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A person with a blackbelt in karate has a fist that has a mass of 0.60 kg. Starting from rest, this fist attains a velocity of 9.0 m/s in 0.20 s. What is the magnitude of the average net force applied to the fist to achieve this level of performance?
My teacher hasn't given us notes and the book doesn't explain how to do anything... it just gives the questions and answers but that question isn't in the book.
Well, what are Newton's laws of motion? (in equation form) What is the question asking for? Look at the equations, and see if one of them applies to this situation.
The acceleration is (9 - 0)/0.2 = 45 m/s2
thus force = mass *acceleration = 0.6*45 = 27 N
that's your answer
I wanted to thank rudi... for answering my questions on newtons laws...
I need group activities so that my students can try all 3 of Newtons laws...
My class is 80 minutes long so I need good lab activities to test these laws
So that my class will understand what the laws mean and then they will have a visual with that law to help them remember..
PLEASE,, PLEASE.. PLEASE...
If anyone has any ideas for a high school setting on how to test these laws please e-mail me back...
Thanks
Tracy
As I recall, I provided you with several ideas that you could use for group activities.Quote:
Originally Posted by tracystrumolo
Did you need something different?
I have a couple of questions too, I guess that concern me.
You are a special ed teacher and please forgive me because I do not fully understand the role of the special ed teacher other than through my own experience working with them as a teacher myself.Quote:
Originally Posted by tracystrumolo
Why does it seem as though you are being asked to provide a full one block lesson on a subject that you (correct me if I am wrong) are not certified in? Should this not be the responsibility of the science teacher?
I thought perhaps your role might be one of helping the science teacher differentiate instruction or perhaps work with the science teacher to find a way for you to help them one on one in your room. But not to give full lessons, lectures, and labs. :confused:
What would Newton's 3rd Law be doing in a students IEP? The IEP should be providing information on the reasonable accommodations to be allowed for the student such as finding a quiet place to work alone or be allowed extra time on assignments or allowed to use the book on exams. Why would an IEP make statements like that about physics? :confused:Quote:
Originally Posted by tracystrumolo
It would appear to me that you are going a bit too far above and beyond the call of duty. If you can do it, great, all the power to you. I would, however, caution using a tactic like this just to get through your tenure year. It may backfire, especially if you do not have the necessary background in the subject area to go that far in depth on a topic.
Where is the science teacher in all of this?
AAAAAAHHH! :eek:
I quite agree with rudi, if you are not trained in physics or teaching physics, how are you going to answer questions that come from the kids?
According to my classes taken in college and all of my years teaching a form of a science I am highly qualified to teach science... that does not mean that I am a science teacher.. I have to modify everything to a lower level and need A lot of hands on activities for the students to understand.. I have 6 students and do a lot 1 to 1... but I also need to incorporate a lot of activities (large and small group)... I don't know why this is posted in the students iep... but last years teachers made up this years iep goals... so for next year I am in charge of the students science goals... I have to hit what is in their iep's.. so whatever it is it is... thank you for all of your help RUDI... I just wanted other peoples ideas and suggestions... I will use your ideas and suggestions...
THANK YOU
Tracy
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