newtons law of gravitation: Topics by Science.gov
Rediscovering Kepler's laws using Newton's gravitation law and NASA data

NASA Astrophysics Data System (ADS)

Springsteen, Paul; Keith, Jason

2010-03-01

Kepler's three laws of planetary motion were originally discovered by using data acquired from Tycho Brache's naked eye observations of the planets. We show how Kepler's third law can be reproduced using planetary data from NASA. We will also be using Newton's Gravitational law to explain why Kepler's three laws exist as they do.

Newton's Path to Universal Gravitation: The Role of the Pendulum

ERIC Educational Resources Information Center

Boulos, Pierre J.

2006-01-01

Much attention has been given to Newton's argument for Universal Gravitation in Book III of the "Principia". Newton brings an impressive array of phenomena, along with the three laws of motion, and his rules for reasoning to deduce Universal Gravitation. At the centre of this argument is the famous "moon test". Here it is the empirical evidenceâ¦

Weight, the Normal Force and Newton's Third Law: Dislodging a Deeply Embedded Misconception

ERIC Educational Resources Information Center

Low, David; Wilson, Kate

2017-01-01

On entry to university, high-achieving physics students from all across Australia struggle to identify Newton's third law force pairs. In particular, less than one in ten can correctly identify the Newton's third law reaction pair to the weight of (gravitational force acting on) an object. Most students incorrectly identify the normal force on theâ¦

Gravitation in Material Media

ERIC Educational Resources Information Center

Ridgely, Charles T.

2011-01-01

When two gravitating bodies reside in a material medium, Newton's law of universal gravitation must be modified to account for the presence of the medium. A modified expression of Newton's law is known in the literature, but lacks a clear connection with existing gravitational theory. Newton's law in the presence of a homogeneous material mediumâ¦

Gravitation in material media

NASA Astrophysics Data System (ADS)

Ridgely, Charles T.

2011-03-01

When two gravitating bodies reside in a material medium, Newton's law of universal gravitation must be modified to account for the presence of the medium. A modified expression of Newton's law is known in the literature, but lacks a clear connection with existing gravitational theory. Newton's law in the presence of a homogeneous material medium is herein derived on the basis of classical, Newtonian gravitational theory and by a general relativistic use of Archimedes' principle. It is envisioned that the techniques presented herein will be most useful to graduate students and those undergraduate students having prior experience with vector analysis and potential theory.

Turning around Newton's Second Law

ERIC Educational Resources Information Center

Goff, John Eric

2004-01-01

Conceptual and quantitative difficulties surrounding Newton's second law often arise among introductory physics students. Simply turning around how one expresses Newton's second law may assist students in their understanding of a deceptively simple-looking equation.

3, 2, 1 â¦ Discovering Newton's Laws

NASA Astrophysics Data System (ADS)

Lutz, Joe; Sylvester, Kevin; Oliver, Keith; Herrington, Deborah

2017-03-01

"For every action there is an equal and opposite reaction." "Except when a bug hits your car window, the car must exert more force on the bug because Newton's laws only apply in the physics classroom, right?" Students in our classrooms were able to pick out definitions as well as examples of Newton's three laws; they could recite the laws and even solve for force, mass, and acceleration. However, when given "real world" questions, they would quickly revert to naive explanations. This frustration led to an examination of our approach to teaching Newton's laws. Like many, we taught Newton's laws in their numerical orderâfirst, second, and then third. Students read about the laws, copied definitions, and became proficient with vocabulary before they applied the laws in a lab setting. This paper discusses how we transformed our teaching of Newton's laws by flipping the order (3, 2, 1) and putting the activity before concept, as well as how these changes affected student outcomes.

General Relativity Exactly Described by Use of Newton's Laws within a Curved Geometry

NASA Astrophysics Data System (ADS)

Savickas, David

2014-03-01

The connection between general relativity and Newtonian mechanics is shown to be much closer than generally recognized. When Newton's second law is written in a curved geometry by using the physical components of a vector as defined in tensor calculus, and by replacing distance within the momentum's velocity by the vector metric ds in a curved geometry, the second law can then be easily shown to be exactly identical to the geodesic equation of motion occurring in general relativity. By using a time whose vector direction is constant, as similarly occurs in Newtonian mechanics, this equation can be separated into two equations one of which is a curved three-dimensional equation of motion and the other is an equation for energy. For the gravitational field of an isolated particle, they yield the Schwarzschild equations. They can be used to describe gravitation for any array of masses for which the Newtonian gravitational potential is known, and is applied here to describe motion in the gravitational field of a thin mass-rod.

Infinity and Newton's Three Laws of Motion

NASA Astrophysics Data System (ADS)

Lee, Chunghyoung

2011-12-01

It is shown that the following three common understandings of Newton's laws of motion do not hold for systems of infinitely many components. First, Newton's third law, or the law of action and reaction, is universally believed to imply that the total sum of internal forces in a system is always zero. Several examples are presented to show that this belief fails to hold for infinite systems. Second, two of these examples are of an infinitely divisible continuous body with finite mass and volume such that the sum of all the internal forces in the body is not zero and the body accelerates due to this non-null net internal force. So the two examples also demonstrate the breakdown of the common understanding that according to Newton's laws a body under no external force does not accelerate. Finally, these examples also make it clear that the expression `impressed force' in Newton's formulations of his first and second laws should be understood not as `external force' but as `exerted force' which is the sum of all the internal and external forces acting on a given body, if the body is infinitely divisible.

On Time-II: Newton's Time.

ERIC Educational Resources Information Center

Raju, C. K.

1991-01-01

A study of time in Newtonian physics is presented. Newton's laws of motion, falsifiability and physical theories, laws of motion and law of gravitation, and Laplace's demon are discussed. Short bibliographic sketches of Laplace and Karl Popper are included. (KR)

3, 2, 1 ... Discovering Newton's Laws

ERIC Educational Resources Information Center

Lutz, Joe; Sylvester, Kevin; Oliver, Keith; Herrington, Deborah

2017-01-01

"For every action there is an equal and opposite reaction." "Except when a bug hits your car window, the car must exert more force on the bug because Newton's laws only apply in the physics classroom, right?" Students in our classrooms were able to pick out definitions as well as examples of Newton's three laws; they couldâ¦

Dramatic (and Simple!) Demonstration of Newton's Third Law

NASA Astrophysics Data System (ADS)

Feldman, Gerald

2011-02-01

An operational understanding of Newton's third law is often elusive for students. Typical examples of this concept are given for contact forces that are closer to the students' everyday experience. While this is a good thing in general, the reaction force can sometimes be taken for granted, and the students can miss the opportunity to really think about what is going on. In the case of magnetic forces, however, the notion of action at a distance actually requires a careful inspection of the forces involved and thereby promotes a more detailed analysis of the situation. In this paper, a simple demonstration of Newton's third law is presented in the context of a magnet falling through a hollow conducting tube. The results are unambiguous and lead the students to an irrefutable verification of Newton's third law.

Can Newton's Third Law Be "Derived" from the Second?

NASA Astrophysics Data System (ADS)

Gangopadhyaya, Asim; Harrington, James

2017-04-01

Newton's laws have engendered much discussion over several centuries. Today, the internet is awash with a plethora of information on this topic. We find many references to Newton's laws, often discussions of various types of misunderstandings and ways to explain them. Here we present an intriguing example that shows an assumption hidden in Newton's third law that is often overlooked. As is well known, the first law defines an inertial frame of reference and the second law determines the acceleration of a particle in such a frame due to an external force. The third law describes forces exerted on each other in a two-particle system, and allows us to extend the second law to a system of particles. Students are often taught that the three laws are independent. Here we present an example that challenges this assumption. At first glance, it seems to show that, at least for a special case, the third law follows from the second law. However, a careful examination of the assumptions demonstrates that is not quite the case. Ultimately, the example does illustrate the significance of the concept of mass in linking Newton's dynamical principles.

Calibration of gravitational radiation antenna by dynamic Newton field

NASA Astrophysics Data System (ADS)

Suzuki, T.; Tsubono, K.; Kuroda, K.; Hirakawa, H.

1981-07-01

A method is presented of calibrating antennas for gravitational radiation. The method, which used the dynamic Newton field of a rotating body, is suitable in experiments for frequencies up to several hundred hertz. What is more, the method requires no hardware inside the vacuum chamber of the antenna and is particularly convenient for calibration of low-temperature antenna systems.

The Newton constant and gravitational waves in some vector field adjusting mechanisms

DOE Office of Scientific and Technical Information (OSTI.GOV)

SantillÃ¡n, Osvaldo P.; Scornavacche, Marina, E-mail: firenzecita@hotmail.com, E-mail: marina.scorna@hotmail.com

At the present, there exist some Lorentz breaking scenarios which explain the smallness of the cosmological constant at the present era [1]â[2]. An important aspect to analyze is the propagation of gravitational waves and the screening or enhancement of the Newton constant G {sub N} in these models. The problem is that the Lorentz symmetry breaking terms may induce an unacceptable value of the Newton constant G {sub N} or introduce longitudinal modes in the gravitational wave propagation. Furthermore this breaking may spoil the standard dispersion relation Ï= ck . In [3] the authors have presented a model suggesting thatmoreÂ Â» the behavior of the gravitational constant is correct for asymptotic times. In the present work, an explicit checking is made and we finally agree with these claims. Furthermore, it is suggested that the gravitational waves are also well behaved for large times. In the process, some new models with the same behavior are obtained, thus enlarging the list of possible adjustment mechanisms.Â«Â less

Newton's Law of Cooling Revisited

ERIC Educational Resources Information Center

Vollmer, M.

2009-01-01

The cooling of objects is often described by a law, attributed to Newton, which states that the temperature difference of a cooling body with respect to the surroundings decreases exponentially with time. Such behaviour has been observed for many laboratory experiments, which led to a wide acceptance of this approach. However, the heat transferâ¦

Can Newton's Third Law Be "Derived" from the Second?

ERIC Educational Resources Information Center

Gangopadhyaya, Asim; Harrington, James

2017-01-01

Newton's laws have engendered much discussion over several centuries. Today, the internet is awash with a plethora of information on this topic. We find many references to Newton's laws, often discussions of various types of misunderstandings and ways to explain them. Here we present an intriguing example that shows an assumption hidden inâ¦

I ``Saw'' Newton's Three Laws

NASA Astrophysics Data System (ADS)

Shaw, Mike

2012-11-01

Would you like to build an inexpensive, highly visible, quickly assembled device that dramatically illustrates Newton's three laws of motion? This model incorporates sturdiness, high-profile visibility, and a student interest component that is sure to capture and hold their attention.

Magnetic Levitation and Newton's Third Law

ERIC Educational Resources Information Center

Aguilar, Horacio Munguia

2007-01-01

Newton's third law is often misunderstood by students and even their professors, as has already been pointed out in the literature. Application of the law in the context of electromagnetism can be especially problematic, because the idea that the forces of "action" and "reaction" are equal and opposite independent of the medium through which theyâ¦

Imbalance of Ecosystems and the Modified Newton's 3 Laws of Change

NASA Astrophysics Data System (ADS)

Lin, H.

2013-12-01

Sustainability calls for the unity of human knowledge that bridges the present "two cultures" gulf between the sciences and the humanities, and the transition from the age of machine to the age of the environment quests for harmony with nature (so-called eco-civilization). Ecosystems are fundamentally different from machines, where individual components contain complex organisms instead of identical nonliving entities. Because of heterogeneity, diversity, self-organization, and openness, imbalances abound in nature. These are reflected in entropy increase over time (S > 0) and gradient persistence over space (F > 0). In this paper, three modified Newton's laws of change for ecosystems are suggested, and examples of imbalances from landscape-soil-water-ecosystem-climate will be illustrated. â Newton's 1st law of motion: âF=0 â dv/dt=0. i.e., if net force acting on an object is zero, then the object's velocity remains unchanged. Modified Newton's 1st law of change (imbalance #1): âF>0 â dv/dtâ¥0. i.e., unavoidable forcing exists in nature (âF>0), thus change always happens; however, with inertia/resistance in some systems or minimum threshold needed to change, dv/dtâ¥0. â Newton's 2nd law of motion: âF=ma. i.e., acceleration is inversely proportional to body mass. Modified Newton's 2nd law of change (imbalance #2): âFâ ma. i.e., either 1) it is hard to make change because of resilience, self-adjustment, nonlinearity of interactions-feedbacks in living systems (âFâ¥ma), or 2) there is possible threshold behavior or sudden collapse of a system (âFNewton's 3rd law of motion: âF(a,b)=-âF(b,a). i.e., for every force acting on a body, there is an equal (in magnitude) but opposite (in direction) reacting force. Modified Newton's 3rd law of change (imbalance #3): âF(a,b)â -âF(b,a). i.e., to every action, there is an opposite but not necessarily equal reaction (because of energy dissipation and/or self-organization, among other

Weber's gravitational force as static weak field approximation

NASA Astrophysics Data System (ADS)

Tiandho, Yuant

2016-02-01

Weber's gravitational force (WGF) is one of gravitational model that can accommodate a non-static system because it depends not only on the distance but also on the velocity and the acceleration. Unlike Newton's law of gravitation, WGF can predict the anomalous of Mercury and gravitational bending of light near massive object very well. Then, some researchers use WGF as an alternative model of gravitation and propose a new mechanics theory namely the relational mechanics theory. However, currently we have known that the theory of general relativity which proposed by Einstein can explain gravity with very accurate. Through the static weak field approximation for the non-relativistic object, we also have known that the theory of general relativity will reduce to Newton's law of gravity. In this work, we expand the static weak field approximation that compatible with relativistic object and we obtain a force equation which correspond to WGF. Therefore, WGF is more precise than Newton's gravitational law. The static-weak gravitational field that we used is a solution of the Einstein's equation in the vacuum that satisfy the linear field approximation. The expression of WGF with Î¾ = 1 and satisfy the requirement of energy conservation are obtained after resolving the geodesic equation. By this result, we can conclude that WGF can be derived from the general relativity.

Demonstrating Newton's Third Law: Changing Aristotelian Viewpoints.

ERIC Educational Resources Information Center

Roach, Linda E.

1992-01-01

Suggests techniques to help eliminate students' misconceptions involving Newton's Third Law. Approaches suggested include teaching physics from a historical perspective, using computer programs with simulations, rewording the law, drawing free-body diagrams, and using demonstrations and examples. (PR)

Teaching Newton's Third Law of Motion in the Presence of Student Preconception

ERIC Educational Resources Information Center

Poon, C. H.

2006-01-01

The concept of interaction that underlies Newton's Laws of Motion is compared with the students' commonsense ideas of force and motion. An approach to teaching Newton's Third Law of Motion is suggested that focuses on refining the student's intuitive thinking on the nature of interaction.

Newton's Laws, Euler's Laws and the Speed of Light

ERIC Educational Resources Information Center

Whitaker, Stephen

2009-01-01

Chemical engineering students begin their studies of mechanics in a department of physics where they are introduced to the mechanics of Newton. The approach presented by physicists differs in both perspective and substance from that encountered in chemical engineering courses where Euler's laws provide the foundation for studies of fluid and solidâ¦

Origins of Newton's First Law

NASA Astrophysics Data System (ADS)

Hecht, Eugene

2015-02-01

Anyone who has taught introductory physics should know that roughly a third of the students initially believe that any object at rest will remain at rest, whereas any moving body not propelled by applied forces will promptly come to rest. Likewise, about half of those uninitiated students believe that any object moving at a constant speed must be continually pushed if it is to maintain its motion.1 That's essentially Aristotle's law of motion and it is so "obviously" borne out by experience that it was accepted by scholars for 2000 years, right through the Copernican Revolution. But, of course, it's fundamentally wrong. This paper tells the story of how the correct understanding, the law of inertia, evolved and how Newton came to make it his first law.

General relativity exactly described in terms of Newton's laws within curved geometries

NASA Astrophysics Data System (ADS)

Savickas, D.

2014-07-01

Many years ago Milne and McCrea showed in their well-known paper that the Hubble expansion occurring in general relativity could be exactly described by the use of Newtonian mechanics. It will be shown that a similar method can be extended to, and used within, curved geometries when Newton's second law is expressed within a four-dimensional curved spacetime. The second law will be shown to yield an equation that is exactly identical to the geodesic equation of motion of general relativity. This in itself yields no new information concerning relativity since the equation is mathematically identical to the relativistic equation. However, when the time in the second law is defined to have a constant direction as effectively occurs in Newtonian mechanics, and no longer acts as a fourth dimension as exists in relativity theory, it separates into a vector equation in a curved three-dimensional space and an additional second scalar equation that describes conservation of energy. It is shown that the curved Newtonian equations of motion define the metric coefficients which occur in the Schwarzschild solution and that they also define its equations of motion. Also, because the curved Newtonian equations developed here use masses as gravitational sources, as occurs in Newtonian mechanics, they make it possible to derive the solution for other kinds of mass distributions and are used here to find the metric equation for a thin mass-rod and the equation of motion for a mass particle orbiting it in its relativistic gravitational field.

Milgrom's revision of cosmic dynamics: Amending Newton's laws or Keplers?

NASA Technical Reports Server (NTRS)

Felten, J. E.

1983-01-01

Milgrom's recent revision of Newtonian dynamics was introduced to eliminate the inference that large quantities of invisible mass exist in galaxies. Simple examples show that a Milgrom acceleration, in the form presented so far, imply other far-reaching changes in dynamics. The momentum of an isolated system is not conserved, and the usual theorem for center-of-mass motion of any system does not hold. Naive applications require extreme caution. The model fails to provide a complete description of particle dynamics and should be thought of as a revision of Kepler's laws rather than Newton's. The Milgrom acceleration also implies fundamental changes in cosmology. A quasi-Newtonian calculation adapted from Newtonian cosmology suggests that a Milgrom universe will recollapse even if the classical closure parameter theta is less than 1. The solution, however, fails to satisfy the cosmological principle. Reasons for the breakdown of this calculation are examined. A theory of gravitation needed before the behavior of a Milgrom universe can be predicted.

Milgrom's revision of Newton's laws - Dynamical and cosmological consequences

NASA Technical Reports Server (NTRS)

Felten, J. E.

1984-01-01

Milgrom's (1983) recent revision of Newtonian dynamics was introduced to eliminate the inference that large quantities of invisible mass exist in galaxies. It is shown by simple examples that a Milgrom acceleration, in the form presented so far, implies other far-reaching changes in dynamics. The momentum of an isolated system is not conserved, and the usual theorem for center-of-mass motion of any system does not hold. Naive applications require extreme caution. The model fails to provide a complete description of particle dynamics and should be thought of as a revision of Kepler's laws rather than Newton's. The Milgrom acceleration also implies fundamental changes in cosmology. A quasi-Newtonian calculation adapted from Newtonian cosmology suggests that a 'Milgrom universe' will recollapse even if the classical closure parameter Omega is much less than unity. The solution, however, fails to satisfy the cosmological principle. Reasons for the breakdown of this calculation are examined. A new theory of gravitation will be needed before the behavior of a Milgrom universe can be predicted.

Students' Concepts of Force: The Importance of Understanding Newton's Third Law.

ERIC Educational Resources Information Center

Brown, David E.

1989-01-01

Reports various misconceptions of Newton's third law obtained from interviews and written tests of high school students. Suggests putting emphasis on the third law in physics teaching. Ten references are listed. (YP)

Changing the Order of Newton's Laws--Why & How the Third Law Should Be First

ERIC Educational Resources Information Center

Stocklmayer, Sue; Rayner, John P.; Gore, Michael M.

2012-01-01

Newton's laws are difficult both for teachers and students at all levels. This is still the case despite a long history of critique of the laws as presented in the classroom. For example, more than 50 years ago Eisenbud and Weinstock proposed reformulations of the laws that put them on a sounder, more logically consistent base than is presented inâ¦

Deviations from Newton's law in supersymmetric large extra dimensions

NASA Astrophysics Data System (ADS)

Callin, P.; Burgess, C. P.

2006-09-01

Deviations from Newton's inverse-squared law at the micron length scale are smoking-gun signals for models containing supersymmetric large extra dimensions (SLEDs), which have been proposed as approaches for resolving the cosmological constant problem. Just like their non-supersymmetric counterparts, SLED models predict gravity to deviate from the inverse-square law because of the advent of new dimensions at sub-millimeter scales. However SLED models differ from their non-supersymmetric counterparts in three important ways: (i) the size of the extra dimensions is fixed by the observed value of the dark energy density, making it impossible to shorten the range over which new deviations from Newton's law must be seen; (ii) supersymmetry predicts there to be more fields in the extra dimensions than just gravity, implying different types of couplings to matter and the possibility of repulsive as well as attractive interactions; and (iii) the same mechanism which is purported to keep the cosmological constant naturally small also keeps the extra-dimensional moduli effectively massless, leading to deviations from general relativity in the far infrared of the scalar-tensor form. We here explore the deviations from Newton's law which are predicted over micron distances, and show the ways in which they differ and resemble those in the non-supersymmetric case.

Plausibility Arguments and Universal Gravitation

ERIC Educational Resources Information Center

Cunha, Ricardo F. F.; Tort, A. C.

2017-01-01

Newton's law of universal gravitation underpins our understanding of the dynamics of the Solar System and of a good portion of the observable universe. Generally, in the classroom or in textbooks, the law is presented initially in a qualitative way and at some point during the exposition its mathematical formulation is written on the blackboardâ¦

How Spherical Is a Cube (Gravitationally)?

ERIC Educational Resources Information Center

Sanny, Jeff; Smith, David

2015-01-01

An important concept that is presented in the discussion of Newton's law of universal gravitation is that the gravitational effect external to a spherically symmetric mass distribution is the same as if all of the mass of the distribution were concentrated at the center. By integrating over ring elements of a spherical shell, we show that theâ¦

The Cooling Law and the Search for a Good Temperature Scale, from Newton to Dalton

ERIC Educational Resources Information Center

Besson, Ugo

2011-01-01

The research on the cooling law began with an article by Newton published in 1701. Later, many studies were performed by other scientists confirming or confuting Newton's law. This paper presents a description and an interpretation of Newton's article, provides a short overview of the research conducted on the topic during the 18th century, andâ¦

Teaching Universal Gravitation with Vector Games

ERIC Educational Resources Information Center

Lowry, Matthew

2008-01-01

Like many high school and college physics teachers, I have found playing vector games to be a useful way of illustrating the concepts of inertia, velocity, and acceleration. Like many, I have also had difficulty in trying to get students to understand Newton's law of universal gravitation, specifically the inverse-square law and its application toâ¦

Dramatic (and Simple!) Demonstration of Newton's Third Law

ERIC Educational Resources Information Center

Feldman, Gerald

2011-01-01

An operational understanding of Newton's third law is often elusive for students. Typical examples of this concept are given for contact forces that are closer to the students' everyday experience. While this is a good thing in general, the reaction force can sometimes be taken for granted, and the students can miss the opportunity to really thinkâ¦

A Magnetic Set-Up to Help Teach Newton's Laws

ERIC Educational Resources Information Center

Panijpan, Bhinyo; Sujarittham, Thanida; Arayathanitkul, Kwan; Tanamatayarat, Jintawat; Nopparatjamjomras, Suchai

2009-01-01

A set-up comprising a magnetic disc, a solenoid and a mechanical balance was used to teach first-year physics students Newton's third law with the help of a free body diagram. The image of a floating magnet immobilized by the solenoid's repulsive force should help dispel a common misconception of students as regards the first law: that stationaryâ¦

Newton's First Law: A Learning Cycle Approach

ERIC Educational Resources Information Center

McCarthy, Deborah

2005-01-01

To demonstrate how Newton's first law of motion applies to students' everyday lives, the author developed a learning cycle series of activities on inertia. The discrepant event at the heart of these activities is sure to elicit wide-eyed stares and puzzled looks from students, but also promote critical thinking and help bring an abstract conceptâ¦

Supporting the learning of Newton's laws with graphical data

NASA Astrophysics Data System (ADS)

Piggott, David

Teaching physics provides the opportunity for a very unique interaction between students and instructor that is not found in chemistry or biology. Physics has a heavy emphasis on trying to alter students' misconceptions about how things work in the real word. In chemistry and microbiology this is not an issue because the topics of discussion in those classes are a new experience for the students. In the case of physics the students have everyday experience with the different concepts discussed. This causes the students to build incorrect mental models explaining how different things work. In order to correct these mental models physics teachers must first get the students to vocalize these misconceptions. Then the teacher must confront the students with an example that exposes the false nature of their model. Finally, the teacher must help the student resolve these discrepancies and form the correct model. This study attempts to resolve these discrepancies by giving the students concrete evidence via graphs of Newton's laws. The results reported here indicate that this method of eliciting the misconception, confronting the misconception, and resolving the misconception is successful with Newton's third law, but only marginally successful for first and second laws.

Making More Plausible What is Hard To Believe: Historical Justifications and Illustrations of Newton's Third Law.

ERIC Educational Resources Information Center

Gauld, Colin

1998-01-01

Reports that many students do not believe Newton's law of action and reaction and suggests ways in which its plausibility might be enhanced. Reviews how this law has been made more plausible over time by Newton and those who succeeded him. Contains 25 references. (DDR)

Gravitational forces and moments on spacecraft

NASA Technical Reports Server (NTRS)

Kane, T. R.; Likins, P. W.

1975-01-01

The solution of problems of attitude dynamics of spacecraft and the influence of gravitational forces and moments is examined. Arguments are presented based on Newton's law of gravitation, and employing the methods of Newtonian (vectorial) mechanics, with minimal recourse to the classical concepts of potential theory. The necessary ideas were developed and relationships were established to permit the representation of gravitational forces and moments exerted on bodies in space by other bodies, both in terms involving the mass distribution properties of the bodies, and in terms of vector operations on those scalar functions classically described as gravitational potential functions.

Rule-governed Approaches to Physics--Newton's Third Law.

ERIC Educational Resources Information Center

Maloney, David P.

1984-01-01

Describes an approach to assessing the use of rules in solving problems related to Newton's third law of motion. Discusses the problems used, method of questioning, scoring of problem sets, and a general overview of the use of the technique in aiding the teacher in dealing with student's conceptual levels. (JM)

Demonstrating Kinematics and Newton's Laws in a Jump

ERIC Educational Resources Information Center

Kamela, Martin

2007-01-01

When students begin the study of Newton's laws they are generally comfortable with static equilibrium type problems, but dynamic examples where forces are not constant are more challenging. The class exercise presented here helps students to develop an intuitive grasp of both the position-velocity-acceleration relation and the force-accelerationâ¦

Newton's Law: Not so Simple after All

ERIC Educational Resources Information Center

Robertson, William C.; Gallagher, Jeremiah; Miller, William

2004-01-01

One of the most basic concepts related to force and motion is Newton's first law, which essentially states, "An object at rest tends to remain at rest unless acted on by an unbalanced force. An object in motion in a straight line tends to remain in motion in a straight line unless acted upon by an unbalanced force." Judging by the time and spaceâ¦

From the Landgrave in Kassel to Isaac Newton

NASA Astrophysics Data System (ADS)

HÃ¸g, E.

2018-01-01

Landgrave Wilhelm IV established in 1560 the first permanent astronomical observatory in Europe. When he met the young Tycho Brahe in 1575 he recognized the genius and recommended him warmly to the Danish king Frederik II. Wilhelm and Tycho must share the credit for renewing astronomy with very accurate observations of positions of stars by new instrumentation and new methods. Tycho's observations of planets during 20 years enabled Johannes Kepler to derive the laws of planetary motion. These laws set Isaac Newton in a position to publish the laws of physical motion and universal gravitation in 1687 - the basis for the technical revolution.

Newton's second law and the multiplication of distributions

NASA Astrophysics Data System (ADS)

Sarrico, C. O. R.; Paiva, A.

2018-01-01

Newton's second law is applied to study the motion of a particle subjected to a time dependent impulsive force containing a Dirac delta distribution. Within this setting, we prove that this problem can be rigorously solved neither by limit processes nor by using the theory of distributions (limited to the classical Schwartz products). However, using a distributional multiplication, not defined by a limit process, a rigorous solution emerges.

The role of competing knowledge structures in undermining learning: Newton's second and third laws

NASA Astrophysics Data System (ADS)

Low, David J.; Wilson, Kate F.

2017-01-01

We investigate the development of student understanding of Newton's laws using a pre-instruction test (the Force Concept Inventory), followed by a series of post-instruction tests and interviews. While some students' somewhat naive, pre-existing models of Newton's third law are largely eliminated following a semester of teaching, we find that a particular inconsistent model is highly resilient to, and may even be strengthened by, instruction. If test items contain words that cue students to think of Newton's second law, then students are more likely to apply a "net force" approach to solving problems, even if it is inappropriate to do so. Additional instruction, reinforcing physical concepts in multiple settings and from multiple sources, appears to help students develop a more connected and consistent level of understanding. We recommend explicitly encouraging students to check their work for consistency with physical principles, along with the standard checks for dimensionality and order of magnitude, to encourage reflective and rigorous problem solving.

When Newton's cooling law doesn't hold

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tarnow, E.

1994-01-01

What is the fastest way to cool something If the object is macroscopic it is to lower the surrounding temperature as much as possible and let Newton's cooling law take effect. If we enter the microscopic world where quantum mechanics rules, this procedure may no longer be the best. This is shown in a simple example where we calculate the optimum cooling rate for an asymmetric two-state system.

Illustrating Newton's Second Law with the Automobile Coast-Down Test.

ERIC Educational Resources Information Center

Bryan, Ronald A.; And Others

1988-01-01

Describes a run test of automobiles for applying Newton's second law of motion and the concept of power. Explains some automobile thought-experiments and provides the method and data of an actual coast-down test. (YP)

Teaching Newton's Laws with the iPod Touch in Conceptual Physics

ERIC Educational Resources Information Center

Kelly, Angela M.

2011-01-01

One of the greatest challenges in teaching physics is helping students achieve a conceptual understanding of Newton's laws. I find that students fresh from middle school can sometimes recite the laws verbatim ("An object in motion stays in motion..." and "For every action..."), but they rarely demonstrate a working knowledge ofâ¦

Analysis of Newton's Third Law Questions on the Force Concepts Inventory at Georgia State University

NASA Astrophysics Data System (ADS)

Oakley, Christopher; Thoms, Brian

2012-03-01

A major emphasis of the Physics Education Research program at Georgia State University is an effort to assess and improve students' understanding of Newton's Laws concepts. As part of these efforts the Force Concepts Inventory (FCI) has been given to students in both the algebra-based and calculus-based introductory physics sequences. In addition, the algebra-based introductory physics sequence is taught in both a SCALE-UP and a traditional lecture format. The results of the FCI have been analyzed by individual question and also as categorized by content. The analysis indicates that students in both algebra and calculus-based courses are successful at overcoming Aristotelian misconceptions regarding Newton's Third Law (N3) in the context of a stationary system. However, students are less successful on N3 questions involving objects in constant motion or accelerating. Interference between understanding of Newton's Second and Third Laws as well as other possible explanations for lower student performance on N3 questions involving non-stationary objects will be discussed.

The gravitational analog of Faraday's induction law

NASA Astrophysics Data System (ADS)

Zile, Daniel; Overduin, James

2015-04-01

Michael Faraday, the discoverer of electromagnetic induction, was convinced that there must also be a gravitational analog of this law, and he carried out drop-tower experiments in 1849 to look for the electric current induced in a coil by changes in gravitational flux through the coil. This work, now little remembered, was in some ways the first investigation of what we would now call a unified-field theory. We revisit Faraday's experiments in the light of current knowledge and ask what might be learned if they were to be performed today. We then review the gravitational analog for Faraday's law that arises within the vector (or gravito-electromagnetic) approximation to Einstein's theory of general relativity in the weak-field, low-velocity limit. This law relates spinning masses and induced ``mass currents'' rather than spinning charges and electric currents, but is otherwise remarkably similar to its electromagnetic counterpart. The predicted effects are completely unobservable in everyday settings like those envisioned by Faraday, but are thought to be relevant in astrophysical contexts like the accretion disks around collapsed stars, thus bearing out Faraday's remarkable intuition. Undergraduate student.

Deductive Reasoning to Teach Newton's Law of Motion

ERIC Educational Resources Information Center

Lee, Han Su; Park, Jongwon

2013-01-01

Finding out about and then understanding the forces acting on a moving object, based on a description of the change in motion of this object, is an important part of the conceptual understanding of Newton's law of motion. Using Hempel's deductive-normative model for scientific explanation, we developed a deductive explanation task (DET),â¦

From Newton to Einstein.

ERIC Educational Resources Information Center

Ryder, L. H.

1987-01-01

Discusses the history of scientific thought in terms of the theories of inertia and absolute space, relativity and gravitation. Describes how Sir Isaac Newton used the work of earlier scholars in his theories and how Albert Einstein used Newton's theories in his. (CW)

XMM-NEWTON SLEW SURVEY OBSERVATIONS OF THE GRAVITATIONAL WAVE EVENT GW150914

DOE Office of Scientific and Technical Information (OSTI.GOV)

Troja, E.; Read, A. M.; Tiengo, A.

The detection of the first gravitational wave (GW) transient GW150914 prompted an extensive campaign of follow-up observations at all wavelengths. Although no dedicated XMM-Newton observations have been performed, the satellite passed through the GW150914 error region during normal operations. Here we report the analysis of the data taken during these satellite slews performed two hours and two weeks after the GW event. Our data cover 1.1 and 4.8 deg{sup 2} of the final GW localization region. No X-ray counterpart to GW150914 is found down to a sensitivity of 6 Ã 10{sup â13} erg cm{sup â2} s{sup â1} in the 0.2â2moreÂ Â» keV band. Nevertheless, these observations show the great potential of XMM-Newton slew observations for searching for the electromagnetic counterparts of GW events. A series of adjacent slews performed in response to a GW trigger would take â²1.5 days to cover most of the typical GW credible region. We discuss this scenario and its prospects for detecting the X-ray counterpart of future GW detections.Â«Â less

Mass and Motion: Topics at the Interface of General Relativity and Newtonian Gravitation

NASA Astrophysics Data System (ADS)

Weatherall, James Owen

There is a long tradition, originating with Aristotle, of philosophers interested in the nature of unforced motion. How do bodies move in the absence of any external influence, and why? The modern answer to the "how'" half of this question is the subject of Newton's first law of motion, which states that in the absence of any external forces, a body traverses a straight line at constant velocity. Newton's first law, however, does not appear to provide an answer to the "why" half of the question. Indeed, many physicists and philosophers of physics, Einstein included, have held that this question cannot be answered until one moves to general relativity---and more, that general relativity is distinctive among spacetime theories precisely because it "explains" unforced motion, in the sense that the geodesic principle---the geometrical version of Newton's first law---can be proved as a theorem. In this dissertation, I argue that Newtonian gravitation provides an explanation of inertial motion almost identical to that of general relativity. However, the details of both cases are remarkably subtle, and considerable attention must be paid to the sense of "explain" being used. Four chapters of the dissertation are devoted to these considerations. The final chapter of the dissertation addresses a slightly different topic. In standard Newtonian gravitation, there are two distinct notions of mass: "inertial mass" and "(passive) gravitational mass". Yet it is an empirical fact that for any body, the values of these masses are always equal. Historically, many physicists have taken this fact to call for explanation. A natural place to look for an explanation of the coincidence of inertial and gravitational mass would be general relativity. In general relativity, however, there is no coherent notion of gravitational mass. This chapter shows how it is that gravitational mass arises as a distinct property of matter in the Newtonian limit of general relativity, and moreover, shows

Teaching Newton's Laws with the iPod Touch in Conceptual Physics

NASA Astrophysics Data System (ADS)

Kelly, Angela M.

2011-04-01

One of the greatest challenges in teaching physics is helping students achieve a conceptual understanding of Newton's laws. I find that students fresh from middle school can sometimes recite the laws verbatim ("An object in motion stays in motionâ¦" and "For every actionâ¦"), but they rarely demonstrate a working knowledge of how to apply them to observable phenomena. As a firm believer in inquiry-based teaching methods, I like to develop activities where students can experiment and construct understandings based on relevant personal experiences. Consequently, I am always looking for exciting new technologies that can readily demonstrate how physics affects everyday things. In a conceptual physics class designed for ninth-graders, I created a structured activity where students applied Newton's laws to a series of free applications downloaded on iPod Touches. The laws had been introduced during the prior class session with textual descriptions and graphical representations. The course is offered as part of the Enlace Latino Collegiate Society, a weekend enrichment program for middle and high school students in the Bronx. The majority of students had limited or no prior exposure to physics concepts, and many attended high schools where physics was not offered at all.

Students' Concept of Force: The Importance of Understanding Newton's Third Law.

ERIC Educational Resources Information Center

Brown, David E.

This paper analyzes the misconceptions high school students have about force and suggests that the misunderstanding of Newton's third law is the key to these misconceptions. Clinical interview and diagnostic test data (N=104) indicates that many students have a naive view of force as an acquired or innate property of single objects rather thanâ¦

Implementing WebQuest Based Instruction on Newton's Second Law

ERIC Educational Resources Information Center

Gokalp, Muhammed Sait; Sharma, Manjula; Johnston, Ian; Sharma, Mia

2013-01-01

The purpose of this study was to investigate how WebQuests can be used in physics classes for teaching specific concepts. The study had three stages. The first stage was to develop a WebQuest on Newton's second law. The second stage involved developing a lesson plan to implement the WebQuest in class. In the final stage, the WebQuest wasâ¦

Learning, Retention, and Forgetting of Newton's Third Law throughout University Physics

ERIC Educational Resources Information Center

Sayre, Eleanor C.; Franklin, Scott V.; Dymek, Stephanie; Clark, Jessica; Sun, Yifei

2012-01-01

We present data from a between-student study on student response to questions on Newton's third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learning not capturable by pretesting and post-testing.â¦

Solutions To the Problem of Impact in the 17th and 18th Centuries and Teaching Newton's Third Law Today.

ERIC Educational Resources Information Center

Gauld, Colin

1998-01-01

Compares the ideas of young people about Newton's third law, focusing on youth of today and youth of the 17th and 18th centuries. Examines the use of Newton's third law in understanding impact phenomena in the 17th and 18th centuries. Contains 46 references. (DDR)

Experimentally Building a Qualitative Understanding of Newton's Second Law

ERIC Educational Resources Information Center

Gates, Joshua

2014-01-01

Newton's second law is one of the cornerstones of the introductory physics curriculum, but it can still trouble a large number of students well after its introduction, hobbling their ability to apply the concept to problem solving and to related concepts, such as momentum, circular motion, and orbits. While there are several possibilities forâ¦

Beyond Newton's law of cooling - estimation of time since death

NASA Astrophysics Data System (ADS)

Leinbach, Carl

2011-09-01

The estimate of the time since death and, thus, the time of death is strictly that, an estimate. However, the time of death can be an important piece of information in some coroner's cases, especially those that involve criminal or insurance investigations. It has been known almost from the beginning of time that bodies cool after the internal mechanisms such as circulation of the blood stop. A first attempt to link this phenomenon to the determination of the time of death used a crude linear relationship. Towards the end of the nineteenth century, Newton's law of cooling using body temperature data obtained by the coroner was used to make a more accurate estimate. While based on scientific principles and resulting in a better estimate, Newton's law does not really describe the cooling of a non-homogeneous human body. This article will discuss a more accurate model of the cooling process based on the theoretical work of Marshall and Hoare and the laboratory-based statistical work of Claus Henssge. Using DERIVEÂ®6.10 and the statistical work of Henssge, the double exponential cooling formula developed by Marshall and Hoare will be explored. The end result is a tool that can be used in the field by coroner's scene investigators to determine a 95% confidence interval for the time since death and, thus, the time of death.

An insight into Newton's cooling law using fractional calculus

NASA Astrophysics Data System (ADS)

Mondol, Adreja; Gupta, Rivu; Das, Shantanu; Dutta, Tapati

2018-02-01

For small temperature differences between a heated body and its environment, Newton's law of cooling predicts that the instantaneous rate of change of temperature of any heated body with respect to time is proportional to the difference in temperature of the body with the ambient, time being measured in integer units. Our experiments on the cooling of different liquids (water, mustard oil, and mercury) did not fit the theoretical predictions of Newton's law of cooling in this form. The solution was done using both Caputo and Riemann-Liouville type fractional derivatives to check if natural phenomena showed any preference in mathematics. In both cases, we find that cooling of liquids has an identical value of the fractional derivative of time that increases with the viscosity of the liquid. On the other hand, the cooling studies on metal alloys could be fitted exactly by integer order time derivative equations. The proportionality constant between heat flux and temperature difference was examined with respect to variations in the depth of liquid and exposed surface area. A critical combination of these two parameters signals a change in the mode of heat transfer within liquids. The equivalence between the proportionality constants for the Caputo and Riemann-Liouville type derivatives is established.

How Spherical Is a Cube (Gravitationally)?

NASA Astrophysics Data System (ADS)

Sanny, Jeff; Smith, David

2015-02-01

An important concept that is presented in the discussion of Newton's law of universal gravitation is that the gravitational effect external to a spherically symmetric mass distribution is the same as if all of the mass of the distribution were concentrated at the center.1,2 By integrating over ring elements of a spherical shell, we show that the gravitational force on a point mass outside the shell is the same as that of a particle with the same mass as the shell at its center. This derivation works for objects with spherical symmetry while depending on the fact that the gravitational force between two point masses varies inversely as the square of their separation.3 If these conditions are not met, then the problem becomes more difficult. In this paper, we remove the condition of spherical symmetry and examine the gravitational force between two uniform cubes.

Newton's laws of motion in the form of a Riccati equation.

PubMed

Nowakowski, Marek; Rosu, Haret C

2002-04-01

We discuss two applications of a Riccati equation to Newton's laws of motion. The first one is the motion of a particle under the influence of a power law central potential V(r)=kr(epsilon). For zero total energy we show that the equation of motion can be cast in the Riccati form. We briefly show here an analogy to barotropic Friedmann-Robertson-Lemaitre cosmology where the expansion of the universe can be also shown to obey a Riccati equation. A second application in classical mechanics, where again the Riccati equation appears naturally, are problems involving quadratic friction. We use methods reminiscent to nonrelativistic supersymmetry to generalize and solve such problems.

Snowboard Jumping, Newton's Second Law and the Force on Landing

ERIC Educational Resources Information Center

O'Shea, Michael J.

2004-01-01

An application of Newton's second law to a snowboarder dropping off a vertical ledge shows that the average normal force during landing (force exerted by the ground on the snowboarder) is determined by four factors. It is shown that the flexing of the legs, the softness of the snow, the angle of the landing surface and the forward motion of theâ¦

Insect Flight: From Newton's Law to Neurons

NASA Astrophysics Data System (ADS)

Wang, Z. Jane

2016-03-01

Why do animals move the way they do? Bacteria, insects, birds, and fish share with us the necessity to move so as to live. Although each organism follows its own evolutionary course, it also obeys a set of common laws. At the very least, the movement of animals, like that of planets, is governed by Newton's law: All things fall. On Earth, most things fall in air or water, and their motions are thus subject to the laws of hydrodynamics. Through trial and error, animals have found ways to interact with fluid so they can float, drift, swim, sail, glide, soar, and fly. This elementary struggle to escape the fate of falling shapes the development of motors, sensors, and mind. Perhaps we can deduce parts of their neural computations by understanding what animals must do so as not to fall. Here I discuss recent developments along this line of inquiry in the case of insect flight. Asking how often a fly must sense its orientation in order to balance in air has shed new light on the role of motor neurons and steering muscles responsible for flight stability.

The Discovery of Gravitational Repulsion by Johannes Droste

NASA Astrophysics Data System (ADS)

McGruder, Charles Hosewell; VanDerMeer, B. Wieb

2018-01-01

In 1687 Newton published his universal law of gravitation, which states that the gravitational force is always attractive. This law is based on our terrestrial experience with slowly moving bodies (v << c). In 1915 Einstein completed his theory of general relativity (also referred to as Einsteinâs Theory of Gravitation), which is valid not just for slowly moving bodies but also for those with relativistic velocities. In 1916 Johannes Droste submitted a PhD thesis on general relativity to his advisor, H.A. Lorentz. In it he calculated the motion of a particle in what he called a âsingle centerâ and today we call the Schwarzschild field and found that highly relativistic particles experience gravitational repulsion. Thus, his thesis written in Dutch and never before translated contains the discovery of gravitational repulsion. Because of its historical importance we translate the entire section of his thesis containing the discovery of gravitational repulsion. We also translate his thesis in the hope of clearing up a major historical misconception. Namely, that David Hilbert in 1917 discovered gravitational repulsion. In fact, Hilbert rediscovered it, apparently completely independent of Drosteâs work. Finally we note that one of the biggest mysteries of astrophysics is the question of how highly energetic particles in relativistic jets and cosmic rays are accelerated. It has been suggested that gravitational repulsion is the mechanism responsible for these phenomena. An historical understanding of gravitational repulsion is therefore pertinent.

Teaching Newton's 3rd law of motion using learning by design approach

NASA Astrophysics Data System (ADS)

Aquino, Jiezel G.; Caliguid, Mariel P.; Buan, Amelia T.; Magsayod, Joy R.; Lahoylahoy, Myrna E.

2018-01-01

This paper presents the process and implementation of Learning by Design Approach in teaching Newton's 3rd Law of Motion. A lesson activity from integrative STEM education was adapted, modified and enhanced through pilot testing. After revisions, the implementation was done to one class. The respondent's prior knowledge was first assessed by a pretest. PPIT (present the scenario, plan, implement and test) was the framework followed in the implementation of Learning by Design. Worksheets were then utilized to measure their conceptual understanding and perception. A score guide was also used to evaluate the student's output. Paired t-test analysis showed that there is a significant difference in the pretest and posttest achievement scores. This implies that the performance of the students have improved during the implementation of the Learning by Design. The Analysis of variance also depicts that the low, average and high benefited in the Learning by Design approach. The results of this study suggests that Learning by Design is an effective approach in teaching Newton's 3rd Law of Motion and thus be used in a Science classroom.

Students' Understanding on Newton's Third Law in Identifying the Reaction Force in Gravity Interactions

ERIC Educational Resources Information Center

Zhou, Shaona; Zhang, Chunbin; Xiao, Hua

2015-01-01

In the past three decades, previous researches showed that students had various misconceptions of Newton's Third Law. The present study focused on students' difficulties in identifying the third-law force pair in gravity interaction situations. An instrument involving contexts with gravity and non-gravity associated interactions was designed andâ¦

Quantum mechanics from Newton's second law and the canonical commutation relation [X, P] = i

NASA Astrophysics Data System (ADS)

Palenik, Mark C.

2014-07-01

Despite the fact that it has been known since the time of Heisenberg that quantum operators obey a quantum version of Newton's laws, students are often told that derivations of quantum mechanics must necessarily follow from the Hamiltonian or Lagrangian formulations of mechanics. Here, we first derive the existing Heisenberg equations of motion from Newton's laws and the uncertainty principle using only the equations F=\\frac{dP}{dt}, P=m\\frac{dV}{dt}, and [X, P] = i. Then, a new expression for the propagator is derived that makes a connection between time evolution in quantum mechanics and the motion of a classical particle under Newton's laws. The propagator is solved for three cases where an exact solution is possible: (1) the free particle; (2) the harmonic oscillator; and (3) a constant force, or linear potential in the standard interpretation. We then show that for a general for a general force F(X), by Taylor expanding X(t) in time, we can use this methodology to reproduce the Feynman path integral formula for the propagator. Such a picture may be useful for students as they make the transition from classical to quantum mechanics and help solidify the equivalence of the Hamiltonian, Lagrangian, and Newtonian pictures of physics in their minds.

Texas Science Teacher Characteristics and Conceptual Understanding of Newton's Laws of Motion

NASA Astrophysics Data System (ADS)

Busby, Karin Burk

Misconceptions of Newtonian mechanics and other physical science concepts are well documented in primary and pre-service teacher populations (Burgoon, Heddle, & Duran, 2009; Allen & Coole, 2012; Kruger, Summers, & Palacio, 1990; Ginns & Watters, 1995; Trumper, 1999; Asikainen & Hirovonen, 2014). These misconceptions match the misconceptions held by students, leaving teachers ill-equipped to rectify these concepts in the classroom (Kind, 2014; Kruger et al., 1990; Cochran & Jones, 1998). Little research has been devoted to misconceptions held by in-service secondary teachers, the population responsible for teaching Newtonian mechanics. This study focuses on Texas in-service science teachers in middle school and high school science, specifically sixth grade science, seventh grade science, eighth grade science, integrated physics and chemistry, and physics teachers. This study utilizes two instruments to gauge conceptual understanding of Newton's laws of motion: the Force Concept Inventory [FCI] (Hestenes, Wells, & Swackhamer, 1992) and a custom instrument developed for the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching (Urquhart, M., e-mail, April 4, 2017). Use of each instrument had its strengths and limitations. In the initial work of this study, the FCI was given to middle and high school teacher volunteers in two urban school districts in the Dallas- Fort Worth area to assess current conceptual understanding of Newtonian mechanics. Along with the FCI, each participant was asked to complete a demographic survey. Demographic data collected included participant's sex, years of service in teaching position, current teaching position, degrees, certification type, and current certifications for science education. Correlations between variables and overall average on the FCI were determined by t-tests and ANOVA tests with a post-hoc Holm-Bonferroni correction test. Test questions pertaining to each of Newton's three laws of motion were

Extending Newton's Universal Theory of Gravity

NASA Astrophysics Data System (ADS)

Aisenberg, Sol

2011-11-01

This should remove the mystery of Dark Matter. Newton's universal theory of gravity only used the observations of the motion of planets in our solar system. Hubble later used observations of fixed stars in the universe, and showed that the fixed stars were actually galaxies with very large numbers of stars. Newton's universal law of gravity could not explain these new observations without the mystery of dark matter for the additional gravity. In science, when a theory is not able to explain new observations it is necessary to modify the theory or abandon the theory. Rubin observed flat (constant velocity) rotation curves for stars in spiral galaxies. Dark matter was proposed to provide the missing gravity. The equation balancing gravitational force and centripetal force is M*G=v*v*r and for the observed constant velocity v this requires M*G to be a linear function of distance r. If the linear dependence is instead assigned to G instead of M to give a new value for Gn as G+A*r, this will explain the observations in the cosmos and also in our solar system for small r. See ``The Misunderstood Universe'' for more details.

A down to earth model of gravisensing or Newton's Law of Gravitation from the apple's perspective

NASA Technical Reports Server (NTRS)

Wayne, R.; Staves, M. P.

1996-01-01

The physiology of gravity perception in plants is examined and a model of gravitational pressure is explained and compared to the statolith model. The gravitational pressure model is based on studies of tension and compression of the plasma membrane against the extracellular matrix. Further studies examine the role of peptides or enzymes that inhibit a compression receptor and calcium channels.

Student Teachers' Levels of Understanding and Model of Understanding about Newton's Laws of Motion

ERIC Educational Resources Information Center

Saglam-Arslan, Aysegul; Devecioglu, Yasemin

2010-01-01

This study was conducted to determine the level of student teachers' understandings of Newton's laws of motion and relating these levels to identify student teachers' models of understanding. An achievement test composed of two parts comprising 12 open ended questions was constructed and given to 45 pre-service classroom teachers. The first partâ¦

Model Analysis of Fine Structures of Student Models: An Example with Newton's Third Law.

ERIC Educational Resources Information Center

Bao, Lei; Hogg, Kirsten; Zollman, Dean

2002-01-01

Studies the role of context in students' uses of alternative conceptual models by using Newton's third law. Identifies four contextual features that are frequently used by students in their reasoning. Probes the effects of specific contextual features on student reasoning using a multiple-choice survey. (Contains 39 references.) (Author/YDS)

Historical Development of Newton's Laws of Motion and Suggestions for Teaching Content

ERIC Educational Resources Information Center

Chang, Wheijen; Bell, Beverley; Jones, Allister

2014-01-01

A review of the history of Newton's Laws of Motion illustrates that the historical development gradually shifted away from intuitive experiences and daily life conventions towards a scientific regulated perspective. Three stages of the historical development are discussed, i.e. prior to the Principia, the 3rd (last) edition of the Principia,â¦

Introducing the Notion of Bare and Effective Mass via Newton's Second Law of Motion

ERIC Educational Resources Information Center

Pinto, Marcus Benghi

2007-01-01

The concepts of bare and effective mass are widely used within modern physics. Their meaning is discussed in advanced undergraduate and graduate courses such as solid state physics, nuclear physics and quantum field theory. Here I discuss how these concepts may be introduced together with the discussion of Newton's second law of motion. Theâ¦

Analytical modeling of soliton interactions in a nonlocal nonlinear medium analogous to gravitational force

NASA Astrophysics Data System (ADS)

Zeng, Shihao; Chen, Manna; Zhang, Ting; Hu, Wei; Guo, Qi; Lu, Daquan

2018-01-01

We illuminate an analytical model of soliton interactions in lead glass by analogizing to a gravitational force system. The orbits of spiraling solitons under a long-range interaction are given explicitly and demonstrated to follow Newton's second law of motion and the Binet equation by numerical simulations. The condition for circular orbits is obtained and the oscillating orbits are proved not to be closed. We prove the analogy between the nonlocal nonlinear optical system and gravitational system and specify the quantitative relation of the quantity between the two models.

Integrating Scientific Methods and Knowledge into the Teaching of Newton's Theory of Gravitation: An Instructional Sequence for Teachers' and Students' Nature of Science Education

ERIC Educational Resources Information Center

Develaki, Maria

2012-01-01

The availability of teaching units on the nature of science (NOS) can reinforce classroom instruction in the subject, taking into account the related deficiencies in textbook material and teacher training. We give a sequence of teaching units in which the teaching of Newton's gravitational theory is used as a basis for reflecting on theâ¦

Tornadogenesis Versus Newton's Third Law of Motion

NASA Astrophysics Data System (ADS)

Hardwig, R. B.

2015-12-01

For over 90 years scientists have tried to explain how tornadoes form and function. The present general consensus is that a tornado is just a function of the thunderstorm. Much research has been done to find the answer and numerous articles and papers have been written, all to no avail. This research explores the fact that a tornado cannot be just a function of a thunderstorm, as there is no opposite force within the thunderstorm to the air drawn up by the tornado, so there must be some external force involved in a tornado's formation. To have compliance with Newton's Third Law of Motion we must see an equal downforce or some other force within the thunderstorm, to that drawn up by the tornado. And if there was a downforce, that force would be virtually as damaging as the tornado itself. But we don't see this downforce or any other opposing force within the thunderstorm. Therefore, we must look for some other force that could cause a tornado's formation. And if that opposing force is not within the thunderstorm we need to be looking for some external force, outside the thunderstorm, that could cause a tornado. Also the fact that we have Waterspouts, Landspouts and Gustnadoes all without a thunderstorm, but since they all look and function just like a tornado, tells us that there must be some other force that is responsible for causing a tornado just like a Waterspout, Landspout or Gustnado. My research shows that there is one other force of energy that could cause all of these vortexes and is most likely the source of energy for a tornado's formation. That force is the High Velocity Overhead Jet Stream. My research shows a direct relationship between the High Velocity Overhead Jet Stream and Tornadogenesis as well as Waterspouts, Landspouts and Gustnadoes. Therefore, with the High Velocity Overhead Jet Stream providing the Action, at its interface with the tornado in the stratosphere, the Reaction is what we see on the ground as a tornado. With this explanation we

Gravitation and Special Relativity from Compton Wave Interactions at the Planck Scale: An Algorithmic Approach

NASA Technical Reports Server (NTRS)

Blackwell, William C., Jr.

2004-01-01

In this paper space is modeled as a lattice of Compton wave oscillators (CWOs) of near- Planck size. It is shown that gravitation and special relativity emerge from the interaction between particles Compton waves. To develop this CWO model an algorithmic approach was taken, incorporating simple rules of interaction at the Planck-scale developed using well known physical laws. This technique naturally leads to Newton s law of gravitation and a new form of doubly special relativity. The model is in apparent agreement with the holographic principle, and it predicts a cutoff energy for ultrahigh-energy cosmic rays that is consistent with observational data.

Student's preconception and anxiety when they solve multi representation concepts in Newton laws and it's application

NASA Astrophysics Data System (ADS)

Cari, C.; Suparmi, A.; Handhika, J.

2016-11-01

The purpose of this study was to describe of preconceptions and anxieties students in solving the representation concepts in newton laws and it's application. This research was conducted for junior undergraduate student's in physics department (36 Students) and physics education (31 Students). The method used in this study is a qualitative descriptive. The data was collection using test for multirepresentation concept, questionnaires for anxiety, and interviews. Based on the analysis it can be concluded that (1) the higher is anxiety, the higher is unconsistency (67,16%), (2) the higher is anxiety, the higher is consistency but wrong answer (29,85%), (3) the lower is anxiety, the higher is consistency of right answer (2,98%). Mostly students have understood fewer physics concept in newtons laws.

Development and Application of a Rubric for Evaluating Students' Performance on Newton's Laws of Motion

ERIC Educational Resources Information Center

Kocakulah, Mustafa Sabri

2010-01-01

This study aims to develop and apply a rubric to evaluate the solutions of pre-service primary science teachers to questions about Newton's Laws of Motion. Two groups were taught the topic using the same teaching methods and administered four questions before and after teaching. Furthermore, 76 students in the experiment group were instructedâ¦

The Effect of Group Work on Misconceptions of 9th Grade Students about Newton's Laws

ERIC Educational Resources Information Center

Ergin, Serap

2016-01-01

In this study, the effect of group work and traditional method on 9th grade students' misconceptions about Newton Laws was investigated. The study was conducted in three classes in an Anatolian Vocational High School in Ankara/Turkey in the second term of the 2014-2015 academic year. Two of these classes were chosen as the experimental group andâ¦

The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton's Third Law

ERIC Educational Resources Information Center

Savinainen, Antti; MÃ¤kynen, Asko; Nieminen, Pasi; Viiri, Jouni

2017-01-01

This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton's third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool--an interaction diagram (ID)--highlightingâ¦

Applicability of Newton's law of cooling in monetary economics

NASA Astrophysics Data System (ADS)

TodoroviÄ, Jadranka ÄuroviÄ; TomiÄ, Zoran; DeniÄ, NebojÅ¡a; PetkoviÄ, Dalibor; KojiÄ, Nenad; PetroviÄ, Jelena; PetkoviÄ, Biljana

2018-03-01

Inflation is a phenomenon which attracts the attention of many researchers. Inflation is not a recent date phenomenon, but it has existed ever since money emerged in world's first economies. With the development of economy and market, inflation developed as well. Today, even though there is a considerable number of research papers on inflation, there is still not enough knowledge about all factors which might cause inflation, and influence its evolution and dynamics. Regression analysis is a powerful statistical tool which might help analyse a vast amount of data on inflation, and provide an answer to the question about the factors of inflation, as well as the way those factors influence it. In this article Newton's Law of Cooling was applied to determine the long-term dynamics of monetary aggregates and inflation in Serbia and Croatia.

How College Students' Conceptions of Newton's Second and Third Laws Change Through Watching Interactive Video Vignettes: A Mixed Methods Study

NASA Astrophysics Data System (ADS)

Engelman, Jonathan

Changing student conceptions in physics is a difficult process and has been a topic of research for many years. The purpose of this study was to understand what prompted students to change or not change their incorrect conceptions of Newtons Second or Third Laws in response to an intervention, Interactive Video Vignettes (IVVs), designed to overcome them. This study is based on prior research reported in the literature which has found that a curricular framework of elicit, confront, resolve, and reflect (ECRR) is important for changing student conceptions (McDermott, 2001). This framework includes four essential parts such that during an instructional event student conceptions should be elicited, incorrect conceptions confronted, these conflicts resolved, and then students should be prompted to reflect on their learning. Twenty-two undergraduate student participants who completed either or both IVVs were studied to determine whether or not they experienced components of the ECRR framework at multiple points within the IVVs. A fully integrated, mixed methods design was used to address the study purpose. Both quantitative and qualitative data were collected iteratively for each participant. Successive data collections were informed by previous data collections. All data were analyzed concurrently. The quantitative strand included a pre/post test that participants took before and after completing a given IVV and was used to measure the effect of each IVV on learning. The qualitative strand included video of each participant completing the IVV as well as an audio-recorded video elicitation interview after the post-test. The qualitative data collection was designed to describe student experiences with each IVV as well as to observe how the ECRR framework was experienced. Collecting and analyzing data using this mixed methods approach helped develop a more complete understanding of how student conceptions of Newtons Second and Third Laws changed through completion of

Zero-Totality in Action-Reaction Space:. A Generalization of Newton's Third Law?

NASA Astrophysics Data System (ADS)

Karam, Sabah E.

2013-09-01

In order to present the universe as a zero-totality the key concepts of nothingness and duality are required. Diaz and Rowlands introduce processes of conjugation, complexification, and dimensionalization using a universal alphabet and rewrite system to describe a physical universe composed of nilpotents. This paper will apply the concept of conjugation to the Newtonian duality actionreaction by introducing associated dual spaces called action space-reaction space. An attempt to generalize Newton's third law of motion, utilizing the concept of dual spaces, will follow in a manner suggestive of the zero-totality fermion-vacuum relationship.

Applying the Science of Learning to the Learning of Science: Newton's Second Law of Motion

ERIC Educational Resources Information Center

Lemmer, Miriam

2018-01-01

Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton's second law of motion from a cognitive perspective that takes social factors into account. Aâ¦

Fluctuations in Student Understanding of Newton's 3rd Law

NASA Astrophysics Data System (ADS)

Clark, Jessica W.; Sayre, Eleanor C.; Franklin, Scott V.

2010-10-01

We present data from a between-student study on student response to questions on Newton's Third Law given throughout the academic year. The study, conducted at Rochester Institute of Technology, involved students from the first and third of a three-quarter sequence. Construction of a response curve reveals subtle dynamics in student learning not captured by simple pre/post testing. We find a a significant positive effect from direct instruction, peaking at the end of instruction on forces, that diminishes by the end of the quarter. Two quarters later, in physics III, a significant dip in correct response occurs when instruction changes from the vector quantities of electric forces and fields to the scalar quantity of electric potential. Student response rebounds to its initial values, however, once instruction returns to the vector-based topics involving magnetic fields.

Conceptual and Laboratory Exercise to Apply Newton's Second Law to a System of Many Forces

ERIC Educational Resources Information Center

Mungan, Carl E.

2012-01-01

A pair of objects on an inclined plane are connected together by a string. The upper object is then connected to a fixed post via a spring. The situation is first analysed as a classroom exercise in using free-body diagrams to solve Newton's second law for a system of objects upon which many different kinds of force are acting (string tension,â¦

Lazy Days: An Active Way to Put Newton's First Law into Motion (or Rest)

ERIC Educational Resources Information Center

Roemmele, Christopher; Sederberg, David

2017-01-01

Students are better able to understand Newton's first law when they build from their own personal experiences of bicycling, skateboarding, or riding in a car. Most have experienced a tumble when their skateboard or bicycle comes to an abrupt stop. Alternately in a car, your body continues moving when the brakes are applied and you feel the forceâ¦

Experimentally Building a Qualitative Understanding of Newton's Second Law

NASA Astrophysics Data System (ADS)

Gates, Joshua

2014-12-01

Newton's second law is one of the cornerstones of the introductory physics curriculum, but it can still trouble a large number of students well after its introduction, hobbling their ability to apply the concept to problem solving1 and to related concepts, such as momentum, circular motion, and orbits. While there are several possibilities for lab activities addressing the functional relationship among net force, mass, and acceleration, the qualitative understanding of the connection between forces and acceleration can still be lacking,2 leading to poor performance in problem solving and in assessments such as the Force Concept Inventory3 and Force and Motion Conceptual Evaluation.4 There is a need for strong conceptual understanding of the relationships between net force and acceleration and between acceleration and velocity in order to effectively address common force-motion misconceptions;5 there is a large literature concerning student understanding of force and motion.6

Electrostatics of proteins in dielectric solvent continua. I. Newton's third law marries qE forces

NASA Astrophysics Data System (ADS)

Stork, Martina; Tavan, Paul

2007-04-01

The authors reformulate and revise an electrostatic theory treating proteins surrounded by dielectric solvent continua [B. Egwolf and P. Tavan, J. Chem. Phys. 118, 2039 (2003)] to make the resulting reaction field (RF) forces compatible with Newton's third law. Such a compatibility is required for their use in molecular dynamics (MD) simulations, in which the proteins are modeled by all-atom molecular mechanics force fields. According to the original theory the RF forces, which are due to the electric field generated by the solvent polarization and act on the partial charges of a protein, i.e., the so-called qE forces, can be quite accurately computed from Gaussian RF dipoles localized at the protein atoms. Using a slightly different approximation scheme also the RF energies of given protein configurations are obtained. However, because the qE forces do not account for the dielectric boundary pressure exerted by the solvent continuum on the protein, they do not obey the principle that actio equals reactio as required by Newton's third law. Therefore, their use in MD simulations is severely hampered. An analysis of the original theory has led the authors now to a reformulation removing the main difficulties. By considering the RF energy, which represents the dominant electrostatic contribution to the free energy of solvation for a given protein configuration, they show that its negative configurational gradient yields mean RF forces obeying the reactio principle. Because the evaluation of these mean forces is computationally much more demanding than that of the qE forces, they derive a suggestion how the qE forces can be modified to obey Newton's third law. Various properties of the thus established theory, particularly issues of accuracy and of computational efficiency, are discussed. A sample application to a MD simulation of a peptide in solution is described in the following paper [M. Stork and P. Tavan, J. Chem. Phys., 126, 165106 (2007).

The Generation Model of Particle Physics and Galactic Dark Matter

NASA Astrophysics Data System (ADS)

Robson, B. A.

2013-09-01

Galactic dark matter is matter hypothesized to account for the discrepancy of the mass of a galaxy determined from its gravitational effects, assuming the validity of Newton's law of universal gravitation, and the mass calculated from the "luminous matter", stars, gas, dust, etc. observed to be contained within the galaxy. The conclusive observation from the rotation curves of spiral galaxies that the mass discrepancy is greater, the larger the distance scales involved implies that either Newton's law of universal gravitation requires modification or considerably more mass (dark matter) is required to be present in each galaxy. Both the modification of Newton's law of gravitation and the hypothesis of the existence of considerable dark matter in a galaxy are discussed. It is shown that the Generation Model (GM) of particle physics, which leads to a modification of Newton's law of gravitation, is found to be essentially equivalent to that of Milgrom's modified Newtonian dynamics (MOND) theory, with the GM providing a physical understanding of the MOND theory. The continuing success of MOND theory in describing the extragalactic mass discrepancy problems constitutes a strong argument against the existence of undetected dark matter haloes, consisting of unknown nonbaryonic matter, surrounding spiral galaxies.

The influence of implementation of interactive lecture demonstrations (ILD) conceptual change oriented toward the decreasing of the quantity students that misconception on the Newton's first law

NASA Astrophysics Data System (ADS)

Kurniawan, Yudi; Suhandi, Andi; Hasanah, Lilik

2016-02-01

This paper aims to know the influence of implementation of ILD conceptual change oriented (ILD-CC) toward the decreasing of the quantity of students that misconception on the Newton's First Law. The Newton's First Law misconceptions separated into five sub-misconceptions. This research is a quantitative research with one group pretest-posttest design. The samples of this research were 32 students on 9th grade of junior high school in Pandeglang, Banten, Indonesia. The diagnostic test is a multiple-choice form with three-tier test format. The result of this study found that there was decreasing of the quantity of students that misconception on the Newton's First Law. The largest percentage in the decreasing of the number of the students that misconception was on the Misconception 4 about 80, 77%. The Misconception 4 is "The cause of tendency of the body passenger that sat upright on the accelerated bus from motionless bus suddenly to backward be a backward force". For the future studies, it suggested to combine other methods to optimize the decreasing the number of students that misconception.

Ramsey's method of separated oscillating fields and its application to gravitationally induced quantum phase shifts

DOE Office of Scientific and Technical Information (OSTI.GOV)

Abele, H.; Jenke, T.; Leeb, H.

2010-03-15

We propose to apply Ramsey's method of separated oscillating fields to the spectroscopy of the quantum states in the gravity potential above a horizontal mirror. This method allows a precise measurement of quantum mechanical phaseshifts of a Schroedinger wave packet bouncing off a hard surface in the gravitational field of the Earth. Measurements with ultracold neutrons will offer a sensitivity to Newton's law or hypothetical short-ranged interactions, which is about 21 orders of magnitude below the energy scale of electromagnetism.

Advanced nursing practice and Newton's three laws of motion.

PubMed

Sturgeon, David

This article considers the reasons for the development of advanced practice roles among nurses and other healthcare professions. It explores the implications of financial constraints, consumer preferences and the development of new healthcare services on the reorganization of professional boundaries. It makes use of Sir Isaac Newton's three laws of motion to demonstrate how professional development in nursing has taken place in response to a number of external influences and demands. It also considers the significance of skill mix for the nursing profession, in particular the development and likely expansion of the physician assistant role. The application of different professionals and grades within a healthcare team or organization is central to the Government's Agenda for Change proposals and nurses have successfully adopted a number of roles traditionally performed by doctors. Nurses have demonstrated that they are capable of providing high quality care and contributing directly to positive patient outcome. Advanced nursing roles should not only reflect the changing nature of healthcare work, they should also be actively engaged in reconstructing healthcare boundaries.

From Newton's Second Law to Huygens's Principle: Visualizing Waves in a Large Array of Masses Joined by Springs

ERIC Educational Resources Information Center

Dolinko, A. E.

2009-01-01

By simulating the dynamics of a bidimensional array of springs and masses, the propagation of conveniently generated waves is visualized. The simulation is exclusively based on Newton's second law and was made to provide insight into the physics of wave propagation. By controlling parameters such as the magnitude of the mass and the elasticâ¦

Newton's Strange Collisions.

ERIC Educational Resources Information Center

Erlichson, Herman

1995-01-01

Discusses Newton's apparent oversight of the role of energy considerations in collisions between two spherical bodies related to the third corollary of his "Laws of Motion." Investigates several theories that provide solutions to the mysterious oversight. (LZ)

Pre-Service Science Teachers' PCK: Inconsistency of Pre-Service Teachers' Predictions and Student Learning Difficulties in Newton's Third Law

ERIC Educational Resources Information Center

Zhou, Shaona; Wang, Yanlin; Zhang, Chunbin

2016-01-01

There is widespread agreement that science learning always builds upon students' existing ideas and that science teachers should possess knowledge of learners. This study aims at investigating pre-service science teachers' knowledge of student misconceptions and difficulties, a crucial component of PCK, on Newton's Third Law. A questionnaire wasâ¦

Was Newton right? A search for non-Newtonian behavior of weak-field gravity

NASA Astrophysics Data System (ADS)

Boynton, Paul; Moore, Michael; Newman, Riley; Berg, Eric; Bonicalzi, Ricco; McKenney, Keven

2014-06-01

Empirical tests of Einstein's metric theory of gravitation, even in the non-relativistic, weak-field limit, could play an important role in judging theory-driven extensions of the current Standard Model of fundamental interactions. Guided by Galileo's work and his own experiments, Newton formulated a theory of gravity in which the force of attraction between two bodies is independent of composition and proportional to the inertia of each, thereby transparently satisfying Galileo's empirically informed conjecture regarding the Universality of Free Fall. Similarly, Einstein honored the manifest success of Newton's theory by assuring that the linearized equations of GTR matched the Newtonian formalism under "classical" conditions. Each of these steps, however, was explicitly an approximation raised to the status of principle. Perhaps, at some level, Newtonian gravity does not accurately describe the physical interaction between uncharged, unmagnetized, macroscopic bits of ordinary matter. What if Newton were wrong? Detecting any significant deviation from Newtonian behavior, no matter how small, could provide new insights and possibly reveal new physics. In the context of physics as an empirical science, for us this yet unanswered question constitutes sufficient motivation to attempt precision measurements of the kind described here. In this paper we report the current status of a project to search for violation of the Newtonian inverse square law of gravity.

Complex large-scale convection of a viscous incompressible fluid with heat exchange according to Newton's law

NASA Astrophysics Data System (ADS)

Gorshkov, A. V.; Prosviryakov, E. Yu.

2017-12-01

The paper considers the construction of analytical solutions to the Oberbeck-Boussinesq system. This system describes layered BÃ©nard-Marangoni convective flows of an incompressible viscous fluid. The third-kind boundary condition, i. e. Newton's heat transfer law, is used on the boundaries of a fluid layer. The obtained solution is analyzed. It is demonstrated that there is a fluid layer thickness with tangential stresses vanishing simultaneously, this being equivalent to the existence of tensile and compressive stresses.

Newton's absolute time and space in general relativity

NASA Astrophysics Data System (ADS)

Gautreau, Ronald

2000-04-01

I describe a reference system in a spherically symmetric gravitational field that is built around times recorded by radially moving geodesic clocks. The geodesic time coordinate t and the curvature spatial radial coordinate R result in spacetime descriptions of the motion of the geodesic clocks that are exactly identical with equations following from Newton's absolute time and space used with his inverse square law. I show how to use the resulting Newtonian/general-relativistic equations for geodesic clocks to generate exact relativistic metric forms in terms of the coordinates (R,t). Newtonian theory does not describe light. However, the motion of light can be determined from the (R,t) general-relativistic metric forms obtained from Newtonian theory by setting ds2(R,t)=0. In this sense, a theory of light can be related to absolute time and space of Newtonian gravitational theory. I illustrate the (R,t) methodology by first solving the equations that result from a Newtonian picture and then examining the exact metric forms for the general-relativistic problems of the Schwarzschild field, gravitational collapse and expansion of a zero-pressure perfect fluid, and zero-pressure big-bang cosmology. I also briefly describe other applications of the Newtonian/general-relativistic formulation to: embedding a Schwarzschild mass into cosmology; continuously following an expanding universe from radiation to matter domination; Dirac's Large Numbers hypothesis; the incompleteness of Kruskal-Szekeres spacetime; double valuedness in cosmology; and the de Sitter universe.

Discovery Science: Newton All around You.

ERIC Educational Resources Information Center

Prigo, Robert; Humphrey, Gregg

1993-01-01

Presents activities for helping elementary students learn about Newton's third law of motion. Several activity cards demonstrate the concept of the law of action and reaction. The activities require only inexpensive materials that can be found around the house. (SM)

Non-Relativistic Twistor Theory and Newton-Cartan Geometry

NASA Astrophysics Data System (ADS)

Dunajski, Maciej; Gundry, James

2016-03-01

We develop a non-relativistic twistor theory, in which Newton-Cartan structures of Newtonian gravity correspond to complex three-manifolds with a four-parameter family of rational curves with normal bundle O oplus O(2)}. We show that the Newton-Cartan space-times are unstable under the general Kodaira deformation of the twistor complex structure. The Newton-Cartan connections can nevertheless be reconstructed from Merkulov's generalisation of the Kodaira map augmented by a choice of a holomorphic line bundle over the twistor space trivial on twistor lines. The Coriolis force may be incorporated by holomorphic vector bundles, which in general are non-trivial on twistor lines. The resulting geometries agree with non-relativistic limits of anti-self-dual gravitational instantons.

Cool in the kitchen: Radiation, conduction, and the Newton ``hot block'' experiment

NASA Astrophysics Data System (ADS)

Silverman, Mark P.; Silverman, Christopher R.

2000-02-01

Despite frequent reference to Newton's law of cooling in physics and math books, the paper in which Newton reported this law is quite obscure and rarely cited. We have managed to acquire a copy of this paper and discuss the interesting experiment that Newton did in his kitchen. Surprisingly, the paper contains no procedural details or data of any experiments measuring the rate at which a hot object cools. We have performed our own kitchen experiments to investigate the cooling of (a) the burner of an electric range and (b) a block of Styrofoam. Newton's law provides a poor model for both systems, whose th! ! ermal energy loss we can much better understand by examining closely the effects of radiation and conduction.

Astronomical and Cosmological Symbolism in Art Dedicated to Newton and Einstein

NASA Astrophysics Data System (ADS)

Sinclair, R.

2013-04-01

Separated by two and a half centuries, Isaac Newton (1642-1727) and Albert Einstein (1879-1955) had profound impacts on our understanding of the universe. Newton established our understanding of universal gravitation, which was recast almost beyond recognition by Einstein. Both discovered basic patterns behind astronomical phenomena and became the best-known scientists of their respective periods. I will describe here how artists of the 18th and 20th centuries represented the achievements of Newton and Einstein. Representations of Newton express reverence, almost an apotheosis, portraying him as the creator of the universe. Einstein, in a different age, is represented often as a comic figure, and only rarely do we find art that hints at the profound view of the universe he developed.

XMM-Newton study of the lensing cluster of galaxies CL 0024+17

NASA Astrophysics Data System (ADS)

Zhang, Y.-Y.; BÃ¶hringer, H.; Mellier, Y.; Soucail, G.; Forman, W.

2005-01-01

We present a detailed gravitational mass measurement based on the XMM-Newton imaging spectroscopy analysis of the lensing cluster of galaxies CL 0024+17 at z=0.395. The emission appears approximately symmetric. However, on the scale of r Ë 3.3' some indication of elongation is visible in the northwest-southeast (NW-SE) direction from the hardness ratio map (HRM). Within 3', we measure a global gas temperature of 3.52 Â± 0.17 keV, metallicity of 0.22 Â± 0.07, and bolometric luminosity of 2.9 Â± 0.1 Ã 1044 h-270 erg s-1. We derive a temperature distribution with an isothermal temperature of 3.9 keV to a radius of 1.5' and a temperature gradient in the outskirts (1.3'of hydrostatic equilibrium, we measure gravitational mass and gas mass fraction to be M200=2.0 Â± 0.3 Ã 1014 h70-1 Mâ and fgas=0.20 Â± 0.03 h-3/270 at r200=1.05 h-170 Mpc using the observed temperature profile. The complex structure in the core region is the key to explaining the discrepancy in gravitational mass determined from XMM-Newton X-ray observations and HST optical lensing measurements. This work is based on observations made with the XMM-Newton, an ESA science mission with instruments and contributions directly funded by ESA member states and the USA (NASA). Based on observations made with the European Southern Observatory telescopes obtained from the ESO/ST-ECF Science Archive Facility.

Teachers' Beliefs about the Role of Interaction in Teaching Newtonian Mechanics and Its Influence on Students' Conceptual Understanding of Newton's Third Law

ERIC Educational Resources Information Center

Jauhiainen, Johanna; Koponen, Ismo T.; Lavonen, Jari

2006-01-01

Students' conceptual understanding of Newton's third law has been the subject of numerous studies. These studies have often pointed out the importance of addressing the concept of interaction in teaching Newtonian mechanics. In this study, teachers were interviewed in order to examine how they understand interaction and use it in theirâ¦

Demonstrations of the Action and Reaction Law and the Energy Conservation Law Using Fine Spherical Plastic Beads

ERIC Educational Resources Information Center

Khumaeni, A.; Tanaka, S.; Kobayashi, A.; Lee, Y. I.; Kurniawan, K. H.; Ishii, K.; Kagawa, K.

2008-01-01

Equipment for demonstrating Newton's third law and the energy conservation law in mechanics have successfully been constructed utilizing fine spherical plastic beads in place of metal ball bearings. To demonstrate Newton's third law, special magnetized Petri dishes were employed as objects, while to examine the energy conservation law, aâ¦

Lazy Days: An Active Way to Put Newton's First Law into Motion (or Rest)

NASA Astrophysics Data System (ADS)

Roemmele, Christopher; Sederberg, David

2017-05-01

Students are better able to understand Newton's first law when they build from their own personal experiences of bicycling, skateboarding, or riding in a car. Most have experienced a tumble when their skateboard or bicycle comes to an abrupt s