The Effect of Moment of Inertia on the Liquids in Centrifugal Microfluidics
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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. -
PHYSICS of ARTIFICIAL GRAVITY Angie Bukley1, William Paloski,2 and Gilles Clément1,3
Chapter 2 PHYSICS OF ARTIFICIAL GRAVITY Angie Bukley1, William Paloski,2 and Gilles Clément1,3 1 Ohio University, Athens, Ohio, USA 2 NASA Johnson Space Center, Houston, Texas, USA 3 Centre National de la Recherche Scientifique, Toulouse, France This chapter discusses potential technologies for achieving artificial gravity in a space vehicle. We begin with a series of definitions and a general description of the rotational dynamics behind the forces ultimately exerted on the human body during centrifugation, such as gravity level, gravity gradient, and Coriolis force. Human factors considerations and comfort limits associated with a rotating environment are then discussed. Finally, engineering options for designing space vehicles with artificial gravity are presented. Figure 2-01. Artist's concept of one of NASA early (1962) concepts for a manned space station with artificial gravity: a self- inflating 22-m-diameter rotating hexagon. Photo courtesy of NASA. 1 ARTIFICIAL GRAVITY: WHAT IS IT? 1.1 Definition Artificial gravity is defined in this book as the simulation of gravitational forces aboard a space vehicle in free fall (in orbit) or in transit to another planet. Throughout this book, the term artificial gravity is reserved for a spinning spacecraft or a centrifuge within the spacecraft such that a gravity-like force results. One should understand that artificial gravity is not gravity at all. Rather, it is an inertial force that is indistinguishable from normal gravity experience on Earth in terms of its action on any mass. A centrifugal force proportional to the mass that is being accelerated centripetally in a rotating device is experienced rather than a gravitational pull. -
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. -
LECTURES 20 - 29 INTRODUCTION to CLASSICAL MECHANICS Prof
LECTURES 20 - 29 INTRODUCTION TO CLASSICAL MECHANICS Prof. N. Harnew University of Oxford HT 2017 1 OUTLINE : INTRODUCTION TO MECHANICS LECTURES 20-29 20.1 The hyperbolic orbit 20.2 Hyperbolic orbit : the distance of closest approach 20.3 Hyperbolic orbit: the angle of deflection, φ 20.3.1 Method 1 : using impulse 20.3.2 Method 2 : using hyperbola orbit parameters 20.4 Hyperbolic orbit : Rutherford scattering 21.1 NII for system of particles - translation motion 21.1.1 Kinetic energy and the CM 21.2 NII for system of particles - rotational motion 21.2.1 Angular momentum and the CM 21.3 Introduction to Moment of Inertia 21.3.1 Extend the example : J not parallel to ! 21.3.2 Moment of inertia : mass not distributed in a plane 21.3.3 Generalize for rigid bodies 22.1 Moment of inertia tensor 2 22.1.1 Rotation about a principal axis 22.2 Moment of inertia & energy of rotation 22.3 Calculation of moments of inertia 22.3.1 MoI of a thin rectangular plate 22.3.2 MoI of a thin disk perpendicular to plane of disk 22.3.3 MoI of a solid sphere 23.1 Parallel axis theorem 23.1.1 Example : compound pendulum 23.2 Perpendicular axis theorem 23.2.1 Perpendicular axis theorem : example 23.3 Example 1 : solid ball rolling down slope 23.4 Example 2 : where to hit a ball with a cricket bat 23.5 Example 3 : an aircraft landing 24.1 Lagrangian mechanics : Introduction 24.2 Introductory example : the energy method for the E of M 24.3 Becoming familiar with the jargon 24.3.1 Generalised coordinates 24.3.2 Degrees of Freedom 24.3.3 Constraints 3 24.3.4 Configuration -
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. -
Action Principle for Hydrodynamics and Thermodynamics, Including General, Rotational Flows
th December 15, 2014 Action Principle for Hydrodynamics and Thermodynamics, including general, rotational flows C. Fronsdal Depart. of Physics and Astronomy, University of California Los Angeles 90095-1547 USA ABSTRACT This paper presents an action principle for hydrodynamics and thermodynamics that includes general, rotational flows, thus responding to a challenge that is more that 100 years old. It has been lifted to the relativistic context and it can be used to provide a suitable source of rotating matter for Einstein’s equation, finally overcoming another challenge of long standing, the problem presented by the Bianchi identity. The new theory is a combination of Eulerian and Lagrangian hydrodynamics, with an extension to thermodynamics. In the first place it is an action principle for adia- batic systems, including the usual conservation laws as well as the Gibbsean variational principle. But it also provides a framework within which dissipation can be introduced in the usual way, by adding a viscosity term to the momentum equation, one of the Euler-Lagrange equations. The rate of the resulting energy dissipation is determined by the equations of motion. It is an ideal framework for the description of quasi-static processes. It is a major development of the Navier-Stokes-Fourier approach, the princi- pal advantage being a hamiltonian structure with a natural concept of energy as a first integral of the motion. Two velocity fields are needed, one the gradient of a scalar potential, the other the time derivative of a vector field (vector potential). Variation of the scalar potential gives the equation of continuity and variation of the vector potential yields the momentum equation. -
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. -
6. Non-Inertial Frames
6. Non-Inertial Frames We stated, long ago, that inertial frames provide the setting for Newtonian mechanics. But what if you, one day, find yourself in a frame that is not inertial? For example, suppose that every 24 hours you happen to spin around an axis which is 2500 miles away. What would you feel? Or what if every year you spin around an axis 36 million miles away? Would that have any e↵ect on your everyday life? In this section we will discuss what Newton’s equations of motion look like in non- inertial frames. Just as there are many ways that an animal can be not a dog, so there are many ways in which a reference frame can be non-inertial. Here we will just consider one type: reference frames that rotate. We’ll start with some basic concepts. 6.1 Rotating Frames Let’s start with the inertial frame S drawn in the figure z=z with coordinate axes x, y and z.Ourgoalistounderstand the motion of particles as seen in a non-inertial frame S0, with axes x , y and z , which is rotating with respect to S. 0 0 0 y y We’ll denote the angle between the x-axis of S and the x0- axis of S as ✓.SinceS is rotating, we clearly have ✓ = ✓(t) x 0 0 θ and ✓˙ =0. 6 x Our first task is to find a way to describe the rotation of Figure 31: the axes. For this, we can use the angular velocity vector ! that we introduced in the last section to describe the motion of particles. -
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. -
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, -
Chapter 6 the Equations of Fluid Motion
Chapter 6 The equations of fluid motion In order to proceed further with our discussion of the circulation of the at- mosphere, and later the ocean, we must develop some of the underlying theory governing the motion of a fluid on the spinning Earth. A differen- tially heated, stratified fluid on a rotating planet cannot move in arbitrary paths. Indeed, there are strong constraints on its motion imparted by the angular momentum of the spinning Earth. These constraints are profoundly important in shaping the pattern of atmosphere and ocean circulation and their ability to transport properties around the globe. The laws governing the evolution of both fluids are the same and so our theoretical discussion willnotbespecifictoeitheratmosphereorocean,butcanandwillbeapplied to both. Because the properties of rotating fluids are often counter-intuitive and sometimes difficult to grasp, alongside our theoretical development we will describe and carry out laboratory experiments with a tank of water on a rotating table (Fig.6.1). Many of the laboratory experiments we make use of are simplified versions of ‘classics’ that have become cornerstones of geo- physical fluid dynamics. They are listed in Appendix 13.4. Furthermore we have chosen relatively simple experiments that, in the main, do nor require sophisticated apparatus. We encourage you to ‘have a go’ or view the atten- dant movie loops that record the experiments carried out in preparation of our text. We now begin a more formal development of the equations that govern the evolution of a fluid. A brief summary of the associated mathematical concepts, definitions and notation we employ can be found in an Appendix 13.2.