Distance, speed, and time
Science
Science and technology
Two teucks, with the first one faster than the second by 20kph travel away from each other. Find their speed if after 15hrs they are 1,500km apart?
1. The document provides 10 examples of problems involving trains passing each other or passing stationary objects while moving at various speeds. It gives the calculations to determine time taken, speed, length of trains/objects from the information provided in each example.
2. Key formulas provided include converting between km/hr and m/sec, calculating relative speed of trains moving in the same or opposite directions, and determining time taken for trains to pass based on their lengths, speeds and direction of motion.
3. The examples use these formulas to solve for values like time taken, speed, length from the data like one value being given in each problem.
This document discusses problems related to trains, including examples of calculating time for trains passing objects. It provides:
1) An overview of train problems involving time and distance, noting that train length must be considered.
2) Examples of calculations for trains passing telegraph posts, crossing bridges, running towards or alongside other trains and people.
3) A shortcut trick for converting between kmph and mps without complex calculations, by multiplying kmph by 10.
The document discusses different types of motion and speed. It defines motion as a change in an object's position over time. There are three main types of speed discussed: regular speed which is constant, irregular speed which varies, and relative speed which depends on the observer. Equations for calculating speed, average speed, and acceleration are provided along with examples of using the equations to solve problems. Graphs are used to represent motion and speed visually.
1. This document provides important formulas and examples related to time and distance problems. It includes formulas for speed, distance, and time as well as examples of speed, average speed, and time calculations for distances covered at different speeds.
2. Several solved examples demonstrate using the formulas and concepts to calculate speeds, times, distances, and average speeds for scenarios like traveling different distances at different speeds, catching up to another traveler, and missing a train by certain times depending on walking speed.
3. The document serves as a reference for the key formulas and concepts needed to solve time and distance word problems.
The document provides frequently asked questions related to aptitude tests. It contains 15 questions covering topics like percentages, ratios, time/work/speed problems involving trains, and geometry questions related to circles, spheres, and tethered animals grazing fields. The questions are meant to help students prepare for competitive exams.
The document provides a collection of aptitude test questions and their solutions. Some key questions covered include: calculating percentages in mixtures, work problems, interest rate problems, sets and Venn diagrams, time and work problems related to trains, and geometry problems involving circles, spheres, cylinders. The questions are meant to help students prepare for competitive exams.
This document provides examples and formulas related to calculating time and speed for trains passing each other or other objects. It includes the following key points:
1. Formulas for converting between km/hr and m/s for train speed calculations.
2. Formulas for calculating the time it takes trains of different lengths to pass each other or stationary objects, depending on whether they are moving in the same or opposite directions.
3. Examples applying the formulas to calculate train speeds, lengths, and times to pass objects from information provided about relative speeds and times.
The document discusses uniformly accelerated motion, which is motion where the tangential acceleration is constant. It provides equations that relate the speed, distance, and acceleration of an object undergoing uniformly accelerated motion. Specifically, the speed and distance after a period of time can be determined based on the initial speed, acceleration, and time. The document also discusses applying these concepts to rigid bodies undergoing translational or rotational motion as well as the specific formulas for average acceleration and displacement.
1. The document provides 10 examples of problems involving trains passing each other or passing stationary objects while moving at various speeds. It gives the calculations to determine time taken, speed, length of trains/objects from the information provided in each example.
2. Key formulas provided include converting between km/hr and m/sec, calculating relative speed of trains moving in the same or opposite directions, and determining time taken for trains to pass based on their lengths, speeds and direction of motion.
3. The examples use these formulas to solve for values like time taken, speed, length from the data like one value being given in each problem.
This document discusses problems related to trains, including examples of calculating time for trains passing objects. It provides:
1) An overview of train problems involving time and distance, noting that train length must be considered.
2) Examples of calculations for trains passing telegraph posts, crossing bridges, running towards or alongside other trains and people.
3) A shortcut trick for converting between kmph and mps without complex calculations, by multiplying kmph by 10.
The document discusses different types of motion and speed. It defines motion as a change in an object's position over time. There are three main types of speed discussed: regular speed which is constant, irregular speed which varies, and relative speed which depends on the observer. Equations for calculating speed, average speed, and acceleration are provided along with examples of using the equations to solve problems. Graphs are used to represent motion and speed visually.
1. This document provides important formulas and examples related to time and distance problems. It includes formulas for speed, distance, and time as well as examples of speed, average speed, and time calculations for distances covered at different speeds.
2. Several solved examples demonstrate using the formulas and concepts to calculate speeds, times, distances, and average speeds for scenarios like traveling different distances at different speeds, catching up to another traveler, and missing a train by certain times depending on walking speed.
3. The document serves as a reference for the key formulas and concepts needed to solve time and distance word problems.
The document provides frequently asked questions related to aptitude tests. It contains 15 questions covering topics like percentages, ratios, time/work/speed problems involving trains, and geometry questions related to circles, spheres, and tethered animals grazing fields. The questions are meant to help students prepare for competitive exams.
The document provides a collection of aptitude test questions and their solutions. Some key questions covered include: calculating percentages in mixtures, work problems, interest rate problems, sets and Venn diagrams, time and work problems related to trains, and geometry problems involving circles, spheres, cylinders. The questions are meant to help students prepare for competitive exams.
This document provides examples and formulas related to calculating time and speed for trains passing each other or other objects. It includes the following key points:
1. Formulas for converting between km/hr and m/s for train speed calculations.
2. Formulas for calculating the time it takes trains of different lengths to pass each other or stationary objects, depending on whether they are moving in the same or opposite directions.
3. Examples applying the formulas to calculate train speeds, lengths, and times to pass objects from information provided about relative speeds and times.
The document discusses uniformly accelerated motion, which is motion where the tangential acceleration is constant. It provides equations that relate the speed, distance, and acceleration of an object undergoing uniformly accelerated motion. Specifically, the speed and distance after a period of time can be determined based on the initial speed, acceleration, and time. The document also discusses applying these concepts to rigid bodies undergoing translational or rotational motion as well as the specific formulas for average acceleration and displacement.
This material is for PGPSE / CSE students of AFTERSCHOOOL. PGPSE / CSE are free online programme - open for all - free for all - to promote entrepreneurship and social entrepreneurship PGPSE is for those who want to transform the world. It is different from MBA, BBA, CFA, CA,CS,ICWA and other traditional programmes. It is based on self certification and based on self learning and guidance by mentors. It is for those who want to be entrepreneurs and social changers. Let us work together. Our basic idea is that KNOWLEDGE IS FREE & AND SHARE IT WITH THE WORLD
The document provides information and formulas related to time, distance, and speed. It defines speed as the ratio of distance to time. It provides the units used to measure distance, time, and speed depending on whether distance is measured in kilometers or meters. Several formulas are given for calculating speed, distance, and time taken in various scenarios involving objects traveling at different speeds. Sample problems with solutions are also provided to demonstrate the application of the formulas.
Problems on Trains is the Aptitude topic which most of the companies prefer to ask. Here students could find some examples on the different categories of problems on trains.
The document provides information and formulas related to speed, time, and distance problems involving trains. It includes conversions between km/hr and m/s, formulas for calculating time taken by trains of different lengths to pass objects, and examples of word problems involving trains passing stations, bridges, poles, and each other while moving in the same or opposite directions at various speeds.
The document provides examples of speed and boat-related questions that are often asked in aptitude tests. It includes 6 questions with solutions related to the speed of boats traveling upstream or downstream in rivers at various speeds, or the speed of the river current. It also includes additional practice questions related to the speed of trains, walking rates, and geometric concepts like area and perimeter calculations.
Here are the steps to rearrange two identical squares to make four identical squares:
1. Cut one of the squares diagonally into two right triangles.
2. Rearrange the pieces to form four congruent right triangles.
3. Connect the hypotenuses of the four triangles to form four identical squares.
This document contains 24 physics questions related to motion, acceleration, velocity, and displacement. Question topics include calculating acceleration and distance given changes in speed over time, determining if an object has constant velocity or acceleration based on its motion, and solving for values like speed and time using kinematic equations. The questions cover concepts like uniform acceleration, motion in a circle, and motion along a straight line.
This document provides formulas and examples of problems related to train speed, time, and distance. It includes formulas to convert between km/hr and m/s, and formulas to calculate the time taken for trains of given lengths to pass each other or other objects when moving in the same or opposite directions at given speeds. It also provides the answers and explanations for 23 sample problems applying these formulas to calculate speeds, times, distances, or lengths based on the information given.
This document provides examples of uniformly accelerated motion problems and their solutions. It begins with definitions of uniformly accelerated motion, where tangential acceleration is constant. Equations are provided relating initial speed, acceleration, time, distance, final speed, and position. Ten sample problems are then worked through step-by-step as examples of how to apply the equations to different scenarios involving cars, trains, airplanes, and objects in motion.
- The digit two can be rearranged into four identical unit squares by breaking it into its constituent line segments and rearranging those segments.
- Specifically, the horizontal line of the two can be broken into two line segments, and the vertical line can be broken into two line segments, providing the four lines needed to form four identical unit squares.
The document provides information about motion under uniform acceleration including:
- Four kinematic equations that describe motion with constant acceleration in one dimension.
- Derivations of the equations from the concept of displacement being equal to area under the velocity-time graph.
- An example problem using one of the equations to calculate deceleration from initial velocity, final velocity, and displacement.
IT IS AN IMPORTANT TOPIC FOR ALL COMPETITIVE LEVEL EXAMINATIONS OR GOVT EXAMINATIONS. IT IS VERY HELPFUL FOR THOSE WHO ARE APPEARING FOR THOSE JOB EXAMINATIONS,
1. The document provides examples and formulas for calculating time, distance, and speed. It includes the formulas for calculating speed, time, and distance when two quantities are given.
2. Sample problems are given involving calculating speeds and distances traveled by people and vehicles using the time-distance formulas. Distances, speeds, and times taken to cover distances are calculated in the examples.
3. Thirteen example problems are shown with step-by-step solutions for calculating speeds, times, and distances from trains, cyclists, thieves, and more using the time-distance formulas.
Aptitude Training - TIME AND DISTANCE 3Ajay Chimmani
I have taken coaching from NARESH INSTITUTE for CRT (Campus Recruitment Training). In these videos, I have explained all the questions with answer and how to approach for the question etc, in the same manner how they have taught to me at the time of training. Hope u like it.
Aptitude training playlist link :
https://www.youtube.com/playlist?list=PL3v9ipJOEEPfumKHa02HWjCfPvGQiPZiG
For full playlist of Interview puzzles videos :
https://www.youtube.com/playlist?list=PL3v9ipJOEEPfI4zt4ExamGJwndkvg0SFc
24 standard interview puzzles:
https://www.youtube.com/playlist?list=PL3v9ipJOEEPefIF4nscYOobim1iRBJTjw
for C and C++ questions, that are asked in the interviews, go through the posts in the link : http://comsciguide.blogspot.com/
for more videos, my youtube channel :
https://www.youtube.com/channel/UCvMy2V7gYW7VR2WgyvLj3-A
Ix physics motion_and_rest_solved_numericalMoaizschah
This document contains multiple choice questions and solved numerical problems related to the topic of motion and rest from the ninth grade physics curriculum in India. It covers concepts like distance, displacement, velocity, uniform and non-uniform motion, acceleration, and graphs related to distance-time and velocity-time. Several word problems involve calculating speed, acceleration, time, or distance given certain variables like initial/final velocities or acceleration. The document aims to help students practice and understand concepts of motion through these sample questions.
1) The document outlines an activity involving momentum and collisions between trains on a track. It provides background information like the masses and velocities of two moving trains and two stationary trains.
2) It works through calculating the momentum of each train and drawing momentum vector diagrams before and after they collide with the stationary trains.
3) After the trains collide, sticking together, it calculates their velocities and then calculates the velocity and momentum when the two moving trains collide with each other.
The document discusses a math problem about modeling traffic congestion using a function. It provides the function f(t) and asks students to analyze properties of the traffic jam like its length at different times, when it is longest, and how quickly it increases and decreases. It also includes artwork created by students depicting traffic jams and the solutions to the math questions about the modeled congestion based on the given function.
1) The document outlines an experiment involving two trains colliding with stationary transit cars on the same track. It provides the masses and initial velocities of the trains and transit cars.
2) Through calculations using momentum and applying the law of conservation of momentum, it determines the velocities after the trains' initial collisions with the transit cars and then the trains' collision with each other.
3) A second scenario is described where a vehicle called the Battalac crashes down an embankment. Calculations again use momentum and conservation of momentum to find velocities and momentum at impact.
The document provides examples of reasoning questions often asked in aptitude tests, with explanations and solutions. It includes 20 questions related to speed, distance, and time calculations involving trains, platforms, and people walking or running at different speeds. The purpose is to help students prepare for exams by practicing these types of reasoning questions.
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
This material is for PGPSE / CSE students of AFTERSCHOOOL. PGPSE / CSE are free online programme - open for all - free for all - to promote entrepreneurship and social entrepreneurship PGPSE is for those who want to transform the world. It is different from MBA, BBA, CFA, CA,CS,ICWA and other traditional programmes. It is based on self certification and based on self learning and guidance by mentors. It is for those who want to be entrepreneurs and social changers. Let us work together. Our basic idea is that KNOWLEDGE IS FREE & AND SHARE IT WITH THE WORLD
The document provides information and formulas related to time, distance, and speed. It defines speed as the ratio of distance to time. It provides the units used to measure distance, time, and speed depending on whether distance is measured in kilometers or meters. Several formulas are given for calculating speed, distance, and time taken in various scenarios involving objects traveling at different speeds. Sample problems with solutions are also provided to demonstrate the application of the formulas.
Problems on Trains is the Aptitude topic which most of the companies prefer to ask. Here students could find some examples on the different categories of problems on trains.
The document provides information and formulas related to speed, time, and distance problems involving trains. It includes conversions between km/hr and m/s, formulas for calculating time taken by trains of different lengths to pass objects, and examples of word problems involving trains passing stations, bridges, poles, and each other while moving in the same or opposite directions at various speeds.
The document provides examples of speed and boat-related questions that are often asked in aptitude tests. It includes 6 questions with solutions related to the speed of boats traveling upstream or downstream in rivers at various speeds, or the speed of the river current. It also includes additional practice questions related to the speed of trains, walking rates, and geometric concepts like area and perimeter calculations.
Here are the steps to rearrange two identical squares to make four identical squares:
1. Cut one of the squares diagonally into two right triangles.
2. Rearrange the pieces to form four congruent right triangles.
3. Connect the hypotenuses of the four triangles to form four identical squares.
This document contains 24 physics questions related to motion, acceleration, velocity, and displacement. Question topics include calculating acceleration and distance given changes in speed over time, determining if an object has constant velocity or acceleration based on its motion, and solving for values like speed and time using kinematic equations. The questions cover concepts like uniform acceleration, motion in a circle, and motion along a straight line.
This document provides formulas and examples of problems related to train speed, time, and distance. It includes formulas to convert between km/hr and m/s, and formulas to calculate the time taken for trains of given lengths to pass each other or other objects when moving in the same or opposite directions at given speeds. It also provides the answers and explanations for 23 sample problems applying these formulas to calculate speeds, times, distances, or lengths based on the information given.
This document provides examples of uniformly accelerated motion problems and their solutions. It begins with definitions of uniformly accelerated motion, where tangential acceleration is constant. Equations are provided relating initial speed, acceleration, time, distance, final speed, and position. Ten sample problems are then worked through step-by-step as examples of how to apply the equations to different scenarios involving cars, trains, airplanes, and objects in motion.
- The digit two can be rearranged into four identical unit squares by breaking it into its constituent line segments and rearranging those segments.
- Specifically, the horizontal line of the two can be broken into two line segments, and the vertical line can be broken into two line segments, providing the four lines needed to form four identical unit squares.
The document provides information about motion under uniform acceleration including:
- Four kinematic equations that describe motion with constant acceleration in one dimension.
- Derivations of the equations from the concept of displacement being equal to area under the velocity-time graph.
- An example problem using one of the equations to calculate deceleration from initial velocity, final velocity, and displacement.
IT IS AN IMPORTANT TOPIC FOR ALL COMPETITIVE LEVEL EXAMINATIONS OR GOVT EXAMINATIONS. IT IS VERY HELPFUL FOR THOSE WHO ARE APPEARING FOR THOSE JOB EXAMINATIONS,
1. The document provides examples and formulas for calculating time, distance, and speed. It includes the formulas for calculating speed, time, and distance when two quantities are given.
2. Sample problems are given involving calculating speeds and distances traveled by people and vehicles using the time-distance formulas. Distances, speeds, and times taken to cover distances are calculated in the examples.
3. Thirteen example problems are shown with step-by-step solutions for calculating speeds, times, and distances from trains, cyclists, thieves, and more using the time-distance formulas.
Aptitude Training - TIME AND DISTANCE 3Ajay Chimmani
I have taken coaching from NARESH INSTITUTE for CRT (Campus Recruitment Training). In these videos, I have explained all the questions with answer and how to approach for the question etc, in the same manner how they have taught to me at the time of training. Hope u like it.
Aptitude training playlist link :
https://www.youtube.com/playlist?list=PL3v9ipJOEEPfumKHa02HWjCfPvGQiPZiG
For full playlist of Interview puzzles videos :
https://www.youtube.com/playlist?list=PL3v9ipJOEEPfI4zt4ExamGJwndkvg0SFc
24 standard interview puzzles:
https://www.youtube.com/playlist?list=PL3v9ipJOEEPefIF4nscYOobim1iRBJTjw
for C and C++ questions, that are asked in the interviews, go through the posts in the link : http://comsciguide.blogspot.com/
for more videos, my youtube channel :
https://www.youtube.com/channel/UCvMy2V7gYW7VR2WgyvLj3-A
Ix physics motion_and_rest_solved_numericalMoaizschah
This document contains multiple choice questions and solved numerical problems related to the topic of motion and rest from the ninth grade physics curriculum in India. It covers concepts like distance, displacement, velocity, uniform and non-uniform motion, acceleration, and graphs related to distance-time and velocity-time. Several word problems involve calculating speed, acceleration, time, or distance given certain variables like initial/final velocities or acceleration. The document aims to help students practice and understand concepts of motion through these sample questions.
1) The document outlines an activity involving momentum and collisions between trains on a track. It provides background information like the masses and velocities of two moving trains and two stationary trains.
2) It works through calculating the momentum of each train and drawing momentum vector diagrams before and after they collide with the stationary trains.
3) After the trains collide, sticking together, it calculates their velocities and then calculates the velocity and momentum when the two moving trains collide with each other.
The document discusses a math problem about modeling traffic congestion using a function. It provides the function f(t) and asks students to analyze properties of the traffic jam like its length at different times, when it is longest, and how quickly it increases and decreases. It also includes artwork created by students depicting traffic jams and the solutions to the math questions about the modeled congestion based on the given function.
1) The document outlines an experiment involving two trains colliding with stationary transit cars on the same track. It provides the masses and initial velocities of the trains and transit cars.
2) Through calculations using momentum and applying the law of conservation of momentum, it determines the velocities after the trains' initial collisions with the transit cars and then the trains' collision with each other.
3) A second scenario is described where a vehicle called the Battalac crashes down an embankment. Calculations again use momentum and conservation of momentum to find velocities and momentum at impact.
The document provides examples of reasoning questions often asked in aptitude tests, with explanations and solutions. It includes 20 questions related to speed, distance, and time calculations involving trains, platforms, and people walking or running at different speeds. The purpose is to help students prepare for exams by practicing these types of reasoning questions.
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
Mending Clothing to Support Sustainable Fashion_CIMaR 2024.pdfSelcen Ozturkcan
Ozturkcan, S., Berndt, A., & Angelakis, A. (2024). Mending clothing to support sustainable fashion. Presented at the 31st Annual Conference by the Consortium for International Marketing Research (CIMaR), 10-13 Jun 2024, University of Gävle, Sweden.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...Sérgio Sacani
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
1. Word Problems in 1 variable:
Part 8 (Uniform Motion)
Online Tutorial Series
July 2014
2. Definitions
• Uniform Motion – Speed is the same all
throughout the trip.
• Distance = (Speed)*(Time)
• 3 Cases of Uniform Motion Problems:
– Moving Towards Each Other
– Moving Away From Each Other
– Chase
3. Sample Problem
Case 1: Moving Towards Each Other
Two trains travel towards each other. If their
initial distance is 2800m, and reaches each
other after 40s. Find their speeds if the first
one is 10m/s faster?
4. Solution
R: Let x be the speed of the slower train
x+10 be the speed of the faster train
E: time*speed = distance
40(x+10) + 40(x) = 2800
S: 40x + 400 + 40x = 2800
80x + 400 = 2800
80x = 2400; x=30, x+10=40
I: The first train’s speed is 40m/s, and 30/s for the
second.
5. Sample Problem
Case 2: Moving Away From Each Other
Two trucks, with the first one faster than the
second by 20kph travels away from each
other. Find their speeds if after 15 hours, they
are 1500km apart?
6. Solution
R: Let x be the speed of the slower truck
x+20 be the speed of the faster truck
E: time*speed = distance
15(x+20) + 15(x) = 1500
S: 15x + 300 + 15x = 1500
30x + 300 = 1500
30x = 1200; x=40, x+20=60
I: The two trucks travel at speeds 40 and 60kph.
7. Sample Problem
Case 3: Chase
A truck leave a toll gate at 5pm, with speed of
50kph. If a car leaves the same toll gate at
7pm, but with speed of 70kph, what time will
the car meet the truck?
8. Solution
R: If the truck travelled at 5pm, then no matter
how much in (t) hours the car travels, he travel
(t+2) hours
t -> time travelled by car
t+2 -> time travelled by truck
E: When they meet, they should have covered
the same distance
50 (t+2) = 70 (t)
9. Solution
… 50 (t+2) = 70 (t)
50t + 100 = 70t
100 = 20t
t=5hrs, or 5 hours after the car left
or t+2=7hrs after the truck left
I: They will meet at 12mn.