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Alex Newton Chapter 8 Summary Recitation
Alex Newton Chapter 8 Summary Recitation
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Alex Newton Chapter 8 Summary Recitation
Alex Newton Chapter 8 Summary Recitation # 4
Linear Motion is a product of specific systems mass and its velocity. Linear momentum is a vector quantity. Linear motion acts in the same direction as the velocity direction of a body. Several principles have been made to explain the theory behind linear motion. This chapter looks at these set principles which govern bodies in momentum. From Newtons second law of momentum “The net exterior force is the same as the change in momentum of a system allover the time over which it changes”. The relationship between force and momentum exist if and only if mass is a constant. Impulse is an integral of force over an interval of time for which it acts. Since force is a vector quantity, then impulse is a vector quantity acting in the direction of the force. Impulse has a standard unit of measurement usually newton second. Any resultant force causes acceleration resulting to change in the velocity of a body. This depends on the exposure period and the amount of force exerted. A bigger change in linear motion will result from a large force exacted. Momentum can be conserved, revisiting the Newtons law “action and reaction forces are equal and opposite”. This law can be used to prove that in every single interaction there is a pair of contradicting force. For the system of the forces acting against each other to balance, the force should be equivalent. The law of momentum conservation states that for colliding bodies the momentum before and after colliding is equal. This means that the moments lost by the first body should be equivalent to the moments attained by the second body. Elastic impact is an encounter amongst bodies whereby the overall dynamic energy is conserved. Dynamic energy is the work required to speed-up a body whose mass is known from its state of rest to a certain velocity. Energy that a body possess at its state of rest is potential energy. This means that the dynamic energy within the bodies earlier or at the latter of a collision do not change. Net conservation of kinetic energy does not occur because during the collision some energy is transformed to heat or noise. In the energy conversion a state of repulse is reached first (potential energy) before transformation to other forms of energy. An inelastic collision in one-dimension results to a change in the interior dynamic energy which is not preserved. After the impact, the objects may twig together resulting a perfect inelastic collision situation resulting to a reduction in internal kinetic energy. Collision of bodies may occur in two dimensions. This assume a case of a body in motion colliding with a body at rest (velocity=0). After the collision the velocity of the body in motion decrease meaning the collision results to loss in kinetic energy. Lastly, rocket propulsion uses the principle of Newtons third law which conditions action and rejoinder forces to be equivalent and contrary. The acceleration of a skyrocket depends on the drain of blasts velocity which triggers its acceleration. An explanation of skyrocket at the lift-off stage, the motors of the skyrocket force hot air out. Proving the law associated, the burning gases thrust the rocket in the opposite (vertical) direction. This action results to the propulsion of the skyrocket. If the rocket burns its fuel at a faster rate the its acceleration is fast too and finally the slighter the skyrocket mass the higher the rate at which it speeds-up. The thrust increases as the skyrocket reduces its mass meaning that the change in velocity will increase with time. This can also be explained by the reduced pull by the gravitational force.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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