Newton’s Second Law Carolina Distance Learning Investi.docx

Newton’s Second Law
Carolina Distance Learning
Investigation Manual
2
©2015 Carolina Biological Supply Company
Table of Contents
Overview
...............................................................................................
.......... 3
Objectives
...............................................................................................
........ 3
Time Requirements
........................................................................................ 3

Background
...............................................................................................
..... 4
Materials
...............................................................................................
........... 8
Safety
...............................................................................................
................ 9
Alternate Methods for Collecting Data using Digital Devices.
............. 9
Preparation
...............................................................................................
.... 10
Activity 1: Newton’s Second Law
............................................................. 11
Data Table 1
...............................................................................................
.. 15
3

Overview
This investigation explores Newton’s Second Law of Motion
and the relationship
between force and acceleration. In the activity, the mass of a
plastic cart is
increased by adding weights in the form of washers. This cart is
attached by a
string to a hanging mass suspended over a pulley. As mass is
transferred from
the cart to the suspended weight, the cart is accelerated at an
increasing rate.
Students use graphical analysis to study the relationship
between force and
acceleration described by Newton’s Second Law.
Objectives
w of Motion
through

graphical analysis
familiar with
the SI unit of force, the Newton (N)
Time Requirements
Preparation
.................................................................................... 15
minutes
Activity 1
........................................................................................ 45
minutes
4
Background

Classical mechanics is the branch of physics concerned with
analyzing forces, their
effect on matter, and the motion of objects. The distinction
"classical" means that these
laws apply to systems where the effects of relativity are
negligible or have little
measurable effect. This is the case for most of the physical
events we witness, because
relativistic effects apply to objects moving near the speed of
light. Most mechanical
systems we study on Earth can be analyzed and described in
terms of classical
mechanics.
Classical mechanics is sometimes referred to as Newtonian
mechanics, because much
of the science builds on the work of Isaac Newton, the English
physicist and
mathematician who lived from 1642 until 1726. When people
hear the name Newton,
they are likely to think of Newton's Laws of Motion, which they
may be familiar with in
one form or another. These three laws describe the relationship

between force, object
mass, and motion. Newton’s Laws of Motion are some of the
most fundamental
principles of physics and are crucial to the development of
modern technology.
Everything from the motion of planets to the operation of
sophisticated engines and
machines is governed by these three simple laws.
Newton's First Law of Motion relates to the concept of inertia,
an object’s resistance to a
change in motion. The first law states that an object's motion
remains unchanged
unless the object is acted upon by an unbalanced force (i.e., net
force).
A book resting on a table is being acted on by opposing and
equal forces. Gravity
pulls down on the book, while the table pushes up on the book
with an equal amount
of force. The book will remain motionless until the forces are
unbalanced. Consider a
rocket fired into space. In space, without friction from air
resistance, once the thrust

from the rocket engine stops, the rocket itself will continue to
travel at a constant speed
in a straight line unless the rocket is acted upon by another
force. This could happen if
he rocket struck another object, such as an asteroid, or if the
rocket entered the gravity
field of a planet causing the rocket's path to curve.
Newton's Second Law of Motion states that the force acting on
an object is related to
the change in the objects momentum (p), which is the product of
the object's mass (m)
multiplied by its velocity (v).
� = ��
Because the mass of the object remains the same, the net force
changes the object's
velocity. A change in velocity is defined as acceleration, and
Newton's Second Law is
often described mathematically as:
� = ��
Where F is the net force acting on an object, m is the mass of
the object, and a is the
acceleration of the object due to the net force.

5
Force is measured in units of Newtons (N), where 1 Newton is
equal to 1 kilogram
multiplied by 1 m/s2.
So:
[�] = �
1� = 1�� ∙ 1 �
�2⁄
In physics texts, vector quantities are usually indicated by
printing an arrow over the
variable representing the quantity, or as in this document,
placing the letter in bold. In
the equation:
F = ��

The symbols for force and acceleration are in bold, because
these quantities are
vectors, while mass, represented by the letter �, is a scalar
quantity.
When a variable is written without bold print or between
absolute value bars, only the
magnitude of a variable is indicated:
� = 9.8 m
s2⁄
The symbol � represents an acceleration of 9.8 m/s2 in the
positive direction:
|�| = 9.8 m
s2⁄
The symbol a inside absolute value bars indicates an
acceleration of 9.8 m/s2 but does
not specify a direction.

To indicate the units of a quantity, the variable representing the
quantity is placed in
brackets:
[�] = �
Indicates that the quantity Force is measured in units of
Newtons.
6
Consider Figure 1. A force of 20 N is acting on an object with
mass of 4 kg. The
acceleration of the object is 5 m/s2. In Figure 2, there is a 20 N
force applied in the
forward direction and a 4 N force applied in the backward
direction. Therefore, the net
force acting on the 4 kg object is 16 N. The acceleration is 4
m/s2. It should be noted

that in this activity friction is ignored, but in reality frictional
forces are always present,
and frictional forces should be considered in order to calculate
the net force.
Figure 1
20 � = 4 kg × 5 m
s2⁄
Figure 2
�NET = 20 � − 4 � = 16 �
So, if we substitute the net force of 16 N acting on the object,
and the known mass of
the object, 4 kg, into the basic equation of Newton’s Second
Law, F = ��, we can
determine the object’s acceleration:
16 � = 4 kg × 4 m
s2⁄

On Earth, the acceleration due to gravity is 9.8 m/s2. The
weight (W) of an object is
calculated by multiplying the mass of the object by the
acceleration due to gravity,
represented by the symbol �:
� = 9.8 m
s2⁄
7
The weight of a 10 kg object would be 98 N:
� = �� = (10 kg) (9.8 m
s2⁄
) = 98 �
Newton's Third Law of Motion: states that forces occur in pairs.
For every action force

there is an equal and opposite reaction force. The forces are
equal in magnitude and
opposite in direction.
If a person jumps off a boat that is floating in the water, as the
person moves in one
direction the boat moves in the opposite direction, and the
person does not move as far
from their starting position as they would have if they had
jumped from a stationary pier.
Newton’s Laws of Motion can help analyze mechanical systems.
The force acting on an
object or part of a system can be calculated by applying
Newton’s Laws. These
equations can also be used to calculate the acceleration that an
object will experience
due to an applied force.
Newton’s Second Law of Motion states that the net force acting
on an object is equal to
the mass of the object multiplied by the object’s acceleration.
This can be expressed mathematically as:

� = ��
Where F is the net force applied to an object, � is the mass of
the object, and � is the
acceleration of the object.
In this activity, you will construct a system consisting of a
hanging mass attached to a
wheeled cart and graphically analyze the relationship between
the mass of the system
and the force acting to accelerate the system.
Note: The expression, “net force” means the vector sum of all
the forces acting on
an object. If the net force on an object is zero, there will be no
acceleration. The
object would either remain still or move at a constant speed in a
straight line. A
change in the velocity of an object in any direction and/or speed
is the result of a
net or unbalanced force being applied to that object.
8

Materials
Included in the Mechanics Module kit
Dynamics Cart 1
Table Clamp Pulley 1
Needed from the core equipment set:
Tape Measure 1
String 1
Pocket Scale 1
Washers/Weights 30
Paper clip
Needed, but not supplied:
Books 1
Calculator or Computer

Masking Tape
Permanent Marker
Optional
Smartphone/Tablet, or other digital
recording device
1
1
1
1
Reorder Information: Replacement supplies for the DL
Mechanics Module: Newton’s
Second Law investigation can be ordered from Carolina
Biological Supply Company,
kit 580404.
Call 1-800-334-5551 to order.

9
Safety
Safety goggles should be worn during
this lab.
Read all the instructions for this laboratory activity before
beginning. Follow the
instructions closely and observe established laboratory safety
practices, including
the use of appropriate personal protective equipment described
in the Safety and
Procedure section.
Safety goggles should be worn during this lab. The activities in
this lab involve carts

containing unsecured metal masses that move and accelerate.
Take care while
performing these lab activities to avoid injuring hands and
fingers or feet and toes with
moving or falling masses. Make sure lab area is clear of pets,
children, and breakable
objects.
Do not eat, drink, or chew gum while performing this activity.
Wash your hands with
soap and water before and after performing the activity. Clean
up the work area
with soap and water after completing the investigation. Keep
pets and children
away from lab materials and equipment.
Alternate Methods for Collecting Data using Digital Devices.
Much of the uncertainty in these experiments arises from human
error in measuring the
times of events. Some of the time intervals are very short,
which increases the effect of
human error due to reaction time.
Observing the experiment from a good vantage point that

removes parallax errors and
recording measurements for multiple trials helps to minimize
error, but using a digital
device as an alternate method of data collection may further
minimize error.
Many digital devices, smart phones, tablets, etc. have cameras
and software that
allow the user to pause or slow down the video.
If you film the experiment against a scale, such as a tape
measure, you can use your
video playback program to record position and time data for the
carts. This can
provide more accurate data and may eliminate the need for
multiple trials.
If the time on your device’s playback program is not
sufficiently accurate, some
additional apps may be available for download.
10

Another option is to upload the video to your computer.
Different video playback
programs may come with your operating system or software
suite or may be available
for download.
Some apps for mobile devices and computer programs available
for download are
listed below, with notes about their features.
Hudl Technique: http://get.hudl.com/products/technique/
iPad and Android
-second with slow motion
features
QuickTime http://www.apple.com/quicktime/download/

Preparation
1. Gather items listed in the Materials section.
2. Find a table at least 60 cm high.
3. Clear a space on the table top approximately 1‒2 meters in
length and at least 10
centimeters wide. The area should be level and smooth.
4. The clamp pulley should attach to the end of the table with
enough space for a
suspended mass to fall unobstructed to the floor. See Figure 3
for an example of the
clamp pulley secured to a table top. You may place a piece of
cardboard
between the clamp and the table to prevent damaging the table
surface.
http://get.hudl.com/products/technique/
http://www.apple.com/quicktime/download/
11

Activity 1: Newton’s Second Law
1. Place two books close together on the table near the clamp
pulley, one on either
side of the string. Place them close enough to the clamp to
prevent the cart from
running into the pulley. Make sure the books do not interfere
with the movement of
the string.
2. Remove the rubber stopper and circular spring from the cart
if attached. Use
caution when removing the spring, as it can decompress quickly
and become a
projectile.
3. Tie a string to the cart through the hole where the rubber
stopper was attached.
4. Place the cart on the table so the front edge rests against the
stopping books.
5. Thread the string over the pulley and down to the floor.

6. Unbend a paperclip to make a hook where you can suspend
the washers. See
Figure 3.
7. Cut the string near the floor and tie the free end of the string
to the paperclip. When
the front edge of the cart rests against the books and the string
is threaded over the
pulley, the paperclip and the washers will be suspended just
above the floor.
Figure 3
12
Figure 4

8. Roll the cart backward on the table away from the books and
pulley, until the
paperclip is just below, but not touching, the pulley. Place a
piece of tape in front
of the front edge of the cart (see the tan start point indicated in
Figure 4). Label this
tape as the start point or d = 0.
9. Place a second piece of tape on the table, across the path of
the cart and even
with stopping books. Label this tape as the end point.
10. Measure the distance from the start point to the end point.
Record this value in
Data Table 1.
11. Add six large washers and five small washers to the cart,
and add four small washers
to the paperclip on the end of the string.
12. Using the pocket scale, measure the combined mass of the
cart with all the
washers, the string, and the paper clip. This is the mass of the
entire system, and this
mass will remain constant during the experiment. Record the
mass in Data Table 1.

13. Place the cart behind the piece of tape marking the start
point, and suspend the
paperclip with the initial four small washers over the pulley.
See Figure 4
14. Release the system and allow the suspended mass to fall. If
the system does not
move, transfer one of the smaller washers from the cart to the
paper clip hook.
15. Once you have successfully set up the system with the
initial conditions that will
allow the suspended mass to accelerate the cart, use the pocket
scale and
measure the mass of the paperclip with the small washers.
Record this value in Data
Table 1.
16. Set up the cart, string, and suspended mass system again, so
that the mass on the
paperclip is suspended from the pulley and the cart is
immediately behind the start
point as in Figure 4. The string should be taught so there is no
slack.
13

17. Release the cart and simultaneously start the stopwatch.
Stop the stopwatch when
the cart contacts the stopping books.
18. Record the time in Data Table 1.
19. Repeat Steps 16 through 18 two more times for a total of
three trials using the same
number of washers to accelerate the system. Record the times
for the three in Data
Table 1.
20. Move one of the small washers from the cart to the
paperclip.
21. Repeat the procedure in steps 19−21, collecting data for
three trials with the mass of
an additional washer accelerating the system.
22. Repeat the procedure using an increasing number of washers
(up to seven washers)
to accelerate the system.
23. Calculate the force (N) accelerating the cart by multiplying

the mass of the
suspended washers and the paperclip by the acceleration due to
gravity g= 9.8
m/s2).
24. Calculate the average time of the three trials for each
iteration of the experiment.
25. Calculate the square of each average time.
26. Calculate the acceleration of the system by using the
Kinematics Equation:
� =
1
2
� �2
Where s is displacement (the distance that the cart moved from
the start point to the
end point), t2 is the square of the time for the cart to move from
the start point to the
end point (in this experiment three times are averaged to
minimize error) and a is the
acceleration of the system.

Note: Mass is the amount of matter in an object. Weight is the
force of gravity on
an object, which is provided in Newtons, N:
��ℎ� = �� = ��
� = �� = ��
14
Rearranging the preceding equation for acceleration gives:
� =
2�
�2
As the mass that is suspended over the pulley increases, the
weight, or the force,

accelerating the system increases, and therefore the acceleration
of the system
increases.
27. Construct a graph of force (N) vs. acceleration (m/s2). The
force accelerating the
system in each trial is the weight of the suspended mass. The
slope of the line should
be the mass of the entire system.
According to Newton’s Second Law of Motion, the relationship
between force and
acceleration is given by:
� = ��
In this experiment, the mass of the system, the cart, the string,
the paperclip, and all the
washers remained constant. The force accelerating the system
was the weight of the
washers. As the weight of the washers increased, so did the
acceleration in a linear
relationship described by the preceding equation.

28. Calculate the percent difference between the mass of the
system determined
experimentally using the slope of the line and the mass you
recorded using the
pocket scale. Remember to convert all masses to kilograms
(kg).
�� = |
�� − ��
(
�� +��
2
)
| × 100%
Data Table 1
Suspended
Mass (kg)

Weight of Suspended Mass
(mass × 9.8 m/s2), Newtons
Time
(sec)
Average
Time
Average
Time 2
d (m) 2d (m) Acceleration = 2d/t2
3 Washers Trial 1
Trial 2
Trial 3
4 Washers Trial 1
Trial 2
Trial 3
5 Washers Trial 1
Trial 2
Trial 3

6 Washers Trial 1
Trial 2
Trial 3
7 Washers Trial 1
Trial 2
Trial 3
Mass of
the System
(kg)
Slope of
the Line
(kg)
16

Need help to reply three post.
DO NOT JUST REPEAT SAME INFORMATION, DO NOT
JUST SAY I AGREE OR THINGS LIKE THAT. YOU NEED
TO ADD NEW INFORMATION TO DISCUSSION.
1- Each reply should be at least 200 words.
2- One scholarly reference ( NO MAYO CLINIC/ AHA)
3- APA style needs to be followed.
4- Each response should have reference at the end
5- Reference should be within last 5 years
DQ-1
There are several medications that are used to treat diabetes
mellitus. One of the most common medications that is
prescribed often is Glucophage. This medication is also known
as metformin. This medication is used to decrease hepatic
glucose production. This medication also functions by
decreasing intestinal absorption of glucose. Another way this
medication helps control glucose is by increasing sensitivity of
insulin (Li, Hu, Xu, Hu, Zhang, Pang, 2019). The therapeutic
goal of this medication is to help control blood glucose. This
medication duration is set to be 12-24hrs depending on type of
concentration and if the medication is extended release. Adverse
effects of this medication are abdominal bloating, diarrhea,
nausea, vomiting , metallic taste, hypo or hyperglycemia, lactic
acidosis, decreased vitamin b12 absorption. Drug interactions

associated with this medication areacute alcohol consumption,
iodine contrast media, amiloride,digoxin,morphine,
procainamide,quinidine, ranidine,tramterenetrimethoprim,
calcium channel blockers and vancomycin. Cimetidine and
furosemide may increase the effects of metformin. Nifedipine
increases the absorption and effects. Natural pruducts such as
glucosamine may worsen blood glucose control. Chromium and
coenzyme q-10 may increase hypoglycemia. Patients with well
controlled blood glucose and on metformin and develop illness
or abnormal blood laboratory results must be investigate
further. Patients experiencing this must be screened for
ketoacidosis or lactic acidosis. Electrolytes , ketones ,glucose,
blood ph, lactate , pyruvate and metformin levels must be
assessed. Blood glucose needs to be monitored for a period of 3
months to determine the effects of the therapy. Renal function
must me assessed before initiating therapy or changing dose of
therapy. Monitoring serum folic acid and vitamin b12 every 1-2
years is also necessary (Deglin,Vallerand, Sanoski, 2018).
Deglin, J. H., Vallerand, A. H., & Sanoski, C. A. (2018). Daviss
drug guide for nurses. Philadelphia: F.A. Davis (830-834).
Li, M., Hu, X., Xu, Y., Hu, X., Zhang, C., & Pang, S. (2019). A
Possible Mechanism of Metformin in Improving Insulin
Resistance in Diabetic Rat Models. International Journal of
Endocrinology, 1–9. https://doi.org/10.1155/2019/3248527
DQ-2

Type 2 diabetes mellitus is a disease process that affect many
people worldwide. It is an endocrine disorder that leads to
insulin resistance and/or a combination of decreased insulin
secretion (Shaw & Robinson, 2019, p. 994). This disease affects
more Native Americans, Latinos, African Americans, Asian
Americans, and Pacific Islanders than it does any other ethnic
group (Shaw & Robinson, 2019, p. 994). Risk factors include
genetic predisposition, obesity, hypertension, gestational
history, familial history, age, and sedentary lifestyles (Shaw &
Robinson, 2019, p. 994). Complications of the disorder include
kidney disease, heart disease, ocular disease, and nervous
system complications (Shaw & Robinson, 2019, p. 995).
Diagnostic screening for the disease includes checking a
hemoglobin A1C, fasting blood glucose levels, glucose
tolerance testing, and casual glucose testing with patients who
present with symptoms of diabetes (Shaw & Robinson, 2019, p.
995). One class of drug I have seen used more frequently for
type 2 diabetes is Januvia which is a dipeptidyl Peptidase-4
inhibitor, also known as gliptins (Robinson & Shaw, 2019, p.
586). This drug acts on the incretin hormone system to increase
insulin production, they are well tolerated by patients, have a
lower risk for hypoglycemia, and are oral agents that act in the
gut to control the disease (Robinson & Shaw, 2019, p. 586). It
works by increasing the action of the limited glucagon-like
peptide (GLP-1) hormone receptors in diabetics that aid in
increasing the availability of the GLP-1 hormones, and this
helps stimulates insulin secretion, increases beta cell
production, decreases beta cell death, reduces glucagon
secretion, and controls appetite and food intake for these
patients (Robinson & Shaw, 2019, p. 586). There is caution in
the use of Januvia with renal impairment due to the fact it is
eliminated from the kidneys, so toxicity can occur in patients
with moderate to severe kidney disease (Robinson & Shaw,
2019, p. 586). Common side effects include edema, headache,
UTI’s, and hypoglycemia if Januvia is paired with other
medications to control insulin secretion (Robinson & Shaw,

2019, p. 586). Monitoring includes pancreatic enzymes due to
the risk of pancreatic metaplasia in patients with pancreatitis
(Robinson & Shaw, 2019, p. 586). Other monitoring includes
renal function, hemoglobin A1C levels, and glucose levels.
Drug interactions include co-administration with other gliptins
due to hypoglycemia, ACE inhibitors due to the risk of
angioedema, and administration with Digoxin due to the risk of
increased concentrations of Digoxin (Robinson & Shaw, 2019,
p. 587). Co-administration with other insulins needs monitoring
and dose adjustments may be warranted to prevent
hypoglycemia. This drug is expensive due to it being relatively
new, so it is not considered a first line therapy in most cases but
has been shown to be better tolerated. In a clinical trial
conducted by Umpierrez et al. (2013) it was found that the use
of Januvia alone or in combination with insulin was safe in
hospitalized patients with type 2 diabetes (p. 1). Normally in
the hospital setting patients are placed on insulin to control
their glucose levels so that interactions with contrast media or
other medications is less likely to happen. Once the patient is
improving then transition to oral diabetic medications is
resumed to prepare the patients to go home. They found that
when administering Januvia alone or in combination with
insulin the hospital setting on patients in the general
medical/surgical ward that glucose levels were better controlled
and the need for insulin was reduced during their hospitalization
(Umpierrez et al., 2013, p. 4).
References
Robinson, M. & Shaw, K. (2019). Drugs affecting the endocrine
system. In T. M. Woo & M. V. Robinson (Eds.),
Pharmacotherapeutics for advanced practice nurse prescribers
(pp. 541-614). Philadelphia, PA: F. A. Davis Company.
Shaw, K. & Robinson, M. (2019). Diabetes Mellitus. In T. M.
Woo & M. V. Robinson (Eds.), Pharmacotherapeutics for
advanced practice nurse prescribers (pp. 991-1020).
Philadelphia, PA: F. A. Davis Company.
Umpierrez, G. E., Gianchandani, R., Smiley, D., Jacobs, S.,

Wesorick, D. H. Newton, C., … & Pasquel, F. (2013). Safety
and efficacy of sitagliptin therapy for the inpatient management
of general medicine and surgery patients with type 2 diabetes.
Diabetes Care, 36(11), 3430-3435. Doi: 10.2337/dc13-0277
DQ-3
Levothyroxine sodium is a medication used to treat
hypothyroidism. It is a synthetic hormone replacement for
thyroxine (T4) that is taken when the thyroid does not produce
enough. It helps with metabolism, growth and development,
enhances the use of glycogen stores, and promotes protein
synthesis (Levothyroxine, n.d.). It should be taken on an empty
stomach 30-60 minutes before breakfast and at least 4 hours
apart from food that decrease absorption, such as soybean flour,
walnuts, and dietary fiber (Levothyroxine, n.d.). Its mechanism
of action is entering the system as T4 and being metabolized to
T3 to be used throughout the body. It is monitored by lab work
to monitor levels of TSH to be within the therapeutic range
starting 6 weeks after initiating and titrate therapy as needed. If
the patient is still experiencing symptoms then consider
checking free T4 and TSH to reach steady state. Pediatric
patients require more frequent monitoring (every 1-2 months),
especially if initiating young to prevent growth and
development delay (Levothyroxine, 2019).
It is advised to use in caution with adrenal insufficiency, benign
thyroid nodules, and in diabetes. It can cause poor glycemic
control and diabetes insipidus since it increases glomerular
filtration rate. Levothyroxine can decrease bone mineral density
and should be monitored especially in postmenopausal women.
Once a specific type of thyroid medication is started it is
advised to stick with that bran because different
forms/manufacturers can result in variations in TSH values
(Levothyroxine, 2019). The most common side effect is hair
loss, arrhythmias, increased appetite, heat sensitivity, and
headache. Medications that interact with the absorption of

levothyroxine are antacids, estrogen-containing birth control,
and bile acid sequestrants that would need to be administered 4
hours after the levothyroxine is taken.
There was a study done at a medical center to test the
bioequivalence of Synthroid and levothyroxine and had the kids
on one for 8 weeks and switched to the other for 8 weeks. The
study concluded that once they were switched the TSH dropped
and it shouldn’t be switched once a patient is therapeutic
(Carswell, Gordon, Popovsky, Hale, & Brown, 2013).
Levothyroxine. (n.d.). Retrieved February 6, 2020, from
https://www.pdr.net/drug-summary/Synthroid-levothyroxine-
sodium-26
Levothyroxine (Professional Patient Advice). (2019, June 21).
Retrieved February 6, 2020, from
https://www.drugs.com/ppa/levothyroxine.html
Carswell, J., Gordon, J., Popovsky, E., Hale, A., & Brown, R. S.
(2013). Generic and Brand-Namel-Thyroxine Are Not
Bioequivalent for Children With Severe Congenital

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