1. 2*6 Newton’s 3rd Law: Run and Jump
WDYS? (p198) /
WDYT? (p198)
I would teach/instruct someone who has NEVER jumped before to do _____.

2. 2*6Mini-LabA (p )
Set up: A student will use the “roll-y” chair to push off the wall.
PREDICTION: What direction is the applied force that makes the student accelerate? (draw a free body diagram/ use agent/object notation on the force)
Observation: ____________________________________________
Questions:
In what direction did the student apply the force? (fbd)
In what direction did the student accelerate?
What applied the force that caused the acceleration?
Based on your observations, how do you think the two forces compare in terms of size and direction?

3. 2*6 Mini-Lab B (p )
Set up: A students face each other on skate boards, Student A will push student B.
PREDICTION: What is going to happen (draw a free body diagram/ use agent/object notation on the force/show direction on motion if any)
Observation: ____________________________________________
Questions:
Which student (s) accelerated?
Which student was TOLD to apply a force, and in what direction? What was the result?
Which student was not told to apply a force? Did they anyways (see question 1)? Explain.

4. 2*6 Investigate C (p )
Set up: As a group, one person is going to pull on a scale, while the other holds their scale. The other group members will make observations..
PREDICTION: How will the scale readings compare for the person who is pulling v. the person who isn’t?
Observation: ____________________________________________
Questions:
What was the scale readings for person 1?
What was the scale reading for person 2?
What was the direction of the 2 forces?

5. ***you cannot touch someone without someone touching you back***
2*6 Notes
Pushing or Pulling Back
Acceleration and force act in SAME direction (directly)
Acceleration and mass work in OPPOSITE direction (indirect)
Newton’s 3rd Law  for every force, there is an equal and opposite force, where forces ALWAYS come in pairs where the 2 forces always act on different objects
EXAMPLE Student pushed (applied a force) on wall and wall pushed back on student
***you cannot touch someone without someone touching you back***

6. 2*6 Notes 2. Inanimate Objects CAN Push Back
The belief that a wall/floor/door/table can apply a force is troublesome 
BUT the masses on the meter stick provided evidence of how an inanimate object CAN apply a force
The BEND provides a FORCE as shown by the free-body diagram 

7. 2*6 Notes 3. Drawing Free-Body Diagrams
Free-Body Diagrams  are used to show relative strength and direction of all forces acting on an object
Each force is represented by an arrow and demonstrates balanced (not moving) or unbalanced (moving) objects
The direction of the arrow is the direction of the force
The size of the arrow is the strength of the force
The arrows usually stems from the Center of Mass  point at which all object’s mass is concentrated

8. 2*6 Notes
4. Challenging Newton’s 3rd Law
Draw the Free-Body of you pulling a desk chair across the floor.
____

9. 2*6 TOTD What is the opposing force to gravity?
The faster the projectile is thrown, the _____ it travels. The slower the projectile is thrown, the _____ it travels.
What is the opposing force to gravity?
According to Tuesday’s Ch2 Review “Forces”, what are the 2 things that affect gravity?
What is the equation for weight?
Which changes with location, mass or weight?