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- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_(CID%3A_PHYS_14)/10%3A_Forces/10.05%3A_FrictionThe coefficient of kinetic friction between box A and the table is 0.20. (Ignore the masses of the rope and the pulley and any friction in the pulley.) The mass of box A is 5.0 kg and the mass of box ...The coefficient of kinetic friction between box A and the table is 0.20. (Ignore the masses of the rope and the pulley and any friction in the pulley.) The mass of box A is 5.0 kg and the mass of box B is 2.0 kg. The force acting to move the system is the weight of box B, and the force resisting the movement is the force of friction between the table and box A.
- https://phys.libretexts.org/Bookshelves/University_Physics/Physics_(Boundless)/2%3A_Kinematics/2.4%3A_Problem-Solving_for_Basic_KinematicsThere are four kinematic equations that describe the motion of objects without consideration of its causes.
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_(CID%3A_PHYS_14)/10%3A_Forces/10.04%3A_Newton's_Third_LawIt is frequently the case that one of the objects moves as a result of the force applied but the motion of the other object in the opposite direction is not apparent. How does the horse-cart system mo...It is frequently the case that one of the objects moves as a result of the force applied but the motion of the other object in the opposite direction is not apparent. How does the horse-cart system move if the cart pulls on the horse with the same exact force and in the opposite direction as the horse pulls on the cart? (Beware, there are many misconceptions related to this example!
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_(CID%3A_PHYS_14)/10%3A_Forces/10.06%3A_Normal_Force_and_TensionThe arrows are approximately correct for when the elevator is accelerating upward—broken arrows represent forces too large to be drawn to scale. \(\overrightarrow{\mathbf{T}}\) is the tension in the s...The arrows are approximately correct for when the elevator is accelerating upward—broken arrows represent forces too large to be drawn to scale. \(\overrightarrow{\mathbf{T}}\) is the tension in the supporting cable, \(\overrightarrow{\mathbf{w}}\) is the weight of the person, \(\overrightarrow{\mathbf{w}}_{\mathrm{s}}\) is the weight of the scale, \(\overrightarrow{\mathbf{w}}_{\mathrm{e}}\) is the weight of the elevator, \(\overrightarrow{\mathbf{F}}_{\mathrm{s}}\) is the force of the scale o…
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_(CID%3A_PHYS_14)/09%3A_Motion/9.06%3A_End_of_Chapter_Key_TermsAcceleration: The rate of change of velocity of an object; calculated as change in velocity divided by time (a = Δv/Δt); measured in meters per second squared (m/s²). Projectile Motion: The motion of ...Acceleration: The rate of change of velocity of an object; calculated as change in velocity divided by time (a = Δv/Δt); measured in meters per second squared (m/s²). Projectile Motion: The motion of an object thrown or projected into the air, subject to only the acceleration of gravity. Newton’s Laws of Motion: Three fundamental laws describing the relationship between the motion of an object and the forces acting on it.
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_(CID%3A_PHYS_14)/12%3A_Magnetism/12.05%3A_Electromagnetism/12.5.04%3A_GeneratorA generator can also produce direct current by using a split ring commutator that changes external connections every half turn of the armature so that even though the current in the coil changes direc...A generator can also produce direct current by using a split ring commutator that changes external connections every half turn of the armature so that even though the current in the coil changes direction, every time the current in the coil changes direction, the external connection switches so that the external current always goes in the same direction.
- https://phys.libretexts.org/Bookshelves/College_Physics/Supplemental_Modules_(College_Physics)/Introductory_Kinematics/02%3A_Linear_Motion_and_its_Various_Forms/2.02%3A_Accelerated_Linear_Motion_and_GeneralizationIf you have understood the idea of taking the area under the velocity vs time graph, then this section would be quite simple to understand. And if you are familiar with basic calculus, it is easy to o...If you have understood the idea of taking the area under the velocity vs time graph, then this section would be quite simple to understand. And if you are familiar with basic calculus, it is easy to obtain a general solution for a velocity as the n th degree function of time. From it, we obtain the value of the velocity at that instant of time. The generalization of equation (i) and (iii) is similar to the generalization of (ii).
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_(CID%3A_PHYS_14)/10%3A_Forces/10.03%3A_Connecting_Newton's_First_and_Second_LawsThe magnitude of the acceleration is inversely proportional to the mass of the object; the more massive the object, the smaller the acceleration produced by the same force. After a rocket ship going f...The magnitude of the acceleration is inversely proportional to the mass of the object; the more massive the object, the smaller the acceleration produced by the same force. After a rocket ship going from the Earth to the moon leaves the gravitational pull of the Earth, it can shut off its engine and the ship will continue on to the moon due to the gravitational pull of the moon.
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_(CID%3A_PHYS_14)/09%3A_Motion/9.05%3A_End_of_Chapter_ActivityYour task is to create a succinct lesson plan for 3rd graders that introduces them to the basics of motion. To help you with this, you will use AI tools and incorporate Bloom's Taxonomy to ensure a co...Your task is to create a succinct lesson plan for 3rd graders that introduces them to the basics of motion. To help you with this, you will use AI tools and incorporate Bloom's Taxonomy to ensure a comprehensive learning experience. Objective: Use AI and Bloom's Taxonomy to develop a lesson plan that effectively teaches 3rd graders about the fundamentals of motion, including concepts such as distance, displacement, speed, and direction.
- https://phys.libretexts.org/Bookshelves/College_Physics/Supplemental_Modules_(College_Physics)/Introductory_Kinematics/03%3A_Circular_Motion/3.01%3A_Uniform_Circular_Motion_and_Analogy_to_Linear_MotionAngular acceleration is the rate of change of angular velocity, and angular velocity is the rate of change of angular displacement. In short, any angular quantity is the same as its linear quantity, e...Angular acceleration is the rate of change of angular velocity, and angular velocity is the rate of change of angular displacement. In short, any angular quantity is the same as its linear quantity, except it describes the angle between the axis of rotation and the position of object, rather than the distance-based quantities. This is actually a pseudovector and is the result of taking the cross-product (this is out of scope of this book) of the radius of rotation and the angular quantity.
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_(CID%3A_PHYS_14)/10%3A_Forces/10.08%3A_End_of_Chapter_ActivityObjective: Use AI and Bloom's Taxonomy to develop a lesson plan that effectively teaches 4th graders about the fundamentals of forces, including concepts such as gravity, friction, and magnetism. Exam...Objective: Use AI and Bloom's Taxonomy to develop a lesson plan that effectively teaches 4th graders about the fundamentals of forces, including concepts such as gravity, friction, and magnetism. Examples of AI tools used and how they enhance the learning experience: Describe the AI tools you plan to incorporate, such as simulations or interactive quizzes, and explain how they will help students grasp complex concepts.
