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For a force to do work on an object, some of the force must act in the same direction as the object moves. If there is no movement, no work is done. • Work is the product of force and distance. • Work is done when a force moves an object over a distance. Any part of a force that does not act in the direction of motion does no work on an object. • The joule (J) is the SI unit of work. • When a force of 1 newton moves an object 1 meter in the direction of the force, 1 joule of work is done. Doing work at a faster rate requires more power. To increase power, you can increase the amount of work done in a given time, or you can do a given amount of work in less time. • Power is the rate of doing work. • The SI unit of power is the watt (W), which is equal to one joule per second. • One horsepower (hp) is equal to about 746 watts. 14.2 Work and Machines Machines make work easier to do. They change the size of a force needed, the direction of a force, or the distance over which a force acts. • A machine is a device that changes a force. Because of friction, the work done by a machine is always less than the work done on the machine. • The force you exert on a machine is the input force. • The distance the input force acts through is the input distance. • The work done by the input force acting through the input distance is the work input. • The work input equals the input force times the input distance. You can increase the work input by increasing the input force, the input distance, or both. • The force that is exerted by a machine is the output force. • The distance the output force is exerted through is the output distance. • The work output of a machine is the output force multiplied by the output distance. • The work output equals the output force times the output distance. The only way to increase the work output is to increase the work input.
Introduction How – and why – do things move? How do we describe how they move? This chapter looks at ideas and activities concerning movement and force. It deals with two major issues: firstly, ideas children have about motion and the strategies for teaching about motion in the primary school program. This will include some discussion of the different contexts in which movement and force can be studied. Secondly, it looks at the wider context of studying movement and force, linking it with technology and science as a human endeavour. Background to the chapter Two of the authors (Russell and Suzanne) were involved in a longitudinal study of children’s science learning and, as part of that, have explored, through activities and interviews, ideas about movement and force and air and flight. Some of the material in this chapter relates to the insights generated from this exploration. Another specific input into the chapter comes from work that Linda has been undertaking with her science teacher education students around literacy and unit design based on the Primary Connections 5E framework. Other activities, in particular the unit sequence, derive from work that Suzanne conducted with her own years 3 to 4 class. Some of the wheels and language activities are based on the ideas of Tom Radford, who was an earlier contributor to this chapter.
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This article discusses the quest for the mechanical advantage of the wedge in the eighteenth century. As a case study, the wedge enlightens our understanding of eighteenth-century mechanics in general and the controversy over “force” or vis viva in particular. In this article, I show that the two different approaches to mechanics, the one that favoured force in terms of velocities and the one that primarily used displacements—known as the ‘Newtonian’ and ‘Leibnizian’ methods, respectively—were not at all on par in their ability to solve the problem of the wedge. In general, only those who used the Leibnizian concept of force or some related notion were able to get to the conventional results. This article thus rebuts the received view that the vis viva controversy was merely a semantic one. Instead, it shows that different understandings of “force” led to real and pragmatic differences in eighteenth-century mechanics.Name Chapter 14 Class Date Work, Power, and Machines Section 14.1 Work and Power (pages 412 416) This section defines work and power, describes how they are related, and explains how to calculate
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Interchange4thed Level1 Unit14 Listening Worksheet
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Physical Science: Exploring Matter And Energy
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When I say “work, *?? What’s the first thing that comes to mind? Maybe a cubicle? Or a briefcase? Or that history exam that’s coming up soon? But if you’re a physicist, work has a very specific meaning -- one that has very little to do with spreadsheets or the fall of the Roman Empire. Today, we’re going to explore that definition -- and how it connects to one of the most important principles in physics: conservation of energy. We’ll also learn what physicists mean when they talk about another concept that comes up a lot in daily life: power. So let’s get to…work. [Theme Music] So far in this course, we’ve spent most of our time talking about forces, and the way they make things move. And you need to understand forces before you can understand work. Because work is what happens when you apply a force over a certain distance, to a system -- a system just being whatever section of the universe you happen to be talking about at the time. For example, if you’reusing a rope to drag a box across the floor, we might say that the box is your system, and the force you’reusing to pull on it is an external force. So, let’s say you’re pulling on this box-system by dragging it straight behind you, so the rope is parallel to the ground. If you use the rope to pull the box for one meter, we’d say that you’redoing work on the box. And the amount of work you’redoing is equal to the force you’reusing to pull the box, times the distance you moved it. For example, if you pulled the rope -- and therefore the box -- with a force of 50 Newtons, while you moved it 5 meters, then we’d say that you did 250 Newton-meters of work on the box. More commonly, however, work is expressed in units known as Joules. Now, sometimes, the force you apply to an object won’t be in exactly the same direction as the direction in which the object is moving. Like, if you tried to drag the box with your hand higher than the box, so that the rope was at an angle to the floor. In that case, the box would move parallel to the floor, but the force would be at an angle to it. And in such an instance, you’d have to use one the tricks we learned back when we first talked about vectors. Specifically, you must separate the force you’reusing on the rope into its component parts: one that’s parallel to the floor, and one that’s perpendicular to it. To find the part of the force that’s parallel to the floor -- that is, the one that’s actually pulling the box forward --
Unit 14 Test.docx
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When I say “work, *?? What’s the first thing that comes to mind? Maybe a cubicle? Or a briefcase? Or that history exam that’s coming up soon? But if you’re a physicist, work has a very specific meaning -- one that has very little to do with spreadsheets or the fall of the Roman Empire. Today, we’re going to explore that definition -- and how it connects to one of the most important principles in physics: conservation of energy. We’ll also learn what physicists mean when they talk about another concept that comes up a lot in daily life: power. So let’s get to…work. [Theme Music] So far in this course, we’ve spent most of our time talking about forces, and the way they make things move. And you need to understand forces before you can understand work. Because work is what happens when you apply a force over a certain distance, to a system -- a system just being whatever section of the universe you happen to be talking about at the time. For example, if you’reusing a rope to drag a box across the floor, we might say that the box is your system, and the force you’reusing to pull on it is an external force. So, let’s say you’re pulling on this box-system by dragging it straight behind you, so the rope is parallel to the ground. If you use the rope to pull the box for one meter, we’d say that you’redoing work on the box. And the amount of work you’redoing is equal to the force you’reusing to pull the box, times the distance you moved it. For example, if you pulled the rope -- and therefore the box -- with a force of 50 Newtons, while you moved it 5 meters, then we’d say that you did 250 Newton-meters of work on the box. More commonly, however, work is expressed in units known as Joules. Now, sometimes, the force you apply to an object won’t be in exactly the same direction as the direction in which the object is moving. Like, if you tried to drag the box with your hand higher than the box, so that the rope was at an angle to the floor. In that case, the box would move parallel to the floor, but the force would be at an angle to it. And in such an instance, you’d have to use one the tricks we learned back when we first talked about vectors. Specifically, you must separate the force you’reusing on the rope into its component parts: one that’s parallel to the floor, and one that’s perpendicular to it. To find the part of the force that’s parallel to the floor -- that is, the one that’s actually pulling the box forward --
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