Angular Momentum
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Rotational Motion (The Dynamics of a Rigid Body)
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Robert Katz Publications Research Papers in Physics and Astronomy 1-1958 Physics, Chapter 11: Rotational Motion (The Dynamics of a Rigid Body) Henry Semat City College of New York Robert Katz University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/physicskatz Part of the Physics Commons Semat, Henry and Katz, Robert, "Physics, Chapter 11: Rotational Motion (The Dynamics of a Rigid Body)" (1958). Robert Katz Publications. 141. https://digitalcommons.unl.edu/physicskatz/141 This Article is brought to you for free and open access by the Research Papers in Physics and Astronomy at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Robert Katz Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 11 Rotational Motion (The Dynamics of a Rigid Body) 11-1 Motion about a Fixed Axis The motion of the flywheel of an engine and of a pulley on its axle are examples of an important type of motion of a rigid body, that of the motion of rotation about a fixed axis. Consider the motion of a uniform disk rotat ing about a fixed axis passing through its center of gravity C perpendicular to the face of the disk, as shown in Figure 11-1. The motion of this disk may be de scribed in terms of the motions of each of its individual particles, but a better way to describe the motion is in terms of the angle through which the disk rotates. -
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 . -
Chapter 5 the Relativistic Point Particle
Chapter 5 The Relativistic Point Particle To formulate the dynamics of a system we can write either the equations of motion, or alternatively, an action. In the case of the relativistic point par- ticle, it is rather easy to write the equations of motion. But the action is so physical and geometrical that it is worth pursuing in its own right. More importantly, while it is difficult to guess the equations of motion for the rela- tivistic string, the action is a natural generalization of the relativistic particle action that we will study in this chapter. We conclude with a discussion of the charged relativistic particle. 5.1 Action for a relativistic point particle How can we find the action S that governs the dynamics of a free relativis- tic particle? To get started we first think about units. The action is the Lagrangian integrated over time, so the units of action are just the units of the Lagrangian multiplied by the units of time. The Lagrangian has units of energy, so the units of action are L2 ML2 [S]=M T = . (5.1.1) T 2 T Recall that the action Snr for a free non-relativistic particle is given by the time integral of the kinetic energy: 1 dx S = mv2(t) dt , v2 ≡ v · v, v = . (5.1.2) nr 2 dt 105 106 CHAPTER 5. THE RELATIVISTIC POINT PARTICLE The equation of motion following by Hamilton’s principle is dv =0. (5.1.3) dt The free particle moves with constant velocity and that is the end of the story. -
Pioneers in Optics: Christiaan Huygens
Downloaded from Microscopy Pioneers https://www.cambridge.org/core Pioneers in Optics: Christiaan Huygens Eric Clark From the website Molecular Expressions created by the late Michael Davidson and now maintained by Eric Clark, National Magnetic Field Laboratory, Florida State University, Tallahassee, FL 32306 . IP address: [email protected] 170.106.33.22 Christiaan Huygens reliability and accuracy. The first watch using this principle (1629–1695) was finished in 1675, whereupon it was promptly presented , on Christiaan Huygens was a to his sponsor, King Louis XIV. 29 Sep 2021 at 16:11:10 brilliant Dutch mathematician, In 1681, Huygens returned to Holland where he began physicist, and astronomer who lived to construct optical lenses with extremely large focal lengths, during the seventeenth century, a which were eventually presented to the Royal Society of period sometimes referred to as the London, where they remain today. Continuing along this line Scientific Revolution. Huygens, a of work, Huygens perfected his skills in lens grinding and highly gifted theoretical and experi- subsequently invented the achromatic eyepiece that bears his , subject to the Cambridge Core terms of use, available at mental scientist, is best known name and is still in widespread use today. for his work on the theories of Huygens left Holland in 1689, and ventured to London centrifugal force, the wave theory of where he became acquainted with Sir Isaac Newton and began light, and the pendulum clock. to study Newton’s theories on classical physics. Although it At an early age, Huygens began seems Huygens was duly impressed with Newton’s work, he work in advanced mathematics was still very skeptical about any theory that did not explain by attempting to disprove several theories established by gravitation by mechanical means. -
Chapter 5 ANGULAR MOMENTUM and ROTATIONS
Chapter 5 ANGULAR MOMENTUM AND ROTATIONS In classical mechanics the total angular momentum L~ of an isolated system about any …xed point is conserved. The existence of a conserved vector L~ associated with such a system is itself a consequence of the fact that the associated Hamiltonian (or Lagrangian) is invariant under rotations, i.e., if the coordinates and momenta of the entire system are rotated “rigidly” about some point, the energy of the system is unchanged and, more importantly, is the same function of the dynamical variables as it was before the rotation. Such a circumstance would not apply, e.g., to a system lying in an externally imposed gravitational …eld pointing in some speci…c direction. Thus, the invariance of an isolated system under rotations ultimately arises from the fact that, in the absence of external …elds of this sort, space is isotropic; it behaves the same way in all directions. Not surprisingly, therefore, in quantum mechanics the individual Cartesian com- ponents Li of the total angular momentum operator L~ of an isolated system are also constants of the motion. The di¤erent components of L~ are not, however, compatible quantum observables. Indeed, as we will see the operators representing the components of angular momentum along di¤erent directions do not generally commute with one an- other. Thus, the vector operator L~ is not, strictly speaking, an observable, since it does not have a complete basis of eigenstates (which would have to be simultaneous eigenstates of all of its non-commuting components). This lack of commutivity often seems, at …rst encounter, as somewhat of a nuisance but, in fact, it intimately re‡ects the underlying structure of the three dimensional space in which we are immersed, and has its source in the fact that rotations in three dimensions about di¤erent axes do not commute with one another. -
A Guide to Space Law Terms: Spi, Gwu, & Swf
A GUIDE TO SPACE LAW TERMS: SPI, GWU, & SWF A Guide to Space Law Terms Space Policy Institute (SPI), George Washington University and Secure World Foundation (SWF) Editor: Professor Henry R. Hertzfeld, Esq. Research: Liana X. Yung, Esq. Daniel V. Osborne, Esq. December 2012 Page i I. INTRODUCTION This document is a step to developing an accurate and usable guide to space law words, terms, and phrases. The project developed from misunderstandings and difficulties that graduate students in our classes encountered listening to lectures and reading technical articles on topics related to space law. The difficulties are compounded when students are not native English speakers. Because there is no standard definition for many of the terms and because some terms are used in many different ways, we have created seven categories of definitions. They are: I. A simple definition written in easy to understand English II. Definitions found in treaties, statutes, and formal regulations III. Definitions from legal dictionaries IV. Definitions from standard English dictionaries V. Definitions found in government publications (mostly technical glossaries and dictionaries) VI. Definitions found in journal articles, books, and other unofficial sources VII. Definitions that may have different interpretations in languages other than English The source of each definition that is used is provided so that the reader can understand the context in which it is used. The Simple Definitions are meant to capture the essence of how the term is used in space law. Where possible we have used a definition from one of our sources for this purpose. When we found no concise definition, we have drafted the definition based on the more complex definitions from other sources. -
SPEED MANAGEMENT ACTION PLAN Implementation Steps
SPEED MANAGEMENT ACTION PLAN Implementation Steps Put Your Speed Management Plan into Action You did it! You recognized that speeding is a significant Figuring out how to implement a speed management plan safety problem in your jurisdiction, and you put a lot of time can be daunting, so the Federal Highway Administration and effort into developing a Speed Management Action (FHWA) has developed a set of steps that agency staff can Plan that holds great promise for reducing speeding-related adopt and tailor to get the ball rolling—but not speeding! crashes and fatalities. So…what’s next? Agencies can use these proven methods to jump start plan implementation and achieve success in reducing speed- related crashes. Involve Identify a Stakeholders Champion Prioritize Strategies for Set Goals, Track Implementation Market the Develop a Speed Progress, Plan Management Team Evaluate, and Celebrate Success Identify Strategy Leads INVOLVE STAKEHOLDERS In order for the plan to be successful, support and buy-in is • Outreach specialists. needed from every area of transportation: engineering (Federal, • Governor’s Highway Safety Office representatives. State, local, and Metropolitan Planning Organizations (MPO), • National Highway Transportation Safety Administration (NHTSA) Regional Office representatives. enforcement, education, and emergency medical services • Local/MPO/State Department of Transportation (DOT) (EMS). Notify and engage stakeholders who were instrumental representatives. in developing the plan and identify gaps in support. Potential • Police/enforcement representatives. stakeholders may include: • FHWA Division Safety Engineers. • Behavioral and infrastructure funding source representatives. • Agency Traffic Operations Engineers. • Judicial representatives. • Agency Safety Engineers. • EMS providers. • Agency Pedestrian/Bicycle Coordinators. • Educators. • Agency Pavement Design Engineers. -
Energy Harvesters for Space Applications 1
Energy harvesters for space applications 1 Energy harvesters for space R. Graczyk limited, especially that they are likely to operate in charge Abstract—Energy harvesting is the fundamental activity in (energy build-up in span of minutes or tens of minutes) and almost all forms of space exploration known to humans. So far, act (perform the measurement and processing quickly and in most cases, it is not feasible to bring, along with probe, effectively). spacecraft or rover suitable supply of fuel to cover all mission’s State-of-the-art research facilitated by growing industrial energy needs. Some concepts of mining or other form of interest in energy harvesting as well as innovative products manufacturing of fuel on exploration site have been made, but they still base either on some facility that needs one mean of introduced into market recently show that described energy to generate fuel, perhaps of better quality, or needs some techniques are viable source of energy for sensors, sensor initial energy to be harvested to start a self sustaining cycle. networks and personal devices. Research and development Following paper summarizes key factors that determine satellite activities include technological advances for automotive energy needs, and explains some either most widespread or most industry (tire pressure monitors, using piezoelectric effect ), interesting examples of energy harvesting devices, present in Earth orbit as well as exploring Solar System and, very recently, aerospace industry (fuselage sensor network in aircraft, using beyond. Some of presented energy harvester are suitable for thermoelectric effect), manufacturing automation industry very large (in terms of size and functionality) probes, other fit (various sensors networks, using thermoelectric, piezoelectric, and scale easily on satellites ranging from dozens of tons to few electrostatic, photovoltaic effects), personal devices (wrist grams. -
Newton's Third Law (Lecture 7) Example the Bouncing Ball You Can Move
3rd Law Newton’s third law (lecture 7) • If object A exerts a force on object B, then object B exerts an equal force on object A For every action there is an in the opposite direction. equal and opposite reaction. B discuss collisions, impulse, A momentum and how airbags work B Æ A A Æ B Example The bouncing ball • What keeps the box on the table if gravity • Why does the ball is pulling it down? bounce? • The table exerts an • It exerts a downward equal and opposite force on ground force upward that • the ground exerts an balances the weight upward force on it of the box that makes it bounce • If the table was flimsy or the box really heavy, it would fall! Action/reaction forces always You can move the earth! act on different objects • The earth exerts a force on you • you exert an equal force on the earth • The resulting accelerations are • A man tries to get the donkey to pull the cart but not the same the donkey has the following argument: •F = - F on earth on you • Why should I even try? No matter how hard I •MEaE = myou ayou pull on the cart, the cart always pulls back with an equal force, so I can never move it. 1 Friction is essential to movement You can’t walk without friction The tires push back on the road and the road pushes the tires forward. If the road is icy, the friction force You push on backward on the ground and the between the tires and road is reduced. -
Definitions Matter – Anything That Has Mass and Takes up Space. Property – a Characteristic of Matter That Can Be Observed Or Measured
Matter – Definitions matter – Anything that has mass and takes up space. property – A characteristic of matter that can be observed or measured. mass – The amount of matter making up an object. volume – A measure of how much space the matter of an object takes up. buoyancy – The upward force of a liquid or gas on an object. solid – A state of matter that has a definite shape and volume. liquid – A state of matter that has a definite volume but no definite shape. It takes the shape of its container. gas – A state of matter that has no definite shape or volume. metric system – A system of measurement based on units of ten. It is used in most countries and in all scientific work. length – The number of units that fit along one edge of an object. area – The number of unit squares that fit inside a surface. density – The amount of matter in a given space. In scientific terms, density is the amount of mass in a unit of volume. weight – The measure of the pull of gravity between an object and Earth. gravity – A force of attraction, or pull, between objects. physical change – A change that begins and ends with the same type of matter. change of state – A physical change of matter from one state – solid, liquid, or gas – to another state because of a change in the energy of the matter. evaporation – The process of a liquid changing to a gas. rust – A solid brown compound formed when iron combines chemically with oxygen. chemical change – A change that produces new matter with different properties from the original matter. -
Newton's Third Law of Motion
ENERGY FUNDAMENTALS – LESSON PLAN 1.4 Newton’s Third Law of Motion This lesson is designed for 3rd – 5th grade students in a variety of school settings Public School (public, private, STEM schools, and home schools) in the seven states served by local System Teaching power companies and the Tennessee Valley Authority. Community groups (Scouts, 4- Standards Covered H, after school programs, and others) are encouraged to use it as well. This is one State lesson from a three-part series designed to give students an age-appropriate, Science Standards informed view of energy. As their understanding of energy grows, it will enable them to • AL 3.PS.4 3rd make informed decisions as good citizens or civic leaders. • AL 4.PS.4 4th rd • GA S3P1 3 • GA S3CS7 3rd This lesson plan is suitable for all types of educational settings. Each lesson can be rd adapted to meet a variety of class sizes, student skill levels, and time requirements. • GA S4P3 3 • KY PS.1 3rd rd • KY PS.2 3 Setting Lesson Plan Selections Recommended for Use • KY 3.PS2.1 3rd th Smaller class size, • The “Modeling” Section contains teaching content. • MS GLE 9.a 4 • NC 3.P.1.1 3rd higher student ability, • While in class, students can do “Guided Practice,” complete the • TN GLE 0307.10.1 3rd and /or longer class “Recommended Item(s)” and any additional guided practice items the teacher • TN GLE 0307.10.2 3rd length might select from “Other Resources.” • TN SPI 0307.11.1 3rd • NOTE: Some lesson plans do and some do not contain “Other Resources.” • TN SPI 0307.11.2 3rd • At home or on their own in class, students can do “Independent Practice,” • TN GLE 0407.10.1 4th th complete the “Recommended Item(s)” and any additional independent practice • TN GLE 0507.10.2 5 items the teacher selects from “Other Resources” (if provided in the plan). -
Climate Solutions Acceleration Fund Winners Announced
FOR IMMEDIATE RELEASE Contact: Amanda Belles, Communications & Marketing Manager (617) 221-9671; [email protected] Climate Solutions Acceleration Fund Winners Announced Boston, Massachusetts (June 3, 2020) - Today, Second Nature - a Boston-based NGO who accelerates climate action in, and through, higher education - announced the colleges and universities that were awarded grant funding through the Second Nature Climate Solutions Acceleration Fund (the Acceleration Fund). The opportunity to apply for funding was first announced at the 2020 Higher Education Climate Leadership Summit. The Acceleration Fund is dedicated to supporting innovative cross-sector climate action activities driven by colleges and universities. Second Nature created the Acceleration Fund with generous support from Bloomberg Philanthropies, as part of a larger project to accelerate higher education’s leadership in cross-sector, place-based climate action. “Local leaders are at the forefront of climate action because they see the vast benefits to their communities, from cutting energy bills to protecting public health,” said Antha Williams, head of environmental programs at Bloomberg Philanthropies. “It’s fantastic to see these forward-thinking colleges and universities advance their bold climate solutions, ensuring continued progress in our fight against the climate crisis.” The institutions who were awarded funding are (additional information about each is further below): Agnes Scott College (Decatur, GA) Bard College (Annandale-on-Hudson,