This document presents a science intervention material on the topic of work and forces for 4th year science students. It begins with an introduction to the concept of force, explaining contact and non-contact forces. Students are then guided through examples and problems to determine if work is done or not in different situations. The document provides formulas for calculating work, such as force x distance and mass x gravity x height. Sample problems are worked through applying these formulas. Vocabulary terms like force, distance, contact and displacement are reviewed. The material concludes by having students solve additional practice problems on calculating work.
This document discusses the concept of work in physics. It defines work as the product of the force applied and the distance an object is displaced in the direction of the force. It provides examples of situations that do and do not represent work being done. It also discusses power, defining it as the rate of doing work, or work divided by time. Several example problems are provided to demonstrate calculating work and power in different scenarios.
This document provides an overview of Module 10 on force and motion. The module contains 5 lessons that cover forces, friction, Newton's laws of motion, universal gravitation, and impulse and momentum. At the end of the module, students should be able to define and apply concepts related to force and motion, explain safety measures using impulse and momentum, and appreciate the contributions of scientists like Aristotle, Galileo, and Newton. The document provides guidance on how to learn from the module by reading lessons, doing activities, and taking pre- and post-tests. It also includes a sample pre-test to assess prior knowledge on topics like inertia, gravity, friction, and Newton's laws.
Unit d - section 2.2 --the science of worktristan87
The document discusses the scientific definition of work. It states that work occurs only when a force causes an object to move, not when an object is held in place. It provides examples like men pushing a car that is not moving to illustrate this. The document also defines the formula for calculating work (Work = Force x Distance), and provides an example calculation. Finally, it discusses the relationship between work and energy, how machines can reduce the force needed for the same amount of work, and how friction also affects work calculations.
Work involves transferring energy by applying a force that causes an object to move in the direction of the force. For work to be done, both a force and movement are required. The amount of work done can be calculated using the formula Work = Force x Distance, where force is measured in Newtons and distance in meters, with the unit of work being the Joule. When work is done, energy is transferred from the object applying the force to the object being moved.
Work is defined as the transfer of energy through motion when a force causes an object to move in the direction of the force. Power is defined as the rate at which work is done and is calculated by dividing work by time. The document provides examples of situations where work is and isn't being done and defines the formula for calculating work as well as the units of work and power. It also provides an example calculation of power required to move an object a given distance over time.
The document provides a physics lesson on the concept of work done. It defines work as the product of the applied force and the distance moved by an object. It gives the general formula for calculating work as W=Fdcosθ, where θ is the angle between the force and displacement. Maximum work is done when θ=0° and force is parallel to displacement. Zero work is done when the force is perpendicular to displacement (θ=90°) or there is no displacement (d=0). An example calculation of work done by lifting a load is provided. Practical problems applying the concept of work are given at the end.
1) Work is defined as the transfer of energy through motion and requires a force to cause an object to move in the direction of the force.
2) Power is defined as the rate at which work is done and is calculated by dividing work by time. The standard unit of power is the watt.
3) In the example, Ben does the same amount of work as Bonnie but delivers more power because he completes the work in less time, demonstrating that power and time are inversely proportional.
This document provides a review for an IV physics period exam. It covers topics like work, energy, power, simple machines, and free body diagrams. Students are prompted to calculate values like work, potential energy, kinetic energy, and power. They are also asked to explain energy transfers and draw free body diagrams. The review aims to reinforce key vocabulary and formulas in preparation for the exam.
This document discusses the concept of work in physics. It defines work as the product of the force applied and the distance an object is displaced in the direction of the force. It provides examples of situations that do and do not represent work being done. It also discusses power, defining it as the rate of doing work, or work divided by time. Several example problems are provided to demonstrate calculating work and power in different scenarios.
This document provides an overview of Module 10 on force and motion. The module contains 5 lessons that cover forces, friction, Newton's laws of motion, universal gravitation, and impulse and momentum. At the end of the module, students should be able to define and apply concepts related to force and motion, explain safety measures using impulse and momentum, and appreciate the contributions of scientists like Aristotle, Galileo, and Newton. The document provides guidance on how to learn from the module by reading lessons, doing activities, and taking pre- and post-tests. It also includes a sample pre-test to assess prior knowledge on topics like inertia, gravity, friction, and Newton's laws.
Unit d - section 2.2 --the science of worktristan87
The document discusses the scientific definition of work. It states that work occurs only when a force causes an object to move, not when an object is held in place. It provides examples like men pushing a car that is not moving to illustrate this. The document also defines the formula for calculating work (Work = Force x Distance), and provides an example calculation. Finally, it discusses the relationship between work and energy, how machines can reduce the force needed for the same amount of work, and how friction also affects work calculations.
Work involves transferring energy by applying a force that causes an object to move in the direction of the force. For work to be done, both a force and movement are required. The amount of work done can be calculated using the formula Work = Force x Distance, where force is measured in Newtons and distance in meters, with the unit of work being the Joule. When work is done, energy is transferred from the object applying the force to the object being moved.
Work is defined as the transfer of energy through motion when a force causes an object to move in the direction of the force. Power is defined as the rate at which work is done and is calculated by dividing work by time. The document provides examples of situations where work is and isn't being done and defines the formula for calculating work as well as the units of work and power. It also provides an example calculation of power required to move an object a given distance over time.
The document provides a physics lesson on the concept of work done. It defines work as the product of the applied force and the distance moved by an object. It gives the general formula for calculating work as W=Fdcosθ, where θ is the angle between the force and displacement. Maximum work is done when θ=0° and force is parallel to displacement. Zero work is done when the force is perpendicular to displacement (θ=90°) or there is no displacement (d=0). An example calculation of work done by lifting a load is provided. Practical problems applying the concept of work are given at the end.
1) Work is defined as the transfer of energy through motion and requires a force to cause an object to move in the direction of the force.
2) Power is defined as the rate at which work is done and is calculated by dividing work by time. The standard unit of power is the watt.
3) In the example, Ben does the same amount of work as Bonnie but delivers more power because he completes the work in less time, demonstrating that power and time are inversely proportional.
This document provides a review for an IV physics period exam. It covers topics like work, energy, power, simple machines, and free body diagrams. Students are prompted to calculate values like work, potential energy, kinetic energy, and power. They are also asked to explain energy transfers and draw free body diagrams. The review aims to reinforce key vocabulary and formulas in preparation for the exam.
According to the document, work in science means using a force to move an object a distance when the force and motion are in the same direction. Only certain activities, like lifting weights or pushing objects, qualify as work under this definition. The formula for calculating work is work equals force times distance, with the unit of measurement being joules. Power is the rate at which work is done and can be calculated by dividing work by time.
1. The document is a lesson plan for teaching 9th grade physics students about work and energy.
2. It outlines general and specific objectives, the teaching method of inductive and deductive reasoning, and teaching aids.
3. The lesson plan details the introduction, presentation of content including defining work and energy, the relationship between work and energy, kinetic and potential energy, and applying the concepts. It provides examples, activities, and an assignment.
The document outlines a 7E's science lesson plan for a 9th grade physics class, where the topic is work and energy. The lesson plan details the objectives, materials, prior knowledge, and teaching method, and provides examples to help students understand the concepts of work, energy, kinetic energy and potential energy. The plan engages students through questions, examples, explanations, and assignments to reinforce their understanding of these foundational physics concepts.
This document contains 5 multiple choice questions about forces and dynamics from a chapter on exercise. The questions cover effects of forces, types of forces that can attract but not repel objects, forces that require contact between objects, factors that increase the work done by a force, and calculating the power exerted by a man walking with a certain mass, force, distance, and time.
This document discusses forces, gravity, and weight. It defines forces as pushes or pulls and explains that they can change an object's motion by starting, stopping, or changing its direction of movement. Gravity is identified as the force that is always pulling down on objects towards Earth. Weight is defined as the measure of the gravitational pull on an object, and it would be different on other planets than it is on Earth due to variations in gravity.
Work is defined as a force applied to an object, moving it a distance in the direction of the force. Simple machines make work easier by transferring or increasing the magnitude of a force. Mechanical advantage is the ratio of the output force to the input force of a machine. No machine is 100% efficient due to friction losses.
The document provides information about forces and work. It defines force as a push or pull and discusses different types of forces including gravitational, frictional, electrostatic, and magnetic forces. It also defines work as the product of the applied force and the distance moved, and power as the rate at which work is done. Methods for reducing friction like lubricants and ball bearings are presented. Examples of calculating work, power, and solving physics problems involving forces are also included.
Work is done when a force causes an object to be displaced in the same direction. It can be calculated as the product of the force magnitude and displacement magnitude. Kinetic energy is the energy of a moving object and depends on its mass and velocity. The net work done on an object equals the change in its kinetic energy. Potential energy is stored energy due to an object's position or state of deformation. It depends on mass, height, and elastic properties. Power is the rate at which work is done or energy is used and can be calculated as work over time or energy over time.
Yongwon's motion shows acceleration because his speed is increasing by a constant amount each second. We can describe his motion as having a constant acceleration.
Work is defined scientifically as a force moving an object a distance in the direction of the force. Simple machines can make work easier by increasing the output force or distance moved compared to the input. The mechanical advantage of a machine is the ratio of its output to input. While machines reduce the needed input force, they are never 100% efficient due to friction losses.
Science Intervention materials on sciencearjeanmedel
This document is a science intervention material that discusses the concepts of force and work. It uses pictures, examples, and activities to teach students about different types of forces (contact vs. non-contact), what constitutes work, and how to calculate work using various formulas. The material guides students through examples of determining if a situation involves a contact or non-contact force, identifying whether work is being done in images, and solving word problems to calculate work done. It also includes review questions and activities to help students assess their understanding of these core science concepts.
Module 11 work, energy, power and machinesdionesioable
This module discusses work, energy, power, and machines. It contains three lessons that define work, explore the concepts of kinetic and potential energy, and examine how machines can help do work by multiplying force. The module objectives are to understand scientific definitions of work and energy, calculate work, kinetic energy, and potential energy, and analyze the mechanical advantages and efficiencies of simple machines. Learning activities include demonstrations of work, energy, and machines to reinforce the concepts.
The document outlines a lesson plan on applying trigonometric functions to solve word problems. The objectives are for students to use the six trigonometric functions of an acute angle and understand their importance. The lesson involves reviewing trigonometric functions, motivating students with an example, grouping students to solve sample problems, generalizing the problem-solving process, and evaluating students with an assignment. Sample problems include finding distances or heights using trigonometric ratios given angles of elevation or depression.
This is intended for students who want to understand work and simple machines which is really a complex chapter. In this file, you will discover fun activities and active approach to understand the overall concept.
This document provides information about the physics concept of work. It defines work as being done only when a constant force causes an object to move in the direction of the applied force. Examples of work include pushing a heavy trolley or lifting a bag upwards. Work is not done if you push against a wall or push continuously in one spot without movement. Work can be calculated as work = force x distance. The document provides examples of calculating work and asks questions to test understanding.
1. The lesson plan discusses relations and functions through classroom activities including a game to demonstrate examples.
2. Key concepts are defined, such as a relation being a set of ordered pairs and a function requiring each domain input to map to only one range output.
3. Examples of both relations that are functions and those that are not are analyzed, with students expected to understand the difference between one-to-one, one-to-many, and many-to-one relations.
Chapter 5-Work and Energy.Student edition.pptxTarekElHalabi2
The document discusses work and energy, defining work as being done when a force causes an object to be displaced. It provides the work formula of work equals force times distance and explains that work is only done when the force and displacement are parallel. Several examples are given to illustrate when work is and isn't done based on whether the force and displacement are parallel.
Friction is a force that opposes the motion between two surfaces that are touching. It causes objects to slow down and stop moving when in contact with another surface. The document discusses how friction is greater on rough surfaces, causing more resistance to motion, while friction is lower on smooth surfaces. It also notes the importance of friction in allowing us to perform daily tasks like walking without slipping.
1. The document contains a lesson on angles of elevation and depression. It includes class rules, learning objectives, activities to identify these angles, and a multiple choice test.
2. Students are split into groups to complete activities identifying line of sight and these angles in diagrams. They also search for real-world examples.
3. The lesson evaluates students on correctly identifying these angles, the organization and clarity of their work, and their presentation skills. It emphasizes applying the concepts to daily life.
The document discusses a 4th grade science lesson on the effects of force on objects. It includes examples of pushes and pulls, a generalization that force is needed to change the movement of an object, examples of pushes moving objects away from the body and pulls moving objects towards the body. It also includes a quiz with multiple choice questions about the effects of different amounts of force on objects and which objects require greater or lesser force to move. Students are assigned to list objects from their home that require greater or lesser force to move.
Work is defined as the product of the force applied to an object and the displacement of the object in the direction of the force. Work is only done when there is a component of force in the direction of motion. No work is done when the force is perpendicular to the displacement. Work has units of joules (J), which is calculated as newton-meters (N⋅m). Examples are provided to demonstrate calculating work done by applying different forces over various displacements and angles.
According to the document, work in science means using a force to move an object a distance when the force and motion are in the same direction. Only certain activities, like lifting weights or pushing objects, qualify as work under this definition. The formula for calculating work is work equals force times distance, with the unit of measurement being joules. Power is the rate at which work is done and can be calculated by dividing work by time.
1. The document is a lesson plan for teaching 9th grade physics students about work and energy.
2. It outlines general and specific objectives, the teaching method of inductive and deductive reasoning, and teaching aids.
3. The lesson plan details the introduction, presentation of content including defining work and energy, the relationship between work and energy, kinetic and potential energy, and applying the concepts. It provides examples, activities, and an assignment.
The document outlines a 7E's science lesson plan for a 9th grade physics class, where the topic is work and energy. The lesson plan details the objectives, materials, prior knowledge, and teaching method, and provides examples to help students understand the concepts of work, energy, kinetic energy and potential energy. The plan engages students through questions, examples, explanations, and assignments to reinforce their understanding of these foundational physics concepts.
This document contains 5 multiple choice questions about forces and dynamics from a chapter on exercise. The questions cover effects of forces, types of forces that can attract but not repel objects, forces that require contact between objects, factors that increase the work done by a force, and calculating the power exerted by a man walking with a certain mass, force, distance, and time.
This document discusses forces, gravity, and weight. It defines forces as pushes or pulls and explains that they can change an object's motion by starting, stopping, or changing its direction of movement. Gravity is identified as the force that is always pulling down on objects towards Earth. Weight is defined as the measure of the gravitational pull on an object, and it would be different on other planets than it is on Earth due to variations in gravity.
Work is defined as a force applied to an object, moving it a distance in the direction of the force. Simple machines make work easier by transferring or increasing the magnitude of a force. Mechanical advantage is the ratio of the output force to the input force of a machine. No machine is 100% efficient due to friction losses.
The document provides information about forces and work. It defines force as a push or pull and discusses different types of forces including gravitational, frictional, electrostatic, and magnetic forces. It also defines work as the product of the applied force and the distance moved, and power as the rate at which work is done. Methods for reducing friction like lubricants and ball bearings are presented. Examples of calculating work, power, and solving physics problems involving forces are also included.
Work is done when a force causes an object to be displaced in the same direction. It can be calculated as the product of the force magnitude and displacement magnitude. Kinetic energy is the energy of a moving object and depends on its mass and velocity. The net work done on an object equals the change in its kinetic energy. Potential energy is stored energy due to an object's position or state of deformation. It depends on mass, height, and elastic properties. Power is the rate at which work is done or energy is used and can be calculated as work over time or energy over time.
Yongwon's motion shows acceleration because his speed is increasing by a constant amount each second. We can describe his motion as having a constant acceleration.
Work is defined scientifically as a force moving an object a distance in the direction of the force. Simple machines can make work easier by increasing the output force or distance moved compared to the input. The mechanical advantage of a machine is the ratio of its output to input. While machines reduce the needed input force, they are never 100% efficient due to friction losses.
Science Intervention materials on sciencearjeanmedel
This document is a science intervention material that discusses the concepts of force and work. It uses pictures, examples, and activities to teach students about different types of forces (contact vs. non-contact), what constitutes work, and how to calculate work using various formulas. The material guides students through examples of determining if a situation involves a contact or non-contact force, identifying whether work is being done in images, and solving word problems to calculate work done. It also includes review questions and activities to help students assess their understanding of these core science concepts.
Module 11 work, energy, power and machinesdionesioable
This module discusses work, energy, power, and machines. It contains three lessons that define work, explore the concepts of kinetic and potential energy, and examine how machines can help do work by multiplying force. The module objectives are to understand scientific definitions of work and energy, calculate work, kinetic energy, and potential energy, and analyze the mechanical advantages and efficiencies of simple machines. Learning activities include demonstrations of work, energy, and machines to reinforce the concepts.
The document outlines a lesson plan on applying trigonometric functions to solve word problems. The objectives are for students to use the six trigonometric functions of an acute angle and understand their importance. The lesson involves reviewing trigonometric functions, motivating students with an example, grouping students to solve sample problems, generalizing the problem-solving process, and evaluating students with an assignment. Sample problems include finding distances or heights using trigonometric ratios given angles of elevation or depression.
This is intended for students who want to understand work and simple machines which is really a complex chapter. In this file, you will discover fun activities and active approach to understand the overall concept.
This document provides information about the physics concept of work. It defines work as being done only when a constant force causes an object to move in the direction of the applied force. Examples of work include pushing a heavy trolley or lifting a bag upwards. Work is not done if you push against a wall or push continuously in one spot without movement. Work can be calculated as work = force x distance. The document provides examples of calculating work and asks questions to test understanding.
1. The lesson plan discusses relations and functions through classroom activities including a game to demonstrate examples.
2. Key concepts are defined, such as a relation being a set of ordered pairs and a function requiring each domain input to map to only one range output.
3. Examples of both relations that are functions and those that are not are analyzed, with students expected to understand the difference between one-to-one, one-to-many, and many-to-one relations.
Chapter 5-Work and Energy.Student edition.pptxTarekElHalabi2
The document discusses work and energy, defining work as being done when a force causes an object to be displaced. It provides the work formula of work equals force times distance and explains that work is only done when the force and displacement are parallel. Several examples are given to illustrate when work is and isn't done based on whether the force and displacement are parallel.
Friction is a force that opposes the motion between two surfaces that are touching. It causes objects to slow down and stop moving when in contact with another surface. The document discusses how friction is greater on rough surfaces, causing more resistance to motion, while friction is lower on smooth surfaces. It also notes the importance of friction in allowing us to perform daily tasks like walking without slipping.
1. The document contains a lesson on angles of elevation and depression. It includes class rules, learning objectives, activities to identify these angles, and a multiple choice test.
2. Students are split into groups to complete activities identifying line of sight and these angles in diagrams. They also search for real-world examples.
3. The lesson evaluates students on correctly identifying these angles, the organization and clarity of their work, and their presentation skills. It emphasizes applying the concepts to daily life.
The document discusses a 4th grade science lesson on the effects of force on objects. It includes examples of pushes and pulls, a generalization that force is needed to change the movement of an object, examples of pushes moving objects away from the body and pulls moving objects towards the body. It also includes a quiz with multiple choice questions about the effects of different amounts of force on objects and which objects require greater or lesser force to move. Students are assigned to list objects from their home that require greater or lesser force to move.
Work is defined as the product of the force applied to an object and the displacement of the object in the direction of the force. Work is only done when there is a component of force in the direction of motion. No work is done when the force is perpendicular to the displacement. Work has units of joules (J), which is calculated as newton-meters (N⋅m). Examples are provided to demonstrate calculating work done by applying different forces over various displacements and angles.
The document describes a lesson about gravity that discusses how gravity works and its effects on objects. It provides examples of gravitational forces and explains the importance of gravity. Students are expected to learn about gravity, give examples of its effects, and identify factors that affect the speed and movement of falling objects under gravitational pull.
Here are the answers:
1. Work = Force x Distance
= 50N x 10m
= 500 Joules
2. Work = Force x Distance
= Weight x Height
= 45 kg x 9.8 m/s^2 x 1.2m
= 546.4 Joules
3. Total Force = Tom's Force + Jerry's Force = 50N + 70N = 120N
Work = Total Force x Distance
= 120N x 4m
= 480 Joules
Work requires both force and movement in the direction of the force. The amount of work done can be calculated using the equation W=Fxd, where W is work in Joules, F is force in Newtons, and d is distance in meters. More work is required to lift a 100N potted plant 0.5m than a 50N potted plant the same distance. Examples are provided to calculate the work required to move a 250N car 5m (1250J) and lift a 63N book 3m (189J). Practice problems apply the equation to different scenarios requiring work.
This document provides information about different types of friction through examples, activities, and questions. It discusses sliding friction, rolling friction, static friction, and fluid friction. For sliding friction, it explains that it occurs between two surfaces in contact, acts opposite the direction of motion, and slows down moving objects. It provides examples like a book moving across a table. Rolling friction is described as occurring when objects roll over a surface, like a bicycle wheel. Students are asked to identify, analyze, and apply their understanding of friction concepts through various exercises and assessments.
Detailed lesson plan of Similar Triangles in Inductive MethodLorie Jane Letada
1) The document describes a lesson plan on similar triangles taught by instructor Lorie Jane L. Letada.
2) The lesson introduces similar triangles and how to use ratio and proportion to calculate unknown side lengths. It includes examples of setting up and solving similar triangle ratios.
3) Students watch a video demonstrating how similar triangles can be used with a mirror to measure the height of an object without climbing it. They then practice applying ratio and proportion to similar triangle problems.
This document discusses work and energy. It defines work as force times displacement, and notes that work is done when a force causes an object to move in the direction of the force. The document provides examples of situations where work is and isn't done. It also discusses how work is calculated, and how work is related to energy, with the unit of work (joules) being the same as the unit of energy. Students are given practice problems to calculate work.
contextualized powerpoint ptresentation in Science 8 first quarter WORKIrish Mendoza
This document discusses work and energy. It defines work as force times displacement, and notes that work is done when a force causes an object to move in the direction of the force. The document provides examples of situations where work is and isn't done. It also discusses how work is calculated, and how work is related to energy, with the unit of work (joules) being the same as the unit of energy. Students are given practice problems to calculate work.
This document contains a daily lesson log for an 8th grade science class covering balanced and unbalanced forces. The lesson objectives are to investigate the relationship between force and motion, identify forces acting on objects, and explain why objects stay at rest or in motion. The content presented includes examples and activities to demonstrate balanced and unbalanced forces. Formative assessments with multiple choice questions are used to evaluate student learning. The teacher reflects on teaching strategies and student performance.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
6. Hey, look again at the
pictures of the two friends.
What made Reymark push
the table at a certain
distance?
He made
it
because
he
exerted a
force on
it.
What do you
mean by
that?
When you
pushed
something
that means
you applied
a
FORCE…or
even when
you pull
something..
Clever!!!
Hmm…
even pulling
something?
7. ! You
are still
connecte
Congratulations! You
are really d…
learning a
lot . You did a lot of
work today.
Let’s
working on
it. Turn on
to the next
page.
8. Objective:
To identify if the given situation is a contact or non-contact force.
Directions:
Put a check ( ) whether the following
situations are contact force or non-contact force.
Situations Contact Force Non-contact
Force
1. Writing the
results of the
activity
2. Formation of
Rainbow
3. Playing
Basketball
4. Falling of
leaves
5. Painting the
9. Force - is a push or pull that produces motion,
prevents motion and changes the direction of the
motion of an object. It has both magnitude and
direction and therefore, a vector quantity.
Contact Force - a force between two
objects (or an object and a
surface) that are in contact
with each other.
NON-CONTACT FORCE - IS ANY FORCE
APPLIED TO AN OBJECT BY
ANOTHER BODY THAT IS NOT IN
DIRECT CONTACT WITH IT.
“Superb!!! The first reality
is unfolded…”
10. Great!
Now I
know
what
force is
and its
two
types.
….and this
is
somewhat
related to
work...
Really?
How come
they are
related
with each
other??
12. Objective:
To determine if there is a work done or no work done in
the pictures.
Directions:
Put a check () whether the following pictures show a
work done or no work done.
1.
2.
Work doneNo work done Work doneNo work done
13. 3.
5.
4.
Work doneNo work done
6.
Work done
No work done
Work done Work done
No work done No work done
14. 7.
8.
Work doneNo work done
9. 10.
Work doneNo work done
Work doneNo work done
Work doneNo work done
15. You really
learning a lot. You
did a lot of Work
today.
You’ve
just
about
mastered
it!
16. now, I understand
that its not only
force matters, if it is
applied at angle, to
lift upward the
object, having a
coefficient of friction
along a horizontal
surface but also the
distance the object
moved must be in
the same direction.
What? Say it now!
Hurry up!
Precisely! Your such
a gifted modern
James Prescott
Joule!
But, another reality
knocks my
mind…Eppsss… I
am going to treat
you your favorite
cheeseburger.
How can we
determine the
amount of work
done on the object?
17. That’s really a
nice question.
Maybe now,
you’ve really
understand the
scientific
definition of
work.
Of course!
And ready to
solve
problems..
But…one last
question
please!
What is that?
Hurry up!
What are
those
formulas
and steps to
follow?
Ah, see! We
have 4
formulas to
consider .
You mean,
we’ll torn on
to the next
page?
18. Formulas
of Work
F x D
Force x
distance
mgh
Mass x
accelerati
on due to
gravity x
height
μ FnD
Coefficien
t of friction
x Normal
F x
distance
Cos θ Fd
Cosine θ
x force x
distance
Expressed in Joules (J)
1N•m = 1J
1dyre•cm = 1 erg
In honor of James
Prescott Joule
19. Step 1 : Write the given,
required and formula to
be used.
Step 2: Substitute
the values.
Step 3: Compute for
the required.
Step 4: Box your
final answer.
Turn on to
the next
page .
20. Sample Problem:
Suppose you pull your
schoolbag with a force
of 30 N parallel to the
ground to your
classroom 20m away.
What is the work done
in your bag?
Let’s
compute!
Step1: Given
F= 30N d =
20m
Step2: Required
W =?
Step3: Formula W =
Fxd
=
(S3t0eNp4)(:2 F0imna)l answer: =
600Nm
Are you now ready to
solve problems?
21. Objective:
To compute for the work done in the given problems/situations.
Problem 1:
A man
pushes his car
with a force of
30N to the right.
He moves the
car at a distance
of 3 meters to the
right. What
amount of work
has he done?
Problem 2:
A
loaded cart as
shown in figure
, was push along
the handle of 30o
with the direction
of motion and
the cart moved
through a
distance of 6 m,
how much work
was done?
Given:
Required:
Solution:
Given:
Required:
Solution:
22. Problem 3:
A book
weighing 10N
moves at a
constant velocity
along a
horizontal
surface having a
coefficient of
friction of 0.30.
what is the work
done on the book
if it is moved at a
distance of
0.5m?
Given:
Required:
Solution:
Problem 4:
Suppos
e a librarian lift a
1.5kg book from
the lowest shelf
in the cabinet to
the fourth shelf
2m higher. What
is the work done
on the book?
(assume
g=9.8m/s²)
Given:
Required:
Solution:
23. Though you’re
hungry, we are
still on the right
track . . . Since
we certainly did
well today.
Cheeseburge
r !!! ???
Jollibee . . .
Jollibee …
have first a
game…
Hmm..
Ehem.. Later
for that, let
us sum up
first our
learnings
They are still on the
right track… since
they certainly did
well today…
24. I’ve learned that…
Work
Force
Distan
ce
Contac
t
Non-contact
F x D
Cos θ
x Fd
μFnD
Displace
ment
mgh
Product of the force
exerted on an object and
the distance the object
move
If a force is applied at an
angle
At constant velocity,
along a horizontal
surface with coefficient of
friction
Lifting an object w/c is
equal to the weight and
gravity
Is
done
only
whe
n a
force
is
appli
ed to
a
body
and
mov
es it.
25. Directions:
Choose the letter of the correct answer. Write
your answer on the space provided before each number.
____1. Which of the following forces is an example of a contact
force?
a. Gravitational force b. Magnetic force c. Electric forced.
Frictional force
____2. Which of the following are NOT examples of non-contact
force?
a. Gravitational force b. Magnetic force c. Electric forced.
____3.WFhricicht ioisn tahle feoxrcaemple of non-contact force in the
following situations?
a. Sun and planets gravitational pull b. sweeping the floor
b. A ball rolling d. playing softball
____4. Non-contact force can also be termed as
a. Action-Reaction Force c. Air-Resistance Force
b. Action-at-a-distance d. Frictional Force
____5. Contact force can also be termed as
a. Action-Reaction Force c. Air-Resistance
Force
b. Action-at-a-distance d. Frictional Force
26. Directions:
Choose the letter of the correct answer. Write your
answer on the space provided before each number.
_____1. In which instance there is no work done in the
system?
a. a basket being lifted
b. a person who stood in an ascending
elevator
c. a stone whirled around a horizontal circle
d. a big box dragged along the floor
_____2. Work can be defined as _______________.
a. a vector quantity
b. performed every time you exert force
c. the product of the applied force and the time the
force acts
d. done only when an object moves some distance due
to an applied force
_____3. In which of the following situations work is done?
a. lifting an object from the floor to the table top
b. supporting an object on your head while standing in
place
c. pushing a concrete wall
d. carrying a bag on your lap while seating
______4. From the pictures below, which situation/action show the
presence of work?
______5. With the pictures below, choose which of the
situation/action show the absence of work.
a. b. c.
d.
27.
28. Unlock the secret message in the golden scroll by using the code chart
below.
Let us all unfold the Reality
of Work.
“42 31 34 24
22 35
16 31 34 13 15
15 43 15 34 36 15 14
36 21 34 31 37 16 21
11
14 22 35 36 11 27 13
15.”
GOT IT
???
1 2 3 4 5 6 7
1 A B C D E F G
2 H I J K L M N
3 O P Q R S T U
4 V W X Y Z
29. How many words of three (3) letters or more can you
track down on this circles? The letters need not be connected by
lines. At least one word can be formed in the eleven letters that
reveals the secret to reach the finish line.
E
E
E
A
V
S
R
P
N
E
C R
How did you
score?
5-15: Good
16-25: Very
Good
26 or more:
Excellent!
Perseverance.
Keep on trying!
Work for it!
30. T T NEME CA L P S I D
MU J EME F A L K I I H
MT YODDOF X X S Y Z
EHHCU Z RYMT RRC
EHYGWL CWA V RCO
S B X X I T EN T NVUS
S BOB J E C T L NGO I
A XCP NEWTONO L N
MOV E NO I T C I R F E
Let’s do
this fun
activity,
just try
to hunt
for words
you think
that has
any
relationsh
ip with
work!!!
31. Arlene A. Aceron - Brazal et. al, 2002, Saint
Bernadette Publications, Inc., Physics for Filipinos,
p. 52, 85-88
Lolita M. Salmorin et. al, 2004, Abiva Publishing
House, Inc.,
Science and Technology Physics IV, p. 179-182
Delia Cordero-Navaza et. al, 1996, Phoenix
Publishing House, Inc.,
You and the Natural World Series Physics, p.
116-117
http://www.tutor4physicspositivenegativework.htm
http://www.princetonol.../Files...Praise.htm
http://images.google.com.ph/images
http://en.wikipedia.org
http://physics.info/work
32. 1. A 2. D 3. B 4. B 5. A
Present or
Absent?
See how smart you
are!
1. A 2. D 3. C 4. C
5. D
It out!
1. C 2. A 3.A 4. B 5.
B
THIS IS REALLY IS IT!
33. Work
done
No work
done
1.
2.
3.
4.
5.
Work
done
6.
7.
8.
9.
10
.
No work
done
34. Given:
F = 30N to
the right
d = 3m, to
the right
Required:
W = ?
Solution:
W= F x d
= (30N) (3m)
= 90Nm or 90 J,
to the right
Given:
Cos 30° = 0.866
F = 70N
d = 6m
Required:
W = ?
Solution:
W = (F cos θ) d
= (70N x 0.866)
6m
=363.72 J
35. Given:
Fn = 10 N
d = 0.5 m
μ = 0.30
Required:
W=?
Solution: W = μ Fn
d
(0.30)(10
N)(0.5)
= 1.5J
Given:
m= 1.5 kg
g= 9.8
m/s²
h=2m
Required:
W=?
Solution: W= mgh
=1.5 kg)(9.8m/s²)(2m)
= 29.4 Nm
36.
37. Carp crave cave crap eve
creep
peace vane vase spare spear
case
Sea pea see acne near
arc
verse ear nap car peers
pen
race are rape care seen
can
neap rare rear ran cap
serve
Reserve nerve preserve
38. T T N E M E C A L P S I D
M U J E M E F A L K I I H
M T Y O D D O F X X S Y Z
E H H C U Z R Y M T R R C
E H Y G W L C W A V R C O
S B X X I T E N T N V U S
S B O B J E C T L N G O I
A X C P N E W T O N O L N
M O V E N O I T C I R F E
39. Most certainly, a Physics
teacher or any other person
standing is doing work, but the
work being done isn’t easily
visible. Inside the body the
heart is pumping blood, the
digestive system is grinding
away of breakfast, receptors
are drawing molecules across
cell membranes. We do work
even as we sleep. Forces
causing displacement are
happening everywhere under
our skins.
40. “Being busy does not always
mean real
work. The object of all work is
production or accomplishment
and to
either of these ends there must
be
forethought, system, planning,
intelligence, and honest
purpose, as
well as perspiration. Seeming to
do is
not doing.”