Energy, Force, Motion Study Guide

Total Page：16

File Type：pdf, Size：1020Kb

NHES 4th Grade Test Date: Friday, Oct 27th Energy, Force, Motion Study Guide (Remember to get your study guide signed. Bring it back on the day of the test for bonus points ) Acceleration – an increase in objects velocity Equilibrium – a state of balance where opposite forces cancel each other out (balanced forces) Force- something that changes an objects state of rest or motion Friction- a force when two objects rub against each other Gravity- a force that pulls objects towards the center of the earth Kinetic Energy- Energy in motion Momentum- a tendency of an object to keep moving when it’s in motion Potential Energy- stored energy Velocity- the speed and direction of a moving object Physics- the study of energy and matter Non Renewable Resource- are resources for which there is a limited supply *Examples: fossil fuels such as coal, gas, oil Renewable Resource- is a resource which can be used repeatedly and replaced naturally *Examples: oxygen, fresh water, solar energy, timber, and biomass Energy Transformation- when energy changes its form whenever it is used to do work Energy Transfer- when energy is moved from one place to another Newton’s Three Laws of Motion: Law # 1 - an object at rest will stay at rest and an object in motion will stay in motion unless acted on by an outside force Law # 2- the greater the mass, the more force it takes to move an object Law # 3- for every action, there is an opposite and equal reaction NHES 4th Grade Test Date: Friday, Oct 27th Energy, Force, Motion Study Guide Forms of Energy and Examples: mechanical energy – a car moving thermal (heat) energy- a fire light energy- flashlight chemical energy- striking a match electrical energy- power lines sound energy- ringing a bell nuclear energy- nuclear power plant radiant energy- microwave gravitational energy- water going over a cliff….a waterfall Law of Conservation of Energy: Energy can be neither created nor destroyed. It can be converted to one form from another Think About: 1. the advantages and disadvantages to using solar energy to generate electricity 2. the difference between energy transfer and energy transformation. give an example 3. recall the Sheep in the Jeep activity we did in class: Does the height of the ramp affect the distance the jeep rolls down the ramp? explain 4. recall the Sheep in the Jeep activity we did in class: Does the surface of the floor affect the distance the jeep rolls? explain .

Copy Link

Recommended publications

Motion and Time Study the Goals of Motion Study
Motion and Time Study The Goals of Motion Study • Improvement • Planning / Scheduling (Cost) •Safety Know How Long to Complete Task for • Scheduling (Sequencing) • Efficiency (Best Way) • Safety (Easiest Way) How Does a Job Incumbent Spend a Day • Value Added vs. Non-Value Added The General Strategy of IE to Reduce and Control Cost • Are people productive ALL of the time ? • Which parts of job are really necessary ? • Can the job be done EASIER, SAFER and FASTER ? • Is there a sense of employee involvement? Some Techniques of Industrial Engineering •Measure – Time and Motion Study – Work Sampling • Control – Work Standards (Best Practices) – Accounting – Labor Reporting • Improve – Small group activities Time Study • Observation –Stop Watch – Computer / Interactive • Engineering Labor Standards (Bad Idea) • Job Order / Labor reporting data History • Frederick Taylor (1900’s) Studied motions of iron workers – attempted to “mechanize” motions to maximize efficiency – including proper rest, ergonomics, etc. • Frank and Lillian Gilbreth used motion picture to study worker motions – developed 17 motions called “therbligs” that describe all possible work. •GET G •PUT P • GET WEIGHT GW • PUT WEIGHT PW •REGRASP R • APPLY PRESSURE A • EYE ACTION E • FOOT ACTION F • STEP S • BEND & ARISE B • CRANK C Time Study (Stopwatch Measurement) 1. List work elements 2. Discuss with worker 3. Measure with stopwatch (running VS reset) 4. Repeat for n Observations 5. Compute mean and std dev of work station time 6. Be aware of allowances/foreign element, etc Work Sampling • Determined what is done over typical day • Random Reporting • Periodic Reporting Learning Curve • For repetitive work, worker gains skill, knowledge of product/process, etc over time • Thus we expect output to increase over time as more units are produced over time to complete task decreases as more units are produced Traditional Learning Curve Actual Curve Change, Design, Process, etc Learning Curve • Usually define learning as a percentage reduction in the time it takes to make a unit.
[Show full text]
1 the Principle of Wave–Particle Duality: an Overview
3 1 The Principle of Wave–Particle Duality: An Overview 1.1 Introduction In the year 1900, physics entered a period of deep crisis as a number of peculiar phenomena, for which no classical explanation was possible, began to appear one after the other, starting with the famous problem of blackbody radiation. By 1923, when the “dust had settled,” it became apparent that these peculiarities had a common explanation. They revealed a novel fundamental principle of nature that wascompletelyatoddswiththeframeworkofclassicalphysics:thecelebrated principle of wave–particle duality, which can be phrased as follows. The principle of wave–particle duality: All physical entities have a dual character; they are waves and particles at the same time. Everything we used to regard as being exclusively a wave has, at the same time, a corpuscular character, while everything we thought of as strictly a particle behaves also as a wave. The relations between these two classically irreconcilable points of view—particle versus wave—are , h, E = hf p = (1.1) or, equivalently, E h f = ,= . (1.2) h p In expressions (1.1) we start oﬀ with what we traditionally considered to be solely a wave—an electromagnetic (EM) wave, for example—and we associate its wave characteristics f and (frequency and wavelength) with the corpuscular charac- teristics E and p (energy and momentum) of the corresponding particle. Conversely, in expressions (1.2), we begin with what we once regarded as purely a particle—say, an electron—and we associate its corpuscular characteristics E and p with the wave characteristics f and of the corresponding wave.
[Show full text]
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.
[Show full text]
Motion and Forces Notes Key Speed • to Describe How Fast Something Is Traveling, You Have to Know Two Things About Its Motion
Motion and Forces Notes Key Speed • To describe how fast something is traveling, you have to know two things about its motion. • One is the distance it has traveled, or how far it has gone. • The other is how much time it took to travel that distance. Average Speed • To calculate average speed, divide the distance traveled by the time it takes to travel that distance. • Speed Equation Average speed (in m/s) = distance traveled (in m) divided by time (in s) it took to travel the distance s = d t • Because average speed is calculated by dividing distance by time, its units will always be a distance unit divided by a time unit. • For example, the average speed of a bicycle is usually given in meters per second. • Average speed is useful if you don't care about the details of the motion. • When your motion is speeding up and slowing down, it might be useful to know how fast you are going at a certain time. Instantaneous Speed • The instantaneous speed is the speed of an object at any instant of time. Constant Speed • Sometimes an object is moving such that its instantaneous speed doesn’t change. • When the instantaneous speed doesn't change, an object is moving with constant speed. • The average speed and the instantaneous speed are the same. Calculating Distance • If an object is moving with constant speed, then the distance it travels over any period of time can be calculated using the equation for average speed. • When both sides of this equation are multiplied by the time, you have the equation for distance.
[Show full text]
Gravity, Orbital Motion, and Relativity
Gravity, Orbital Motion,& Relativity Early Astronomy Early Times • As far as we know, humans have always been interested in the motions of objects in the sky. • Not only did early humans navigate by means of the sky, but the motions of objects in the sky predicted the changing of the seasons, etc. • There were many early attempts both to describe and explain the motions of stars and planets in the sky. • All were unsatisfactory, for one reason or another. The Earth-Centered Universe • A geocentric (Earth-centered) solar system is often credited to Ptolemy, an Alexandrian Greek, although the idea is very old. • Ptolemy’s solar system could be made to fit the observational data pretty well, but only by becoming very complicated. Copernicus’ Solar System • The Polish cleric Copernicus proposed a heliocentric (Sun centered) solar system in the 1500’s. Objections to Copernicus How could Earth be moving at enormous speeds when we don’t feel it? . (Copernicus didn’t know about inertia.) Why can’t we detect Earth’s motion against the background stars (stellar parallax)? Copernicus’ model did not fit the observational data very well. Galileo • Galileo Galilei - February15,1564 – January 8, 1642 • Galileo became convinced that Copernicus was correct by observations of the Sun, Venus, and the moons of Jupiter using the newly-invented telescope. • Perhaps Galileo was motivated to understand inertia by his desire to understand and defend Copernicus’ ideas. Orbital Motion Tycho and Kepler • In the late 1500’s, a Danish nobleman named Tycho Brahe set out to make the most accurate measurements of planetary motions to date, in order to validate his own ideas of planetary motion.
[Show full text]
The Von Neumann/Stapp Approach
4. The von Neumann/Stapp Approach Von Neumann quantum theory is a formulation in which the entire physical universe, including the bodies and brains of the conscious human participant/observers, is represented in the basic quantum state, which is called the state of the universe. The state of a subsystem, such as a brain, is formed by averaging (tracing) this basic state over all variables other than those that describe the state of that subsystem. The dynamics involves three processes. Process 1 is the choice on the part of the experimenter about how he will act. This choice is sometimes called “The Heisenberg Choice,” because Heisenberg emphasized strongly its crucial role in quantum dynamics. At the pragmatic level it is a “free choice,” because it is controlled, at least in practice, by the conscious intentions of the experimenter/participant, and neither the Copenhagen nor von Neumann formulations provide any description of the causal origins of this choice, apart from the mental intentions of the human agent. Each intentional action involves an effort that is intended to result in a conceived experiential feedback, which can be an immediate confirmation of the success of the action, or a delayed monitoring the experiential consequences of the action. Process 2 is the quantum analog of the equations of motion of classical physics. As in classical physics, these equations of motion are local (i.e., all interactions are between immediate neighbors) and deterministic. They are obtained from the classical equations by a certain quantization procedure, and are reduced to the classical equations by taking the classical approximation of setting to zero the value of Planck’s constant everywhere it appears.
[Show full text]
Kinematics Definition: (A) the Branch of Mechanics Concerned with The
Chapter 3 – Kinematics Definition: (a) The branch of mechanics concerned with the motion of objects without reference to the forces that cause the motion. (b) The features or properties of motion in an object, regarded in such a way. “Kinematics can be used to find the possible range of motion for a given mechanism, or, working in reverse, can be used to design a mechanism that has a desired range of motion. The movement of a crane and the oscillations of a piston in an engine are both simple kinematic systems. The crane is a type of open kinematic chain, while the piston is part of a closed four‐bar linkage.” Distinguished from dynamics, e.g. F = ma Several considerations: 3.2 – 3.2.2 How do wheels motions affect robot motion (HW 2) 3.2.3 Wheel constraints (rolling and sliding) for Fixed standard wheel Steered standard wheel Castor wheel Swedish wheel Spherical wheel 3.2.4 Combine effects of all the wheels to determine the constraints on the robot. “Given a mobile robot with M wheels…” 3.2.5 Two examples drawn from 3.2.4: Differential drive. Yields same result as in 3.2 (HW 2) Omnidrive (3 Swedish wheels) Conclusion (pp. 76‐77): “We can see from the preceding examples that robot motion can be predicted by combining the rolling constraints of individual wheels.” “The sliding constraints can be used to …evaluate the maneuverability and workspace of the robot rather than just its predicted motion.” 3.3 Mobility and (vs.) Maneuverability Mobility: ability to directly move in the environment.
[Show full text]
Turing and Von Neumann's Brains and Their Computers
Turing and von Neumann’s Brains and their Computers Dedicated to Alan Turing’s 100th birthday and John von Neumann’s 110th birthday Sorin Istrail* and Solomon Marcus** In this paper we discuss the lives and works of Alan Turing and John von Neumann that intertwined and inspired each other, focusing on their work on the Brain. Our aim is to comment and to situate historically and conceptually an unfinished research program of John von Neumann, namely, towards the unification of discrete and continuous mathematics via a concept of thermodynamic error; he wanted a new information and computation theory for biological systems, especially the brain. Turing’s work contains parallels to this program as well. We try to take into account the level of knowledge at the time these works were conceived while also taking into account developments after von Neumann’s death. Our paper is a call for the continuation of von Neumann’s research program, to metaphorically put meat, or more decisively, muscle, on the skeleton of biological systems theory of today. In the historical context, an evolutionary trajectory of theories from LeiBniz, Boole, Bohr and Turing to Shannon, McCullogh-Pitts, Wiener and von Neumann powered the emergence of the new Information Paradigm. As Both Turing and von Neumann were interested in automata, and with their herculean zest for the hardest proBlems there are, they were mesmerized by one in particular: the brain. Von Neumann confessed: “In trying to understand the function of the automata and the general principles governing them, we selected for prompt action the most complicated oBject under the sun – literally.” Turing’s research was done in the context of the important achievements in logic: formalism, logicism, intuitionism, constructivism, Hilbert’s formal systems, S.C.
[Show full text]
Order Establishing Motion Practice Procedure
IN THE CIRCUIT COURT OF THE FIFTH JUDICIAL CIRCUIT IN AND FOR SUMTER COUNTY, FLORIDA X, Case No.: _______________ Plaintiff, vs. X, Defendant. ____________________________________/ ORDER ESTABLISHING MOTION PRACTICE PROCEDURE It is ORDERED that to facilitate an orderly progression of this matter and better-informed decisions by the Court, all future motions shall be filed with the Clerk of the Court pursuant to Fla. R. Jud. Admin. 2.516, and shall be handled in the following manner: A. Legal memorandum required. In making any written motion or other application to the Court for the entry of an order of any kind, the moving party shall file and serve with such motion a legal memorandum with citations of authority in support of the relief requested. A supporting memorandum may be incorporated into the body of the motion but should be clearly titled, "Motion to/for------------and Memorandum of Law." The following motions need not be accompanied by a memorandum of law: 1. motion for continuance; 2. motion for default addressed to the Court; 3. motion for confirmation of sale; 4. motion to withdraw or substitute exhibits; 5. motion to proceed informa pauperis; Page 1 of 5 Pages 6. motion for extension of time in which to complete discovery, provided good cause is set forth in the motion; and 7. motion to withdraw or substitute counsel. B. Timely opposing memoranda. Each party opposing any written motion or other application to the Court shall file and serve, within ten (10) days after being served with such motion or application, a legal memorandum with citations of authority in opposition to the relief requested.
[Show full text]
Kinetic Energy Energy in Motion
ENERGY AND NASCAR LESSON PLAN 2: KINETIC ENERGY ENERGY IN MOTION TIME REQUIRED: 1 hour MATERIALS: String, heavy and light objects (such as a pencil and a pack of index cards), paper cup, masking tape, ruler, textbooks, cardboard, toy car or completed car from the Three Ds of Speed ACTIVITY SHEETS: Kinetic Energy Activity Sheet Central question: consider the height of a racetrack’s What is kinetic energy? banking when considering how cars will THINK perform. Remind students that three factors affect how much gravitational potential energy the racecar has at the Have students consider what happens top of a racetrack’s banking: the height to potential energy when it’s released of the banking, the car’s mass, and the from its stored state. Explain that energy force of gravity. Given the fact that mass can’t be created or destroyed, but it impacts kinetic energy, all racecars does change from one form to another. must weigh 3,300 pounds (without Potential energy is often converted into a driver). Having identical masses another type of energy called kinetic makes sure the cars are competitively energy. Kinetic energy is the energy equal. NASCAR enforces these rules of motion. Kinetic energy can also by inspecting each car before and after transform back into potential energy. each race. (If you have not ex plored For example, you’d use kinetic energy aerodynamics with your class, refer to to lift a ball to the top of a ramp. That moved after the swinging object the Three Ds of Speed unit to learn how energy would be stored in the ball as struck it.
[Show full text]
Quantum Mechanics and Discontinuous Motion of Particles
Quantum mechanics and discontinuous motion of particles Rui Qi Institute of Electronics, Chinese Academy of Sciences 17 Zhongguancun Rd., Beijing, China E-mail: [email protected] We discuss a new realistic interpretation of quantum mechanics based on discontinuous motion of particles. The historical and logical basis of discontinuous motion of particles is given. It proves that if there exists only one kind of physical reality---particles, then the realistic motion of particles described by quantum mechanics should be discontinuous motion. We further denote that protective measurement may provide a direct method to confirm the existence of discontinuous motion of particles. PACS: 03.65.Bz Introduction As we know, what classical mechanics describes is continuous motion of particles. Then a natural question appears when we turn to quantum mechanics, i.e. which motion of particles does quantum mechanics describe? This is not an easy question. In fact, people have been arguing with each other about its solution since the founding of quantum mechanics[1-5]. Present realistic interpretations of quantum mechanics all assume that the particles still undergo the continuous motion. But in order to hold this assumption, they must assume another kind of physical reality besides particles. Hidden variables theory[2] assumes the physical existence of y -wave field, which provides the quantum potential to create the quantum behaviors of the classical particles undergoing continuous motion. Many-worlds interpretation[3] also assumes the physical existence of y -wave field. In every world the particles undergo the continuous motion. Stochastic interpretation[4] assumes the existence of the background fluctuation field, which is required to result in the Brown motion of classical particles for accounting for their quantum displays.
[Show full text]
Unit 3: Aim 13 on Earth, Gravity Pulls All Objects to Earth's C
Name: Date: How Does Gravity Affect The Motion of Objects? Unit 3: Aim 13 On Earth, gravity pulls all objects to Earth’s center. The Law of Universal Gravitation states that all objects in the universe attract each other, therefore gravity acts on all objects in the universe. Although gravity affects all things, the attraction between two objects depends on a few things. One is MASS and the other is DISTANCE. As the mass of an object increases, the gravitational force increases. Since Earth is an object with a lot of mass, objects fall toward the center of the Earth with a noticeable amount of force. This is why it is easier to lift a ping-pong ball over your head than a bowling ball because there is less gravitational pull to overcome. With distance as a factor, as the distance between two objects increases, the gravitational force between then decreases Gravity acts on all masses equally, even though the effects on both masses may be different because gravity causes all objects to fall at the same constant rate of 9.8 m/s2. An object in free fall means that the only force acting on the object is gravity. If gravity acts on all masses equally, why do all objects have a different weight? The mass of something is the amount of matter something is made of. The mass of an object ALWAYS stays the same. Your mass on Earth will be the same if you were on the moon. Weight however, is a measure of the force of gravity acting on an object at the surface of a planet.
[Show full text]