TASK FORCE 1-6 Capitol Security Review
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Glossary Physics (I-Introduction)
1 Glossary Physics (I-introduction) - Efficiency: The percent of the work put into a machine that is converted into useful work output; = work done / energy used [-]. = eta In machines: The work output of any machine cannot exceed the work input (<=100%); in an ideal machine, where no energy is transformed into heat: work(input) = work(output), =100%. Energy: The property of a system that enables it to do work. Conservation o. E.: Energy cannot be created or destroyed; it may be transformed from one form into another, but the total amount of energy never changes. Equilibrium: The state of an object when not acted upon by a net force or net torque; an object in equilibrium may be at rest or moving at uniform velocity - not accelerating. Mechanical E.: The state of an object or system of objects for which any impressed forces cancels to zero and no acceleration occurs. Dynamic E.: Object is moving without experiencing acceleration. Static E.: Object is at rest.F Force: The influence that can cause an object to be accelerated or retarded; is always in the direction of the net force, hence a vector quantity; the four elementary forces are: Electromagnetic F.: Is an attraction or repulsion G, gravit. const.6.672E-11[Nm2/kg2] between electric charges: d, distance [m] 2 2 2 2 F = 1/(40) (q1q2/d ) [(CC/m )(Nm /C )] = [N] m,M, mass [kg] Gravitational F.: Is a mutual attraction between all masses: q, charge [As] [C] 2 2 2 2 F = GmM/d [Nm /kg kg 1/m ] = [N] 0, dielectric constant Strong F.: (nuclear force) Acts within the nuclei of atoms: 8.854E-12 [C2/Nm2] [F/m] 2 2 2 2 2 F = 1/(40) (e /d ) [(CC/m )(Nm /C )] = [N] , 3.14 [-] Weak F.: Manifests itself in special reactions among elementary e, 1.60210 E-19 [As] [C] particles, such as the reaction that occur in radioactive decay. -
Classical Mechanics
Classical Mechanics Hyoungsoon Choi Spring, 2014 Contents 1 Introduction4 1.1 Kinematics and Kinetics . .5 1.2 Kinematics: Watching Wallace and Gromit ............6 1.3 Inertia and Inertial Frame . .8 2 Newton's Laws of Motion 10 2.1 The First Law: The Law of Inertia . 10 2.2 The Second Law: The Equation of Motion . 11 2.3 The Third Law: The Law of Action and Reaction . 12 3 Laws of Conservation 14 3.1 Conservation of Momentum . 14 3.2 Conservation of Angular Momentum . 15 3.3 Conservation of Energy . 17 3.3.1 Kinetic energy . 17 3.3.2 Potential energy . 18 3.3.3 Mechanical energy conservation . 19 4 Solving Equation of Motions 20 4.1 Force-Free Motion . 21 4.2 Constant Force Motion . 22 4.2.1 Constant force motion in one dimension . 22 4.2.2 Constant force motion in two dimensions . 23 4.3 Varying Force Motion . 25 4.3.1 Drag force . 25 4.3.2 Harmonic oscillator . 29 5 Lagrangian Mechanics 30 5.1 Configuration Space . 30 5.2 Lagrangian Equations of Motion . 32 5.3 Generalized Coordinates . 34 5.4 Lagrangian Mechanics . 36 5.5 D'Alembert's Principle . 37 5.6 Conjugate Variables . 39 1 CONTENTS 2 6 Hamiltonian Mechanics 40 6.1 Legendre Transformation: From Lagrangian to Hamiltonian . 40 6.2 Hamilton's Equations . 41 6.3 Configuration Space and Phase Space . 43 6.4 Hamiltonian and Energy . 45 7 Central Force Motion 47 7.1 Conservation Laws in Central Force Field . 47 7.2 The Path Equation . -
THE EARTH's GRAVITY OUTLINE the Earth's Gravitational Field
GEOPHYSICS (08/430/0012) THE EARTH'S GRAVITY OUTLINE The Earth's gravitational field 2 Newton's law of gravitation: Fgrav = GMm=r ; Gravitational field = gravitational acceleration g; gravitational potential, equipotential surfaces. g for a non–rotating spherically symmetric Earth; Effects of rotation and ellipticity – variation with latitude, the reference ellipsoid and International Gravity Formula; Effects of elevation and topography, intervening rock, density inhomogeneities, tides. The geoid: equipotential mean–sea–level surface on which g = IGF value. Gravity surveys Measurement: gravity units, gravimeters, survey procedures; the geoid; satellite altimetry. Gravity corrections – latitude, elevation, Bouguer, terrain, drift; Interpretation of gravity anomalies: regional–residual separation; regional variations and deep (crust, mantle) structure; local variations and shallow density anomalies; Examples of Bouguer gravity anomalies. Isostasy Mechanism: level of compensation; Pratt and Airy models; mountain roots; Isostasy and free–air gravity, examples of isostatic balance and isostatic anomalies. Background reading: Fowler §5.1–5.6; Lowrie §2.2–2.6; Kearey & Vine §2.11. GEOPHYSICS (08/430/0012) THE EARTH'S GRAVITY FIELD Newton's law of gravitation is: ¯ GMm F = r2 11 2 2 1 3 2 where the Gravitational Constant G = 6:673 10− Nm kg− (kg− m s− ). ¢ The field strength of the Earth's gravitational field is defined as the gravitational force acting on unit mass. From Newton's third¯ law of mechanics, F = ma, it follows that gravitational force per unit mass = gravitational acceleration g. g is approximately 9:8m/s2 at the surface of the Earth. A related concept is gravitational potential: the gravitational potential V at a point P is the work done against gravity in ¯ P bringing unit mass from infinity to P. -
JP 3-33, Joint Task Force Headquarters
Joint Publication 3-33 Joint Task Force Headquarters 30 July 2012 PREFACE 1. Scope This publication provides joint doctrine for the formation and employment of a joint task force (JTF) headquarters to command and control joint operations. It provides guidance on the JTF headquarters’ role in planning, preparing, executing, and assessing JTF operations. 2. Purpose This publication has been prepared under the direction of the Chairman of the Joint Chiefs of Staff. It sets forth joint doctrine to govern the activities and performance of the Armed Forces of the United States in joint operations and provides the doctrinal basis for US military coordination with other US Government departments and agencies during operations and for US military involvement in multinational operations. It provides military guidance for the exercise of authority by combatant commanders and other joint force commanders (JFCs) and prescribes joint doctrine for operations, education, and training. It provides military guidance for use by the Armed Forces in preparing their appropriate plans. It is not the intent of this publication to restrict the authority of the JFC from organizing the force and executing the mission in a manner the JFC deems most appropriate to ensure unity of effort in the accomplishment of the overall objective. 3. Application a. Joint doctrine established in this publication applies to the Joint Staff, commanders of combatant commands, subunified commands, joint task forces, subordinate components of these commands, the Services, and combat support agencies. b. The guidance in this publication is authoritative; as such, this doctrine will be followed except when, in the judgment of the commander, exceptional circumstances dictate otherwise. -
Force and Motion
Force and motion Science teaching unit Disclaimer The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website. In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products. The websites referred to in these materials existed at the time of going to print. Please check all website references carefully to see if they have changed and substitute other references where appropriate. Force and motion First published in 2008 Ref: 00094-2008DVD-EN The National Strategies | Secondary 1 Force and motion Contents Force and motion 3 Lift-off activity: Remember forces? 7 Lesson 1: Identifying and representing forces 12 Lesson 2: Representing motion – distance/time/speed 18 Lesson 3: Representing motion – speed and acceleration 27 Lesson 4: Linking force and motion 49 Lesson 5: Investigating motion 66 © Crown copyright 2008 00094-2008DVD-EN The National Strategies | Secondary 3 Force and motion Force and motion Background This teaching sequence bridges from Key Stage 3 to Key Stage 4. It links to the Secondary National Strategy Framework for science yearly learning objectives and provides coverage of parts of the QCA Programme of Study for science. The overall aim of the sequence is for pupils to review and refine their ideas about forces from Key Stage 3, to develop a meaningful understanding of ways of representing motion (graphically and through calculation) and to make the links between different kinds of motion and forces acting. -
Newtonian Mechanics Is Most Straightforward in Its Formulation and Is Based on Newton’S Second Law
CLASSICAL MECHANICS D. A. Garanin September 30, 2015 1 Introduction Mechanics is part of physics studying motion of material bodies or conditions of their equilibrium. The latter is the subject of statics that is important in engineering. General properties of motion of bodies regardless of the source of motion (in particular, the role of constraints) belong to kinematics. Finally, motion caused by forces or interactions is the subject of dynamics, the biggest and most important part of mechanics. Concerning systems studied, mechanics can be divided into mechanics of material points, mechanics of rigid bodies, mechanics of elastic bodies, and mechanics of fluids: hydro- and aerodynamics. At the core of each of these areas of mechanics is the equation of motion, Newton's second law. Mechanics of material points is described by ordinary differential equations (ODE). One can distinguish between mechanics of one or few bodies and mechanics of many-body systems. Mechanics of rigid bodies is also described by ordinary differential equations, including positions and velocities of their centers and the angles defining their orientation. Mechanics of elastic bodies and fluids (that is, mechanics of continuum) is more compli- cated and described by partial differential equation. In many cases mechanics of continuum is coupled to thermodynamics, especially in aerodynamics. The subject of this course are systems described by ODE, including particles and rigid bodies. There are two limitations on classical mechanics. First, speeds of the objects should be much smaller than the speed of light, v c, otherwise it becomes relativistic mechanics. Second, the bodies should have a sufficiently large mass and/or kinetic energy. -
Physical Science Forces and Motion Vocabulary
Physical Science -Forces and Motion Vocabulary 1. scientific method - The way we learn and study the world around us through a process of steps. ( Six Giant Hippos Eat Red & Orange Candy) 2. position – the exact location of an object. 3. direction – the line or course along which something moves. 4. speed – measures how fast an object is moving in a given amount of time. 5. motion – the change in position of an object. 6. constant – remaining steady and unchanged (stays the same.) 7. force – push or pull 8. interaction – the action or influence of people, groups or things on one another. 9. exert – to put forth as strength (exert a force) 10. friction - a force that opposes (goes against) motion. Friction is created when two surfaces rub together. Effects of friction: slowing down or stopping an object, producing heat, or wearing away an object. 11. Newton’s 1 st Law of Motion : an object at rest will stay at rest and an object in motion will stay in motion until a force acts upon it. 12. inertia – the tendency for an object to keep doing what it is doing (resting or moving) 13. mass – the amount of matter (“stuff”) - in an object. 14. weight - the amount of force (pull) that gravity has on an object's mass. Your weight depends on the gravitational pull of your location. 15. gravity – a force that attracts (pulls) all objects to the center of the Earth 16. acceleration – the changes in an object’s motion. This can be speeding up, slowing down or changing direction. -
Glossary of Materials Engineering Terminology
Glossary of Materials Engineering Terminology Adapted from: Callister, W. D.; Rethwisch, D. G. Materials Science and Engineering: An Introduction, 8th ed.; John Wiley & Sons, Inc.: Hoboken, NJ, 2010. McCrum, N. G.; Buckley, C. P.; Bucknall, C. B. Principles of Polymer Engineering, 2nd ed.; Oxford University Press: New York, NY, 1997. Brittle fracture: fracture that occurs by rapid crack formation and propagation through the material, without any appreciable deformation prior to failure. Crazing: a common response of plastics to an applied load, typically involving the formation of an opaque banded region within transparent plastic; at the microscale, the craze region is a collection of nanoscale, stress-induced voids and load-bearing fibrils within the material’s structure; craze regions commonly occur at or near a propagating crack in the material. Ductile fracture: a mode of material failure that is accompanied by extensive permanent deformation of the material. Ductility: a measure of a material’s ability to undergo appreciable permanent deformation before fracture; ductile materials (including many metals and plastics) typically display a greater amount of strain or total elongation before fracture compared to non-ductile materials (such as most ceramics). Elastic modulus: a measure of a material’s stiffness; quantified as a ratio of stress to strain prior to the yield point and reported in units of Pascals (Pa); for a material deformed in tension, this is referred to as a Young’s modulus. Engineering strain: the change in gauge length of a specimen in the direction of the applied load divided by its original gauge length; strain is typically unit-less and frequently reported as a percentage. -
Future of Defense Task Force Report 2020 Cover Photo Credit: NASA Future of Defense Task Force
draft Future of Defense Task Force Report 2020 Cover photo credit: NASA Future of Defense Task Force FUTURE OF DEFENSE TASK FORCE September 23, 2020 The Honorable Adam Smith Chairman House Armed Services Committee 2216 Rayburn House Office Building Washington, D.C. 20515 The Honorable William “Mac” Thornberry Ranking Member House Armed Services Committee 2216 Rayburn House Office Building Washington, D.C. 20515 Dear Chairman Smith and Ranking Member Thornberry: Thank you for your support in standing up the Future of Defense Task Force. We are pleased to present you with our final report. Sincerely, Seth Moulton Jim Banks Chair Chair Future of Defense Task Force Future of Defense Task Force Susan Davis Scott DesJarlais Member of Congress Member of Congress Chrissy Houlahan Paul Mitchell Member of Congress Member of Congress Elissa Slotkin Michael Waltz Member of Congress Member of Congress Future of Defense Task Force Table of Contents PROLOGUE ............................................................................................... 1 TASK FORCE MEMBERS ........................................................................ 3 FINDINGS .................................................................................................. 5 RECOMMENDATIONS ........................................................................... 7 EXECUTIVE SUMMARY ....................................................................... 13 EVIDENCE .............................................................................................. 21 EMERGING -
DIVS Unit 3: Overview of the Strike Team and Task Force Leader Positions
Unit 3: Overview of the Strike Team and Task Force Leader Positions STUDENT GUIDE Unit 3 Overview of the Strike Team and Task Force Leader Positions Objectives By the end of this unit, students will be able to: • Describe the role and responsibilities of the Strike Team Leader and Task Force Leader • Describe the difference between a Strike Team and a Task Force • Explain the purpose of using a Strike Team or Task Force as it relates to managing resources • Explain what information the Strike Team Leader and Task Force Leader provide the Division/Group Supervisor Methodology This unit uses lecture, exercise, and discussion. Content from the Unit 3 will be tested during the Final Exam. Instructors will evaluate students’ initial understanding of the Operations Section through the facilitation of Exercise 2. The purpose of Exercise 2 is to illustrate that the Division/Group Supervisor must become a manager of multiple resources; the Supervisor must make a transition from a doer to a manager. By having groups of students compare and contrast the positions of Division/Group Supervisor, Strike Team/Task Force Leader, Incident Commander, and Operations Section Chief/Branch Director, the purpose of this exercise should be fulfilled. Page 3-2 Course E-960: Division/Group Supervisor —Student Guide May 2012 Unit 3 Overview of the Strike Team and Task Force Leader Positions Time Plan A suggested time plan for this unit is shown below. More or less time may be required, based on the experience level of the group. Topic Time Lesson 30 minutes Exercise 2 30 minutes Total Time 1 hour May 2012 Course E-960: Division/Group Supervisor —Student Guide Page 3-3 Unit 3 Overview of the Strike Team and Task Force Leader Positions Topic Unit Title Slide Key Points Scope Statement Through this unit, students will gain a general understanding of the roles and responsibilities of Strike Team Leaders and Task Force Leaders. -
The U.S. Military's Force Structure: a Primer
CHAPTER 2 Department of the Army Overview when the service launched a “modularity” initiative, the The Department of the Army includes the Army’s active Army was organized for nearly a century around divisions component; the two parts of its reserve component, the (which involved fewer but larger formations, with 12,000 Army Reserve and the Army National Guard; and all to 18,000 soldiers apiece). During that period, units in federal civilians employed by the service. By number of Army divisions could be separated into ad hoc BCTs military personnel, the Department of the Army is the (typically, three BCTs per division), but those units were biggest of the military departments. It also has the largest generally not organized to operate independently at any operation and support (O&S) budget. The Army does command level below the division. (For a description of not have the largest total budget, however, because it the Army’s command levels, see Box 2-1.) In the current receives significantly less funding to develop and acquire structure, BCTs are permanently organized for indepen- weapon systems than the other military departments do. dent operations, and division headquarters exist to pro- vide command and control for operations that involve The Army is responsible for providing the bulk of U.S. multiple BCTs. ground combat forces. To that end, the service is orga- nized primarily around brigade combat teams (BCTs)— The Army is distinct not only for the number of ground large combined-arms formations that are designed to combat forces it can provide but also for the large num- contain 4,400 to 4,700 soldiers apiece and include infan- ber of armored vehicles in its inventory and for the wide try, artillery, engineering, and other types of units.1 The array of support units it contains. -
PHYS 419: Classical Mechanics Lecture Notes NEWTON's
PHYS 419: Classical Mechanics Lecture Notes NEWTON's LAW I. INTRODUCTION Classical mechanics is the most axiomatic branch of physics. It is based on only a very few fundamental concepts (quantities, \primitive" terms) that cannot be de¯ned and virtually just one law, i.e., one statement based on experimental observations. All the subsequent development uses only logical reasoning. Thus, classical mechanics is nowadays sometimes considered to be a part of mathematics and indeed some research in this ¯eld is conducted at departments of mathematics. However, the outcome of the classical mechanics developments are predictions which can be veri¯ed by performing observations and measurements. One spectacular example can be predictions of solar eclipses for virtually any time in the future. Various textbooks introduce di®erent numbers of fundamental concepts. We will use the minimal possible set, just the concepts of space and time. These two are well-known from everyday experience. We live in a three-dimensional space and have a clear perception of passing of time. We can also easily agree on how to measure these quantities. We will denote the position of a point in space by a vector r. If we de¯ne an arbitrary Cartesian coordinate system, this vector can be described by a set of three components: r = [x; y; z] = xx^ + yy^ + zz^ where x^; y^, and z^ are unit vectors along the axes of the coordinate system. If the point is moving in the coordinate system, r = r(t). Thus, each component of r is a single-variable function, e.g., x = x(t).