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

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

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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4

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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10

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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Li, Yang Hua, Bo Mo, and Jie Zhao. "Missile Trajectory Simulation in Vertical Plane." Applied Mechanics and Materials 527 (February 2014): 167–71. http://dx.doi.org/10.4028/www.scientific.net/amm.527.167.

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In this paper, Newton's laws of motion and momentum theorem are the theoretical basis. The equations of motion in the vertical plane are the calculation basis. In order to get the ballistic and numerical solution of motion parameters of the missile, the Runge-Kutta method and matlab are used to solve the missile Trajectory. Firstly, this paper builds the trajectory model of missile in vertical plane. Secondly, this paper chooses missile control method. Thirdly, the Runge-Kutta method and matlab are used to verify the correctness. And to further analyze the law of motion parameters changed with time.

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12

Lee, Chunghyoung. "Infinity and Newton’s Three Laws of Motion." Foundations of Physics 41, no. 12 (July 9, 2011): 1810–28. http://dx.doi.org/10.1007/s10701-011-9580-1.

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13

Guangzhou, Ge. "Discussions on the space‐time structure, Hamilton’s field, and Breakthrough Starshot project." Physics Essays 33, no. 3 (September 17, 2020): 243–55. http://dx.doi.org/10.4006/0836-1398-33.3.243.

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This article can be regarded as the author's exploration of the space‐time structure and of field theory. The author first puts forward the equivalence of time and space based on Hamilton’s principle and then applies Newton's laws of motion to the interpretation of an object’s motion in time, thus deducing that Newton's first law of motion and the principle of constancy of light speed were to be unified. And then the author summarizes the three states of motion existing in the physical world, specially explores the state of motion that is not to be limited by force or the speed of light, and further comes up with a new interpretation of the falling apple. Next, pursuing the understanding of Hamilton's principle and Hamilton’s Tension Equation (THE), the author explores the space‐time structure corresponding to the state of super-light-speed and super-force, and puts forward the Hamilton’s field and its full description and main characteristics. The author also indicates that the Hamilton’s field could realize the unification of fields with physical geometrization. Finally, the author applies the principles of Hamilton’s field to the research of the Breakthrough Starshot project and explores the three breakthroughs as needed. A new photoelectric effect is meanwhile presented.

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Sornkhatha, Prapaporn, and Niwat Srisawasdi. "Supporting Conceptual Development in Newton's Laws of Motion Using an Interactive Computer-simulated Laboratory Environment." Procedia - Social and Behavioral Sciences 93 (October 2013): 2010–14. http://dx.doi.org/10.1016/j.sbspro.2013.10.157.

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15

Schmidt, William L. "A Shorter and Deeper Look — Force + Motion: An Illustrated Guide to Newton's Laws: Jason Zimba." Physics Teacher 48, no. 2 (February 2010): 144. http://dx.doi.org/10.1119/1.3293677.

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16

Dunstan, D. J. "Derivation of special relativity from Maxwell and Newton." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 366, no. 1871 (January 24, 2008): 1861–65. http://dx.doi.org/10.1098/rsta.2007.2195.

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Special relativity derives directly from the principle of relativity and from Newton's laws of motion with a single undetermined parameter, which is found from Faraday's and Ampère's experimental work and from Maxwell's own introduction of the displacement current to be the − c −2 term in the Lorentz transformations. The axiom of the constancy of the speed of light is quite unnecessary. The behaviour and the mechanism of the propagation of light are not at the foundations of special relativity.

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Huang, Xuncheng, and Guizhang Tu. "A new hierarchy of integrable system of1+2dimensions: from Newton's law to generalized Hamiltonian system. Part II." International Journal of Mathematics and Mathematical Sciences 2006 (2006): 1–10. http://dx.doi.org/10.1155/ijmms/2006/70747.

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The Hamiltonian equation provides us an alternate description of the basic physical laws of motion, which is used to be described by Newton's law. The research on Hamiltonian integrable systems is one of the most important topics in the theory of solitons. This article proposes a new hierarchy of integrable systems of1+2dimensions with its Hamiltonian form by following the residue approach of Fokas and Tu. The new hierarchy of integrable system is of fundamental interest in studying the Hamiltonian systems.

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Nurahman, Arip, Widodo Widodo, Ishafit Ishafit, and Butch O. Saulon. "The Development of Worksheet Based on Guided Discovery Learning Method Helped by PhET Simulations Interactive Media in Newton's Laws of Motion to Improve Learning Outcomes and Interest of Vocational Education 10th Grade Students." Indonesian Review of Physics 1, no. 2 (May 30, 2019): 37. http://dx.doi.org/10.12928/irip.v1i2.776.

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This research was aimed to produce students worksheet (LKPD) based on PhET Interactive Simulations Software in cognitive through the application of physics-based guided discovery learning model that is devoted to the concept of Newton's Law of Motion. Guided Discovery-based approach is expected and is believed to develop students' skills in various aspects of one study that showed achievement levels mastery of physics students after participating in the learning process under the expected educational purposes. Researchers conducted a study on the process of learning physics for the discovery-oriented at vocational senior high school students in Newton's law of motion with R&D. Subjects were students of class X TKRO in the first semester of the academic year 2018-2019 in vocational high school in Ciamis, West Java Province as many as 35 students. Data collected through tests, observations and interviews.

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MacIsaac, Dan. "Sites for Teaching Newton's Laws, Introductory Forces, and Uniform Circular Motion: Students Like to See Newton's Laws Analyzing Their Own Bodies and Interesting Situations, http://hyperphysics.phy-astr.gsu.edu/hbase/carcr.html." Physics Teacher 42, no. 7 (October 2004): 447. http://dx.doi.org/10.1119/1.1804675.

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Kerno, Steven J. "Coached by Newton." Mechanical Engineering 131, no. 04 (April 1, 2009): 34–38. http://dx.doi.org/10.1115/1.2009-apr-4.

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This article highlights the best results yielded by applying the laws of motion on a record-setting pitcher. Newton’s three laws of motion, as first articulated in Philosophiae Naturalis Principia Mathematica (1687), form the basis for classical Newtonian mechanics and provide the relationships between forces acting on a body and the consequent motion of the body. These laws govern the relationships of objects present in our physical universe, including the human body. According to Marshall, pitchers of all ages would be very well served by learning and applying the three laws of motion correctly, as the forces generated by the body can be very destructive if bad habits are learned and repeated. Kinesiologists study Newton’s laws with respect to human movement. According to Marshall, the laws of motion can be converted to laws of force application that explain how athletes should apply force to projectiles, including themselves. According to Marshall, the traditional pitching techniques are almost always taught with a minimal understanding of the underlying biomechanics, and frequently just copy the most popular pitchers of the era.

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21

Setyowisnu, Glagah Eskacakra, Muhamad Rizky Febriawan, Ai Aas Siti Asiyah, Nisa Uswatun Khasanah, and Prihantini. "Production Rate Modelling towards Salt Consumption as a Solution to Avoid Hypothyroid Disease for Indonesian People." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 339–40. http://dx.doi.org/10.14421/icse.v3.524.

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Salt is one of the essential ingredients that is very important for all people. The use of salt has never been separated from everyday life by all corners of the world, including Indonesia. The Indonesian people's need for salt reaches a high enough number that there has never been a shortage of salt. This certainly can be a problem in meeting the basic needs of the Indonesian people and impacting on public health, iodine deficiency which causes hypothyroid disease. From this case, this study aims to model the rate of salt production with the consumption rate momentum among the people. This mathematical model is constructed from one of Newton's new laws of motion, 3rd Newton’s Law with several assumptions and ignores the human factor in production. The results of the model will be analyzed and determined the best solution to overcome the shortage of salt available in Indonesia.

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Bin Jamal M, Noushad, Hsiao Lee, Chebolu Lakshmana Rao, and Cemal Basaran. "Dynamic Equilibrium Equations in Unified Mechanics Theory." Applied Mechanics 2, no. 1 (February 26, 2021): 63–80. http://dx.doi.org/10.3390/applmech2010005.

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Traditionally dynamic analysis is done using Newton’s universal laws of the equation of motion. According to the laws of Newtonian mechanics, the x, y, z, space-time coordinate system does not include a term for energy loss, an empirical damping term “C” is used in the dynamic equilibrium equation. Energy loss in any system is governed by the laws of thermodynamics. Unified Mechanics Theory (UMT) unifies the universal laws of motion of Newton and the laws of thermodynamics at ab-initio level. As a result, the energy loss [entropy generation] is automatically included in the laws of the Unified Mechanics Theory (UMT). Using unified mechanics theory, the dynamic equilibrium equation is derived and presented. One-dimensional free vibration analysis with frictional dissipation is used to compare the results of the proposed model with that of a Newtonian mechanics equation. For the proposed entropy generation equation in the system, the trend of predictions is comparable with the reported experimental results and Newtonian mechanics-based predictions.

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Katsikadelis, John T. "Derivation of Newton’s law of motion from Kepler’s laws of planetary motion." Archive of Applied Mechanics 88, no. 1-2 (March 28, 2017): 27–38. http://dx.doi.org/10.1007/s00419-017-1245-x.

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PARK*, S. U. "Infering Newton's Laws of Motions from the Structure of the Story Cinderella." New Physics: Sae Mulli 64, no. 11 (November 28, 2014): 1133–41. http://dx.doi.org/10.3938/npsm.64.1133.

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MacIsaac, Dan. "Sites for Teaching Newton's Laws, Introductory Forces, and Uniform Circular Motion: Gravity, Orbits, and Kepler's Laws, http://observe.arc.nasa.gov/nasa//education/reference/orbits/orbits.html." Physics Teacher 42, no. 7 (October 2004): 447. http://dx.doi.org/10.1119/1.1804676.

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26

Anderson, James L. "Newton’s first two laws of motion are not definitions." American Journal of Physics 58, no. 12 (December 1990): 1192–95. http://dx.doi.org/10.1119/1.16250.

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27

Sturgeon, David. "Advanced nursing practice and Newton’s three laws of motion." British Journal of Nursing 17, no. 11 (June 2008): 706–10. http://dx.doi.org/10.12968/bjon.2008.17.11.29616.

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28

MacIsaac, Dan. "Sites for Teaching Newton's Laws, Introductory Forces, and Uniform Circular Motion: Visualizing Inclined Planes, Banked Roads, and Newton's Third Law, http://physicsed.buffalostate.edu/pubs/TPT/TPTApr01WallFlex/." Physics Teacher 42, no. 7 (October 2004): 447. http://dx.doi.org/10.1119/1.1805897.

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29

Ogborn, Jon, and Edwin F. Taylor. "Quantum physics explains Newtons laws of motion." Physics Education 40, no. 1 (December 24, 2004): 26–34. http://dx.doi.org/10.1088/0031-9120/40/1/001.

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Djamas, Djusmaini, Vonny Tinedi, and Yohandri. "Development of Interactive Multimedia Learning Materials for Improving Critical Thinking Skills." International Journal of Information and Communication Technology Education 14, no. 4 (October 2018): 66–84. http://dx.doi.org/10.4018/ijicte.2018100105.

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Learning materials offer students and teachers valuable assistance in physics lessons. This article was aimed at developing and evaluating interactive multimedia learning materials that are equipped with games in Linear Motion and Newton's Laws for improving critical thinking skills. The evaluation consists of an expert review, based on grades from four experts, practicality testing by 30 students, and effectiveness testing concerning students' critical thinking skills after they have used interactive multimedia learning materials. Thus, the research result shows that interactive multimedia learning materials are valid, practical, and effective. Based on this result, it appears that interactive multimedia learning materials can enhance students' critical thinking skills.

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31

GOMES, M. A. F., and VIVIANE M. de OLIVEIRA. "MODEL INSPIRED BY POPULATION GENETICS TO STUDY FRAGMENTATION OF BRITTLE PLATES." International Journal of Modern Physics C 18, no. 12 (December 2007): 1997–2006. http://dx.doi.org/10.1142/s012918310701187x.

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We use a model whose rules were inspired by population genetics and language competition, the random capability growth model, to describe the statistical details observed in experiments of fragmentation of brittle plate-like objects, and in particular the existence of (i) composite scaling laws, (ii) small critical exponents τ associated with the power-law fragment-size distribution, and (iii) the typical pattern of cracks. The proposed computer simulations do not require numerical solutions of Newton's equations of motion, nor several additional assumptions normally used in discrete element models. The model is also able to predict some physical aspects which could be tested in new experiments of fragmentation of brittle systems.

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Ratcliffe, Colin P. "A consistent and understandable method of teaching Newton's Laws of Motion for the solution of rigid-body problems." Physics Education 27, no. 6 (November 1992): 327–32. http://dx.doi.org/10.1088/0031-9120/27/6/010.

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33

Baigrie, Brian S. "Kepler's laws of planetary motion, before and after Newton's Principia: An essay on the transformation of scientific problems." Studies in History and Philosophy of Science Part A 18, no. 2 (June 1987): 177–208. http://dx.doi.org/10.1016/0039-3681(87)90017-3.

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34

Carling, J., T. L. Williams, and G. Bowtell. "Self-propelled anguilliform swimming: simultaneous solution of the two-dimensional navier-stokes equations and Newton's laws of motion." Journal of Experimental Biology 201, no. 23 (December 1, 1998): 3143–66. http://dx.doi.org/10.1242/jeb.201.23.3143.

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Anguilliform swimming has been investigated by using a computational model combining the dynamics of both the creature's movement and the two-dimensional fluid flow of the surrounding water. The model creature is self-propelled; it follows a path determined by the forces acting upon it,as generated by its prescribed changing shape. The numerical solution has been obtained by applying coordinate transformations and then using finite difference methods. Results are presented showing the flow around the creature as it accelerates from rest in an enclosed tank. The kinematics and dynamics associated with the creature's centre of mass are also shown. For a particular set of body shape parameters, the final mean swimming speed is found to be 0.77 times the speed of the backward-travelling wave. The corresponding movement amplitude envelope is shown. The magnitude of oscillation in the net forward force has been shown to be approximately twice that in the lateral force. The importance of allowing for acceleration and deceleration of the creature's body (rather than imposing a constant swimming speed) has been demonstrated. The calculations of rotational movement of the body and the associated moment of forces about the centre of mass have also been included in the model. The important role of viscous forces along and around the creature's body and in the growth and dissolution of the vortex structures has been illustrated.

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Hampshire, Damian P. "A derivation of Maxwell's equations using the Heaviside notation." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 376, no. 2134 (October 29, 2018): 20170447. http://dx.doi.org/10.1098/rsta.2017.0447.

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Maxwell's four differential equations describing electromagnetism are among the most famous equations in science. Feynman said that they provide four of the seven fundamental laws of classical physics. In this paper, we derive Maxwell's equations using a well-established approach for deriving time-dependent differential equations from static laws. The derivation uses the standard Heaviside notation. It assumes conservation of charge and that Coulomb's law of electrostatics and Ampere's law of magnetostatics are both correct as a function of time when they are limited to describing a local system. It is analogous to deriving the differential equation of motion for sound, assuming conservation of mass, Newton's second law of motion and that Hooke's static law of elasticity holds for a system in local equilibrium. This work demonstrates that it is the conservation of charge that couples time-varying E -fields and B -fields and that Faraday's Law can be derived without any relativistic assumptions about Lorentz invariance. It also widens the choice of axioms, or starting points, for understanding electromagnetism. This article is part of the theme issue ‘Celebrating 125 years of Oliver Heaviside's ‘Electromagnetic Theory’’.

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Fatih Ersoy, Ahmed, and Ylljet Aliçka. "The Albanian Adaptation of Physics Attitude Test: Validation with 10th Grade Students." European Journal of Social Sciences Education and Research 6, no. 2 (April 30, 2016): 88. http://dx.doi.org/10.26417/ejser.v6i2.p88-96.

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Attitude is an important factor in learning. The purpose of the study is to adopt a Turkish attitude test in Albanian language, to examine the secondary school students’ attitude towards Newton’s Laws of Motion, and to report the validity and reliability of the study. The sample was 387 secondary school students from five high schools in Albania. The original questionnaire measures five attitude components, which are enjoyment, self-efficacy, importance of physics, achievement-motivation, and interest related behavior. The data collected from five high schools was analyzed and similar factor structures were found as in the original questionnaire. Based on the principal component analysis five dimensions for learning physics were found. The Cronbach’s alpha reliability was found to be. 75. Physics Attitude Test, is a tool to assess secondary school students’ attitude towards Newton’s Laws of Motion. : Physics, Secondary School Science, Newton’s Laws of Motion, Attitude, Education, Science, Assessment, Albanian, Fizika, Lëndet shkencore në shkollat e mesme, Ligjet e Njutonit, Qëndrim, Edukimi, Shkencë, Vlerësim, Shqip.

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BARTELT, PERRY, and OTHMAR BUSER. "Avalanche dynamics by Newton. Reply to comments on avalanche flow models based on the concept of random kinetic energy." Journal of Glaciology 64, no. 243 (January 25, 2018): 165–70. http://dx.doi.org/10.1017/jog.2018.1.

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ABSTRACTThe critique by Issler and other (2017) of our avalanche dynamics model maintains that we disregard well-established results of particulate gravity flows. Here we show that the arguments of Issler and others (1) violate Newton's laws of motion in the avalanche core and (2) ignore size-dependent drag forces on snow particles (Stokes law) that lead to the formation of avalanche suspension layers. We explain why we cannot amend our model equations to accommodate their suggestions. The goal of our approach is to describe highly non-stationary processes in the avalanche core that lead to a wide range of avalanche flow types and therefore different flow behavior. This is important for practical applications.

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MacIsaac, Dan. "Sites for Teaching Newton's Laws, Introductory Forces, and Uniform Circular Motion: The Mechanical Universe, http://www.learner.org/resources/series42.html." Physics Teacher 42, no. 7 (October 2004): 447. http://dx.doi.org/10.1119/1.1804670.

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39

MacIsaac, Dan. "Sites for Teaching Newton's Laws, Introductory Forces, and Uniform Circular Motion: Unit-Level Curricula for Forces, http://modeling.asu.edu/Curriculum.html." Physics Teacher 42, no. 7 (October 2004): 447. http://dx.doi.org/10.1119/1.1805898.

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40

Pospíšil, Jiří. "Possible Uses of Newton's Laws of Motion in Commodity Price Theory and the Training of Expert Appraisers at Universities." Procedia - Social and Behavioral Sciences 106 (December 2013): 2071–79. http://dx.doi.org/10.1016/j.sbspro.2013.12.236.

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Ni, Su Huan, and Qing Guo Chen. "Dynamic Research on Vibration-Impact Crushing System of a Unilateral Single-Mass." Applied Mechanics and Materials 401-403 (September 2013): 125–28. http://dx.doi.org/10.4028/www.scientific.net/amm.401-403.125.

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The vibrating roller crusher make relative vibration generated by two rigid bodies to bring high-frequency impulse. The force impact on grain layer (or granular) in chamber, which makes grain crush. Based on the newton's law, the vibration differential equations and dynamics model in vibration-impact crushing system of a unilateral single-mass are established. By dynamic analysis, amplitude frequency curve, hysteresis impact curve and energy absorption curve are all found. On the numerical values, principal resonance of system on forced oscillation is solved. Displacement, velocity and acceleration with the time history are induced. The results showed that the movement of a mass is not simple harmonic motion. From clearance and vibration frequency, influence laws on amplitude frequency, impact, energy absorption is also established.

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Coronado, Edsel O., and Chive G. Gabasa. "Conceptual Understanding of Newton’s Laws of Motion as a Phenomenological Experience." Science and Education a New Dimension VI(175), no. 73 (September 25, 2018): 11–13. http://dx.doi.org/10.31174/send-pp2018-175vi73-02.

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Jarvis, Brent Lee. "General Keplerian Dynamics (GKD): A Testable Grand Unified Theory." International Frontier Science Letters 1 (July 2014): 16–27. http://dx.doi.org/10.18052/www.scipress.com/ifsl.1.16.

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Newton Generalized Kepler's Laws of Planetary Motion when he Developed his Laws of Universal Gravitation. Additional Generalizations are Submitted and an Auspicious Unified Model that can Be Tested Experimentally is Disclosed.

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Minglibayev, M. Zh, and A. B. Kosherbayeva. "EQUATIONS OF PLANETARY SYSTEMS MOTION." SERIES PHYSICO-MATHEMATICAL 6, no. 334 (December 15, 2020): 53–60. http://dx.doi.org/10.32014/2020.2518-1726.97.

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The study of the dynamically evolution of planetary systems is very actually in relation with findings of exoplanet systems. free spherical bodies problem is considered in this paper, mutually gravitating according to Newton's law, with isotropically variable masses as a celestial-mechanical model of non-stationary exoplanetary systems. The dynamic evolution of planetary systems is learned, when evolution's leading factor is the masses' variability of gravitating bodies themselves. The laws of the bodies' masses varying are assumed to be known arbitrary functions of time. When doing so the rate of varying of bodies' masses is different. The planets' location is such that the orbits of planets don't intersect. Let us treat this position of planets is preserve in the evolution course. The motions are researched in the relative coordinates system with beginning in the center of the parent star, axes that are parallel to corresponding axes of the absolute coordinates system. The canonical perturbation theory is used on the base aperiodic motion over the quasi-canonical cross-section. The bodies evolution is studied in the osculating analogues of the second system of canonical Poincare elements. The canonical equations of perturbed motion in analogues of the second system of canonical Poincare elements are convenient for describing the planetary systems dynamic evolution, when analogues of eccentricities and analogues of inclinations of orbital plane are sufficiently small. It is noted that to obtain an analytical expression of the perturbing function main part through canonical osculating Poincare elements using computer algebra is preferably. If in expansions of the main part of perturbing function is constrained with precision to second orders including relatively small quantities, then the equations of secular perturbations will obtained as linear non-autonomous system. This circumstance meaningful makes much easier to study the non-autonomous canonical system of differential equations of secular perturbations of considering problem.

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MacIsaac, Dan. "Sites for Teaching Newton's Laws, Introductory Forces, and Uniform Circular Motion: Spacecraft Piloting Games, http://www.ncsu.edu/sciencejunction/station/gameroom/spacetrak/index.html." Physics Teacher 42, no. 7 (October 2004): 447. http://dx.doi.org/10.1119/1.1804671.

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MacIsaac, Dan. "Sites for Teaching Newton's Laws, Introductory Forces, and Uniform Circular Motion: Personal Hovercraft, http://physicsed.buffalostate.edu/WNYPTA/meetings/2003-04/12Jun04/hover.doc." Physics Teacher 42, no. 7 (October 2004): 447. http://dx.doi.org/10.1119/1.1804672.

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MacIsaac, Dan. "Sites for Teaching Newton's Laws, Introductory Forces, and Uniform Circular Motion: Tutorials and Simulations for Vectors, http://www.walter-fendt.de/ph11e/resultant.htm." Physics Teacher 42, no. 7 (October 2004): 447. http://dx.doi.org/10.1119/1.1804674.

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Lopes Coelho, Ricardo. "Manuais e História da Ciência: a segunda lei de Newton." História da Ciência e Ensino: construindo interfaces 20 (December 29, 2019): 536–49. http://dx.doi.org/10.23925/2178-2911.2019v20espp536-549.

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Resumo Aprendemos no liceu e na universidade que a segunda lei de Newton é F=ma. Porém, Newton nunca escreveu a equação. Além disso, não há acordo entre os historiadores da ciência em relação à equação que expressa a segunda lei de Newton. Físicos do séc. XVIII, que citaram e explicaram as leis de Newton, não usaram F=ma. Portanto, se a tese dos manuais contemporâneos fosse correta, teríamos de admitir que todos aqueles físicos interpretaram mal a segunda lei de Newton. Por outro lado, Euler defendeu ter descoberto um novo princípio de mecânica, que é F = ma. Comparando a segunda lei de Newton e o princípio de Euler compreendemos que elas diferem significativamente. Este resultado da pesquisa histórica tem implicações nos problemas conceptuais da mecânica e na resolução de problemas, como iremos ver.Palavras-chave: A segunda lei de Newton; o princípio de Euler; manuais. Abstract We learned at high school and university that Newton’s second law is F=ma. However, Newton never wrote this equation. Furthermore, there is no agreement among historians of science as to the equation that expresses Newton’s second law. 18th century physicists, who quoted and explained Newton’s laws of motion, did not use F=ma. Therefore, if contemporary textbook writers’ claim were correct, we would have to admit that all those physicists misunderstood Newton’s second law. They did not grasp that his law was F=ma. Furthermore, Euler claimed to have discovered a principle of mechanics, which is F=ma. This paper of Euler provides us with the means of clarifying the issue. We can compare Newton’s second law and Euler’s principle with each other and verify whether there are significant differences between both laws. The result is that Newton’s second law is not Euler's principle. This result of historical research has implications for the conceptual problems of mechanics and problem solving, as we shall see. Keywords: Newton’s second law; Euler’s principle; textbooks.

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Shegelski, Mark R. A., Ian Kellett, Hal Friesen, and Crystal Lind. "Motion of a circular cylinder on a smooth surface." Canadian Journal of Physics 87, no. 6 (June 2009): 607–14. http://dx.doi.org/10.1139/p09-058.

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We present a pedagogical treatment of a circular cylinder moving over a smooth surface with one point of the cylinder making contact with the surface. We derive the equations of motion using Newton’s laws. The simplicity of this approach makes the results easily within reach of undergraduate students. A careful derivation of the equations is presented first, and then we show how easily one could make an error. We illustrate how instructors could use this calculation to teach students how to detect errors and critically examine assumptions, including those that seem beyond question. Circular motion with no slipping is examined and we demonstrate the extent of possible motions for static friction. Some calculations are listed that instructors can assign to students to teach the points made in this paper.

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Haddout, Soufiane. "Motion of a Point Mass in a Rotating Disc: A Quantitative Analysis of the Coriolis and Centrifugal Force." Journal of Theoretical and Applied Mechanics 46, no. 2 (June 1, 2016): 83–96. http://dx.doi.org/10.1515/jtam-2016-0012.

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Abstract In Newtonian mechanics, the non-inertial reference frames is a generalization of Newton’s laws to any reference frames. While this approach simplifies some problems, there is often little physical insight into the motion, in particular into the effects of the Coriolis force. The fictitious Coriolis force can be used by anyone in that frame of reference to explain why objects follow curved paths. In this paper, a mathematical solution based on differential equations in non-inertial reference is used to study different types of motion in rotating system. In addition, the experimental data measured on a turntable device, using a video camera in a mechanics laboratory was conducted to compare with mathematical solution in case of parabolically curved, solving non-linear least-squares problems, based on Levenberg-Marquardt’s and Gauss-Newton algorithms.

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