Lab {4} Free Fall Motion Abstract Within this laboratory students used a Macintosh computer‚ scientificwork interface‚ and photogate to measure the acceleration of gravity‚ g‚ in a free-fall experiment. Using a “picket fence” dropped through a photo gate with disregard for air resistance; students calculated the results from the charted data and compared it with the accepted value of 9.8 m/s2 discussing any variations and their
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ROTATIONAL MOTION CENTRE OF MASS AND ROTATIONAL MOTION INTRODUCTION- For describing the motion of rigid bodies‚ we shall introduce the key concept of ‘centre of mass’. This concept enables us to understand how we can apply justifiably the Newton’s laws of motion‚ in essentially the same form to objects of large size including even the astronomical objects like the planets and the stars. KINDS OF MOTION OF A RIGID BODY- A rigid body may have three kinds of motion- (1) Pure Translation Motion- in such
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Linear Motion by Meredith Crook hide properties edit properties Document Type: Lesson Plan Standards PS.10 The student will investigate and understand scientific principles and technological applications of work‚ force‚ and motion. Key concepts include… a. Speed‚ velocity and acceleration Title: Linear Motion Main Concepts: force‚ velocity‚ speed‚ and acceleration Instructional Objective(s) UKDs: As a result of this lesson students will:
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I read the international bestseller “Thinking‚ Fast and Slow” of Daniel Kahneman (Winner of the Nobel Prize) over the last 3-4 weeks. I think it is a very interesting book and it is describing very critically the human brain and mind‚ which gave me many insights into decision-making and errors we are doing automatically without noticing it every day. He is very often talking about "System 1" and "System 2". System 1 is fast; it’s intuitive‚ associative‚ metaphorical‚ automatic‚ impressionistic
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Projectile Motion You have probably watched a ball roll off a table and strike the floor. What determines where it will land? Could you predict where it will land? In this experiment‚ you will roll a ball down a ramp and determine the ball’s velocity with a pair of Photogates. You will use this information and your knowledge of physics to predict where the ball will land when it hits the floor. [pic] Figure 1 objectives * MEASURE THE VELOCITY OF A BALL USING TWO PHOTOGATES AND
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In the excerpts from “Thinking‚ Fast and Slow” by Daniel Kahneman it talks about how by doing certain tasks your actions can change without you even knowing. This excerpt talks about how the brain reacts to different situations‚ for example‚ “if you saw the word eat you are more likely to word fragment SO_P as soup than as soap”. By seeing the word eat you are more likely to think about food which makes you change your thought process/ it manipulates your mind. The rest of the excerpt is more
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The University of Texas at Austin Department of Radio-Television-Film RTF 314: Development of the Motion Picture Unique # 08160 / Spring 2013 Lectures: Monday‚ Wednesday and Friday: 1:00 – 2:00 p.m.‚ BMC 2.106 Screenings: Monday‚ 7:30 – 10:00 p.m.‚ BUR 106 Professor: Caroline Frick‚ PhD Office: CMA 5.112 Office Hours: Wednesdays‚ 9am to 12pm and by appointment Email: cfrick@austin.utexas.edu Teaching Assistants: Paul Gansky: gansky.paul@gmail.com Colleen Montgomery:
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AP Physics HW #1 Multiple Choice 1. A car travels 30 miles at an average speed of 60 miles per hour and then 30 miles at an average speed of 30 miles per hour. The average speed the car over the 60 miles is (A) 35 m.p.h. (B) 40 m.p.h. (C) 45 m.p.h. (D) 10 m.p.h. (E) 53 m.p.h. Answer: B. Method: Vavg = Δx/Δt The average speed is the total distance traveled‚ divided by the total time. They give us all distances traveled is‚ so we just need to find the time. We find the time‚ by applying
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Mario Gutierrez Mr. Stansifer AP Eng-12 7 October 2014 Think Fast! Or Not… Oh my goodness‚ where to begin? To avoid hatin’ like a hater here will be extremely difficult. I did not like this book. That’s really all there is to say as far as that goes. While his topic was interesting to me‚ his manner of explanation was incredibly dry. I remember a friend telling me‚ “I love these kinds of books because there is so much meat to chew on!” My system 1 response would make me reply angrily because I
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At the start of the poem‚ the poet uses a list to show the boy’s wide range of skills. This is show in the quote ‘’make sculptures fabulous machines invent games’’. By using the dynamic verbs make and invent we can see that the poet clearly believes in the child impressive physical capability. Moreover the word ‘’fabulous’’ highlights the fact that the reader thinks that whatever the child has made and put together is worthy of praise. This shows that the speaker is very proud of the boy. In the
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