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In this paper, we have practically studied the effect of various resistances (frictional forces, air resistances, viscous forces, etc.) on applied force. It has been found that in every action some part of the applied force is required to overcome the effect of resistances; and when applied force exceeds that amount of applied force only then a body can accelerates. As per study, the existing Newton&#39;s equation (F = ma) calculates only the applied force of accelerated bodies and does not count the effect of various resistances till bodies stays stationary or accelerates. Hence, a mathematical expression (F = ma+r) has been provided by including a factor describing above said resistances.

AAPT SM 21

Modification of Newton&#39;s Second Law of Motion

acceleration

f=ma+r

net force

applied force

air resistance

frictional force

f=ma

newton second law of motion

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IJCNLP-AACL 2021

The great event is jointly organized by the Association for Computational Linguistics (ACL) and Asian Federation of Natural Language Processing (AFNLP).

In this paper, we have practically studied the effect of various resistances (frictional forces, air resistances, viscous forces, etc.) on applied force. It has been found that in every action some part of the applied force is required to overcome the effect of resistances; and when applied force exceeds that amount of applied force only then a body can accelerates. As per study, the existing Newton's equation (F = ma) calculates only the applied force of accelerated bodies and does not count the effect of various resistances till bodies stays stationary or accelerates. Hence, a mathematical expression (F = ma+r) has been provided by including a factor describing above said resistances.

Modification of Newton's Second Law of Motion

technical paper

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The Physics Teacher Preparation Program at Worcester Polytechnic Institute (WPI) is a collaboration between the STEM Education Center and the Physics Department that leverages significant PhysTEC resources that have emerged over the past two decades since PhysTEC started. As a PhysTEC supported site, WPI has been able to implement several key components identified as effective practices at other PhysTEC sites, such as a Teacher-in-Residence to serve as a role model and mentor to students in the program. The PTEPA rubric has allowed our team to strategically plan the next steps in building a thriving physics teacher preparation program. Other elements we will discuss include the Peer Learning Assistant program that includes pedagogical training, a regional physics teacher network, and utilization of the Get the Facts Out resources. In addition to generating interest in high school physics teaching careers, an interest in Physics Education Research has also emerged.

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The most dramatic teacher preparation program shifts during the SARS-CoV-2 global pandemic for our rural liberal arts institution, Colgate University, landed in the arena of field work. Five pandemic era interventions are expected to take hold as embedded future practices. The pandemic afforded greater opportunity to connect with urban educators via teleconferencing technology of both remote and hybrid classrooms. New technologies also engaged pre-service teachers in novel ways through the use of simulation software and video banks of quality teaching from both internal and national sources. Identification of campus wide allies with parallel outreach priorities allowed for the sharing of resources, community contacts, and ideas for transfer to the digital sphere. Close attention to community was accomplished through the use of watch parties and periodic Zoom meet ups with students and alumni from outside geographies. Measures of intervention success will take the form of interviews, surveys, and performance assessments. 


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Modification of Newton's Second Law of Motion

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