Unit III Criminological Theories Related to Juvenile .docx

Unit III: Criminological
Theories Related to Juvenile
Delinquency
Introduction
• As we move into Unit III of your Juvenile Delinquency
course,
we will start to examine and analyze the underlying reasons of
why juveniles commit delinquent acts and/or status offenses.
Criminological Theories
• Criminology itself is the study of theories that attempt to
provide an understanding of criminal behavior and/or crime.
• In this unit, we will take a closer look at criminological
theories
related to juvenile delinquency, and in particular, juvenile
gangs
in America.
• Before we start into your readings for this unit, let’s examine
the following question: In your opinion, why do juveniles
commit delinquent acts and/or status offenses?

• If you forgot what status offense means, make sure you revisit
Unit I and Unit II of this course to refresh your memory.
Little John: A Juvenile’s Story
• Watch the video about interactions
between Officer McDonald and Little
John, a juvenile
https://online.columbiasouthern.edu/csu_c
ontent/courses/emergency_services/bcj/bc
j2201/15K/video/unitiii_video.mp4
• Click here to access the transcript for this
video.
Let’s begin this unit with learning more about Little John.
https://online.columbiasouthern.edu/csu_content/courses/emerge
ncy_services/bcj/bcj2201/15K/video/unitiii_video.mp4
https://online.columbiasouthern.edu/CSU_Content/courses/Emer
gency_Services/BCJ/BCJ2201/15K/transcripts/BCJ2201_UnitIII
_Transcript.pdf
• Throughout the years, the truth has been sought by requesting
guidance from kings, priests, and philosophers.

• Today, however, we utilize science, which offers more
accurate
answers.
• The two basic tools of science are theory and research.
• Research includes the collection of data that leads to the
identification of important variables as well as any related
variables. This, in turn, leads to new directions.
• A theory attempts to explain the events in the world (Bartollas
& Miller, 2011). It seeks to provide an explanation for the who,
what, when, where, why, and how events occur.
• Although theories try to explain events, they are not final. For
example, one theory may explain one behavior but not
another. Additionally, a theory may not explain a behavior for
all individuals.
• In the study of juvenile delinquency, there are some prominent
criminological theories that take center stage when examining
the complex issue of juvenile delinquency:
• rational choice theory,
• social learning theory, and
• strain theory.

• It is not to say that these are the only theories that exist in the
study of criminology; however, these three particular theories
are commonly utilized to help us understand juvenile
delinquency in the United States.
• The more we can understand the reasoning for delinquency in
the United States, the better we can help provide deterrent
and preventive methods to curb delinquent acts.
Rational Choice Theory
• Rational choice theory presents the idea that individuals make
a rational choice to commit or not to commit a criminal act.
• Hence, the crime may be prevented if the person knew there
would be consequences or legal sanctions (Akers, Potter, &
Hill,
2012).
• The main assumption and underpinnings of rational choice
theory are that individuals have free will in the choices they
make in life, and this includes delinquent behavior as well as
status offenses committed by juveniles.
• Do juveniles make a rational choice before they commit a
crime?
Rational Choice Theory
• Rational choice theory as it relates to juvenile delinquency
explores the idea that juveniles make a conscious decision

based upon the questions of whether the punishment
outweighs the rewards.
• The concept and rational thought process of right versus
wrong
is presented at a very early age, and this rational choice
thought process continues throughout life.
• If you think about a child, at what age does the child know the
difference between right and wrong?
Social Learning Theory
• We must understand that not every theory will fit every
juvenile’s situation and/or reasoning to commit a delinquent
act or status offense.
• Because there is no one set blueprint, we need to examine
more theories and causations of juvenile delinquency such as
social learning theory.
• Social learning theory presents the idea that all behavior is
learned—both good and bad.
• Hence, our social surroundings often dictate how we perceive
the world.
• Edwin Sutherland first introduced social learning theory in his
1939 book Principles of Criminology.

• In this original formulation, Sutherland noted that criminal
behavior is learned in the context of intimate personal groups
(family and friends).
• According to Jung, Herrenkohl, Lee, Klika, and Skinner,
When abuse and hostility define a child’s
relationships with parents and peers, those same
qualities carry forward into the child’s relationship
with others outside the home and it is thus assumed
that violence is a learned behavior that children
repeat in their adult relationships. (2015, p. 1005)
• How influenced are you by your family and friends?
• Social learning theory as it relates to juvenile delinquency
argues that juveniles commit crime and learn how to commit
crime because of their social surroundings and groups.
• The most important group is the primary family, which would
include the parents and siblings.
Cycle of Violence
• How often have you heard the term cycle of violence within
your criminal justice studies?
• If you are new to the term cycle of violence, the concept and
idea argues that violent behavior is passed down from

generation to generation because of the social learning
involved within the immediate family dynamics.
Cycle of Violence
• Watch the video at
right.
• Think about the
following questions:
• If parents live a life
of violence, will the
children be more
likely to learn this
behavior and create
a pathway to
committing criminal
behavior?
• Will violent and/or
criminal behavior be
considered the
norm? (rosaryfilms, 2009)
Cycle of Violence
• In a 2001 National Institute of Justice article titled “An
Update
on the Cycle of Violence,” authors and researchers Cathy
Widom and Michael Maxfield (2001) presented research that
examined in detail the cycle of violence phenomena as they

relate to parenting and juvenile delinquency in the United
States.
• It is also widely suggested that violence begets violence—that
today’s abused children become tomorrow’s violent offenders
(Widom & Maxfield, 2001).
Cycle of Violence
• Further, one of the key findings presented states that “being
abused or neglected as a child increased the likelihood of
arrest as a juvenile by 59%, as an adult by 28%, and for a
violent crime by 30%” (Widom & Maxfied, 2001, p. 2).
• It is important to note that Widom and Maxfield (2001) also
provide important deterrent and prevention methods that
could help decrease juvenile delinquency as well as truancy
issues.
Unit III: Criminological Theories
Three crucial cycle-of-violence prevention methods included
the following needs:
for police officers, schools, and
home healthcare workers to
intervene early when possible
signs of delinquency and status
offenses are evident;

for the juvenile court system to
recognize the high risks of
neglect as well as child physical
abuse;
and to reexamine whether out-
of-home placement policies and
programs are actually working
to deter future delinquent
behavior.
Criminological Theory
Let’s now learn about some important theories in juvenile
delinquency:
n
-Control

Social Bond
• The social bond theory is part of the control theory that asks
“Why don’t people commit crime?” rather than “Why do
people commit crime?”
• This theory, first introduced by Travis Hirschi, argues that
when a social bond is broken, criminal behavior may result.
• Typically, when discussing this theory, the bond is one from
the individual to the society.
Social Bond
Social bond theory has four main components:
• This includes any shared beliefs. Attachment
• This is the amount of time spent on the
activity.Involvement
• This is the energy put into the activity.Commitment
• This is the value and moral system.Belief

Social Learning
• The youth may have grown up in a family lifestyle surrounded
by gang activity. However, as mentioned earlier, social
learning can also be positive in nature.
• One of the main incentives for disengaging from a gang
lifestyle is because family and friends may have pulled back
from gang membership also.
Strain
• Another item to consider in your understanding of juvenile
delinquency is strain theory.
• General strain theory, presented by Merton, argues that all
individuals in the United States are encouraged to pursue the
conventional goals of money and middle class status via
legitimate (noncriminal) means (Cullen & Agnew, 2011).
• When individuals are unable to meet the conventions goals,
they experience strain or pressure.
Strain
• The inability to meet these goals may be due to the following
factors:
• parents who are unable to provide necessary guidance,
housing, etc.;

• children attending inadequate schools or living in
impoverished neighborhoods;
• individuals experiencing discrimination; and
• individuals unable to afford college (Cullen & Agnew, 2011).
• Unfortunately, not all individuals will be able to obtain these
through non-criminal means; hence, these individuals may turn
to crime to meet these goals (Cullen & Agnew, 2011).
Strain
• These crimes could include theft, selling drugs, and
prostitution.
• Additionally, individuals may substitute different goals, that
they feel that they can achieve, instead of the conventional
ones determined by society (Cullen & Agnew, 2011).
• Hence, the method of obtaining the goals, as well as the goals
themselves, may be criminal.
Strain
• It is important to note that not all individuals who experience
strain (inability to achieve conventional goals) turn to crime.
• Research has indicated that those who experience strain and
turn to crime are more likely to join a delinquent subculture
where the criminal values are accepted and encouraged (Cullen

& Agnew, 2011).
Strain
• The strain model:
Society says
you must have
$$ and middle
class status.
The individual
cannot obtain
these through
legitimate
means.
Instead, the
individual
resorts to
crime.
Anomie
• Similar to strain theory, the theory of anomie, which was first
introduced by Robert Merton in 1938, explains that crime
occurs due to the strong emphasis on monetary success, also
called the American Dream (Cullen & Agnew, 2011).

• Unfortunately, although the United States places an
importance on money, the emphasis on legitimate forms to
obtain this is very weak.
• Hence, individuals may use unconventional means, such as
crime, to pursue money.
Anomie
• The anomie model:
Society's
goal = $$1
Individual
cannot
obtain $$
through
legitimate
means
2 Crime3
Self-Control
• The self-control theory, in its simplest form, states that the
lower an individual’s self-control, the higher the possibility that
the individual will engage in crime or act analogous to crime.
• This is different from Hirschi’s earlier social control theory in

that this theory is focused more on the individual than on
external sources of control.
• According to Gottfredson and Hirschi (1990), self-control is
established during childhood, from ages 8-10, and is stable
throughout the life course.
Self-Control
• If the parents fail to monitor the child's behavior, recognize
deviant behavior when it occurs, and punish such behavior, a
child may not learn self-control.
• This could result in a child that is impulsive, insensitive,
physical, risk-taking, shortsighted, and nonverbal.
• Furthermore, this pattern repeats throughout life with the
individual surrendering to temporary temptations, crime, and
other forms of deviance.
Self-Control
• Although parents may try to monitor behavior, recognize and
punish deviancy, low self-control may still occur. This could be
due to any of the following aspects:
• uncaring parents,
• caring parents without the time and the energy to monitor
behavior,
• caring parents who monitor the behavior but may not see

anything wrong,
• and caring parents who monitor the behavior but may not
have the inclination nor the means to punish the child.
Self-Control
• Self-control theory differentiates between the two terms:
• criminality−defined as the propensity to offend, and
• crime−defined as breaking the law.
• Propensity cannot be acted upon unless opportunity exists.
Hence, crime is viewed as the product resulting from the
meeting of low self-control and opportunity.
• Since opportunities are readily available, the individual will
become deeply involved in criminal behavior.
Self-Control
• Although highly probable, crime is not an automatic or
necessary result of low self-control, but may instead result in
comparable acts (drinking and gambling).
• Hence, the absence of self-control does not automatically
result in one type of crime.
• Instead, an offender may not show a strong preference for a
specific crime or patterns of crime.

Self-Control
• Common elements of crime include the following components:
• immediate gratification;
• exciting, risky, or thrilling;
• few or meager long-term benefits;
• little skill or planning; and
• pain and discomfort for the victim.
• These elements are all linked as individuals with low self-
control tend to be impulsive, insensitive, physical, risk-taking,
shortsighted, and nonverbal.
Life Course
• The premise of life course criminology is that an individual’s
likelihood of offending changes across time.
• This change could be attributed to any of the following
factors:
• a turning point (new relationship),
• increased social control,
• a change in routine activities, and

• a commitment to a new life.
• However, this change is not inevitable and is often due to an
individual’s choices.
Life Course
• A change in criminal behavior across time has not always been
an accepted explanation as criminologists, until recently, had
little interest in how individuals develop over time.
• Instead, the focus has been on what happens when individuals
are placed in a particular social role.
• A change was provided with three major contributions:
• how delinquents and non-delinquents differ from one
another,
• linking early antisocial conduct to later criminal behavior, and
• how antisocial youths were shaped by their circumstances
and the impact of their social world.
Life Course
• Other researchers noted that although crime may begin during
adolescence, forerunners to crime (bullying and lying) occur
during childhood.
• This research offers the following suggestions:

• the causes of crime probably occur in childhood,
• theories focusing solely on teenage activities are incomplete,
and
• the link between childhood and later deviance is a dynamic
and developmental process.
Life Course
• Life course criminology has become popular in recent years
through its unquestionable perspective that crime is dynamic
and occurs throughout the life course.
• Hence, current criminologists must attempt to explain the
continuity and/or change in criminal involvement.
Routine Activity
• This theory proposes that three elements are necessary for a
predatory crime to occur:
• a motivated offender,
• a suitable target, and
• a lack of a capable guardian (Cohen & Felson, 1979).
• This originated in the study of post-WWII changes to society,
whereby individuals altered routine activities or everyday
activities, to include time away from home and purchasing
durable goods.

Routine Activity
• These changes in routine activities led to the convergence of
the elements (a motivated offender, lack of guardianship, and a
suitable target), thereby increasing crime.
Motivated
Offender
Lack of
Capable
Guardian
Suitable
Target
Crime
Offender Search
• This theory is based on the belief that most offenders have
routine activities (school, work, leisure) similar to non-
offenders.
• With these activities, they develop maps of the area leading to
an awareness that may identify potential criminal targets.
• Since crime is highly patterned by daily behavior, offenders
will
most likely limit their search for targets near their travel

routines, termed awareness space by Brantingham and
Brantingham (1993).
Situational Crime Prevention
• This theory proposes that the nature of criminal opportunities
influences the amount, nature, and location of crime.
• Instead of focusing on the criminal personalities, a focus
should
be on the situation in which crime occurs (Clarke, 1980).
• With this, prevention strategies should be implemented to
reduce the opportunity, decrease criminal payoff, and increase
detection of offenders.
Broken Windows
• This theory, by far one of the most widely known, proposes
that unchecked social disorder or public incivility causes
serious crime (Kelling & Wilson, 1982).
• It begins with a “broken window,” which is a metaphor for
when disorderly individuals are allowed to take over public
spaces.
• The individuals may not be violent or criminals, but instead
drunks and addicts.
Broken Windows

• In response to the social disorder, individuals become fearful
and change their behavior, including moving out of the
neighborhood or withdrawing from public places.
• This leads to a breakdown of community controls, sending the
message that no one cares, thereby allowing the disorder to
worsen.
Broken
window,
damage to
property, or
other issue
Community
does not take
action
More
damage and
disorder
Differential Association
• Differential association, as advanced by Edwin Sutherland in
1939, explored the significance of social learning in the
commission of a crime (Schmalleger, 2012).
• This theory emphasized that social learning plays a major role
in crime as all behavior is learned, including crime.

• Hence, crime is similar to other behavior in that it too, is
learned.
• At the core of differential association is the fact that the
individual has a favorable view towards violations of the law.
A person’s view
is different
(differential)
A group of
people
(association)
Differential
Association
• Sutherland identified the following principles:
small, personal group.

ncludes how to commit the crime
(this may be simple or complex) and motives, rationalizations,
and attitudes.
intensity, and priority.
learn
other behaviors (Schmalleger, 2012).
Social Disorganization
• First introduced by Shaw and McKay in 1942 in their research
of juvenile delinquency in Chicago neighborhoods, social
disorganization theory focuses on the place rather than the
people to explain conditions that are favorable to crime.
• It is simply defined as a community’s inability to realize
common goals and solve problems.
• There are three main components in social disorganization:
ow socioeconomic status, and
neighborhood).
Social Disorganization

• These factors decrease a neighborhood’s ability to control
residents’ behavior, leading to less social control and more
crime.
• One very important aspect of social disorganization includes
the code of the street.
• Due to deindustrialization, housing segregation, and white
flight, inner-city communities developed as isolated and
predominantly African American.
• The isolation of these communities has allowed the code of
the street to succeed, resulting in an unconventional culture,
dominance of achieving respect, and promotion of violence.
Conclusion
When you have finished your readings for this unit, make sure
to reflect on what you have learned, and think of some
examples that would provide insight into your understanding
on how different theories can help provide an understanding of
the reasoning for juvenile delinquency in the United States.
Akers, T. A., Potter, R. H., & Hill, C. V. (2012).
Epidemiological criminology: A public health approach
to crime and violence. Somerset, NJ: Wiley.
Brantingham, P. L., & Brantingham, P. J. (1993). Nodes, paths
and edges: Considerations on the
complexity of crime and the physical environment. Journal of
Environmental Psychology,
13(1), 3-28.

Cohen, L. E., & Felson, M. (1979). Social change and crime rate
trends: A routine activity approach.
American Sociological Review, 44(4), 588-608.
Clarke, R. V. G. (1980). "Situational" crime prevention: Theory
and practice. The British Journal of
Criminology, 20(2), 136-147.
Cullen, F. T., & Agnew, R. (2011). Criminological theory: Past
to present: Essential readings (4th ed.).
New York, NY: Oxford University Press.
Gottfredson, M. R., & Hirschi, T. (1990). A general theory of
crime. Stanford, CA: Stanford University
Press.
References
Jung, H., Herrenkohl, T. I., Lee, J. O., Klika, J. B., & Skinner,
M. L. (2015). Effects of physical and
emotional child abuse and its chronicity on crime into
adulthood. Violence and Victims, 30(6),
1004-1018.
Kelling, G. L., & Wilson, J. Q. (1982). Broken windows.
Atlantic Monthly, 249(3), 29-36, 38.
rosaryfilms. (2009, January 4). Juvenile status offenders and
their families / educational
documentary video [Video file]. Retrieved from
https://www.youtube.com/watch?v=1wh1TKc_I2Q
Schmalleger, F. (2012). Criminology today: An integrative

introduction (6th ed.). Upper Saddle River,
NJ: Pearson.
Widom, C. S., & Maxfield, M. G. (2001, February). An update
on the “Cycle of Violence.” National
Institute of Justice: Research in Brief. Retrieved from
https://www.ncjrs.gov/pdffiles1/nij/184894.pdf
References
HW: Motion in Two Dimensions Name Section
Copyright 2008 by S. Kanim, M. Loverude, & L. Gomez 1
1. In lab you took a
photograph of a toy
roller coaster cart as
it rolled along a
track and then flew
through the air and
into a bucket. The
diagram from lab is
reproduced here.
You will use your
photograph from the
lab to answer the
questions below.
i. Use the light stripes in the photograph to find the change in
velocity vector for the coaster for a

portion of the path when it is at the straight part of the track.
(Somewhere near point A in the
diagram.) Find and measure two adjacent light stripes near this
point and show them below. (Be sure
to keep their directions – you may want to use a protractor.)
Label these vectors as initial velocity
and final velocity or vi and vf. Then find the change in velocity
vector as you did in lab. Show your
work. Finally, draw an arrow to represent the direction of
acceleration for this interval.
ii. Repeat part i. for two adjacent stripes near the bottom of the
track, somewhere near point B.
iii. Repeat part i. for two adjacent stripes after launch but
before the cart has reached its highest point
while in flight, somewhere near point C.

iv. Repeat part i. for two adjacent stripes near the highest point
while in flight, somewhere near point D.
v. Repeat part i. for two adjacent stripes after the highest point
while in flight, somewhere near point E.
A
B
C
D
E
Catch
bucket
Coaster
HW: Motion in Two Dimensions
2. For each pair of vectors shown below, use a ruler (and
protractor if necessary) to perform the indicated

subtraction as shown in the example.
A
r
B
r
C= B– A
r r r
–A
r
B
r
C
r
Example
E
r
F
r
D= E –F

r r r
i.
H
r
I
r
G= H – I
r r r
ii.
L
r
J= K – L
r r r
iii.
K
r
3. A car is speeding up (but not turning left or right) as it
passes over the crest of a hill as shown. Indicate the
approximate direction of the acceleration of the car for the
time that it travels between points A and B. Show how you

determined your answer.
A
B
4. In each case i. through v. below, find the change in velocity
vector !
r
v from the initial point to the final
point for an object moving along the path shown. Indicate !
r
v with a dashed line vector, and graphically
determine its magnitude. Use a scale 1 centimeter = 1 meter per
second. In the space to the right of each
case, draw an arrow that shows the direction of the average
acceleration for the time that the object
travels from the initial to the final point.
{Recall that the average acceleration is defined by the vector
equation

r
a ave =
!
r
v
!t
. Since Δt is a scalar, the
direction of
r
a ave must be the same as the direction of !
r
v .}
v = 4 m/s
r
-v
i
r
Example
Initial:
v = 4 m/s
rFinal:
v

f
r
!v = 0
r
v = 4 m/s
r
i.
Initial:
v = 5 m/s
rFinal:
v = 4 m/s
rInitial:
v = 3 m/s
rFinal:
!v =
r
v = 4 m/s
rInitial:
v = 4 m/s
rFinal:
v = 4 m/s
rInitial:
v = 3 m/s
rFinal:

v = 4 m/s
rInitial:
v = 0
rFinal:
ii.
iv.
v.
!v =
r
!v =
r
Acceleration direction:
None.
!v =
r Acceleration direction:
iii. !v =
r Acceleration direction:

5. A toy car with a blinkie attached moves in a
clockwise direction around a racetrack. A drawing
of the trail made by the blinkie is shown. The car
starts at rest from point A. By the time it reaches
point D it is traveling at a constant speed, and
continues at this speed until it reaches point G. It
then slows down to a stop.
i. On the diagram at right, draw velocity vectors
for each of the points A – G. Be sure that the
relative magnitudes of your vectors are
consistent.
ii. Now draw the change in velocity vectors for
each of the points A – G. Use the light stripes
just before and just after each point to find
initial and final velocities. An example is
shown for point C.

iii. Based on your answer to part ii., draw
acceleration vectors for each point.
iv. How does the magnitude of the acceleration at point E
compare to that at G? Explain.
A B
C
DE

F
G
A B
C
DE
F
G
vf
r
A B
C
DE
F
G
vi
r
vf
r
–vi
r

C
!v
r
Homework: Addition of Forces Name ___________________
Section _____
Copyright 2008 by S. Kanim, M.Loverude, & L.Gomez 1
Before starting this homework, you should find a ruler and
protractor to
use for all scaled vector sums.
1. Three forces act on a block that is at rest. Only two of these
forces are
shown in the diagram at right.
i. In the space below, use a scaled vector sum to find the
approximate
magnitude and direction of the third force.

ii. Explain why the third force is not the same force as the
vector sum of the two forces in the
diagram above.
2. The directions of 3 forces all acting on the same object
are shown at right (The magnitudes of these forces are
not given). Since the object is not accelerating, the sum
of these three forces must be zero.
i. Draw a diagram that shows the graphical vector sum
of these three forces. Remember that you cannot
change the direction of these vectors when you add
them, and that we don’t know their lengths.
ii. Is the magnitude of Force 3 greater than, less than, or equal
to the magnitude of Force 2?
Explain how you can tell from your vector diagram.

6 N
4 N
Direction of
Force 1
Direction of
Force 2
Direction of
Force 3
Lab Homework: Addition of Forces
3. A 50-kg skier moves at constant speed down a hill that
makes a slope of 15° with the horizontal.
i. What is the weight of the skier?
ii. What is the net force on the skier? Explain how
you can tell.
iii. In the space below, draw a free-body diagram for the skier.

iii. Based on your free-body diagram, construct a scaled vector
sum diagram.
iv. Based on your scaled vector sum diagram, what are the
magnitudes of each of the forces
acting on the skier?
v. Finally, use your results from part iv to calculate the
coefficient of friction between the skis
and the snow. Show your work.

15°
4. A force table is set up with 2 pulleys at 50° and at
170° as shown at right. A total of 200 grams is
suspended from the pulley at 50° and a total of 300
grams is suspended from the pulley at 170°. A third
string tied to the ring (not shown in diagram) is
attached to a force probe, and the probe is pulled so
that the ring is in equilibrium in the center of the
force table.
i. Find the magnitude of the tension forces exerted
by the two strings shown in the diagram.
Tension in String A:
Tension in string B:
ii. Use a scale of 2cm:1N, (and of course a ruler and a
protractor) to draw a scaled vector sum
diagram in the space below. Use this diagram to find the
magnitude and direction of the
tension force on the ring due to the third string.

Ring
Force
table
180°
270°
90°
0°
200 g
300 g
String
A
String
B

5. A total mass of 500 grams hangs from a string attached
to a ring. Two other strings are stretched between the
ring and a tilted rod as shown. String 1 is twice as long
as strings 2 and 3 (which are the same length). Strings
1 and 2 both make an angle of 104° with string 3.
Use a free-body diagram for the ring and a vector sum
diagram to rank the tensions in the 3 ropes. Explain
how you determined your ranking.
Rod
Total mass
500 g
Ring
String
1

String
2
String
3
104° 104°
Homework: Forces Name: _____________________
Section: ______
Copyright 2008 by S. Kanim, M. Loverude, and L.Gomez 1
1. For each situation below, draw a free-body diagram of the
object that is identified. Label each
force that you have included in your free-body diagram to
indicate (1) the type of force, (2) the
object on which the force is exerted, and (3) the object exerting
the force.
i. A block that is at rest on a ramp.

ii. A block that is tethered by a string to a horizontal ramp.
The block is at rest, and there is no friction between the
block and the ramp.
iii. The rag in the diagram. The window washer is using a stick
to push the rag
upwards along the window.
2. A student has a weight of 750 Newtons. What is the mass of
the student? Show
your work.

3. What is the gravitational force exerted on a metal cube of
mass 150 grams? Show your work.
θ
Block
Ramp
µ = 0
String
Block
θ
Stick
Rag
Window
Lab Homework 4: Forces
2
4. The massless string shown at right is wrapped around two
pulleys. It is tethered to the desk on one side and a mass

hangs from the other side. Rank the tensions at the six
labeled points along the string. Explain how you
determined your ranking.
5. A person stands on a ladder that is resting
against a wall. (Assume that there is no
friction between the ladder and the wall.)
Draw a free-body diagram of the ladder
in the space to the right. Label each force
that you have included as you did in question1.
(Hint: The force on the ladder by the person
is not a weight!)
6. In lab, you ranked the coefficients of friction for 3 carts
with different materials on the bottom: plastic, cork and
fabric. In addition, you calculated the coefficient of
kinetic friction for a cart with a cork bottom, and drew
a free-body diagram for this cart as it was pulled at
constant speed along a track.
i. At right, draw a free-body diagram for the cart with the
fabric bottom as it slides at constant speed along the track.
Sate how (if at all) this diagram is different from the one
you drew for the cart with the cork bottom. Explain.
ii. Which forces in your free-body diagrams have the same

magnitude for the cork-bottomed and fabric-bottomed carts?
Explain.
iii. List all of the forces that are not the same for the two carts.
For these forces, state which cart
has the larger force. Explain.
Pulley
Hook and
slotted masses
Pulley
A
B
C
D
E
F
Cart with
masses
Track
Force probe

Unit III Criminological Theories Related to Juvenile .docx

Unit III Criminological Theories Related to Juvenile .docx

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