converter mp4 to mp3 free online and fast rule about the number of forces which must be drawn in a free-body diagram. These diagrams will be used throughout our study of physics. Consider frictional forces. Diagram free body diagram worksheet with answers forces acting on the egg as it is falling. A gymnast holding onto a bar, is suspended motionless in mid-air.">

# free body diagram worksheet with answers

A book is at rest on a table top. A free-body diagram for this situation looks like this:. A girl is suspended motionless from a bar which hangs from the ceiling by two ropes. An egg is free-falling from a nest in a tree. Neglect air resistance.

A flying squirrel is gliding no wing flaps from a tree to the ground at constant velocity. Consider air resistance. A rightward force is applied to a book in order to move it across a desk with a rightward acceleration. Consider frictional forces. A rightward force is applied to a book in order to move it across a desk at constant velocity.

A college student rests a backpack upon his shoulder. The pack is suspended motionless by one strap from one shoulder. A skydiver is descending with a constant velocity. A force is applied to the right to drag a sled across loosely-packed snow with a rightward acceleration. A football is moving upwards towards its peak after having been booted by the punter.

A car is coasting to the right and slowing down. Lesson 2: Force and Its Representation Drawing Free-Body Diagrams Free-body diagrams are diagrams used to show the relative magnitude and direction of all forces acting upon an object in a given situation.

The size of the arrow in a free-body diagram reflects the magnitude of the force. The direction of the arrow shows the direction that the force is acting. Each force arrow in the diagram is labeled to indicate the exact type of force. It is generally customary in a free-body diagram to represent the object by a box and to draw the force arrow from the center of the box outward in the direction that the force is acting.

An example of a free-body diagram is shown at the right. T he free-body diagram above depicts four forces acting upon the object. Objects do not necessarily always have four forces acting upon them. There is no hard and fast rule about the number of forces that must be drawn in a free-body diagram. The only rule for drawing free-body diagrams is to depict all the forces that exist for that object in the given situation. Thus, to construct free-body diagrams, it is extremely important to know the various types of forces.

If given a description of a physical situation, begin by using your understanding of the force types to identify which forces are present. Then determine the direction in which each force is acting.

Finally, draw a box and add arrows for each existing force in the appropriate direction; label each force arrow according to its type. If necessary, refer to the list of forces and their description in order to understand the various force types and their appropriate symbols. Apply the method described in the paragraph above to construct free-body diagrams for the various situations described below.

Answers are shown and explained at the bottom of this page. Answers to the above exercise are shown here. Then I tell them that in this situation there is a surface and I ask them which force they think would also be on the diagram. After students answer normal force, I show that the normal force is always perpendicular to the surface. Then I ask if they think there is any other forces acting on the object.

Once we have ruled out any other forces acting on the object, I ask them how many forces are acting on the object and in which direction. Since there are two forces and they are in opposite directions, I tell the students that there is no net force acting on the object and that when there is no net force the object is in a state of equilibrium. Then I have them try the last two on their own and use them as a Think-Pair-Share.

First, I give them minutes to work through the two problems on their own. Then I give them minutes to compare with a partner and talk about how they got their answers. Finally, I ask for student volunteers to tell me one force on either of the examples so they can check and see how they did before doing some on Worksheet 1. Then they practice identifying if the object has a net force acting on the object and if the object is in a state of equilibrium. While students are working on the worksheet with their table groups, I walk around to answer any questions students might have.

Below you can see one of my students work on two very similar problems from the worksheet. I ask them to be able to match the definitions to the names of the forces and draw a free body diagram for a situation. I use this as a formative assessment to help me to see what I need to focus on the next lesson. Empty Layer.