This document summarizes Newton's three laws of motion. It explains that the first law states that an object at rest stays at rest and an object in motion stays 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. It provides examples to illustrate each law, such as how inertia causes unrestrained passengers in a stopped car to continue moving forward, and how rockets are propelled upward by the equal and opposite reaction of exhaust gases pushing downward.
Newton's First Law of Motion: I. Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it. This we recognize as essentially Galileo's concept of inertia, and this is often termed simply the "Law of Inertia".
This Document contains basic knowledge about Newtons Laws Of Motion with its application in real world.
It Also contains some of the examples and its working.
Newton's First Law of Motion: I. Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it. This we recognize as essentially Galileo's concept of inertia, and this is often termed simply the "Law of Inertia".
This Document contains basic knowledge about Newtons Laws Of Motion with its application in real world.
It Also contains some of the examples and its working.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
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.
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!
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
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2. Newton’s Laws of Motion
1st Law– An object at rest will stay at
rest, and an object in motion will stay
in motion at constant velocity, unless
acted upon by an unbalanced force.
2nd Law– Force equals mass times
acceleration.
3rd Law– For every action there is an
equal and opposite reaction.
3. Newton’s First Laws of
Motion
Basically, an object will “keep doing
what it was doing” unless acted on by
an unbalanced force.
If the object was sitting still, it will
remain stationary. If it was moving at a
constant velocity, it will keep moving.
An object at rest tends to stay at rest
and an object in motion tends to stay in
motion unless acted upon by an
unbalanced force.
It takes force to change the motion of
an object.
4. Inertia is the tendency of an object to resist
changes in its velocity: whether in motion or
motionless.
An object at rest tends to stay at rest and an
object in motion tends to stay in motion unless
acted upon by an unbalanced force.
It takes force to change the motion of an object.
1st Law
5. What is this unbalanced force that acts on an object in
motion?
• There are four main types of friction:
– Sliding friction: ice skating
– Rolling friction: bowling
– Fluid friction (air or liquid): air or water resistance
– Static friction: initial friction when moving an object
6. Don’t let this be you. Wear seat belts.
Because of inertia, objects (including you) resist changes
in their motion. When the car going 80 km/hour is
stopped by the brick wall, your body keeps moving at 80
m/hour.
7. Two teams are playing tug of war. They are both
exerting equal force on the rope in opposite
directions. This balanced force results in no change
of motion.
8. Newton’s Second Law Of
Motion.
The net force of an object is equal to
the product of its mass and
acceleration, or F=ma.
When mass is in kilograms and
acceleration is in m/s/s, the unit of
force is in Newton (N).
One Newton is equal to the force
required to accelerate one kilogram of
mass one meter/second/second.
Force is directly proportional to mass and
acceleration. Imagine a ball of a certain
mass moving at a certain acceleration.
This ball has a certain force.
9. Newton’s 2nd Law proves that different masses accelerate to the
earth at the same rate, but with different forces.
• We know that objects with
different masses accelerate to
the ground at the same rate.
• However, because of the 2nd
Law we know that they don’t
hit the ground with the same
force.
F = ma
98 N = 10 kg x 9.8 m/s/s
F = ma
9.8 N = 1 kg x 9.8 m/s/s
10. What does F = ma say?
F = ma basically means that the force of an object comes from its
mass and its acceleration.
Something very small (low mass) that’s changing
speed very quickly (high acceleration), like a bullet,
can still have a great force. Something very small
changing speed very slowly will have a very weak
force.
Something very massive (high mass) that’s
changing speed very slowly (low acceleration), like
a glacier, can still have great force.
11. Newton’s Third Law Of
Motion.
For every action there
is an equal and
opposite reaction.
12. Law in Nature
• Consider the propulsion of a fish
through the water. A fish uses its
fins to push water backwards. In
turn, the water reacts by pushing
the fish forwards, propelling the fish
through the water.
• The size of the force on the water
equals the size of the force on the
fish; the direction of the force on
the water (backwards) is opposite
the direction of the force on the fish
(forwards).
13. Think about it . . .
What happens if you are standing on a skateboard or a slippery
floor and push against a wall? You slide in the opposite
direction (away from the wall), because you pushed on the wall
but the wall pushed back on you with equal and opposite force.
Why does it hurt so much when you stub your toe? When
your toe exerts a force on a rock, the rock exerts an equal
force back on your toe. The harder you hit your toe against
it, the more force the rock exerts back on your toe (and the
more your toe hurts).
14. Example of Newton’s Third Law
• The baseball forces the bat to
the left (an action); the bat
forces the ball to the right (the
reaction).
•The reaction of a rocket is an application of the
third law of motion. Various fuels are burned in
the engine, producing hot gases.
The hot gases push against the inside tube of
the rocket and escape out the bottom of the
tube. As the gases move downward, the rocket
moves in the opposite direction.