Perfectly Inelastic Collision Definition in Physics

A perfectly inelastic collision—also known as a completely inelastic collision—is one in which the maximum amount of kinetic energy has been lost during a collision, making it the most extreme case of an inelastic collision. Though kinetic energy is not conserved in these collisions, momentum is conserved, and you can use the equations of momentum to understand the behavior of the components in this system. In most cases, you can tell a perfectly inelastic collision because of the objects in the collision stick together, similar to a tackle in American football. The result of this sort of collision is fewer objects to deal with after the collision than you had before it, as demonstrated in the following equation for a perfectly inelastic collision between two objects. (Although in football, hopefully, the two objects come apart after a few seconds.) The Equation for a perfectly inelastic collision: m1 v1i m2 v2i ( m1 m2) vf Proving Kinetic Energy Loss You can prove that when two objects stick together, there will be a loss of kinetic energy. Assume that the first mass, m1, is moving at velocity vi and the second mass, m2, is moving at a velocity of zero. This may seem like a really contrived example, but keep in mind that you could set up your coordinate system so that it moves, with the origin fixed at m2, so that the motion is measured relative to that position. Any situation of two objects moving at a constant speed could be described in this way. If they were accelerating, of course, things would get much more complicated, but this simplified example is a good starting point. m1vi (m1 m2)vf[m1 / (m1 m2)] * vi vf You can then use these equations to look at the kinetic energy at the beginning and end of the situation. Ki 0.5m1Vi2Kf 0.5(m1 m2)Vf2 Substitute the earlier equation for Vf, to get: Kf 0.5(m1 m2)*[m1 / (m1 m2)]2*Vi2Kf 0.5 [m12 / (m1 m2)]*Vi2 Set the kinetic energy up as a ratio, and the 0.5 and Vi2 cancel out, as well as one of the m1 values, leaving you with: Kf / Ki m1 / (m1 m2) Some basic mathematical analysis will allow you to look at the expression m1 / (m1 m2) and see that for any objects with mass, the denominator will be larger than the numerator. Any objects that collide in this way will reduce the total kinetic energy (and total velocity) by this ratio. You have now proved that a collision of any two objects results in a loss of total kinetic energy. Ballistic Pendulum Another common example of a perfectly inelastic collision is known as the ballistic pendulum, where you suspend an object such as a wooden block from a rope to be a target. If you then shoot a bullet (or arrow or other projectile) into the target, so that it embeds itself into the object, the result is that the object swings up, performing the motion of a pendulum. In this case, if the target is assumed to be the second object in the equation, then v2i 0 represents the fact that the target is initially stationary.   m1v1i m2v2i (m1 m2)vfm1v1i m2 (0) (m1 m2)vfm1v1i (m1 m2)vf Since you know that the pendulum reaches a maximum height when all of its kinetic energy turns into potential energy, you can use that height to determine that kinetic energy, use the kinetic energy to determine vf, and then use that to determine v1i - or the speed of the projectile right before impact.

The Integration of Interpersonal Psychotherapy and...

Introduction Interpersonal Psychotherapy (IPT) is a short-term psychotherapy that was developed by Myrna Weissman and Gerald Klerman in the 1980’s. It focuses on the interpersonal relationships in the client’s life, instead of on past or biological causes. The therapy is kept fairly structured by the clinician’s use of a manual and aims to help the client recover from their current episode of depression. Interpersonal Psychotherapy has been used in conjunction with Cognitive Behavioral Therapy (CBT) in research studies, with promising results. Though initially developed for the use of depression, IPT has also been effective with other disorders, such as anxiety and eating disorders. Interpersonal Psychotherapy continues to be†¦show more content†¦In the 1990’s two new researchers, Safran and Segal, published a book on the integration of Interpersonal Psychotherapy and Cognitive Behavioral Therapy. Their book was the beginning of a wave of th eory integration in the psychology field. Safran and Segal’s integration of these two treatment modalities recognized both the importance of the client’s cognitions, and the importance of their relationships. The combination of these two factors as well as a stronger emphasis on client/therapist rapport has been proven to be the most effective treatment for many different disorders. Interpersonal Psychotherapy, as it is used today, is based off of a manual created by Weissman and Klerman in 2000. This manual, which can be purchased online, allows practitioners to use IPT both as a stand-alone therapy, and as a therapy integrated with Cognitive Behavioral Therapy. The International Society for Interpersonal Psychotherapy (ISIPT) was also founded in 2000, which offers training and certification for clinicians. Research continues to be done on IPT’s effectiveness alone and combined with CBT, and its use continues to be expanded to more and more client populat ions. The Relationship to Classic Cognitive Therapy Interpersonal Psychotherapy and Cognitive Behavioral Therapy were both born in the 1980’s. They developed in different directions, with CBT focusing on cognition, and IPT on interpersonal relationships (Weissman, Markowitz, Klerman, 2000). ThoughShow MoreRelatedInterpersonal Psychology : Cognitive Behavioral Therapy1560 Words   |  7 PagesInterpersonal Psychotherapy Intervention Overview Interpersonal Psychotherapy (IPT) was developed in the 1970 s by Gerald Klerman, Myrna Weissman, and Eugene Paykel. Initially, IPT was the control treatment while investigating the effectiveness of antidepressants and found the treatment comparably effective to medications and as credible as Cognitive Behavioral Therapy (CBT) (Robertson, Rushton, Wurm, 2008). 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Application of Piagets and Vygotsky Theories of Learning

Question: Discuss about theApplication of Piagets and Vygotsky Theories of Learning. Answer: Introduction Learning takes different forms that teachers need to apply in the classroom. When learning takes place, experience and interaction are key concepts that the learner uses to internalize what is taught in class. Hedden, Ketay, Aron, Markus, Gabrieli (2008) suggest that tthrough learning, the students is supposed to relate concepts learned in class to other life activities that take place within the environment that they stay in. learning theorists have argued that learning takes place through nurture and nature which entail conspicuous efforts exerted on the individual and activities that take place in the external environment respectively. According to Eggen Kauchak (2000) Piaget postulates that every interaction in an individuals life is based on cognitive structure that have slowly developed over time. Cognitive development theory deals with the nature of knowledge itself and how human beings slowly come to acquire, construct, and use knowledge. This essay focusses on the applicat ion of Piagets theory of cognitive development and Vygotskys theory of social interaction. Piagets theory of cognitive development is based on understand development in the mental process of an individual. According to him, minors construct the world around them, understand it through experience and later discover the differences between what they know and what they dont know to adjust ideas accordingly(Ojose, 2008). This leads to the development of an adaptive human intelligence with functions to represent transformational and static aspects of reality. When children grow up, they develop operative intelligence used for representation and manipulation of transformational aspects of reality and figurative intelligence for representation of reality. When studying the field of education, Piaget focused on assimilation and accommodation. Assimilation is integrating external elements into the individuals life and environment or those activities that people experience. This is based on how humans perceive and adapt to new information and environments. This enables them to fit new information to their pre-existing cognitive schemas and interpreting new experiences(Ojose, 2008). Accommodation is based on taking new information that exists in the environment and altering the preexisting schemas to fit the new information. As times goes on and as individuals experience new things in life, the need for replacing the existing information with new information leads to accommodation(Bialystok, 2015). People will continue to interpret the information that they attain based on new concepts, schemas, and frameworks, among others. This led to the conclusion by Piaget that human brains are programmed through evolution which leads to equilibrium. This influences the structures in the minds of people through external and internal process of assimilation and accommodation. When applying Pagets theory in the classroom he suggests six steps that can be used to prepare and develop learners. The teacher needs to develop a stimulating environment that can allow learners to accommodate and assimilate new information that they get exposed to(Ormrod, 2012). Through use of concrete props and visual aids to improve learning and memorization the teacher ensures that students increase their memory an understanding of class concepts through using visual and concrete props. Students learn easily when different elements are used in the classroom set up rather than only the textbook like what Mr. Gino was using. Through introducing new ideas in teaching like a large board to celebrate results from outstanding students and learning centers for independent learning. Students could explore different learning options which would later increase their grades. Further, using visual adds made learning more stimulating which increased the grades and the ability for students to increase their abilities in reading, writing, speaking, listening and critical thinking. Further, Baek Hye-Jeong (2002) state that students have different learning abilities and memory levels, and thus the instructor needs to use short instructions to increase the comprehension levels of students. Some students have short memories while others have long memorize that can comprehend more. People memorize information in chunks and small amounts to make them remember the whole task. For example when memorizing mobile numbers, the memory can take two digits, three digits or four digits. This shows that people have different memories and thus breaking down instructions makes it easy for students to memorize what they learn. Through providing a wide range of experiences to build a foundation for concept learning and language Mr. Gino changed the perception that he was using to teach the students and make the class more stimulating. Students need to be challenged through different ways that can make them see the reason why they need to work hard in class. Motivation theorists suggests that rewards can be used to increase to increase individual output levels as a way of making them perform better. Learning theorists like classical conditioning are based changing the cognitive abilities of students through use of a stimuli that exposes different behaviors in students(Lantolf Thorne, 2006). Through display boards and an education al area for early finishers, students were motivated to compete as a way of making them perform better. This also allowed reluctant to be motivated and develop interests in learning. Lastly Pagets theory is based on the fact that students have different meanings and understanding for the world around them thus the need to allow students to understand the world from their own point of view. Hsu Hwang (2014) suggest that reorganizing the classroom created a new quality learning environment that through different range of methodologies that allow students to learn and understand the world around them in different ways. Creating different learning methodologies ensured that the class always created a learning environment that made students immersed in learning every time they are in class. The initial class that Mr. Gino had concentrated so much on the text book which lacked stimulation for the learners. Vygotsky theory is based on the fundamental role of social interaction in the development of cognitive abilities of students. The theory is based on the belief that the community plays an important role in the learning process of the individual when trying to make meaning out of learning. Learning is a necessary and universal process that takes place in peoples life to enable them develop universal cultural and human psychological function(Hsu Hwang, 2014). He argued that social learning precedes development, thus in a learning environment, development is a result of activities that the student goes through rather than the information that they acquire. In a learning environment, the way the teacher delivers the concepts to increase determines how the students capture the concepts and understand them. In a learning environment, the teacher needs to ensure that students are able to work together as teams through group wok and ways of helping each other in understanding learning(John- Steiner Mahn, 1996). The social cultural context of the individual affects their learning abilities and the way students interact with each other determines how they contribute to the cognitive development of the individual. Yasnitsky (2010) adds that by using guided learning, students develop language patterns increases their cognitive development after internalization of the language. The role of the tutor is to model behaviors by providing verbal instructions through cooperative or collaborative dialogue. On the other hand, students seek to understand the actions provided by their instructors to internalize information using two principles More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD). Vygotsky suggests that someone who has better understanding can enable a learner to develop new abilities through interaction. Phan, (2012) suggests that Zone of Proximal Development differentiates how an individual achieves alone and with the help and presence of others. Through the presence of peers or guidance of an instructor guidance is given to the students allowing them to develop skills that will use on their own after developing mental functions. Here leaning awakens an internal developmental processes that the learner operates in when in the presence of others. Once the learners have internalized all the processes of learning, the processes become part of the learners independent developmental achievement. The instructor and peers offer instruction and developmental that directly interact in a complex interrelationship. Therefore Vygotskys believed that learning takes place through the presence of others and an environment that is created by peers. The role of the teacher is to provide instructions and guidance to students to enable them learn and develop new ideas(Ellis, 2000). The difference between Mr. Ginos classes and Mrs. Van was that Mr. Gino based so much on the text rather than creating an environment that increased learning of students. However, Baek Hye-Jeong (2002) suggests that when new concepts like research centers with different activities that enabled students to interact, learning became interesting for learners since they had many opportunities to interact and connect with each other. This made students immersed in learning all the time. The most important aspect of learning according to the theory is supporting learners through peers or instruction. The new environment that was created fostered learners support to achieve intentional learning. Piagets theory of cognitive development and Vygotsky theory of social cultural development differ in several ways. Vygotsky theory suggests that cognitive approaches ascribe to language learning in different internal processes which are based on instruction that is a crucial element of learning. Through collaboration with others students develop modified interaction and negotiation of meaning of the environment around them. On the other hand, Pagets theory focusses on developing cognitive abilities of students through on assimilation and accommodation as a way of improving their learning(Eggen Kauchak, 2000). Learning environment should have different approaches for increasing cognitive development as way of developing operative intelligence for representation and manipulation of transformational aspects of reality and figurative intelligence for representation of reality. However, the two theories present a way of improving the learning environment by creating conditions that make learners easily internalize the concepts that they learn in class. References Baek, S.-G., Hye-Jeong, C. (2002). The relationship between students' perceptions of classroom environment and their academic achievement in Korea. Asia Pacific Education, 3(1), 135-145. Bialystok, E. ". (2015). Bilingualism And The Development Of Executive Function: The Role Of Attention. Child Development Perspectives, 9(2), 17-121. Eggen, P. D., Kauchak, D. P. (2000). Educational psychology:Windows on classrooms. Upper Saddle River: Prentice Hall. Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193-220. Hedden, T., Ketay, S., Aron, A., Markus, H. R., Gabrieli, J. D. (2008). Cultural influences on neural substrates of attentional control. Psychological Science, 19(1), 12-17. Hsu, G., Hwang, W. (2014). The effect of intrapsychology learning before and after interpsychology activities with a web. Journal of Educational Technology Society,, 17(1), 231-233. John-Steiner, V., Mahn, H. (1996). Sociocultural Approaches to Learning and Development A Vygotskian Framework. Educational Psychologist, 31(3), 191-206. Lantolf, J., Thorne, S. (2006). Socio-cultural theory and the genesis of second language development. Oxford: Oxford University Press. Ojose, B. (2008). Applying Piagets Theory of Cognitive Development to Mathematics Instruction. The Mathematics Educator, 18(1), 2630. Ormrod, J. (2012). Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching. Boston, MA: Pearson Education Inc. Phan, H. P. (2012). A sociocultural perspective of learning: Developing a new theoretical tenet. Joint AARE APERA International Conference, (pp. 1-14). Sydney. Yasnitsky, A. (2010). Archival revolution" in Vygotskian studies? Uncovering Vygotsky's archives. Journal of Russian East European Psychology, 48(1), 3-13.

Political And Social Effects That Shaped The 60S Generation Essays

Political And Social Effects That Shaped The 60'S Generation Massive black rebellions, constant strikes, gigantic anti-war demonstrations, draft resistance, Cuba, Vietnam, Algeria, a cultural revolution of seven hundred million Chinese, occupations, red power, the rising of women, disobedience and sabotage, communes they were thought of as being pot smoking, freeloading vagabonds, who were trying to save the world. As this small pocket of teenage rebellion rose out of the suburbs, inner cities, and countryside's, there was a general feeling that the hippies were a product of drugs, and rock music; this generalization could have never been more wrong. The hippie counterculture was more than just a product of drugs and music, but a result of the change that was sweeping the entire western world. These changes were brought about by various events in both the fifties and the sixties, such as: the end of the Golden Years of the fifties, the changing economical state from the fifties to the sixties, the Black Panther Party, women moving into the wo rk force, the assassinations of Martin Luther King Jr. and John F. Kennedy Jr., the war in Vietnam, the Kent State protest, and finally the Woodstock festival. The electric subcurrent of the fifties was, above all, rock'n'roll, the live wire that linked bedazzled teenagers around the nation, and quickly around the world, into the common enterprise of being young. Rock was rough, raw, insistent, especially by comparison with the music it replaced; it whooped and groaned, shook, rattled, and rolled. Rock was clamor, the noise of youth submerged by order and prosperity, now frantically clawing their way out. The winds of change began to sweep across America in the late fifties. The political unrest came with fear of thermo-nuclear war and the shadow that had been cast by Hiroshima, and Nagasaki. The civil rights leaders were unhappy with President Eisenhower's reluctance to use his powers for their cause, in spite of the fact that the nation was becoming more receptive to civil rights reforms. With black organizations becoming more militant, Eisenhower needed to acknowledge the growing movement, and govern accordingly. World politics were still dominated by the conflict between the capitalist nations, led by the USA, and the Communist countries, led by the USSR. The bonds that were keeping people loyal to their leaders were breaking down. In 1960 there was a major split between Russia and China. The Chinese decided that the Russians were betraying Communism and set off on what they hoped would be the world revolution against capitalism. During the fifties, the economic situation was in a constant state of growth. The United States were prospering and the government was clinging to the golden years. The rise of the giant corporations had a profound effect on American life. A few hundred corporations controlled much of the nation's industrial and commercial assets and enjoyed a near monopoly in some areas. The mega corporations dominated the seats of economic and political power. They employed millions of workers, a large percentage of whom populated the suburbs that were growing across the country. The changing American economy also experienced dramatic shifts in the composition of the work force. Fewer workers went into traditional fields such as manufacturing, agriculture, and mining, and more went into clerical, managerial, professional, and service fields. In 1956, for the first time in the nation's history, white collar workers outnumbered blue collar ones, and by the end of the decade blue collar workers constituted only 45 percent of the work force. The sexual composition of the work force also changed as more and more women entered the labor market. The influx of women into the work world that had been accelerated by the Second World War continued in the postwar period. The political groups, and the negative feelings that they harbored towards the present administration, only kindled the flames of revolution. The previous generation was clinging to the good times of the fifties, and the