Essay Sir Isaac Newtons Three Laws of Motion - 1373 Words

We have all heard the story of the apple falling on Newtons head while he was sitting against the tree, thus giving him the sudden idea for the Universal Law of Gravity. This, as I am sure most of us know, is not really what happened. A more accurate version would probably be, Newton observed an apple falling from a tree and started contemplating the physics of the apples fall. The acceleration experienced by the apple, which started at zero when hanging in the tree, then increased as the apple fell. This as Newton reasoned from his second law of motion, means there must be a force acting upon the apple in order to cause the acceleration, this force we will call gravity. Thus giving us the acceleration due to this force†¦show more content†¦From this we are able to tell that if an object is either accelerating or decelerating than an external force must be acting on it even if it is simply the force of gravity, air resistance, or friction. Newtons 2nd Law This is probably the most known of all three of Newtons Laws of motion. * The acceleration of an object is directly proportional to the net force acting on it, while being inversely proportional to its mass. More often though we see this law written as; Fnet = ma Where F equals the net force on the object in Newtons, m equals the mass in kilograms and a equals the acceleration of the object in meters/second^2. Since force is a vector this can be rewritten in three separate equations to take into account direction; Fx = ma, Fy = ma, Fz = ma Fnet = Fx + FY+ Fz We must also remember that acceleration as well is a vector and therefor has three components just like the force. When learning how to use Newtons 2nd Law, however, one usually only uses examples where there is only two directional forces acting on an object. These are usually the x-direction (side to side) and the y-direction (up and down). For now we are only going to take into account these two components. This law is very useful in the fact we can determine the acceleration of an object if we know the forces acting on it as well as itsShow MoreRelatedSir Isaac Newton was one of the greatest physicist and mathematicians of all time. He was born in1600 Words   |  7 PagesSir Isaac Newton was one of the greatest physicist and mathematicians of all time. He was born in England on December 25, 1642 on Christmas. He died at the age of eighty four on March 20, 1727. Newton was never married and never had any children. Though he did have three siblings from his mother’s second marriage. Some of Newton’s achievements in physics and mathematics are; Newton’s law of universal gravitation, Newton’s three laws of motion, calculus, refraction of light, reflecting telescopeRead MoreThe Genius Of Sir Isaac Newton1687 Words   |  7 Pages History has had its fair share of phenomenal scientists, but none can overshadow the genius of Sir Isaac Newton. Isaac Newton was born on January 4, 1643. His father died before he was born and he lived in Colsterworth in Lincolnshire with his grandparents and three siblings. Isaac Newton was know to be quite secluded as a young boy. Young Newton had a knack for model making and art, for example, he made a working model of a windmill at some point in his childhood. He also made other things suchRead MoreNewtons Three Laws of Motion737 Words   |  3 Pages  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Newton’s 3 Laws of Motion   One of the most influential and top contributors to the world of physics to me is Sir Isaac Newton. Father of modern science, Sir Isaac Newton was born on January 4th, 1643 in Woolsthorpe-by-Colsterworth, United Kingdom and died on March 31st  1727, Kensington, London, United Kingdom. He was an English physicist and mathematician who formulated three laws of motion that help explain some of the very important principles of physics. Some of Newton’s laws could onlyRead MoreNewton s Three Laws Of Motion1021 Words   |  5 Pages Newton’s Three Laws of Motion Timmo Wooldridge 11/18/2015 Sir Isaac Newton’s laws of motion are three physical laws that made the foundation for modern mechanics. They describe the relationship between the body and the forces upon it, and it’s response to the motion. Sir Isaac Newton was one of the greatest scientists and mathematicians that ever lived, born in England on December 25, 1643, the same year that Galileo died. He went to Trinity college in Cambridge. While he was in college, NewtonRead MoreSir Isaac Newton s Three Laws Of Motion1163 Words   |  5 Pageshelp of Sir Isaac Newton’s three laws of motion, these events can easily be explained. Sir Isaac Newton’s three laws of motion are rules of nature which provide the means to see how so many aspects of life beautifully connect with one another. The first law consists of objects that are at rest remain at rest and vice versa for objects in motion. The second law relates to behavior of objects in which existing forces are not balanced. The third law co nsists of action-reaction. Overall, Sir Isaac NewtonRead MoreSir Isaac Newton, born on the 25th of December 1642 in Woolsthorpe by Colsterworth, Lincolnshire,600 Words   |  3 PagesSir Isaac Newton, born on the 25th of December 1642 in Woolsthorpe by Colsterworth, Lincolnshire, England, and passing away on the 20th of March 1727, is regarded as one of, if not the most influential Mathematician and Physicist of all time and he was a huge figure that took a great part in the scientific revolution. Sir Newton was born 3 months after his father (a profitable farmer), also named Isaac Newton passed away, followed by his Mother re-marrying when he was 3 years old to a stepfatherRead MoreEssay on The Life of Sir Isaac Newton 1394 Words   |  6 Pagesthe centuries, math has evolved in an astounding way. Since the beginning of time, there have been many mathematicians that has influenced and contributed to the math we know today. None compares to the work of Sir Isaac Newton. He was inf luential as a person, as well as in his work. Sir Isaac Newton was born on December 25, 1642 in Wools Thorpe, Lincolnshire. Shortly after his father’s death, Newton was born premature and was not expected to survive. After his father’s death, his mother got remarriedRead MoreThe Life of Isaac Newton777 Words   |  3 PagesThroughout the span of Isaac Newton’s life time, he accomplished, dreamed, and achieved what others thought were impossible. He was a curious man, with a passion to learn and discover the undiscovered. Newton uncovered scientific answers that lead the way to influential discoveries in motion and mathematics, optics, and also physics. He was not only an educated physicist and mathematician, but experienced and established in his frame of study. To say Newton was â€Å"just a scientist† would be an understatementRead MoreNewton s Laws Of Motion1490 Words   |  6 PagesMoore Physical Science L1 Newton’s 3 Laws of Motion 22 October 2015 Emma Trull Mr. Moore Physical Science L1 Research Paper: Newton’s Laws of Motion 22 October 2015 Newton’s 3 Laws of Motion Isaac Newton was a physicist and mathematician of the 17th century. Newton developed the principles of modern physics. He created the three laws of motion popular in the world of science and our daily lives (Issac Newton Biography). Newton’s first law states that an objectRead MoreSir Isaac Newton And The Scientific Revolution967 Words   |  4 PagesEnlightenment. Sir Isaac Newton had the greatest impact on this portion of European history through his discoveries built upon the work of Kepler and Galileo, the use of his work as a catalyst and foundation for other movements, and the unity of his work with his faith. Isaac Newton is quoted as having said, â€Å"To me there has never been a higher source of earthly honor or distinction than that connected with advances in science† (â€Å"Isaac Newton Quotes†). This honor is something Sir Isaac Newton certainly

The Education Of The Early Childhood Education Classroom

Over the past few years, the count of immigrants have astronomically increased in the United Stated, this has caused the educational environment throughout schools to reflect a large number of diverse students. Because of the change in the system, the way students are assessed and what teachers need to know have also adjusted. English Language Learners are a group of students with different languages, backgrounds, needs, and goals. Some ELL students have only come to the United States and speak no English and have a family that also speak no English, while some students might live in a home where only English is spoken. Based on the ELL student’s background, learning style and other factors, the way they take in information differs. Most general knowledge teachers only provide ELL students with the basic requirements to gain academic success in the Early Childhood Education classroom. Schools sometimes provide ELD (English Language Development) teachers, ELL specialists and ot her resources including programs and dictionaries to help students develop their English, while other schools believe that by placing the student in a natural environment where they can interact with other students who speak English then the student will eventually learn how to speak English. As a former ELL student who personally experienced the difficulty of learning and adapting to a new language and also as a student who has experienced various classrooms with diverse students, my opinion is thatShow MoreRelatedClassroom Management For Early Childhood Education1000 Words   |  4 Pagestopic explored by this study is classroom management for early childhood education. In general, the literature seems to indicate that effectiveness of classroom management. The information presents skills necessary for teachers to use to become successful in the classroom. 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If a child is healthy and well, then they will be more likely to succeed insideRead MoreThe Truths About Preschool And Kindergarten1704 Words   |  7 Pages Introduction In my research essay I will be researching and talking about the early childhood education in America. In addition to that I will talk about the benefits it is having on our children from what I have learned from my sources, and how teachers of early education are being equipped to handle these classrooms. I will mainly be focusing on pre-K through kindergarten. I have had many volunteer jobs at day camps with this age group, and IRead MoreAn Early Childhood Educator Can Reconstruct The Life Of A Child1708 Words   |  7 Pagesbecoming an Early Childhood Educator can reconstruct the life of a child (Rawlings 127). Early Childhood Education is a profession that works with children from birth up to eight years of age (Garvis and Pendergast 104). 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I feel that education is a long lasting procedure, and the building squares of learning are created in the early phases of life. Education significantly influences the lives of numerous individuals and gives the establishment to a man to set up an arrangement for their future. Accomplished people can shape choices that advantage both themselves and the interests of their general public. A genuine education doesn t comprise of a gathering of classes containing

The Cuil Theory Free Essays

One Cuil = One level of abstraction away from the reality of a situation. Example: You ask me for a Hamburger. 1 Cuil: if you asked me for a hamburger, and I gave you a raccoon. We will write a custom essay sample on The Cuil Theory or any similar topic only for you Order Now 2 Cuils: If you asked me for a hamburger, but it turns out I don’t really exist. Where I was originally standing, a picture of a hamburger rests on the ground. 3 Cuils: You awake as a hamburger. You start screaming only to have special sauce fly from your lips. The world is in sepia. 4 Cuils: Why are we speaking German? A mime cries softly as he cradles a young cow. Your grandfather stares at you as the cow falls apart into patties. You look down only to see me with pickles for eyes, I am singing the song that gives birth to the universe. 5 Cuils: You ask for a hamburger, I give you a hamburger. You raise it to your lips and take a bite. Your eye twitches involuntarily. Across the street a father of three falls down the stairs. You swallow and look down at the hamburger in your hands. I give you a hamburger. You swallow and look down at the hamburger in your hands. You cannot swallow. There are children at the top of the stairs. A pickle shifts uneasily under the bun. I give you a hamburger. You look at my face, and I am pleading with you. The children are crying now. You raise the hamburger to your lips, tears stream down your face as you take a bite. I give you a hamburger. You are on your knees. You plead with me to go across the street. I hear only children’s laughter. I give you a hamburger. You are screaming as you fall down the stairs. I am your child. You cannot see anything. You take a bite of the hamburger. The concrete rushes up to meet you. You awake with a start in your own bed. Your eye twitches involuntarily. I give you a hamburger. As you kill me, I do not make a sound. I give you a hamburger. 6 Cuils: You ask me for a hamburger. My attempt to reciprocate is cut rutally short as my body experiences a sudden lack of electrons. Across a variety of hidden dimensions you are dismayed. John Lennon hands me an apple, but it slips through my fingers. I am reborn as an ocelot. You disapprove. A crack echoes through the universe in defiance of conventional physics as cosmological background noise shifts from randomness to a perfect A Flat. Children everywhere stop what they are doing and hum along in perfect pitch with the background radiation. Birds fall from the sky as the sun engulfs the earth. You hesitate momentarily before allowing yourself to assume the locus of all knowledge. Entropy crumbles as you peruse the information contained within the universe. A small library in Phoenix ceases to exist. You stumble under the weight of everythingness; your mouth opens up to cry out, and collapses around your body before blinking you out of the spatial plane. You exist only within the fourth dimension. The fountainhead of all knowledge rolls along the ground and collides with a small dog. My head tastes sideways as space-time is reestablished, you blink back into the corporeal world disoriented, only for me to hand you a hamburger as my body collapses under the strain of reconstitution. The universe has reasserted itself. A particular small dog is fed steak for the rest of its natural life. You die in freak accident moments later, and you soul works at the returns desk for the Phoenix library. You disapprove. Your disapproval sends ripples through the inter-dimensional void between life and death. A small child begins to cry as he walks toward the stairway where his father stands. 7 Cuils: I give you a hamburger. The universe is engulfed within itself. A bus advertising hotdogs drives by a papillon. It disapproves. An unnatural force reverses Earth’s gravity. You ask for a hamburger. I reciprocate with a mildly convulsing potato. You disapprove. Your disapproval releases a cosmic shift in the void between birth and life. You ask for a hamburger. A certain small dog feasts on hamburger patties for the rest of its unnatural, eternal endurance. Your constant disapproval sends silence through everything. A contrived beast becomes omnipotent. You ask for a hamburger. I give you a hamburger your body becomes an unsettled blob of nothingness, then divides by three. The papillon barks. The universe realigns itself. You, the papillon, and the hamburger disapprove. This condemnation stops the realignment. Hades freezes over. A pig is launched is launched into the unoccupied existence between space and time with a specific hamburger. You ask for a hamburger. I give you a hamburger. It screams as you lift it to your face. You laugh maniacally as I plead with you. You devour the hamburger as it pleads for mercy. I disapprove and condemn you to an eternity in a certain void where a certain pig and its specific hamburger are located. The Universal Space-time Continuum Committee disapproves of my irrational decision. You are locked away and are fed hamburgers for the rest of your natural existence. A pickle refuses to break down during the process of digestion. You die in a freak accident. A certain pickle lives the rest of its life in a comatose state. Your soul disapproves. Down the street a child cries as a hamburger gets stuck in, and climbs back up, her esophagus. You ask again for a hamburger. I refuse to reciprocate. You demand a lawyer. I remind you harshly that this is the new world order. Lawyers no longer exist. Only papillons. Your name is written on a list of sins. Blasphemy. You ask for a hamburger. The comatose pickle vanquishes your soul from this universe. Realignment occurs. You beg for a hamburger. A certain papillon’s name is written on an obelisk in Egypt. Mumble. Peasants worship the obelisk. Your soulless corpse partakes in the festivity. Hamburgers are banned universally. The sun implodes. All planets cease to have ever existed. Mercury. Venus. Earth. Mars. Jupiter. Saturn. Uranus. Neptune. Pluto is the only mass in existence. Conveniently, you are on vacation here. Your need for hamburgers re-establishes space-time. Earth is recreated under your intergalactic rule. Hamburgers are your army. You wake up. Clowns. Clowns everywhere. Your dream rushes to meet you. You are kidnapped. You ask for a hamburger. They hand you a hotdog. How to cite The Cuil Theory, Papers

Revisioning the Scholarship Boy free essay sample

Visioning the Scholarship Boy In â€Å"When We Dean Awaken: Writing as Re-Vision,† Rich describes the dilemma we all face as humans in our search for identity. Are we to allow the forces of the past to define us, or are we to transcend these forces creating a new identity? For Rich her struggle with a male dominated society causes her to redefine herself through writing. As the title of her piece suggests, Rich uses â€Å"writing as Re-vision,† a way to rewrite the past, effectively breaking free of tradition. In â€Å"The Achievement Of Desire,† Rodriguez is faced with a similar crisis of identity, when faced with Hoggart’s concept of the â€Å"scholarship boy†. While this concept seems to represent the hold of authority over Rodriguez, he instead uses it in his search for identity, breaking the hold of authority over him. Rich writes, â€Å"until we understand the assumptions in which we are drenched we cannot know ourselves†¦. †(Rich 18). In much the same way Rodriguez must understand the assumptions imposed by the concept of the â€Å"scholarship boy† in his quest for self-identity. When examining Rodriguez’s struggle the following questions arise: Has Rodriguez broken free of the academic authorities in his life, which attempt to rigidly define his identity? Is he a â€Å"scholarship boy,† or something more? When contemplating these questions, we come to a surprising result; Rodriguez had used his quest for identity as a catalyst, allowing him to solidify his own philosophy of education. Throughout the achievement of desire Rodriguez uses the concept of the scholarship boy to express his philosophy of education. While at first we see the scholarship boy as a mere caricature, eventually it begins to increase in depth, until finally we realize that Rodriguez is in fact talking about himself. Rodriguez writes: â€Å"In large part, however, the reason he is such a bad student is because he realizes more often and more acutely than most other students – than Hoggart himself – that education requires radical self-reformation. †(529) In this passage we begin to see pieces of Rodriguez’s philosophy of education. For Rodriguez, a successful education exists as a force of inevitable change. This change often pulls one away from their native culture, integrating them with society. Rodriguez states, â€Å" Radical educationalists meanwhile complain that ghetto schools oppress students by trying to mold them†¦the truer critique would be just the reverse: not that schools change ghetto students too much†¦they change most students barely at all. †(529) For Rodriguez a proper education inevitably â€Å"molds† the student. The emphasis in the American educational system on â€Å"creativity and originality† ultimately hinders the success of the student. Rodriguez furthers his philosophy on education with his views on imitation. For Rodriguez imitation i â€Å"From the story of the scholarship boy there is no specific pedagogy to glean†¦ he makes clear that education is a long unglarorous even demeaning process†¦Ã¢â‚¬ ¦. Great quote to set up another paragraph For rodriguez, education need not be a pleasurable process. While thescholorship boy seems a negative story in reality it is a necessary one in terms of education. For the student of immigrant parents to become educated he must be ripped from his native culture Rodriguez reveals; â€Å"A primary reason for my success in the classroom was that I couldn’t forget that schooling was changing me and separating me from the life I enjoyed before becoming a student. †(516) During the beginning of his life, Rodriguez lives as the â€Å"scholarship boy†. Rodriguez writes, â€Å"I lacked a point of view when I read. Rather I read in order to acquire a point of view. †(527). Furthermore Rodriguez writes â€Å"I knew too much (and not enough) to be able to write anything but sentences that were overly cautious, timid, strained brittle under the heavy weight of footnotes and qualifications. I seemed unable to dare a passionate statement†(531). After these realizations Rodriguez searches for an answer to his shortcomings in academic literature coming face to face with Hoggart’s concept of the â€Å"scholarship boy†. For the first time Rodriguez begins to question himself, framing these inquiries through the concept of the â€Å"scholarship boy† Through questioning himself Rodriguez finally comes to terms with himself allowing a synthesis to occur, applying his skills of abstraction to his problem of identity. Rodriguez writes â€Å"And yet, positively: the ability to consider experience so abstractly allowed me to shape into desire what would otherwise have remained indefinite. †. Rodriguez takes this synthesis further concluding â€Å"If, because of my schooling, I had grown culturally separated from my parents, my education finally had given me ways of speaking and caring about this fact†(532). Rodriguez goes further to illustrate his transformation, by contrasting his thoughts as a â€Å"scholarship boy† with his thoughts in the present. Rodriguez writes â€Å" Faithfully, I wrote down all that they said. I memorized it: â€Å"The praise of the unlettered by the highly educated is the primary theme of ‘elitist’ literature† But, â€Å"the importance of the praise given the unsolitary, richly passionate and spontaneous life is that it simultaneously reflects the value of a reflective life. †(532). To Rodriguez this quote falls perfectly in line with his own conclusions from his experience, the wisdom of learning to balance the two opposing forces in his life. Yet as a scholarship boy these words mean nothing to him. Rodriguez writes, â€Å"But there was no way for any of it to mean very much to me. I was a scholarship boy at the time, busily laddering my way up the rungs of education. †(532). Throughout â€Å"Achievement of Desire†, Rodriguez maps his transformation from a â€Å"scholarship boy†, to someone with his own authority. It is possible to see a similar transformation occur for Rich when we examine â€Å"When We Dead Awaken: Writing as Re-Vision†. For Rich the final step of this transformation is through her act of writing about her struggle. Rich writes, â€Å"Moreover if the imagination is to transcend and transform experience it has to question, to challenge, to conceive of alternatives, perhaps to the very life you are living at the moment. †¦. For writing is re-naming. † (Rich 23). It would seem that a final piece of evidence for Rodriguez’s transformation is â€Å"Achievement of Desire† itself. Rodriguez’s ability to write about his struggle allows him to use the transformative power of the imagination, effectively using writing as Re-Vision.