WELCOME Industry Certifications Miami Dade County vs. State of Florida

Contents of Article

WELCOME Industry Certifications Miami Dade County vs. State of Florida ICE Passing Rate 20 4 20 5 ICE Earned Industry Certification Updates Digital Tool vs. Certification Test Administration Procedures in consideration of 20 5 20 6 ICE Data Collection Findings Career Themed Course Registration ALL Printed Documents in consideration of the Public Diversified/OJT Education T eachers

WELCOME Industry Certifications Miami Dade County vs. State of Florida www.phwiki.com

WELCOME CAREER & TECHNICAL EDUCATION BEST PRACTICESPresented atLeadership Presentation SessionsMay, 2016What is an Industry Certification?A voluntary process through which students are assessed by an independent, third-party certifying entity using predetermined standards in consideration of knowledge, skills, in addition to competencies, resulting in the award of a credential that is nationally recognized in addition to must be at least one of the following:(a)?Within an industry that addresses a critical local or statewide economic need;(b)?Linked so that an occupation that is included in the workin consideration of force system?s targeted occupation list; or(c)?Linked so that an occupation that is identified as emerging.2Where can we find them?EIAS (Appendix Z):fldoe.org/core/fileparse.php/7729/urlt/0100434-appendz.xlsCAPE Industry Certification Funding List:fldoe.org/academics/career-adult-edu/industry-certification/secondary.stml Perkins TSA Inventories: fldoe.org/academics/career-adult-edu/funding-opportunities/carl-d-perkins-career-technical-edu/carl-d-perkins-resources.stml Industry CertificationsExpanded the number of industry certifications 0ffered M-DCPS now offers109 industry certification exams47 exams provide articulated college creditFrom 3 college credits so that 36 credits, saving families from $333-$4,739 in average tuition in addition to fees Miami Dade County vs. State of Florida ICE Passing Rate2014-2015 ICE Earned Industry Certification UpdatesNo change in teacher bonus in consideration of 2015-2016Proposed changes in teacher bonus in consideration of 2016-2017M-DCPS CTE new offerings include Toon Boom Animation in addition to Child Development AssociateAdobe Photoshop has been moved so that MS as Adobe801, Digital Certificate New Adobe Photoshop (cloud) is Adobe022IC3 Computing Fundamentals, Key Applications in addition to Living Online are now three separate tests as Digital Certificates Digital Tool vs. Industry CertificationCAPE Digital Tool CertificateAvailable so that students in elementary in addition to middle gradesCurrently, so that earn a digital tool certificate, a student must pass an assessment of word processing; spreadsheets; sound, motion, in addition to color presentations; digital arts; cyber securityThere are 15 approved digital tools certificatesAward .025 added FTE bonusNo acceleration pointsNo teacher bonusCAPE Industry CertificationThe certifications are available so that students in grades 6 through 12These are industry certifications that do not articulate in consideration of college credit or do articulate in consideration of up so that 14 college credits based on a statewide articulation agreementCAPE Acceleration Industry Certifications: These are industry certifications that articulate in consideration of 15 or more college credit based on statewide industry certificationsIndustry Certifications alongside a weight of 0.2 articulate in consideration of college creditAdded FTE bonus can be .01 through 1.0Acceleration in consideration of ICE in addition to teacher bonus awarded based on exam weight ICE INSTRUCTIONAL RESOURCESIN LIVEBINDERlivebinders/play/play?id=1853487ÿAccess keyÿctemiami2015Test Administration Procedures in consideration of 2015-2016Student must use ID Number as username in Certiport AccountPassword suggestionsCreate an exam groupTeacher cannot proctor their own studentsRetake after 20 calendar daysputer Tech needs a Certiport AccountCertiport Admin must read all red messages on site.All Industry Certification exams have been updated.All teachers must be proctored by District Personnel. Testing Accommodations in consideration of Individuals alongside Disabilities Individuals alongside disabilities seeking industry certification should be encouraged so that request appropriate accommodations (if needed) so the test results accurately reflect their competencies/proficiencies in their chosen career field.Counseling should be provided so that students understand their rights in addition to responsibilities in assessment/testing matters.Industry certification testing accommodations are determined by testing agencies in addition to may differ from classroom accommodations.ICE Data Collection FindingsReporting of same student alongside same test in multiple periodsStudent names appear in gradebook but not in vendor listStudent names appear on vendor list but not in gradebookReporting P?s in addition to not F?s (all ICE taken/attempted must be reported)Reporting student scores alongside more than one version of testSign In: Username is student?s ID number in addition to Password can be last nameCareful alongside Proctor in addition to Teacher name placementDifficulty obtaining ?official results? such as ServSafe in addition to exams taken at off-site test sites or exams taken after close of gradebook at the end of the school yearCareer-Themed Course Registration A career?themed course is a course or a course in a series of courses that leads so that an industry certification on the Industry Certification Funding List. School districts are annually required so that register career-themed courses offered in secondary school as well as high school in addition to middle school career in addition to professional academies. Industry certifications earned in career-themed courses are eligible in consideration of additional full-time equivalent (FTE) membership in the FEFP calculation. On Curriculum Frameworks page link so that Inin consideration ofmation TechnologyALL Printed Documents in consideration of the PublicAnti-Discrimination/Harassment Anti-Discrimination/Harassment (Students) ? Board Policy 5517 in addition to 5517.02ÿM-DCPS does not discriminate on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, age, political beliefs, sexual orientation, gender, gender identification, social in addition to family background, linguistic preference, pregnancy, or any other basis prohibited by law in its educational programs, services or activities or in its hiring or employment practices. Please refer so that School Board Policies 5517 – Anti-Discrimination/Harassment (Students) in addition to 5517.02 – Discrimination/Harassment Complaint Procedures in consideration of Students in consideration of more inin consideration ofmation.Questions, complaints or requests in consideration of additional inin consideration ofmation regarding discrimination or harassment may be sent so that: Executive Director, Civil Rights Compliance Office, 155 NE 15 Street, Suite P-104E, Miami, Florida 33132; PH: 305-995-1580 or e-mail address: crc@dadeschools.net.The District also provides equal access so that its facilities so that the Boy Scouts in addition to other patriotic youth groups, as required by the Boy Scouts of America Equal Access Act. Diversified/OJT Education TeachersSubmission of all student documents will be through the M-DCPS collaboration site in addition to district online LiveBinder.Job Training Attendance Records Receipt FM5889 Class roster (in consideration of current nine-week period)Training Agreement FM4542Professional Development training in consideration of the use of the M-DCPS Collaboration Site in addition to LiveBinderFBLA transition meetings in consideration of all DCT/OJT Teachers

To Write this Article, I had done research in American College Of Dubai AE.

What is an Instant of Time 5 A Mathematical Model of Motion Using

Contents of Article

What is an Instant of Time? 5 A Mathematical Model of Motion Using a Graph so that Find Out Where in addition to When (Pick various locations) Graphing the Motion of Two or More Objects From Graphs so that Words in addition to Back Again Uniform Motion In consideration of Objects alongside Diff. Velocities Using an Equation so that Find out Where in addition to When d = di + vt Problem (PP ) 2 (PP 2) 5.2 Graphing Velocity in One Dimension, Determining Instantaneous Velocity Velocity Time Graphs 5.3 Acceleration Determining Average Acceleration Constant in addition to Instantaneous Acceleration Instantaneous Acceleration of a Velocity Time Graph, Curved Line Draw graph on board. Positive in addition to Negative Acceleration Calculating Velocity from Acceleration v = vo + at Problem Displacement Under Constant Acceleration d = di + «(vf + vi)t d = di + vit + /2at2 v2 = vi2 + 2a(df di) 5.4 Free Fall Acceleration Due so that Gravity Drop A Rock Drop a Rock Diagram DIAGRAM Diagram/ Thrown Upward Quadratic Equation

What is an Instant of Time 5 A Mathematical Model of Motion Using www.phwiki.com

What is an Instant of Time? Car on racetrack example: 1. How long did a car spend at any one location? 2. Each position is linked so that a time, but how long did that time last? 3. You could say an ?instant?, but how long is that? ? 5 A Mathematical Model of Motion 5.1 Graphing Motion in One Dimension Position ? Time Graphs Example: Football running back motion (displacement) diagram at 1 second intervals. Plot the Position/Time Graph 4. If an instant lasts in consideration of a finite amount of time, then, because the car would be at the same position during that time, the car would be at rest. But, a moving object (car) cannot be at rest; an instant is not a finite period of time. 5. This means that an instant of time lasts ?0? seconds. Using a Graph so that Find Out Where in addition to When (Pick various locations) Graphing the Motion of Two or More Objects A = running back C = center B = linebacker D = defensive back From Graphs so that Words in addition to Back Again Keep in mind that when t=0, the position of the object does not necessarily have so that be zero. Uniin consideration ofm Motion Definition of uniin consideration ofm motion = Means that equal displacements occur during successive equal time intervals. What does the ?slope? of the pos/time graph give us? Velocity rise ?y Yf – Yi slope = run = ?x = xf – xi ?d df – di slope = v = ?t = tf – ti in consideration of Objects alongside Diff. Velocities Using an Equation so that Find out Where in addition to When ?d df – di Average Velocity = v = ?t = tf ? ti d = di + vt Example Problem (PP-11) A car starts 200m west of the town square in addition to moves alongside a constant velocity of 15m/s towards the east. a) Where will the car be 10 min later? b) When will the car reach the town square? a) draw sketch d = di + vt d = -200m + (15ms)(600s) d = -200m + 9000m d = 8800m d = di + vt 0 = -200m + (15m/s)t 200m = (15m/s)t 13.3s = t Example-2 (PP 12) A car starts 200m west of the town square in addition to moves alongside a constant velocity of 15m/s towards the east. At the same time a truck was 400m east of the town square moving west at a constant velocity of 12m/s. Find the time in addition to place where the car meets the truck. Draw a sketch. d = di + vt 5.2 Graphing Velocity in One Dimension, Determining Instantaneous Velocity Q: When an object is not moving alongside uniin consideration ofm motion, the object is said so that be? A: accelerating Position-Time Graph Uniin consideration ofm Motion Position-Time Graph Acceleration Instantaneous Velocity = ? How fast an object is moving at a particular instant in time, ie: how fast is it moving ?Right Now? What is the instantaneous velocity at 2s? What is the instantaneous velocity at 4s? Instantaneous Velocity The Instantaneous Velocity is equal so that the ?Slope? of the tangent line of a position/time graph at any particular time. Draw previous graph in addition to calculate the instantaneous velocity at 2s & 4s. Velocity-Time Graphs 2 planes Plane-A & Plane-B vB is a constant 75m/s vA is constantly increasing (constant ?a?) Draw sketch on board Q: At the point of intersection, will the planes crash? A: ? Not enough inin consideration ofmation given, the graph merely indicates the planes have the same velocity at that point. Displacement from a Velocity-Time Graph Q: What does the area under a V-T graph represent? A: ?d, displacement. 5.3 Acceleration Determining Average Acceleration Average acceleration, ?a? , is equal so that the slope (rise/run, ?v/?t) of a velocity-time graph. Constant in addition to Instantaneous Acceleration If there is a constant slope on a Velocity-Time Graph then there is also a constant acceleration, any point ?a? is the same. Acceleration is simply the slope of the line. Instantaneous Acceleration of a Velocity-Time Graph, Curved Line Draw graph on board. Q: What is the instantaneous acceleration at 2s? How could it be determined? A: Draw a tangent line at 2s then calculate the slope. Positive in addition to Negative Acceleration V1 speed increase/decrease/constant V2 velocity +/- V3 acceleration +/-/0 V4 V5 V6 When v+ in addition to a+, speed increases(+) When v+ in addition to a-, speed decreases(+) When v- in addition to a-, speed increases(-) When v- in addition to a+, speed decreases(-) Calculating Velocity from Acceleration v = vo + at Example Problem Hines Ward is running in consideration of a touchdown at 4m/s. He accelerates in consideration of 3s. His velocity entering the end zone is 7m/s. What is his acceleration? v = vo + at 7m/s = 4m/s +a(3s) 3m/s = a(3s) 1m/s2 = a Displacement Under Constant Acceleration d = di + «(vf + vi)t d = di + vit + 1/2at2 v2 = vi2 + 2a(df ? di) 5.4 Free Fall Acceleration Due so that Gravity 1. Drop a flat sheet of paper 2. Drop a crumpled piece of paper. 3. Drop a tennis ball. Q: Is there a difference in the acceleration of each of the objects above? A: NO All ?free falling? objects accelerate alongside a magnitude of 9.8m/s2 towards the center of the Earth. Acceleration due so that gravity ?g? = -9.8m/s2 Example: Drop A Rock After 1s it is falling at ____m/s After 2s it is falling at ____m/s After 3s it is falling at ____m/s After 4s it is falling at ____m/s Each second during free fall the rock will ? its velocity by -9.8m/s. Drop a Rock Diagram DIAGRAM During each equal successive time interval the rock will fall a greater distance b/c a = ?-g? Q: Could this diagram also apply so that a rock thrown upward? A: YES, the diagram would look the same. Q: Why? A: Once the rock leaves the hand, the only in consideration of force acting on the rock is gravity ?g?. Diagram/Example Diagram of a ball thrown upward alongside a velocity of 49m/s. Show the velocity changes in consideration of 10 seconds, 5 seconds up & 5 seconds down. DRAW SKETCH Time Velocity 0s 49m/s 1s 39.2m/s 2s 29.4m/s 3s 19.6m/s 4s 9.8m/s 5s 0m/s 6s -9.8m/s 7s -19.6m/s 8s -29.4m/s 9s -39.2m/s 10s -49m/s Example Problem If you throw a rock upward alongside an initial velocity of 35m/s: a) what is its velocity after 1,2,3,4,5 sec? b) what is its position after 1,2,3,4,5 sec? c) how long will it take so that reach its maximum height? d) what is its maximum height? e) how long will it be in the air? Example Thrown Upward Quadratic Equation y = ax2 + bx + c When y = 0 0 = ax2 + bx + c Solving in consideration of ?x? – b ñ ?(b2 ? 4ac) x = 2a A ball is thrown upward alongside an initial velocity of 35m/s, how long will the ball be in the air? Equation so that be used? d = di + vit + 1/2at2 d = «(a)t2 + vit + di 0 = «(-9.8m/s2)t2 + (35m/s)t + 0 0 = (-4.9m/s2)t2 + (35m/s)t Solve in consideration of ?t? – b + ?(b2 ? 4ac) x = 2a -35m/s + (35m/s)2 ? 4(-4.9m/s)(0)? t = 2(-4.9m/s2) -35m/s + ?1225m2/s2 t = -9.8m/s2 -35m/s + 35m/s 0__ t = -9.8m/s2 = -9.8m/s2 = 0s OR ? – b – ?(b2 ? 4ac) x = 2a -35m/s – (35m/s)2 ? 4(-4.9m/s)(0)? t = 2(-4.9m/s2) -35m/s – ?1225m2/s2 t = -9.8m/s2 -35m/s – 35m/s -70m/s t = -9.8m/s2 = -9.8m/s2 t = 7.143s

To Write this Article, I had done research in Al Khawarizmi International College AE.

What is an Op Amp The Surface What is an Op Amp

Contents of Article

What is an Op Amp? The Surface What is an Op Amp? The Layout What is an Op Amp? The Inside History of the Op Amp The Dawn History of the Op Amp The Dawn History of the Op Amp The Shift History of the Op Amp The Shift Mathematics of the Op Amp Op Amp Saturation 74 Op Amp Schematic Op Amp Characteristics Ideal Op Amp Characteristics Ideal Op Amp Analysis Inverting Amplifier Analysis Non Inverting Amplifier Analysis Op Amp Buffer Op Amp Differentiator Op Amp Integrator Op Amp Summing Amplifier Op Amp Differential Amplifier Applications of Op Amps Applications of Op Amps Applications of Op Amps Strain Gauge Strain Gauge Applications of Op Amps Applications PID Controller System Circuit Diagram Applications PID Controller PID Controller Circuit Diagram Applications of Op Amps Applications of Op Amps References References

What is an Op Amp The Surface What is an Op Amp www.phwiki.com

What is an Op-Amp? ? The Surface An Operational Amplifier (Op-Amp) is an integrated circuit that uses external voltage so that amplify the input through a very high gain. We recognize an Op-Amp as a mass-produced component found in countless electronics. What an Op-Amp looks like so that a lay-person What an Op-Amp looks like so that an engineer What is an Op-Amp? ? The Layout There are 8 pins in a common Op-Amp, like the 741 which is used in many instructional courses. What is an Op-Amp? ? The Inside The actual count varies, but an Op-Amp contains several Transistors, Resistors, in addition to a few Capacitors in addition to Diodes. in consideration of simplicity, an Op-Amp is often depicted as this: Non-Inverting Input Inverting Input Positive Power Supply Negative Power Supply Output – + History of the Op-Amp ? The Dawn Bein consideration ofe the Op-Amp: Harold S. Black develops the feedback amplifier in consideration of the Western Electric Company (1920-1930) A ? Input Output in consideration ofward Gain Feedback History of the Op-Amp ? The Dawn The Vacuum Tube Age The First Op-Amp: (1930 ? 1940) Designed by Karl Swartzel in consideration of the Bell Labs M9 gun director Uses 3 vacuum tubes, only one input, in addition to ñ 350 V so that attain a gain of 90 dB Loebe Julie then develops an Op-Amp alongside two inputs: Inverting in addition to Non-inverting History of the Op-Amp ? The Shift The end of Vacuum Tubes was built up during the 1950?s-1960?s so that the advent of solid-state electronics The Transistor The Integrated Circuit The Planar Process History of the Op-Amp ? The Shift 1960s: beginning of the Solid State Op-Amp Example: GAP/R P45 (1961 ? 1971) Runs on ñ 15 V, but costs $118 in consideration of 1 ? 4 The GAP/R PP65 (1962) makes the Op-Amp into a circuit component as a potted module History of the Op-Amp ? The Evolution The solid-state decade saw a proliferation of Op-Amps Model 121, High Speed FET family, etc. Robert J. Widlar develops the ?A702 Monolithic IC Op-Amp (1963) in addition to shortly after the ?A709 Fairchild Semiconductor vs. National Semiconductor National: The LM101 (1967) in addition to then the LM101A (1968) (both by Widlar) Fairchild: The ?famous? ?A741 (by Dave Fullager 1968) in addition to then the ?A748 (1969) Mathematics of the Op-Amp The gain of the Op-Amp itself is calculated as: G = Vout/(V+ ? V-) The maximum output is the power supply voltage When used in a circuit, the gain of the circuit (as opposed so that the op-amp component) is: Av = Vout/Vin Op-Amp Saturation As mentioned earlier, the maximum output value is the supply voltage, positive in addition to negative. The gain (G) is the slope between saturation points. Vout Vin Vs- Vs+ 741 Op-Amp Schematic differential amplifier high-gain amplifier voltage level shifter output stage current mirror current mirror current mirror Op-Amp Characteristics Open-loop gain G is typically over 9000 But closed-loop gain is much smaller Rin is very large (M? or larger) Rout is small (75? or smaller) Effective output impedance in closed loop is very small Ideal Op-Amp Characteristics Open-loop gain G is infinite Rin is infinite Zero input current Rout is zero Ideal Op-Amp Analysis So that analyze an op-amp feedback circuit: Assume no current flows into either input terminal Assume no current flows out of the output terminal Constrain: V+ = V- Inverting Amplifier Analysis virtual ground Non-Inverting Amplifier Analysis Op-Amp Buffer Vout = Vin Isolates loading effects A High output impedance B Low input impedance Op-Amp Differentiator Op-Amp Integrator Op-Amp Summing Amplifier Op-Amp Differential Amplifier If R1 = R2 in addition to Rf = Rg: Applications of Op-Amps Filters Types: Low pass filter High pass filter Band pass filter Cascading (2 or more filters connected together) Low pass filter Low pass filter Cutoff frequency Š Low pass filter transfer functionŠ Applications of Op-Amps Electrocardiogram (EKG) Amplification Need so that measure difference in voltage from lead 1 in addition to lead 2 60 Hz interference from electrical equipment Applications of Op-Amps Simple EKG circuit Uses differential amplifier so that cancel common mode signal in addition to amplify differential mode signal Realistic EKG circuit Uses two non-inverting amplifiers so that first amplify voltage from each lead, followed by differential amplifier in consideration ofms an ?instrumentation amplifier? Strain Gauge Use a Wheatstone bridge so that determine the strain of an element by measuring the change in resistance of a strain gauge (No strain) Balanced Bridge R #1 = R #2 (Strain) Unbalanced Bridge R #1 ? R #2 Strain Gauge Half-Bridge Arrangement Using KCL at the inverting in addition to non-inverting terminals of the op amp we find that Š ? ~ Vo = 2?R(Rf /R2) Op amp used so that amplify output from strain gauge Applications of Op-Amps Piezoelectric Transducer Used so that measure in consideration of force, pressure, acceleration Piezoelectric crystal generates an electric charge in response so that dein consideration ofmation Use Charge Amplifier Just an integrator op-amp circuit Goal is so that have VSET = VOUT Remember that VERROR = VSET ? VSENSOR Output Process uses VERROR from the PID controller so that adjust Vout such that it is ~VSET PID Controller ? System Block Diagram Applications PID Controller ? System Circuit Diagram Source: ecircuitcenter/Circuits/op_pid/op_pid.htm Applications PID Controller ? PID Controller Circuit Diagram VERR VERR PID Applications of Op-Amps Example of PI Control: Temperature Control Thermal System we wish so that automatically control the temperature of: Block Diagram of Control System: Applications of Op-Amps Voltage Error Circuit: Proportional-Integral Control Circuit: Example of PI Control: Temperature Control References Cetinkunt, Sabri. Mechatronics. Hoboken, NJ: John Wiley & Sons Inc., 2007. Jung, Walter G. Op Amp Applications Handbook. Analog Devices, Inc., 2005. ?Operational Amplifier.? en.wikipedia.org/wiki/Operational_amplifier. ?Operational Amplifier Applications.? en.wikipedia.org/wiki/Operational_amplifier_applications. References Rizzoni, G. Principles in addition to Applications of Electrical Engineering, McGraw Hill, 2007. web.njit.edu/~joelsd/electronics/Labs/ecglab.pdf

To Write this Article, I had done research in Alhosn University AE.

What is energy The Law of Conservation of Energy The total amount of

Contents of Article

What is energy? The Law of Conservation of Energy The total amount of energy of an isolated system remains the same. That is, energy can be converted from one form so that another but it can?t be created or destroyed. Practice Two pendulums alongside the same mass swing side by side. When each reaches the bottom of the swing, the speed of “A” is twice the speed of “B”. Find the ratio of the starting heights of ?A? in addition to ?B?. Newton?s cradle puzzle Two balls are released from one end. Why not one ball flies off the other end alongside twice the velocity? The total momentum would still be conserved in that case. A 0.30 kg ball alongside a speed of 2.0 m/s has a head on elastic collision alongside a stationary 0.70 kg ball. What are the velocities of the balls after collision?

What is energy The Law of Conservation of Energy The total amount of www.phwiki.com

What is energy?–Ability so that do work!in consideration ofms of energyThermal Energythe kinetic energy of atoms in addition to molecules (remember, ?heat? is the transfer of this energy between systems)Chemical energyenergy associated alongside electronic structure of atoms in addition to the electromagnetic in consideration of forceNuclear energyenergy associated alongside nuclear structure of atoms in addition to the strong nuclear in consideration of forceElectrical energyassociated alongside an electric current (kinetic energy of electrons in a conductor)Radiant (light) energyenergy associated alongside photons of lightMechanical energyassociated alongside the movement of position of physical bodies (kinetic in addition to potential energy) Energy can be categorized into two main classes:Kinetic energy? energy a body has because it is movingKinetic energy is a scalar quantity alongside unit of Joules (Newton*Meter) Since it involves velocity, it depends on the frame of referencePotential Energy: energy that is stored in a body.Gravitational potential energy: Energy associated alongside gravitational in consideration of force. That is, energy that goes into lifting an object is stored in the object as gravitational potential energy. It?s a scalar quantity alongside unit of Joules (Newton*Meter).Gravitational potential energy is relative because h is relative. A reference height has so that be set first.Change of gravitational energy doesn?t depend on the path, only height. (conservative in consideration of forces) PracticeA ball of mass m collides into a stationary ball alongside the same mass at a velocity of v. Suppose the collision is elastic collision. What are the velocities of the two balls after the collision? What is the total kinetic energy of the system bein consideration ofe collision?What is the total kinetic energy of the system after collision?Is the total kinetic energy conserved? PracticeA ball of mass m collides into a stationary ball alongside the same mass at a velocity of v. Suppose the collision is completely inelastic collision. What are the velocities of the two balls after the collision? What is the total kinetic energy of the system bein consideration ofe collision?What is the total kinetic energy of the system after collision?Is the total kinetic energy conserved? PracticeDrop a ball of 1 kg mass from a height of 10 meters. Compute the potential energy bein consideration ofe it is dropped in addition to the kinetic energy just bein consideration ofe it hits the floor. Are they the same? The Law of Conservation of EnergyThe total amount of energy of an isolated system remains the same. That is, energy can be converted from one in consideration ofm so that another but it can?t be created or destroyed.PracticeTwo pendulums alongside the same mass swing side-by-side. When each reaches the bottom of the swing, the speed of “A” is twice the speed of “B”. Find the ratio of the starting heights of ?A? in addition to ?B?. PracticeYou have been asked so that make a roller coaster more exciting. The owners want the speed at the bottom of the first hill doubled. How much higher must the first hill be built?Warm Up: Two balls of the same mass roll down two slopes (one steeper than the other) from the same height. Do they have the same velocity when they reach the bottoms? (ignore friction). If not, which one has a bigger velocity at the bottom?Newton?s cradle puzzleTwo balls are released from one end. Why not one ball flies off the other end alongside twice the velocity? The total momentum would still be conserved in that case. PracticeA pendulum is released from a position 30 degrees from the vertical. The string is 2 meters long. What is its speed when it reaches the bottom position if its mass is 1 kg? 222 -PracticeA 0.30 kg ball alongside a speed of 2.0 m/s has a head-on elastic collision alongside a stationary 0.70 kg ball. What are the velocities of the balls after collision?

To Write this Article, I had done research in Al Ghurair University AE.

What is speed Speed is a measure of how far an object moves in a given

Contents of Article

What is speed? Speed is a measure of how far an object moves in a given time. This jet is travelling at 350 m/s.

What is speed Speed is a measure of how far an object moves in a given www.phwiki.com

What is speed? Speed is a measure of how far an object moves in a given time. This jet is travelling at 350 m/s. This means the jet travels 350 metres every second. This car is travelling at 60 mph. This means the car travels 60 miles every hour. The speed of an object does not depend on the direction in which it is travelling. The velocity of an object is the speed in addition to direction in which it is moving. The car is travelling north alongside a velocity of 10 m/s. How is velocity different so that speed? As the car goes round the corner, the speed of the car remains constant but the velocity changes. How is speed calculated? The speed of an object can be calculated using this equation: Speed is measured in metres per second (m/s). Distance travelled is measured in metres (m). Time taken is measured in seconds (s). The standard unit in consideration of speed in physics is m/s, but other units such as kilometres per hour (km/h) are more convenient when measuring the speed of vehicles. Why is this? Calculating speed question A train takes 100 seconds so that travel 1,500 m. What is the speed of the train? = 15 m/s Using a in consideration ofmula triangle A in consideration ofmula triangle helps you so that rearrange a in consideration ofmula. The in consideration ofmula triangle in consideration of speed (s), distance (d) in addition to time (t) is shown below. Cover the quantity that you are trying so that work out, which gives the rearranged in consideration ofmula needed in consideration of the calculation. So so that find speed (s), cover up s which gives the in consideration ofmula Calculating speed question A car travels at 25 m/s in consideration of 3 minutes. How far does it travel? = 4,500 m = 4.5 km = 25 x 180 distance = speed x time Speed, distance, time calculations Representing speed Analyzing distance?time graphs Calculating speed from the gradient The slope of a graph is called the gradient. It is difficult so that calculate the gradient of ?realistic? graphs because the line is curved. Simple graphs use straight lines only, making it easy so that calculate the gradient. What?s the speed? What is the speed of the object between points A in addition to B? the object has moved 60 m (70 – 10 ) it took 3 s so that move this distance (6 – 3) speed = distance/time = 60/3 = 20 m/s Calculating speed from graphs DIY distance?time graph What is acceleration? The acceleration of an object is a measure of how quickly its velocity changes. A train accelerates in a straight line from rest. As it does, its velocity increases. The brakes on this motorcycle are causing it so that slow down. This is negative acceleration or deceleration. How is acceleration calculated? The acceleration of an object can be calculated using this equation: Acceleration is measured in metres per second per second (m/s2). Change in speed is measured in metres per second (m/s). Time taken is measured in seconds (s). Acceleration problem A racing car accelerates from rest so that a speed of 60 m/s in a time of 4 seconds. What is the acceleration of the car? = 15 m/s2 Using a in consideration ofmula triangle A in consideration ofmula triangle helps you so that rearrange a in consideration ofmula. The in consideration ofmula triangle in consideration of acceleration (a), speed (s) in addition to time (t) is shown below. Cover the quantity that you are trying so that work out, which gives the rearranged in consideration ofmula needed in consideration of the calculation. So so that find acceleration (a), cover up a which gives the in consideration ofmula Acceleration problem A hungry cheetah spots a gazelle in addition to decides so that chase it. The cheetah accelerates at 10 m/s2 from rest until it reaches 20 m/s. How long did this take? = 2 s Acceleration problems calculations Analyzing speed?time graphs Calculating acceleration from the gradient How can the acceleration of an object be calculated from a speed?time graph? If the gradient goes up, the object has a positive acceleration. If the gradient goes down, the object has a negative acceleration, or deceleration. What?s the acceleration? What is the acceleration of the object between points A in addition to B? the object?s speed has increased by 20 m/s (25 – 5) it took 4 s so that change speed (6 – 2) acceleration = speed/time = 20/4 = 5 m/s2 Calculating acceleration from graphs The area under a speed?time graph DIY speed?time graph Speed in addition to safety Why are speed limits important? Why have speed limits? Speed limits are an important part of road safety. They aim so that prevent drivers from driving at speeds that are unsuitable in addition to unsafe. The speed limit of a particular road depends on a range of factors, such as how straight or curved it is, in addition to its location. The faster a vehicle is driving, the longer it will take so that stop ? the overall distance this takes is the stopping distance. Stopping distances What affects thinking distance? The thinking distance is the distance a vehicle travels in the time it takes in consideration of a driver so that react so that a situation in addition to apply the brakes. What factors will affect thinking distance? What affects braking distance? The braking distance is the distance a vehicle takes so that stop once the driver has applied the brakes. What factors will affect braking distance? Factors affecting stopping distances How do speed cameras work? There are several types of speed camera., They use different methods so that calculate the speed of a vehicle. Gatso speed cameras use radar so that detect the speed of a vehicle, then take two photos (half a second apart) so that provide visual evidence. Lines marked on the road indicate how far the vehicle has travelled in that time. Truvelo speed cameras are activated by pressure detector cables in the road. The cables are 10 cm apart in addition to a computer calculates how long it takes the vehicle so that pass from one so that another, in addition to therein consideration ofe the speed of the vehicle. Speeding in addition to speed cameras Glossary (1/2) acceleration ? A measure of how an object?s velocity changes over time. It usually refers so that an object that is speeding up. braking distance ? The distance it takes in consideration of a vehicle so that stop once its brakes have been applied. deceleration ? Negative acceleration, i.e. slowing down. non-uniin consideration ofm ? Speed or acceleration that is constantly changing. speed ? A measure of how far an object moves in a given time. Glossary (2/2) stopping distance ? The total distance it takes in consideration of a vehicle so that stop, i.e. thinking distance plus braking distance. thinking distance ? The distance it takes in consideration of a driver so that react so that a situation in addition to apply the brakes. uniin consideration ofm ? Speed or acceleration that is constant in addition to unchanging. velocity ? A measure of the speed in addition to direction of a moving object. Anagrams What does the graph show? What does the graph show? Multiple-choice quiz

To Write this Article, I had done research in Alain University of Science and Technology AE.

What is speed To calculate average speed Velocity Question Negative

Contents of Article

What is speed? So that calculate average speed Velocity Question Negative velocity in addition to speed Combining vectors in D Vectors

What is speed To calculate average speed Velocity Question Negative www.phwiki.com

What is speed? Speed: how fast something is moving or how much distance is covered in a certain amount of time. We will discuss two types of speed: Instantaneous speed: An object?s speed at any given instant. Average speed: An average of all instantaneous speeds. So that calculate average speed average speed = total distance/time s = d/t If you cover 75 m in 3 sec, how fast are you going? Answer: 25 m/s If you travel 20 m/s in consideration of 10 m, how long did it take you? Answer: .5 s Velocity Velocity is the same as speed, but it has a direction associated. Speed has no specific direction. Question Can something have a constant speed but a changing velocity? Yes. All it has so that do is turn. Remember: Velocity includes direction; speed does not. Negative velocity in addition to speed Is it possible in consideration of something so that have a negative velocity? Yes, it means it is going backward. Is it possible in consideration of something so that have a negative speed? No, there is no specific direction. Backward is arbitrary. You pick which way you want so that be positive in any given problem. Combining vectors in 1-D First, simply add them together. If you walk 5 miles north, 2 miles south in addition to 3 miles north, what distance have you walked? What is your displacement? Distance: 10 m Displacement: 6 m N If you are walking toward the back at 1 m/s on a bus that is moving 10 m/s You are moving 9 m/s (in consideration ofward) Note: You cannot combine speeds. Vectors Vectors are units alongside a direction associated alongside them. Distance: no direction Displacement: distance alongside a direction If you walk 5 m north in addition to 2 m south, what distance have you walked? What is your displacement? Distance 7 m; displacement 3 m N

To Write this Article, I had done research in Ajman University of Science & Technology AE.

The Enterprise Desktop alongside Microsoft Enrolment in consideration

Contents of Article

The Enterprise Desktop alongside Microsoft? Enrolment in consideration of Education solutions Be the school of tomorrow today

The Enterprise Desktop alongside Microsoft Enrolment in consideration www.phwiki.com

alongside Microsoft? Enrolment in consideration of Education solutions Be the school of tomorrow today By: Robert Stucki, Microsoft Education Acct Mgr. Dan Payne, HP SLMS Acct Mgr. Microsoft is supporting smarter, more effective learning through our new licensing program Microsoft is committed so that helping schools advance learning Our new licensing program, Enrolment in consideration of Education Solutions (EES) is simple, smart in addition to af in consideration of d able , making it easier so that provide 21st Century learning This presentation focuses on what you can achieve in your school alongside Enterprise Client Access Licenses (CAL) Suite in consideration of your school desktops in addition to laptops Microsoft Enrolment in consideration of Education Solutions (EES)Simple cost-effective licensing Designed in consideration of education institutions single, evergreen subscription agreement Af in consideration of d able in addition to easy so that manage Easy access so that the latest Microsoft software Easily add new products in consideration of specific students or staff, in consideration of example, Microsoft? Visio?, Microsoft Project or Microsoft Visual Studio? Be the school of tomorrow today Use Enrolment in consideration of Education Solutions (EES) so that deliver the five pillars of 21st century learning 1. Students in addition to staff have the latest engaging learning, tools from Microsoft2. Everyone is connected through email, unified communications audio in addition to video conferencing3. Learning extends beyond the classroom through Web portals4. IT is dependable, easy so that manage in addition to secure5. Perin consideration ofmance management in addition to reporting is integrated Proposed EES Licensing solution: EES makes licensing easy Simply count full time employees once a year. Your school computers in addition to labs are automatically covered in consideration of the products you license under FTE Count Provide Students the same Education Desktop offering in consideration of student assigned or Student Owned Devices. Manage in addition to track your licences, add products in addition to obtain product keys online. Electronic software distribution eliminates the need so that manage physical media. Be confident that your school is compliant. Education Desktop(Upon Graduation Desktop OS/Office is converted so that Current Perpetual License)The Enterprise DesktopPublisherOffice Web Apps One Note Communicator InfoPath Access Advanced Server Integration SharePoint Workspace Enterprise Search Scopes App Locker Multi-lingual User Interface (MUI)VDI OptimisationsDirect AccessBitLocker & BitLocker so that GoBranchCacheEnterprise FeaturesOEMSubsystem in consideration of UNIX-based AppsLync Server Standard CALOffice SharePoint Server Enterprise CALOffice Exchange Server Enterprise CALin consideration forefront Protection SuiteSystem Center Operations ManagerLync Server Enterprise CALAD Rights Management ServicesWindows Server CALOffice Exchange Server Std CALOffice SharePoint Server Std CALSystem Center Config Mgmt Server CALCore CAL Suitein consideration forefront Unified Access GatewaySystem Center Service ManagerSystem Center Data Protection Manager* Additional products may be included as part of the Enterprise DesktopPowerPointExcelWordOutlook 1. Students in addition to staff have the latest learning toolsInspire learning alongside Windows? 7, a stable, intuitive operating system, the latest browser, fast search in addition to a desktop they can personalise. alongside Microsoft? Office 2010 students in addition to staff can produce professional-looking documents, projects in addition to presentations ? in addition to collaborate on them in real time using co-authoring web application tools.Add The Learning Suite ? complimentary downloadable products so that explore in addition to express learning ? from maths, so that music, video in addition to astronomy.2. Everyone is connected alongside unified communications, audio in addition to video conferencing Introduce audio, video in addition to Web conferencing in addition to desktop sharing so that provide flexibility in where in addition to how classes are delivered. Ad hoc in addition to scheduled meeting capabilities enable staff in addition to students so that collaborate naturally online. Get started right away! Microsoft? Live@edu, our education Web service gives you complimentary email co-branded alongside your school badge, plus wikis, blogs in addition to secure online spaces where students in addition to staff can store in addition to share school work.Provide students in addition to staff alongside email, calendars, resource scheduling, contacts, voicemail in addition to unified communications on their PCs, laptops in addition to mobiles. Disseminate news in addition to assignments, notify everyone when schedules change or there is an emergency. Your solution EES makes licensing easy Your agreement includes automatic access so that Live@edu.School-owned PCs in addition to laptops are already licensed in consideration of CAL versions of Microsoft Exchange Server in addition to Microsoft Lync? Server ? all you have so that do is add the Server products so that get started alongside smarter communications in addition to collaboration. The ECAL suite is offered at a 60% discount over the individual componentsEducation Desktop + Communications & Collaboration 3. Web portals extend learning in addition to collaboration beyond the classroomCreate time-saving electronic in consideration ofms in consideration of emergency procedures, course applications, permissions in addition to more alongside Microsoft InfoPath? in consideration ofms Services. Then improve compliance in addition to save time by making them available online in consideration of teachers, students in addition to parents so that complete.alongside secure, online Web portals students can share knowledge in addition to ideas, upload photos, links in addition to notes, plus contribute via wikis in addition to blogs. They can collaborate on projects at school, home, or on the go, using mobiles, desktops in addition to laptops. Parents can connect alongside the school, see events in addition to their child?s progress.Teachers can access applications, class lists, timetables, communications in addition to resources. They can use workflows so that distribute tutorials, podcasts in addition to assignments, alongside content hosted on SharePoint? in addition to students submitting work securely online.Your solutions makes licensing easyIf you take up ECAL, your school PCs in addition to notebooks are already licensed in consideration of Microsoft? SharePoint? 2010 ? all you have so that do is add the server product.It costs far less than buying server products separately. Choose the deployment model that best suits your institution ?ÿin your own IT data centre, as a cloud-based solution or a combination.Education Desktop + Web Portals4. IT is dependable, easy so that manage in addition to secure (1) alongside Windows Server?, your IT team can manage, update in addition to track applications in addition to devices remotely across all your networked desktops, servers, laptops in addition to mobile devices. Plus define security criteria in consideration of computers connecting so that your network, blocking any that do not comply. Students in addition to staff can collaborate in addition to study where they choose alongside simple in addition to secure network access. Data on their removable drives in addition to laptops is protected.Improve server in addition to application perin consideration ofmance across multiple campuses in addition to simplify the complex task of distributing applications in addition to updates. Microsoft? System Center Configuration Manager provides centralized controls in addition to easy-so that-use tools. Your solutions makes licensing easy Your ECAL license already covers school desktops in addition to laptops. So just add these Server products so that establish a reliable, secure, manageable IT environment.EES lets you manage your ICT budget, alongside predictable software costs, price protection in addition to easy upgrades ?ÿin one annual payment. Satisfy compliance alongside a single annual count of school Full Time Employees. Education Desktop + security in addition to manageability4. IT is dependable, easy so that manage in addition to secure (2) Control remote access so that files, applications in addition to servers in your school from an easy so that use Web based management console. Establish a multi-layered in addition to highly manageable approach so that securing your PCs, laptops in addition to mobiles from viruses, spyware in addition to other malware. Plus provide robust security protection in consideration of all your Microsoft ? Server products Easily manage students in addition to staff identity in addition to remote access so that files, applications in addition to servers alongside policies in consideration of different student classes, year groups in addition to staff, in addition to automatically remove users at the end of the school year or when they graduate. Your solutions makes licensing easy Your ECAL suite license already covers school desktops in addition to laptops. So just add Microsoft in consideration forefront Security Suite so that establish a reliable, secure, manageable IT environment.EES lets you manage your ICT budget, alongside predictable software costs, price protection in addition to easy upgrades ?ÿin one annual payment. Satisfy compliance alongside a single annual count of school Full Time Employees. Education Desktop + client in addition to server security Core in addition to Enterprise Client AccessLicensess Different levels of functionalityHow do we Count FTE?s in an EES School AgreementHow do we Count Student’s in an EES School Agreement How does Student Option work? By including the Student Option in your EES, you can license selected products in addition to services in consideration of use on your students? personally-owned devices or on organization-owned devices that are individually assigned so that a student?s exclusive use (in consideration of example, a laptop checked out so that a student in consideration of the school year). Can I license just a department of students in consideration of the Student Option? Yes, if the department is the ?organization? entering into the EES. You must license 100 percent of the students enrolled in the department so that qualify in consideration of Server Option. Do I have so that license the same products in consideration of my students, staff, in addition to faculty? No. The licensed products you select in consideration of students do not have so that match your faculty in addition to staff selections. What does Student Option Provide in EES AgreementWhen students graduate, can they keep the licensed product on their own devices? .Upon graduation, graduate students licensed under the Student Option may be granted perpetual use rights in consideration of the current version of the licensed products as of graduation. ?Graduate? means a student has completed (i) a grade or a level in a school or an educational institution that qualifies the student in consideration of enrollment into college or university or (ii) a diploma or degree from college or university. So that transfer perpetual use rights, you must provide each Graduate alongside a license agreement in addition to must secure from the Graduate his or her acceptance of the terms of the license agreement. Upon acceptance of the license agreement, the Graduate?s right so that run the Products identified in the license confirmation becomes perpetual. These rights do not apply so that access licenses, including CALs, or so that Online ServicesEES Desk top Pro ECAL Suite FTE in addition to Student Option Pricing (Year 1 is 14 month Term, so that move anniversary so that March of 2012)Enterprise Cal SKU # 76A-00025 DOES NOT Include Office Pro or Win 7 EnterpriseEES Desk top Pro ECAL Suite FTE in addition to Student Option Pricing (Year 2 & 3 will be a 12 month term alongside pricing as shown)Enterprise Cal SKU# 76A-00025 DOES NOT Include Office Pro or Win 7 Enterprise Example in consideration of EES Pricing:ABC School has 200 Employees alongside 400 students. The School owns over 650 Devices. ABC will provide a 1:1 PC plan in consideration of Grades 9-12 which is approximately 200 studentsHow do we Licenses in addition to Price the EES Program:FTE in addition to Students how do we count: 1) 200 employees total FTE = 150 + 12 + 8 = 170 2) 200 1:1 PC device students100 are Full time Faculty + 25 Part time Faculty50 are Full time staff + 25 are Part Time Staff200 Students alongside 1:1 PCHow what is the annual cost:1) Full Time Equivalent. = (170 X $98.87) = $16,807.902) Students 1:1 Device = (200 x $52.32) = $10,464.00Total Annual Cost = $27,271.90Example from Previous slide EES DPRO ECAL Suite V Current Device DPRO Core Cal SuiteA) ESS DPRO ECAL Suite annual cost YR 1 – 14 MTHS1) Full Time Equivalent. = (170 X $98.87) = $16,807.902) Students 1:1 Device = (200 x $52.32) = $10,464.00Total Annual Cost = $27,271.90B) School Device DPRO Core Cal Suite annual cost YR 1 ? 12 MTHS# PC Devices = 650 (650 X $58.00) = $37,700.00c) Comparison of Models:CURRENT: School DEVICE Total Annual Cost = $37,700.00NEW: ESS School Total Annual Cost = $27,271.90Total Annual Savings = $10,428.103 Year Total Savings = $31,284.30Example in consideration of EES Pricing alongside all FTE in addition to ALL Students:ABC School has 200 Employees alongside 400 students. The School owns over 650 Devices. ABC will provide a 1:1 PC plan in consideration of ALL Students which is approximately 400 studentsHow do we Licenses in addition to Price the EES Program:FTE in addition to Students how do we count: 1) 200 employees total FTE = 150 + 12 + 8 = 170 2) 400 1:1 PC device students100 are Full time Faculty + 25 Part time Faculty50 are Full time staff + 25 are Part Time Staff400 Students alongside 1:1 PCHow what is the annual cost: YR 1 – 14 MTHS1) Full Time Equivalent. = (170 X $77.87) = $16,807.902) Students 1:1 Device = (400 x $52.32) = $20,928.00Total Annual Cost = $37,735.90 Example from Previous slide 100% FTE & Students EES DPRO ECAL Suite V Current Device DPRO Core Cal SuiteA) ESS DPRO ECAL Suite annual cost YR 1 – 14 MTHS1) Full Time Equivalent. = (170 X $98.87) = $16,807.902) Students 1:1 Device = (400 x $52.32) = $10,464.00Total Annual Cost = $37,735.90B) School Device DPRO Core Cal Suite annual cost YR 1 ? 12 MTHS# PC Devices = 650 (650 X $58.00) = $37,700.00c) Comparison of Models:CURRENT: School DEVICE Total Annual Cost = $37,700.00NEW: ESS School Total Annual Cost = $37,735.90Total Annual Savings = – $35.903 Year Total Savings = – $107.70Proposed EES Licensing solution: EES DPRO ECAL Suite alongside Server option makes licensing easy in addition to provides:Simply count full time employees once a year.Your school computers in addition to labs are automatically covered in consideration of the products you license under FTE CountProvide Students the same Education Desktop offering in consideration of student assigned or Student Owned Devices. Manage in addition to track your licences, add products in addition to obtain product keys online.Electronic software distribution eliminates the need so that manage physical media.Be confident that your school is compliant.Education Desktop(Upon Graduation Desktop OS/Office is converted so that Current Perpetual License)Server OptionProposed EES Licensing solution: EES DPRO ECAL Suite alongside Server option makes licensing easy in addition to provides:Simply count full time employees once a year.Your school computers in addition to labs are automatically covered in consideration of the products you license under FTE CountProvide Students the same Education Desktop offering in consideration of student assigned or Student Owned Devices. Manage in addition to track your licences, add products in addition to obtain product keys online.Electronic software distribution eliminates the need so that manage physical media.Be confident that your school is compliant.ECAL Server Option(Upon Graduation Desktop OS/Office is converted so that Current Perpetual License)Server OptionWindows Server? ? All Editions SharePoint? Server ? All Editions Exchange Server ? All Editions SC Configuration Manager ServerAll External ConnectorsMOSSFISSC Configuration ManagerServer ML Std & EnterpriseMicrosoft Office Communications Server ? All EditionsAll System Center Servers ? All EditionsMicrosoft in consideration forefront? Server Security Management ConsoleOCS External ConnectorServer Management Suite Datacenter (SMSD)in consideration forefront Server SecurityManagement ConsoleInternet Security & Acceleration ServerWhale IAG (software only) ESS DPRO Enterprise ? V- School DPRO Core Client Access Licences Different levels of functionality?2010 Microsoft Corporation. All rights reserved. Microsoft, Visio, Visual Studio, Windows, Excel, PowerPoint, Outlook, OneNote, Publisher, Access, InfoPath, SharePoint, Windows Live, Windows Server, MultiPoint, Mouse Mischief, RoundTable, Perin consideration ofmancePoint, in consideration forefront, SQL Server in addition to Lync are trademarks of the Microsoft group of companies. The inin consideration ofmation herein is in consideration of inin consideration ofmational purposes only in addition to represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond so that changing market conditions, it should not be interpreted so that be a commitment on the part of Microsoft, in addition to Microsoft cannot guarantee the accuracy of any inin consideration ofmation provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS SO THAT THE INin consideration ofMATION IN THIS PRESENTATION. 14426ECAL-1110/MS

To Write this Article, I had done research in Abu Dhabi University AE.

Forces in 2D Projectile motion Characteristics for Circular Motion

Contents of Article

Forces in 2D Projectile motion 7.3 Motion Characteristics in consideration of Circular Motion Now consider the following two problems pertaining so that this physical scenario of the car making a turn on a horizontal surface The two problems will be solved using the same general principles. Yet because the given in addition to requested information is different in each, the solution method will be slightly different. Now we are going so that investigate how so that use this alongside

Forces in 2D Projectile motion Characteristics for Circular Motion www.phwiki.com

YourJediMaster Dr. Zalesinsky 7: Forces in addition to Motion in 2DParts of the Forces in 2D 7.1 4.11 Equilibrium Application of Newton?s Laws of Motion Definition of Equilibrium An object is in equilibrium when it has zero acceleration.4.11 Equilibrium Application of Newton?s Laws of Motion Reasoning Strategy Select an object(s) so that which the equations of equilibrium are so that be applied. Draw a free-body diagram in consideration of each object chosen above. Include only forces acting on the object, not forces the object exerts on its environment. Choose a set of x, y axes in consideration of each object in addition to resolve all forces in the free-body diagram into components that point along these axes. Apply the equations in addition to solve in consideration of the unknown quantities.4.11 Equilibrium Application of Newton?s Laws of Motion 4.11 Equilibrium Application of Newton?s Laws of Motion4.11 Equilibrium Application of Newton?s Laws of Motion4.11 Equilibrium Application of Newton?s Laws of Motion The first equation gives Substitution into the second gives 4.11 Equilibrium Application of Newton?s Laws of Motion4.12 No equilibrium Application of Newton?s Laws of Motion When an object is accelerating, it is not in equilibrium.4.12 No equilibrium Application of Newton?s Laws of Motion The acceleration is along the x axis so 4.12 No equilibrium Application of Newton?s Laws of Motion4.12 No equilibrium Application of Newton?s Laws of Motion4.12 No equilibrium Application of Newton?s Laws of Motion 4.11.1. Consider the following: (I) the book is at rest, (ii) the book is moving at a constant velocity, (iii) the book is moving alongside a constant acceleration. Under which of these conditions is the book in equilibrium? A) (I) only) (ii) only) (iii) only) (I) in addition to (ii) only) (ii) in addition to (iii) only4.11.1. Consider the following: (I) the book is at rest, (ii) the book is moving at a constant velocity, (iii) the book is moving alongside a constant acceleration. Under which of these conditions is the book in equilibrium? A) (I) only) (ii) only) (iii) only) (I) in addition to (ii) only) (ii) in addition to (iii) only4.11.2. A block of mass M is hung by ropes as shown. The system is in equilibrium. The point O represents the knot, the junction of the three ropes. Which of the following statements is true concerning the magnitudes of the three forces in equilibrium? a) F1 + F2 = F3 b) F1 = F2 = 0.5?F3 c) F1 = F2 = F3 d) F1 > F3 e) F2 < F3 4.11.2. A block of mass M is hung by ropes as shown. The system is in equilibrium. The point O represents the knot, the junction of the three ropes. Which of the following statements is true concerning the magnitudes of the three forces in equilibrium? a) F1 + F2 = F3 b) F1 = F2 = 0.5?F3 c) F1 = F2 = F3 d) F1 > F3 e) F2 < F34.11.3. A team of dogs pulls a sled of mass 2m alongside a force . A second sled of mass m is attached by a rope in addition to pulled behind the first sled. The tension in the rope is . Assuming frictional forces are too small so that consider, determine the ratio of the magnitudes of the forces in addition to , that is, P/Tea) 3b) 2c) 1d) 0.5e) 0.334.11.3. A team of dogs pulls a sled of mass 2m alongside a force . A second sled of mass m is attached by a rope in addition to pulled behind the first sled. The tension in the rope is . Assuming frictional forces are too small so that consider, determine the ratio of the magnitudes of the forces in addition to , that is, P/Tea) 3b) 2c) 1d) 0.5e) 0.33 Motion along an Inclined Plane See pp. 152 ? 154 in text Projectile motion7.23.3 Projectile Motion Under the influence of gravity alone, an object near the surface of the Earth will accelerate downwards at 9.80m/s2. 3.3 Projectile Motion Example 3 A Falling Care Package The airplane is moving horizontally alongside a constant velocity of +115 m/s at an altitude of 1050m. Determine the time required for the care package so that hit the ground.3.3 Projectile Motion3.3 Projectile Motion 3.3 Projectile Motion Example 4 The Velocity of the Care Package What are the magnitude in addition to direction of the final velocity of the care package?3.3 Projectile Motion3.3 Projectile Motion 3.3 Projectile Motion Conceptual Example 5 I Shot a Bullet into the Air Suppose you are driving a convertible alongside the top down. The car is moving so that the right at constant velocity. You pointe rifle straight up into the air in addition to fire it. In the absence of air resistance, where would the bullet land ? behind you, ahead of you, or in the barrel of the rifle?3.3 Projectile Motion Example 6 The Height of a Kick-offs placekicker kicks a football at in addition to angle of 40.0 degrees and the initial speed of the ball is 22 m/s. Ignoring air resistance, determine the maximum height that the ball attains.3.3 Projectile Motion 3.3 Projectile Motion3.3 Projectile Motion3.3 Projectile Motion Example 7 The Time of Flight of a Kick off What is the time of flight between kick-off in addition to landing? 3.3 Projectile Motion3.3 Projectile Motion3.3 Projectile Motion Example 8 The Range of a Kick off Calculate the range R of the projectile. 3.3 Projectile Motion Conceptual Example 10 Two Ways so that Throw a Stone From the top of a cliff, a person throws two stones. The stones have identical initial speeds, but stone 1 is thrown downward at some angle above the horizontal in addition to stone 2 is thrown at the same angle below the horizontal. Neglecting air resistance, which stone, if either, strikes the water alongside greater velocity?3.3.1. A football is kicked at an angle 25ø alongside respect so that the horizontal. Which one of the following statements best describes the acceleration of the football during this event if air resistance is neglected? A) The acceleration is zero m/s2 at all times') The acceleration is zero m/s2 when the football has reached the highest point in its trajectory's) The acceleration is positive as the football rises, in addition to it is negative as the football falls') The acceleration starts at 9.8 m/s2 in addition to drops so that some constant lower value as the ball approaches the grounded) The acceleration is 9.8 m/s2 at all times.3.3.1. A football is kicked at an angle 25ø alongside respect so that the horizontal. Which one of the following statements best describes the acceleration of the football during this event if air resistance is neglected? A) The acceleration is zero m/s2 at all times') The acceleration is zero m/s2 when the football has reached the highest point in its trajectory's) The acceleration is positive as the football rises, in addition to it is negative as the football falls') The acceleration starts at 9.8 m/s2 in addition to drops so that some constant lower value as the ball approaches the grounded) The acceleration is 9.8 m/s2 at all times. 3.3.2. A baseball is hit upward in addition to travels along a parabolic arc before it strikes the ground. Which one of the following statements is necessarily true? A) The velocity of the ball is a maximum when the ball is at the highest point in the arc's) The x-component of the velocity of the ball is the same throughout the ball's flight's) The acceleration of the ball decreases as the ball moves upward) The velocity of the ball is zero m/s when the ball is at the highest point in the acre) The acceleration of the ball is zero m/s2 when the ball is at the highest point in the arc.3.3.2. A baseball is hit upward in addition to travels along a parabolic arc before it strikes the ground. Which one of the following statements is necessarily true? A) The velocity of the ball is a maximum when the ball is at the highest point in the arc's) The x-component of the velocity of the ball is the same throughout the ball's flight's) The acceleration of the ball decreases as the ball moves upward) The velocity of the ball is zero m/s when the ball is at the highest point in the acre) The acceleration of the ball is zero m/s2 when the ball is at the highest point in the arc.3.3.3. Two cannons are mounted on a high cliff. Cannon A fires balls alongside twice the initial velocity of cannon B. Both cannons are aimed horizontally in addition to fired. How does the horizontal range of cannon A compare so that that of cannon Boa) The range in consideration of both balls will be the same) The range of the cannon ball B is about 0.7 that of cannon ball Arc) The range of the cannon ball B is about 1.4 times that of cannon ball Ad) The range of the cannon ball B is about 2 times that of cannon ball Age) The range of the cannon ball B is about 0.5 that of cannon ball A. 3.3.3. Two cannons are mounted on a high cliff. Cannon A fires balls alongside twice the initial velocity of cannon B. Both cannons are aimed horizontally in addition to fired. How does the horizontal range of cannon A compare so that that of cannon Boa) The range in consideration of both balls will be the same) The range of the cannon ball B is about 0.7 that of cannon ball Arc) The range of the cannon ball B is about 1.4 times that of cannon ball Ad) The range of the cannon ball B is about 2 times that of cannon ball Age) The range of the cannon ball B is about 0.5 that of cannon ball A.3.3.4. Which one of the following statements concerning the range of a football is true if the football is kicked at an angle q alongside an initial speed v0?a) The range is independent of initial speed v0.b) The range is only dependent on the initial speed v0.c) The range is independent of the angled) The range is only dependent on the angleq.e) The range is dependent on both the initial speed v0 in addition to the angleq.3.3.4. Which one of the following statements concerning the range of a football is true if the football is kicked at an angle q alongside an initial speed v0?a) The range is independent of initial speed v0.b) The range is only dependent on the initial speed v0.c) The range is independent of the angled) The range is only dependent on the angleq.e) The range is dependent on both the initial speed v0 in addition to the angleq. 3.3.5. A bullet is aimed at a target on the wall a distance L away from the firing position. Because of gravity, the bullet strikes the wall a distance ?y below the mark as suggested in the figure. Note: The drawing is not so that scale. If the distance L was half as large, in addition to the bullet had the same initial velocity, how would ?y be affected? A) ?y will double.b) ?y will be half as large.c) ?y will be one fourth as large.d) ?y will be four times larger.e) It is not possible so that determine unless numerical values are given in consideration of the distances.3.3.1. A bicyclist is riding at a constant speed along a horizontal, straight-line path. The rider throws a ball straight up so that a height a few meters above her head. Ignoring air resistance, where will the ball land? a) in front of the rider b) behind the rider c) in the same hand that threw the ball d) in the opposite hand so that the one that threw it e) This cannot be determined without knowing the speed of the rider in addition to the maximum height of the ball.3.3.1. A bicyclist is riding at a constant speed along a horizontal, straight-line path. The rider throws a ball straight up so that a height a few meters above her head. Ignoring air resistance, where will the ball land? a) in front of the rider b) behind the rider c) in the same hand that threw the ball d) in the opposite hand so that the one that threw it e) This cannot be determined without knowing the speed of the rider in addition to the maximum height of the ball. 3.3.2. Football A is kicked at a speed v at an angle of q alongside respect so that the horizontal direction. If football B is kicked at the same angle, but alongside a speed 2v, what is the ratio of the range of B so that the range of A? a) 1b) 2c) 3d) 4e) 93.3.2. Football A is kicked at a speed v at an angle of q alongside respect so that the horizontal direction. If football B is kicked at the same angle, but alongside a speed 2v, what is the ratio of the range of B so that the range of A?a) 1b) 2c) 3d) 4e) 93.3.3. Balls A, B, in addition to C are identical. From the top of a tall building, ball A is launched alongside a velocity of 20 m/s at an angle of 45ø above the horizontal direction, ball B is launched alongside a velocity of 20 m/s in the horizontal direction, in addition to ball C is launched alongside a velocity of 20 m/s at an angle of 45ø below the horizontal direction. Which of the following choices correctly relates the magnitudes of the velocities of the balls just before they hit the ground below? Ignore any effects of air resistance.a) vA = vC > vBb) vA = vC = vBc) vA > vC > vBd) vA < vC < vBe) vA > vC < vB 3.3.3. Balls A, B, in addition to C are identical. From the top of a tall building, ball A is launched alongside a velocity of 20 m/s at an angle of 45ø above the horizontal direction, ball B is launched alongside a velocity of 20 m/s in the horizontal direction, in addition to ball C is launched alongside a velocity of 20 m/s at an angle of 45ø below the horizontal direction. Which of the following choices correctly relates the magnitudes of the velocities of the balls just before they hit the ground below? Ignore any effects of air resistance.a) vA = vC > vBb) vA = vC = vBc) vA > vC > vBd) vA < vC < vBe) vA > vC < vB3.3.4. A basketball is launched alongside an initial speed of 8.5 m/s in addition to follows the trajectory shown. The ball enters the basket 0.92 s after it is launched. What are the distances x in addition to y? Note: The drawing is not so that scale.a) x = 6.0 m, y = 0.88 mb) x = 5.4 m, y = 0.73 mc) x = 5.7 m, y = 0.91 md) x = 7.6 m, y = 1.1 me) x = 6.3 m, y = 0.96 m3.3.4. A basketball is launched alongside an initial speed of 8.5 m/s in addition to follows the trajectory shown. The ball enters the basket 0.92 s after it is launched. What are the distances x in addition to y? Note: The drawing is not so that scale.a) x = 6.0 m, y = 0.88 mb) x = 5.4 m, y = 0.73 mc) x = 5.7 m, y = 0.91 md) x = 7.6 m, y = 1.1 me) x = 6.3 m, y = 0.96 m 3.3.5. A physics student standing on the edge of a cliff throws a stone vertically downward alongside an initial speed of 10.0 m/s. The instant before the stone hits the ground below, it is traveling at a speed of 30.0 m/s. If the physics student were so that throw the rock horizontally outward from the cliff instead, alongside the same initial speed of 10.0 m/s, what is the magnitude of the velocity of the stone just before it hits the ground? Ignore any effects of air resistance.a) 10.0 m/sb) 20.0 m/sc) 30.0 m/sd) 40.0 m/se) The height of the cliff must be specified so that answer this question.3.3.5. A physics student standing on the edge of a cliff throws a stone vertically downward alongside an initial speed of 10.0 m/s. The instant before the stone hits the ground below, it is traveling at a speed of 30.0 m/s. If the physics student were so that throw the rock horizontally outward from the cliff instead, alongside the same initial speed of 10.0 m/s, what is the magnitude of the velocity of the stone just before it hits the ground? Ignore any effects of air resistance.a) 10.0 m/sb) 20.0 m/sc) 30.0 m/sd) 40.0 m/se) The height of the cliff must be specified so that answer this question.3.3.5. At time t = 0 s, Ball A is thrown vertically upward alongside an initial speed v0A. Ball B is thrown vertically upward shortly after Ball A at time t. Ball B passes Ball A just as Ball A is reaching the top of its trajectory. What is the initial speed v0B of Ball B in terms of the given parameters? The acceleration due so that gravity is g.a) v0B = v0A - (1/2)gt2 b) v0B = v0A - (1/2)gt c)d)e) v0B = 2v0A - gt 3.3.5. At time t = 0 s, Ball A is thrown vertically upward alongside an initial speed v0A. Ball B is thrown vertically upward shortly after Ball A at time t. Ball B passes Ball A just as Ball A is reaching the top of its trajectory. What is the initial speed v0B of Ball B in terms of the given parameters? The acceleration due so that gravity is g.a) v0B = v0A - (1/2)gt2 b) v0B = v0A - (1/2)gt c)d)e) v0B = 2v0A - gt 3.3.6. A toy rocket is launched at an angle of 45ø alongside a speed v0. If there is no air resistance, at what point during the time that it is in the air does the speed of the rocket equal 0.5v0?a) when the rocket is at one half of its maximum height as it is going upwardb) when the rocket is at one half of its maximum height as it is going downwardc) when the rocket is at its maximum heightd) when the rocket is at one fourth of its maximum height as it is going downwarde) at no time during the flight3.3.6. A toy rocket is launched at an angle of 45ø alongside a speed v0. If there is no air resistance, at what point during the time that it is in the air does the speed of the rocket equal 0.5v0?a) when the rocket is at one half of its maximum height as it is going upwardb) when the rocket is at one half of its maximum height as it is going downwardc) when the rocket is at its maximum heightd) when the rocket is at one fourth of its maximum height as it is going downwarde) at no time during the flight 3.3.7. During a high school track meet, an athlete performing the long jump runs in addition to leaps at an angle of 25ø in addition to lands in a sand pit 8.5 m from his launch point. If the launch point in addition to landing points are at the same height, y = 0 m, alongside what speed does the athlete land?a) 6 m/sb) 8 m/sc) 10 m/sd) 2 m/se) 4 m/s3.3.7. During a high school track meet, an athlete performing the long jump runs in addition to leaps at an angle of 25ø in addition to lands in a sand pit 8.5 m from his launch point. If the launch point in addition to landing points are at the same height, y = 0 m, alongside what speed does the athlete land?a) 6 m/sb) 8 m/sc) 10 m/sd) 2 m/se) 4 m/s3.3.8. An airplane is flying horizontally at a constant velocity when a package is dropped from its cargo bay. Assuming no air resistance, which one of the following statements is correct?a) The package follows a curved path that lags behind the airplane.b) The package follows a straight line path that lags behind the airplane.c) The package follows a straight line path, but it is always vertically below the airplane.d) The package follows a curved path, but it is always vertically below the airplane.e) The package follows a curved path, but its horizontal position varies depending on the velocity of the airplane. 3.3.8. An airplane is flying horizontally at a constant velocity when a package is dropped from its cargo bay. Assuming no air resistance, which one of the following statements is correct?a) The package follows a curved path that lags behind the airplane.b) The package follows a straight line path that lags behind the airplane.c) The package follows a straight line path, but it is always vertically below the airplane.d) The package follows a curved path, but it is always vertically below the airplane.e) The package follows a curved path, but its horizontal position varies depending on the velocity of the airplane.3.3.9. In making a movie, a stuntman has so that jump from one roof onto another roof, located 2.0 m below. The buildings are separated by a distance of 2.5 m. What is the minimum horizontal speed that the stuntman must have when jumping from the first roof so that have a successful jump?a) 3.9 m/sb) 2.5 m/sc) 4.3 m/sd) 4.5 m/se) 3.1 m/s3.3.9. In making a movie, a stuntman has so that jump from one roof onto another roof, located 2.0 m below. The buildings are separated by a distance of 2.5 m. What is the minimum horizontal speed that the stuntman must have when jumping from the first roof so that have a successful jump?a) 3.9 m/sb) 2.5 m/sc) 4.3 m/sd) 4.5 m/se) 3.1 m/s 3.3.10. When a projectile is launched at an angle q from a height h1 in addition to the projectile lands at the same height, the maximum range, in the absence of air resistance, occurs when q = 45ø. The same projectile is then launched at an angle q from a height h1, but it lands at a height h2 that is higher than h1, but less than the maximum height reached by the projectile when q = 45ø. In this case, in the absence of air resistance, does the maximum range still occur in consideration of q = 45ø? All angles are measured alongside respect so that the horizontal direction.a) Yes, q = 45ø will always have longest range regardless of the height h2.b) No, depending on the height h2, the longest range may be reached in consideration of angles less than 45ø.c) No, depending on the height h2, the longest range may be reached in consideration of angles greater than 45ø.3.3.10. When a projectile is launched at an angle q from a height h1 in addition to the projectile lands at the same height, the maximum range, in the absence of air resistance, occurs when q = 45ø. The same projectile is then launched at an angle q from a height h1, but it lands at a height h2 that is higher than h1, but less than the maximum height reached by the projectile when q = 45ø. In this case, in the absence of air resistance, does the maximum range still occur in consideration of q = 45ø? All angles are measured alongside respect so that the horizontal direction.a) Yes, q = 45ø will always have longest range regardless of the height h2.b) No, depending on the height h2, the longest range may be reached in consideration of angles less than 45ø.c) No, depending on the height h2, the longest range may be reached in consideration of angles greater than 45ø.3.3.11. Packages A in addition to B are dropped from the same height simultaneously. Package A is dropped from an airplane that is flying due east at constant speed. Package B is dropped from rest from a helicopter hovering in a stationary position above the ground. Ignoring air friction effects, which of the following statements is true?a) A in addition to B reach the ground at the same time, but B has a greater velocity in the vertical direction.b) A in addition to B reach the ground at the same time; in addition to they have the same velocity in the vertical direction.c) A in addition to B reach the ground at different times because B has a greater velocity in both the horizontal in addition to vertical directions.d) A in addition to B reach the ground at different times; in addition to they have the same velocity in the vertical direction.e) A reaches the ground first because it falls straight down, while B has so that travel much further than A. 3.3.11. Packages A in addition to B are dropped from the same height simultaneously. Package A is dropped from an airplane that is flying due east at constant speed. Package B is dropped from rest from a helicopter hovering in a stationary position above the ground. Ignoring air friction effects, which of the following statements is true?a) A in addition to B reach the ground at the same time, but B has a greater velocity in the vertical direction.b) A in addition to B reach the ground at the same time; in addition to they have the same velocity in the vertical direction.c) A in addition to B reach the ground at different times because B has a greater velocity in both the horizontal in addition to vertical directions.d) A in addition to B reach the ground at different times; in addition to they have the same velocity in the vertical direction.e) A reaches the ground first because it falls straight down, while B has so that travel much further than A.3.3.5. A bullet is aimed at a target on the wall a distance L away from the firing position. Because of gravity, the bullet strikes the wall a distance ?y below the mark as suggested in the figure. Note: The drawing is not so that scale. If the distance L was half as large, in addition to the bullet had the same initial velocity, how would ?y be affected?a) ?y will double.b) ?y will be half as large.c) ?y will be one fourth as large.d) ?y will be four times larger.e) It is not possible so that determine unless numerical values are given in consideration of the distances.7.3 : Motion Characteristics in consideration of Circular Motion Speed in addition to Velocity Any moving object can be described using the kinematic concepts discussed in Unit 1. The motion of a moving object can be explained using either Newton's Laws (Unit 2) in addition to vector principles (Unit 3) or by means of the Work-Energy Theorem (Ei + Wext = Ef ) . The same concepts in addition to principles used so that describe in addition to explain the motion of an object can be used so that describe in addition to explain the parabolic motion of a projectile In this unit, we will see that these same concepts in addition to principles can also be used so that describe in addition to explain the motion of objects which either move in circles or can be approximated so that be moving in circles. Kinematic concepts in addition to motion principles will be applied so that the motion of objects in circles in addition to then extended so that analyze the motion of such objects as roller coaster cars, a football player making a circular turn, in addition to a planet orbiting the sun. We will see that the beauty in addition to power of physics lies in the fact that a few simple concepts in addition to principles can be used so that explain the mechanics of the entire universe. Lesson 1 of this study will begin alongside the development of kinematic in addition to dynamic ideas can be used so that describe in addition to explain the motion of objects in circles. Suppose that you were driving a car alongside the steering wheel turned in such a manner that your car followed the path of a perfect circle alongside a constant radius. In addition to suppose that as you drove, your speedometer maintained a constant reading of 10 mi/hr. In such a situation as this, the motion of your car would be described so that be experiencing uniform circular motion. Uniform circular motion is the motion of an object in a circle alongside a constant or uniform speed. Uniform circular motion - circular motion at a constant speed - is one of many forms of circular motion. An object moving in uniform circular motion would cover the same linear distance in each second of time. When moving in a circle, an object traverses a distance around the perimeter of the circle. So if your car were so that move in a circle alongside a constant speed of 5 m/s, then the car would travel 5 meters along the perimeter of the circle in each second of time. The distance of one complete cycle around the perimeter of a circle is known as the circumference. At a uniform speed of 5 m/s, if the circle had a circumference of 5 meters, then it would take the car 1 second so that make a complete cycle around the circle. At this uniform speed of 5 m/s, each cycle around the 5-m circumference circle would require 1 second. At 5 m/s, a circle alongside a circumference of 20 meters could be made in 4 seconds; in addition to at this uniform speed, every cycle around the 20-m circumference of the circle would take the same time period of 4 seconds. This relationship between the circumference of a circle, the time so that complete one cycle around the circle, in addition to the speed of the object is merely an extension of the average speed equation stated in Unit 1. Calculating Circular Speed The circumference of any circle can be computed using from the radius according so that the equation Circumference = 2*pi*Radius Combining these two equations above will lead so that a new equation relating the speed of an object moving in uniform circular motion so that the radius of the circle in addition to the time so that make one cycle around the circle (period).where R represents the radius of the circle in addition to T represents the period. This equation, like all equations, can be used as a algebraic recipe in consideration of problem solving. Yet it also can be used so that guide our thinking about the variables in the equation relate so that each other. In consideration of instance, the equation suggests that in consideration of objects moving around circles of different radius in the same period, the object traversing the circle of larger radius must be traveling alongside the greatest speed. In fact, the average speed in addition to the radius of the circle are directly proportional. A twofold increase in radius corresponds so that a twofold increase in speed; a threefold increase in radius corresponds so that a three--fold increase in speed; in addition to so on. Objects moving in uniform circular motion will have a constant speed. But does this mean that they will have a constant velocity? Recall from Unit 1 that speed in addition to velocity refer so that two distinctly different quantities. Speed is a scalar quantity in addition to velocity is a vector quantity. Velocity, being a vector, has both a magnitude in addition to a direction. The magnitude of the velocity vector is merely the instantaneous speed of the object; the direction of the velocity vector is directed in the same direction which the object moves. Since an object is moving in a circle, its direction is continuously changing. At one moment, the object is moving northward such that the velocity vector is directed northward. One quarter of a cycle later, the object would be moving eastward such that the velocity vector is directed eastward. As the object rounds the circle, the direction of the velocity vector is different than it was the instant before. So while the magnitude of the velocity vector may be constant, the direction of the velocity vector is changing. The best word that can be used so that describe the direction of the velocity vector is the word tangential. The direction of the velocity vector at any instant is in the direction of a tangent line drawn so that the circle at the object's location. (A tangent line is a line which touches the circle at one point but does not intersect it.) The diagram at the right shows the direction of the velocity vector at four different point in consideration of an object moving in a clockwise direction around a circle. While the actual direction of the object (in addition to thus, of the velocity vector) is changing, it's direction is always tangent so that the circle. So that summarize, an object moving in uniform circular motion is moving around the perimeter of the circle alongside a constant speed. While the speed of the object is constant, its velocity is changing. Velocity, being a vector, has a constant magnitude but a changing direction. The direction is always directed tangent so that the circle in addition to as the object turns the circle, the tangent line is always pointing in a new direction. As we proceed through this unit, we will see that these same principles will have a similar extension so that noncircular motion. Example Check your understanding Example 1A spiraled tube lies fixed in its horizontal position (i.e., it has been placed upon its side upon a table). When a marble is rolled through it curves around the tube, draw the path of the marble after it exits the tube. Answer 1 The ball will move along a path which is tangent so that the circle at the point where it exits the tube. At that point, the ball will no longer curve or spiral, but rather travel in a straight line in the tangential direction. Lesson 1: Motion Characteristics in consideration of Circular Motion Acceleration As mentioned earlier in Lesson 1, an object moving in uniform circular motion is moving in a circle alongside a uniform or constant speed. The velocity vector is constant in magnitude but changing in direction. Because the speed is constant in consideration of such a motion, many students have the misconception that there is no acceleration. "After all," they might say, "if I were driving a car in a circle at a constant speed of 20 mi/hr, then the speed is not decreasing or increasing; therefore there must not be an acceleration." At the heat of this common student misconception is the wrong belief that acceleration has so that do alongside speed in addition to not alongside velocity. But the fact is that an accelerating object is an object which is changing its velocity. In addition to since velocity is a vector which has both magnitude in addition to direction, a change in either the magnitude or the direction constitutes a change in the velocity. In consideration of this reason, it can be boldly declared that an object moving in a circle at constant speed is indeed accelerating. It is accelerating because its velocity is changing its directions. So that understand this at a deeper level, we wi To Write this Article, I had done research in University of Andorra AD.