Floating & Sinking, buoyant forces, displacement, density, volume, mass. All explained thoroughly and simplified for ESL learners at International Schools. Question slides refer to the book Interactive Physical Science.
The document discusses floating and sinking, defining these terms and exploring what factors influence whether an object floats or sinks. It examines how an object's material, density, trapped air, and shape can impact whether it floats. Examples are provided of objects that float, like polystyrene balls, versus those that sink, like cotton balls. Experiments show that an object's density is important, as both large and small wooden objects and candles floated. Displacing water allows objects to float.
Upthrust is a force that exists in liquids like water and pushes objects upward against gravity. It is why boats and other objects float, as the upthrust from the water balances out the downward force of gravity. The shape and size of an object affects how much upthrust it receives, with larger, flatter surfaces receiving more upthrust. This explains why people and objects are buoyant and float in water.
This document discusses whether objects will sink or float based on their density. It explains that density is the amount of mass within a given volume, and that objects will float if they are less dense than water and sink if they are more dense than water. The document aims to determine why some objects floated and others sank through an experiment measuring objects' densities.
Pressure is defined as force per unit area. Several examples are given to illustrate that pressure increases when a force is applied over a smaller area. Pressure also increases with depth in liquids and density of the liquid. Various instruments are discussed for measuring pressure, including manometers, mercury barometers, aneroid barometers, and pressure gauges. Pascal's principle of transmission of pressure in liquids is demonstrated through experiments. Applications of pressure in hydraulic machines, bicycle pumps, lift pumps, force pumps, and siphons are also described.
4 ppt reversible and irreversible changeDrSarahAyoub
The document discusses reversible and irreversible changes. Reversible changes can go forward or backward and do not result in new substances, such as folding paper or melting butter. Irreversible changes result in one or more new substances and cannot be undone, like burning wood or iron rusting. Examples are provided of both reversible changes like freezing orange juice and irreversible changes like burning a matchstick.
This document discusses the three states of matter - solid, liquid, and gas. It explains that the state of a substance depends on temperature and pressure, and describes several phase changes between the different states (melting, freezing, boiling, evaporation, condensation, sublimation) and the energy changes involved. It also compares the properties of solids, liquids, and gases in terms of particle arrangement and movement. In addition, the document discusses diffusion, osmosis, and the particle theory of matter.
Forces and motion are discussed in this document. It defines a force as a push or pull and explains that all motion is due to forces acting on objects. Motion is defined as a change in an object's position over time. Balanced and unbalanced forces are compared, with unbalanced forces being able to cause motion. Common forces like gravity, friction, and air resistance are described. Examples are provided to illustrate key concepts around forces.
Thermal energy is transferred from hot objects to cold objects in three ways: conduction, convection, and radiation. Conduction involves the transfer of thermal energy through direct contact of particles in solids. Convection involves the transfer of thermal energy by the circulation of fluids like gases and liquids. Radiation involves the transfer of thermal energy by electromagnetic waves and does not require a medium. Buildings use various insulation methods to reduce thermal energy transfer, like double-walled construction, air gaps, and reflective surfaces to reduce conduction, convection, and radiation.
The document discusses floating and sinking, defining these terms and exploring what factors influence whether an object floats or sinks. It examines how an object's material, density, trapped air, and shape can impact whether it floats. Examples are provided of objects that float, like polystyrene balls, versus those that sink, like cotton balls. Experiments show that an object's density is important, as both large and small wooden objects and candles floated. Displacing water allows objects to float.
Upthrust is a force that exists in liquids like water and pushes objects upward against gravity. It is why boats and other objects float, as the upthrust from the water balances out the downward force of gravity. The shape and size of an object affects how much upthrust it receives, with larger, flatter surfaces receiving more upthrust. This explains why people and objects are buoyant and float in water.
This document discusses whether objects will sink or float based on their density. It explains that density is the amount of mass within a given volume, and that objects will float if they are less dense than water and sink if they are more dense than water. The document aims to determine why some objects floated and others sank through an experiment measuring objects' densities.
Pressure is defined as force per unit area. Several examples are given to illustrate that pressure increases when a force is applied over a smaller area. Pressure also increases with depth in liquids and density of the liquid. Various instruments are discussed for measuring pressure, including manometers, mercury barometers, aneroid barometers, and pressure gauges. Pascal's principle of transmission of pressure in liquids is demonstrated through experiments. Applications of pressure in hydraulic machines, bicycle pumps, lift pumps, force pumps, and siphons are also described.
4 ppt reversible and irreversible changeDrSarahAyoub
The document discusses reversible and irreversible changes. Reversible changes can go forward or backward and do not result in new substances, such as folding paper or melting butter. Irreversible changes result in one or more new substances and cannot be undone, like burning wood or iron rusting. Examples are provided of both reversible changes like freezing orange juice and irreversible changes like burning a matchstick.
This document discusses the three states of matter - solid, liquid, and gas. It explains that the state of a substance depends on temperature and pressure, and describes several phase changes between the different states (melting, freezing, boiling, evaporation, condensation, sublimation) and the energy changes involved. It also compares the properties of solids, liquids, and gases in terms of particle arrangement and movement. In addition, the document discusses diffusion, osmosis, and the particle theory of matter.
Forces and motion are discussed in this document. It defines a force as a push or pull and explains that all motion is due to forces acting on objects. Motion is defined as a change in an object's position over time. Balanced and unbalanced forces are compared, with unbalanced forces being able to cause motion. Common forces like gravity, friction, and air resistance are described. Examples are provided to illustrate key concepts around forces.
Thermal energy is transferred from hot objects to cold objects in three ways: conduction, convection, and radiation. Conduction involves the transfer of thermal energy through direct contact of particles in solids. Convection involves the transfer of thermal energy by the circulation of fluids like gases and liquids. Radiation involves the transfer of thermal energy by electromagnetic waves and does not require a medium. Buildings use various insulation methods to reduce thermal energy transfer, like double-walled construction, air gaps, and reflective surfaces to reduce conduction, convection, and radiation.
- There are three states of matter: solid, liquid, and gas.
- In solids, particles are closely packed in a fixed shape and volume. Liquids have a fixed volume but no shape, and particles can move around each other. Gases have no fixed shape or volume, and particles move independently at high speeds.
- The kinetic theory model explains states in terms of particle motion. In solids, particles vibrate in fixed positions. In liquids, they move in clusters. Gases have particles very far apart traveling at high speeds.
- Gas pressure results from particle collisions with container walls. Higher temperatures or lower volumes increase pressure according to mathematical relationships.
This document discusses distance-time graphs, velocity-time graphs, and standard units for physical properties. Distance-time graphs show steep lines for fast speeds, shallow lines for slow speeds, and flat lines for zero speed. Velocity is calculated from the gradient of a distance-time graph. Velocity-time graphs show increasing, decreasing, or constant speed. The area under a velocity-time graph equals the distance travelled. Common units for physical properties like distance, time, speed, and mass are also listed.
This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package, modified homework, detailed answer keys, 12 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, 6 PowerPoint review Game, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus within The Geology Topics Unit: -Plate Tectonics, Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami's, Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks, Common Sedimentary Rocks, Common Metamorphic Rocks.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
The document summarizes the particle theory of matter. It states that all matter is made of small particles that are in constant motion. The attraction between particles determines the state of matter, with solids having the strongest attraction and gases having the weakest. Heating a substance increases its energy and motion by breaking the attractions between particles, causing them to spread farther apart.
This document discusses specific heat capacity and how it relates to heat transfer and temperature change. Specific heat capacity is the amount of heat required to raise the temperature of 1 gram of a substance by 1 degree Celsius. Water has a relatively high specific heat of 4.184 J/g°C, while other substances like aluminum (0.897 J/g°C) and iron (0.449 J/g°C) have lower specific heat capacities. The specific heat capacity of a substance determines how quickly or slowly it will heat up when heat is added. The document also provides an equation to calculate the heat absorbed or released given the specific heat, mass, and temperature change of a substance.
Physical and chemical changes of matterMarwa salah
This document discusses physical and chemical changes of matter. It provides examples of physical changes such as melting, dissolving, and grinding, which change a substance's appearance or state but not its chemical composition. Chemical changes, like burning paper or sugar, produce new substances with different properties from the original. The key difference is that physical changes alter appearance or state while chemical changes alter the actual molecular structure and identity of a substance.
1. Heat is a form of energy that can be produced through various means like friction, burning, electricity, bending metals, and chemical reactions.
2. Heat travels from hotter objects to cooler ones through three methods: conduction, convection, and radiation.
3. Natural phenomena like sea breezes and land breezes occur due to differences in heating and cooling of land and water by the sun. Buildings can also be kept cool through ventilation and use of insulators.
Objects float if they are less dense than the fluid they are in, while objects sink if they are more dense. Density depends on an object's mass and volume. Ships and submarines are able to control whether they float or sink by changing their overall density, either by changing their mass through adjusting ballast, or changing their volume. Archimedes' principle explains that the buoyant force on an object equals the weight of the fluid it displaces.
This document discusses the concept of pressure in physics. It defines pressure as the force applied over an area, and provides an example comparing the pressure exerted by a fingertip versus a palm. Pressure is measured in units of pascals or other derivatives of newtons per area. The document explains that applying the same force over a larger area results in lower pressure. It provides examples of how high and low pressure are used in different situations like shoes on muddy ground, skis on snow, and knives cutting food. Finally, it briefly discusses how pressure increases with depth in liquids and can be transmitted through a liquid.
This document discusses the three states of matter - solids, liquids, and gases. It explains that in solids, particles are tightly packed and vibrating in a fixed position. In liquids, particles are tightly packed but can slide over one another. In gases, particles are very far apart and move freely. The document also discusses physical changes like melting, freezing, boiling, evaporating, and condensing. During these phase changes, heat is either absorbed or released by the matter. Finally, it explains that chemical changes occur when new substances are formed through rearrangement of atoms.
The document discusses the kinetic theory of matter and thermal energy. The kinetic theory of matter states that all things are made up of very small particles that are constantly in motion. Thermal energy is the energy related to and caused by heat. Thermal energy is a measure of the total kinetic energy of all the particles that make up an object or substance. Both kinetic theory of matter and thermal energy are relevant to understanding how our bodies and the world work on a daily basis at the atomic level.
This document discusses key concepts around motion and forces including:
1) It defines speed, velocity, and the difference between the two.
2) It explains that unbalanced forces cause changes in an object's velocity or acceleration, while balanced forces do not cause changes.
3) It describes different types of friction including static, sliding, rolling, and fluid friction and factors that affect friction.
A solution is a mixture of two or more substances, with a solvent dissolving a solute. Water is an example of a common solvent that can dissolve soluble solutes like sugar, salt, and coffee. There are two types of solutes - soluble substances that can dissolve in water, and insoluble substances that cannot dissolve in water and remain as particles, like sand, paper, oil, and rubber. Students are assigned to make a list of at least 10 soluble and 10 insoluble substances found in their house.
Metals and non-metals have distinct physical and chemical properties. Physically, metals tend to be solid, shiny, malleable, and good conductors of heat and electricity, while non-metals are usually brittle solids, liquids, or gases that are poor conductors. Chemically, metals react with non-metals like sulfur to form compounds called metal sulfides, and they react with oxygen to form metal oxides, which may dissolve in water to form bases. Non-metals also react with oxygen to form oxides, which dissolve in water to form acids like sulfurous acid. Common metals and non-metals have a variety of industrial and domestic uses based on their properties.
This document discusses waves and their properties. It defines a wave as an oscillation that travels from one place to another by transferring energy, not matter. Waves can transfer information like sound, images, or data. The key properties of waves include frequency (rate of oscillation), amplitude (maximum displacement from equilibrium), wavelength (distance between identical points on consecutive waves), period (time for one full oscillation), and speed (distance traveled per period). Waves can be transverse (oscillations perpendicular to direction of travel) or longitudinal (oscillations parallel to direction of travel). The document explains how to calculate wave speed and what happens when waves encounter boundaries like reflection (bouncing off) and refraction (bending).
Static electricity occurs when objects become electrically charged through the transfer of electrons. Charging occurs when two materials are rubbed together, causing electrons to move from one material to the other. This leaves one material with an excess of electrons and a negative charge, and the other material with a deficit of electrons and a positive charge. The electric charges remain on the surface of the objects until they are given a path to ground or neutralize each other through contact or discharge.
The document discusses evaporation and the factors that affect the rate of evaporation, including temperature, surface area, humidity, and air movement. It explains that evaporation is a cooling process where fast-moving liquid particles escape at the surface and enter the vapor phase, lowering the temperature of the remaining liquid. Condensation is described as the opposite process of evaporation. Examples are provided to illustrate how to calculate the energy required for evaporation and the increase in body temperature if that energy was not removed through sweating during exercise.
This document summarizes Abdullah Al Mahfuj's profile and presentation on heat transfer. It introduces Abdullah, a Textile Engineering student at Green University of Bangladesh. It then discusses the three methods of heat transfer: conduction, which occurs through direct contact; convection, which occurs in fluids; and radiation, which can occur through a vacuum using electromagnetic waves. Specific examples are provided to illustrate each type of heat transfer.
This document provides an overview of concepts related to light, including what light is, reflection, refraction, and color. It begins with definitions of light and its properties like traveling in straight lines and at a high speed. Later sections discuss reflection, including the laws of reflection and materials that reflect light well or poorly. Refraction is then covered, including how light bends when changing mediums and the rules of refraction. Effects of refraction like apparent depth and how archer fish aim are also summarized. Activities and investigations related to these light topics are outlined to help teach the concepts.
This document discusses density and buoyancy. It defines density as mass per unit volume and explains that density determines if a substance will float or sink in water. A substance with a density greater than water (1 g/cm3) will sink, while one with a lower density will float. Buoyancy is described as the upward force exerted by fluids on submerged objects. Archimedes' principle states that the buoyant force equals the weight of the fluid displaced by the submerged object. Examples are given to illustrate these concepts.
- There are three states of matter: solid, liquid, and gas.
- In solids, particles are closely packed in a fixed shape and volume. Liquids have a fixed volume but no shape, and particles can move around each other. Gases have no fixed shape or volume, and particles move independently at high speeds.
- The kinetic theory model explains states in terms of particle motion. In solids, particles vibrate in fixed positions. In liquids, they move in clusters. Gases have particles very far apart traveling at high speeds.
- Gas pressure results from particle collisions with container walls. Higher temperatures or lower volumes increase pressure according to mathematical relationships.
This document discusses distance-time graphs, velocity-time graphs, and standard units for physical properties. Distance-time graphs show steep lines for fast speeds, shallow lines for slow speeds, and flat lines for zero speed. Velocity is calculated from the gradient of a distance-time graph. Velocity-time graphs show increasing, decreasing, or constant speed. The area under a velocity-time graph equals the distance travelled. Common units for physical properties like distance, time, speed, and mass are also listed.
This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package, modified homework, detailed answer keys, 12 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, 6 PowerPoint review Game, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus within The Geology Topics Unit: -Plate Tectonics, Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami's, Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks, Common Sedimentary Rocks, Common Metamorphic Rocks.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
The document summarizes the particle theory of matter. It states that all matter is made of small particles that are in constant motion. The attraction between particles determines the state of matter, with solids having the strongest attraction and gases having the weakest. Heating a substance increases its energy and motion by breaking the attractions between particles, causing them to spread farther apart.
This document discusses specific heat capacity and how it relates to heat transfer and temperature change. Specific heat capacity is the amount of heat required to raise the temperature of 1 gram of a substance by 1 degree Celsius. Water has a relatively high specific heat of 4.184 J/g°C, while other substances like aluminum (0.897 J/g°C) and iron (0.449 J/g°C) have lower specific heat capacities. The specific heat capacity of a substance determines how quickly or slowly it will heat up when heat is added. The document also provides an equation to calculate the heat absorbed or released given the specific heat, mass, and temperature change of a substance.
Physical and chemical changes of matterMarwa salah
This document discusses physical and chemical changes of matter. It provides examples of physical changes such as melting, dissolving, and grinding, which change a substance's appearance or state but not its chemical composition. Chemical changes, like burning paper or sugar, produce new substances with different properties from the original. The key difference is that physical changes alter appearance or state while chemical changes alter the actual molecular structure and identity of a substance.
1. Heat is a form of energy that can be produced through various means like friction, burning, electricity, bending metals, and chemical reactions.
2. Heat travels from hotter objects to cooler ones through three methods: conduction, convection, and radiation.
3. Natural phenomena like sea breezes and land breezes occur due to differences in heating and cooling of land and water by the sun. Buildings can also be kept cool through ventilation and use of insulators.
Objects float if they are less dense than the fluid they are in, while objects sink if they are more dense. Density depends on an object's mass and volume. Ships and submarines are able to control whether they float or sink by changing their overall density, either by changing their mass through adjusting ballast, or changing their volume. Archimedes' principle explains that the buoyant force on an object equals the weight of the fluid it displaces.
This document discusses the concept of pressure in physics. It defines pressure as the force applied over an area, and provides an example comparing the pressure exerted by a fingertip versus a palm. Pressure is measured in units of pascals or other derivatives of newtons per area. The document explains that applying the same force over a larger area results in lower pressure. It provides examples of how high and low pressure are used in different situations like shoes on muddy ground, skis on snow, and knives cutting food. Finally, it briefly discusses how pressure increases with depth in liquids and can be transmitted through a liquid.
This document discusses the three states of matter - solids, liquids, and gases. It explains that in solids, particles are tightly packed and vibrating in a fixed position. In liquids, particles are tightly packed but can slide over one another. In gases, particles are very far apart and move freely. The document also discusses physical changes like melting, freezing, boiling, evaporating, and condensing. During these phase changes, heat is either absorbed or released by the matter. Finally, it explains that chemical changes occur when new substances are formed through rearrangement of atoms.
The document discusses the kinetic theory of matter and thermal energy. The kinetic theory of matter states that all things are made up of very small particles that are constantly in motion. Thermal energy is the energy related to and caused by heat. Thermal energy is a measure of the total kinetic energy of all the particles that make up an object or substance. Both kinetic theory of matter and thermal energy are relevant to understanding how our bodies and the world work on a daily basis at the atomic level.
This document discusses key concepts around motion and forces including:
1) It defines speed, velocity, and the difference between the two.
2) It explains that unbalanced forces cause changes in an object's velocity or acceleration, while balanced forces do not cause changes.
3) It describes different types of friction including static, sliding, rolling, and fluid friction and factors that affect friction.
A solution is a mixture of two or more substances, with a solvent dissolving a solute. Water is an example of a common solvent that can dissolve soluble solutes like sugar, salt, and coffee. There are two types of solutes - soluble substances that can dissolve in water, and insoluble substances that cannot dissolve in water and remain as particles, like sand, paper, oil, and rubber. Students are assigned to make a list of at least 10 soluble and 10 insoluble substances found in their house.
Metals and non-metals have distinct physical and chemical properties. Physically, metals tend to be solid, shiny, malleable, and good conductors of heat and electricity, while non-metals are usually brittle solids, liquids, or gases that are poor conductors. Chemically, metals react with non-metals like sulfur to form compounds called metal sulfides, and they react with oxygen to form metal oxides, which may dissolve in water to form bases. Non-metals also react with oxygen to form oxides, which dissolve in water to form acids like sulfurous acid. Common metals and non-metals have a variety of industrial and domestic uses based on their properties.
This document discusses waves and their properties. It defines a wave as an oscillation that travels from one place to another by transferring energy, not matter. Waves can transfer information like sound, images, or data. The key properties of waves include frequency (rate of oscillation), amplitude (maximum displacement from equilibrium), wavelength (distance between identical points on consecutive waves), period (time for one full oscillation), and speed (distance traveled per period). Waves can be transverse (oscillations perpendicular to direction of travel) or longitudinal (oscillations parallel to direction of travel). The document explains how to calculate wave speed and what happens when waves encounter boundaries like reflection (bouncing off) and refraction (bending).
Static electricity occurs when objects become electrically charged through the transfer of electrons. Charging occurs when two materials are rubbed together, causing electrons to move from one material to the other. This leaves one material with an excess of electrons and a negative charge, and the other material with a deficit of electrons and a positive charge. The electric charges remain on the surface of the objects until they are given a path to ground or neutralize each other through contact or discharge.
The document discusses evaporation and the factors that affect the rate of evaporation, including temperature, surface area, humidity, and air movement. It explains that evaporation is a cooling process where fast-moving liquid particles escape at the surface and enter the vapor phase, lowering the temperature of the remaining liquid. Condensation is described as the opposite process of evaporation. Examples are provided to illustrate how to calculate the energy required for evaporation and the increase in body temperature if that energy was not removed through sweating during exercise.
This document summarizes Abdullah Al Mahfuj's profile and presentation on heat transfer. It introduces Abdullah, a Textile Engineering student at Green University of Bangladesh. It then discusses the three methods of heat transfer: conduction, which occurs through direct contact; convection, which occurs in fluids; and radiation, which can occur through a vacuum using electromagnetic waves. Specific examples are provided to illustrate each type of heat transfer.
This document provides an overview of concepts related to light, including what light is, reflection, refraction, and color. It begins with definitions of light and its properties like traveling in straight lines and at a high speed. Later sections discuss reflection, including the laws of reflection and materials that reflect light well or poorly. Refraction is then covered, including how light bends when changing mediums and the rules of refraction. Effects of refraction like apparent depth and how archer fish aim are also summarized. Activities and investigations related to these light topics are outlined to help teach the concepts.
This document discusses density and buoyancy. It defines density as mass per unit volume and explains that density determines if a substance will float or sink in water. A substance with a density greater than water (1 g/cm3) will sink, while one with a lower density will float. Buoyancy is described as the upward force exerted by fluids on submerged objects. Archimedes' principle states that the buoyant force equals the weight of the fluid displaced by the submerged object. Examples are given to illustrate these concepts.
1) Buoyancy is the upward force exerted by a fluid that opposes the weight of an immersed object. This force is equal to the weight of the fluid displaced by the object and allows objects with lower density than the fluid to float.
2) The key factors that determine if an object will float or sink are the density of the object compared to the fluid density, the weight of fluid displaced versus the object's weight, and the object's shape.
3) Stability of floating objects depends on the location of the meta-center point, which is where the line of buoyancy force meets the axis when tilted. Stable equilibrium requires the meta-center to be above the center of gravity
Here are the answers to the questions on the paper:
1. Winter
2. Nighttime
3. Summer
4. Antarctica (the South Pole)
5. A black hole has a much greater mass than our Sun.
6. The Earth is much more massive than the moon, so it has stronger gravitational pull.
7. The beeswax has a lower density than water, so it floats. However, it has a higher density than olive oil, so it sinks in the olive oil.
8. (a) Friction between the box and the floor is causing the leftward force. (b) The box is at rest, with the pulling force from Eric and Sonya balancing the
This document discusses upthrust, Archimedes' principle, and floatation. It defines upthrust as the upward force exerted on a body submerged in a fluid. According to Archimedes' principle, the upthrust on a body is equal to the weight of the fluid it displaces. The principle of floatation states that an object floats when the upthrust equals its weight, and sinks when the upthrust is less than its weight. Applications of these principles include why ships and nails float or sink, and the purpose of the Plimsoll line marked on ship hulls.
The document discusses forces of friction and gravity. It begins with an agenda for the lesson, which includes demonstrations on friction, notes on friction and gravity, and an activity. The notes define friction as the force that opposes the sliding motion of surfaces in contact, and gravity as the force that attracts objects toward each other. It describes how mass and distance affect the gravitational force between objects. Friction and gravity can both affect the speed and direction of an object. The lesson concludes with challenges applying understanding of balance and center of gravity.
This document provides information about buoyancy and floating objects. It includes examples of calculating volume, density, and whether objects will float based on these properties. The key points are:
1) An object's volume is calculated to determine density and if it will displace enough water to float.
2) Density is the ratio of an object's mass to its volume. If the object's density is less than the density of water (1 g/mL), it will float.
3) According to Archimedes' principle, an object floats if the buoyant force pushing up equals the gravitational force pulling down. The buoyant force depends on the amount of water the object displaces.
4) Examples
- Isaac Newton realized that gravity is a universal force that pulls any two objects with mass towards each other. He formulated the law of universal gravitation.
- Gravity depends on the masses of the objects and the distance between them. Larger masses have a stronger gravitational pull, and objects are pulled less the farther apart they are.
- Weight is the measure of the gravitational force acting on an object, while mass is a measure of the amount of matter in an object. Weight can vary in different gravitational fields but mass remains constant.
- Isaac Newton realized that gravity is a universal force that pulls any two objects with mass towards each other. He formulated the law of universal gravitation.
- Gravity depends on the masses of the objects and the distance between them. Larger masses have a stronger gravitational pull, and objects are pulled less the farther apart they are.
- On Earth, gravity causes objects to accelerate at 9.8 m/s^2 when in free fall. Air resistance affects the rate at which objects fall through air.
- Isaac Newton realized that gravity is a universal force that pulls any two objects with mass towards each other. He formulated the law of universal gravitation.
- Gravity depends on the masses of the objects and the distance between them. Larger masses have a stronger gravitational pull, and objects are pulled less the farther apart they are.
- Weight is the measure of the gravitational force acting on an object, while mass is a measure of the amount of matter in an object. Weight can vary in different gravitational fields but mass remains constant.
- Isaac Newton realized that gravity is a universal force that pulls any two objects with mass towards each other. He formulated the law of universal gravitation.
- Gravity depends on the masses of the objects and the distance between them. Larger masses have a stronger gravitational pull, and objects are pulled less the farther apart they are.
- Weight is the measure of the gravitational force acting on an object, while mass is a measure of the amount of matter in an object. Weight can vary in different gravitational fields but mass remains constant.
The document provides information about creative teaching techniques. It begins with the objectives of increasing familiarity with creative thinking and applying creativity to classroom teaching. It then discusses what creativity is, noting that it is not just talent or skill but also originality. Various tools for enhancing creativity are presented, including fluency, flexibility, originality, elaboration, and thinking outside the box. Examples of creative teaching tools are given such as role playing, storytelling, mind mapping, demonstrations, games, and field trips. The document emphasizes keeping teaching simple and using techniques like humor to engage students.
Forces Acting on Buoyancy
- The buoyant force is caused by the difference in pressure between the top and bottom of an object submerged in a fluid, with greater pressure on the bottom pushing up.
- This upward buoyant force is equal to the weight of the fluid displaced and will cause an object to float if it exceeds the object's weight.
- An object will float if the average density is less than the fluid's density, the upthrust equals the total weight, and enough volume is submerged to displace a large amount of fluid.
The document discusses buoyancy and Archimedes' principle. It states that buoyant force is the force exerted on an object by the surrounding fluid. According to Archimedes' principle, the buoyant force is equal to the weight of the fluid displaced by the object. Objects float if they displace their own weight in fluid, and sink if they displace less than their own weight. The document also provides methods for measuring buoyant force.
This document summarizes key concepts about density and buoyancy from a chapter on properties of matter. It explains that density is a measure of mass per unit volume, while weight is the force of gravity on an object's mass. Buoyancy is the upward force a fluid exerts on an object submerged in it. Whether an object sinks or floats depends on if its average density is greater or less than the density of the fluid. Steel boats can float because their average density is lowered by the air pockets incorporated into their structure.
This document summarizes key concepts about density and buoyancy from a chapter on properties of matter. It explains that density is a measure of mass per unit volume, while buoyancy is the upward force exerted by a fluid on an object submerged in it. The buoyant force depends on the volume of the object submerged. Whether an object sinks or floats depends on if its average density is greater than or less than the density of the fluid. Steel boats can float because their average density, accounting for air spaces inside, is less than the density of water.
5.3 Floating and sinking: Forces affecting floating and sinking of objects.Amritasingh357136
The document discusses the concepts of floating and sinking. It explains that an object will float if its mass is equal to or less than the mass of water it displaces. An object floats by getting aligned with the water's streams, known as being streamlined. Upthrust is the force that pushes up on an object in water, allowing it to float if the upthrust is greater than or equal to the object's weight. The document provides examples of objects that typically float, like paper boats and fish, versus those that typically sink, like coins and nails.
1) Matter expands when heated as demonstrated by an iron bob being able to pass through a ring only after being heated. Ice also melts when heated, changing from a solid to a liquid state.
2) The three common states of matter - solid, liquid, and gas - can change between each other when heated or cooled. For example, solids change to liquids when heated and liquids change to gases.
3) Some substances like naphthalene balls sublime by changing directly from solid to gas when heated without passing through the liquid state.
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Phenomics assisted breeding in crop improvementIshaGoswami9
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...AbdullaAlAsif1
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptxMAGOTI ERNEST
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
2. The TitanicThe Titanic
What do you know about the Titanic?What do you know about the Titanic?
How did a huge ship (called TheHow did a huge ship (called The
Unsinkable) easily float in water BUTUnsinkable) easily float in water BUT
THEN in a few hours become a sunkenTHEN in a few hours become a sunken
wreck?wreck?
Buoyancy!!Buoyancy!!
3. What is Buoyancy???What is Buoyancy???
• Ok in teams please research/revise:Ok in teams please research/revise:
1. Buoyant Force1. Buoyant Force 2. Weight2. Weight
3. Density3. Density 4. Net Force4. Net Force
5. Displacement5. Displacement 6. Volume6. Volume
4. Floating FilmFloating Film
• https://www.youtube.com/watch?https://www.youtube.com/watch?
v=05WkCPORlj4v=05WkCPORlj4
8. DensityDensity
• Mass per unit Volume.Mass per unit Volume.
• Varies with Temperature & Pressure.Varies with Temperature & Pressure.
• The density of anything can be found byThe density of anything can be found by
dividing its mass by its volume.dividing its mass by its volume.
• S.I. Unit: Kilograms per meter cubedS.I. Unit: Kilograms per meter cubed
((kg/m3
).).
14. QuestionsQuestions
• What is Archimedes’ Principle?What is Archimedes’ Principle?
• What is Volume?What is Volume?
• Define Mass?Define Mass?
• How is it different to Weight?How is it different to Weight?
• Describe Density?Describe Density?
• What has a higher density, metal orWhat has a higher density, metal or
plastic?plastic?
16. BuoyancyBuoyancy
• Force exerted by water.Force exerted by water.
• Acts in the upwards direction.Acts in the upwards direction.
• Acts against the force of Gravity.Acts against the force of Gravity.
• Therefore makes an object feel lighter.Therefore makes an object feel lighter.
17. BuoyancyBuoyancy
• Fluid pressure is exerted in all directions.Fluid pressure is exerted in all directions.
• Pressure increases with depth.Pressure increases with depth.
• So a greater force is exerted on the bottomSo a greater force is exerted on the bottom
of a submerged object than on the top.of a submerged object than on the top.
• The difference in pressure results in a netThe difference in pressure results in a net
force in the upward direction.force in the upward direction.
• This is the Buoyant Force.This is the Buoyant Force.
18. Buoyant ForceBuoyant Force
• Acts in the opposite direction to the forceActs in the opposite direction to the force
of gravity therefore making an object feelof gravity therefore making an object feel
lighter.lighter.
• Question: I go scuba diving. Where is theQuestion: I go scuba diving. Where is the
pressure exerted on me?pressure exerted on me?
• EVERYWHERE!EVERYWHERE!
19. Submersion vs ImmersionSubmersion vs Immersion
• Immersion: In liquid/liquid around an object.Immersion: In liquid/liquid around an object.
• Submersion: Completely under a liquid.Submersion: Completely under a liquid.
• Example: VR headset or playing a consoleExample: VR headset or playing a console
looking at the TV.looking at the TV.
21. Floating & SinkingFloating & Sinking
• There is always a downwardThere is always a downward
force on a submerged object,force on a submerged object,
the object’s weight.the object’s weight.
• Question: What happens if theQuestion: What happens if the
weight of the object is greaterweight of the object is greater
than the buoyant force?than the buoyant force?
• The net force on a submergedThe net force on a submerged
object will be downward.object will be downward.
• The object will sink.The object will sink.
22. Sinking and FloatingSinking and Floating
• An object will onlyAn object will only
sink deep enough tosink deep enough to
displace a volume ofdisplace a volume of
fluid with a weightfluid with a weight
equal to its own.equal to its own.
• At that point, it willAt that point, it will
stop sinking and itstop sinking and it
will float instead.will float instead.
23. Floating & Sinking Simplified.Floating & Sinking Simplified.
• If the weight of the objectIf the weight of the object
is less than the buoyantis less than the buoyant
force, the object will float.force, the object will float.
• If the weight of the objectIf the weight of the object
is exactly equal to theis exactly equal to the
buoyant force, the twobuoyant force, the two
forces are balanced.forces are balanced.
• And if the weight is lessAnd if the weight is less
than the buoyant force?than the buoyant force?
• It will float.It will float.
24. Densities of SubstancesDensities of Substances
Changing the density of an object can makeChanging the density of an object can make
it float or sink in a given fluid.it float or sink in a given fluid.
For example: SUBMARINES!For example: SUBMARINES!
25. SubmarinesSubmarines
• Submarines change their density bySubmarines change their density by
pumping water out of it’s floatation tanks.pumping water out of it’s floatation tanks.
• The mass of the submarine decreases butThe mass of the submarine decreases but
the volume remains the same.the volume remains the same.
26. Buoyancy and DensityBuoyancy and Density
• Another way to change density is toAnother way to change density is to
change the volume.change the volume.
27. Ships TitanicShips Titanic
• The shape of a ship causes it to displaceThe shape of a ship causes it to displace
a greater volume of water than a solida greater volume of water than a solid
piece of steel of the same mass.piece of steel of the same mass.
• The greater the volume of waterThe greater the volume of water
displaced, the greater the buoyant force.displaced, the greater the buoyant force.
• A ship stays afloat as long as the buoyantA ship stays afloat as long as the buoyant
force is greater than its weight.force is greater than its weight.
28. Are you keeping afloat?Are you keeping afloat?
• Why would filling the empty space of aWhy would filling the empty space of a
ship with water cause a ship to sink?ship with water cause a ship to sink?
• Water has mass, so it makes it heavier.Water has mass, so it makes it heavier.
• What happens to the Net Force?What happens to the Net Force?
• Downward force exerted by gravity is nowDownward force exerted by gravity is now
greater than the upward buoyant force.greater than the upward buoyant force.
29. Is it Sinking in?Is it Sinking in?
• If something is less dense (has lessIf something is less dense (has less
density) than something else whatdensity) than something else what
happens? Does it sink or float?happens? Does it sink or float?
• Float! Less dense, less heavy!Float! Less dense, less heavy!
• What is the buoyant force?What is the buoyant force?
• The upward force a fluid exerts on anThe upward force a fluid exerts on an
object.object.
30. Book It!Book It!
• Maths page 293Maths page 293
• Test Your Understanding pages 294-297Test Your Understanding pages 294-297
• Work in pairs for four minutes then we’llWork in pairs for four minutes then we’ll
tackle it together.tackle it together.
• If you’re still not understanding, now is theIf you’re still not understanding, now is the
time to ask!time to ask!
31. RecapRecap
• What two forces work to keep thingsWhat two forces work to keep things
floating?floating?
• Buoyant Force & Gravity.Buoyant Force & Gravity.
• Which direction do they act in?Which direction do they act in?
• Buoyant acts up, gravity acts downward.Buoyant acts up, gravity acts downward.
• How might a floating ship become aHow might a floating ship become a
sinking ship?sinking ship?
• The density/weight would need to change.The density/weight would need to change.
32. HomeworkHomework
• Worksheets.Worksheets.
• If you have questions, lose your sheet, orIf you have questions, lose your sheet, or
don’t understand… ASK ME!don’t understand… ASK ME!
• Here or at my office!Here or at my office!
• Thank you for today! I know it was crazyThank you for today! I know it was crazy
difficult!difficult!
Editor's Notes
Slow it down to 0.75
Make sure students understand buoyant force is related to weight NOT mass as weight is also a force. Mass is not. Both have Newtons. Balanced force floats, unbalanced sinks.
Write this on board as a type of equation for students to understand