Andrew MacGillivray January 31‚ 2013 Golf Fundamentals Anthony Back Spin and Bounce Backspin: Is the backward rotation of the ball on its horizontal axis. Back Spin is influenced and is determined by the loft/degree of the club face‚ the angle of your approach‚ and the speed or velocity of the club head. To create back spin on you must strike the ball below the horizontal axis. The trajectory of the shot involves an upward force that lifts the ball. A well struck shot will result in a large
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Science 10. P 393 Investigation 13A Time (sec) Displacement (cm down) Velocity ( down) 0 0 0 0.1 0.6 = Df – Di = 0.6 – 0 = 0.6 = 0.2 1 = Df – Di = 1 – 0.6 = 0.4 = 0.3 3.3 = Df – Di = 3.3 – 1 = 2.3 = 0.4 5.9 = Df – Di = 5.9 – 3.3 = 2.6 = 0.5 7.4 = Df – Di = 7.4 – 5.9 = 1.5 = 0.6 8.7 = Df – Di = 8.7 – 7.4 = 1.3 = 0.7 10.1 = Df – Di = 10.1 – 8.7 = 1.4 = 0.8 11.4 = Df – Di = 11.4 – 10.1 = 1.3 = 0.9 12.9 = Df – Di = 12.9 – 11.4 = 1.5 = 1.0 11.8 = Df – Di = 11.8 – 12.9 = -1.1 = 1
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Linear Functions There are three different ways to write linear functions. They are slope-intercept‚ point-slope‚ and standard form. There are certain situations where it is better to use one way than another to solve a problem. It is important to understand and comprehend the mechanics of these three forms so that you know what form to use when solving a problem. The first form‚ point-slope‚ is written as y-y1=m(x-x1). M is the slope and x1 and y1 correspond to a point on the line. It’s good to
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Objectives: To learn about motion through studying and matching graphs of position vs. time and velocity vs. time; to develop an understanding of the concepts of kinematics. Predict‚ sketch‚ and test motion graphs to better understand motion. Equipment: Computer Vernier computer interface Logger Pro Vernier Motion Detector Meter stick Masking tape Preliminary Questions: 1a. The pink line shows the position of an object at rest with respect to
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Hyperbolas A hyperbola is the set of all points in a plane whose distances from two fixed points in the plane have a constant difference. The fixed points are the foci of the hyperbola. The line through the foci is the focal axis. The point on the focal axis midway between the foci is the center. The points where the hyperbola intersects its focal axis are the vertices of the hyperbola. The standard for of the hyperbola equation is: x2/a2 – y2/b2 = 1 and this is for when the hyperbola is centered
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FIELD WORK NO. 5 LAYING OF A COMPOUND CURVE USING TRANSIT AND TAPE OBJECTIVES: To be able to lay a compound curve by incremental chords and deflection angle method. To master the skill in leveling‚ orienting‚ and using transit effectively. To work cooperatively with one’s group mates and efficiently perform the required task. MATERIALS/INSTRUMENTS: 2 range poles Chalks 50 meter tape Theodolite METHOD/PROCEDURE: The professor gives the following data: I1= 60⁰ D 1=
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Introduction: The following study may not be true: Studies show that men that are above average in weight are more likely to have a stroke than people with average weight. Steel structured buildings are less likely to fall then brick-structured buildings. How do we interpret this? Explanatory and Response Variables The three Principles that guide Statistics: 1. Plot the data‚ and then add numerical summaries. 2. Look for overall patterns and deviations from those patterns. 3. When there’s a
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Lab #4 May 26‚ 2015 Diels Alder Reaction Introduction: Diels Alder Reaction is the reaction of a diene with a species capable of reacting with the diene‚ the dienophile. A diene is a hydrocarbon that contains two carbon double bonds‚ while a dienophile is an electron-deficient alkene. The Diels-Alder is also called a [4+2] cycloaddition because a ring is formed by the interaction of four pi electrons of the alkene with two pi electrons of the alkene or alkyne. The product of the Diels-Alder
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EFT4 TASK 5 Part A: Describe how to introduce the concept of surface area of a cube to students in grades 5 and 6. I would introduce the concept of surface area of a cube to 5th and 6th grade students by starting off the lesson with a visual representation. I would place a picture of a cube at the front of the class and explain to students that all sides are equal. I would take out a ruler and measure the sides so that students understand that the sides are equal. The picture would be as follows:
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ATENEO DE NAGA UNIVERSITY College of Arts and Sciences Department of Mathematics COURSE INFORMATION SHEET |Course Code |MTHS002 | |Course Title |Descriptive and Inferential Statistics | |Prerequisite |MTHS001 (College Algebra)
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