Force and Motion in Newton's Laws

2021 ◽  
pp. 145-164
Author(s):  
Laurie E. Westphal
Keyword(s):  
Force And Motion ◽  
Newton’S Laws

scholarly journals Should we teach free-body diagrams before or after Newton’s Laws?

2021 ◽  
Vol 2145 (1) ◽  
pp. 012067
Author(s):  
N Nuchsirikulaphong ◽  
N Emarat ◽  
K Arayathanitkul
Keyword(s):  
Problem Solving ◽  
Equation Of Motion ◽  
Student Understanding ◽  
Student Difficulties ◽  
Physics Courses ◽  
Free Body Diagram ◽  
High School Physics ◽  
Force And Motion ◽  
Newton’S Laws ◽  
Free Body

Abstract There are two interesting lesson sequences for teaching force and motion in high-school physics. These are teaching free-body diagrams before Newton’s laws (FbN) and teaching Newton’s laws before free-body diagrams (NbF). Both sequences were found in physics textbooks. Different authors adopted the sequence that they believe it would affect student understanding better. However, some physics experts did not agree with this. It is therefore interesting to know if we should teach with the FbN or NbF sequence. This motivates us to study the effect of such lesson sequences on student understanding of force and motion. The sample group was grade-10 students from two physics courses in 2020. One course was taught with the FbN sequence (29 students) and the other with the NbF sequence (34 students). Their understanding was evaluated by using an assessment test which consisted of three parts including (1) Newtonian concept, (2) problem solving, and (3) free-body diagrams. The result shows that for the Newtonian concept part, the average scores are 11% for the FbN and 13% for the NbF sequence. The average scores of the problem-solving part are 13% and 9% and those of the free-body diagram part are 41% and 48% for the FbN and NbF sequences, respectively. The scores of all parts between the two sequences were not significantly different. In addition, student difficulties found in all parts were similar. However, a larger number of students who could provide the equation of motion (F = ma) in the problem-solving part was found in the FbN sequence. We might conclude that teaching free-body diagrams before or after Newton’s laws did not affect student understanding in the topic of force and motion. Detail of student difficulties in both sequences will be further discussed.

A simple demonstration of Newton's laws

1978 ◽  
Vol 124 (4) ◽  
pp. 717-719
Author(s):  
Lev A. Gribov ◽  
A.N. Gornostaev
Keyword(s):  
Simple Demonstration ◽  
Newton’S Laws

‘A Heap of Broken Images’? Reviving Austro-German Debates over Musical Meaning, 1900–36

2013 ◽  
Vol 138 (1) ◽  
pp. 129-174 ◽  
Author(s):  
Matthew Pritchard
Keyword(s):  
Twentieth Century ◽  
Educational Theory ◽  
First Century ◽  
Critical Hermeneutics ◽  
Musical Meaning ◽  
Force And Motion ◽  
The Status ◽  
Musical Interpretation ◽  
Twenty First Century

AbstractThis article examines a range of writings on the status of musical interpretation in Austria and Germany during the early decades of the twentieth century, and argues their relevance to current debates. While the division outlined by recent research between popular-critical hermeneutics and analytical ‘energetics’ at this time remains important, hitherto neglected contemporary reflections by Paul Bekker and Kurt Westphal demonstrate that the success of energetics was not due to any straightforward intellectual victory. Rather, the images of force and motion promoted by 1920s analysis were carried by historical currents in the philosophy, educational theory and arts of the time, revealing a culturally situated source for twenty-first-century analysis's preoccupations with motion and embodiment. The cultural relativization of such images may serve as a retrospective counteraction to the analytical rationalizing processes that culminated specifically in Heinrich Schenker's later work, and more generally in the privileging of graphic and notational imagery over poetic paraphrase.

Simulation of Valve Position Feedback Mechanism Based on Pro/E and ADAMS

2014 ◽  
Vol 721 ◽  
pp. 244-248
Author(s):  
You Jun Fan ◽  
Fei Li ◽  
Hua Tian Zhao
Keyword(s):  
Feedback Mechanism ◽  
Dynamics Model ◽  
Joint Simulation ◽  
Force And Motion ◽  
Motion State ◽  
Position Feedback ◽  
Displacement Angle ◽  
Valve Position ◽  
Relationship Of ◽  
The Relationship

In traditional valve position feedback mechanism design, it is tested repeatedly and improvement after processing prototype, the process is complex and workload. Using Pro/E and ADAMS, the overall mechanical structure of the valve position feedback mechanism for joint simulation, and an analysis of the kinematics and dynamics model, simplified the design process of the repeated calculation, get the relationship of stem displacement-angle between gear, gear meshing force and motion state of the stem, the simulation value compared with the theoretical value, tallies with the data and shows that the simulation is reasonable.

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