This document provides information about motion, including definitions of key terms like displacement, distance, speed, velocity, uniform motion, and accelerated motion. It discusses the concepts of reference points, and how motion depends on the reference point used. Graphs of displacement vs time and velocity vs time are presented, and how to analyze these graphs to determine characteristics of motion like speed, velocity, acceleration, distance traveled, and displacement. Examples are given of calculating these values from graphs or scenarios of linear motion. The document concludes with learning checkpoints involving graph analysis to practice determining values like displacement, velocity, acceleration, and average speed from position-time and velocity-time graphs.
This PPT covers linear motion of an object in a very systematic and lucid manner. I hope this PPT will be helpful for instructor's as well as students.
This PPT covers linear motion of an object in a very systematic and lucid manner. I hope this PPT will be helpful for instructor's as well as students.
Acceleration and Equations of Motion(1st)Talal Khan
Chapter 03Kinematics of Linear Motion(Acceleration and Equations of Motion)Lec-12
Learning Objectives
Review
Velocity and Acceleration
Review Problems
1st Equation of motion
Home Task
VelocityVelocity is displacement covered in any time ORVelocity is speed and direction. SI unit m/s(푽_풂풗 ) ⃗=푺 ⃗/풕
Types of Velocity1.Uniform Velocity. Displacement does not change with time.2. Variable VelocityDisplacement changes with time
AccelerationChange in velocity of a body in some time is called Acceleration. SI unit m/s2 푽_풇−푽_풊=(∆푽) ⃗푪풉풂풏품풆 풊풏 풗풆풍풐풄풊풕풚 풊풏 풖풏풊풕 풕풊풎풆=(∆푽) ⃗/∆풕 풂 ⃗= (∆푽) ⃗/∆풕
AccelerationAcceleration can be positive and negative based on velocity.If the velocity of body is increasing, it will posses Acceleration.If the velocity of body is decreasing, it will undergo deceleration or retardation.
Similar Problems. (Do it yourself)Example(P.38). A car is moving with uniform acceleration and attains the velocity of 72 Km11-1 in 5 min. Find acceleration of the car. Problem(3.2) A person hears the echo of his own sound from a distant hill after 2 seconds. How far away is the person from the hill, if the speed of sound is 330 ms-1Problem(3.3) Find the acceleration of a body whose velocity increases from 11ms-1 to 33 ms-1 in 10 seconds.Problem (3.3) A car moving with a velocity of 36 kmh-1 is brought to rest in 5 seconds; calculate its deceleration.
Equations of Motion.First Equation of MotionSuppose a body is moving with initial velocity vi and.is under going uniform acceleration "a" for a time "t" such that its final velocity becomes vf.Change in velocity of the body in time t = vf - viTherefore change in velocity in unit time = "vf − vi" /푡As change in velocity in unit time (i.e. the rate of change velocity) is called acceleration.
Equations of Motion.First Equation of MotionTherefore a= "vf − vi" /푡vf - vi = at∴ vf = vi - at ------ (1)This is called First Equation of Motion
Home Task
Write the Definitions of velocity, acceleration, their formula and probelems.
Thank You For Your Cooperation
You can find this presentation on Slideshare.com “Acceleration and Equation of Motion”
This is a ppt on motion for class 9 studying students, hope you like it. If you have any questions message me on http;//sh.st/PVqfi
Regards
Mridul Verma
Innocent Hearts School
Acceleration and Equations of Motion(1st)Talal Khan
Chapter 03Kinematics of Linear Motion(Acceleration and Equations of Motion)Lec-12
Learning Objectives
Review
Velocity and Acceleration
Review Problems
1st Equation of motion
Home Task
VelocityVelocity is displacement covered in any time ORVelocity is speed and direction. SI unit m/s(푽_풂풗 ) ⃗=푺 ⃗/풕
Types of Velocity1.Uniform Velocity. Displacement does not change with time.2. Variable VelocityDisplacement changes with time
AccelerationChange in velocity of a body in some time is called Acceleration. SI unit m/s2 푽_풇−푽_풊=(∆푽) ⃗푪풉풂풏품풆 풊풏 풗풆풍풐풄풊풕풚 풊풏 풖풏풊풕 풕풊풎풆=(∆푽) ⃗/∆풕 풂 ⃗= (∆푽) ⃗/∆풕
AccelerationAcceleration can be positive and negative based on velocity.If the velocity of body is increasing, it will posses Acceleration.If the velocity of body is decreasing, it will undergo deceleration or retardation.
Similar Problems. (Do it yourself)Example(P.38). A car is moving with uniform acceleration and attains the velocity of 72 Km11-1 in 5 min. Find acceleration of the car. Problem(3.2) A person hears the echo of his own sound from a distant hill after 2 seconds. How far away is the person from the hill, if the speed of sound is 330 ms-1Problem(3.3) Find the acceleration of a body whose velocity increases from 11ms-1 to 33 ms-1 in 10 seconds.Problem (3.3) A car moving with a velocity of 36 kmh-1 is brought to rest in 5 seconds; calculate its deceleration.
Equations of Motion.First Equation of MotionSuppose a body is moving with initial velocity vi and.is under going uniform acceleration "a" for a time "t" such that its final velocity becomes vf.Change in velocity of the body in time t = vf - viTherefore change in velocity in unit time = "vf − vi" /푡As change in velocity in unit time (i.e. the rate of change velocity) is called acceleration.
Equations of Motion.First Equation of MotionTherefore a= "vf − vi" /푡vf - vi = at∴ vf = vi - at ------ (1)This is called First Equation of Motion
Home Task
Write the Definitions of velocity, acceleration, their formula and probelems.
Thank You For Your Cooperation
You can find this presentation on Slideshare.com “Acceleration and Equation of Motion”
This is a ppt on motion for class 9 studying students, hope you like it. If you have any questions message me on http;//sh.st/PVqfi
Regards
Mridul Verma
Innocent Hearts School
This ppt was created by Dr Beka a lecture from Ekwendeni College of Health Sciences (ECoHS) Ekwendeni Mzimba Malawi. It is understandable and easy to read for students who are studying clinical medicine
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Thank you lot
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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!
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
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.
2. To understand the concept of
movement, work, force, and
energy in our daily life
Standard Competence
2
3. To analyze experimental data
of uniform straight motion
and uniformly accelerated
straight motion, and its
application in everyday life
Basic Competence
3
4. • To find the characteristics of Uniform Linear Motion
• To define acceleration as a speed changes per time
taken
• To find the distance based on time taken
Indicator
4
9. • Motion is a change of position with respect to a
point of reference.
• Point of reference is something that is considered
fixed and used as a comparison.
• Motion very dependent on point of reference
– Satu titik acuan melihat suatu gerak sangat lambat
– Titik acuan lain melihatnya sangat cepat
– Sedangkan titik acuan yang lain lagi melihatnya diam
Conclude:
9
10. .....
• Motion dependent on point of reference is
relative motion
• Virtual motion is looks like motion but actually
it is not motion, example:
– Sun rises in the east and sets in the west
– When you are inside a moving bus and look
towards the window you will see trees moving
away from you.
10
11. Distance = 200 m
Displacement = 200 m to rigth
200 m
What is difference
between distance and
displacement?
12. 0 1 2 3 4 5 6 7 8 9
A C
B
2 134
Distance = 13 m
Displacement = 5 m to rigth
m
What is difference
between distance and
displacement?
13. conclude
• Distance is length of all lines passed through
by an object
scalar quantity -> have: magnitude and unit
• Diplacement is position change of an object
from the initial point
Vector quantity ->
have: magnitude, unit,
and direction
14. Distance = 35 m
Displacement = 15 m to left
What its distance?
What its displacement?
10 m
25 m
1.
15. What difference between
a distance and
a displacement ?
120 m
150 m
150 m
Distance =
Displacement =
A
B
C
270 m
90 m
Exercise!
2.
16. A
B
30 meters
30 meters
Romi run around from A to B.
Calculate the distance and
displacement!
Exercise
Distance = 60 m
Displacement = √1800 m
= 30 √2 m
3.
17. 4. Initial position of adi is 0 m from the
reference of point. He walking as far as 5 m
to right and then return to left as far as 9 m.
Calculate the distance and displacement!
-4 -3 -2 -1 0 1 2 3 4 5 m
19. 0 4
Time (second)
the moving object is identified by its change of
position of a point of reference
If we want to know how far the position has
changed, we must know the concept about
velocity
Why the change of position of car is longer
than a bicycle?
20. Speed = the number of velocity.
(scalar quantity)
Speed = distance
time
Velocity = the change of position of each time.
(vector quantity)
Velocity = displacement
time
21. scalar quantity:
Speed = magnitude, and unit
vector quantity:
Velocity = magnitude, unit and direction
For example:
The speedometer of motorcycle shows 50 km/hour to west
• Speed = 50 km/hour
• Velocity = 50 km/hour to west
22. What difference between
a distance and
a displacement ?
200 m
250 m
150 m
Distance =
Displacement =
A B
C
450 m
150 m
Speed and Velocity
If Budi go to C from A in 5
seconds that :
Speed =
Velocity =
90 m/s
30 m/s
24. Exercise:
Yuni runs 120 m in 1 minute.
What is her running speed?
Known :
s = 120 m
t = 1 minute = 60 s
Question : V =….?
Answer :
V = s / t
= 120 / 60
= 2 m/s
25. • a friend told you that he could ride his bike at
a speed of 18 km/hour. To find out whether
you could ride faster, you needed 30 seconds
to go as far as 180 m. Who rade faster, your
or your friend?
26. Average speed
Average speed is the total traveled distance divided
by the total time needed to travel that distance
• Average speed = total distance
total time
v = s1 + s2 + s3 ……
t1 + t2 + t3 ….
27. Example
Budi rides a bicycle traveling 20 km in 20 minutes. And then
he travels 16 km in 10 minutes. Find the Budi’s average
speed! State your answer in meter/second.
s = 20 km + 16 km = 36 km = 36,000 meter
t = 20 minutes + 10 minutes = 30 minutes = 1800 seconds
v = s : t
= 36,000 m : 1800 s
= 20 m/s
7
28. v = s1 + s2 + s3
t1 + t2 + t3
= 5000 + 10000 + 10000
600 + 900 + 300
= 25000
1800
= 13.89 m/s b. 50 km/hour
29. Exercise :
1. The velocity of a car when it is moving are as follow:
the first 10 minutes, the distance is 5 km.
the second 15 minutes, the distance is 10 km
the third 5 minutes, the distance is 10 km.
Calculate :
a. the average velocity
b. express the average velocity in km/hour.
30. 2. Sebuah bus melaju di jalan tol yang lurus.
Selama 30 menit pertama bus itu menempuh
jarak 45 km, 15 menit selanjutnya
menempuh jarak 15 km, dan 15 menit
selanjutnya menempuh jarak 20 km.
Calculate the average speed that bus!
32. ACCELERATION
• Symbol: a
• Formula:
acceleration = change of velocity
time taken
• SI Unit : m/sec2
• The same formula can also be applied for
deceleration, but the value of a is
negative
33. Acceleration
• Acceleration denotes the change of velocity
per unit of time. (Vector Quantity)
acceleration
decleration
• The formula :
a = vt – v0 or a = v/ttt – t0
With : a = acceleration (m/s2)
vt = The final velocity (m/s)
v0 = the initial velocity (m/s)
velocity acceleration velocity acceleration
34. Equation of Motion
• Mathematical relations relating motion variables are
called equation of motion
• For motion with constant acceleration, the variables are:
• Displacement : s
• Initial velocity : v0
• Final velocity : vt
• Constant acceleration : a
• Time taken : t
35. Examples
1. A car changed its speed from 36 km/hour to 72
km/hour in 10 seconds. Calculate the car’s
acceleration.
Known : vo = 36 km/hour = 10 m/s
vt = 72 km/hour = 20 m/s
t = 10 s
Question : a …?
36. Answer :
• a = vt – vo
•
• = 20 – 1010
= 1 m/s2
t
37. • A car changed its speed from 36 km/hour to
54 km/hour within 10 seconds. Calculate the
car acceleration!
• a truck move by velocity as 7 m/s in 1 second.
and then in 2 second the velocity becomes 9
m/s. Calculate the acceleration?
38. Linier Motion
• Linier motion is defined as a motion that has a
linier path.
• Linier motion with constant velocity is called a
regular linier motion.
• Linier motion with constant acceleration is
called a dynamic linier motion.
39. Displacement-time graph
• A displacement-time graph shows how the
displacement of an object changes with time.
• The gradient of a displacement-time graph
represents the velocity of the object.
44. Graph of Linier Motion
• Graph distance on the y-
axis and time on the x-
axis
• The velocity is 2 m/s
●
Slope = rise = distance = speed
●
run time
N
o
Distance
(m)
Time
(s)
1 20 10
2 40 20
3 60 30
4 80 40
5 100 50
6 120 60
45. Distance - Time Graph
• If something is not
moving, a horizontal line is
drawn.
• If something starts out
slow and then speeds up,
its change in speed can
look like this.
46. Eg.
• A motorcycle move linier with velocity 60
km/hours. Calculate the distance travelled by
motorcycle after 2 hour and ½ hour! And make a
graph!
hour distance
1 -> 60 km/h
2 -> 2 x 60 = 120 km/h
½ -> ½ x 60 = 30 km/h
47. Learning Checkpoint
This graph shows several
stages of motion:
• Stage 1: 100 m in 10 s
• Stage 2: 50 m in 10 s
• Stage 3: 150 m in 20 s
Calculate the speed as indicated by each
of the colors.
Calculate the average speed.
What is the total distance?
What is the displacement?
48. Solution
Stage 1: S= d/ t
100 m/ 10 s= 10 m/s
Stage 2: S= d/t
50 m/ 10 s= 5 m/s
Stage 3: S= d/t
150 m/ 20 s= 7.5 m/s
Ave Speed= Tot d/ Tot t
300 m/ 40 s= 7.5 m/s
Distance = 300 meters
Displacement = 0 meters
49. Consider the following position-time curve.
Graphical Analysis of 1-D Motion
slope of
curve is: RUN
RISE
m =
12
12
t-t
x-x
=
t
x
∆
∆
=
Slope of a P-t
curve at any time
is object’s v at
that time.
time (s)
position(m)
0
5
10
15
0 1 2 3 4 5 6 7
50. Analysing motion graph
15
3 9
Displacement (m)
Time (s)
What is the displacement of the
Object after 3 seconds?
What is the velocity during :
- the first 3 seconds
- the next 3 seconds?
Displacement = 15 m
Velocity : the first 3 s = 5 m/s
the next 3 s = 0
51. Find object’s velocity at
t = 0 to 3.0 s and at t = 6.0
to 7.0 s.
s0-s3
m0-m15
=
t
x
v
∆
∆
=
t
x
v
∆
∆
=
s6-s7
m15-m0
=
( )→=
s
m
5
( )←=
s
m
15-
(–) sign indicates that the object is moving
opposite to how it started
(which we assumed was the (+) direction).
time (s)
position(m)
0
5
10
15
0 1 2 3 4 5 6 7
52. Analysing motion graphs.
Time (s)
Displacement (m)
10 20 30 40 50 60
120
100
80
60
40
20
What is the displacement
after 25 seconds?
What is the velocity during:
- the first 25 s?
- the next 15 s?
53. A particle in a magnetic field moves as follows:
Find the velocity for each part of the motion
54. Velocity-time graph
• A velocity-time graph shows how the velocity
of an object changes with time.
• The gradient of a velocity-time graph
represents the acceleration of the object.
• The area under a velocity-time graph
represents the distance traveled by the
object.
55. Examples
Velocity (m/s)
Time (s)
A B
C
15
20 50 60O
What is the acceleration of the car during
the part of the journey represented by:
- OA - AB - BC
What is the total distance traveled by the
Car?
Calculate the average velocity of the car
for its whole journey.
56. Several examples of velocity-time graph
• Regular / uniform linier motion
Velocity (m/s)
0 Time (s)
Uniform velocity – zero acceleration
Orang, bemo, tikus pindah
Rumah, burung, pohon
<number>
a point of reference looking a move so slow
The other point of reference
meanwhile the other point of reference again sees it fixed
<number>
F = 5 m/s
U = 6 m/s
<number>
<number>
<number>
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a. 54= ... m/s ; 36 = ... m/s = 0.5 m/s2
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