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There is no way that you can honestly demonstrate any of the relationships that they learn. There are demonstrations that give a flavor of a theory but that’s pretty much all any of us can expect. Even a simple electrical circuit measurement needs the use of meters and power supplies that they cannot understand and they have to take things on trust.marosa4 said:Newtons law says and equal and opposite reaction, not any provision for multiplication of the velocity on one side.
Let me put this another way. If YOU were teaching a class of young people about this claimed effect, and you wanted to perform an experiment to show how a slow speed, re applied to an object can increase its speed to be greater than the input speed, how would you do it?
I agree. I think that if I wanted to "demonstrate" this for a class (not sure why) then I would just go with the statement given by @cjl above. It is very straightforward and uses data that they can easily google to verify even if they cannot do the experiment themselves. I wouldn't spend more than 2 minutes on the topic.sophiecentaur said:There is no way that you can honestly demonstrate any of the relationships that they learn. There are demonstrations that give a flavor of a theory but that’s pretty much all any of us can expect.
Unless the bullet is heavier than the gun. Same with rockets, which consist mostly of propellant mass, and thus can get faster than its exit velocity,jonk75 said:When a bullet accelerates out of a gun, the recoil of the gun is much slower than the speed of the bullet.
A.T. said:Unless the bullet is heavier than the gun. Same with rockets, which consist mostly of propellant mass, and thus can get faster than its exit velocity,
Nice! I wish I had thought of that example. I was so focused on rocket engines and why you don't do those in the atmosphere that I failed to generalize to an everyday example like that.jonk75 said:Even a skinny bloke pushing off a fat bloke in a swimming pool demonstrates it.
First day of freshman physics was an auditorium demonstration with several sections, demonstrating many concepts. It included a demonstration with the largest guy, smallest girl and two skateboards. "Push!"Dale said:Nice! I wish I had thought of that example. I was so focused on rocket engines and why you don't do those in the atmosphere that I failed to generalize to an everyday example like that.