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A rope is wrapped around a bicycle wheel with a rotational inertia of 0.68MR^2. The wheel is released from rest and allowed to descend without slipping as the rope unwinds from the wheel. In terms of g, determine the acceleration of the wheel as it descends. Want acceleration-torque.html ">Lecture Notes? This is an AP Physics 1 Topic.
Content Times:
0:07 Translating the problem to physics
1:07 Drawing the Free Body Diagram and summing the forces
1:58 Summing the torques about the axle of the wheel
3:13 Finding the relationship between the linear and angular accelerations
5:13 Understanding that we made a mistake and what that mistake is
6:46 Fixing our mistake
8:05 Demonstrating that our solution is correct
Next Video: (Energy Solution) Acceleration of a Wheel descending on a Rope
https://www.flippingphysics.com/wheel-rope- acceleration-energy.html
Multilingual? Please help translate Flipping Physics videos!
Previous Video: acceleration-direction.html">Which Direction will the Wheel Accelerate?
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Thank you to Scott Carter and Christopher Becke for being my Quality Control Team for this video.
Found by Flipping Physics in Rotational Motion
April 28, 2019 at 02:29 PM
Ages: 11 - 18
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This lesson builds on what we learned about position as a function of time graphs. We start with velocity as a function of time graphs, determine what the motion would look like and then draw position and acceleration as a function of time graphs. We use the concepts of slope and tangent line to help us build the graphs.
Content Times:
0:35 What is the slope of a velocity vs. time graph?
2:30 Walking the 1st velocity vs. time example
4:17 Explaining what a constant slope is
7:11 Drawing position vs. time for the 1st example
9:08 The Magic Tangent Line Finder! (defining tangent line)
11:18 A look forward to Calculus
12:51 Drawing acceleration vs. time for the 1st example
14:35 Walking the 2nd velocity vs. time example
15:47 Drawing position vs. time for the 2nd example
17:19 Drawing acceleration vs. time for the 2nd example
18:17 Walking the 3rd velocity vs. time example
20:41 Drawing position and acceleration vs. time for the 3rd example
22:55 Ideal vs. real data
acceleration-as-a-function-of-time-graphs.html">Want Lecture Notes?
Next Video:
Introduction to Uniformly Accelerated Motion with Examples of Objects in UAM
Previous Video:
Understanding and Walking Position as a function of Time Graphs
Found by Flipping Physics in One-Dimensional Motion
December 22, 2013 at 07:26 AM
Ages: 13 - 18
License: Proprietary
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Tangential Acceleration is introduced and visualized. Example problem is worked through. We even relate arc length, tangential velocity, and tangential acceleration via the derivative! Example: A record player is plugged in and uniformly accelerates to 45 revolutions per minute in 0.85 seconds. Mints are located 3.0 cm, 8.0 cm, and 13.0 cm from the center of the record. What is the magnitude of the tangential acceleration of each mint?
Want acceleration.html">Lecture Notes? This is an AP Physics 1 topic.
Content Times:
0:21 The tangential acceleration equation
0:55 Translating the example problem
2:13 Solving for angular acceleration
3:02 Solving for tangential accelerations
4:16 Visualizing the tangential accelerations
5:05 Using the derivative to relate arc length, tangential velocity, and tangential acceleration
Multilingual? Please help translate Flipping Physics videos!
Next Video: Demonstrating the Directions of Tangential Velocity and Acceleration
Previous Video: Introductory Tangential Velocity Problem - Mints on a Turntable
Please support me on Patreon!
Thank you to Christopher Becke and Natasha Trousdale for being my Quality Control Team for this video.
Found by Flipping Physics in Rotational Motion
August 8, 2017 at 07:00 AM
Ages: 10 - 18
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This NASA video segment explores how Newton's second law of motion applies to aerospace. Viewers watch an instructor at NASA's National Test Pilot School as he defines the second law and demonstrates how to calculate a person's mass using the law. There is also a discussion about how people experience different g forces at the top and bottom of a roller coaster hill. Footage of the instructor in a fighter jet illustrates what it means to pull 2 and 4 g.
Found by Larry Sanger in Newton's Second Law
June 30, 2009 at 12:00 PM
Ages: 10 - 18
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Video discusses Newton's Second Law. Pilot explains g-forces while in flight. Run time 03:59.
Found by Larry Sanger in Newton's Second Law
June 30, 2009 at 12:00 PM
Ages: 10 - 18
License: Proprietary
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How fast does a car need to go to complete a loop-d-loop? This video, which is suitable for high school students, starts with a black screen because the instructor, in his conversational tone, uses it as a 'chalkboard.' Instructor uses different colors for clarification. (07:40)
Found by teresahopson in Centripetal Acceleration
August 14, 2009 at 04:42 PM
Ages: 14 - 18
License: CC by-nc-nd
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Intuition behind what it takes to make something travel in a circle. This video, which is suitable for high school students, starts with a black screen because the instructor, in his conversational tone, uses it as a 'chalkboard.' Instructor uses different colors for clarification. Run time 10:07.
Found by teresahopson in Centripetal Acceleration
August 14, 2009 at 04:18 PM
Ages: 14 - 18
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In this lesson we continue to use what we have learned about solving Uniformly Accelerated Motion (UAM) problems. This problem is more complicated because it involves two, interconnected parts.
Content Times:
0:26 Reading the problem
0:46 Seeing the problem
1:11 Translating from words to physics
1:58 Splitting the problem into two parts
3:13 Fixing the knowns (common mistakes)
4:35 How do we know we can use the UAM equations?
5:19 Drawing a picture to better understand the problem
6:00 Finding the missing known
7:29 What are we finding again?
8:45 The end of part 1 is the start of part 2!
9:29 Beginning to solve the problem :)
11:19 Solving part (b)
13:53 What is wrong with solving the whole thing at once?
16:03 Rapping it up!
Want Lecture Notes?
Next Video:
The Humility Soapbox -- Uniformly vs. Uniformally
Previous Video:
Introductory Uniformly Accelerated Motion Problem -- A Braking Bicycle
Found by Flipping Physics in One-Dimensional Motion
December 22, 2013 at 11:43 AM
Ages: 13 - 18
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(29:41)
Found by teresahopson in Middle School
November 7, 2020 at 02:51 PM
Ages: 18 - 18
License: Proprietary
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This professionally-made music video from They Might Be Giants combines clever, cartoon animation with catchy lyrics to teach about speed and velocity. Some of the lyrics include, "Motion, direction, acceleration. Motion, direction, acceleration. I've got speed (that's how fast I am moving). I've got velocity (that's my speed and direction)." (02:10)
Found by jensmiles in Force and Motion
January 18, 2010 at 12:40 PM
Ages: 8 - 14
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In this video, NASA Sci Files segment briefly explains the different forces of motion including weightlessness, free fall, acceleration, and inertia and how they relate to space and a roller coaster ride. (04:13)
Found by begamatt in Force and Motion
March 21, 2011 at 11:14 AM
Ages: 8 - 13
License: Proprietary
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In 1907, a young Albert Einstein was looking for a way to extend his special theory of relativity to include acceleration. It took him eight years to come up with general theory of relativity. This excellent video introduces the student to Einstein's theory in a very accessible and visual way. (03:12)
Found by olgerb in Gravity
September 5, 2013 at 04:17 PM
Ages: 12 - 18
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This video shows the three laws of motion developed by Sir Isaac Newton and is done with excellent graphics.
The first law of motion, inertia, is when an object will not move or else move in a straight line unless an unbalanced force acts on it. The second law of motion states that force is the product of mass and acceleration; acceleration fo an object depends on the mass and magnitude of the force. (force=massxacceleration) The third law of motion is the law of action and reaction. In every action there is an equal and opposite action such as in rockets (04:24).
Found by freealan in Newton's Laws of Motion
April 17, 2011 at 09:43 PM
Ages: 12 - 18
License: Public Domain
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More on how velocity, distance, acceleration, and time relate to each other. Introduction to basic physics of motion. This video, which is suitable for high school students, starts with a black screen because the instructor uses it as a 'chalkboard.' (09:37)
Found by teresahopson in Force and Motion
August 13, 2009 at 07:43 AM
Ages: 14 - 18
License: CC by-nd
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Introduction to basic physics of motion. Introduces the concept of variable velocity/acceleration. This video, which is suitable for high school students, starts with a black screen because the instructor uses it as a 'chalkboard.' (09:11)
Found by teresahopson in Force and Motion
August 13, 2009 at 07:40 AM
Ages: 14 - 18
License: CC by-nc-nd
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Dr. Skateboard's Action Science is designed to incorporate classroom activities that focus on concepts in physical science along with action sports, including skateboarding and Bicycle Motocross (BMX). Dr. Robertson acts as both the narrator and a performer in the series, which also includes top extreme athletes in BMX and skateboarding. These athletes perform high flying maneuvers that demonstrate physical science concepts, such as the relationships between velocity and acceleration. This brief segment addresses Newton's Laws. (00:58)
Found by begamatt in Sports Science
March 26, 2011 at 05:26 PM
Ages: 9 - 14
License: Proprietary
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Sal Khan thinks about what is true about how unbalanced forces relate to motion and acceleration. (06:37)
Found by teresahopson in Force & Balance
July 12, 2012 at 05:27 PM
Ages: 15 - 18
License: Undetermined
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From DragonflyTV. Tyler and Aditya are roller coaster maniacs! The boys head to the Carnegie Science Center in Pittsburgh, to ride a roller coaster simulator. They took a measuring device called an accelerometer to find out which part of the simulation produced the most g-forces. Unfortunately, the simulator didn't produce the actual g's of a roller coaster. So they then took the accelerometers to a real roller coaster at a local amusement park and measured the number of g's on the accelerometer at different places along the ride. During the investigation, the boys learned that acceleration is speeding up, slowing down, or changing direction. They experienced the greatest g's at the bottom of the steep hill, when the direction changed quickly... almost 5 g's! The video/investigation is a great example of problem solving and the scientific method.
Found by begamatt in Acceleration
August 18, 2010 at 09:24 PM
Ages: 9 - 18
License: Proprietary
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