This document provides information about a Physics 101 course including the course details, textbook, grading, syllabus, clicker technology that will be used for in-class polling questions, and sample questions and concepts that will be covered from the first two chapters including Newton's Laws of Motion, inertia, forces, and equilibrium.
The document discusses the scientific method and how scientific knowledge is gained. It explains that there is no single scientific method, as scientists approach problems with creativity and prior knowledge. Experiments allow controlling of variables in some disciplines but not others. The document then discusses key figures in the development of the scientific method, including Aristotle, who made inferences but did not test ideas, and Galileo, who performed experiments such as dropping balls of different weights to test hypotheses. The steps of the scientific method and key concepts like hypotheses, theories, observations, and graphing of data are also outlined.
Okay, let's break this down step-by-step:
* EPE = 0.5 * k * x^2
= 0.5 * 280 N/m * (0.03 m)^2
= 0.42 J
* EPE converts to KE at the top of the trajectory
* KE = 0.5 * m * v^2
= 0.5 * 0.0025 kg * v^2
= 0.42 J
* Solve for v:
0.42 J = 0.5 * 0.0025 kg * v^2
v = √(0.42 J / 0.5 * 0.0025 kg)
= √16.8
=
The document discusses Newton's three laws of motion. It begins by defining key terms like force, inertia, and acceleration. It then explains each of Newton's three laws: (1) an object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force, (2) acceleration is directly proportional to force and inversely proportional to mass, and (3) for every action there is an equal and opposite reaction. Examples are provided to illustrate Newton's laws, such as how gravity causes free fall acceleration. Balanced and unbalanced forces are also distinguished.
This document outlines a lesson plan on forces and Newton's first law of motion for high school physics students. The lesson aims to help students differentiate between types of forces and understand the concept of force and Newton's first law. It includes pre-assessment questions, definitions, illustrations, and an activity to explain balanced and unbalanced forces. At the end of the lesson, students will complete additional assessments to test their understanding of the topics covered.
Newton developed his three laws of motion which describe the motion of objects. The first law states that objects at rest stay at rest and objects in motion stay in motion unless acted on by an unbalanced force. The second law states that force equals mass times acceleration. The third law states that for every action there is an equal and opposite reaction. The document provides examples and explanations of Newton's laws of motion.
Newton's three laws of motion describe the motion of massive bodies and how they interact. The first law states that objects at rest tend to stay at rest and objects in motion tend to stay in motion unless acted upon by an unbalanced force. The second law states that force equals mass times acceleration. The third law states that for every action there is an equal and opposite reaction.
This document provides an overview of learning theories and concepts, including:
1. Classical conditioning theories proposed by Pavlov involving reflexes in dogs. Operant conditioning theories from Thorndike, Skinner involving reward and punishment shaping behavior.
2. Key concepts in classical conditioning include stimulus generalization, extinction, spontaneous recovery. Operant conditioning concepts include reinforcement schedules, shaping, chaining, and Premack's principle.
3. Social learning theory from Bandura proposed observational learning through attention, retention, reproduction, and motivation from the environment.
Okay, let me break this down step-by-step:
* Spring constant (k) = 280 N/m
* Mass (m) = 0.0025 kg
* Deflection (x) = 0.03 m
* EPE = 0.5kx2 = 0.5 * 280 N/m * (0.03 m)2 = 0.81 J
* EPE converts to KE on release: KE = 0.81 J = 0.5mv2
* Solve for v: v = √(2 * 0.81 J / 0.0025 kg) = 4 m/s
* Use v to find maximum height using: h = v2/2g = (
The document discusses the scientific method and how scientific knowledge is gained. It explains that there is no single scientific method, as scientists approach problems with creativity and prior knowledge. Experiments allow controlling of variables in some disciplines but not others. The document then discusses key figures in the development of the scientific method, including Aristotle, who made inferences but did not test ideas, and Galileo, who performed experiments such as dropping balls of different weights to test hypotheses. The steps of the scientific method and key concepts like hypotheses, theories, observations, and graphing of data are also outlined.
Okay, let's break this down step-by-step:
* EPE = 0.5 * k * x^2
= 0.5 * 280 N/m * (0.03 m)^2
= 0.42 J
* EPE converts to KE at the top of the trajectory
* KE = 0.5 * m * v^2
= 0.5 * 0.0025 kg * v^2
= 0.42 J
* Solve for v:
0.42 J = 0.5 * 0.0025 kg * v^2
v = √(0.42 J / 0.5 * 0.0025 kg)
= √16.8
=
The document discusses Newton's three laws of motion. It begins by defining key terms like force, inertia, and acceleration. It then explains each of Newton's three laws: (1) an object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force, (2) acceleration is directly proportional to force and inversely proportional to mass, and (3) for every action there is an equal and opposite reaction. Examples are provided to illustrate Newton's laws, such as how gravity causes free fall acceleration. Balanced and unbalanced forces are also distinguished.
This document outlines a lesson plan on forces and Newton's first law of motion for high school physics students. The lesson aims to help students differentiate between types of forces and understand the concept of force and Newton's first law. It includes pre-assessment questions, definitions, illustrations, and an activity to explain balanced and unbalanced forces. At the end of the lesson, students will complete additional assessments to test their understanding of the topics covered.
Newton developed his three laws of motion which describe the motion of objects. The first law states that objects at rest stay at rest and objects in motion stay in motion unless acted on by an unbalanced force. The second law states that force equals mass times acceleration. The third law states that for every action there is an equal and opposite reaction. The document provides examples and explanations of Newton's laws of motion.
Newton's three laws of motion describe the motion of massive bodies and how they interact. The first law states that objects at rest tend to stay at rest and objects in motion tend to stay in motion unless acted upon by an unbalanced force. The second law states that force equals mass times acceleration. The third law states that for every action there is an equal and opposite reaction.
This document provides an overview of learning theories and concepts, including:
1. Classical conditioning theories proposed by Pavlov involving reflexes in dogs. Operant conditioning theories from Thorndike, Skinner involving reward and punishment shaping behavior.
2. Key concepts in classical conditioning include stimulus generalization, extinction, spontaneous recovery. Operant conditioning concepts include reinforcement schedules, shaping, chaining, and Premack's principle.
3. Social learning theory from Bandura proposed observational learning through attention, retention, reproduction, and motivation from the environment.
Okay, let me break this down step-by-step:
* Spring constant (k) = 280 N/m
* Mass (m) = 0.0025 kg
* Deflection (x) = 0.03 m
* EPE = 0.5kx2 = 0.5 * 280 N/m * (0.03 m)2 = 0.81 J
* EPE converts to KE on release: KE = 0.81 J = 0.5mv2
* Solve for v: v = √(2 * 0.81 J / 0.0025 kg) = 4 m/s
* Use v to find maximum height using: h = v2/2g = (
Okay, let me break this down step-by-step:
* Spring constant (k) = 280 N/m
* Mass (m) = 0.0025 kg
* Deflection (x) = 0.03 m
* EPE = 0.5kx2 = 0.5 * 280 N/m * (0.03 m)2 = 0.81 J
* EPE converts to KE on release: KE = 0.81 J = 0.5mv2
* Solve for v: v = √(2 * 0.81 J / 0.0025 kg) = 4 m/s
* Use v to find maximum height using: h = v2/2g = (
This document provides a lesson plan on Newton's First Law of Motion for 5th grade students (ages 10-12). The lesson aims to help students understand the concept of force and differentiate between balanced and unbalanced forces. Key objectives are for students to remember prior knowledge, know Newton's First Law, and give examples of balanced and unbalanced forces. The lesson defines important terms, provides assessments, and illustrations to explain the concepts in an active way for students.
Newton's laws of motion describe the relationship between an object and the forces acting upon it, and its motion in response to those forces. The three laws are: 1) An object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force. 2) The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the direction of the net force. 3) For every action, there is an equal and opposite reaction.
This unit discusses force, motion, and energy over six modules. Module 1 focuses on how unbalanced forces cause changes to an object's motion. Module 2 explains how force can do work on an object and transfer energy. The unit aims to develop student understanding of these concepts qualitatively and through measurements. Key ideas are that energy transfers between objects in different forms, and that the amount and type of energy transfer depends on the materials involved and can cause changes in objects.
The Law of Inertia (The 3 Laws of Motion).pptRose Alba
What is the meaning of law of inertia?
The law of inertia states that an object or mass will remain either at rest or in motion in the same direction, unless acted upon by an unbalanced force. This also means that the more massive an object is, the more difficult it is to influence its velocity.
Newton's three laws of motion are summarized as follows:
1) An object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force.
2) The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object.
3) For every action, there is an equal and opposite reaction.
Newton's three laws of motion are summarized as follows:
1) Newton's First Law states that objects at rest will stay at rest and objects in motion will stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force.
2) Newton's Second Law establishes the relationship between an object's mass, its acceleration, and the applied force as F=ma.
3) Newton's Third Law describes that for every action force there is an equal and opposite reaction force.
Newton's three laws of motion are summarized as follows:
1) Newton's First Law states that objects at rest will stay at rest and objects in motion will stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force.
2) Newton's Second Law establishes the relationship between an object's mass, its acceleration, and the applied force as F=ma.
3) Newton's Third Law describes that for every action force there is an equal and opposite reaction force.
Newton's three laws of motion are summarized as follows:
1) An object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force.
2) The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object.
3) For every action, there is an equal and opposite reaction.
The document provides notes from a physics class that covered topics including friction, conservation of energy, and kinetic and potential energy. Students calculated coefficients of friction, solved problems involving sliding friction, and performed an experiment launching pennies into the air using a ruler. The class discussed forms of energy, energy transformations, and formulas for gravitational potential energy, kinetic energy, and elastic potential energy. Sample problems were worked through applying these concepts and units.
Newton's three laws of motion are:
1) Law of inertia - an object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force.
2) Law of acceleration - the acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force.
3) Law of action-reaction - for every action, there is an equal and opposite reaction.
Newton's three laws of motion are summarized as follows:
1. An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.
2. The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object.
3. For every action, there is an equal and opposite reaction.
Ccps force, motion & energy workshop #2 Vu Phu
This document provides an overview of a grant-funded project to teach force, motion, and energy concepts to teachers. It includes background on the grant, connections to state science standards, effective teaching practices like hands-on investigations and technology use, and examples of challenges and activities to teach concepts like projectile motion. Pre- and post-assessments are discussed to measure impact on student learning. The goal is to help teachers feel more comfortable and excited about teaching force, motion, and energy topics.
This document outlines a lesson plan on Newton's First Law of Motion for students ages 6-12. The lesson aims to teach students about different types of forces, the concept of force, and Newton's First Law. Students will learn to differentiate between balanced and unbalanced forces through examples and activities. Assessments include true/false questions and asking students for examples applying Newton's First Law. The lesson defines key terms and provides illustrations to explain the concepts.
Changes in the Motion of an Object's.pptxJessaAlajid1
This document discusses Newton's laws of motion through a science class. It begins with learning objectives about describing the effect of forces on motion, investigating relationships between force, mass, and acceleration, and appreciating the importance of Newton's laws. Key terms like force, mass, and inertia are defined. Newton's three laws of motion are then explained: 1) an object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force, 2) acceleration is produced when a net force acts on an object and is directly proportional to the net force and inversely proportional to the mass, and 3) for every action there is an equal and opposite reaction. Examples are provided to illustrate the laws.
This unit focuses on force, motion, and energy. It has six modules that discuss these concepts at both the macroscopic and particle levels. The first module focuses on how unbalanced forces cause changes in an object's motion. The second module explains how force can do work on an object and transfer energy. The unit aims to develop students' understanding that energy can cause changes in objects and that the amount of change depends on the amount of energy transferred. It also covers that the energy transferred can be affected by the materials involved.
This unit discusses force, motion, and energy. It has six modules that describe energy transfer at both the macroscopic and particle levels. Module 1 focuses on how unbalanced forces cause changes in motion. Module 2 explains how force can do work and transfer energy. The unit aims to develop an understanding that energy affects objects by causing changes in their motion, particles, charges, temperature or other properties, and that the amount of change depends on the amount of energy transferred. Most topics are dealt with qualitatively to build basic understanding, with some quantitative tasks and computations.
This unit discusses force, motion, and energy. It has six modules that describe energy transfer at both the macroscopic and particle levels. Module 1 focuses on how unbalanced forces cause changes in motion. Module 2 explains how force can do work and transfer energy. The unit aims to develop students' understanding that energy is transmitted through various means and can cause changes in objects. Most topics are dealt with qualitatively to provide a basic understanding of concepts.
This unit discusses force, motion, and energy. It has six modules that describe energy transfer at both the macroscopic and particle levels. Module 1 focuses on how unbalanced forces cause changes in an object's motion. Module 2 explains how force can do work on an object and transfer energy. The unit aims to develop students' understanding of these concepts through qualitative and some quantitative activities.
Okay, let me break this down step-by-step:
* Spring constant (k) = 280 N/m
* Mass (m) = 0.0025 kg
* Deflection (x) = 0.03 m
* EPE = 0.5kx2 = 0.5 * 280 N/m * (0.03 m)2 = 0.81 J
* EPE converts to KE on release: KE = 0.81 J = 0.5mv2
* Solve for v: v = √(2 * 0.81 J / 0.0025 kg) = 4 m/s
* Use v to find maximum height using: h = v2/2g = (
This document provides a lesson plan on Newton's First Law of Motion for 5th grade students (ages 10-12). The lesson aims to help students understand the concept of force and differentiate between balanced and unbalanced forces. Key objectives are for students to remember prior knowledge, know Newton's First Law, and give examples of balanced and unbalanced forces. The lesson defines important terms, provides assessments, and illustrations to explain the concepts in an active way for students.
Newton's laws of motion describe the relationship between an object and the forces acting upon it, and its motion in response to those forces. The three laws are: 1) An object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force. 2) The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the direction of the net force. 3) For every action, there is an equal and opposite reaction.
This unit discusses force, motion, and energy over six modules. Module 1 focuses on how unbalanced forces cause changes to an object's motion. Module 2 explains how force can do work on an object and transfer energy. The unit aims to develop student understanding of these concepts qualitatively and through measurements. Key ideas are that energy transfers between objects in different forms, and that the amount and type of energy transfer depends on the materials involved and can cause changes in objects.
The Law of Inertia (The 3 Laws of Motion).pptRose Alba
What is the meaning of law of inertia?
The law of inertia states that an object or mass will remain either at rest or in motion in the same direction, unless acted upon by an unbalanced force. This also means that the more massive an object is, the more difficult it is to influence its velocity.
Newton's three laws of motion are summarized as follows:
1) An object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force.
2) The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object.
3) For every action, there is an equal and opposite reaction.
Newton's three laws of motion are summarized as follows:
1) Newton's First Law states that objects at rest will stay at rest and objects in motion will stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force.
2) Newton's Second Law establishes the relationship between an object's mass, its acceleration, and the applied force as F=ma.
3) Newton's Third Law describes that for every action force there is an equal and opposite reaction force.
Newton's three laws of motion are summarized as follows:
1) Newton's First Law states that objects at rest will stay at rest and objects in motion will stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force.
2) Newton's Second Law establishes the relationship between an object's mass, its acceleration, and the applied force as F=ma.
3) Newton's Third Law describes that for every action force there is an equal and opposite reaction force.
Newton's three laws of motion are summarized as follows:
1) An object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force.
2) The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object.
3) For every action, there is an equal and opposite reaction.
The document provides notes from a physics class that covered topics including friction, conservation of energy, and kinetic and potential energy. Students calculated coefficients of friction, solved problems involving sliding friction, and performed an experiment launching pennies into the air using a ruler. The class discussed forms of energy, energy transformations, and formulas for gravitational potential energy, kinetic energy, and elastic potential energy. Sample problems were worked through applying these concepts and units.
Newton's three laws of motion are:
1) Law of inertia - an object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force.
2) Law of acceleration - the acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force.
3) Law of action-reaction - for every action, there is an equal and opposite reaction.
Newton's three laws of motion are summarized as follows:
1. An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.
2. The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object.
3. For every action, there is an equal and opposite reaction.
Ccps force, motion & energy workshop #2 Vu Phu
This document provides an overview of a grant-funded project to teach force, motion, and energy concepts to teachers. It includes background on the grant, connections to state science standards, effective teaching practices like hands-on investigations and technology use, and examples of challenges and activities to teach concepts like projectile motion. Pre- and post-assessments are discussed to measure impact on student learning. The goal is to help teachers feel more comfortable and excited about teaching force, motion, and energy topics.
This document outlines a lesson plan on Newton's First Law of Motion for students ages 6-12. The lesson aims to teach students about different types of forces, the concept of force, and Newton's First Law. Students will learn to differentiate between balanced and unbalanced forces through examples and activities. Assessments include true/false questions and asking students for examples applying Newton's First Law. The lesson defines key terms and provides illustrations to explain the concepts.
Changes in the Motion of an Object's.pptxJessaAlajid1
This document discusses Newton's laws of motion through a science class. It begins with learning objectives about describing the effect of forces on motion, investigating relationships between force, mass, and acceleration, and appreciating the importance of Newton's laws. Key terms like force, mass, and inertia are defined. Newton's three laws of motion are then explained: 1) an object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force, 2) acceleration is produced when a net force acts on an object and is directly proportional to the net force and inversely proportional to the mass, and 3) for every action there is an equal and opposite reaction. Examples are provided to illustrate the laws.
This unit focuses on force, motion, and energy. It has six modules that discuss these concepts at both the macroscopic and particle levels. The first module focuses on how unbalanced forces cause changes in an object's motion. The second module explains how force can do work on an object and transfer energy. The unit aims to develop students' understanding that energy can cause changes in objects and that the amount of change depends on the amount of energy transferred. It also covers that the energy transferred can be affected by the materials involved.
This unit discusses force, motion, and energy. It has six modules that describe energy transfer at both the macroscopic and particle levels. Module 1 focuses on how unbalanced forces cause changes in motion. Module 2 explains how force can do work and transfer energy. The unit aims to develop an understanding that energy affects objects by causing changes in their motion, particles, charges, temperature or other properties, and that the amount of change depends on the amount of energy transferred. Most topics are dealt with qualitatively to build basic understanding, with some quantitative tasks and computations.
This unit discusses force, motion, and energy. It has six modules that describe energy transfer at both the macroscopic and particle levels. Module 1 focuses on how unbalanced forces cause changes in motion. Module 2 explains how force can do work and transfer energy. The unit aims to develop students' understanding that energy is transmitted through various means and can cause changes in objects. Most topics are dealt with qualitatively to provide a basic understanding of concepts.
This unit discusses force, motion, and energy. It has six modules that describe energy transfer at both the macroscopic and particle levels. Module 1 focuses on how unbalanced forces cause changes in an object's motion. Module 2 explains how force can do work on an object and transfer energy. The unit aims to develop students' understanding of these concepts through qualitative and some quantitative activities.
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.
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...Travis Hills MN
Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
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
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.
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.
3D Hybrid PIC simulation of the plasma expansion (ISSS-14)
Lec1G.pdf
1. Welcome to Physics 101
Basic Concepts of Physics
Based on the book by Paul G. Hewitt:
Instructor: Georgina Olivares
2. Course information
Location: Room HW 511
Lecture Times: Tu and Fr: 2.10pm - 3.25pm
Instructor: Georgina Olivares
email: golivare@hunter.cuny.edu
office: 1200 HN
Office hours: Tu 10:00am-11:00am
Text: Conceptual Physics, 11th Edition, by Paul G. Hewitt (Pearson, Addison-Wesley, 2009).
But 9th and 10th editions are also fine.
Grading:
Attendance/Participation/HW 10%
Laboratory 15%
Midterm Exams 40%
Final Exam 35%
Attendance/Participation/HW: We will make use of “clicker technology” in this course (see more shortly!), and
also have questions to discuss in class.
Laboratory: Make sure you are registered for the lab course, Physics 101 LB.
Midterms: Two mid-term in-class multiple-choice exams: Fri Oct 5 and Fri Nov 9 (Probably).
Final Exam: Fri Dec 21, last day of classes . Exam cumulative, all multiple-choice.
• Note that this is a one-semester terminal physics course, and it does not fulfill the pre-med
physics requirement.
4. Syllabus:
Topic
Book chapter
Introduction/Newton’s First Law 1, 2
Linear Motion 3
Newton's Second Law 4
Newton’s Third Law 5
Momentum 6
Energy 7
Rotation 8
Gravity 9
The Atomic Nature of Matter 11
Liquids 13
Gases and Plasmas 14
Heat 15
Vibrations and Waves 19
Hunter College regards acts of
academic dishonesty (e.g.,
plagiarism, cheating on
examinations, obtaining unfair
advantage, and falsification of
records and official
documents) as serious
Vibrations and Waves 19
Sound 20
Electrostatics 22
Electric current 23
Magnetism 24
Electromagnetic Induction 25
Properties of Light 26
Color 27
Reflection and Refraction 28
Light waves 29
Light emission 30
Light Quanta 31
The Atom and the Quantum 32
The Atomic Nucleus and Radioactivity 33
documents) as serious
offenses against the values of
intellectual honesty.
The college is committed to
enforcing the CUNY Policy on
Academic Integrity and will
pursue cases of academic
dishonesty according to the
Hunter College Academic
Integrity Procedures.
5. Clicker Technology and Peer Instruction
Almost all the lectures incorporate a few multiple-choice questions that
test the concepts we are learning. You will individually enter answers via
a clicker, and a bar graph will be instantly generated for you to see how
you all answered.
Then, you will be asked to discuss with your neighbor, and convince
them of your answer*! After a few minutes, you will all re-enter answers
individually and we will all see what happens to the bar graph!
• Participation in this is very important, and useful for you (and fun!).
• Attendance will also be monitored via the clickers – you will enter the
last 4 digits of your SSN at some point in the lecture.
• Importantly, it is your participation that will give you course credit (10%)
for this, NOT the correctness of your actual answers – individual
answers are never correlated with individuals.
* Original idea of Eric Mazur, Harvard University, “Peer Instruction”
6. Trial Clicker Question!
Please turn on your clickers.
What is Hunter’s motto, translated into English?
A) Ours is to care about your future
B) The care of the future is mine
C)The care of the future is yours
D) Why do today what you can do in the future?
E) The future is yours to keep
7. Notes on Chapter 1: About Science
• We will barely cover this in class, and it will not be examined, but I encourage you to
read it on your own.
• Main points:
Observation of physical evidence is at the basis of science.
Measurement plays a crucial role in science. This process gives you
information about the system you are studying.
information about the system you are studying.
Terminology: Model= Analogy or mental image of the phenomena we are
observing in terms of something we already know. (Waves)
Hypothesis = educated guess
Law = principle = rule
Theory = synthesis of body of info that encompasses well-
tested and verifiable hypotheses about certain aspects of the natural world. Theories
may change in time!
Beware of pseudoscience! Lacks evidence and falsifiability test.
8. • Mathematics provides unambiguous, compact language for science:
- Establishes a relation between concepts,
- and when findings in nature are expressed in mathematical way is
easier to verify or disapprove by experiment.
• Scientific method:
1.- Recognize a question (unexplained fact)
2.- Make an educated guess (hypothesis)
3.- Make prediction about the consequences of the hypothesis
4.- Perform an experiment or make calculations
4.- Perform an experiment or make calculations
5.- Formulate a general rule
• Concepts to pay attention (will be examined):
– Hypothesis
– Law
– Scientific method
– Theory
9. I’d like to take attendance now.
Please enter the last 4 digits of your SSN into your
Please enter the last 4 digits of your SSN into your
clicker, and click send..
10. Chapter 2: Newton’s First Law of Motion –
Inertia
Before getting into this, note ideas on motion prior to Newton (I won’t examine this)
– Aristotle (c. 320 BC), all motions are due to “nature” of the
object, or to “violent” influences (push or pull) .
“Normal state” = at rest, except for celestial bodies.
Heavier objects fall faster, striving harder to achieve their “proper place”.
Heavier objects fall faster, striving harder to achieve their “proper place”.
-- Copernicus (c. 1500’s) doubted that everything revolved
around earth. Formulated sun-centered system.
-- Galileo (c. 1600’s) agreed with Copernicus, and disagreed
also with Aristotle’s “natural state” idea, using observation and experiment.
Dropped objects from Leaning Tower of Pisa and found they fell at the same
rate (apart from small effect of air resistance). Inclined planes experiments.
Concept of Inertia
Read more in your book.
-- Newton (c. 1665) formulated Newton’s Laws of Motion…
11. Newton’s 1st Law of Motion: Inertia
• Every object in state of rest or motion, will remain in that
state unless something act on it. (something=force)
Eg1: Table here, at rest. If it started moving, we’d look for what caused the
motion .
Eg2: Ball at rest. Give a push (force) – it starts to roll (changes state of motion).
When you let go, it continues to roll, even with no force on it – continuing in its
When you let go, it continues to roll, even with no force on it – continuing in its
state of motion.
• Inertia = property of objects to resist changes in
rest or motion
Heavier (more massive) objects tend to have more inertia –
eg. takes more work to move a truck than to move a chair
12. • Force = something that produces a change in motion, a
push or a pull.
• Source can be muscle effort, or gravitational, or electric, or
magnetic…Often we denote force by F
Net force = resultant force when several forces are acting on an object .
Newton, N = standard unit of force.
Eg. 1-kg weighs 9.8-N and 2.2-lb.
A familiar force is gravitational force = weight
Eg. Tug of War – both teams pull on opposite ends. If they each pull with
the same magnitude of force, there is zero net force on the rope.
Eg:
Note that any force has a direction!
13. Equilibrium
• Equilibrium is when the net force on something is zero
Mathematically, Σ
Σ
Σ
Σ F = 0
An object in equilibrium remains at rest or remains in
uniform straight-line motion (from Newton’s 1st law)
Eg. 2-lb bag of sugar hanging on a weighing scale
Eg. 2-lb bag of sugar hanging on a weighing scale
There are 2 forces on the bag:
(1)gravitational force downwards towards earth (FG= 9N down)
(2)tension force upwards from stretched spring (FT = 9N up)
Σ
Σ
Σ
Σ F = FT + FG =9N-9N=0
14. Clicker Question
The staging shown weighs
300 N and supports two
painters, one 250 N and the
other 300 N.
The reading on the left scale is
400 N. what is the reading on
the right-hand scale for the
the right-hand scale for the
system to be in equilibrium?
A) 300 N
B) 400 N
C) 450 N
D) 850 N
E) None of the above
15. Answer
The staging shown weighs 300 N and
supports two painters, one 250 N and
the other 300 N.
The reading on the left scale is 400 N.
what is the reading on the right-hand
scale?
A) 300 N
B) 400 N
The upward forces are (400 N + RH tension). By the equilibrium rule Σ F = 0,
this upward total must equal the downward forces are (250 N + 300 N + 300 N)
= 850 N. Hence, RH tension must be 450 N.
Note that although the two tensions must add to the total weight, the tension is
larger in the rope nearer the heavier person.
B) 400 N
C) 450 N
D) 850 N
E) None of the above
16. Support Force (a.k.a. Normal Force)
What forces are acting on the book lying on the table?
Gravity (weight of book) acts downward. But since book is at
rest, there must be an equal upward force.
This upward force is called the support force, or normal force,
and equals the weight of the book.
Σ F = 0, since at rest
What creates the normal force? The atoms in the table behave
like tiny springs, so push back on anything (eg book) trying to
compress them.
17. Question
Say a 120-lb person steps on some bathroom scales.
(i) How much is gravity pulling on her ?
120-lb (=weight)
(ii) What is the net force on her?
(ii) What is the net force on her?
0 (since she’s at rest)
(iii) Now suppose she stands on two bathroom scales, with
weight evenly divided between them. What will each
scale read?
60 –lb each, since the sum of the scale
readings must balance the weight.
18. Clicker Question
Consider again the 120-lb person who steps on the bathroom
scales.
What is the net force on the bathroom scales?
A)0
A)0
B)120-lb
C)120 N
D)None of the above
19. Answer
Consider again the 120-lb person who steps on some bathroom scales.
What is the net force on the bathroom scales?
A) 0
B) 120-lb
Because the scales are at rest .
There are two forces on the
scales: the downward weight of
C) 120 N
D) None of the above
scales: the downward weight of
the person, exactly balanced by
the support force from the floor.
20. Equilibrium of Moving Things
• An object moving at constant speed in a straight line is also in
equilibrium, Σ F = 0.
Question: Can any object on which only one force is
acting, be in equilibrium?
No!
Consider pushing a box across a floor.
(1) What forces are acting on the box?
Weight downward, support force upward, your push across, and
friction between the floor and the box opposing your push.
(2) What can you say about the relative magnitudes of the forces if is moving
with unchanging speed across the floor ?
Magnitude of weight = support force.
Your push = friction, if speed unchanging.
(If it is speeding up, then your push > friction.)
21. Clicker Question
When the pellet fired into the
spiral tube emerges, which
path will it follow? (Neglect
gravity).
22. When the pellet fired into the spiral tube
emerges, which path will it follow?
(Neglect gravity).
Answer
B:
While in the tube, the pellet is forced to curve, but when
it gets outside, no force is exerted on the pellet and
(law of inertia) it follows a straight-line path – hence, B.
23. Clicker Question
When the ball at the end of the
string swings to its lowest
point, the string is cut by a
sharp razor.
What path will the ball then
What path will the ball then
follow?
24. When the ball at the end of the string swings
to its lowest point, the string is cut by a sharp
razor.
What path will the ball then follow?
Answer
b) At the moment the string is cut, the ball is moving horizontally. After
the string is cut, there are no horizontal forces, so the ball continues
horizontally at constant speed. But there is the force of gravity which
causes the ball to accelerate downward, so the ball gains speed in
the downward direction. The combination of constant horiz. speed
and downward gain in speed produces the curved (parabolic) path..
25. Concepts to study
• Newton´s first law of motion
• Inertia
• Force
• Net Force
• Net Force
• Mechanical equilibrium
• Equilibrium rule