Free-Body Diagrams and Friction: From Forces to Equations
Draw force diagrams, distinguish static and kinetic friction, and follow an uphill slide through stopping, resting or reversing with worked examples.
Work through mechanics, waves and light in PHYS 101 with an online tutor. Start with a question or concept; your tutor can help you sketch the situation, distinguish distance from displacement and explain which physical principle connects the diagram to the equations.
McGill PHYS 101 is a non-calculus introductory course covering mechanics, oscillations and waves, sound, light, and wave optics.
Choose a workshop when the topic is included in your instructor’s announced material. These original exercises are not an exam reproduction or a complete course review.
When rigid-body equilibrium is in your assigned material, practise force diagrams, torques and the friction limit in one model. This supplement is not a complete course review or an exam prediction.
Review units, ratios, graph slopes, equation rearrangement and basic trigonometry. Use diagrams to connect qualitative reasoning with algebra.
The guidance above is study preparation, not an eligibility decision. Confirm current prerequisites, restrictions and availability with McGill University.
Check the official course catalogueA cyclist covers 150 metres in 30 seconds at constant speed. Find the speed.
Let be distance, elapsed time, and speed. Constant speed gives , hence . This magnitude alone does not specify a direction.
A walker starts at the origin of a straight east–west path. Choose east as positive. The walker goes east in , then west in . Treat each leg as constant-speed motion and neglect the time taken to turn around. Over the complete trip, find displacement, distance travelled, average velocity and average speed.
Does the walker finish east or west of the start? Should average velocity be positive, negative or zero? Is distance travelled the same as the magnitude of displacement?
Let and denote initial and final positions. Displacement is ; distance adds the lengths of both legs. Both averages use the full elapsed time .
Track the positions first. The walker starts at , turns at , and finishes at . Thus , eastward. The path length is .
The elapsed time is . Average velocity is displacement per elapsed time: , about eastward.
Average speed is total distance per elapsed time: , about . It has no direction. The return leg reduces displacement but adds distance.
On the position–time sketch, the signed slopes of the two legs are and . The slope joining the trip’s first and last points is , the average velocity. Adding the magnitudes of the two position changes gives the distance used for average speed.
Using for average velocity gives average speed instead: it divides total distance by elapsed time. Do not simply average the two leg velocities either: the legs last different amounts of time.
Keep the same outward leg in , but take to return west. Keep the same idealized constant-speed legs and negligible turning time. Before calculating, say which of displacement, distance and elapsed time changes. Find both trip averages.
The endpoint and path are unchanged: and . The time is now . Therefore , eastward, and . Both averages decrease because the same displacement and distance take longer. The return segment now ends at .
A tutor can ask you to mark the origin, positive direction and time intervals before choosing a formula, then check that the graph and signed calculation describe the same trip. Continue with the motion-graphs lesson for slope and area practice.
Working on spring oscillations? If your question gives both the starting position and velocity, try this optional example to build the motion and find its first future equilibrium crossing. The main route uses algebra and trigonometry; the differentiation check is optional. Follow your current course outline.
You can start with the problem statement, even if you do not have a diagram or equation yet. Your tutor can help you draw the situation, label the known quantities and choose the physical principle to use. You can then work through the algebra together and check what the direction, units and size of the answer mean.
Alternate mechanics calculations with conceptual explanations, and include the waves/optics material assigned in your section. Check the scale and units of each result.
Use your section’s outline to choose the chapters to review. We work through permitted practice and comparable problems, without completing graded assignments or exams on your behalf.
Draw force diagrams, distinguish static and kinetic friction, and follow an uphill slide through stopping, resting or reversing with worked examples.
Choose work, energy or momentum by system and interval. Solve collisions, read force–position and force–time graphs, and distinguish impulse from work.
Translate a motion story into position, velocity and acceleration graphs. Read slopes and signed areas, choose valid kinematics equations, and try six explained questions.
Find perpendicular lever arms, balance forces and torques, and test sliding, tipping and ladder friction limits. Six worked examples and fourteen questions with explained solutions.
Connect three force and torque diagrams to explain unequal pulley tensions. Check rotational energy, recover the ideal limit and retry with a different moment of inertia.
Algebra-based component equations, landing roots and an energy check. Use your current outline to confirm the projectile-motion scope.
Resolve angled forces into components, find the resultant and acceleration, and recover an equilibrant or unknown force. Three worked examples and six questions with hints and solutions.
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