The document discusses the motion of projectiles fired at an angle. It explains that a projectile has both vertical and horizontal motion, with the vertical motion identical to if thrown straight up, undergoing acceleration from gravity. The horizontal motion is unaffected by gravity and maintains a constant velocity. The document provides an example of a ball thrown at a 60 degree angle, calculating its initial vertical velocity as 43 m/s and horizontal velocity as 25 m/s.
Hello! This is my PowerPoint Presentation on free falling bodies.
Some transition might failed when viewing. so if you want a better presentation using this, you could ask me.
The Galileo vs Aristotle part is kind-of a video presentation. You could find a better video on Youtube.
For further question, just comment on the comment box below.
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Send me an Email ( glydelle27@gmail.com )
Hello! This is my PowerPoint Presentation on free falling bodies.
Some transition might failed when viewing. so if you want a better presentation using this, you could ask me.
The Galileo vs Aristotle part is kind-of a video presentation. You could find a better video on Youtube.
For further question, just comment on the comment box below.
or
Send me an Email ( glydelle27@gmail.com )
Moving heavy equipment safely can be a challenging job. You want to ensure both the load and the people involved in shifting it remain safe. We’ve put together this short guide to help you ensure you have everything in place for a safe move – whether it’s for machinery and equipment for mining or construction or other heavy cargo.
Read full article: http://www.nationalheavyhaulage.com.au/news/185-how-to-safely-move-heavy-equipment
Shows step by step how to solve typical accelerated motion problems in physics.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
Moving heavy equipment safely can be a challenging job. You want to ensure both the load and the people involved in shifting it remain safe. We’ve put together this short guide to help you ensure you have everything in place for a safe move – whether it’s for machinery and equipment for mining or construction or other heavy cargo.
Read full article: http://www.nationalheavyhaulage.com.au/news/185-how-to-safely-move-heavy-equipment
Shows step by step how to solve typical accelerated motion problems in physics.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
A PowerPoint Presentation for Grade 9 teachers. This presentation is ONLY suggested guide for teachers to assist them on the discussion after the activities as suggested in the Learner's Module were performed. Please feel free to add comments and suggestions. Thanks!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. When an object is dropped, the only thing that is affecting its motion is gravity, g .
3. When an object is dropped, the only thing that is affecting its motion is gravity, g . Gravity is a force, F .
4. When an object is dropped, the only thing that is affecting its motion is gravity, g . Gravity is a force, F . Newton says that a force causes a mass, m , to accelerate:
5. So, when an object is dropped, it starts from rest (v i = 0 m/s), and it accelerates at ~+10 m/s each second.
6. So, when an object is dropped, it starts from rest (v i = 0 m/s), and it accelerates at ~+10 m/s each second. So, each second, the object is traveling 10 m/s faster than it was the second before.
7. Also, since the object is accelerating, it will travel a greater distance each second than it did the second before.
8. Also, since the object is accelerating, it will travel a greater distance each second than it did the second before. So, it’s obvious that, the longer an object falls, the faster it will go and the farther it will fall.
9. Let’s consider an object that’s thrown straight up. It goes up and then slows to a stop. At its highest point, its instantaneous velocity is 0 m/s. It then starts downward as if dropped from rest at that height. 0 m/s
10. During the upward part of the motion, the object slows from its initial upward velocity, v i , to 0 velocity. 0 m/s - g + g -v i +v i
11. During the upward part of the motion, the object slows from its initial upward velocity, v i , to 0 velocity. 0 m/s - g + g -v i +v i We know its accelerating because its velocity is changing.
12. During the upward part of the motion, the object slows from its initial upward velocity, v i , to 0 velocity. 0 m/s - g + g -v i +v i We know its accelerating because its velocity is changing. Since it’s decreasing in velocity, we say it’s accelerating negatively.
13. Each second, it is moving at 10 m/s slower than it was the second before. 0 m/s -40 m/s -30 m/s -20 m/s -10 m/s 40 m/s 30 m/s 20 m/s 10 m/s
14. Each second, it is moving at 10 m/s slower than it was the second before. 0 m/s -40 m/s -30 m/s -20 m/s -10 m/s 40 m/s 30 m/s 20 m/s 10 m/s Once it reaches the top and begins to fall back, it is moving at 10 m/s faster each second.
15. Each second, it is moving at 10 m/s slower than it was the second before. 0 m/s -40 m/s -30 m/s -20 m/s -10 m/s 40 m/s 30 m/s 20 m/s 10 m/s Once it reaches the top and begins to fall back, it is moving at 10 m/s faster each second. Whether moving up or down, the object accelerates at the same rate…10 m/s 2 .
16.
17. Now, let’s consider objects that are thrown up and horizontally at the same time, a projectile fired at an angle.
18. Now, let’s consider objects that are thrown up and horizontally at the same time, a projectile fired at an angle. The objects’ vertical and horizontal motions are completely independent of each other.
19. The object will move vertically exactly the same as it would if thrown straight up. Vertical motion Horizontal motion
20. The object will move vertically exactly the same as it would if thrown straight up. It will move horizontally just like it would if it were rolling across a smooth, level, surface. Vertical motion Horizontal motion
21. It will accelerate vertically. It will move at a constant velocity horizontally. g v
22. Let’s say Kyle threw a ball at some velocity, v , at 60 ° above the horizontal. 60 ° v
23. Let’s say Kyle threw a ball at some velocity, v , at 60 ° above the horizontal. 60 ° v The thrown ball is moving upward and horizontally at the same time.
24. Let’s say Kyle threw a ball at some velocity, v , at 60 ° above the horizontal. 60 ° v The thrown ball is moving upward and horizontally at the same time. The ball has an initial vertical velocity, v y . v y
25. Let’s say Kyle threw a ball at some velocity, v , at 60 ° above the horizontal. 60 ° v The thrown ball is moving upward and horizontally at the same time. The ball has an initial vertical velocity, v y . v y It also has an initial horizontal velocity, v x . v x
28. v y = v sin 60 ° v = 50 m/s v y v x v x = v cos Let’s say Kyle through the ball at 50 m/s. Not bad!
29. v y = v sin 60 ° v = 50 m/s v y v x v x = v cos Let’s say Kyle through the ball at 50 m/s. Not bad! So what’s the horizontal and vertical velocities of the throw?
32. 60 ° v = 50 m/s v y = 43 m/s v x = 25 m/s What should happen to the horizontal velocity as time passes?
33. 60 ° v = 50 m/s v y = 43 m/s v x = 25 m/s What should happen to the horizontal velocity, v x , as time passes? Nothing! There is no horizontal force, therefore, no horizontal acceleration.
35. 60 ° v = 50 m/s v y = 43 m/s v x = 25 m/s What should happen to the vertical velocity, v y , as time passes?
36. 60 ° v = 50 m/s v y = 43 m/s v x = 25 m/s What should happen to the vertical velocity, v y , as time passes? It should decrease until it reaches the top of its flight, then increase as it falls.
38. 60 ° v = 50 m/s v y = 43 m/s v x = 25 m/s What should happen to the vertical acceleration as time passes?
39. 60 ° v = 50 m/s v y = 43 m/s v x = 25 m/s What should happen to the vertical acceleration as time passes? Nothing. Acceleration is gravity, g , and remains at 10 m/s 2 .