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Other examples of Newton’s third law are easy to find. As a professor paces in front of a whiteboard, she exerts a force backward on the floor. The floor exerts a reaction force forward on the professor that causes her to accelerate forward. Similarly, a car accelerates because the ground pushes forward on the drive wheels in reaction to the drive wheels pushing backward on the ground. You can see evidence of the wheels pushing backward when tires spin on a gravel road and throw rocks backward. In another example, rockets move forward by expelling gas backward at high velocity. This means the rocket exerts a large backward force on the gas in the rocket combustion chamber, and the gas therefore exerts a large reaction force forward on the rocket. This reaction force is called thrust    . It is a common misconception that rockets propel themselves by pushing on the ground or on the air behind them. They actually work better in a vacuum, where they can more readily expel the exhaust gases. Helicopters similarly create lift by pushing air down, thereby experiencing an upward reaction force. Birds and airplanes also fly by exerting force on air in a direction opposite to that of whatever force they need. For example, the wings of a bird force air downward and backward in order to get lift and move forward. An octopus propels itself in the water by ejecting water through a funnel from its body, similar to a jet ski. In a situation similar to Sancho’s, professional cage fighters experience reaction forces when they punch, sometimes breaking their hand by hitting an opponent’s body.

Getting up to speed: choosing the correct system

A physics professor pushes a cart of demonstration equipment to a lecture hall, as seen in [link] . Her mass is 65.0 kg, the cart’s is 12.0 kg, and the equipment’s is 7.0 kg. Calculate the acceleration produced when the professor exerts a backward force of 150 N on the floor. All forces opposing the motion, such as friction on the cart’s wheels and air resistance, total 24.0 N.

A professor is pushing a cart of demonstration equipment. Two systems are labeled in the figure. System one includes both the professor and cart, and system two only has the cart. She is exerting some force F sub prof toward the right, shown by a vector arrow, and the cart is also pushing her with the same magnitude of force directed toward the left, shown by a vector F sub cart, having same length as F sub prof. The friction force small f is shown by a vector arrow pointing left acting between the wheels of the cart and the floor. The professor is pushing the floor with her feet with a force F sub foot toward the left, shown by a vector arrow. The floor is pushing her feet with a force that has the same magnitude, F sub floor, shown by a vector arrow pointing right that has the same length as the vector F sub foot. A free-body diagram is also shown. For system one, friction force acting toward the left is shown by a vector arrow having a small length, and the force F sub floor is acting toward the right, shown by a vector arrow larger than the length of vector f. In system two, friction force represented by a short vector small f acts toward the left and another vector F sub prof is represented by a vector arrow toward the right. F sub prof is longer than small f.
A professor pushes a cart of demonstration equipment. The lengths of the arrows are proportional to the magnitudes of the forces (except for f size 12{f} {} , since it is too small to draw to scale). Different questions are asked in each example; thus, the system of interest must be defined differently for each. System 1 is appropriate for [link] , since it asks for the acceleration of the entire group of objects. Only F floor size 12{F rSub { size 8{"floor"} } } {} and f size 12{f} {} are external forces acting on System 1 along the line of motion. All other forces either cancel or act on the outside world. System 2 is chosen for this example so that F prof size 12{F rSub { size 8{"prof"} } } {} will be an external force and enter into Newton’s second law. Note that the free-body diagrams, which allow us to apply Newton’s second law, vary with the system chosen.


Since they accelerate as a unit, we define the system to be the professor, cart, and equipment. This is System 1 in [link] . The professor pushes backward with a force F foot size 12{F rSub { size 8{"foot"} } } {} of 150 N. According to Newton’s third law, the floor exerts a forward reaction force F floor size 12{F rSub { size 8{"floor"} } } {} of 150 N on System 1. Because all motion is horizontal, we can assume there is no net force in the vertical direction. The problem is therefore one-dimensional along the horizontal direction. As noted, f size 12{f} {} opposes the motion and is thus in the opposite direction of F floor size 12{F rSub { size 8{"floor"} } } {} . Note that we do not include the forces F prof size 12{F rSub { size 8{"prof"} } } {} or F cart size 12{F rSub { size 8{"cart"} } } {} because these are internal forces, and we do not include F foot size 12{F rSub { size 8{"foot"} } } {} because it acts on the floor, not on the system. There are no other significant forces acting on System 1. If the net external force can be found from all this information, we can use Newton’s second law to find the acceleration as requested. See the free-body diagram in the figure.

Questions & Answers

how lesers can transmit information
mitul Reply
griffts bridge derivative
Ganesh Reply
below me
please explain; when a glass rod is rubbed with silk, it becomes positive and the silk becomes negative- yet both attracts dust. does dust have third types of charge that is attracted to both positive and negative
Timothy Reply
what is a conductor
below me
why below you
no....I said below me ...... nothing below .....ok?
dust particles contains both positive and negative charge particles
corona charge can verify
when pressure increases the temperature remain what?
Ibrahim Reply
what is frequency
Mbionyi Reply
define precision briefly
Sujitha Reply
CT scanners do not detect details smaller than about 0.5 mm. Is this limitation due to the wavelength of x rays? Explain.
hope this helps
what's critical angle
Mahmud Reply
The Critical Angle Derivation So the critical angle is defined as the angle of incidence that provides an angle of refraction of 90-degrees. Make particular note that the critical angle is an angle of incidence value. For the water-air boundary, the critical angle is 48.6-degrees.
dude.....next time Google it
okay whatever
pls who can give the definition of relative density?
the ratio of the density of a substance to the density of a standard, usually water for a liquid or solid, and air for a gas.
What is momentum
aliyu Reply
mass ×velocity
it is the product of mass ×velocity of an object
how do I highlight a sentence]p? I select the sentence but get options like copy or web search but no highlight. tks. src
Sean Reply
then you can edit your work anyway you want
Wat is the relationship between Instataneous velocity
Oyinlusi Reply
Instantaneous velocity is defined as the rate of change of position for a time interval which is almost equal to zero
The potential in a region between x= 0 and x = 6.00 m lis V= a+ bx, where a = 10.0 V and b = -7.00 V/m. Determine (a) the potential atx=0, 3.00 m, and 6.00 m and (b) the magnitude and direction of the electric ficld at x =0, 3.00 m, and 6.00 m.
what is energy
Victor Reply
hi all?
energy is when you finally get up of your lazy azz and do some real work 😁
what is physics
faith Reply
what are the basic of physics
base itself is physics
tree physical properties of heat
Bello Reply
tree is a type of organism that grows very tall and have a wood trunk and branches with leaves... how is that related to heat? what did you smoke man?
algum profe sabe .. Progressivo ou Retrógrado e Acelerado ou Retardado   V= +23 m/s        V= +5 m/s        0__>              0__> __________________________>        T= 0               T=6s
Practice Key Terms 2

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Source:  OpenStax, College physics. OpenStax CNX. Jul 27, 2015 Download for free at http://legacy.cnx.org/content/col11406/1.9
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