The item "Why don't perpetual motion machines ever work? - Netta Schramm" is a resources available in the Before and After Einstein topic of the TED Eduation. series in the NCLOR. The video may include additional resources available from TED Education.

The item "Why is ketchup so hard to pour? - George Zaidan" is a resources available in the Before and After Einstein topic of the TED Eduation. series in the NCLOR. The video may include additional resources available from TED Education.

The item "Will we ever be able to teleport? - Sajan Saini" is a resources available in the Before and After Einstein topic of the TED Eduation. series in the NCLOR. The video may include additional resources available from TED Education.

Roller coasters projects are frequently used in middle and high school physics classes to illustrate the principle of conservation of mechanical energy. Potential energy transforms to kinetic energy and vice versa, with gravity being the driving force during the entire process. Even though friction force is mentioned, it is rarely considered in the velocity calculations along the coasters’ paths. In this high school lesson, the friction force is considered in the process. Using basic calculus and the work-energy theorem for non-conservative forces, the friction along a curved path is quantified, and the cart’s velocity along this path is predicted. This activity and its associated lesson are designed for AP Calculus. Practice problems/answers, a PowerPoint® presentation and student notes are provided.

To continue our discussion of derivatives from preceding videos, we explain that the second derivative represents curvature. By combining knowledge of multiple derivatives, we can sometimes create Taylor series, which are local approximations of functions. As an example, we Taylor-expand sinusoidal functions and then use the results to iteratively approximate pi.

The video resource "Temperature: Crash Course Physics #20" is included in the "Sociology" course from the resources series of "Crash Course". Crash Course is a educational video series from John and Hank Green.

The second part to the complicated problem. We figure out the tension in the wire connecting the two masses. Then we figure our how much we need to accelerate a pie for it to safely reach a man's face.

Students measure different types of small-sized beams and calculate their respective moments of inertia. They compare the calculations to how much the beams bend when loads are placed on them, gaining insight into the ideal geometry and material for load-bearing beams.

Paul Andersen explains how thermal conductivity measures the ability of material to transfer heat from a hot to a cold object. The thermal conductivity of conductors is high because the heat travels through the delocalized electrons. Heat can be transferred through insulators using phonons.

Paul Andersen explains how objects in contact with varying temperatures will eventually reach thermal equilibrium with equal temperatures. The amount of thermal energy transferred is related to the mass and temperature of the objects since momentum is transferred and conserved along the margin.

The video resource "Thermodynamics: Crash Course Physics #23" is included in the "Sociology" course from the resources series of "Crash Course". Crash Course is a educational video series from John and Hank Green.

In this video Paul Andersen explains how the First Law of Thermodynamics applies to an ideal gas in a piston. A pressure-volume graph can be used to determine the type of thermodynamic process. Included is a discussion of and P-V diagram for isothermal, isovolumetric, isobaric, and adiabatic process.

Student teams conduct an experiment that uses gold nanoparticles as sensors of chemical agents to determine which of four sports drinks has the most electrolytes. In this way, students are introduced to gold nanoparticles and their influence on particle or cluster size and fluorescence. They also learn about surface plasmon resonance phenomena and how it applies to gold nanoparticle technologies, which touches on the basics of the electromagnetic radiation spectrum, electrolyte chemistry and nanoscience. Using some basic chemistry and physics principles, students develop a conceptual understanding of how gold nanoparticles function. They also learn of important practical applications in biosensing.

Seeing light in a different way. Ever wonder what happens to light when it gets in its own way?

To learn about the concept of center of mass, students examine how objects balance. They make symmetrical cut-outs of different "creatures" and experiment with how they balance on a tightrope of string. Students see the concept of center of mass at work as the creatures balance.

The video "Time: The History & Future of Everything - Remastered" is a resource included in the Physics topic made available from the Kurzgesagt open educational resource series.

Students are introduced to various types of energy with a focus on thermal energy and types of heat transfer as they are challenged to design a better travel thermos that is cost efficient, aesthetically pleasing and meets the design objective of keeping liquids hot. They base their design decisions on material properties such thermal conductivity, cost and function. These engineering and science concepts are paired with student experiences to build an understanding of heat transfer as it plays a role in their day-to-day lives. While this introduction only shows the top-level concepts surrounding the mathematics associated with heat transfer; the skills become immediately useful as students apply what they know to solve an engineering challenge.

Through a series of activities, students discover that the concept of mechanical advantage describes reality fairly well. They act as engineers creating a design for a ramp at a construction site by measuring four different inclined planes and calculating the ideal mechanical advantage versus the actual mechanical advantage of each. Then, they use their analysis to make recommendations for the construction site.

Paul Andersen begins by discriminating between translation and rotational motion. He then explains how a torque is the product of the lever arm and the force perpendicular. The lever arm must be perpendicular to the axis of rotation and the force must be perpendicular to the lever arm.