Law)• The force is inversely proportional to the square of the distance between

the objects• The quantity G is a universal constant relating masses, distances, and forces, for

a given system of units

Newton and Kepler’s LawsNewton and Kepler’s Laws

• KI - Newton’s force law correctly predicts that planets will move in elliptical orbits with the Sun at one focus

• KII - We have already seen how gravitational potential energy can help explain that planets move faster when close to the Sun and slower when further from the Sun

• KIII - It is possible to derive this law (p2 a3) from Newton’s law of gravitation

• KI - Newton’s force law correctly predicts that planets will move in elliptical orbits with the Sun at one focus

• KII - We have already seen how gravitational potential energy can help explain that planets move faster when close to the Sun and slower when further from the Sun

• KIII - It is possible to derive this law (p2 a3) from Newton’s law of gravitation

Newton and Kepler’s LawsNewton and Kepler’s LawsThere are some differences between Newton’s and Kepler’s version of planetary (and other) orbits

1. The planets do not technically orbit the Sun; they orbit the center of mass of the system

The center of mass of the Solar System is near the edge of the Sun, so the Sun moves very little, but it does wobble a bit about the center of mass

2. All objects with mass will orbit, e.g., binary stars (Interactive Figure 4.18)

3. Only bound orbits are elliptical; unbound orbits are parabolic or hyperbolic

There are some differences between Newton’s and Kepler’s version of planetary (and other) orbits

1. The planets do not technically orbit the Sun; they orbit the center of mass of the system

The center of mass of the Solar System is near the edge of the Sun, so the Sun moves very little, but it does wobble a bit about the center of mass

2. All objects with mass will orbit, e.g., binary stars (Interactive Figure 4.18)

3. Only bound orbits are elliptical; unbound orbits are parabolic or hyperbolic

Lecture Tutorial: Newton’s Laws and Gravitation, pp. 29-31

Lecture Tutorial: Newton’s Laws and Gravitation, pp. 29-31

• Work with one or more partners - not alone!

• Get right to work - you have 15 minutes

• Read the instructions and questions carefully.

• Discuss the concepts and your answers with one another. Take time to understand it now!!!!

• Come to a consensus answer you all agree on.

• Write clear explanations for your answers.

• If you get stuck or are not sure of your answer, ask another group.

• If you get really stuck or don’t understand what the Lecture Tutorial is asking, ask me for help.

• Work with one or more partners - not alone!

• Get right to work - you have 15 minutes

• Read the instructions and questions carefully.

• Discuss the concepts and your answers with one another. Take time to understand it now!!!!

• Come to a consensus answer you all agree on.

• Write clear explanations for your answers.

• If you get stuck or are not sure of your answer, ask another group.

• If you get really stuck or don’t understand what the Lecture Tutorial is asking, ask me for help.

HomeworkHomework

• For homework• Complete the Lecture Tutorial Newton’s Laws

and Gravitation (if necessary)• Complete the ranking tasks, Gravity #2-4,

(download from class website)

• For homework• Complete the Lecture Tutorial Newton’s Laws

and Gravitation (if necessary)• Complete the ranking tasks, Gravity #2-4,

(download from class website)

Gravity Quiz IGravity Quiz I

How does the gravitational force between two objects change if the mass of one of the objects triples?

a) The force increases by a factor of nine

b) The force increases by a factor of three

c) The force remains the same

d) The force decreases by a factor of three

e) The force decreases by a factor of nine

How does the gravitational force between two objects change if the mass of one of the objects triples?






Gravity Quiz IIGravity Quiz II

How does the gravitational force between two objects change if the distance between them triples?






How does the gravitational force between two objects change if the distance between them triples?






Motion, Energy, and Gravity Reminder to take out your clicker and turn it on!

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