Phys1101 - Introductory Physics 1
Phys1101 - Introductory Physics 1
College of Liberal Arts & Sciences

  • Introduction
  • Lecture 01
  • Lecture 02
    • Lecture 2, Part 1: Announcements
    • Lecture 2, Part 2: Units
    • Lecture 2, Part 3: Vector Introduction
    • Lecture 2, Part 4: Adding Vectors Graphically
    • Lecture 2, Part 5: Vector Addition Examples
    • Lecture 2, Part 6: Vector Component Introduction
    • Lecture 2, Part 7: Trigonometry
  • Lecture 03
    • Lecture 3, Part 1: Introduction
    • Lecture 3, Part 2: Where Were We
    • Lecture 3, Part 3: Vector Components in Detail
    • Lecture 3, Part 4: Scalar Component Description
    • Lecture 3, Part 5: Example of Finding Scalar Components
    • Lecture 3, Part 6: Scalar Component Addition
    • Lecture 3, Part 7: Scalar Addition Example
    • Lecture 3, Part 8: Motion Diagrams
  • Lecture 04
    • Lecture 4, Part 1: Introduction
    • Lecture 4, Part 2: Where Were We
    • Lecture 4, Part 3: Location Location Location …
    • Lecture 4, Part 4: How Fast ??? What Direction ???
    • Lecture 4, Part 5: Speeding Up? Slowing Down?
    • Lecture 4, Part 6: What Happens at a Turning Point?
  • Lecture 05
    • Lecture 5, Part 01: Introduction
    • Lecture 5, Part 02: Where Were We
    • Lecture 5, Part 03: Big Picture:  1D Kinematics
    • Lecture 5, Part 04: Kinematic Problem Solving Steps
    • Lecture 5, Part 05: Example 1
    • Lecture 5, Part 06: Example 2
    • Lecture 5, Part 07: Example 3
    • Lecture 5, Part 08: Free Fall
    • Lecture 5, Part 09: Free Fall and Kinematic Equations
    • Lecture 5, Part 10: Example 4
    • Lecture 5, Part 11: Example 5
  • Lecture 06
    • Lecture 6, Part 1: Introduction
    • Lecture 6, Part 2: Where Were We
    • Lecture 6, Part 3: Reading Quiz
    • Lecture 6, Part 4: Graph Basics
    • Lecture 6, Part 5: Practice Makes Perfect…
    • Lecture 6, Part 6: The Tangent Line
  • Lecture 07
    • Lecture 7, Part 1: Introduction
    • Lecture 7, Part 2: Where Were We
    • Lecture 7, Part 3: 2D Motion Diagrams
    • Lecture 7, Part 4: Trajectories
    • Lecture 7, Part 5: Why Work With Components…
    • Lecture 7, Part 6: Key Vectors in 2D
    • Lecture 7, Part 7: Watching 2D Motion
    • Lecture 7, Part 8: Dropping Versus Firing…
  • Lecture 08
    • Lecture 8, Part 1: Introduction
    • Lecture 8, Part 2: Where Were We
    • Lecture 8, Part 3: 2D Kinematic Problems:  The Big Picture
    • Lecture 8, Part 4: 2D Kinematic Problem Solving Steps
    • Lecture 8, Part 5: Example – Part a
    • Lecture 8, Part 6: Example – Part b
    • Lecture 8, Part 7: Your Turn
  • Lecture 09
    • Lecture 9, Part 1: Introduction
    • Lecture 9, Part 2: Where Were We
    • Lecture 9, Part 3: What is Special About Projectile Motion?
    • Lecture 9, Part 4: Example Part a
    • Lecture 9, Part 5: Example Part b
    • Lecture 9, Part 6: Example Part c
    • Lecture 9, Part 7: Your Turn
  • Lecture 10
    • Lecture 10, Part 1: Introduction
    • Lecture 10, Part 2: Where Were We
    • Lecture 10, Part 3: Dynamics:  Why Does Velocity Change?
    • Lecture 10, Part 4: Physical Interpretation of Newton’s Laws
    • Lecture 10, Part 5: What is a Force?
    • Lecture 10, Part 6: Mathematics of Newton’s 2nd Law
  • Lecture 11
    • Lecture 11, Part 1: Introduction
    • Lecture 11, Part 2: Where Were We
    • Lecture 11, Part 3: Free Body Diagram and Vector Nature of Newton’s 2nd Law
    • Lecture 11, Part 4: Common Forces:  Weight
    • Lecture 11, Part 5: Common Forces:  Tension
    • Lecture 11, Part 6: Common Forces:  Normal Force
    • Lecture 11, Part 7: Common Forces:  Friction
    • Lecture 11, Part 8: Problem Solving Steps
    • Lecture 11, Part 9: Example
  • Lecture 12
    • Lecture 12, Part 1: Introduction
    • Lecture 12, Part 2: Where Were We
    • Lecture 12, Part 3: Example 1
    • Lecture 12, Part 4: Example 2
    • Lecture 12, Part 5: Example 3
  • Lecture 13
    • Lecture 13, Part 1: Introduction and Where Were We?
    • Lecture 13, Part 2: Why/When Do We Need Newton’s Third Law?
    • Lecture 13, Part 3: Newton’s 3rd Law
    • Lecture 13, Part 4: Changes To Our Problem-Solving Steps
    • Lecture 13, Part 5: Example 1
    • Lecture 13, Part 6: Ropes and Pulleys
    • Lecture 13, Part 7: Example 2
    • Lecture 13, Part 8: Your Turn
  • Lecture 14
    • Lecture 14, Part 01: Introduction
    • Lecture 14, Part 02: Where Were We ?
    • Lecture 14, Part 03: Uniform Circular Motion:  What You Need To Know
    • Lecture 14, Part 04: Example 1
    • Lecture 14, Part 05: Example 2
    • Lecture 14, Part 06: Example 3
    • Lecture 14, Part 07: Optional Roller Coaster Example
    • Lecture 14, Part 08: Satellite Example
    • Lecture 14, Part 09: The Universal Law of Gravitation
    • Lecture 14, Part 10: Satellite Example Continued
  • Lecture 15
    • Lecture 15, Part 1: Introduction and Where Were We?
    • Lecture 15, Part 2: Energy Conservation:  The Basics
    • Lecture 15, Part 3: How Do You Calculate the Net Work?
    • Lecture 15, Part 4: New Problem Solving Steps
    • Lecture 15, Part 5: Example 1
    • Lecture 15, Part 6: Example 2
    • Lecture 15, Part 7: Last Example
    • Lecture 15, Part 8: Final Quiz Questions…
  • Lecture 16
    • Lecture 16, Part 1: Introduction and Where Were We?
    • Lecture 16, Part 2: Defining Our New “Energy Conservation Starting Equation”
    • Lecture 16, Part 3: Defining Mechanical Energy
    • Lecture 16, Part 4: New Problem Solving Steps
    • Lecture 16, Part 5: First Example
    • Lecture 16, Part 6: Second Example
    • Lecture 16, Part 7: Last Example
    • Lecture 16, Part 8: Redo Example From Last Lecture
  • Lecture 17
    • Lecture 17, Part 1: Lecture
  • Lecture 18
    • Lecture 18, Part 1: Introduction and Where Were We?
    • Lecture 18, Part 2: Momentum Change of a Single Object
    • Lecture 18, Part 3: Conservation of Momentum
  • Lecture 19
    • Lecture 19, Part 1: Introduction and Where Were We?
    • Lecture 19, Part 2: Let’s Start With Another Example
    • Lecture 19, Part 3: Elastic Collisions
    • Lecture 19, Part 4: Remaining Quiz Questions
  • Lecture 20
    • Lecture 20, Part 1: Introduction and Where Were We?
    • Lecture 20, Part 2: Rotational Kinematics:  The Basics
    • Lecture 20, Part 3: Examples
  • Lecture 21
    • Lecture 21, Part 1: Introduction and Where Were We?
    • Lecture 21, Part 2: Describing Motion ALONG the Circular Path…
    • Lecture 21, Part 3: Examples
    • Lecture 21, Part 4: Rolling Motion
  • Lecture 22
    • Lecture 22, Part 1: Introduction and Where Were We?
    • Lecture 22, Part 2: A Net Torque Causes Angular Acceleration
    • Lecture 22, Part 3: Torque Example
    • Lecture 22, Part 4: Equilibrium Example
    • Lecture 22, Part 5: Moment of Inertia
    • Lecture 22, Part 6: Non-Equilibrium Example
    • Lecture 22, Part 7: Another Example
  • Lecture 23
    • Lecture 23, Part 1: Introduction and Where Were We?
    • Lecture 23, Part 2: The Basics of Oscillatory Motion
    • Lecture 23, Part 3: Hooke’s Law
    • Lecture 23, Part 4: Kinematics of Simple Harmonic Motion
    • Lecture 23, Part 5: Example
  • Lecture 24
    • Lecture 24, Part 1: Lecture
  • Lecture 25
    • Lecture 25, Part 1: Introduction
    • Lecture 25, Part 2: The Basics of Wave Motion
    • Lecture 25, Part 3: Motion of a Particle on a Wave
    • Lecture 25, Part 4:  Motion of The Wave Crest
    • Lecture 25, Part 5: Examples
Lecture 13 » Lecture 13, Part 6: Ropes and Pulleys

Lecture 13, Part 6: Ropes and Pulleys

https://youtu.be/jGLjpODKXew

PHYS 1101: Lecture Thirteen, Part Six

From that example, let me point out and pull out a very important point that you can extend to many problems that involve ropes, rods, or wires. If the rope is reasonably lightweight, the mass is smaller compared to other masses in the problem, say the objects that this rope is connecting, then you can think of that rope as simply extending the contact between these two connected objects.

In essence then, the tension in the rope is the magnitude of this force pair, the Newton’s Third Law pair, between the objects. Let me show you the force breakdown of this problem and Car 3 and Car 2, but let’s do that where we explicitly also include the forces on this rope or the coupling bar.

Remember, for Car 3 and Car 2, Car 3, yeah, and Car 2, I have the same vertical forces. Then I know, horizontally, that I had tension 3 to the right. But now, before I just immediately draw the same tension on Car 2, let’s be more careful. Technically, at the edge of Car 3, I’m in contact with a coupling bar. I’m not directly Car 2. So, T3 comes from this object.

Well, T3 is the force of the coupling bar on Car 3. So, the Third Law pair is the force of Car 3 on the coupling bar. It’s at this end of the coupling bar that technically is the match, the Third Law pair, to this force.

Okay. If this car is accelerating to the right, so is this coupling bar. If it’s really lightweight, though, the force to the right, yeah, technically, it has to be a little bit bigger than the force to the left because I do need a net force. But, remember that the acceleration is fnet divided by the mass. If I have something extremely lightweight, it takes a very small net force to give me that acceleration.

So, if this is lightweight, the rope, the coupling bar, the force to the right is very close to only slightly bigger than the force to the left. To the precision of three digits in solving the problem, probably, it’s reasonable that the value at the right end of this coupling bar is the same as the value on the left end. So, I’ve got T3 at both ends.

This being just slightly bigger than this, I’m approximating them that they are the same, because it’s so light, is consistent with still having an acceleration of this object to the right as I do the Car 3 and Car 2.

Now that I’ve bootstrapped my way to this end of the rope and convinced myself its T3, now this force is the action/reaction pair to the force on Car 2 directly. I know these are an action/reaction pair and have to be exactly equal magnitude, opposite direction. Then, so for Car 2, we know we have a larger tension, T2, to the right.

So, notice the justification in my statement that’s in the big red box above. The statement is, “If this rope is lightweight, I can consider that this coupling bar simply extends the connection between Car 3 and Car 2. I can think of the direct, as though these are directly in contact with each other. The coupling bar just links that together. So, the direct contact of T3 at this car is the action/reaction pair, effectively, to the direct T3 contact force at that end of Car 2.

The next important point to emphasize is that pulleys will be involved often in this problem. A pulley simply serves to change the direction of the force caused by a rope. If you think about it, the tension in a rope is a measure of how snappy the line feels to you, if you will. If you were to go in to pluck the rope here, it would snap back the same amount of tension if you plucked it over here. The pulley has simply redirected that force.

Take a scenario like this, where let’s say that the set is, this big block s, is very heavy compared to the man. So, you can picture what will happen, that the block is going to accelerate down, pulling the man up or the boy up. He’s going to accelerate up.

Let’s do a quick force diagram on each of these two objects. I’ve already argued or convinced you that the tension that the boy experiences pulling him up has to be the action/reaction pair, effectively, to this set. This rope simply extends what I can think of as the direct contact or interaction between these two objects. So, if this force is pulling up, if I go to the other end, it’s the same tension in the line. But again, a force always pulls up. It’s going to pull up on this block s.

That’s the same scenario as the force on the coupling bar or the rope itself, as being in the opposite directions and therefore, on the objects connected to them being in opposite directions. It’s the same, except the direction is changed only by the pulley.

So, let’s draw it out. For the boy pulling himself up or hanging from this rope, I have the tension up, and I have his weight, the force due to gravity, down. That’s the same tension everywhere in the line. So, the length of this force has to be the same length that’s pulling up on this block. Then, I have to have the force due to gravity down on the block.

Okay. Did I draw these in a way that’s consistent with Newton’s Third Law? Yes. The interaction between the objects has been extended, so to speak, by this rope. But, these forces are equal and opposite. They end up looking in the same direction, only because the pulley has changed or rotated the direction. If you were to straighten it out, the tensions do point opposite directions.

Then, what’s the acceleration? I know the acceleration for the block on the right is down. I argued it has more mass. It’s heavier. The acceleration for the boy on the right is going to be up. I have more force up than down on the boy. On the block, I have to have more force down than I have up.

Quiz question 14 has you putting some of these ideas together. You have the scenario shown on the left, two unequal masses, capital M being larger than the smaller mass m, and they’re connected by a light rope that goes over this lightweight pulley.

When the system is released, your intuition, I’m sure, tells you or confirms that the big mass is going to move down, and the light mass is going to move up. Which of the force diagram choices on the right, A, B, C, or D, matches the magnitudes and the direction of forces that you expect must be the case for the forces for each of these two masses?

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