...center of a circular path defines a line called the axis of rotation. The angle that an object rotates about a fixed axis is called the angular displacement (). Counterclockwise displacement is considered positive, and clockwise negative. Angular displacement can be expressed in degrees, revolutions, or radians. A radian is the measure of the angle subtended by an arc that is the length of the given radius. 2 rad is equal to 360. Therefore, 1 rad is equal to 57.3. Section 8.2 discusses angular velocity . Average angular velocity is derived in a similar way to the average linear velocity we have already discussed. It is simply the angular displacement divided by the elapsed time, and it is usually measured in radians per second. This section also deals with the difference between instantaneous and average angular velocity. This is also analogous to what has already been discussed with linear velocity. Also similar to the concepts we have already dealt with in linear motion is the concept of angular acceleration (), which is simply a change in the angular velocity. Section 8.3 clarifies the equations (similar to those used in linear motion study) that are necessary to work problems dealing with angular motion. These are the equations of rotational kinematics for constant angular acceleration: = 0 + t = ½ (0 + )t = 0t + ½ t2 2 = 02 + 2 Also in this section is a useful table of symbols: Quantity Rotational Motion Linear Motion Displacement...
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...Lab Investigation Purpose: This lab will verify how the centripetal force on a rotating body is affected by the following variables: frequency, speed, mass, and radius of a rotating object. Available Materials: ● 2 rubber stoppers ● 28 steel washers ● reinforced ceramic tube ● 1.5 m of thread or string ● metre stick ● stop watch [pic] Lab Procedure: Remember that a proper scientific method requires identifying the following for each case of the investigation: → Independent Variable → Dependent Variable → Controlled Variables PART A - Centripetal Force vs Frequency 1. Set up apparatus as illustrated above. Measure 1.0 meter of string from the rubber stopper to the tube (held vertically) using the metre stick. Attach a piece of tape on the string about 1 cm below the bottom of the tube (see diagram pg. 152). This will act as a reference mark. 2. Place 12 washers on the end of the string (using the paper clip). 3. While holding the bottom stack of washers, whirl the rubber stopper in a horizontal circle above your head. Carefully adjust the speed of rotation until you feel very little tension on the string suspending the washers. Let go of the stack of washers and maintain the rotation rate so that the reference tape on the string remains stationary about 1 cm below the tube. Have a lab partner determine the time for 20 complete rotations. 4. Set...
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...Centripetal Acceleration Lab Purpose: To understand and verify the relationship of Centripetal Force, where m is mass, v is velocity and r is radius. Procedure: Part 1: Set up apparatus, which consists of a rotor mechanism containing a mass m attached to a spring. Tape on a piece of cardboard vertically onto one end of the rotor to trigger the photogate timer. Start the rotor and gradually increase speed until the metal pointer just flips up. Record the time (up). And then gradually decrease until the metal pointer just flips down. Record the time (down). Calculate the force on the rotating mass m. Part 2: Rotate rotor from Part 1 so that mass m hangs straight down. Attach a short loop of fishing line at the bottom of the mass. Add weight (mass) onto loop and keep adding weight until the metal pointer just flips up. Record the mass (up). Then little by little, remove the weights until the metal pointer just flips down. Record the mass (down). Calculate Force=mg. Data/Results: The data and sample calculations are attached below. The typical relative uncertainty for Fc was 16%, while the typical relative uncertainty for Fg was 2%. Thus Fg is a more precise measurement than Fc. Both parts gave the similar Newton answers (about 21-22N). Some error in this lab may have been caused by air resistance/friction, slowing down mass and increasing period. Another error can be caused by time measurement/calibration, which can be reduced by timing a number of rev and finding...
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...Name ___________Anna Marie Herbold_________________________ Motion in 2D Simulation Go to HYPERLINK "http://phet.colorado.edu/simulations/sims.php?sim=Motion_in_2D" http://phet.colorado.edu/simulations/sims.php?sim=Motion_in_2D and click on Run Now. 1) Once the simulation opens, click on ‘Show Both’ for Velocity and Acceleration at the top of the page. Now click and drag the red ball around the screen. Make 3 observations about the blue and green arrows (also called vectors) as you drag the ball around. 1. The green vector seems to be always longer than the blue vector. 2. When the ball is moved quickly, only the blue vector travels forwards and backwards. The green only travels forwards. 3. If you drag the ball slowly around, the green vector is visible but the blue vector seems to disappear. 2) Which color vector (arrow) represents velocity and which one represents acceleration? How can you tell? Acceleration is the green vector and velocity is the blue vector. For example, when you drag the ball slowly the blue vector is hardly seen because there is very little velocity when moving at a slow pace. The green vector is seen because this is acceleration which is a change in speed, which is happening at even a slow pace. 3) Try dragging the ball around and around in a circular path. What do you notice about the lengths and directions of the blue and green vectors? Describe their behavior in detail below. The lengths of the vectors seem to...
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...reliant on the change in velocity. 3) Try dragging the ball around and around in a circular path. What do you notice about the lengths and directions of the blue and green vectors? Describe their behavior in detail below. I noticed that the green arrow points the direction I am dragging and stays relatively the same while the blue arrow fluctuates rather rapidly at a perpendicular angle of the green arrow. The velocity or green arrow is always pointing in the direction I am moving and since I am going a constant speed it stays the same length. The blue arrow is showing the acceleration due to the rotation and it fluctuates rapidly due to me being unable to create a perfect speed and circle around a focal point. 4) Now move the ball at a slow constant speed across the screen. What do you notice now about the vectors? Explain why this happens. When I move them in the same direction they are even/on top of each other. This happens because the velocity or direction and speed are constant making the acceleration constant. 5) What happens to the vectors when you jerk the ball rapidly back and forth across the screen? Explain why this happens. The blue arrow goes with the green the shoots in the opposite direction shortly after. This happens because of the ball decelerating rapidly before traveling in the other direction and repeating the process 6) Now click on ‘Circular’ on the bottom. Describe the motion of the ball and the behavior of the two vectors. Is there a force on the ball...
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...* 000000 Motion * Acceleration * Velocity Keywords * Motion * Acceleration * Velocity * Circular Motion * Vectors * Harmonic Motion * Kinematics * Rotational Motion * Linear Motion Sample Learning Goals * Is the velocity vector blue or green? How can you tell? * Is the acceleration vector blue or green? How can you tell? * Explain why the velocity and acceleration vectors behave as they do for the preset motions (linear acceleration I, II, circular motion, & harmonic motion). Tips for Teachers The teacher's guide (pdf) contains tips created by the PhET team. Teaching Ideas Title | Authors | Level | Type | Updated | 2D Motion | Patrick Foley | HS | Lab | 9/20/12 | Rotational Motion | Sarah Stanhope | HS | Lab | 1/27/11 | 1 Dimensional Motion - Kinematics and Graphing | Sarah Stanhope | HS | Lab | 1/27/11 | Introduction to rotational motion | Sarah Stanhope | HS UG-Intro | CQs | 2/24/10 | 2D Motion Activity | Drew Isola | HS | CQs | 1/11/09 | Vectors Phet Lab | Chris Bires | HS | Lab | 8/4/10 | Modeling a linear simple harmonic oscillator | Mark Kelly | UG-Intro | Lab | 4/7/08 | Motion in Two Dimensions | Gretchen Swanson | HS | Lab | 9/18/07 | You can submit your own ideas and activities. Translated Versions: Language | Language (Translated) | Simulation Title | | | Arabic | العربية | الحركة في بعدين | Run Now | Download | Arabic, Saudi Arabia | العربية (السعودية) | الحركة...
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...A Universal Definition of Small Enterprise: A Procrustean bed for SMEs? SUBMITTED BY KHRYSTYNA KUSHNIR ON WED, 2010-08-11 11:43 Editor's Note: Khrystyna Kushnir is a consultant on micro, small and medium-sized enterprises with the Enterprise Analysis Unit of the World Bank Group. At the G-20 summit in Pittsburgh last year, the assembled authorities agreed to "scale up successful models of small and medium-sized enterprise (SME) financing." The G-20 assigned the IFC and other international organizations to launch a G-20 Financial Inclusion Experts Group and asked the private sector to come up with ideas through G-20 SME Finance Challenge. This increased attention to micro, small and medium-sized enterprises (MSMEs) begs the question -- what, exactly, should be considered an MSME? With the issue of MSMEs playing out on an international level, it is tempting to try to find a universal MSME definition. A universal MSME definition would ease the design of loans, investments, grants and statistical research. One such effort is IFC’s SME Definition Deep-dive Analysis and Recommendations, although it's currently on hold because of internal restructuring. As part of the G-20 follow-up work, IFC is currently working on a 2010 update of the Micro, Small, and Medium Enterprises: A Collection of Published Data. While recording the various definitions of MSME used in 120+ of the most populous world economies, I was struck by the wide range of approaches governments take to define what...
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...strategy of producing low cost and high quality products. It started on a program of acquisitions to meets its aggressive goals of growing sales 15% annually. It had acquired only financially successful companies. But in 1979, it acquired Skil Corporation, a financially mediocre and low performing company for $58 million. Skil was a leading manufacturer of portable power tools serving the professional and consumer markets, the circular saw being the strongest and best seller amongst those tools, which it also invented, and was amongst the top three in power tools market share holdings in U.S. Other power tools that Skil manufactured included mid-priced drills and roto hammers. Skil manufactured multiple different models for different countries, depending upon the local needs of the market. Under increasing competitive pressure, Skil’s financial results had not been high and attractive, although reported profitability had improved in recent years. It sold through all distribution channels but was well established in hardware stores and had a strong position in circular saws in contractor supply channels. Its sales force serviced all distributors except the mass merchandisers. Skil seldom advertised and relied more on product publicity. It sold tools on a worldwide basis, with its greatest international strength in Europe. Emerson has a task at hand to improve the market share of Skil Corporation given that the industry is saturated and has competitors like Black and Decker and Sears. Here...
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...“Out,Out-“ is a miniature dramatic narrative by Robert Frost. Frost depicts the abrupt death of a young boy whose hand has been severed by a buzz-saw. “The poem was apparently based on a true story of a boy's death whilst working in New England.”(Wikpedia) The account though heart-rending is described in an objective manner by the poet. The fact that no personal comments are made on part of the poet, exemplify that he does not intend to emotionally drain the readers. Rather he intends on intellectually stimulating the readers into the inevitability of death and the futility of life. The title has been taken from Macbeth’s soliloquy in which he ruminates over the death of his wife. The hollowness and insignificance of life is hinted at in this soliloquy, by the eloquent image of the candle that mirrors the transitory nature of life: "Out, out, brief candle! Life's but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing." Analysis: At the outset, the buzz-saw is shown to be snarling and rattling. The twin-sided aspects of life are echoed here .The buzz-saw at once transforms itself into the metaphor of the Giver of Life:it gives ,yet it takes. The verb ‘snarled’ echoes how it is animate, yet machine-like; human, yet devoid of emotions. The verb ‘rattled” sounds the rattle of the child and the rattle of the snake: innocence and iniquity...
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...FUNdaMENTALS of Design Alexander H. Slocum Pappalardo Professor of Mechanical Engineering Massachusetts Institute of Technology Cambridge, Massachusetts, USA slocum@mit.edu ™ FUNdaMENTALS of Design Pappalardo Series in Mechanical Engineering This book was made possible by a generous gift from Neil and Jane Pappalardo Support for this book was also provided by the Cambridge-MIT Institute, and iCampus the Microsoft-MIT Alliance ©2007 Alexander H. Slocum ABOUT This Book A college student challenged a senior citizen, saying it was impossible for their generation to understand his. "You grew up in a different world," the student said. "Today we have television, jet planes, space travel, nuclear energy, computers..." Taking advantage of a pause in the student's litany, the geezer said, "You're right. We didn't have those things when we were young; so we invented them! What are you doing for the next generation?"1 This book is about helping people to learn how to create their own future! It does this by taking advantage of the fact that the reader’s LEFT brain sees the LEFT side (FUN) of the book. The RIGHT brain sees the (MENTAL) side of the book. Its simply FUNdaMENTAL! This in itself is a key feature of this book: It seeks to train the brain to think by many a link. Creating things is NOT done by following a monotonous recipe... The ability to create can be learned by anyone who has a yearn to learn! But the eye must be quick to sort and pick! Embedded inside, many...
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...is showing is her head, her feet and maybe even her legs. The magician then continues to close the box and turn to the audience. Now what you don’t know is that in the platform under the box there is another assistant that the audience doesn't know about. So when the magician turns to the audience he will then preform some mumbo jumbo magic stuff like saying some words or waving a wand. Then he will casually block the first assistants feet from view by either blocking it with another miscellaneous prop for a moment or by rotating the box, this gives his first assistant enough time to pull her feet in and the second assistant to poke her feet out, wearing the same shoes of course, the magician then grabs the saw blade and makes a cutting motion through a pre cut line in the box. Then the magician will split the box in half revealing the middle and amazing the audience even more. Then he closes the box does whatever he does to cover the legs and then opens up the box to show that he did not actually in fact cut his assistant in half. The crowd then cheers out of amazement and the magician makes loads of money after they go home and tell all their friends what they saw. That is how a magician cuts someone in half, different magicians may have modified this trick in different ways weather to make it more impressive by adding a saw blade or just to look...
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..."Out, Out" Robert Frost THE BUZZ-SAW snarled and rattled in the yard And made dust and dropped stove-length sticks of wood, Sweet-scented stuff when the breeze drew across it. And from there those that lifted eyes could count Five mountain ranges one behind the other Under the sunset far into Vermont. And the saw snarled and rattled, snarled and rattled, As it ran light, or had to bear a load. And nothing happened: day was all but done. Call it a day, I wish they might have said To please the boy by giving him the half hour That a boy counts so much when saved from work. His sister stood beside them in her apron To tell them “Supper.” At the word, the saw, As if to prove saws knew what supper meant, Leaped out at the boy’s hand, or seemed to leap— He must have given the hand. However it was, Neither refused the meeting. But the hand! The boy’s first outcry was a rueful laugh, As he swung toward them holding up the hand Half in appeal, but half as if to keep The life from spilling. Then the boy saw all— Since he was old enough to know, big boy Doing a man’s work, though a child at heart— He saw all spoiled. “Don’t let him cut my hand off— The doctor, when he comes. Don’t let him, sister!” So. But the hand was gone already. The doctor put him in the dark of ether. He lay and puffed his lips out with his breath. And then—the watcher at his pulse took fright. No one believed. They listened at his heart. Little—less—nothing!—and that ended it. No...
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...in November of 1832, and decided to draw out the money from the Bank (252). Unfortunately for Jackson, Nicholas Biddle, the Bank’s president, decided to call in loans, which “induced a massive recession [:]” businesses closed down, factories stood idle, retail districts had no buyers, and “interest rates offered to the brokers who flocked to New Orleans every fall to buy cotton harvest rose 25 percent” (253). Many citizens blamed Jackson for this catastrophe; yet, there were still more economic woes related to Jackson and the banks to come. The speculation of public lands added to this crisis, and Jackson’s subsequent issuing of what was known as the “Specie Circular”. As stated, banks issued paper money; yet, there existed high rates of speculation in these banks, particularly on federal lands. Thus, the Specie Circular issued by Jackson “declared that from August onward, only gold and silver would be accepted as payment for most government-owned lands” (272). This caused land sales to drop substantially, and banks had to begin charging “a premium for gold and silver, making everything else more expensive” (272). This caused many chain reactions, such as falling cotton prices and businesses going bankrupt. Demand for cotton also began to decrease, and “British-buying firms in Liverpool began to get nervous […] in the late 1836, it began denying credit to those firms” (273). Cotton began to free fall, and creditors from overseas began calling in the huge amounts of “debt owed...
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...Section I: * Good reason: reasons that are psychologically compelling for a given audience that makes further inquiry both unnecessary and redundant. Therefore, justifying a decision to affirm or reject a proposition. (Page 2, 12th Edition) Example: * Ethos: means to convince by the character of the author and by the amount of respect and credibility the commands from the audience. Example: As a doctor, I am qualified to tell you that this course of treatment will likely generate the best results. * NDT*: National debate tournament. (Page 20, 12th Edition). * CEDA*: Cross Examination Debate Association. (Page 20, 12th Edition) * Sophists: A person who reasons with clever but fallacious arguments. Example: A person who uses graphs and scientific observation to convince someone that humans are not mammals. * Enthymeme: (1) A truncated syllogism, in which one of the premises or the conclusion is not stated. (Page 153, 12th Edition) Example: “You will come out victorious, just do your best." The missing premise is "All people who do their best are people who come out victorious." * Deduction: Argument that begins with a broad generalization and moves to a more specific application or conclusion. (Page 170, 12th Edition) Example: All living organisms eventually die. A flower is a living organism. Therefore, it will eventually die. * Induction: Argument that begins with a specific case and moves to a broader generalization...
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...strategy of producing low cost and high quality products. It started on a program of acquisitions to meets its aggressive goals of growing sales 15% annually. It had acquired only financially successful companies. But in 1979, it acquired Skil Corporation, a financially mediocre and low performing company for $58 million. Skil was a leading manufacturer of portable power tools serving the professional and consumer markets, the circular saw being the strongest and best seller amongst those tools, which it also invented, and was amongst the top three in power tools market share holdings in U.S. Other power tools that Skil manufactured included mid-priced drills and roto hammers. Skil manufactured multiple different models for different countries, depending upon the local needs of the market. Under increasing competitive pressure, Skil’s financial results had not been high and attractive, although reported profitability had improved in recent years. It sold through all distribution channels but was well established in hardware stores and had a strong position in circular saws in contractor supply channels. Its sales force serviced all distributors except the mass merchandisers. Skil seldom advertised and relied more on product publicity. It sold tools on a worldwide basis, with its greatest international strength in Europe. Emerson has a task at hand to improve the market share of Skil Corporation given that the industry is saturated and has competitors like Black and Decker and Sears. Here...
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