This document provides an overview of forces and motion. It begins by outlining the key concepts students should understand, including Newton's Laws of motion and how to apply them to problems involving linear and vertical motion. It then defines different types of forces and friction. Examples are provided to illustrate calculating forces using free body diagrams and applying Newton's Laws to problems involving balanced and unbalanced forces. Key concepts like static friction, kinetic friction, and Newton's Third Law are defined. Worked examples demonstrate applying concepts like friction to problems involving blocks on inclined planes or connected by strings over pulleys.
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Part b1)Mass (kg)Velocity (ms)Force (N)Acceleration (ms2)Time to.docxherbertwilson5999
Part b1)Mass (kg)Velocity (m/s)Force (N)Acceleration (m/s2)Time to come to rest (s)stopping distance (m)
Lab 4--Part b1)
An object with a mass 'm' is moving with an initial speed 'v'and is acted on by a single force ‘F’ in the opposite direction of its motion. Use Excel to determine how long it will take the object to come to rest and how far the object travels until it stops..
i) If the mass is doubled, what is the effect on the time?, on the stopping distance?
ii) If the initial velocity is doubled, what is the effect on the time?, on the stopping distance
input: mass, initial velocity, force
output: acceleration, time to come to rest, stopping distance
Part b2)Mass (kg)Fx (N)Fy (N)ax (m/s2)ay (m/s2)2000050000100000time (s)vx(m/s)vy(m/s)v(m/s)x(m)y(m)d (m)00.511.522.533.544.555.566.577.588.599.510
Lab 4--Part b2)
A rocket ship, with mass m=40,000kg, and engines mounted perpendicularly in the x and y directions, fires both rockets simultaneously. The engine oriented in the x-direction fires for 3s and shuts off. The engine oriented in the y-direction fires for 7s and shuts off. The force from the engine in the x-direction is 50,000N and the force from the engine in the y-direction is 100,000N. Make a scatter plot of the y-position of each particle as a function of the x-position, showing the trajectory of the rocket.
Use Excel to determine the following:
i) While the engines are firing, what is the acceleration of the rocket in the x and y directions?
ii) After 7s, what is the velocity of the rocket in the x and y directions?
iii) After 7s, what is the speed of the rocket?
iv) After 7s, how far has the rocket travelled in the x-direction? How far has it travelled in the y-direction?, After 10 s?
v) After 7s, what is the displacement of the rocket? After 10 s? Is the displacement of the rocket the same as the distance travelled? Explain.
vi) If the mass of the rocket is doubled, what happens to the displacement?
Output: ax, ay, vx, vy, x, y, d
Rocket Trajectory
x
y
Part a1)Mass (kg)Force (N)Acceleration (m/s2)105010100205020100
Lab 4--Part a1)
Use Excel to determine the acceleration for an object with mass 'm' being pulled by a constant,
horizontal force (F) on a flat, frictionless surface.
i) What happens to the acceleration if the magnitude of the force doubles?
ii) What happens to the acceleration if the mass of the object doubles?
iii) What happens to the acceleration if both the mass and the force are doubled?
Input: mass and force
Output: acceleration
Part a2)Mass (kg)Angle (degrees)μkμsf_s(max)f_kF_Wsin(q)Acceleration (m/s2)Accelerating or Stationary?400.20.5450.20.54100.20.54150.20.54200.20.54250.20.54260.20.54270.20.54280.20.54290.20.54300.20.54350.20.54400.20.54450.20.54500.20.510500.20.54900.20.5
Lab 4--Part a2)
Use Excel to determine the acceleration for an object with mass 'm' sliding down a surface inclined at an angle θ (between 0 and 90 degrees) above the horizontal. The surfac.
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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
Part b1)Mass (kg)Velocity (ms)Force (N)Acceleration (ms2)Time to.docxherbertwilson5999
Part b1)Mass (kg)Velocity (m/s)Force (N)Acceleration (m/s2)Time to come to rest (s)stopping distance (m)
Lab 4--Part b1)
An object with a mass 'm' is moving with an initial speed 'v'and is acted on by a single force ‘F’ in the opposite direction of its motion. Use Excel to determine how long it will take the object to come to rest and how far the object travels until it stops..
i) If the mass is doubled, what is the effect on the time?, on the stopping distance?
ii) If the initial velocity is doubled, what is the effect on the time?, on the stopping distance
input: mass, initial velocity, force
output: acceleration, time to come to rest, stopping distance
Part b2)Mass (kg)Fx (N)Fy (N)ax (m/s2)ay (m/s2)2000050000100000time (s)vx(m/s)vy(m/s)v(m/s)x(m)y(m)d (m)00.511.522.533.544.555.566.577.588.599.510
Lab 4--Part b2)
A rocket ship, with mass m=40,000kg, and engines mounted perpendicularly in the x and y directions, fires both rockets simultaneously. The engine oriented in the x-direction fires for 3s and shuts off. The engine oriented in the y-direction fires for 7s and shuts off. The force from the engine in the x-direction is 50,000N and the force from the engine in the y-direction is 100,000N. Make a scatter plot of the y-position of each particle as a function of the x-position, showing the trajectory of the rocket.
Use Excel to determine the following:
i) While the engines are firing, what is the acceleration of the rocket in the x and y directions?
ii) After 7s, what is the velocity of the rocket in the x and y directions?
iii) After 7s, what is the speed of the rocket?
iv) After 7s, how far has the rocket travelled in the x-direction? How far has it travelled in the y-direction?, After 10 s?
v) After 7s, what is the displacement of the rocket? After 10 s? Is the displacement of the rocket the same as the distance travelled? Explain.
vi) If the mass of the rocket is doubled, what happens to the displacement?
Output: ax, ay, vx, vy, x, y, d
Rocket Trajectory
x
y
Part a1)Mass (kg)Force (N)Acceleration (m/s2)105010100205020100
Lab 4--Part a1)
Use Excel to determine the acceleration for an object with mass 'm' being pulled by a constant,
horizontal force (F) on a flat, frictionless surface.
i) What happens to the acceleration if the magnitude of the force doubles?
ii) What happens to the acceleration if the mass of the object doubles?
iii) What happens to the acceleration if both the mass and the force are doubled?
Input: mass and force
Output: acceleration
Part a2)Mass (kg)Angle (degrees)μkμsf_s(max)f_kF_Wsin(q)Acceleration (m/s2)Accelerating or Stationary?400.20.5450.20.54100.20.54150.20.54200.20.54250.20.54260.20.54270.20.54280.20.54290.20.54300.20.54350.20.54400.20.54450.20.54500.20.510500.20.54900.20.5
Lab 4--Part a2)
Use Excel to determine the acceleration for an object with mass 'm' sliding down a surface inclined at an angle θ (between 0 and 90 degrees) above the horizontal. The surfac.
Welcome to the fascinating world of Work, Energy, and Power! In the realm of physics, these concepts form the cornerstone of understanding how objects interact with each other and how energy is transformed within systems. From the motion of everyday objects to the dynamics of celestial bodies, the principles of work, energy, and power are ubiquitous, shaping the very fabric of the universe.
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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.
Welcome to the fascinating world of Work, Energy, and Power! In the realm of physics, these concepts form the cornerstone of understanding how objects interact with each other and how energy is transformed within systems. From the motion of everyday objects to the dynamics of celestial bodies, the principles of work, energy, and power are ubiquitous, shaping the very fabric of the universe.
For more information, visit-www.vavaclasses.com
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.
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. 2
Apply Newton's Laws as basic principles for dynamics of
particle in linear motion and vertical motion.
State each of Newton's laws of motion
Describe the definitions and types of forces acting on a body in
different situation (pulley, inclined surface, tension of string)
Apply F = m.a in solving problems related to linear motion of a
body
Apply F = m.a in solving problems related to vertical motion of
a body
Analyze relation between force and its frictional force
Analyze the coefficient of frictional force (static and kinetic
friction) through inclined plane
After studying this topic, you are expected to be able
to:
10. 10
A body is pulled in two opposing
directions by two ropes as shown in
Figure beside. The resultant force acting
is the vector sum of the forces.
How to calculate forces?
Force is Vector, so….
Calculate forces : calculate vectors!
Example:
If a body is pulled by two perpendicular
ropes as in Figure 2.33, then the vector
addition is solved using vectors addition.
14. 14
Forces Balanced Equilibrium
Another example:
Separate the vectors into 2 components:
x & y
If the box is in equilibrium, then:
Total component in x = 0 forces left = forces right
Total component in y = 0 forces up = forces down
15. 15
Example:
Consider the situation below. If the forces on this box are
balanced:
a) write an equation for the components of the forces
parallel to the ramp
b) write equation for the forces perpendicular to the ramp
c) find the friction (F) & normal force (N)
16. 16
Example:
A ball of weight 10 N is suspended on a
string and pulled to one side by another
horizontal string as shown beside.
If the forces are balanced:
(a) write an equation for the horizontal
components of the forces acting on the
ball
(b) write an equation for the vertical
components of the forces acting on the
ball
(c) use the second equation to calculate
the tension in the upper string, T
(d) use your answer to (c) plus the first
equation to find the horizontal force F.
17. 17
Example:
A rock climber is hanging from a rope
attached to the cliff by two bolts as
shown in Figure beside. If the forces are
balanced
a) write an equation for the vertical
component of the forces on the knot
b) write an equation for the horizontal
forces exerted on the knot
c) calculate the tension T in the ropes
joined to the bolts. The result of this
calculation shows why ropes should
not be connected in this way.
18. 18
Newton’s Laws of Motion
Forces balanced object is at rest (?)
Forces not balanced object moves (?)
How do we explain that with strong
argument?
Newton’s Laws of Motion
1st
Law:
A body will remain at rest or moving with constant
velocity unless acted upon by an unbalanced force.
Net force = 0 no acceleration
29. 29
Note:
If the forces are
balanced, will the
object always be at rest
or moving with
constant velocity?
30. 30
2nd Law:
The acceleration of an object is
directly proportional to the net force acting on it and
inversely proportional to its mass.
Σ 𝐹 = 𝑚. 𝑎
37. 37
Single isolated force
can’t exist
Pair of forces on
two different objects
3rd Law:
If body A exerts a force on body B then body B will
exert an equal and opposite force on body A.
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41. Example:
A car of mass m is on an icy driveway inclined at an
angle 30.0o
, as in Figure 4.16a. Determine (a) the
acceleration of the car, assuming that the incline is
frictionless. (b) If the length of the driveway is 20.0 m
and the car starts from rest at the top, how long does it
take to travel to the bottom? (c) What is the car’s speed
at the bottom?
41
47. 47
Static Frictional Force:
fs ≤ s.N
Maximum static frictional force: in verge of
slipping
fs max = s.N
s= coefficient of static friction depend on the
nature of surfaces
N = Normal force
Kinetic Frictional Force:
fk = k.N
k= coefficient of kinetic friction
51. 51
Example:
1. The hockey puck in Figure 4.22, struck by a
hockey stick, is given an initial speed of 20.0 m/s on
a frozen pond. The puck remains on the ice and
slides 120 m, slowing down steadily until it comes
to rest. Determine the coefficient of kinetic friction
between the puck and the ice.
52. 52
Suppose a block with a mass of
2.00 kg is resting on a ramp. If
the coefficient of static friction
between the block and ramp is
0.30, what maximum angle can
the ramp make with the
horizontal before the block starts
to slip down?
53. 53
A loaded penguin sled weighing 40√2 N
rests on a plane inclined at angle = 45° to
the horizontal (Figure beside). Between the
sled and the plane, the coefficient of static
friction is 0.25, and the coefficient of
kinetic friction is 0.15. Determine:
a. Maximum static friction between sled and plane.
b. Magnitude of the force required in order to make the sled stay at
rest, not sliding down the plane. (remember, there are frictional
force and weight of object)
c. What is the minimum magnitude F that will start the sled moving
up the plane? (Hint: draw the force first)
d. What value of F is required to move the sled up the plane at
constant velocity?
54. 54
A block with mass m1 = 4.00 kg and
a ball with mass m2 = 7.00 kg are
connected by a light string that
passes over a frictionless pulley, as
shown in Figure 4.23a. The
coefficient of kinetic friction between
the block and the surface is 0.300.
Find the acceleration of the two
objects and the tension in the string.