This presentation covers vertical motion under gravity, effect of air resistance on free fall & graphs of free fall. I hope this PPT will be helpful for instructors as well as students.
Projectile Motion at an Angle || Grade 9 Physics || Physics NotesJessaLogronio1
In this lesson on projectile motion at an angle, we discuss what happens to the projectile's range and maximum height as its release angle varies.
Link to youtube video: https://www.youtube.com/watch?v=g9K2zE23gGQ&t=9s
This presentation covers vertical motion under gravity, effect of air resistance on free fall & graphs of free fall. I hope this PPT will be helpful for instructors as well as students.
Projectile Motion at an Angle || Grade 9 Physics || Physics NotesJessaLogronio1
In this lesson on projectile motion at an angle, we discuss what happens to the projectile's range and maximum height as its release angle varies.
Link to youtube video: https://www.youtube.com/watch?v=g9K2zE23gGQ&t=9s
This slide covers the entire contents for the unit of Projectile motion as described by NTA level 4 curriculum for Geology and Mineral Exploration in mines, Mineral Processing Engineering, Environmental Engineering in Mines and Petroleum Geo sciences at Dodoma Polytechnic of Energy and Earth Resources Management.
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.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
2. What is projectile?
Projectile -Any object which projected by some
means and continues to move due to its own
inertia (mass).
3. Projectiles move in TWO dimensions
Since a projectile
moves in 2-
dimensions, it
therefore has 2
components just
like a resultant
vector.
! Horizontal and
Vertical
4. Horizontal “Velocity” Component
! NEVER changes, covers equal displacements in
equal time periods. This means the initial
horizontal velocity equals the final horizontal
velocity
In other words, the horizontal
velocity is CONSTANT. BUT
WHY?
!
Gravity DOES NOT work
horizontally to increase or
decrease the velocity.
5. Vertical “Velocity” Component
! Changes (due to gravity), does NOT cover
equal displacements in equal time periods.
Both the MAGNITUDE and DIRECTION change. As the
projectile moves up the MAGNITUDE DECREASES
and its direction is UPWARD. As it moves down the
MAGNITUDE INCREASES and the direction is
DOWNWARD.
6. Combining the Components
Together, these
components produce
what is called a
trajectory or path. This
path is parabolic in
nature.
Component Magnitude Direction
Horizontal Constant Constant
Vertical Changes Changes
8. Horizontally Launched Projectiles
To analyze a projectile in 2 dimensions we need 2
equations. One for the “x” direction and one for the
“y” direction. And for this we use kinematic #2.
Remember, the velocity is
CONSTANT horizontally, so
that means the acceleration
is ZERO!
Remember that since the
projectile is launched
horizontally, the INITIAL
VERTICAL VELOCITY is
equal to ZERO.
9. Horizontally Launched Projectiles
Example: A plane traveling with
a horizontal velocity of 100
m/s is 500 m above the
ground. At some point the
pilot decides to drop some
supplies to designated
target below. (a) How long is
the drop in the air? (b) How
far away from point where it
was launched will it land?
What do I
know?
What I want to
know?
vox t = ?
y = 500 m x = ?
voy
g = -9.8 m/s/s
10.1 seconds
1010 m
10. Vertically Launched Projectiles
Horizontal Velocity
is constant
Vertical
Velocity
decreases
on the way
upward
Vertical Velocity
increases on the
way down,
NO Vertical Velocity at the top of the trajectory.
Component Magnitude Direction
Horizontal Constant Constant
Vertical Decreases up, 0
@ top, Increases
down
Changes
11. Vertically Launched Projectiles
Since the projectile was launched at a angle, the
velocity MUST be broken into components!!!
vo
vox
voy
θ
12. Vertically Launched Projectiles
There are several
things you must
consider when doing
these types of
projectiles besides
using components. If
it begins and ends at
ground level, the “y”
displacement is
ZERO: y = 0
14. Example
A place kicker kicks a football with a velocity of 20.0 m/s
and at an angle of 53 degrees.
(a) How long is the ball in the air?
(b) How far away does it land?
(c) How high does it travel?
vo=20.0 m/s
θ = 53
15. Example
A place kicker kicks a
football with a
velocity of 20.0 m/s
and at an angle of 53
degrees.
(a) How long is the ball
in the air?
What I know What I want
to know
vox t = ?
voy x = ?
y = 0 y
g = - 9.8 m/s/
s
3.26 s
16. Example
A place kicker kicks a
football with a
velocity of 20.0 m/s
and at an angle of 53
degrees.
(b) How far away does it
land?
What I know What I want
to know
vox t = 3.26 s
voy x = ?
y = 0 y
g = - 9.8 m/s/
s
39.24 m
17. Example
A place kicker kicks a
football with a velocity
of 20.0 m/s and at an
angle of 53 degrees.
!
(c) How high does it
travel?
!
CUT YOUR TIME IN HALF!
What I know What I want
to know
vox t = 3.26 s
voy x = 39.24 m
y = 0 y
g = - 9.8 m/s/
s
13.01 m