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When a fluid flows around an object, the fluid exerts a force on the object. Lift is the component of this force that is perpendicular to the oncoming flow direction. It contrasts with the drag force, which is the component of the force parallel to the flow direction. Lift conventionally acts in an upward direction in order to counter the force of gravity, but it is defined to act perpendicular to the flow and therefore can act in any direction.
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- A body remains at rest, or in motion at a constant speed in a straight line, except insofar as it is acted upon by a force.
- The net force on a body is equal to the body's instantaneous acceleration multiplied by its instantaneous mass or, equivalently, the rate at which the body's momentum changes with time.
- If two bodies exert forces on each other, these forces have the same magnitude but opposite directions.
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Sex differences in education in the United States refers to the specific issues, such as gender-based discrimination related to coursework and use of disciplinary action, that American students of all genders encounter. Furthermore, while sex differences in education explains the prevalence of gender-based differences in education on a global scale, the American education system includes specific forms of gender discrimination dissimilar to other countries.
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
References
- ↑ Halloun, I. A., & Hestenes, D. "Common sense concepts about motion" (1985). American Journal of Physics, 53, 1043–1055.
- ↑ Hestenes D, Wells M, Swackhamer G 1992 "Force concept inventory." The Physics Teacher 30: 141–166.
- ↑ Hestenes D 1998. American Journal of Physics 66:465
- ↑ https://web.archive.org/web/20230414231632/https://www.talkphysics.org/wp-content/uploads/2015/07/fci-rv95_1.pdf
- ↑ Adrian Madsen, Sarah B. McKagan, Eleanor C. Sayre (2013). "The gender gap on concept inventories in physics: what is consistent, what is inconsistent, and what factors influence the gap?".