Impulse Momentum 1. Objects shown in the figure collide and stick and move together.

Find final v elocity objects.

Using conservation of momentum law; m1.V1+m2.V2=(m1+m2).Vfinal 3.8+4.10=7.Vfinal 64=7.Vfinal Vfinal=9,14m/s 2. 2kg and 3kg objects slide together, and then they break apart. If the final v elocity of m2 is 10 m/s, a) Find the velocity of object m1. b) Find the total change in the kinetic energies of the objects.

a)Using conservation of momentum law; (m1+m2).V=m1.V1+m2.V2 5.4=30+2.V1 V1=-5m/s b) EKinitial=1/2/m1+m2).V2 EKinitial=1/2.5.16=40joule EKfinal=1/2.2.52+1/2.3.102 EKfinal=175 joule Change in the kinetic energy is =175-40=135 joule 3. As shown in the figure below, object m1 collides stationary object m2. Find t he magnitudes of velocities of the objects after collision. (elastic collision)

In elastic collisions we find velocities of objects after collision with followi ng formulas; V1'=(m1-m2)/(m1+m2).V1 V2'=(2m1/m1+m2).V1 m1=6kg, m2=4kg, V1=10m/s V1'=(6-4/6+4).10=2m/s V2'=(2.6/6+4).10=12m/s

4. Momentum vs. time graph of object is given below. Find forces applied on obje ct for each interval.

F.t=P F=P/t Slope of the graph gives us applied force. I. Interval: F1=P2-P1/10-0=-50/10=-5N II. Interval: F2=50-50/10=0 III. Interval: F3=100-50/10=5N 5. A box having mass 0,5kg is placed in front of a 20 cm compressed spring. When the spring released, box having mass m1, collide box having mass m2 and they mo ve together. Find the velocity of boxes.

Energy stored in the spring is transferred to the object m1. 1/2.k.X2=1/2.mV2 50N/m.(0,2)2=0,5.V2 V=2m/s Two object do inelastic collision. m1.V1=(m1+m2).Vfinal 0,5.2=2.Vfinal Vfinal=0,5m/s Work-energy theorem problem? 1. A physics professor is pushed up a ramp inclined upward at an angle 35.0 degrees above the horizontal as he sits in his desk chair that slides on fricti onless rollers. The combined mass of the professor and chair is 86.0 kg. He is p ushed a distance 2.95 m along the incline by a group of students who together ex ert a constant horizontal force of 591 N. The professor's speed at the bottom of the ramp is 2.40 m/s. Use the work-energy theorem to find his speed at the top of the ramp.

work = force * displacement in the direction of the force work done on the object = 591* 2.95 / Cos 35 = 1743.45 *0.8192 = 1428.23 J kinetic E = mv initial kinetic energy = 86 * (2.4) / 2 = 247.68 J gravitation potential is 0 at the bottom of the ramp G. Potential E = mgh final potential energy = 86 * 9.8 * 2.95Sin35 = 2486.26 * 0.5736 = 1426.12 J final: total energy = 1428.23 + 247.68 = 1675.91 J final kinetic energy = total energy - potential energy = 1675.91 - 1426.12 = 249.79 J E = mv 249.79 = 86 * v /2 v = 5.81 v = 2.41 m/s 2) A mass of 0.5 kg suspended from a vertical spring produces an elongation of 1 00 mm. Find the force constant of the spring. What elongation would a force of 3 N produce? What is the potential energy of the spring when the elongation is 55 mm? Solution: The restoring force of a spring is F = kx where 'x' is the amount of elongation or compression (displacement from equilibrium). In the figure we indicate the situation with the mass & spring in equilibrium. T he CS has been chosen with x=0 the equilibrium position of the spring without th e mass attached. Applying the equilibrium condition we have: Fx = 0 = m g This yields: k d

k = mg/d = (.5)(9.8)/(.1) = 49 N/m .

b) For an applied force of 3 N, we would have: m (61.2 mm)

x = F/k = (3)/(49) = .0612

c) When the spring is compressed or stretched a distance x from its equilibrium position, it possesses potential energy given by: Usp = (1/2) k x2 .

Hence, for an elongation of 55 mm we would have: )2 = .0741 J = 74.1 mJ .

Usp = (1/2)(49)(55 x 10 3

3) A block of mass 3 kg starts from rest and slides down a surface which corresp onds to a quarter of a circle of 1.6 m radius. (a) if the curved surface is smot h, find the speed at the bottom. (b) If the speed at the bottom is 4 m/s, find t he energy dissipated by friction in the descent. (c) After the block reaches the horizontal with a speed of 4 m/s it slides to a stop in a distance of 3 m. Find the frictional force acting on the horizontal surface. Solution: We draw a figure and note that we have a problem of non constant accel eration. The contribution to the acceleration from the gravitational force is g sin where is the angle of inclination. Since changes along the curved path, t he acceleration is not constant. Our approach to solution then, is through the W ork Energy Theorem: Wby me = KE + U + Wancf .

In part (a) there is no friction and hence the Wancf term vanishes. I clearly do no work as the object descends. Hence Wby me is also 0. Thus we have a case of conservation of total mechanical energy. KEi + Ui = KEf + Uf . 0 + m g r = m/s . 07-5 (b) In part (b) we are told the final speed (4 m/s). Since this is less than tha t obtained in part (a), then some of the potential energy was not converted into kinetic. This could only occur with a non zero Wancf term. Hence: Thus: J. Wancf = Wancf = KE U = KEf + Ui (1/2) m v2 or Choosing U= 0 (Uf) at the bottom: v = 5.6

v2 = 2 g r = (2)(9.8)(1.6)

(1/2)m v2 + m g r =

(1/2)(3)(4)2 + (3)(9.8)(1.6) = 23

(c) We are now concerned only with the motion along the horizontal surface. We d raw the figure and forces acting. We note that all forces are constant, and henc e the acceleration is constant. Thus we have the option of using (1) equation of motion to solve the problem, or (2) work energy consideration. We choose the la tter. Again I do no work, and the is no change in potential energy. Thus the work ener gy theorem becomes: Wby me = Hence: J . Then: Wancf = Wancf = KE + KE = Wby f = U + Wancf

KEf + KEi = (1/2)m v2 = (1/2)(3)(4)2 = 24 f k s = f k s cos 180 = + f k s .

Since the block slides 3 m, then f k = (24J)/(3m) = 8 N . The normal force acting on the horizontal surface must equal the weight mg. Hence the coefficien t of friction on the horizontal surface is:

k = f/N = 8/(3)(9.8) = 0.272 4) A block falls from a table 0.6 m high. It lands on an ideal massless, vertica l spring with a force constant of 2400 N/m. The spring is initially 25 cm high, but it is compressed to a minimum height of 10 cm before the block is stopped. F ind the mass of the block. Solution: We have two separate problems here. As the block falls from the table the only force acting is gravity. When the block is in contact with the spring, both gravity and the spring force are present. Hence we will divide up the probl em. While we could use the 'equations of motion' approach in the first part, the work energy approach is mandated in the 2nd half since the spring force is not a constant force. We will use the W E approach in both parts.

Part I: We have drawn the figure. The only force present in part 1 is gravity. H ence we have from the W E Theorem: KE + U = 0. Hence we have a problem of con servation of total mechanical energy . (This is always the case when the only fo rces present are conservative forces).Thus: KE1 + U1 = KE2 + U2 .

Where '1' & '2' indicate the two points of interest in our figure above. We choo se to define U2 = 0, so that U1 = m g h1 . Hence: KE2 = U1 = m g h1 . (1) While we cannot determine KE2 (m is unknown), we could find the speed at point 2 (v2 = 2.62 m/s). Part II. We now draw the figure as shown. Point 3 is the point where the mass ( on the spring) stops. Again we will have conservation of total mechanical energy since the only forces present are conservative (both gravity & spring force are conservative forces). Thus we have: KE2 + U2 = KE3 + U3 . (2)

Since we have 2 potential energies here (one for each conservative force) we nee d to define zeros for both. The spring potential energy Usp = 0 at point 2 (thi s is the equilibrium position of the spring). We will select the ground level as 0 for gravitational potential energy. Thus: U2 = Usp(2) + Ug(2) = 0 + m g h2 ; h3)2 + m g h3 Now KE3 = 0, and from part I, (equation 1), mes: m g h1 + m g h2 = U3 = Usp(3) + Ug(3) = (1/2)k (h2

KE2 = m g h1 . Thus equ.2 beco h3)2 .

m g h3 + (1/2) k (h2

Putting all the Ug terms on the left, we have: mg(h1 + h2 h3) = (1/2)k(h2 0)(.25 .10)2 . h3)2 m (9.8)(.35 + .25 .10) = (.5)(240

Thus:

m =

(1200)(.15)2/(9.8)(.5) = 5.51 kg .

5) A mass of 2 kg rests on a smooth horizontal surface and is attached to a spri ng (horizontal) of spring constant k = 200 N/m. The mass is displaced from the equilibrium position by 10 cm. (a) Determine the potential energy of the system at this point. (b) If released, what will the maximum speed of the mass be? And where will this occur? (c) Calculate the speed when the mass is 5 cm from the equilibrium position. (d) To correct for possible friction on the horizontal su rface, assume the coefficient of kinetic friction between the mass & the surface is 0.1. Estimate the total distance the mass moves before coming to a final re sting place. Solution: We must take a work energy approach with this problem since it involve s a non constant force (spring force). The W E Theorem is: Wby me = KE + U + Wancf . In the first part (no friction) the Wancf term vanishes, as does the Wby me. Si nce the normal force & weight are at right angles to any displacement, then they perform no work. Hence the only force which does work is the (conservative) spr ing force kx . Hence, we have conservation of total mechanical energy. For an y two points we will have: KE1 + U1 = KE2 + U2 . The potential energy of the system with spring is Usp = (1/2) k x2 .

If we select point #1 at the maximum displacement x = A = 10 cm, then U1 = (1 /2)(200)(0.1)2 = 1 Joule. Since the velocity is 0 at this point, then the tot al mechanical energy of the system is 1 Joule. That is: Emech = KEmax = Umax = 1 Joule.

Thus the maximum speed can be calculated: 07-9 (1/2) m (vmax)2 = 1 J vmax = 2 (1)/m = 1 = l m/sec. The mass has its maximum speed at the point of maximum KE which is the point of zero U. That is, at the origin. Since we now know the total energy, we can calculate the speed for any given val ue of x. For instance, for x= 5 cm, we have: Emech = 1 J = Hence: KE(x=5cm) + U(x=5cm) = (1/2)m v2 + (1/2)k x2. (1/2)(200)(5 x 10 2) = v2 = .75 v = 1 .25 = .75 .

(1/2) m v2 = 1 J

Since m = 2 kg, we have:

0.866 m/sec .

d) If we include friction in the problem, then the term Wancf is no longer zero . This means that energy is constantly being 'lost' to friction as the mass move s along the surface. Thus the total mechanical energy is constantly getting smal ler and smaller. The frictional force can be calculated: fk = k N = k m g = (0.1)(2)(9.8) = 1.96 N .

When the object comes to a final resting position, all the energy which was init ially in the system has been converted into heat (work done against friction). H ence:

Wagainst f = - f s = f s = = 51 cm.

1 J

s = (1)/(1.96) =

.51 m

The reason we say this is an 'estimate', is that the object stops frequently whi le oscillating back and forth. At each position where it stops, static friction (which involves a larger coefficient) will come into play. Note, however, that n o energy is 'lost' to static friction since work is non zero only if the object is displaced.

Law of Conservation of Energy 1. Question: How fast should a man of mass 50 kg run, so that his kinetic energy is 625 J? Answer:

2. Question: A boy spends 800 J of energy while lifting a body of mass 40 kg from a well. Calculate the depth of the well. Given g = 10 m/s2. Answer: The energy spent is equal to potential energy as the object is lifted through a certain height. Potential energy = 800 J Mass of body lifted (m) = 40 kg Potential energy = mgh

3. Question: Calculate the height of a building if 20,000 J of energy is required to lift 200 kg of water from a well to a tank on the top of the buildin g. Given g = 10 m/s2. Answer: Work done in lifting water = potential energy = mgh Mass of water (m) = 200 kg g = 10 m/s2 Potential energy = 20,000 J = 10 m Height of the building = 10 m 4. Question: In hydroelectric power plant, water falls at a rate of 1000 kg/s from a height of 100 m. Assuming that 60% of the energy of falling water is converted into electrical energy, calculate the power generated per second. Answer: Mass of water (m) =1000 kg Height (h) =100 m Energy possessed by water = potential energy = mgh Total energy generated = 980000 J Out of this total energy only 60% is converted to electrical energy. = 588000 J Time = 1 s

5. Question: A stone of mass 10 g placed at the top of a tower 50 m high i s allowed to fall freely. Show that law of conservation of energy holds good in the case of the stone. Answer In this case we have to prove that total energy at A, B and C is the same. Height = 50 m Potential energy at A = mgh = 0.01 x 9.8 x 50 = 0.01 x 98 x 5 = 4.9 J = 0 Total energy at A = potential energy + kinetic energy= 4.9 + 0 Total energy at A = 4.9 J ...(1) At B Height from the ground = 40 m Potential energy = mgh = 0.01 x 9.8 x 40 = 0.01 x 98 x 4 Potential energy at B = 3.92 J To calculate v we make use of III equation of motion, Here, u = 0, a = 9.8 m/s2 and S = 10 m

= 0.98 J Total energy at B = potential energy + kinetic energy = 3.92 + 0.98 Total energy at B = 4.90 J (2) At C Height from the ground = 0 Potential energy at C = mgh To calculate v we use III equation of motion, Here, u = 0, a = 9.8m/s2 and S = 50 m

= 4.9 J Total energy at C = potential energy + kinetic energy = 0 + 4.9 Total energy at C = 4.9 J (3) The total energy at A, B and C is 4.9 J. This means that law of conservation of energy holds good in the case of a stone falling freely under gravity. Conservation Laws - Conservation Of Linear Momentum 1. The linear momentum of a 220 lb (100 kg) football-linebacker traveling a

t a speed of 10 MPH (16 km/h) is exactly the same as the momentum of a 110 lb (5 0 kg) sprinter traveling at 20 MPH (32 km/h). Since the velocity is both the spe ed and direction of an object, the linear momentum is also specified by a certai n direction. 2. Problem : A bullet of mass "m" , moving with a velocity "u", hits a wood en block of mass "M", placed on a smooth horizontal surface. The bullet passes t he wooden block and emerges out with a velocity "v". Find the velocity of bullet with respect to wooden block. Bullet piercing through a wooden block Figure 4: A bullet of mass "m" , moving with a velocity "u", hits a wooden block of mass "M". Solution : To determine relative velocity of the bullet with respect to wooden b lock, we need to find the velocity of the wooden block. Let the velocity of bloc k be " v1 ", then relative velocity of the bullet is : Bullet piercing through a wooden block Figure 5: The bullet passes the wooden block and emerges out with a velocity "v" . vrel=vv1 The important aspect of the application of conservation of linear momentum is th at we should ensure that the system of particles/ bodies is not subjected to net external force (or component of net external force) in the direction of motion. We note here that there is no external force in horizontal direction on the syst em comprising of bullet and wooden block. We can, therefore, find the velocity o f the wooden block, using conservation of linear momentum. P=mv+mv1mu=0 v1=m(uv)M and vrel=vm(uv)M vrel=Mvm(uv)M 3. Problem : A ball of mass "m", which is moving with a speed " v1 " in x-d irection, strikes another ball of mass "2m", placed at the origin of horizontal planar coordinate system. The lighter ball comes to rest after the collision, wh ereas the heavier ball breaks in two equal parts. One part moves along y-axis wi th a speed " v2 ". Find the direction of the motion of other part. Collision of balls Figure 6: A ball collides with another ball at the origin of coordinate system. Solution : Answer to this question makes use of component form of conservation l aw of momentum. Linear momentum before strike is : Pxi=mv1Pyi=0 Let the second part of the heavier ball moves with a speed " v3 " at an angle "" as shown in the figure. Linear momentum in two directions after collision : Collision of balls Figure 7: The ball at the origin breaks up in two parts. Pxf=mv3cosPyf=mv2mv3sin Applying conservation of linear momentum : mv3sin=mv1 and mv2mv3sin=0 mv3sin=mv2

Taking ratio, we have : tan=v2v1=tan1(v2v1) Two masses having their mass ratio m : 1 are dropped from Qutub Minar. How will their momentum compare just before their collision with the ground? Solution: If we consider the height of Qutub Minar h from the ground then according to con servation of energy principle, the velocity of masses just before the collision is given by v=2gh which is equal for both. Hence the ratio of momentum P1/P2 = (m1 v)/(m2 v) = m1/m2 =m/1, P1 : P2 = m : 1 4. Example Two different objects have the same momentum, but one object is ten times larger in mass than the other. How do the two velocities compare? Consider one dimensi onal motion. Solution The assumption suggested by the problem refers to the expression of the momentum where both momentum and velocity are vectors. If we consider a 1-D motion, then the significance of the vector sign disappears. m1 = 10 m2 p1 = p2 v1/v2 = ? p1 = m1 v1 p2 = m2 v2

So, the second object having a smaller mass moves faster at the same momentum. Power 1. A tired squirrel (mass of approximately 1 kg) does push-ups by applying a ce to elevate its center-of-mass by 5 cm in order to do a mere 0.50 Joule of k. If the tired squirrel does all this work in 2 seconds, then determine its er. The tired squirrel does 0.50 Joule of work in 2.0 seconds. The power rating this squirrel is found by P = W / t = (0.50 J) / (2.0 s) = 0.25 Watts for wor pow of

2. When doing a chin-up, a physics student lifts her 42.0-kg body a distance of 0.25 meters in 2 seconds. What is the power delivered by the student's biceps? To raise her body upward at a constant speed, the student must apply a force whi ch is equal to her weight (mg). The work done to lift her body is W = F * d = (411.6 N) * (0.250 m) W = 102.9 J The power is the work/time ratio which is (102.9 J) / (2 seconds) =51.5 Watts (r ounded) 3. An escalator is used to move 20 passengers every minute from the first floor of a department store to the second. The second floor is located 5.20 meters ab ove the first floor. The average passenger's mass is 54.9 kg. Determine the powe r requirement of the escalator in order to move this number of passengers in thi

s amount of time. A good strategy would involve determining the work required to elevate one avera ge passenger. Then multiply this value by 20 to determine the total work for ele vating 20 passengers. Finally, the power can be determined by dividing this tota l work value by the time required to do the work. The solution goes as follows: W1 passenger = F d cos(0 deg) W1 passenger = (54.9 kg 9.8 m/s2) 5.20 m = 2798 J (rounded) W20 passengers = 55954 J (rounded) P = W20 passengers / time = (55954 J) / (60 s) P = 933 W 4. Two physics students, Will N. Andable and Ben Pumpiniron, are in the weightli fting room. Will lifts the 100-pound barbell over his head 10 times in one minut e; Ben lifts the 100-pound barbell over his head 10 times in 10 seconds. Which s tudent does the most work? ______________ Which student delivers the most power? ______________ Explain your answers. Ben and Will do the same amount of work. They apply the same force to lift the s ame barbell the same distance above their heads. Yet, Ben is the most "power-full" since he does the same work in less time. Powe r and time are inversely proportional. 5. During a physics lab, Jack and Jill ran up a hill. Jack is twice as massive a s Jill; yet Jill ascends the same distance in half the time. Who did the most wo rk? ______________ Who delivered the most power? ______________ Explain your ans wers. Jack does more work than Jill. Jack must apply twice the force to lift his twice -as-massive body up the same flight of stairs. Yet, Jill is just as "power-full" as Jack. Jill does one-half the work yet does it one-half the time. The reducti on in work done is compensated for by the reduction in time. Potential Energy 1. A cart is loaded with a brick and pulled at constant speed along an inclined plane to the height of a seat-top. If the mass of the loaded cart is 3.0 kg and the height of the seat top is 0.45 meters, then what is the potential energy of the loaded cart at the height of the seat-top? PE = m*g*h PE = (3 kg ) * (9.8 m/s/s) * (0.45 m) PE = 13.2 J 2. If a force of 14.7 N is used to drag the loaded cart (from previous question ) along the incline for a distance of 0.90 meters, then how much work is done on the loaded cart? W = F * d * cos Theta W = 14.7 N * 0.9 m * cos (0 degrees) W = 13.2 J (Note: The angle between F and d is 0 degrees because the F and d are in the sam e directionn) Kinetic Energy 1. Determine the kinetic energy of a 625-kg roller coaster car that is moving wi th a speed of 18.3 m/s. KE = 0.5*m*v2 KE = (0.5) * (625 kg) * (18.3 m/s)2 KE = 1.05 x105 Joules 2. If the roller coaster car in the above problem were moving with twice the spe ed, then what would be its new kinetic energy? If the speed is doubled, then the KE is quadrupled. Thus, KE = 4 * (1.04653 x 1 05 J) = 4.19 x 105 Joules. or KE = 0.5*m*v2 KE = 0.5*625 kg*(36.6 m/s)2 KE = 4.19 x 105 Joules 3. Missy Diwater, the former platform diver for the Ringling Brother's Circus, h

ad a kinetic energy of 12 000 J just prior to hitting the bucket of water. If Mi ssy's mass is 40 kg, then what is her speed? KE = 0.5*m*v2 12 000 J = (0.5) * (40 kg) * v2 300 J = (0.5) * v2 600 J = v2 v = 24.5 m/s 4. A 900-kg compact car moving at 60 mi/hr has approximately 320 000 Joules of k inetic energy. Estimate its new kinetic energy if it is moving at 30 mi/hr. (HIN T: use the kinetic energy equation as a "guide to thinking.") KE = 80 000 J The KE is directly related to the square of the speed. If the speed is reduced b y a factor of 2 (as in from 60 mi/hr to 30 mi/hr) then the KE will be reduced by a factor of 4. Thus, the new KE is (320 000 J)/4 or 80 000 J. WORK 1. Apply the work equation to determine the amount of work done by the applied f orce in each of the three situations described below. Diagram A Answer: W = (100 N) * (5 m)* cos(0 degrees) = 500 J The force and the displacement are given in the problem statement. It is said (o r shown or implied) that the force and the displacement are both rightward. Sinc e F and d are in the same direction,the angle is 0 degrees. Diagram B Answer: W = (100 N) * (5 m) * cos(30 degrees) = 433 J The force and the displacement are given in theproblem statement. It is said tha t the displacement is rightward. It is shown that the force is 30 degrees above the horizontal. Thus, the angle between F and d is 30 degrees. Diagram C Answer: W = (147 N) * (5 m) * cos(0 degrees) = 735 J The displacement is given in the problem statement. The applied force must be 14 7 N since the 15-kg mass (Fgrav=147 N) is lifted at constant speed. Since F and d are in the same direction, the angle is 0 degrees.

2. Before beginning its initial descent, a roller coaster car is always pulled u p the first hill to a high initial height. Work is done on the car (usually by a chain) to achieve this initial height. A coaster designer is considering three different incline angles at which to drag the 2000-kg car train to the top of th e 60-meter high hill. In each case, the force applied to the car will be applied parallel to the hill. Her critical question is: which angle would require the m ost work?Analyze the data, determine the work done in each case, and answer this critical question. Angle Force Distance Work (J) a. 35 deg 1.12 x 104 N 105 m b. 45 deg 1.39 x 104 N 84.9 m c. 55 deg 1.61 x 104 N 73.2 m The angle in the table is the incline angle. The angle theta in the equation is the angle between F and d. If the F is parallel to the incline and the d is para llel to the incline, then the angle theta in the work equation is 0 degrees. For this reason, W=F*d*cosine 0 degrees. In each case, the work is approximately 1.18 x106 Joules.

The angle does not affect the amount of work done on the roller coaster car. 3. Ben Travlun carries a 200-N suitcase up three flights of stairs (a height of 10.0 m) and then pushes it with a horizontal force of 50.0 N at a constant speed of 0.5 m/s for a horizontal distance of 35.0 meters. How much work does Ben do on his suitcase during this entire motion? The motion has two parts: pulling vertically to displace the suitcase vertically (angle = 0 degrees) and pushing horizontally to displace the suitcase horizonta lly (angle = 0 degrees). For the vertical part, W = (200 N) * (10 m) * cos (0 deg) = 2000 J. For the horizontal part, W = (50 N) * (35 m) * cos (0 deg) = 1750 J. The total work done is 3750 J (the sum of the two parts). 4. A force of 50 N acts on the block at the angle shown in the diagram. The bloc k moves a horizontal distance of 3.0 m. How much work is done by the applied for ce? W = F * d * cos(Theta) W = (50 N) * (3 m) * cos (30 degrees) = 129.9 Joules 5. How much work is done by an applied force to lift a 15-Newton block 3.0 meter s vertically at a constant speed? To lift a 15-Newton block at constant speed, 15-N of force must be applied to it (Newton's laws). Thus, W = (15 N) * (3 m) * cos (0 degrees) = 45 Joules 6. A student with a mass of 80.0 kg runs up three flights of stairs in 12.0 sec. The student has gone a vertical distance of 8.0 m. Determine the amount of work done by the student to elevate his body to this height. Assume that her speed i s constant. The student weighs 784 N (Fgrav= 80 kg * 9.8 m/s/s). To lift a 784-Newton person at constant speed, 784 N of force must be applied to it (Newton's laws). The force is up, the displacement is up, and so the angle t heta in the work equation is 0 degrees. Thus, W = (784 N) * (8 m) * cos (0 degrees) = 6272 Joules

7. Calculate the work done by a 2.0-N force (directed at a 30 angle to the vertic al) to move a 500 gram box a horizontal distance of 400 cm across a rough floor at a constant speed of 0.5 m/s. (HINT: Be cautious with the units.) Here is a good example of the importance of understanding the angle between F an d d. In this problem, the d is horizontal and the F is at a 60-degree angle to t he horizontal. Thus, theta is 60 degrees. W = (2.0 N) * (4.00 m) * cos (60 degrees) = 4.0 J

Science (from Latin scientia, meaning "knowledge") is a systematic enterprise th at builds and organizes knowledge in the form of testable explanations and predi

ctions about the universe.[1] In an older and closely related meaning (found, fo r example, in Aristotle), "science" refers to the body of reliable knowledge its elf, of the type that can be logically and rationally explained (seeHistory and philosophy below).[2] Since classical antiquity science as a type of knowledge w as closely linked to philosophy. In the early modern era the words "science" and "philosophy" were sometimes used interchangeably in the English language. By th e 17th century, natural philosophy(which is today called "natural science") was considered a separate branch of philosophy.[3]However, "science" continued to be used in a broad sense denoting reliable knowledge about a topic, in the same wa y it is still used in modern terms such as library science or political science. In modern use, "science" more often refers to a way of pursuing knowledge, not o nly the knowledge itself. It is "often treated as synonymous with natural and phy sical science, and thus restricted to those branches of study that relate to the phenomena of the material universe and their laws, sometimes with implied exclus ion of pure mathematics. This is now the dominant sense in ordinary use."[4] Thi s narrower sense of "science" developed as scientists such asJohannes Kepler, Ga lileo Galilei and Isaac Newton began formulating laws of nature such asNewton's laws of motion. In this period it became more common to refer to natural philoso phy as "natural science". Over the course of the 19th century, the word "science " became increasingly associated with scientific method, a disciplined way to st udy the natural world, including physics,chemistry, geology and biology. It is i n the 19th century also that the term scientist was created by the naturalist-th eologian William Whewell to distinguish those who sought knowledge on nature fro m those who sought knowledge on other disciplines. The Oxford English Dictionary dates the origin of the word "scientist" to 1834. This sometimes left the study of human thought and society in a linguistic limbo, which was resolved by class ifying these areas of academic study as social science. Similarly, several other major areas of disciplined study and knowledge exist today under the general ru bric of "science", such as formal science and applied science. Effective Teaching Strategies for Teaching Elementary Science By J.M. Soden, eHow Contributor Teaching elementary school science has to be approached in a way that differs fr om higher education levels of science. Young children are best suited to learn t hrough hands-on experimentation and an integration of other subjects into the sc ience curriculum. Concepts should be broad enough to cover many areas of science and include mathematics whenever possible. The National Science Teachers Associ ation has published a position statement on elementary school science instructio n, including many strategies and ideals Most Effective Learning Techniques Involve students in science activities that encourage exploration and questionin g. Nurture and develop a child's conceptual framework. This framework is the fou ndation for students to learn more detailed and specific knowledge. Without a pr oper conceptual framework, students will have difficulty processing ideas that a re foreign to them, as are many science topics. Teach ideas through integrated s cience topics, rather than specific experiments. For example, integrate botany a nd plant growing with mathematics by encouraging charting and measurements of th e plant growth. Another idea is to integrate artwork through the study of scienc e. Have children create artwork related to science topics, such as water cycles, animals, flowers and other science topics. Encourage detailed artwork by asking students to describe what they are drawing and how those details are important in a scientific role. Valuing Science Vary teaching methods to keep students interested. Considering mixing up traditi onal curriculum topics with kid-designed science shows. "Bill Nye the Science Gu y," "Beakman's World" and "Slim Goodbody" are examples of television shows that provide a fresh and exciting perspective on science. When possible, talk about d iscoveries made by scientists with different ethnic and personal backgrounds, in cluding gender. Showing diversity in science may encourage students to work hard er if given a feeling that anyone can succeed. Students will value science more,

if they feel confident. Encourage Critical Group Thinking Assemble classrooms into groups and ask students to work together to solve diffe rent scenarios. Provide scenarios and see if groups can figure out what happened and possibly what the next step might be. Encourage problem solving and teamwor k in figuring out scenarios. Allow students to become freethinkers without guida nce and monitor how things develop. Instead of students clinging to teachers for help, encourage them to rely on one another. This will help breed confidence an d independent-thinking capabilities within the students. Developing motivation to teach elementary science: Effect of collaborative and a uthentic learning practices in preservice education The rapid growth in knowledge over recent times has meant that teachers have to be responsive to new and ever changing demands of society. Science is among thos e key areas of knowledge that has experienced overwhelming growth and thus devel oping scientific literacy is a priority if citizens are to participate effective ly in society. Failure to develop childrens interest in science will disempower a generation of children in an era when scientific knowledge is at the foundation of our culture. Unfortunately, many elementary teachers express a lack of confi dence in their ability to teach science with dire consequences for the quality o f teaching. This paper reports a study involving a cohort of 161 elementary pres ervice teachers in the third year of a four-year Bachelor of Education program e nrolled in a core science education (methods) course. An instructional program t hat addressed five essential dimensions of meaningful learning the knowledge bas e, metacognition, motivation, individual differences and context was implemented . Quantitative and qualitative data obtained through surveys, observations and f ocus session reviews revealed that a learning environment based on social constr uctivist perspectives was effective in developing students conceptual and pedagog ical knowledge, and most importantly enhanced students sense of science teaching self-efficacy. Particular initiatives that were identified by students as being of value were collaborative learning and associated strategies, reflective journ al writing, and assignment tasks that adopted principles of problem based learni ng. While statistically significant gains in science teaching self-efficacy (p < .001) were observed overall, qualitative data enabled a more detailed analysis of the changes in motivations and goals of individual student teachers. The pape r explores how the experiences developed their confidence and will to teach scie nce in elementary school and how opportunities were provided that empowered the student teachers to be proactive seekers of knowledge and become lifelong learne rs.

To promote good nutrition to the Filipino Community, it has been a yearly practi ce to celebrate every July the Nutrition Month under a chosen theme. This years t heme is Wastong nutrisyon kailangan, lifestyle diseases iwasan! The theme focuses on the role and importance of proper nutrition in the prevention and control of diet-related lifestyle diseases. These are also known as non-communicable dise ases or NCD. NCD is a disease which is not infectious and is usually caused gen etically or as end results from lifestyle factors; examples are hypertension, di abetes, cardiovascular diseases, cancer, asthma, osteoporosis, obesity and menta l health problems. http://www.doh.gov.ph/nnc/ Lifestyle-related diseases share many risk factors that are indicative of dis ease processes and their progression. These risks include tobacco use, unhealth y diet, physical inactivity, increased alcohol consumption, stressful lifestyle and even malnutrition, among others. Lifestyle-related diseases are a result of the accumulation of exposures to d amaging physical and social environments that start not only in mid-adult life b ut in childhood and as increasing evidence shows, likely begin in fetal life and continue to old age. NCF joins the public in achieving a Healthier Filipino Way of Life by educating our students to the seriousness of Lifestyle Diseases. Hence our Basic Educatio n Department has come up with the following activities to help promote the Nutri tion Month Theme: ELEMENTARY ACTIVITIES July 10 Opening Program July 8-10 Medical/Dental Check-up July 15 A1 Child Selection July 16-17 Poster-Making Contest Essay-Writing Contes Slogan-Making Contest July 24 Dessert Making Contest July 29 Feeding July 30 One Dish Meal Preparation July 31 Jingle Singing Contest Closing Program

The theme explores the health benefits associated with eating foods of many colo rs. "Eating a rainbow" refers to including color diversity in your meals and foo d choices, so as to enhance your intake of a wide range of nutrients. During the month of March, we will explore the colors of foods and their benefits. Red and Pink Foods Hosts: Robert (Red) and Pam (Pink) Apples, Beets, Cayenne, Cherries, Cranberries, Guava, Kidney Beans, Papaya, Pink Beans, Pink/Red Grapefruit, Pomegranates, Radicchio, Radishes, Raspberries, Red Bell Peppers, Red Cabbages, Red Chili Peppers, Red Corn, Red Currants, Red Grap es, Red Onions, Red Pears, Red Peppers, Red Plums, Red Potatoes, Red Tomatoes, R hubarb, Strawberries, Tomatoes, Watermelons

Green Foods Host: Grace (Green) Alfalfa, Artichokes, Arugula, Asparagus, Avocado, Bok Choy, Broccoli, Broccoli r abe, Brussels Sprouts, Celery, Chives, Collard Greens, Cucumbers, Dandelion Gree ns, Edamame, Endive, Fennel, Green apples, Green Beans, Green cabbage, Green Gra pes, Green Olives, Green Onion, Green Pears, Green Peas, Green Pepper, Green Tom atoes, Honeydew, Kale, Kiwi, Leeks, Lettuce, Limes, Mint, Okra, Oregano, Parsley , Pistachios, Snow Peas, Spinach, Sugar snap peas, Swiss Chard, Tarragon, Tomati llo, Wasabi, Watercress, Zucchini Blue and Purple Foods Hosts: Brooke (Blue); Betty (Light Blue); and Peggy (Purple) Blue Grapes, Blue and Purple Potatoes, Blueberries, Dried Plums, Plums, Eggplant , Pomegranates, Elderberries, Juniper Berries, Kelp (Seaweed), Purple Belgian En dive, Purple Cabbage, Purple Figs Yellow and Orange Foods Hosts: Yoko (Yellow), York (Yellow) and Oliver (Orange) Apricots, Bananas, Butternut Squash, Cantaloupe, Carrots, Cheddar Cheese, Citrus Fruits, Clementines, Coriander, Corn, Creamsicle, Dill, Garbanzo Beans, Golden Apples, Golden Flax Seed, Golden Raisins, Grapefruit, Honey, Lemon, Lemongrass, Mandarin Oranges, Mangoes, Nectarines, Orange Jello, Orange Peppers, Orange Toma toes, Oranges, Papaya, Parsnips, Peaches, Pears, Persimmons, Pineapple, Pumpkin, Rutabagas, Saffron, Salmon, Spaghetti Squash, Squash Blossoms, Sweet Corn, Swee t Potatoes, Tangerines, Whole Grains, Yams, Yellow Apples, Yellow Beans, Yellow Peppers, Yellow Summer Squash, Yellow Wax Beans White and Black Foods Hosts: Wendy (White) and Brian (Black) White: Cauliflower, Coconut, Garlic, Ginger, Green Onions, Scallions, Horseradis h, Jicama, Kohlrabi, Leeks, Millet, Mushrooms, Onions, Parsnips, Quinoa, Shallot s, Soy Products, Sunflower Seeds, Tofu, Turnips, White Beans, White Corn, White Sesame Seeds Black: Black Beans, Black Cherries, Black Currants, Black Mushrooms, Black Olive s, Black Quinoa, Black Raspberry, Black Rice, Black Sesame Seeds, Black Soybeans , Blackberries, Boysenberries, Prunes, Raisins, Seaweeds, Tamari (Soy Sauce) My staff and I started the project in September 2010, when ADA announced the the me. Over the next five months, we would take over 600 photographs of colorful fo ods in order to create the March presentation for NNM. Many of the photographs a re available for purchase with the proceeds going to special need young adults. Contact Dr. Sandra Frank for additional information (recipenews@gmail.com). Prepared by http://www.dietitians-online.com/ http://www.weighing-success.com/ Wellness News (www.weighing-success.com/WellnessNews.html) http://www.wheelchair-connection.com/ Sandra Frank, Ed.D, RD, LDN Jake Frank Lance Li Jonathan Cruz