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Academic literature on the topic 'Newton's laws of motion'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Newton's laws of motion"

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Antippa, A. F. "Unification of Newton's laws of motion." Canadian Journal of Physics 81, no. 5 (May 1, 2003): 713–35. http://dx.doi.org/10.1139/p03-081.

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Newton's three laws of motion are unified into one law (a slightly modified second law), valid in generalized inertial frames (defined by a slightly modified first law), invariant under mass scaling (guaranteed by the third law), and having important implications for the concept of force and the problem of self-energy. PACS Nos.: 45.20.Dd, 45.50.Jf, 45.05.+x

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Sudiarta, I. Wayan. "ALTERNATIVE FORMULATION OF PHYSICAL LAWS OF MOTION." Indonesian Physical Review 3, no. 3 (September 29, 2020): 132. http://dx.doi.org/10.29303/ipr.v3i3.66.

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The purpose of this paper is to present a logical, consistent and understandable alternative formulation of physical laws of motion. This paper gives also a different view and understanding of physical laws of motion. This new point of view gives a deeper understanding about our universe. The central idea of this formulation is the concept of momentum and its conservation. This idea is emphasized in this paper. It is shown that Newton's laws of motion are given as a consequence of the law of conservation of momentum.

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ISHIGAKI, Toshio. "Model-theoretic Nature of the Laws of Motion in Newton's Principia." Annals of the Japan Association for Philosophy of Science 10, no. 1 (2000): 1–17. http://dx.doi.org/10.4288/jafpos1956.10.1.

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Ludwig, Bernd. "What Is Newton's Law of Inertia About? Philosophical Reasoning and Explanation in Newton's Principia." Science in Context 5, no. 1 (1992): 139–63. http://dx.doi.org/10.1017/s0269889700001113.

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The ArgumentIn this paper it will be shown that Newton's Principia gives an explication of and an argument for the first Law of Motion, that seems to be outside the scope of today's philosophy of science but was familiar to seventeenth-century commentators: The foundation of classical mechanics is possible only by recurrence to results of a successful technical practice. Laws of classical mechanics gain their meaning as well as their claims to validity only when considered as statements about artifacts whose production belongs to the shared know-how of a scientific community.

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Savickas, D. "General relativity exactly described in terms of Newton's laws within curved geometries." International Journal of Modern Physics D 23, no. 08 (July 2014): 1430018. http://dx.doi.org/10.1142/s0218271814300183.

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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.

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Lin, T. W., and H. Lin. "Newton's Laws of Motion Based Substantial Aether Theory for Electro-Magnetic Wave." Journal of Mechanics 30, no. 4 (March 13, 2014): 435–42. http://dx.doi.org/10.1017/jmech.2014.18.

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AbstractEven though electro-magnetic wave can be calculated from Maxwell's equations, the cause of electro-magnetic waves has not been fully understood. This paper proposes a Newton's laws of motion based aether theory to derive identical results as those from Maxwell's equations for free field. The authors suggest that every aether particle has a mass and occupies a volume in space. Every aether particle has translational movement and particle spin movement. The translational movement is similar to the gas particle moving in the air and it does not produce an electro-magnetic wave. The particle spin movement generates shear and a spin wave that will be shown to have the same results as Maxwell's equations. Detailed derivation of electro-magnetic wave solutions from the proposed aether theory and Maxwell's equations is presented in this paper to show the validation of this model.

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Brians, Craig Leonard. "Three General Laws of Politics and Government in America (with Apologies to Sir Isaac Newton)." PS: Political Science & Politics 47, no. 01 (December 29, 2013): 125–30. http://dx.doi.org/10.1017/s1049096513001480.

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AbstractSince our earliest days as a profession, regularities of politics have been described in terms of laws of political behavior (Bryce 1909), but not without controversy. Reviewing a century of efforts to identify laws of politics yields numerous offerings, including Duverger's (1954) and Michels' (1915) well-known contributions. Following the structure embodied in Newton's Laws of Motion, I propose three general laws of politics and government in America: (1) political objects in motion tend to stay in motion, (2) the relationship between a candidate and his or her political force is the product of campaign funding and personal likability or appeal to the press, and (3) for every political action, there is an equal and opposite reaction (i.e., “Craig Leonard Brians Law of Unintended Political Consequences”). Each law is illustrated and discussed using examples drawn from US politics. Finally, I note several potential research limitations of these proposed laws, as well as their possible utility in teaching introductory political science courses.

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Sulistri, Emi, and Lisdawati Lisdawati. "Using Three-Tier Test to Identify the Quantity of Student that Having Misconception on Newton's Laws of Motion Concept." JIPF (Jurnal Ilmu Pendidikan Fisika) 2, no. 1 (October 29, 2017): 4. http://dx.doi.org/10.26737/jipf.v2i1.195.

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<p>This study aims to identify students quantity who are having the misconception on Newton's laws of motion concept using a Three-tiered Test. The sampling technique used in this study is purposive sampling technique and has been conducted on 56 students at Senior High School. A three-tier "Newton’s Law Of Motion Test" with 10 items is using as instrument to collected date in this study. The results showed that the quantity of students who experienced misconception with the highest category is on the concept of determining the relationship between the mass of objects and the time required for free fall that is equal to 89.3%. While the lowest category is in the concept of explaining the relationship between acceleration, mass and force with the time required for the object to fall freely that is equal to 26.8%.</p>

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Lin, T. W., and H. Lin. "Newton's Laws of Motion Based Substantial Aether Theory of the Universal Gravity Force." Journal of Mechanics 30, no. 3 (March 17, 2014): 315–25. http://dx.doi.org/10.1017/jmech.2014.19.

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ABSTRACTEven though the universal gravity force has been formulated and used for more than three hundred years, the cause of the universal gravity force has not been fully understood. This paper proposes a substantial aether model to derive universal gravity force based on Newton's laws of motion and Bernoulli's equation. The authors suggest that every aether particle has a mass and occupies a volume in space. Every aether particle has translational movement and particle spin movement. The particle spin movement does not produce the universal gravity force. The translational movement is similar to the gas particle moving in the air and produces aether pressure. The difference of aether pressure generates an aether flow velocity. The difference of aether flow velocities creates a pressure difference according to Bernoulli's equation. The summation of aether pressure difference around an object is shown to be the universal gravity force. A detailed derivation of universal gravity force from the proposed substantial aether model is presented in this paper to show the validation of this model.

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Hsu, Leonardo. "Teaching Newton’s Laws before projectile motion." Physics Teacher 39, no. 4 (April 2001): 206–9. http://dx.doi.org/10.1119/1.1367784.

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Dissertations / Theses on the topic "Newton's laws of motion"

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Smith, Jonathan. "Computer modelling of the general dynamics of deformable bodies." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241121.

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Roithmayr, Carlos. "Relating constrained motion to force through Newton's second law." Diss., Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-03302007-125659/.

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Thesis (Ph. D.)--Aerospace Engineering, Georgia Institute of Technology, 2007.
Bauchau, Olivier, Committee Member ; Hodges, Dewey, Committee Chair ; Singhose, William, Committee Member ; Costello, Mark, Committee Member ; Flannery, Raymond, Committee Member.

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Tembani, Neliswa. "Teaching Newton's Second Law of Motion in Grade 11 Physical Sciences using a Conceptual Change Approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/5986.

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Magister Educationis - MEd (Mathematics and Science Education)
The purpose of this study was to investigate how the use of a conceptual change approach could contribute to enhance the teaching and learning of Newton's second law of motion in Grade 11 Physical Sciences. More specifically, the study attempted to answer the main research question namely, How can teaching using a conceptual change approach improve the learners' achievement in Newton's laws of motion? This study was underpinned by the theories of constructivism and conceptual change. The concept of effective teaching practice is based on approaches that promote conceptual change and provides learners with skills on learning how to learn and make meaning out of their learning - which is part of the constructivist view of learning. The sample of this research consisted of a single class in a school where the researcher is teaching. The class has 33 learners of mixed gender. The study adopted a single case study approach and was designed to allow for the use of multiple data collection methods. Data was collected through a pre- and post-tests, intervention lessons as well as semi-structured focus group interviews. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The results of the research showed that learners performed better in the post-test than in the pre-test. The learners mentioned the fact that the intervention lesson played an important role in making them understand the concepts better. The results also showed that, while the majority of the learners seemed to have made some progress in their conceptual development as a result of their exposure to conceptual change method of teaching, others struggled with the approach.

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Assis, Emerson Ferreira de. "Axiomata Sive Leges Motus: a mecânica racional newtoniana sob a ótica da metodologia dos programas de pesquisa científica." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-10082009-175546/.

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O objetivo deste trabalho é investigar o desenvolvimento da mecânica racional newtoniana, particularmente acompanhar sua inauguração com os Philosophiae Naturalis Principia Mathematica e a subseqüente recepção do programa pela filosofia continental, no século XVIII, por alguns intelectuais e cientistas. Utiliza-se a metodologia dos programas de pesquisa científica como referencial epistemológico na caracterização e descrição do programa, e também a abordagem historiográfica que ela implica. Epistemologicamente, procura-se escrutinar e precisar o sentido da noção de núcleo duro, em particular sua aplicação ao programa newtoniano de mecânica racional, mediante a análise detida do que Lakatos concebeu como o núcleo duro do mencionado programa, as leis dinâmicas e da gravitação apresentadas nos livros I e III dos Principia. O núcleo do programa da mecânica racional newtoniana é pensado por Newton como axiomas ou leis do movimento (Axiomata sive leges motus). Essa caracterização das hipóteses fundamentais da mecânica newtoniana aponta para sua centralidade, o que aparentemente confirma a idéia fundamental de Lakatos de que um programa de pesquisa é caracterizado pelo seu núcleo duro. A questão que motiva este ensaio pode ser formulada nos seguintes termos: dado que, segundo Lakatos, o núcleo duro é o componente conceitual (caracterizado metodologicamente) que define os contornos da prática científica em determinado campo, primeiro, não seria o núcleo duro estruturado através da correlação com outros componentes da teoria de racionalidade de Lakatos, em particular da heurística positiva? Segundo, as suposições compartilhadas pelos partidários de um programa de pesquisa possuirão alguma característica distintiva (epistemológica) que legitime sua proteção em relação à refutação? Por fim, aplicada à história da ciência, esta noção metodológica resiste a um escrutínio historiográfico?
The aim of this paper was to investigate the development of Newtonian rational mechanics, in special to analyze our rise with the publication of Philosophiae Naturalis Principia Mathematica and the consequent program reception by the continental philosophy. Was used the methodology of scientific research programs like epistemological framework in the programs characterization and description, and too the historiography approach entangled by it. Epistemologically the aim is to scrutiny and to particularize the notion of hard core, specially in your application to Newtonian rational mechanics program, through the analyze of Lakatos conception of referred programs hard core: the dynamics laws of motion and the law of gravitation , presented in books I and III of Principia. To summarize, the question which motive this paper can be formulated in the following way: accepted the supposition that the hard core is the conceptual component which define the demarcation of the scientific practice in a established scope stability, first, the hard core will be not reducible to the others components of Lakatos´ theory of scientific rationality, like a face of positive heuristics? Second, will have the shared suppositions in a scientific program any distinctive characters (epistemological) which legitimate the protection of them face the refutation? At last, applied to the History of Science, this epistemological notion resist against a historic scrutiny?

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Bernardes, Jader. "Aplicação do método Peer Instruction na abordagem das leis de Newton no ensino médio." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/152771.

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Este trabalho teve como objetivo a elaboração de uma sequência didática em nível de Ensino Médio sobre Leis de Newton, para ser utilizada com o método de ensino Peer Instruction. (Instrução pelos Colegas). Esta sequência didática foi aplicada em quatro turmas (totalizando 118 alunos) da primeira série do Ensino Médio Técnico de uma escola pública de Novo Hamburgo – RS. A concepção de todo o material elaborado foi alicerçada na Teoria da Aprendizagem Significativa de David Paul Ausubel. As aulas foram estruturadas em sete encontros de uma hora e quarenta minutos cada um, sendo que em seis deles foi empregado o método Peer Instruction para a aprendizagem conceitual do conteúdo, intercalando-se questões envolvendo cálculos e o último encontro foi destinado à avaliação de todas as etapas do processo. A análise dos dados revela que as turmas obtiveram ganhos significativos de aprendizagem. Observou-se que as discussões entre os colegas foram proveitosas, propiciando a participação dos alunos como protagonistas do seu próprio processo de ensino-aprendizagem e levaram a um aumento do percentual de acertos das questões conceituais propostas. O retorno dado pelos alunos demonstra que a dinâmica da aula os motiva a trabalhar e os mantêm envolvidos com o trabalho por mais tempo. Conclui-se que esta sistemática pode se estender a outros conteúdos da Física, aumentando a interação entre os alunos e a reflexão crítica sobre os fenômenos que estão sendo abordados. Para a aplicação desta proposta foram elaboradas: tarefas prévias, os momentos da sequência didática e um banco de questões conceituais.
This work aimed to develop a high school level didactical sequence about Newton’s Laws of motion, suitable for use with Peer Instruction teaching method. This didactical sequence was implemented in four first grade classes (totaling 118 students) of a public technical High School in Novo Hamburgo (Brazil). The conception of all material was based on David Paul Ausubel’s Meaningful Learning Theory. The classes were organized in seven meetings of one hour and forty minutes each. The Peer Instruction method was used for conceptual learning during six of these meetings, interspersing questions involving calculations. The last meeting was dedicated to evaluate all the stages of the process. The performance analysis of the data reveals that the students obtained significant learning gains. The discussions among the students were useful, allowing the participation of students as protagonists of their own teaching-learning process and led to an increase in the percentage of correct answers to the proposed conceptual questions. The feedback given by the students demonstrates that the dynamics of the class motivates them to work and keeps them involved with the work. We can conclude that this systematics can be extended to other contents of Physics, stimulating the interaction between the students and the reflection on the phenomena that are being approached. For the application of this proposal were elaborated: previous tasks, a didactical sequence in moments and a bank of conceptual questions.

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Kollerstrom, Nick. "The achievement of Newton's #Theory of the Moon's Motion' of 1702." Thesis, University College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319930.

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Engelman, Jonathan. "How College Students' Conceptions of Newton's Second and Third Laws Change Through Watching Interactive Video Vignettes: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1481031972802564.

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Gallop, Rowland. "An investigation into the use of the repertory grid technique to identify links in pupils' conceptual frameworks and changes brought about by the use of a computer simulation." Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244681.

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Menezes, Luciene da Silva. "Sequência didática para aprendizagem ativa das Leis de Newton." Universidade Federal de Sergipe, 2016. https://ri.ufs.br/handle/riufs/6412.

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Just as in other areas of knowledge, teaching physics remains focused on the content present in the manuals and textbooks. In this perspective, teachers tend to transmit the contents in just lectures and without presenting any connection with the daily life of students. They end up having a passive behavior in the process, often simply performing mathematical calculations instead of interpreting physical phenomena. In this educational product, I propose to physics teachers differently in addressing the Laws of Newton, avoiding the practice of traditional classes where the teacher requires the contents to be decorated by students only in order to pass the year. The methodology was developed in the State College João de Melo Prado - Divina Pastora, in a class of 1st year of high school. As a facilitator teaching tool learning, I made the use of educational resources as the figure titled "Where are the forces", showing the relationship between the forces and the change of momentum; the simulation of the PhET "Cape War" as interactive demo; conceptual issues such as "peer intruction"; building a dynamometer; view the episode "Pulleys (Sheaves)" the animated series "How it Works"; Experimental kit pulleys. As a way of evaluating the active learning took into account qualitative aspects such as student participation during the development of the activities, and quantitative aspects, through pre-test and post-test questionnaire. The results showed active learning by the students. The purpose of this Didactic Sequence is to enable students to understand the applications of Newton's laws in their day to day, dynamically, with active participation of them in the activities developed during application.
Assim como acontece em outras áreas de conhecimento, o ensino de Física permanece centrado nos conteúdos presentes nos manuais e livros didáticos. Nesta perspectiva, os professores tendem a transmitir os conteúdos em aulas apenas expositivas e sem apresentar ligação alguma com o cotidiano dos estudantes. Estes acabam tendo um comportamento passivo no processo, muitas vezes simplesmente realizando cálculos matemáticos ao invés de interpretar fenômenos físicos. Nesse produto educacional, proponho aos professores de Física um modo diferente na abordagem das Leis de Newton, evitando a prática de aulas tradicionais em que o professor impõe os conteúdos a serem decorados pelos alunos apenas com o objetivo de passarem de ano. A metodologia usada foi desenvolvida no Colégio Estadual Dr. João de Melo Prado – Divina Pastora, em uma turma de 1º ano do ensino médio. Como ferramenta facilitadora de ensino aprendizagem, fiz o uso de recursos educacionais como a figura intitulada “Onde estão as forças?”, mostrando a relação entre as forças e a variação da quantidade de movimento; a simulação do PhET “Cabo de Guerra” como demonstração interativa; questões conceituais do tipo “peer intruction”; construção de um dinamômetro; exibição do episódio “Polias (Roldanas)” da série de animação “Assim que Funciona”; kit experimental de roldanas. Como forma de avaliação da aprendizagem ativa levei em consideração aspectos qualitativos, como a participação dos alunos no decorrer do desenvolvimento das atividades, e aspectos quantitativos, através de questionário de pré-teste e pós-teste. Os resultados encontrados mostram que houve aprendizagem ativa por parte dos alunos. A proposta desta sequência didática é de possibilitar que os alunos possam entender as aplicações das Leis de Newton no seu dia a dia, de forma dinâmica, com participação ativa deles, nas atividades desenvolvidas durante a aplicação.

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Lança, Tatiana. "Newton numa leitura de divulgação cientifica : produção de sentidos no ensino medio." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253078.

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Orientador: Maria Jose Pereira Monteiro de Almeida
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-05T05:31:40Z (GMT). No. of bitstreams: 1 Lanca_Tatiana_M.pdf: 2621170 bytes, checksum: 29cd93401328fa4ef9ddaa75ab292574 (MD5) Previous issue date: 2005
Resumo: Neste trabalho, a partir de um estudo realizado em uma escola pública da cidade de Jundiaí - SP, buscou-se aliar o ensino da Física à prática de leitura de um livro de divulgação científica, em alunos da primeira série do ensino médio, procurando-se verificar o funcionamento da leitura das leis de Newton, como apresentadas no livro: Isaac Newton e sua maçã, com a mediação da pesquisadora. Tendo em vista atingir esse objetivo, propusemo-nos a responder a seguinte questão: Como são produzidos os significados a partir da leitura do texto citado sobre Isaac Newton, considerando as condições de produção do estudo e as mediações ocorridas durante o desenvolvimento das aulas assumidas pela pesquisadora (autora deste trabalho)? O suporte se encontra na linha francesa da análise de discurso, principalmente em trabalhos de Michel Pêcheux e Eni Orlandi. Nesses autores encontra-se sustentação para admitir a relevância de se compreender o funcionamento dos discursos escolares. Verificamos que os processos de produção de sentidos, a partir de atividades de leitura em sala de aula, como as que foram realizadas, ocorreram de maneira específica para cada aluno, e, como esperávamos, confirmamos que os mesmos processos dependem das condições de produção e das histórias de vida dos estudantes
Abstract: In this present work carried out in a public high school placed at Jundiaí - SP, a Brazilian country city, we tried to put together the physics teaching methodology with the reading of a scientifc disclosure book, on high-school-students of the first school year, aiming to verify how works the reading of Newton's laws presented in the book: Isaac Newton and his apple. With the research mediation. Attempting to reach this goal, we propose ourselves to answer the follow question: How does the meaning are produced from the reading of Isaac Newton's texts, taking into account the condiction of the study' s output and the mediations happened through the developing of the classes assumed by myself? We have found out the support into the French line of the speech analysis, mainly on the authors Michel Pêcheux and Eni Orlandi. On these ones we got the sustentation in order to let in the relevance on the scholar speech understanding. We also have verified that the sense-prductions proceedings, from the reading activities applied into the classrooms, second those ones by us carried out, to come out in a specific way to each student, how we hoped, sustaining that the same process depend on the production's condictions and the private-history-life
Mestrado
Ensino, Avaliação e Formação de Professores
Mestre em Educação

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Books on the topic "Newton's laws of motion"

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National Geographic Society (U.S.), ed. Newton's laws. Washington, D.C: National Geographic Society, 2004.

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Dolan, Stan. Newton's laws of motion: The School Mathematics Project. Cambridge: Cambridge University Press, 1991.

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Zimba, Jason. Force and motion: An illustrated guide to Newton's laws. Baltimore: Johns Hopkins University Press, 2009.

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Project, School Mathematics, ed. Newton's laws of motion: Unit guide: the School Mathematics Project. Cambridge: Cambridge University Press, 1992.

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Newton's laws of motion: A beginner's guide to the system of the world. Baltimore: Johns Hopkins University Press, 2009.

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Laws of motion and Isaac Newton. New York: The Rosen Publishing, 2014.

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Sir Isaac Newton: Using the laws of motion to solve problems. New York: Rosen Pub. Group, 2006.

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Rocard, Jean-Michel. Newton versus relativity. New York: Vantage Press, 1992.

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Mechanics: From Newton's laws to deterministic chaos. 5th ed. Berlin: Springer, 2010.

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Scheck, Florian. Mechanics: From Newton's laws to deterministic chaos. 2nd ed. Berlin: Springer-Verlag, 1994.

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Book chapters on the topic "Newton's laws of motion"

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Westphal, Laurie E. "Force and Motion in Newton's Laws." In Hands-On PHYSICAL SCIENCE GRADES 6-8, 145–64. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235491-8.

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MacDougal, Douglas W. "The Geometry of the Solar System: Kepler’s Laws of Planetary Motion." In Newton's Gravity, 59–82. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5444-1_4.

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Liu, Jianlin. "Newton’s Laws of Motion." In Lecture Notes on Theoretical Mechanics, 99–102. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8035-8_10.

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Karaoglu, Bekir. "Newton’s Laws of Motion." In Classical Physics, 55–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38456-2_4.

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Kuehn, Kerry. "Newton’s Laws of Motion." In Undergraduate Lecture Notes in Physics, 261–64. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1366-4_21.

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Kossovsky, Alex Ely. "Newton’s Three Laws of Motion." In The Birth of Science, 169. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51744-1_37.

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Newman, Jay. "Applications of Newton’s Laws of Motion in One Dimension." In Physics of the Life Sciences, 1–34. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-77259-2_3.

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Weiland, Claus. "Kepler’s Laws of Planetary Motion and Newton’s Celestial Mechanics." In Computational Space Flight Mechanics, 33–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13583-5_4.

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Newman, Jay. "Newton’s Laws of Motion for a Particle Moving in One Dimension." In Physics of the Life Sciences, 1–28. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-77259-2_2.

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Valtonen, Mauri, Joanna Anosova, Konstantin Kholshevnikov, Aleksandr Mylläri, Victor Orlov, and Kiyotaka Tanikawa. "From Newton to Einstein: The Discovery of Laws of Motion and Gravity." In The Three-body Problem from Pythagoras to Hawking, 31–49. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22726-9_2.

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Conference papers on the topic "Newton's laws of motion"

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Machado, Natália, and Paulo Simeão Carvalho. "NEWTON'S LAWS OF MOTION: ANALYSIS OF A COMPLETE VIRTUAL EXPERIMENT WITH INTERACTIVE MATERIAL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1892.

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Case, Dominic. "Converging Technologies and Newton's Third Law of Motion." In SMPTE Australia Conference. IEEE, 1994. http://dx.doi.org/10.5594/m001141.

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Aini, Fitria Nur, Sutopo, and Agus Suyudi. "Teaching integrated Newton’s laws of motion for high school students." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043193.

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Phillips, Darryl H. "On-Board Weigh-in-Motion of Class 8 Trucks Using Newton's Second Law." In International Truck & Bus Meeting & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1997. http://dx.doi.org/10.4271/973170.

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Macabebe, E. Q. B., I. B. Culaba, J. T. Maquiling, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "Pre-conceptions of Newton’s Laws of Motion of Students in Introductory Physics." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479843.

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Sarshari, Ehsan, Nastaran Vasegh, Mehran Khaghani, and Saeid Dousti. "Sliding Mode Control in Ziegler’s Pendulum With Tracking Force: Novel Modeling Considerations." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62077.

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Ziegler’s pendulum is an appropriate model of a non-conservative dynamic system. By considering gravity effect, new equations of motion are extracted from Newton’s motion laws. The instability of equilibriums is determined by linear stability analysis. Chaotic behavior of the model is shown by numerical simulations. Sliding mode controller is used for eliminating chaos and for stabilizing the equilibriums.

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Jeong, D. Y., M. L. Lyons, O. Orringer, and A. B. Perlman. "Equations of Motion for Train Derailment Dynamics." In ASME 2007 Rail Transportation Division Fall Technical Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/rtdf2007-46009.

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This paper describes a planar or two-dimensional model to examine the gross motions of rail cars in a generalized train derailment. Three coupled, second-order differential equations are derived from Newton’s Laws to calculate rigid-body car motions with time. Car motions are defined with respect to a right-handed and fixed (i.e., non-rotating) reference frame. The rail cars are translating and rotating but not deforming. Moreover, the differential equations are considered as stiff, requiring relatively small time steps in the numerical solution, which is carried out using a FORTRAN computer code. Sensitivity studies are conducted using the purpose-built model to examine the relative effect of different factors on the derailment outcome. These factors include the number of cars in the train makeup, car mass, initial translational and rotational velocities, and coefficients of friction. Derailment outcomes include the number of derailed cars, maximum closing velocities (i.e., relative velocities between impacting cars), and peak coupler forces. Results from the purpose-built model are also compared to those from a model for derailment dynamics developed using commercial software for rigid-body dynamics called Automatic Dynamic Analysis of Mechanical Systems (ADAMS). Moreover, the purpose-built and the ADAMS models produce nearly identical results, which suggest that the dynamics are being calculated correctly in both models.

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Mehta, Parikshit, and Nader Jalili. "Vibration Analysis of Thin Plates Subject to Piezoelectric Actuation: A New Perspective in Modeling and Numerical Analysis." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47988.

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This paper undertakes model development and numerical simulations of vibration problem of piezoelectrically actuated thin plates with a holistic perspective. Constitutive laws governing piezoelectric actuator are integrated with the potential and kinetic energies of combined plate-actuator system. The equations of motions are derived using variational approach and verified with results obtained by Newton’s equilibrium approach. It is verified that the field coupled components associated with piezoelectric actuator appear as distributed moments over the area of the actuator. The equations of motion are solved using modal analysis deploying Raleigh Ritz method utilizing Boundary Characteristic Orthogonal Polynomials (BCOP). The shape functions generated using this method is used in Assumed Mode Method (AMM) to numerically simulate forced vibration analysis. Since Raleigh Ritz analysis with BCOP can be deployed with the plates of all the geometries, minor modifications in selecting the shape functions enables one to use the same method to calculate natural frequencies of annular plate as well.

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Haghshenas-Jaryani, Mahdi, and Alan Bowling. "Multiscale Dynamic Modeling of Flexibility in Myosin V." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13154.

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This paper presents a multiscale dynamic model for the simulation and analysis of flexibility in myosin V. A three dimensional (3D) flexible multibody model is developed to mechanically model the biological structure of myosin V. Experimental studies have shown that myosin’s neck domain can be considered as three pairs of tandem elements which can bend at junctures between them. Therefore, each neck is modeled by three rigid bodies connected by flexible spherical joints. One of the most important issues in dynamic modeling of micro-nanoscale sized biological structures, likes DNA and motor proteins, is the long simulation run time due to the disproportionality between physical parameters involved in their dynamics such as mass, drag coefficient, and stiffness. In order to address this issue, the mostly used models, based on the famous overdamped Langevin dynamics, omit the inertial terms in the equations of motion; that leads to a first order model which is inconsistent with the Newton’s second law. However, the proposed model uses the concept of the method of multiple scales (MMS) that brings all terms of the equations of motion into proportion with each other that helps to retain the inertia terms. This keeps consistency of the model with the physical laws and increases time step size of numerical integration from commonly used sub-femto seconds to sub-milli seconds. Therefore, simulation run time will be many orders of magnitude less than ones based on the other approaches. The simulation results obtained by the proposed multiscale model show more realistic dynamic behavior of myosin V in compared with other models.

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van der Linden, Anne, and Wouter van Joolingen. "A serious game for interactive teaching of Newton's laws." In the 3rd Asia-Europe Symposium. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/3014033.3014040.

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Reports on the topic "Newton's laws of motion"

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Carasso, Alfred S., and Andras E. Vladar. Fractional diffusion, low exponent levy stable laws, and slow motion denoising of helium ion microscope nanoscale imagery. Gaithersburg, MD: National Institute of Standards and Technology, 2010. http://dx.doi.org/10.6028/nist.ir.7727.

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Perdigão, Rui A. P., and Julia Hall. Spatiotemporal Causality and Predictability Beyond Recurrence Collapse in Complex Coevolutionary Systems. Meteoceanics, November 2020. http://dx.doi.org/10.46337/201111.

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Causality and Predictability of Complex Systems pose fundamental challenges even under well-defined structural stochastic-dynamic conditions where the laws of motion and system symmetries are known. However, the edifice of complexity can be profoundly transformed by structural-functional coevolution and non-recurrent elusive mechanisms changing the very same invariants of motion that had been taken for granted. This leads to recurrence collapse and memory loss, precluding the ability of traditional stochastic-dynamic and information-theoretic metrics to provide reliable information about the non-recurrent emergence of fundamental new properties absent from the a priori kinematic geometric and statistical features. Unveiling causal mechanisms and eliciting system dynamic predictability under such challenging conditions is not only a fundamental problem in mathematical and statistical physics, but also one of critical importance to dynamic modelling, risk assessment and decision support e.g. regarding non-recurrent critical transitions and extreme events. In order to address these challenges, generalized metrics in non-ergodic information physics are hereby introduced for unveiling elusive dynamics, causality and predictability of complex dynamical systems undergoing far-from-equilibrium structural-functional coevolution. With these methodological developments at hand, hidden dynamic information is hereby brought out and explicitly quantified even beyond post-critical regime collapse, long after statistical information is lost. The added causal insights and operational predictive value are further highlighted by evaluating the new information metrics among statistically independent variables, where traditional techniques therefore find no information links. Notwithstanding the factorability of the distributions associated to the aforementioned independent variables, synergistic and redundant information are found to emerge from microphysical, event-scale codependencies in far-from-equilibrium nonlinear statistical mechanics. The findings are illustrated to shed light onto fundamental causal mechanisms and unveil elusive dynamic predictability of non-recurrent critical transitions and extreme events across multiscale hydro-climatic problems.

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