...Acceleration, in physics, is the rate at which the velocity of an object changes over time. An object's acceleration is the net result of any and all forces acting on the object, as described by Newton's Second Law. [1] The SI unit for acceleration is the metre per second squared (m/s2). Accelerations are vector quantities (they have magnitude and direction) and add according to the parallelogram law.[2][3] As a vector, the calculated net force is equal to the product of the object's mass (a scalar quantity) and the acceleration. For example, when a car starts from a standstill (zero relative velocity) and travels in a straight line at increasing speeds, it is accelerating in the direction of travel. If the car changes direction there is an acceleration toward the new direction. When accelerating forward, passengers in the car experience a force pushing them back into their seats. They experience sideways forces when changing direction. If the speed of the car decreases, this is acceleration in the opposite direction, sometimes called deceleration.[4]Mathematically, there is no separate formula for deceleration, as both are changes in velocity. In everyday use and in kinematics, the speed of an object is the magnitude of its velocity (the rate of change of its position); it is thus a scalar quantity.[1] The average speed of an object in an interval of time is the distance travelled by the object divided by theduration of the interval;[2] the instantaneous speed is the limit of...
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...No. Information on Every Subject 1. Unit Name: Physics I 2. Code: FHSP1014 3. Classification: Major 4. Credit Value: 4 5. Trimester/Year Offered: 1/1 6. Pre-requisite (if any): No 7. Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the...
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...No. Information on Every Subject 1. Unit Name: Physics I 2. Code: FHSP1014 3. Classification: Major 4. Credit Value: 4 5. Trimester/Year Offered: 1/1 6. Pre-requisite (if any): No 7. Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the...
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...How to Succeed in Physics (and reduce your workload) Kyle Thomas, Lead Author Luke Bruneaux, Supporting Author Veritas Tutors, LLC How To Succeed in Physics | 2 About the Authors Kyle Thomas Kyle is currently a PhD candidate in the Psychology Department at Harvard University where he studies evolutionary social psychology and serves as a teaching fellow for graduate and undergraduate courses. Kyle has primarily tutored and taught Physics and Organic Chemistry through the UC Santa Cruz peer tutoring program where he became a program administrator. About Veritas Tutors Founded by two Harvard graduates in 2005, Veritas Tutors (www. veritutors.com) is the premiere provider of educational services and products in the Boston area. Offering subject tutoring, standardized test preparation, and admissions consulting, Veritas Tutors is dedicated to providing the best possible instruction to each of its students. Working with educators and consultants from Harvard, Yale, Columbia, MIT, and other elite academic institutions, our students all receive personalized guidance to achieve their goals in and out of the classroom. If you Luke Bruneaux have any questions, comments, or concerns, please contact us at info@ Luke holds a BA Summa Cum Laude from the University of Pennsylvania, veritutors.com or 1-877-265-6582. an MS from the University of Chicago and is working towards a PhD in physics at Harvard University. Luke was awarded a 2011 Derek Bok ...
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...Matrix | 6 | 2.4.1 Row Matrix | 6 | 2.4.2 Column Matrix | 6 | 2.4.3 Rectangular Matrix | 6 | 2.4.4 Square Matrix | 6 | 2.4.5 Zero Matrix | 7 | 2.4.6 Upper Triangular Matrix | 7 | 2.4.7 Lower Triangular Matrix | 7 | 2.4.8 Diagonal Matrix | 7 | 2.4.9 Scalar Matrix | 7 | 2.4.10 Identity Matrix | 8 | 2.4.11 Transpose Matrix | 8 | 2.4.12 Regular Matrix | 8 | 2.4.13 Singular Matrix | 8 | Chapter-03: Matrices Operation | 9-15 | 3.1. Properties of matrix operation | 9 | 3.1.1 Properties of subtraction | 9 | 3. 1.2 Properties of Addition | 9 | 3.1.3 Properties of Matrix Multiplication | 10 | 3.1.4 Properties of Scalar Multiplication | 10 | 3.1.5 Properties of the Transpose of a Matrix | 10 | 3.2 Matrix Operation | 11 | 3.2.1 Matrix Equality | 12 | 3.2.2 Matrix Addition | 12 | 3.2.3 Matrix Subtraction | 12 | 3.2.4 Matrix Multiplication | 12 | 3.2.5 Multiplication of Vectors | 14 | 3.3 Inverse of Matrix | 15 | 3.4 Elementary Operations | 15 | Chapter-04: Application of Matrix | 16-21 | 4.1 Application of Matrix | 16 | 4.1.1 Solving Linear Equations | 16 | 4.1.2 Electronics | 16 | 4.1.3 Symmetries and transformations in physics | 17 | 4.1.4 Analysis and geometry | 17 | 4.1.5 Probability theory and statistics | 17 | 4.1.6 Cryptography | 18 | 4.2. Application of Matrices in Real Life | 18 | Chapter-05:Findings and Recommendation | 20-22 | 5.1 Findings | 20...
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...the textbook. Due: by the last day of Week 3. 2) Follow the link for “Module Notes - Scalars, Vectors, Two-Dimensional Motion, & Newton’s Laws”: https://mycourses.excelsior.edu/webapps/portal/frameset.jsp?tab_group=courses&url=%2Fwebapps%2Fblackboard%2Fexecute%2FdisplayLearningUnit%3Fcourse_id%3D_21506_1%26content_id%3D_769754_1%26framesetWrapped%3Dtrue and carefully study all the materials provided. Due: by the last day of Week 3. 3) Problem #1 : Chapter 3, end of chapter problem 82 from the from “Essential College Physics” by Andrew Rex & Richard. Submit your solution in the drop box “M2A1: Problem submission 1” https://mycourses.excelsior.edu/webapps/portal/frameset.jsp?tab_group=courses&url=%2Fwebapps%2Fblackboard%2Fexecute%2FdisplayLearningUnit%3Fcourse_id%3D_21506_1%26content_id%3D_769755_1%26framesetWrapped%3Dtrue Due by the fourth day of Week 3. 4) Perform the tasks assigned for Module 2 Week 1 on the discussion board for Module 1 at the link: https://mycourses.excelsior.edu/webapps/portal/frameset.jsp?tab_group=courses&url=%2Fwebapps%2Fblackboard%2Fexecute%2FdisplayLearningUnit%3Fcourse_id%3D_21506_1%26content_id%3D_769755_1%26framesetWrapped%3Dtrue Post your response of at least 150 words in your own discussion thread by day 4 of the module. Due: by the fourth day of Week 3. 5) Start working on the Mastering Physics assignments entitled Projectile & Circular Motion. (These problems can also be seen at the...
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...requirements in PHYSICS-XA1 Composition of Concurrent Forces Submitted by: Andrian Earl M. Magno IV – AB Communication Arts Submitted to: Professor Nelson Arboleda December 08, 2014 I. INTRODUCTION A. Background The forces that are involve with the experiments are basically focused on the concurrent forces. The experiment also allows us to develop the condition of balancing or arranging the angles both sides on a force table. This laboratory experiment allows us to take the mathematical abstraction of a vector to make it tangible as possible. This experiment will look into two ways of finding the resultant of two or more vectors and this includes the graphical method and the component method. The concurrent forces are all the vectors in the system of coincide at a certain single point. B. Objectives To regulate by means of the vector diagram of the resultant of several concurrent forces. This will also be check by the accuracy of the result on a force table. Also to become familiar with the vectors and their components. This experiment aims the use of the force table to experimentally of this experiment is to use the force table to experimentally determine the force which balances two other forces. This result is checked by adding the two forces by using their components and by graphically adding the forces. C. Theory The measurable of quantities may be classified as either of scalar quantities and the vector quantities. The...
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......... 1 II. Three Dimensional Spaces ............................................................. 4 III. Physical Vectors ...................................................................... 8 IV. Examples: Cylindrical and Spherical Coordinates .................................. 9 V. Application: Special Relativity, including Electromagnetism ......................... 10 VI. Covariant Differentiation ............................................................. 17 VII. Geodesics and Lagrangians ............................................................. 21 ******************************************************************************** I. Basic Principles We shall treat only the basic ideas, which will suffice for much of physics. The objective is to analyze problems in any coordinate system, the variables of which are expressed as qj(xi) or q'j(qi) where xi : Cartesian coordinates, i = 1,2,3, ....N for any dimension N. Often N=3, but in special relativity, N=4, and the results apply in any dimension. Any well-defined set of qj will do. Some explicit requirements will be specified later. An invariant is the same in any system of coordinates. A vector, however, has components which depend upon the system chosen. To determine how the components change (transform) with system, we choose a prototypical vector, a small displacement dx i. (Of course, a vector is a geometrical object which is, in some sense, independent of coordinate system, but since it can be prescribed or...
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...------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Submitted by: John Charlemagne Buan ------------------------------------------------- Submitted to: Ms. Harlene Santos ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Analytic geometry From Wikipedia, the free encyclopedia Analytic geometry, or analytical geometry, has two...
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...Code:- CE-107 Teacher Incharge:- Ms. Archana Prasad 2 Contents 1. Abstract 3 2. Introduction 3-4 3. Eigenvectors and Eigenvalues of a real matrix 4 a. Characteristic Polynomial 7-8 b. Algebraic Multiplicities 8-9 4. Calculation 9 a. Computing Eigenvalues 9 b. Computing Eigen Vectors 10 5. Applications 10 a. Geology and Glaciology 10-11 b. Vibration Analysis 11-12 c. Tensor of Moment of Inertia 12 d. Stress Tensor 12 e. Basic Reproduction Number. 12 6. Conclusion 13 7. References ...
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...describes this relationship:[2] where I is the current through the conductor in units of amperes, V is the potential difference measured across the conductor in units of volts, and R is the resistance of the conductor in units of ohms. More specifically, Ohm's law states that the R in this relation is constant, independent of the current.[3] The law was named after the German physicist Georg Ohm, who, in a treatise published in 1827, described measurements of applied voltage and current through simple electrical circuits containing various lengths of wire. He presented a slightly more complex equation than the one above (see History section below) to explain his experimental results. The above equation is the modern form of Ohm's law. In physics, the term Ohm's law is also used to refer to various generalizations of the law originally formulated by Ohm. The simplest example of this is: where J is the current density at a given location in a resistive material, E is the electric field at that location, and σ is a material dependent parameter called the conductivity. This reformulation of Ohm's law is due to Gustav Kirchhoff Ohm's law is an empirical law, a generalization from many experiments that have shown that current is approximately proportional to electric field for most materials. It is less fundamental than Maxwell's equations and is not always obeyed....
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...1500 words, giving credible references on the use of physics in your daily activities. You need to mention 5 or more activities where physics is used. Remember to follow the APA style and give references. Physics is used in so many ways that most people do not even realize that they are using it. Even a stay at home mom uses physics more than one would think. Daily activities that many people do include physics without thinking about it, such as driving a car, using a headrest in a car, walking and running, flushing the toilet, and washing and drying clothes. Driving a car has many different aspects of physics involved, but today only acceleration, speed, and velocity will be discussed. People talk in terms of physics everyday without even knowing that is what they are discussing. For example, “speed” limit, how quickly a car can “accelerate,” and when they add a direction, they are actually talking about the velocity of a vehicle because velocity has a magnitude and direction, not just magnitude. According to Barry Parker in Issac Newton School of Driving, “you are accelerating and decelerating most of the time when you take a trip through the busy streets of a city, either by stepping on the gas, braking, or turning the steering wheel.” Basically, if someone gets in the driver seat of a car and drives, that person is changing the acceleration, speed, and velocity of the car that is being driven. A speed is just the scalar, magnitude with no direction, of velocity. The velocity...
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...explained mathematically if his laws of motion and universal gravitation were true. Developed calculus KEPLER’S LAWS OF PLANETARY MOTION 1. Planets move around the Sun in ellipses, with the Sun at one focus. 2. The line connecting the Sun to a planet sweeps equal areas in equal times. 3. The square of the orbital period of a planet is proportional to the cube of the semimajor axis of the ellipse. INITIAL VALUES AND EQUATIONS Unit vectors of polar coordinates (1) INITIAL VALUES AND EQUATIONS From (1), (2) Differentiate with respect to time t (3) INITIAL VALUES AND EQUATIONS CONTINUED… Vectors follow the right-hand rule (8) INITIAL VALUES AND EQUATIONS CONTINUED… Force between the sun and a planet (9) Newton’s 2nd law of motion: F=ma (10) F-force G-universal gravitational constant M-mass of sun m-mass of planet r-radius from sun to planet INITIAL VALUES AND EQUATIONS CONTINUED… Planets accelerate toward the sun, and a is a scalar multiple of r. (11) INITIAL VALUES AND EQUATIONS CONTINUED… Derivative of (12) (11) and (12) together (13) INITIAL VALUES AND EQUATIONS CONTINUED… Integrates to a constant (14) INITIAL VALUES AND EQUATIONS CONTINUED… When t=0, 1. 2. 3. 4. 5. KEPLER’S LAWS OF PLANETARY MOTION 1. Planets move around the Sun in ellipses, with the Sun at one focus. 2....
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...SAMAR COLLEGES, INC. Catbalogan City Chapter Test in Physics Name __________________________________________________________________________ Year and Section____________________ Teacher _______________________________________________________________________ Date __________________________________ Test I. Multiple Choice. Encircle the letter of the correct answer on the following question/statement. 1. A branch of science that deals with the study of the relationship of matter and energy. A. B. Matter C. Biology D. Physics E. Natural Science 2. 3. Laboratory equipment used to boil liquids, heat gases, etc. A. B. Bunsen Burner C. Graduated Cylinder D. Beaker E. Alcohol Lamp 4. 5. When will acceleration be zero? A. B. Constant velocity’ C. Constant time D. Bigger Velocity E. None of the above 6. 7. A quantity with magnitude and direction like displacement and velocity. A. B. Vector Quantity C. Scalar Quantity D. Both are correct E. None of the above 8. 9. A car is moving 5m east and moves further with 15m. What is the distance covered by the car? A. B. 10m C. 15m D. 0m E. 15.3m 10. 11. A boy bought an eggplant that weighs 1.1kg in the market. What is the mass in “grams” of the eggplant? A. B. 1100 grams C. 1200 grams D. 1.1 grams E. None of the above 12. 13. When can we say that a thing is a matter? A. B. When it has energy. C....
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...lines representing the electric field produced by electric charge. Finally, we had to describe how the field from lines of charge differs from that produced by point sources. The electric field is identified by a capital E and at a certain point it equals the force on a test charge divided by the amount of the charge (E=F/g). In other words, the electric field is the surrounding charges which create an electric field around a given point. Theory: Equipotential lines provide a quantitative way of viewing the electric potential in two dimensions. Every point on a given line is at the same potential. An equipotential region of a scalar potential in three-dimensional space is often an equipotential surface, but it can also be a three-dimensional region in space. The gradient of the scalar potential (and hence also its opposite, as in the case of a vector field with an associated potential field) is everywhere perpendicular to the equipotential surface, and zero inside a three-dimensional equipotential region. Electrical conductors offer an intuitive example. If a and b are any two points within or at the surface of a given conductor, and given there is no flow of charge being exchanged between the two points, then the potential difference is zero between the two points. Thus, an equipotential would contain both points a and b as they have the same potential. Extending this definition, an...
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