This document provides an overview of energy, work, and power. It defines work as a force applied over a distance, and power as the rate at which work is done. It describes different types of energy including potential, kinetic, chemical, and nuclear energy. It discusses energy conversion and conservation. Key sources of energy in the US are described as petroleum, natural gas, coal, hydropower, and nuclear power.
Type of Questions Included:
⇒ Choose the correct alternative
⇒ Conceptual questions
Topics Included:
⇒ Kepler's laws of planetary motion
⇒ The universal law of gravitation
⇒ Acceleration due to gravity and its variation with altitude and depth
⇒ Gravitational potential energy and gravitational potential
⇒ Escape velocity
⇒ Orbital velocity of a satellite
⇒ Geo-stationary satellites
11. kinetics of particles work energy methodEkeeda
Learn Online Courses of Subject Engineering Mechanics of First Year Engineering. Clear the Concepts of Engineering Mechanics Through Video Lectures and PDF Notes. Visit us: https://ekeeda.com/streamdetails/subject/Engineering-Mechanics
After reading this module, you should be able to . . .
10.01 Identify that if all parts of a body rotate around a fixed
axis locked together, the body is a rigid body. (This chapter
is about the motion of such bodies.)
10.02 Identify that the angular position of a rotating rigid body
is the angle that an internal reference line makes with a
fixed, external reference line.
10.03 Apply the relationship between angular displacement
and the initial and final angular positions.
10.04 Apply the relationship between average angular velocity, angular displacement, and the time interval for that displacement.
10.05 Apply the relationship between average angular acceleration, change in angular velocity, and the time interval for
that change.
10.06 Identify that counterclockwise motion is in the positive
direction and clockwise motion is in the negative direction.
10.07 Given angular position as a function of time, calculate the
instantaneous angular velocity at any particular time and the
average angular velocity between any two particular times.
10.08 Given a graph of angular position versus time, determine the instantaneous angular velocity at a particular time
and the average angular velocity between any two particular times.
10.09 Identify instantaneous angular speed as the magnitude
of the instantaneous angular velocity.
10.10 Given angular velocity as a function of time, calculate
the instantaneous angular acceleration at any particular
time and the average angular acceleration between any
two particular times.
10.11 Given a graph of angular velocity versus time, determine the instantaneous angular acceleration at any particular time and the average angular acceleration between
any two particular times.
10.12 Calculate a body’s change in angular velocity by
integrating its angular acceleration function with respect
to time.
10.13 Calculate a body’s change in angular position by integrating its angular velocity function with respect to time.
Type of Questions Included:
⇒ Choose the correct alternative
⇒ Conceptual questions
Topics Included:
⇒ Kepler's laws of planetary motion
⇒ The universal law of gravitation
⇒ Acceleration due to gravity and its variation with altitude and depth
⇒ Gravitational potential energy and gravitational potential
⇒ Escape velocity
⇒ Orbital velocity of a satellite
⇒ Geo-stationary satellites
11. kinetics of particles work energy methodEkeeda
Learn Online Courses of Subject Engineering Mechanics of First Year Engineering. Clear the Concepts of Engineering Mechanics Through Video Lectures and PDF Notes. Visit us: https://ekeeda.com/streamdetails/subject/Engineering-Mechanics
After reading this module, you should be able to . . .
10.01 Identify that if all parts of a body rotate around a fixed
axis locked together, the body is a rigid body. (This chapter
is about the motion of such bodies.)
10.02 Identify that the angular position of a rotating rigid body
is the angle that an internal reference line makes with a
fixed, external reference line.
10.03 Apply the relationship between angular displacement
and the initial and final angular positions.
10.04 Apply the relationship between average angular velocity, angular displacement, and the time interval for that displacement.
10.05 Apply the relationship between average angular acceleration, change in angular velocity, and the time interval for
that change.
10.06 Identify that counterclockwise motion is in the positive
direction and clockwise motion is in the negative direction.
10.07 Given angular position as a function of time, calculate the
instantaneous angular velocity at any particular time and the
average angular velocity between any two particular times.
10.08 Given a graph of angular position versus time, determine the instantaneous angular velocity at a particular time
and the average angular velocity between any two particular times.
10.09 Identify instantaneous angular speed as the magnitude
of the instantaneous angular velocity.
10.10 Given angular velocity as a function of time, calculate
the instantaneous angular acceleration at any particular
time and the average angular acceleration between any
two particular times.
10.11 Given a graph of angular velocity versus time, determine the instantaneous angular acceleration at any particular time and the average angular acceleration between
any two particular times.
10.12 Calculate a body’s change in angular velocity by
integrating its angular acceleration function with respect
to time.
10.13 Calculate a body’s change in angular position by integrating its angular velocity function with respect to time.
1. Define Work
2. Express work in proper units
3. Calculate work done in simple case
4. Define Kinetic Energy
5. Express kinetic Energy in proper units
6. Solve Simple problems based on Kinetic Energy
7. Define Potential Energy
8. Define Gravitational Potential Energy
9. Solve Simple problems based on Gravitational Potential Energy
9. Describe Energy Transformation in daily life
10. Define Power
11. Distinguish between Energy and Power
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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 presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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.
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.
3. • Introduction
– A force is a result of an interaction between
objects that can change the state of motion of
an object.
– Work is the result of the force applied to an
object and the distance the object moves as a
result of the force.
4. This is Glen Canyon Dam on the Colorado River
between Utah and Arizona.
The dam is among the tallest in America, so you can
imagine the tremendous pressure on the water as it
moves to generators at the bottom of the dam.
5. – The work done on an object is the magnitude
of the applied force multiplied by the parallel
distance through which the force acts.
• Work = force X distance
• W = Fd
– Something must move when work is done.
– The movement must be in the same direction
as the applied force.
– A force is a vector that can be resolved into the
component force that acts in the same
direction as the movement.
6. • Units of Work.
– The units of force is the Newton
– The distance moved is in meters.
– So the units of work in the metric system is
• W = Fd
• W = (Newton)(Meter)
• W = N•m
7. The force on the
book moves it
through the vertical
distance from the
second shelf to the
fifth shelf, and the
work is done,
W = Fd.
8. It is true that a force is exerted simply to hold a book,
but the book does not move through a distance.
Therefore the distance moved is 0, and the work
accomplished is also 0.
9. If the direction of
movement (the distance
moved) is perpendicular
to the direction of the
force, no work is done.
This person is doing no
work by carrying a book
across a room.
10. –The unit of work in the metric system is
the N•m.
• The N•m is called a joule
• The units for the Newton are kg•m/s2
• The units for distance is meter, therefore.
• The units for the joule are kg•m2
/s2
• The unit of work in the English system is the
ft•lb
11. A force at some angle (not 90O
) to the direction of
movement can be resolved into the horizontal
component to calculate the work done.
12. Work is done against
gravity when lifting
an object. Work is
measured in joules
or foot-pounds.
13. – Example:
• How much work is needed to lift a 1,000.0 kg
boulder to 1,000.0 m above sea level.
• Since weight is really a force we can first
calculate the weight (force) necessary to lift
the boulder.
• w = mg
• (1,000 kg)(9.8m/s2
)
• (1,000 X 9.8)(kg X m/s2
)
• 9,800 kg • m/s2
• 9,800 N
14. • Work = Force X distance W = Fd
• (9,800N)(1,000m)
• 9,800,000 N•m
• 9.8000 X 106
J
15. • Power.
– Power is the rate at which work is done.
– Power is defined as work per unit of time.
• Power = work/time
• P = W/t
– Horsepower is defined as a power rating of 550
ft•lb
• To convert from ft•lb to horsepower, divide
by 550 ft•lb/s/hp
16. (A) The work
accomplished in
climbing a stairway
is the person's
weight times the
vertical distance.
(B) The power level
is the work
accomplished per
unit of time.
17. (A) A horsepower is
defined as a power
rating of 550 ft?lb/s.
(B) A watt is defined
as a newton-meter per
second, or joule per
second.
18. If moving a book from
the floor to a high shelf
requires 10J of work
then the book will do
10 J of work on an
object of the same mass
when the book falls
from the shelf.
19. –In the metric system power is measured
in J/s.
• This is called a watt (W).
• Since a J is kg•m2
/s2
, it follows that a watt is
actually kg•m2
/s2
/s, or kg•m2
/s3
.
• Metric prefixes can be used to show very
large measures of power, such as M, G,
etc…
• 746 W = 1 hp
21. • Energy is the ability to do work
• Potential Energy.
– Potential energy is the energy that an object
has due to its position
– Most potential energy is actually gravitational
potential energy, since it is due to the
gravitational attraction of the Earth for an
object.
22. – For the metric unit of mass, weight is the
product of the mass of an object times g, the
acceleration due to gravity.
– Potential energy = weight X height
• PE = mgh
23. The zero referenced level for potential energy is
chosen for convenience. Here the reference position
chosen is the third floor, so the book will have a
negative potential energy at ground level.
24. – Example
• What is the potential energy of a 2000.0 lb
boulder 12176 ft above sea level, perched
above the city of Denver (elevation 5260.0 ft)
• PE = mgh = wh
• = (2,000.0 lb)( 12176 ft - 5260.0 ft)
• = (2,000 lb) (6916ft)
• = 13832000 ft•lb
• = 1.3832 X 10 7
25. • Kinetic Energy.
– Kinetic energy is the energy that an object
contains due to its motion.
– Kinetic energy can be measured:
• In terms of the work done to put the object
in motion.
• In terms of the work the moving object will
do in coming to rest (transfer of energy to
another object).
– Kinetic energy is proportional to the mass of a
moving object, but the velocity of the object
has a greater influence.
26. (A) Work is done on the bowling ball as a force (FB)
moves it through a distance. (B) This gives the ball a
kinetic energy equal to the amount of work done on it.
(C) The ball does work on the pins and has enough
remaining energy to crash into the wall behind the
pins.
27. – Kinetic energy is proportional to the square of
the velocity.
• The kinetic energy of an object is kinetic
energy = 1/2 (mass) (velocity)2
• KE = 1/2mv2
• The unit of mass is the kg and the unit of
velocity is m/s.
28. • Therefor, the unit of kinetic energy is:
• KE = (kg)(m/s)2
• = (kg)(m2
/s2
)
• = kg•m2
/s2
• Which is the same as
–(kg•m/s2
)(m)
–or
–N•m
–Or
–Joule (J)
29. – Example
• A 3500 kg automobile is moving down the
interstate with a velocity of 83 km/hr, what
is the kinetic energy of the automobile?
• 83 km/hr X 1 hr/60min X 1 min/60s X 1000
m/km = 23.056 m/s
• Use KE = 1/2mv2
• KE = 1/2(3500.0 kg)(23.056m/s)2
• KE = 1/2 (3500.0 kg)(531.56 m2
/s2
)
• KE = 930227.62346
• KE = 9.3 X 10 5
kg•m2
/s2
• KE = 9.3 X 10 5
J
31. • Work and Energy.
– Energy is used to do work on an object,
exerting a force through a distance.
– This force is usually against something and
there are five main groups of resistance.
• Work against inertia.
–Since inertia is an objects resistance to
change of motion, it naturally follows that
this would resist forces acting upon it.
32. •Work against fundamental forces.
–Gravitational attraction.
–Electromagnetic forces.
–Nuclear forces.
• Work against friction
–Friction is always present when two
objects are in contact with each other.
–Friction is always a force in the opposite
direction of the applied force.
33. •Work against shape.
–Work is needed to stretch or compress an
object.
–This is what happens when we work
against the shape of a spring.
• Work against any combination of inertia,
fundamental forces, friction, or shape.
35. –Some kind of energy change has taken
place, which may include one of the
following:
• Increased kinetic energy.
–Work against inertia results in energy of
motion for an object.
• Increased potential energy.
–Work against fundamental forces and
work against shape result in an increase
in energy of position (potential energy)
36. • Increased temperature.
–Work against friction always results in an
increase in temperature.
• Increased combination of kinetic energy,
potential energy, and/or temperature.
37. • Energy Forms. (five forms).
– Mechanical energy.
• Usually associated with the kinetic energy of
everyday objects and potential energy that
results from the effect of gravity.
38. Mechanical energy is the energy of motion, or the
energy of position, of many familiar objects. This boat
has energy of motion.
39. – Chemical energy.
• Chemical energy is the form of energy
associated with chemical reactions.
• Chemical energy is released during the
process known as oxidation.
• Chemical energy is potential energy that is
released when chemical reactions break
bonds in molecules.
40. Chemical energy is a form of potential energy that is
released during a chemical reaction. Both (A) wood
and (B) coal have chemical energy that has been
stored through the process of photosynthesis. The pile
of wood may provide fuel for a small fireplace for
several days. The pile of coal might provide fuel for a
power plant for a hundred days.
41. – Radiant energy.
• Radiant energy is the form of energy that
travels through space.
• Also called electromagnetic radiation.
• Visible light is one small part of the
electromagnetic radiation.
42. Radiant energy is energy that travels through space..
(A) This demonstration solar cell array converts
radiant energy from the sun to electrical energy,
producing an average of 200,000 watts of electric
power (after conversion). (B) Solar panels are
mounted on the roof of this house.
44. – Electrical energy.
• Electrical energy is a form of energy that
comes from electromagnetic interactions.
• Electrical energy that travels through the
wires in our homes to light or houses is a
familiar form of electrical energy.
45. – Nuclear energy.
• this is the form of energy generated in
nuclear power plants.
46. The blades of a steam turbine. In a power plant,
chemical or nuclear energy is used to heat water to
steam, which is directed against the turbine blades.
The mechanical energy of the turbine turns an electric
generator. Thus a power plant converts chemical or
nuclear energy to mechanical energy, which is then
converted to electrical energy.
47. • Energy Conversion.
– Energy can be converted from one form to
another.
– For example, during a fall PE lost = KE gained
– mgh = 1/2mv2
– Solving for vf
– vf= √2gh
– This allows you to calculate the final velocity of
a falling object after its potential energy is
converted into kinetic energy.
48. This pendulum bob loses potential energy (PE) and
gains an equal amount of kinetic energy (KE) as it
falls through as distance h. The process reverses as the
bob moves up the other side of its swing.
49. The ball trades potential energy for kinetic energy as it
falls. Notice that the ball had 98 J of potential energy
when dropped and has a kinetic energy of 98 J just as
it hits the ground.
51. Energy arrives from the sun, goes through a number of
conversions, then radiates back into space. The total
sum eventually equals the original amount that
arrived.
52. – Example
• a 11.1 kg rock falls from a height of 10.1 m.
What is its velocity as it hits the floor.
• vf= √2gh
• = √2(9.8m/s2
)(10.1m)
• = √197.96 m2
/s2
• = 14.1 m/s
53. • Energy Conservation.
– Any form of energy can be converted into
another form.
– The total amount of energy remains constant.
– Law of Conservation of Energy:
• Energy is never created or destroyed.
Energy can be converted from one form to
another, but the total energy remains
constant.
54. • Energy Transfer.
– Any time energy is transferred, either work or
heat is involved.
56. • Introduction
– Petroleum is our most widely used source of
energy.
• Petroleum provides about 40 percent of the
energy used by the US.
– Natural gas provides about 23 percent of our
energy needs.
– Coal provides about 23 percent of our energy
needs.
– Alternative energies (solar, wind, geothermal)
provide less than 0.5 percent of the total.
57. – Over 99 percent of our energy needs are
supplied by 4 sources:
• Petroleum.
• Coal.
• Hydropower.
• Nuclear.
58. • Petroleum.
– Petroleum is oil that comes from oil bearing
rocks.
– Petroleum and natural gas come from organic
sediments, material that have settled out of
water.
– Most of the organic material comes from
plankton (phyto- and zoo-)
– The process of converted live organisms into
petroleum and natural gas takes millions of
years.
– Natural gas forms under higher temperatures
that petroleum.
59. • Coal.
– Coal forms from an accumulation of plant
materials that collected millions of years ago.
– Carbon rich decayed plant material is called
peat.
– Pressure, compaction, and heating are brought
about by movement of the Earth's crust
eventually change the water content and
release the carbon in the materials, it has now
begun the process toward coal formation.
60. – Coal is ranked according to how long it took to
form and how hard it is.
• Lignite is the lowest ranked and is softest,
took the least time to form, and burns
quickest so contains the least amount of
usable energy.
• Bituminous is the next highest raking.
• Anthracite is the hardest and took the
longest to form and so contains the most
usable energy.
• Softer coal also has more impurities which
contribute to increased pollution levels.
61. • Water Power.
– Moving water is a source of renewable energy
that has been used for thousands of years.
– At present in the US we have built about all of
the hydropower plants that we can as we have
no usable sources of moving water left.
62. • Nuclear Power.
– Nuclear power plants use the energy that is
release from the splitting of uranium atoms
and plutonium atoms to produce electrical
energy.
63. (A) The sources of
energy and
(B) the uses of energy
during the 1990s.