This is not a specific homework question, but more of a general query.
If provided with a simple vector field indicating forces (for example, an electrical field), can you use integration to determine the path of a particle placed in that field, if also provided with some initial conditions...
Nugatory,
So, if I have what you are saying right, I am starting with
dT/dt = -kT(t) + kTroom + c
where k is a constant for cooling and c is a constant for the heating rate [as it is not affected by the temperature difference]. This seems to show that the rate of cooling is proportional to...
I am having trouble wrapping my head around a particular problem I am thinking about.
Consider that I have a heating source that I can describe in terms of either degrees Celcius / second or Joules / second, but essentially I am able to determine a fixed heating rate.
Let's say:
dT/dt = 5...
Perhaps i'm not completely understanding what you are saying, and my apologies for that.
The law of cooling seems to first assume you are at some temperature above Tenv and then will cool down - in the absence of any other heat in or out of the system. (If i am wrong in this, please let me...
I am not sure how to proceed. This is just something that i have been thinking about and would love a little help with.
Lets say I have a situation where i am increasing an object's heat energy at some specific rate - for arguments sake, it's 2 degrees every second. If you like we can also...
hello all
so i have been messing about with a homemade franklin bell. It is being charged with an electric fly swatter.
I have been wondering if the neutral ball a the center should have any preference as to which side it would be attracted to FIRST. In my head i think it should not matter...
you can see problems arising really quickly with this sort of diagram. Consider a student asking " ok - if there is force and matter - what is a force if there is no matter?" the diagram suggests this. the diagram suggests also there is matter without energy. I know YOU may know the specifics...
the best way i found to working out the solution was first assuming that the 100 is in a parallel circuit.then it was a matter of calculating as i went to see if i was getting higher or lower than 62.5, thus determining what had to be arranged to get higher or lower.
honestly tho, this...
At this point we have a variety of opinions on methodology but it may prove to be a better exercise by simply picking out a single topic that would be able to be covered in a typical high school grade 12 physics class, and consider how you would put that class together, assuming you have a...
first off - OOPS - no we are using |sin(x)| - my apologies for the typo.
i was considering a linear approximation method. separating them into the two parts seems the easiest method.
thanks all.
this is one of those situations where i threw out a question to my students and never checked the...
I am producing a series of 'debates' between myself and my physics 12 students. I feel strongly that their ability to logically conceptualize their ideas and debate them is an important par of the class. Therefore i will argue against groups of four who must argue against a flat earth, moon hoax...
consider that one way of thinking about derivatives with the chain rule is that you have a function INSIDE another function. so start with the idea that a chain rule assumes you have a function of the form f(g(x)). what does the derivative look like, according to chain rule?
Homework Statement
i am looking for the potential extrema on the function y = |sinx(x)| + (1/x) between [-2pi, 2pi]
Homework Equations
extrema will be likely located at f'(x) = 0 or u/d
The Attempt at a Solution
first it is noted that there is a discontinuity at x=0
then determining f'(x)...
we have laser pointers and can likely order any other items we need. Of course, mind you, I would like to avoid the "find the n value for this substance" type of experiment which still is simply a paint by numbers type of lab. although maybe there is something there with "proving the law is...
i would never expect a high school student to come up with Snell's Law, no.
I can't think of how it would suddenly occur to them to see a trig relationship. So I am hoping to change the nature of the question in a way where there is still something to discover without it being a straightforward...
Hello
I'm trying to come up with a solid Lab to use for my chapter on Waves and Optics. I am considering having it center on refraction. Here is the problem:
All labs I create for my class must avoid being a set of instructions for the student to perform. The must always be set up as a...
DELTA:
this seems to take care of it - provided you know how to expand a sum of powers to a high level - had to look it up to be honest:
so revised sheet:
The restriction is due to the question is apparently brought up before any derivatives are introduced. So apparently this is do-able without using straight up differentiation. Yes, the 1/3 is killing me. and i have no idea how to approach it.
it looks like i'm trying to get a derivative. I am trying to do this without working using any derivatives and for some reason the power of 5/3 is completely messing with my head and i do not know how to proceed. i am still getting a 0/0 situation.
so i am starting with the equation x3 = √(3) - i
first : change to a vector
magnitude = √[ (√(3))2 + 12] = 2
and angle = tan-1( 1/√(3) ) = 30 degrees
(in fourth quadrant)
so i have a vector of 2 ∠ - 30
so i plot the vector on the graph and consider that :
1. the fundamental theorum of...
I was checking on this thread and sad to see no replies. Is it safe to assume that no other teacher has tried a rube goldberg type lab experiment/activity?
certainly:
This was a class against another class competition
kids were in groups of 4. Groups had to work together to accomplish the goal of the entire 'machine'
they were to build a section each of the entire RGM. in other words they were building their own individual group machine that had...
Have any other teachers tried this? I put one together this last term with a reasonable amount of success. I was wondering who out there has also tried to do this and if so, what kind of parameters did you set?
Fantastic. The different velocities is giving me a way to calculate the actual energy loss from the impact. That's awesome. This turned out better than i thought. Many thanks for the help.
From what you are saying, I am taking it that the impact of the ball on the box would release some energy before it even begins to slide? Could this be calculated? I assume not without further information. However, now this leads me to even more confusion. Are you suggesting that method 2 is...
Homework Statement
Mr. Gale decides to build his own velocity measuring machine.
His plan is to build a box (mass 2.50 kg) that catches the ball (mass 0.500 kg) being thrown. It then slides across the desk but eventually comes to a stop due to friction (μ = 0.800) between the box and the...