This document discusses acceleration and kinematic equations for objects experiencing constant acceleration. It defines acceleration as the rate of change of velocity and introduces the average acceleration equation. It then derives and explains the equations for displacement given constant acceleration using the relationships between velocity, acceleration, displacement and time. Sample problems demonstrate applying the equations to calculate values when given acceleration, initial/final velocities, displacement or time. The key equations covered are for average and final velocity, and displacement given constant acceleration.
Describes displacement, velocity, acceleration as vectors and distance and speed as scalars, Show all needed equations and their use.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
Describes displacement, velocity, acceleration as vectors and distance and speed as scalars, Show all needed equations and their use.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
Chapter 11 of the lecture Game Programming taught at HAW Hamburg.
Introduction to kinematics and dynamics, numerical integration, rigid bodies, collision detection and resolving.
Uniformly Accelerated Motion and Free Fall Motion_NOTES.pptxALVINMARCDANCEL2
An object is in Free-Fall when the only force acting on the object is the Force of Gravity, however, we haven’t defined
Force much less the Force of Gravity, so, until we have defined the Force of Gravity, we have a slightly different definition.
An object is in Free-Fall when:
- It is not touching any other objects♥
- There is no air resistance (it’s in the vacuum we can breathe)
We are now in the vacuum that we can breathe and will be for the remainder of this class, unless otherwise stated.
Common Misconception: For some reason people think the word “fall” in Free-Fall means that the object must be going
down. This is absolutely, not true. An object thrown upward is in Free-Fall from the moment it leaves the persons hand
until it touches the ground.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Objectives
The student will be able to:
• Describe motion in terms of changing velocity
• Compare graphical representations of accelerated
and non-accelerated motions
• Apply kinematic equations to calculate distance,
time, or velocity under conditions of constant
acceleration
3. Acceleration
Acceleration: the rate of change of velocity
• Units: meters per second per second or meters per
second squared (m/s2)
• Symbol: a
4. Average Acceleration Equation
𝑎 =
∆𝑣
∆𝑡
=
𝑣 𝑓 − 𝑣 𝑜
𝑡𝑓 − 𝑡 𝑜
average acceleration =
change in velocity
time required for change
• Acceleration has both direction and magnitude.
5. Sample Problem 2B – p.49
A shuttle bus slows down with an average acceleration of
-1.8 m/s2.
How long does it take the bus to slow from 9.0 m/s to a
complete stop?
6. Problem Tip
Watch for implied data in problem statements, such as
“starts at rest” (vi = 0 m/s) or “comes to rest” (vf = 0 m/s)
8. The signs of the velocity and acceleration combine to
describe an object’s motion.
𝒗𝒊 a Motion
+ + speeding up
_ _ speeding up
+ _ slowing down
_ + slowing down
- or + 0 constant velocity
0 - or + speeding up from rest
0 0 remaining at rest
9. Graphing Acceleration
On a velocity versus time graph, the slope of the line
connecting one point and the next indicates the average
acceleration.
slope =
change in vertical
change in horizontal
𝑎 𝑎𝑣𝑔 =
∆𝑣
∆𝑡
15. Displacement w/Constant Acceleration
∆𝑥 =
1
2
(𝑣𝑖 + 𝑣 𝑓)∆𝑡
displacement =
1
2
(initial velocity + final velocity)(time interval)
• You will know that acceleration is constant by the
phrase “uniform negative/positive acceleration”
16. Sample Problem 2C– p.53
A race car reaches a speed of 42 m/s. It then begins a
uniform negative acceleration, using its parachute and
braking system, and comes to rest 5.5 s later.
Find out the distance the car travels during braking.
22. Sample Problem 2D – p.55
A plane starting at rest at one end of a runway undergoes
a uniform acceleration of 4.8 m/s2 for 15 s before takeoff.
What is its speed at takeoff?
How long must the runway be for the plane to be able to
take off?
27. Final Velocity After any Displacement
𝑣 𝑓
2 = 𝑣𝑖
2 + 2𝑎∆𝑥
• When you use this equation, you must take the
square root of the equation to find the vf.
• The square root can be either positive or negative,
you will determine which value is right by
reasoning based on the direction of motion.
28. Sample Problem 2E – p.57
A person pushing a stroller starts from rest,
uniformly accelerating at a rate of 0.500 m/s2.
What is the velocity of the stroller after it has traveled
4.75 m?