The document discusses concepts related to hydrostatics and pressure, including:
- Fluids and their properties like density and pressure
- The definition of pressure as force over area
- Factors that pressure depends on, such as force, area, and their relationships
- Applications of pressure concepts like sharp knives cutting better and ice skates gripping ice
- Pascal's principle and its demonstration using a syringe and hydraulic press
- Stevin's law relating pressure, depth and density of fluids
- Archimede's principle of buoyancy and how buoyant force depends on fluid properties and volume displaced
I Hope You all like it very much. I wish it is beneficial for all of you and you can get enough knowledge from it. Clear and appropriate objectives, in terms of what the audience ought to feel, think, and do as a result of seeing the presentation. Objectives are realistic – and may be intermediate parts of a wider plan.
What is the pressure?
What is formulae of pressure?
What is the SI unit of pressure?
What is fluid pressure?
What is atmospheric pressure?
How can we measure pressure?
I Hope You all like it very much. I wish it is beneficial for all of you and you can get enough knowledge from it. Clear and appropriate objectives, in terms of what the audience ought to feel, think, and do as a result of seeing the presentation. Objectives are realistic – and may be intermediate parts of a wider plan.
What is the pressure?
What is formulae of pressure?
What is the SI unit of pressure?
What is fluid pressure?
What is atmospheric pressure?
How can we measure pressure?
Ethnobotany and Ethnopharmacology:
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Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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2. the branch of
fluid mechanics
that studies
fluids
at rest
Physics CLIL 1D a.s. 2014-2015
HYDROSTATICS
3. Liquid and aeriform substances
(gasses and vapours) are fluids
Physics CLIL 1D a.s. 2014-2015
What is a FLUID?
A fluid is a substance that
can
flow
4. Physics CLIL 1D a.s. 2014-2015
Water is a fluid
Oil is a fluid
Smoke is a fluid
Air is a fluid
5. Fluids conform to the boundaries
of the container in which they are
placed
Physics CLIL 1D a.s. 2014-2015
6. At a given temperature, each substance has its own
density
which is
the ratio of a given mass of the substance and its volume:
Physics CLIL 1D a.s. 2014-2015
DENSITY
𝒅𝒆𝒏𝒔𝒊𝒕𝒚 =
𝒎𝒂𝒔𝒔
𝒗𝒐𝒍𝒖𝒎𝒆
=
𝒎
𝑽
𝑆𝐼 𝑢𝑛𝑖𝑡 𝑜𝑓 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡:
𝒌𝒈
𝒎 𝟑
7. Normally, the higher is the temperature
of a substance the smaller is its density
becouse its volume increases with
temperature.
Physics CLIL 1D a.s. 2014-2015
DENSITY
9. Pressure is the magnitude F of a force acting perpendicular to a
surface divided by the area S of the surface over which the force acts.
Physics CLIL 1D a.s. 2014-2015
PRESSURE
𝑷 =
𝑭⊥
𝑺
𝑆𝐼 𝑢𝑛𝑖𝑡 𝑜𝑓 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡:
𝑵
𝒎 𝟐 = 𝑷𝒂 (𝑝𝑎𝑠𝑐𝑎𝑙)
10. Physics CLIL 1D a.s. 2014-2015
PRESSURE
𝐹
𝐹⊥
𝑆
Force
Perpendicular force
Surface
11. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Pressure is not a vector
quantity but a scalar quantity
12. Physics CLIL 1D a.s. 2014-2015
PRESSURE
For a given pressure Force and Area are
directly proportional
𝐴 (𝑚2
)
𝐹 (𝑁)
13. Physics CLIL 1D a.s. 2014-2015
PRESSURE
For a given Pressure Force and Area are directly proportional
Weight=10N
Area=1𝑚2
Pressure=
𝑤𝑒𝑖𝑔ℎ𝑡
𝑎𝑟𝑒𝑎
=
10𝑁
1𝑚2 = 10𝑃𝑎
Weight=20N
Area=2𝑚2
Pressure=
𝑤𝑒𝑖𝑔ℎ𝑡
𝑎𝑟𝑒𝑎
=
20𝑁
2𝑚2 = 10𝑃𝑎
14. Physics CLIL 1D a.s. 2014-2015
PRESSURE
For a given Force, Pressure and Area are inversely proportional
𝐴 (𝑚2)
𝑃 (𝑃𝑎)
15. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Weight=10N
Area=1𝑚2
Pressure=
𝑤𝑒𝑖𝑔ℎ𝑡
𝑎𝑟𝑒𝑎
=
10𝑁
1𝑚2 = 10𝑃𝑎 Pressure=
𝑤𝑒𝑖𝑔ℎ𝑡
𝑎𝑟𝑒𝑎
=
10𝑁
2𝑚2 = 5𝑃𝑎
For a given Force, Pressure and Area are inversely proportional
Weight=10N
Area=2𝑚2
16. Physics CLIL 1D a.s. 2014-2015
PRESSURE
For a given Area, Pressure and Force are directly proportional
𝐹 (𝑁)
𝑃 (𝑃𝑎)
17. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Weight=10N
Area=1𝑚2
Pressure=
𝑤𝑒𝑖𝑔ℎ𝑡
𝑎𝑟𝑒𝑎
=
10𝑁
1𝑚2 = 10𝑃𝑎
Weight=20N
Area=1𝑚2
Pressure=
𝑤𝑒𝑖𝑔ℎ𝑡
𝑎𝑟𝑒𝑎
=
20𝑁
1𝑚2 = 20𝑃𝑎
For a given Area, Pressure and Force are directly proportional
19. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Why does a sharp knife
cut better than a dull
knife?
20. Physics CLIL 1D a.s. 2014-2015
PRESSURE
The diagram at right shows a sharp knife and a dull knife in
contact with a surface (maybe a nice, juicy steak!).
Notice that the sharp knife has a very small area of contact
with the surface, while the dull knife has a much larger area
of contact.
If both knives are pushed down with the same force, the
sharp knife will exert a much greater pressure on the
surface than the dull knife - and pressure cuts.
So, if you are "stuck" with a dull knife, you have to exert
much more force in order to generate enough pressure to
cut your steak.
21. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Why do people have to
use ice skates?
22. Physics CLIL 1D a.s. 2014-2015
PRESSURE
The downward force that you exert on the
ice (assuming you are standing on two
feet) would be half of your weight.
Notice, however, that the shoe distributes
the force over a much larger area than the
skate does. This means that the skate
exerts a much higher pressure on the ice
than the shoe does - it is this high pressure
that makes ice skating possible!
23. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Why a karate chop is much
more effective than an
open-handed slap?
24. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Because a reduction of surface area increases net
pressure.
If one were to slap a board squarely with one's palm,
the only likely result would be a severe stinging pain
on the hand.
But if instead one delivered a blow to the board, with
the hand held perpendicular the board could be split
in two.
In the first instance, the area of force exertion is large
and the net pressure to the board relatively small,
whereas in the case of the karate chop, the surface
area is much smaller—and hence, the pressure is
much larger.
25. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Why snowshoes are much
more effective for walking
in snow ?
26. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Sometimes, a greater surface area is preferable.
Thus, snowshoes are much more effective for
walking in snow than ordinary shoes or boots.
Ordinary footwear is not much larger than the
surface of one's foot, perfectly appropriate for
walking on pavement or grass. But with deep
snow, this relatively small surface area increases
the pressure on the snow, and causes one's feet
to sink. The snowshoe, because it has a surface
area significantly larger than that of a regular
shoe, reduces the ratio of force to surface area
and therefore, lowers the net pressure
30. What you need:
- 1 carton of milk (closed); a dish; some flour, a scale, a ruler
What to do:
1. weight the carton of milk
2. measure the three dimensions (a, b and c) of the carton
3. calculate the area of each side (axb, bxc and axc) of the carton
4. place the carton on a table and calculate the three different pressures
it exerts on the three different contact surfaces between the table and
the carton
5. Pour the flour into the dish and place carefully the carton over the
flour, firstly with the largest size in contact with the flour , then the
medium size and eventually the smallest size (before placing the
carton on the flour, flatten the surface of the flour)
What do you notice?
How can you explain?
Physics CLIL 1D a.s. 2014-2015
PRESSURE
31. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Pascal’s principle
Any change in the pressure applied to a
completely enclosed fluid is transmitted
undiminished to all parts of the fluid and the
enclosing walls
Blaise Pascal
(1623-1662)
32. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Pascal’s principle
When the syringe is filled
with water, pushing the
plunger water comes out
from all nozzles with equal
speed perpendicularly to
the surface of the container
33. Physics CLIL 1D a.s. 2014-2015
PRESSURE
A Pascal’s principle application
THE HYDRAULIC PRESS
experiment
34. Physics CLIL 1D a.s. 2014-2015
PRESSURE
STEVIN’S LAW
Simon Stevin (1548 – 1620)
The pressure at a point in a liquid
in static equilibrium depends only
on the depth at that point:
𝑷 = 𝑷 𝟎+dgh
Where 𝑷 𝟎is the external pressure on the surface of the
liquid, h is the depth, g is the gravity acceleration and
d is the liquid density
36. Physics CLIL 1D a.s. 2014-2015
PRESSURE
STEVIN’S LAW APPLICATIONS
𝑪𝒐𝒎𝒎𝒖𝒏𝒊𝒄𝒂𝒏𝒕 𝒗𝒂𝒔𝒔𝒆𝒍𝒔 (𝒗𝒂𝒔𝒆𝒔)
Given a set of two or more connected containers containing a
homogeneous liquid, when the liquid settles, it balances out to the same
level in all of the containers regardless of the shape and the volume of the
containers
39. Physics CLIL 1D a.s. 2014-2015
PRESSURE
Hydrostatic pressure inside the
water in a dam or a swimming pool
increases with depth according to
Pascal’s principle and Stevin’s law.
That is the reason of the trapezoidal shape of
walls in dams and swimming pools
41. Physics CLIL 1D a.s. 2014-2015
ATMOSPHERIC PRESSURE
The atmosphere of Earth is a layer of gasses
surrounding the planet Earth that is retained by Earth's
gravity.
Three quarters of Earth atmosphere is within about 11 km
from the planet surface.
The atmosphere becomes thinner and thinner with
increasing altitude, with no definite boundary
Although its density is very small, it exerts a great force
over all the objects on the Earth surface
42. Physics CLIL 1D a.s. 2014-2015
ATMOSPHERIC PRESSURE
Atmospheric pressure is the force exerted per
unit of area on the surface of the Earth by the
column of air extending vertically above it.
The average atmospheric
pressure at sea level is 1
standard atmosphere
(atm)=101.3 kPa
46. Physics CLIL 1D a.s. 2014-2015
PRESSURE
BUOYANCY
Buoyancy is an upward force exerted by a fluid that
opposes the weight of a partially or completely immersed
object.
50. Physics CLIL 1D a.s. 2014-2015
PRESSURE
air ballon
submarine
aircraft carrier
For a fully submerged object, Archimedes'
principle can be reformulated as follows:
Immersed object’s apparent weight =
weight of the object – weight of the displaced
fluid