This document contains lecture notes on motion along a straight line, including key concepts like displacement, distance, average and instantaneous velocity, acceleration, and free fall. Formulas are provided for calculating displacement, velocity, and position given constant acceleration. Examples apply these formulas to problems involving cars accelerating or decelerating, and objects thrown or dropped vertically.
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this project is basically based "motion", the way it's directly or indirectly linked to us. Viewing this power point presentation will enable you to study as a whole in descriptive way.In physics, motion is a change in position of an object with respect to time. Motion is typically described in terms of displacement, distance (scalar), velocity, acceleration, time and speed.Motion of a body is observed by attaching a frame of reference to an observer and measuring the change in position of the body relative to that frame n If the position of a body is not changing with the time with respect to a given frame of reference the body is said to be at rest, motionless, immobile, stationary, or to have constant (time-invariant) position. An object's motion cannot change unless it is acted upon by a force, as described by Newton's first law. Momentum is a quantity which is used for measuring motion of an object. An object's momentum is directly related to the object's mass and velocity, and the total momentum of all objects in an isolated system (one not affected by external forces) does not change with time, as described by the law of conservation of momentum.
Hope you will like it and feedbacks are welcomed.
A Strategic Approach: GenAI in EducationPeter 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.
this project is basically based "motion", the way it's directly or indirectly linked to us. Viewing this power point presentation will enable you to study as a whole in descriptive way.In physics, motion is a change in position of an object with respect to time. Motion is typically described in terms of displacement, distance (scalar), velocity, acceleration, time and speed.Motion of a body is observed by attaching a frame of reference to an observer and measuring the change in position of the body relative to that frame n If the position of a body is not changing with the time with respect to a given frame of reference the body is said to be at rest, motionless, immobile, stationary, or to have constant (time-invariant) position. An object's motion cannot change unless it is acted upon by a force, as described by Newton's first law. Momentum is a quantity which is used for measuring motion of an object. An object's momentum is directly related to the object's mass and velocity, and the total momentum of all objects in an isolated system (one not affected by external forces) does not change with time, as described by the law of conservation of momentum.
Hope you will like it and feedbacks are welcomed.
A Strategic Approach: GenAI in EducationPeter 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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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!
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.
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2. physics 111N 2
“displacement” & “distance”
➜ we need to be a bit pedantic here:
➜ ‘distance’ = total ground covered while traveling, e.g. odometer reading
➜ ‘displacement’ = vector from where you started to where you end up
sign indicates
the direction
& distance = 10 m
displacement
but distance = 10 m
3. physics 111N 3
“displacement” & “distance”
➜ displacement and distance can be quite different
displacement
distance = 8m + 6m + 8m = 22m
‘vector’ sum (sum with signs)
4. physics 111N 4
average velocity
➜ just the displacement divided by the time taken
e.g. driving a car along a long straight stretch of road
00:26:05 00:30:17
5. physics 111N 5
average velocity
➜ suppose we go the other way (but define the x-axis the same way)
01:42:05 01:33:88
negative sign means
opposite the axis direction
6. physics 111N 6
average & instantaneous velocity
➜ let’s make a plot of the position of an object as a function of time
7. physics 111N 7
average & instantaneous velocity
➜ compute the average velocity between t = 1.00 s & t = 5.00 s
8. physics 111N 8
average & instantaneous velocity
➜ compute the average velocity between t = 2.00 s & t = 5.00 s
9. physics 111N 9
average & instantaneous velocity
➜ compute the average velocity between t = ? & t = 5.00 s
? is this getting closer to the slope of the curve at t=5s ?
10. physics 111N 10
average & instantaneous velocity
➜ compute the average velocity between t = ? & t = 5.00 s
as Δt→0, we approach the slope of the curve
11. physics 111N 11
instantaneous velocity
➜ the velocity “at an instant in time” is defined to be
and we just saw that it corresponds to the slope of the x-t curve
13. physics 111N
acceleration
13
➜ if an object’s velocity changes, it has undergone an acceleration
➜ we can define average acceleration
e.g. driving a car along a long straight stretch of road
00:00:00
positive sign means
velocity is increasing
00:05:50
18. physics 111N
motion with constant acceleration
18
➜ simple, but very important, example of a particle being accelerated
@ t=0, velocity = v0
@ t, velocity = v
t
a
t
v
➜ the constant (positive) acceleration is causing the velocity to increase at a
constant rate
e.g. if a=+10 m/s2,
in 1 sec, v increases by 10 m/s
in another 1 sec, v increases by another 10 m/s ...
19. physics 111N
pedal to the metal
19
➜ suppose you’re driving on the highway at 17 m/s and you press the accelerator
to accelerate at a constant 3.0 m/s2. After 3.0 seconds, what is your speed?
20. physics 111N
position at constant acceleration
20
➜ we’d like to get an equation for the position as a function of time
we can figure it out (“derive” it)
first a simpler example - constant velocity
t
v
notice that the change in x is
the area under the v-t graph
t
v
area = v×t
t
x
21. physics 111N
position at constant acceleration
21
➜ it is generally true that the change in position is the area under the v-t graph
constant acceleration
t
a
t
v
t
v
area = v0t
area = ½(v-v0)t
total area = ½(v+v0)t
22. physics 111N
position at constant acceleration
22
➜ it is generally true that the change in position is the area under the v-t graph
constant acceleration
t
a
t
v
t
x
x-t curve is a parabola
23. physics 111N
formulas for constant acceleration
23
➜ probably useful for you to remember the following equations
24. physics 111N
entering the freeway
24
A sports car is sitting at rest on a
freeway entrance ramp.The driver
sees a break in traffic and floors
the gas pedal, so that the car
accelerates at a constant 4.9 m/s2
as it moves in a straight line onto
the freeway. What distance does
the car travel in reaching a
freeway speed of 30 m/s ?
define
←solve for this
25. physics 111N
pursuit
25
A motorist traveling at a constant velocity of 15 m/s passes a school-crossing corner
where the speed limit is 10 m/s. A police office on a motorcycle stopped at the corner
starts off in pursuit with constant acceleration of 3.0 m/s2.
How much time elapses before the officer catches up with the car ?
POLICE CAR
we want to know when the POLICE
and the CAR are at the same location
27. physics 111N
pursuit 2 - the panicking motorist
27
A motorist traveling at a constant velocity of 15 m/s passes a school-crossing corner
where the speed limit is 10 m/s. A police office on a motorcycle stopped at the corner
starts off in pursuit with constant acceleration of 3.0 m/s2.
This time the motorist sees the cop and applies the brakes as he passes the corner,
causing a constant acceleration of -2.0 m/s2.
How much time elapses before the officer catches up with the car ?
POLICE CAR
we want to know when the POLICE
and the CAR are at the same location
28. physics 111N
free fall
28
if we neglect the effect of air, objects dropped or thrown vertically up or down
accelerate at a constant rate
objects accelerate toward the center of the Earth due to gravity, which we’ll
explore later in this course
now just because I tell you this, doesn’t mean it is true !
- it’s a theory that needs to be tested by doing experiments
29. physics 111N
free fall experiment - is the acceleration constant ?
29
high-speed photography of a ball falling in a vacuum chamber - a shot every Δt seconds
measure how far the ball has travelled in each Δt seconds
for constant acceleration, should increase linearly with t
t
�y
the data suggests
constant acceleration
Δy
y
with precise measurements,
we find |a| = 9.80 m/s2
30. physics 111N
free fall
30
turns out all objects accelerate at the same rate
e.g. drop an apple versus drop a feather
“no way!”, you’d say, “a feather will float downwards, an apple will drop”
true, but this is a property of the air surrounding the feather
remove the issue of air resistance - do the experiment in vacuum
or a somewhat more expensive experiment ...
32. physics 111N
pumpkin drop
32
Suppose you were to drop a pumpkin from the top of a 40m high building.
Neglecting air resistance, how long does it take for the pumpkin to reach the
ground and how fast is it moving when it gets there ?
moment of release reaches ground
at all times
33. physics 111N
pumpkin throw
33
Suppose you were to throw a pumpkin vertically upward from the top of a 40m
high building at 10 m/s.
Neglecting air resistance, what is the
maximum height above the ground
reached by the pumpkin and how long
after release does it reach this point ?
When does the pumpkin reach
the ground ?
at all times
moment of release highest point
34. physics 111N
pumpkin throw
34
Suppose you were to throw a pumpkin vertically upward from the top of a 40m
high building at 10 m/s.
Neglecting air resistance, what is the maximum height above the ground reached
by the pumpkin and how long after release does it reach this point ?
When does the pumpkin reach the ground ?
moment of release
at all times
highest point
35. physics 111N
pumpkin throw
35
Suppose you were to throw a pumpkin vertically upward from the top of a 40m
high building at 10 m/s.
Neglecting air resistance, what is the maximum height above the ground reached
by the pumpkin and how long after release does it reach this point ?
When does the pumpkin reach the ground ?
moment of release
at all times
reaches the ground
solve a quadratic !