Hey, this is Brett and this 2017 Lincoln MKC All-Wheel Drive Reserve is stock number 13513Z. I am here at Summit Automotive in Fond du Lac, Wisconsin, you're new and used SUV headquarters. This 2017 Lincoln MKC has the two-liter dual overhead cam four-cylinder turbocharged engine. It puts out 240 horsepower. It's paired up with a six-speed automatic transmission. This vehicle has been fully-safetyed and inspected by our service shop, has a fresh oil and filter change on the fluid tab and checked and topped off per the state of Wisconsin inspection process, and it is 100% ready to go, has four brand new tires as well. I'm going to go all the way around on this vehicle inside, start it up, and take a look under the hood to give you the most accurate representation that I can. Palladium white gold metallic is the color. I shoot all my videos in 4K, and if you like the video, you can subscribe to my YouTube channel, which is youtube.com slash summit auto click the bell notifications. You'll get updates on the videos I do each and every day as well as having access to one of the largest catalogs of vehicle walk-arounds on YouTube. So that's pretty awesome. This one comes with the painted 19-inch alloy wheels, no major scuffs or scrapes on there, and it has brand new Goodyear Eagle RSA tires. These are 245, 45R19s. They are brand new, still have a little wear knob on them. We put those on in our safety inspection. Front fender is in really nice shape. This one has the HID headlamps, the LED running lights, and the LED running light fog lights. Front pumpers in really nice shape, didn't see any major cracks or scuffs on there. The grille is in really nice condition as well, and the hood is in very nice shape. No major dents or dings on there. The passenger side front fender is in nice condition as well. And the passenger side front wheel, no major scuffs or scrapes on there. Palladium white gold metallic's got a little bit of metal flake to it, really a cool looking color. Looks really good on this vehicle. You can see just how nice that paint is. And speaking of that, as you go down this side of this 2017 Lincoln MKC, take note of how clean that body is, how reflective and mirror-like that paint is. I take these HD videos, so if you are far away or even if you're close by, you just cannot make the trip down. But you're still interested in purchasing the vehicle. You can see the vehicle, hear the vehicle, and have confidence in what you're looking at before you even get here. So when you do get here, there's absolutely no surprises, and you can make a smart and informed buying decision from wherever you're at. If this video helps you make that buying decision, let your salesmen know that you saw the video. It was helpful and that Brett sent you back wheels in nice shape, and it looks like it has brand new brakes in the back as well. And these tires are brand new, too, in the back. Has the capitalist fuel fill, which is really nice. Never get gas on your hands again. Got that on my vehicles. Rear bumper and gate are in fantastic condition as well. This one has the kick gate or the keyless hands-free gate. You get the dual rear exhaust with chrome tips, the backup parking sensors, and that rear gate is in fantastic shape. This whole back lighting system lights up, so all LEDs look really good. It is a power lift gate as well, and what I meant is when you have the key fob in your pocket, you can put your foot underneath the gate and it will automatically lift up. There's your button to get that closed. Back storage area is very nice and clean. It does have the sunshade back here, which is nice. If you have groceries and stuff, keep them cool. But more importantly, if you've got valuables, put them back here. Put the sunshade up, and then your stuff is out of sight, out of mind. Underneath here is a spare tire and jack tools. Weather tech format, and to get this down, you press that button, and it will come on down like so. Down the rest of this side of the vehicle, rear quarter looks great. And for full disclosure, this back wheel is in nice shape as well. On the rest of this side, doors look really good. Identity-dense, identity-ding. Very nice and clean. This one does have the door code entry, and we do have the code for this vehicle. You get the blind spot monitoring, heated mirrors, built-in directional signals in the mirrors, the intelligent access inside. The reserve package gives you the light tan leather interior. You get the bucket seats in the front, no rips or tears on there. For driver's seat, both these front seats are heated and cooled and power. You get the weather tech format, the automatic headlamps. You get the power telescopic and tilt steering wheel, which is a nice feature. Power windows locks and mirrors, memory driver's seat, and these mirrors do power fold in. You've got to have the ignition on for those to do that. I'll show you that in a second. Back seats are just as clean as front seats. No rips or tears back here, and these back seats are heated on the outboard side. Very nice and clean. Weather tech format's back here as well, and there are your heated seat buttons. The seat folds down like so, and you can see just how nice and flat that goes.  You do get child safety locks on the back doors, and the inside and bottoms of the doors all look very good on this vehicle. Up inside, check out the miles, the radio, and everything that this vehicle has to offer on the interior. You can see that this one has 42,239 miles. There are those mirrors. I was like showing both sides so that you know that both sides are working properly. And the instrument cluster is very nice and clean. Comes with the leather-wrapped steering wheel. This is a heated steering wheel as well. Bluetooth and audio controls on the right, cruise controls and information center controls on the left. Information center controls on the right as well. You get the paddle shifters on there. There's your push button, transmission controls, your sync 8-inch radio. It has AM, FM, and Sirius XM radio capabilities on here.  There's your heated seat button, and you have the factory navigation system. This one, there's Highway 41, so this one is working nicely. And then you have all your different apps on here, including Apple CarPlay, Android Auto, your ambient light controls. And this is also where your backup camera shows up. CD player, down here you have your more tactile volume tune and climate controls. Two USBs down there, there's your keyless entry with the remote start and power liftgate button. And passenger side, I really like that wood green trim on the dash and doors. passenger side, floor mat and seat are in fantastic condition. No rips or tears. I don't think this vehicle has ever been smoked in. And you get the panoramic Vista Roof, second row fixed glass, power sunroof in front, and the headliner is super clean on this vehicle. You get the homelink buttons for your garage door security systems and lane systems. Map lights, sunroof and sunshade controls. And we'll start it up. Take a look under the hood. Check out all those HID and LED lights. Lights right up. No check engine lights or anything like that. I would personally like to thank you for checking out the video today. And hopefully from this HD video, you've been able to verify the quality condition options and cleanliness of this vehicle inside and out. Try to turn those lights on so we can check them out, right? Okay. HID lights are super bright, LED running lights, and the LED running light fog lights. Under the hood, we have the two liter turbocharged dual overhead cam, four cylinder engine, 240 horsepower engine base, very clean, runs very smooth. Once again, this vehicle has been fully safe and inspected by our service shop. Has a fresh oil and filter change, all the fluids have been checked and topped off. Brand new tires, brand new rear brakes, and this vehicle is 100% ready to go. There is the emissions sticker. And I would highly recommend this vehicle from a quality and condition standpoint. I would ship this one. Anybody you have is going to get it. It's going to love it. And to see more pictures of this MKC or one of our other 550 new and used cars, trucks, SUVs, minivans, rain glows, you name it, we got to go to that website right there, summitauto.com. Full pictures and descriptions of every single vehicle all at summitauto.com. And if you'd like to check out more HD videos, you can go to youtube.com slash summitauto. Click the bell notifications. You'll get updates on the videos I do each and every day as well as having access to one of the largest catalogs of vehicle walkarounds on YouTube. In fact, in a second, you will see a link to subscribe to my YouTube channel on the upper left. A link to more MKC vehicles that have done in the upper right. A link to this vehicle on our website on the lower left. And a link to one of our latest YouTube videos in the lower right. Click those. Check us out. We're super excited to help you with this Ultra Clean 2017. Make an MKC reserve all wheel drive in palladium white gold metallic. Thanks again for checking out the video. Remember to like, subscribe and share on the YouTube channel. I really appreciate it. Thanks again.


Alright, if you remember, when we started the course, we started with particle motion and broke it into two parts. And we're going to do the very same thing with the rigid body motion that we've gotten now. And the reason I'm bringing that up is because we're going to make the first transition here just like we did in the particle. We looked at particle kinematics first. We looked solely at the acceleration, the velocity, the position, and of course the time that went with it. But treating everything as a particle. Now that we're treating everything as a rigid body, we're going to again start with the kinematics. But that's what we just finished. And if you notice, I think we did that whole business in three days. And I think the particle kinematics was about three weeks because it's all very much similar. Remember, as much as anything, you just swap out the variables and you've got the same concepts that we did with particle kinematics and translation that we do in rotation. We needed to take the greater steps in here in looking at general motion. So we had to put the translation and the rotation together. But that was still all just kinematics. Then we went to the kinetics. Remember the difference? What was the kinetics before us? Well, yeah. What we were doing here is finally figuring out how do we make sure we get the kinematics we want. A lot of what we did in the kinematics was acceleration. The kinetics is how do we get that acceleration? So we started with at equals ma as one way to solve kinetics problems. Then we used the work energy method. And then we looked at impulse momentum. We're going to do very much the same pattern only, again, in a monorapid fashion because so much of what we're doing we've already learned. But we're going to be doing the kinetics starting today. And we'll be doing the Newton's Law as force balance. Remember, these are not all mutually exclusive of each other. They're just different ways of looking at very much a lot of the same stuff. And then these have to lay themselves out as different ways to solve different problems in a little bit more efficient way. And we're going to find the same thing is true as we get over here at the rigid body motion. So we'll look now at rigid body kinetics. So there's a rigid body of ours. We'll break it into the different possible ways we can approach this. So we've got some rigid body subject to all kinds of possible forces. Any direction, any place, any magnitude, however many there are naturally and most of our problems will be down to a little bit fewer than these and or they'll be in more regular directions. But for the most part we want to keep this very general. Might also have a concern with the weight of the object. It's not always a concern in problems, but it often is. And so we tend to use that as a single force at the center of gravity rather than a distributed force throughout the object as it really is because each molecule that makes it up has its own weight. And we know in pure translation a rigid body will act such that the sum of the forces in whichever direction will cause the center of gravity itself to accelerate in that direction. And the sum of the forces in the y direction will cause the center of gravity to possibly have a y component of that acceleration. All we're saying there is we've got some forces on there and it's unbalanced then the center of gravity will accelerate and that will be our description for the subsequent motion of the object due to these unbalanced forces. And there will be x and y components to that and we can find out the x and y components in the summation of the forces in those particular directions. If it is in pure translation though, it's got to be true then that the moment the moment summed on the object will themselves result, will sum this here otherwise it would have some angular acceleration. If you remember from Physics 1, I guess we could be a little more complete. We can put in that the moment of inertia of the object times its angular acceleration but if it's in pure translation that is zero. So if the moments are in balance it's in pure translation. If it's in pure translation then the moments balance. Those two things are essentially one and the same. These are collectively known as the equations of motion. They're the equations that describe what the subsequent motion or lack thereof could have a static situation. These equations determine all that we're going to need to know about the object or our purpose in the next couple days is we've got to finish out the semesters to apply those equations of motion as appropriate. So that's what we need for translational motion, pure rotational motion. Again we've got the possibility of any kinds of forces, any number of forces acting on this object but in this case in the possible case of pure rotation then the forces must sum to zero in both directions so that there's no subsequent acceleration and we'll have only some kind of rotational motion about the center of gravity. If it's not about the center of gravity we'll deal with that possible case in another way in a second. But the equations of motion are such that the x and the y result in no acceleration and if we sum the moments about g we can determine what that angular rotation, the rotational acceleration is that we might have in these problems. So that then becomes the equations of motion. Just because any of them happen to be zero doesn't mean they're not of use to us. They most certainly will be as we go through this. And then of course we'll very quickly get to the case of general motion. We'll spend the day looking at translation of rigid bodies then we'll look at rotational rigid bodies and then the general motion of rigid bodies. This has with it other possibilities for, at least for the analysis of these that can make some of the problems somewhat easier, not necessarily significantly easier. But in this case we have a situation such that the forces result in some acceleration of the body in a translational fashion. But there are also the possibility of unbalanced moments that will leave us with some acceleration, angular acceleration. And the equations of motion are the full, at least for our purposes, of three non-zero equations now that will give us general motion. Hopefully you recognize that these are all 2D problems which is why we only have three equations of motion. If they were full 3D equations we could have as many as six equations of motion, three in each of the coordinate directions for the two, the forces and the general rotation causing moments. We do have one other possibility and I'll show you how it applies today. It's just another possible way for us to need to look at this business of general motion like we've got here. We could have the possibility that two or more of the forces happen to intersect at a certain point. Well, two of the forces almost always intersect unless they're parallel. But we could have the case that two forces happen to intersect at a particular point, that could be one of great interest in the problem as we'll see when we apply this in a little bit. There could be other forces in the problem. But we can use that to our advantage in some cases to actually make the problems a little bit easier. Once we sum all the forces and we know that there's some acceleration of the object itself, we can actually sum the moments about a different point by using the parallel axis theorem on the moment of inertia. And so the equations of motion for us then can be somewhat expanded for our purposes. However, you're going to have to be careful as you go to apply this. So we could sum the moments about this point p. That means that the two forces I've drawn there, f1 and f2, don't happen to exert any moment and that's how the problem can become simpler. But when we do that, we need to understand that then we need to know the moment of inertia with respect to that point p, not the moment of inertia with respect to its own center of gravity, which is usually the one we have at our disposal in the first place. However, we can relate the two and you can do exactly this with the parallel axis theorem. And so depending upon which one of the two moments of inertia that we have, it could be that we have Ip, it could be that we have Ig instead, or it could be that things become so much simpler if we do this about point p. And I'll show you a case of exactly that after we look at a couple cases of it. It can be tricky. I don't think it's any coincidence that this second form has MAD on it because if you screw this up and it's fairly easy to do, it'll become quite mad. And you'll try to express that anger in my direction and I'll just callously deflect what I do. Alright, so let's see how this works. We'll do one problem in this general motion form and then we'll do another one in this general motion. Well, actually we're not doing a general motion problem. We'll do a translational motion problem only. But these two different approaches do come in because for translation we want the angular acceleration to be zero so we need to apply that equation. But first let me lay out a little bit of the procedure of how to go through these things. Just to help lay it out a little bit. As you can imagine, one of the most important things to us is going to be an accurate and useful free body diagram. By accurate I mean you've got to have all the pertinent forces. You can't have just some of them. You need to have all of them. You also, though, don't want forces that don't matter in there unless you can make it clear that they don't matter with that drawing. In other words, there's sometimes where the weight hasn't mattered because we weren't doing any movement in that direction. We'll find this time now though that most of this will apply. You'll need to identify the unknowns. Not just the ones asked for but all of the ones in the free body diagram or other parts of the problem that are unknown so that you can get the right number of equations. Those equations to start with are the equations of motion. The very ones I just wrote down, the sum of the forces and the sum of the moments. In translation, the sum of the forces generally in the x-direction won't be zero.  And the sum of the moments about g generally will also be zero because if we're looking at pure translation we don't want an angular acceleration in the problem. Obviously, you've got to get the same number of those. You need the same number of equations that you have unknowns. We only have, for our 2D problems, three equations of motion. There might be more than that unknown in the problem and in that case you need to bring in the kinematics. That will supply you with more equations. For rotational motion problems it could be those arc length type equations. v equals r omega, alpha equals r, now a equals r alpha. That might be all you need to apply. It could be the constant acceleration equations, any of the ones that you might need to know, might need to apply to have enough equations to satisfy the number of unknowns that you've got. This is your job as undergraduates. You've got to get the numbers here to match. The number of unknowns, the number of equations have to match. Okay, so we'll do a problem here with a darn fine looking sports car and a problem. Look at that, that's a beauty. Nothing more than a hot car. Jetsons? No, no. Alright, so there's a nice sports car. We want to find out what the acceleration will be because guys, if you don't know it now, you'll confirm it. If you want to track a lady, you've got to up the acceleration in your car. It's the only way it works. If you can do that while peeling out, all the better. Because she might be on the other side of the parking lot, if she hears your tires squealing, it's like the mating call of the American male. Am I right?  The acceleration while peeling out, you guys know that phrase, don't you? It's not just a phrase from my 60s. The tires are slipping against the ground. Yeah, the tires will be slipping. So we need to look at kinetic friction in this problem. The co-efficient of kinetic friction will take to be 0.25. And some of the other things we need, the center of gravity. Now this is not something we've had to worry about before. We need to know where it is in relation to some of the other parts and pieces. It's a certain distance back from the front wheels and in front of the back wheels. These are in meters. 1.25 meters and 0.75 meters. So the center of gravity is back a little bit. We're going to assume that this is a rear wheel drive car. Typically they do put the center of gravity back farther towards the drive wheels just so the normal force goes up and that's the friction goes up. And we also need to know that that center of gravity is 0.3 meters above the road surface itself. On this, man, that's silly. We got rid of those and put in a multi-track CPU player with iPod. What's the kind of stuff that you need to see in a guy's car? I'm on airbags. Gun rack. Gun rack in the back wing earlier. That's not a Corvette. It looks like a mid-action Corvette. Anyway, back to the problem class. All right, so we need a free body diagram to start with. So very simple sketch of the car. Starts looking a little perchoonish in the free body diagrams. All right, obviously it's got weight. Oh, by the way, 2,000 kilograms. So it's got some weight and we'll take it to act at that point, G. Other forces, well, there must be normal forces due to contact with the ground. So we'll call those N-A at the front, N-B at the back. And if it's a rear-wheel drive car, then the motive force is actually the friction at the back wheel. We'll assume that the free wheels are light enough that there's no appreciable friction there. It's actually the friction with the roadway that applies the torque that makes the front wheels start spinning. But we'll assume that those wheels are so light that their contribution to the problem is negligible. Also, if we have the mass, we're not going to consider the weight as an unknown. Let's just take that as a given. Now, in some of these problems, it can be very helpful to use what's called a kinetic diagram. If you're careful, it can just be a part of the free body diagram. If you're not careful, it should be a separate diagram. But all that is is a drawing of the object with the expected resultant motion sketched in. So for our amazing car, it would be nothing more in this case than the acceleration drawn in. And when I say you need to be careful when you do this, you can put this on the free body diagram. It would put nothing more than like that. What happens, though, if you're not careful, some of you, you can take this to be a vector that needs to be added in with all the others if you're not careful. Most of you might see that you need to do MA for that to actually be a force. But that's not a force that we add into the force balance. That in itself is just simply the result of the forces being out of balance. So you can do either one of those. It works very nicely for me because I'm smart enough to do all my work in pink and blue and yellow chalk. But most of you don't do your work in chalk. So be careful with the kinetic diagram. All right, so we'll do this in two ways. We'll do this using the general motion equation in this way. And then we'll do it using the general motion equation in that way. And see whether one or the other would have been simpler. So some of the forces in the x direction, that's where we're going to get this acceleration we're looking for. Because we already anticipate that there will be an x direction acceleration. Well, it's just what we knew anyway. That's the general motion of a car. But we confirmed that with our kinetic diagram. So taking the expected direction of acceleration as positive just to make things simpler. So what have we got? We've got FB. And that's it. Equals M. And I can leave off the x there because we're anticipating no y direction acceleration. The whole acceleration is in the x direction here. And we know that to equal UK NB. For this particular situation. That's where the friction is acting as that back wheel. So we know that it would be the normal force times the coefficient of friction. So two unknowns so far. AG and NB. So we don't want to increase that by too much if we can help it. So we'll sum the forces in the y direction. But we anticipate no y direction acceleration. Now if the point of this acceleration was not only to peel out and make a lot of noise. But also to pop the front end in the air like a wheelie. Then that would not be zero. Because we actually want the center of gravity to rise as the car went into a wheelie. A sort of a desperate situation for a guy to do that. If the original wheeling out didn't attract enough women he might have to do the wheelie business. Motorcycle guys do it more. We'll get to them in a minute. Alright. We'll take up as positive. So we have NA plus NB. So there's another unknown. NA is now on the equation. Minus W equals W. We know that up forces equal to down forces since they sum to zero. They didn't sum to zero. It's not worth doing that. But since they sum to zero like we did in statics just makes things easier. So we have three unknowns now. AG, NB, and now NA is in it. So we need at least one more equation. We need more than that if this equation brings into it a new unknown. So we'll sum the moments about G. Don't want any angular acceleration with respect to the center of gravity. So we know that's zero. And we'll take the, well since they sum to zero we'll do clockwise moments equal counterclockwise moments. We won't have the minus signs. So about G we have NA times 1.25. That's the moment arm for the normal force NA. That's a clockwise torque about G. So is the friction force which we're making mu K NB. The friction we don't need to take as an unknown since it's kind of like a mass in the weight. And its moment arm is, I want you to pick it out. This is with respect to G. It's what? Bill says 0.3. Anybody agree with them or disagree with them? Remember what we're looking for. About a point G, the moment arm for FB. And that's the minimum distance between the two which is the perpendicular distance. And that's the 0.3 in the diagram. The center of gravity is 0.3 above the roadway. It's very easy to mess these up. These have not been of terrible importance to us in previous problems because we were taking things as particles. And then NB is a moment in the opposite direction and its moment arm is the 0.75. So we didn't introduce any new unknowns. We don't need another equation. These three should suffice. They are independent. There's three of them. We have three unknowns. So that's sufficient to solve the problem. And since it's not an algebra class, I'll just give you those. So solving that system of equations, we get an acceleration of 1.59 meters per second squared. Fellows, you've got to be over two to attract the girls. So this isn't going to be adequate. The car is a nice looking car. I'll tell you in a minute. It's just not going to do it. Of course, that's pretty low coefficient of friction. So maybe we shouldn't do this on gravel. NA is 6.88. 6.88. That would kill him. It was a pretty light car. And this is just the algebraic solution of that system of equations. It was 12.7. That's part of the reason for having the center of gravity more near the back of the car, more near the drive wheels. This makes NB bigger, which increases the force of friction, which increases the acceleration. Okay. Chris, those numbers work out? Frown. Slightly different or grossly different? 0.75, 0.3. Those numbers are okay. 2,000 kilograms, that's okay. All right. Well, if anything, what's left is algebra. Because I think all the physics is right. Check the algebra, but I'm pretty sure that's okay. Then I want to redo the problem from the beginning, not summing the moments about G, but summing them about some other point. So we'll start over again with the car. Same basic setup. All the dimensions are the same. We've got W and this friction force FB. Now, we're only asked to find the acceleration in this, so if we can get rid of some of these forces, maybe the solution will be a little bit easier. Notice that FB and NA both intersect right there. So if we sum them forces, sum them up, sorry, sum them moments about that point, then the problem might be a little bit easier. But I warn you, you have to do it properly. Here's what happens, and it's a very easy thing to do. And once I tell you not to do it, it's still going to be a little difficult to see why you can't do it. We do not want this to have any angular acceleration. The temptation is to say then that this is zero, but that's not the case. Because this remember equals IG alpha plus MAGD. This remember comes from the parallel axis theorem, applied to the moment of inertia. Just like before IG alpha is zero, but notice this part is a remainder here, which shows that this alpha is not zero. At that instant they do have a different angular acceleration about those different points. So don't say back here that this is zero. If you're going to use just the, some of the moments equals I alpha, make sure that these subscripts match. AA here, I had GG here. Make those subscripts don't match. A here and a G here, then you need to apply the parallel axis theorem. And this entire quantity is not zero. So it's very, very easy to say alpha is zero back here, but you won't get the right results. That's what you did over there. Thank you. Thank you for falling on your sword like that. We appreciate that. I almost have a bad car, so I had to make up for it in some other brave way. That's not pink. That's not pink. That's red. That's candy apple red. When I draw a car, my pink mark and my pink chalk becomes candy apple red. There's a little bit of metallic gold flake in. All right, so here's what we're going to do. One other thing that I think helps with this, but it's not absolutely required, that's to use the direction of positive as the same direction of the acceleration we're looking for with respect to the point we've selected. In this case we've selected point A. Two forces intersect there. We're not concerned with just what the two forces are. So it makes sense to pick point A. Notice that with respect to point A, the acceleration is counterclockwise with respect to point A, so that's the easiest way to pick the positive direction. But you don't need to. You can pick either way as the positive direction. It's just if you do it this way there's fewer minus signs and that generally makes solutions go a little bit better. All right, so sum the moments with respect to point A and A doesn't apply. W is counterclockwise, so that's minus 1.25 meters W. And remember, W is not an unknown. We have the mass so we have the weight. The minus, because it's counterclockwise with respect to our point A when counterclockwise is defined as the positive direction, just as that's the way H is going. So let's W, F. The friction force goes right through A, which is why we didn't pick point A. So we need then to add on the moment due to B. Now, that's with respect to point A. So it's the full two meters back of the front wheel. Point A is our front wheel. So this is then two meters. And that equals IA alpha, but we don't have IA. So we need to go to this form where the moment of inertia doesn't matter. And that equals M, which we've got A, G, which we're looking for. And D, I'll just go ahead and write it in. D is the distance, the minimum distance between A, G and our point of interest, which is the point three. So one, two unknowns. So we will need another equation, but if we have another equation that only has those two in it, then we haven't introduced any unknowns. We have a little bit simpler situation. And notice our sum of the forces in the x-direction has only those two unknowns. A and F don't come into it. And so that's our best bet for the second equation. And it's in simplest form. MAG equals mu K and B. That way we don't need to solve for NA. Not that it was a terribly good deal, but this is easier to solve. This is a very simple two-equation system. That was a little bit more complicated. Three are always more complicated. Well, I don't know if it's always, but my little brain is always. And there's only two unknowns, and that very simply goes into that one. We get the same answer we would have gotten before. Watch this. If nothing else, everybody should realize that it's crisp in it, and I can do it. David, okay? I understand why you don't want that. Isn't that odd? But it's because of the angular momentum of a point G with respect to point A. If you want more detail on where that comes from, it's in the book in a brief discussion. I don't think it's nearly as clear a discussion where it comes from as it is to use it if I give you the appropriate caveat, which I believe I did. Okay? You can see where that came from in the book if you want. I don't think it's worth it for us to develop that in any extensive way to derive that. Okay, so let's do another problem. I'll leave more of this one to you. We have a motorcycle with rider. So we'll just sketch it in very simply. Remember, we don't need a big deal for the drawing here. So there's the motorcycle. It's center of gravity. We'll put right there G1, and the rider's center of gravity will put up about there. Now, we've got two choices in the problem. We can combine those two and find a combined center of gravity. As long as we know where those two are, we can combine them and get a single center of gravity for the entire vehicle. But it's just as easy to leave them separately and apply the moments that they cause and any forces they cause separately, just comes out to be the same in the wash. So a couple of the dimensions that we need, again with respect to the contact of the back tire and the front tire. So we have these three horizontal distances we're concerned with, just like we were in the other problem. This one's 0.4. This one is also 0.4. But that one's 0.7. And these are all meters. So nice big drawing. Gosh, you need a bigger motorcycle there, Joe. But who doesn't need a bigger motorcycle? That's what I always say. And then some of the vertical dimensions we need, we need to know the height of those two centers of gravity above the ground. As we saw, we did in the other problem, just because this is a motorcycle instead of a car doesn't mean that the same ideas don't apply. So the rider center of gravity is 0.3 above the motorcycles and the motorcycle center of gravity is 0.6 above the ground. So what are the two pieces? We need the mass. M1 and M2, where one is the bike, two is the rider. 125 and 75. The bike is 125 kilograms. The rider is 75 kilograms. If you gave technical free-hand sketching, you can do an awesome motorcycle event. Really? Oh, can you? You took it. You're all excited about this. All right, so there's a picture. I'll give you a couple seconds to put that together. We're going to need another one, another sketch of it because we are going to do a free-body diagram. So just sketch it in. It's not any great shape to what that looks like. We're just going to apply the forces as we need to. And this one will address a different method for young men to try to attract young women in case the car didn't work, so I pulled the car earlier. I don't see many red sports cars because teenagers wrap them around trees. All right, what we want to do is find the minimum kinetic, no, static. We're not going to spin the wheels on this one. I guess that wouldn't work. We want the minimum static coefficient of friction so that the rider pops a wheelie. And you just got to love that phrase for all of the Americana that lives in that one phrase, pops a wheelie. I'm reliving my childhood right now as we speak. We used to do it on a stingray bicycle. I had a can of bars with a banana, a secret leopard skin on my front. It wasn't retro then. That was the cutting edge. Let's also then find the acceleration of the bike just to make sure it's going to register on the babe meter that all men have in their heads. So you know how useful that is. All right, everybody up to speed here. Billy all set. All right, free body diagram. We've got, of course, the two weights, the weight of the rider and the weight of the bike. Don't consider those unknown. We've got the masses. We also know that there's a normal force at each and there's a friction force on the rear wheel. There's a few two-wheel drive motorcycles around, but I don't know that there's any front-wheel drive motorcycles around. So it's just a standard bike with rear-wheel drive. We want to find the minimum coefficient of static friction. If the static friction we have is too small when the wheels will start spinning and the friction force is lower, the acceleration is less and the bike won't pop a wheeler. If the static friction is more than that, then it's sufficient for finding the wheel. It's just an extra static friction in the bank if we've got more than this static friction. To figure out just where that limit is, where the minimum static friction is, we need to take the normal force at the front-wheel to be zero. A little bit more acceleration, a little bit more force at the back wheel with the back wheel sticking and that will start to pop up when we've got our wheeler. So we're going to assume that we're just at the point where anything more will cause the wheel to pop up off the ground. We don't want to go there yet because then we have to look at the angular acceleration of the bike as it does its wheel. All right, so there's our setup. As for a kinetic diagram, what we expect at these two masses will not only accelerate, but they'll have the same acceleration. It's been known for bikes to accelerate a little more than the bike does, which is you can find some YouTube videos of that, I'm sure, where the bike goes down the road and the rider doesn't. That's not going to work for picking up babes. You've got to stay on the bike, fellas. All right, so we need to find that acceleration as part of it and not considering those as separate unknowns. The bike and the motorcycle have the same acceleration. Okay, so there's our free body diagram. Depending on how you yourself did it, if you did the kinetic diagram, it's pretty obvious in this case what we want to happen. If we want to actually have the wheelie, then there would be a vertical component to the two of these, but we're just at the limit of doing that wheelie. So we're going to take those to be, just to be a translational problem. So set up our equations of motion. We'll take them in the direction of acceleration to be positive, just fewer minus signs that way. So we have FB, the friction force, which is mu s times NB. Mu s we're looking for. NB we don't happen to know yet. That will cause the bike to accelerate, which is the two masses, both at the acceleration that we're looking for. That looked like it in the x direction. In the y direction, we don't want any acceleration, so we should sum to zero. So we'll just take all the up forces, recall the down forces, and as you might have expected then, NB equals W1 plus W2. Remember, we're taking NA to be zero. It's just as the front wheel starts to lift off of the, lift off of the pavement. Sum the moments about which point. We can do it about any point we want, as long as we've got the geometry for it. Now we could, remember, combine these two centers of gravity to be just one for this rider and bike system, but that's extra complication. It's going to be somewhere in between the two, and we'd have to figure out where, and we need to know the geometry of all that, is there something that might be easier to do? Yeah, some of the forces about B, we've got two forces that go through that, and so they're not going to contribute to the moment equations. They become a little bit simpler. So sum the moments about B, that then is IV alpha. Do we know anything about that? Say that that's equal to zero, because we need to apply our parallel axis theorem, and it's the IG alpha we take to be zero. Then that MAG, AG is the same for the both of them, so the M just becomes the, we can do those separately and just add them in. In this case my suggestion, though it's not crucial, you just have to be consistent, my suggestion is for this problem, because of the direction of the acceleration with respect to the point of interest, we'll take clockwise as the positive moment direction. It just makes for a few less minus signs. All right, sum the moments. We have W2, which is four meters in front of point B. So we have all point four meters, W2, that's the rider, and that's a clockwise so it's positive. W1 is 0.8 meters in front of the back wheel of the point B. 0.8 meters, W1, remember W1 to a known, and we're assuming there, we're just at the point where there's no normal force at the front wheel, it's just ready to lift off. So that's all our moments, and now we can do MAGD for the two masses separately. It'd be M1 AG, and what is D for M1? There's 0.1, it's got that kind of acceleration. What is the D we put in there? 0.6 meters. It's the 0.6 meters. It's the minimum distance between the point, minimum distance between the point and the line of action of the acceleration, which in this case is the 0.6 meters. And then we'll add on just do M2 separately. We've got the same acceleration, what is D2? 0.9, it's 0.9. It's the line of action of the acceleration in the equation, and it's at a distance of 0.9 above the point B, 0.3 meters, and the 0.6. Be careful, don't go to the weight vectors, the force vectors represent weight themselves, that's very easy to do as well. What we're looking at is the acceleration vector, that's another reason that it's sometimes wise to do a kinematic diagram. The diagram actually has the accelerations in it. So the masses are known. We've got two unknowns. I guess we'll see if we get NB, AG. I guess we even need this third equation. I don't think we did, but it's a good practice to do it. We didn't need it, didn't give us anything. It would give us confirmation, I guess. Oh, well, it's got AG in it all alone. So we either needed these two, and didn't need the third, or we could have used the third all by itself. But they should confirm it. If those two don't agree, it's not too difficult to solve both of them. If those two don't agree, then you did something wrong. It was likely a minus sign or something. So that should give you AG 895. Is that right? NB, which wasn't asked for, but we do need it to find the coefficient of friction, the minimum coefficient, and it looks like that's 0.192, which is pretty high coefficient of friction. So if you're going to do this boys, you might want to change where your center of gravity is.  Would it be easier if the tank was almost empty on the... You gotta think about all these things. Nobody said that attracting girls was a hard job. That's why it's meant to do it. I don't think she listens to me anymore. I don't blame her. All right. I think you're ready for one. This one's got something you're going to have to pull all the way out of the statics. So 50 kilogram crate being pushed on the ground. Did I hear? No. Well, it never goes away. It never gets all the way out. No. 50 kilogram crate and you want to find the acceleration without any tipping. The force is 0.8 above the floor and parallel to it and the crate is a meter on the side and zero thickness. Let's say 50 kilogram sheet of paper here is supposed to push across the floor. Classic two-dimensional problem. All right. So I want you to draw the free body diagram and let's see who remembers a very obscure point from statics which means the first time I'll throw it I didn't remember a polite way of saying that. So free body diagram of the crate the weight acts right at the center will assume it's a uniformly packed crate whatever it might be. So those two forces are the obvious ones and we're looking to an accelerate without tipping so we want the acceleration to be horizontal. It's going to tip. There's going to be some vertical component to that. Let's see who remembers the very obscure point of this. Not tipping. Did you always find it on it? Did you always kind of over-remembered the point? Obviously there's going to be friction along with the floor. Let me make sure I gave you all the pieces. Point two, coefficient of friction at the base here and we're looking for it to slide so the kinetic coefficient of friction is point two force of friction will be right along that bottom surface of course parallel to at the surface. We wouldn't have that if there was no normal force we'll call it NC so it'll confuse it with the N in Newton's and C for the contact. Where is that? Remember all of these problems we're looking at now that we're doing rigid body problems we need to have not only the right magnitude and the right direction but the right location of all forces. So if we don't put this normal force NC the normal force between the crate and the floor if we don't put it in the right place we've got the wrong problem. David? How about at the front end? Front end here? Yes. It would be there if it's at the point of tipping. If it was just ready to tip then in exaggeration it would be on that corner and that's where the normal force would be. Until that point and we may be at that point we might not be until that point it's somewhere between there and where it would have been when the crate was just simply resting there. Once the force comes on the top here P that force is tending to tip it clockwise there must be some force that prevents it from tipping clockwise if we want to do this without tipping. Trouble is we don't know what that is. I was wondering where did it be and I don't know. It's not a big deal though because that force has got to counterbalance the other direction tipping tendency of the 600 Newton force. So it's fairly easy to find out what it is and as long as it's between zero and point five then we know that we're not going to be tipping. In fact by doing this we're assuming that we're not going to be tipping. Okay, so we can we can sell the forces. What do we have for unknowns? A g x well this is m c by the way A g is unknown n c is unknown and x so we have three unknowns. We have three unknowns. A g which we're looking for we want to find the acceleration without tipping we don't know x and we don't know n c so we're going to need three equations. So we'll start with the x one and that should be a great PD channel the x equation. Alright that's the acceleration we're looking for positive in the direction of the expected acceleration p minus f but f is u k and c so we'll make that substitution not consider f as a separate unknown just keep things simple equals m h and the mass is now 50 kilograms so that's no big deal. Alright you set up the other two equations got a couple minutes here you can get those equations then it's just a matter of the algebra of solving for them so you set up the other two necessary equations we have two needed for three unknowns we've only brought in two unknowns and if we can do without the third unknown we're going to be okay we've got done then what's in the crate that's the next question probably body parts from a crashed motorcycle maybe wheelies get a million hits some guy doing a wheelie wiping out the school part a lot x I think so yeah the other equations the forces in the z start in the y direction that makes sense we don't know what n c is maybe we don't need it we weren't asked for it but we might need to actually find it not actually popping the wheelie want to be right at the limit of that so we don't want any acceleration in the y direction of the center of mass so what's that w equals n c so that would be z it's not always the case that w equals the normal force the normal force equals the weight but it often is and some of the moments about which point we can always do it about g sometimes you don't know which one is easier until you've already gone through them and it's certainly not easy to do the problem over again in this case we can say alpha equals zero f big sum direction is positive doesn't matter which actually since the sum is zero we can just do counter clockwise equals clockwise moments so p times what as the moment arm for that force p because it's this distance here so p times 0.3 p we know 600 newtons times 0.3 meters that's a clockwise moment about the center of gravity g w contributes nothing it's through g f is all the friction force is also a clockwise moment so that's 0.2 times nc 491 times its arm right there the 0.5 meters show on your frown so those are the two clockwise contributions of moment about g and then nc is the only one left it's a counter clockwise moment x we need to find that because we need to check to make sure that it's between 0 and 0.5 which actually confirms that we're not tipping so equals nc which is 491 and so you can get x right from that as 467 meters which confirms that it's not tipping because that's less than 0.5 somewhere we can't go beyond the edge of the box so all those parts are left then you can find the acceleration to be 10 meters per second which if you notice is more than either the car or the motorcycle so if you want to attract the girl I guess push a box and don't let it tip it's my advice to you and I'm your advisor question watch out for that this business of i, g, e, alpha and i, a alpha


Okay, I think there's something that is important to talk about that I probably should have talked about in the last one, which is what is like, wait, we have like, what's the end game of the melanin that gets produced, it gets engulfed by these keratinocytes, they engulf the melanosomes, but what is the melanosome actually doing in the keratinocyte? And I want to say this out loud so that you have a sense that there is an adaptive value to melanin production. The melanin, here's my little melanosome, okay, that gets engulfed, it's full of melanin, right? It goes and finds the nucleus where your DNA is, another macromolecule, DNA super important provides the instructions for building proteins that are you. The nucleus gets shaded by the melanosome. So basically, this is what I envision happening, I envision this melanosome flattening itself out and forming like a little umbrella, a nucleus umbrella, full of melanin that protects the nucleus of the keratinocytes from our amazing glorious sunshine, two reasons why that could be valuable. The ultraviolet rays from the sun can damage DNA. There is a hypothesis that perhaps the melanin serves a function in protecting the nucleus, the DNA from damage from the sun. Also, in as part of nuclear function, a B vitamin is necessary for DNA function. And that B vitamin can be broken down, I can't remember which one it is, but it can be broken down by the sun, by the UV light. And so the melanosome provides an umbrella to protect that B vitamin and allow it to keep on functioning. And I can't remember if that's the B vitamin involved in energy or if it's involved in protein synthesis, but it's an important one. The key take home is that this melanosome, the melanin has a protective function and it's valuable. It has worth in our skin, it's protective. So I'm not going to talk about how that came about, the current state of the research. I've got some really interesting papers that you can read, some really interesting books that you might look into. But the thing that I want to look at is, well, where does the variation come from if everybody has the same number of melanocytes? And I'm reluctant because this is getting into something that's a little bit tender. I am showing you a skin color chart that's used in an activity done by the, or provided by the Exploratorium, which is a hands-on science museum in the Bay Area. Super awesome, super fun and interesting. And they've created this like paint chip like thing for kids to explore the different shades of their skin. And what kids discover in, and we all discover in playing with this is that not only do you have different colors of skin on different parts of your body, you have different colors of skin at different times of the year, right? We tan. And in fact, UV light activates melanocyte function. So the more UV light you're exposed to, the more melanin you're going to produce. That's how you end up with a tan. And the less UV light you're exposed to, then your body goes back and says, hey, I don't need as much melanin in this situation anymore. And there goes your tan. So trying to think about anything essential about the amount of melanin in your skin is scientifically not well-founded and not the aim of showing you this variation chart. The thing I want to talk about is how do we get those, how do we get that different, how do we get difference? How do we have variation if everybody has the same number of melanocytes? Because that would be my guess, that some people have more melanocytes and some people have less. But the fact is, since we all have the same amount, there are three ways. And these are genetically indicated ways for you to end up with a different amount of melanin in your skin. First, melanocytes can produce differing ratios of pheomelanin to umelanin. Let's write that down. I'm just going to summarize. Different ratios of pheomelanin to umelanin. And pheomelanin is lighter, sorry, I'm writing with my highlighter. And umelanin is darker. So the actual melanin color, like they say, umelanin is like black-brown pigment molecule. And pheomelanin is reddish-orange-ish pigment molecule. So the melanocyte is busting a move, producing different amounts of one or the other. Does that, did you follow what I was just saying? I'm going to assume the answer is yes. And I'm going to move on to the next thing, that the next difference that is genetically coded, melanosomes, melanosomes, okay, remind yourself, what was a melanosome again? The bubble, right? The melanosomes can vary in fullness, oh good God. So you can produce your busting a move, you're producing the ratio of pheomelanin and umelanin, and you make really, really amazing full melanosomes, I almost said sites, melanosomes, the bubbles are full or not so full. If they're not so full, there's not as much color, there's not as much pigment. The pigment's going to be different if you have less full melanosomes. If you have really full melanosomes, the pigment is going to be different. That's the second way that we can vary the skin color that you have. And then everybody has the same number of melanosome, melanocytes, everybody has the same number of cells, but you can, those cells can produce different amounts of melanosomes. So sites produce different numbers of melanosomes. So the melanocytes can be really, really active and make gobs and gobs of melanosomes, and that's going to produce all this pigment.  Or you can produce not very many of them. And if you don't produce very many of them, then you're not going to have as much melanin in your skin. Same number of melanocytes for everybody. It's fascinating, the research on where you live and vitamin D and like what are, I mean, there's all sorts of really interesting research on skin color, variation in skin color. But to me, there is, it's super interesting how simple it is and how valuable melanin is. If I were a nucleus, I'd want an umbrella and I probably would want many umbrellas and I'd want lots of different colors of umbrellas. So, that's handy. Okay. You have all the science, my friends, and now I'm going to do one last bit because I don't think we can talk about melanosomes, melanocytes, skin color without talking about racialized identity.


Okay, about to begin if you could just put in the chat box whether you can hear me or not that would help me out And while you're doing that I will apologize for the background noise I am at the lifelong learning center in Norfolk. I was testifying at vision and hearing on education and So I just got finished and I come out and I'm kind of in the commons area in a corner So if you hear things, I apologize, but I will go ahead and And I've got some great new information because I've been visiting with senators all day on blended learning Then our It's gonna cover. It's kind of the basics on blended learning. I wanted to get it out there and Kind of let teachers and schools know is blended learning. Yes So the reason that there is so much talk about the learning is it's a Nebraska statewide initiative About two years ago Nebraska decided that blended would be one of its initiatives and I would say it took me a good year to really figure out what That was referring to and I wasn't the only one because there's so many definitions out there It can look so different and so until we wrapped our heads around the fact that it's not a single Model or it looks one way that I really started to understand it and get appreciation for How good it is and how we Should definitely be doing it and it'll benefit our students You see here. There's a blended initiative And that is the definition that the state is using an element of student control over time place and path and You'll hear that quite a bit and I'll kind of talk about what that means And at any time if you have any questions, just go ahead and put them in the the Chat box down there All right, the statewide initiative has many components but some that you'll probably hear about is the learning object repository or a lore and In the state of Nebraska, we are going to use safari montage for this. You may have heard about it Here at esu 8. I'm about ready to get teachers to use it We're still in the setting up of the server, but it will not be long I predict if not before for sure right after christmas that we'll be rolling this out to teachers A learning management system or an lms This could be an angel a blackboard a canvas or some other form or maybe even just google Using google classroom google documents to do this The federated directory service system what this means it's a single sign on So a student would log into like a portal once and they could have access to their google account to their learning management system to this Learning object repository Possibly to like con academy Other digital resources that might be provided to them So that's kind of what's been the hold up in our area Trying to get that single sign on figured out and we're very close And then of course with everything We are really focusing on the statewide professional development part of this initiative What is blended learning? Well, it's face to face plus an online component And you blend it together One thing I was telling superintendents today It doesn't look the same in any two classrooms on any two days In any two schools So I might blend my learning environment one way one day and it'd be completely different the next It can be very simple. It can be very high tech And I'll give you some examples And actually you'll probably find out that you are already doing many components of a blended learning environment in your classroom All right, I'm going to pull over a video and this takes me just a second to do this Um that I want to share with you We went to Lawrence, Kansas a couple weeks ago to look at Um, they're really doing some great blended learning Things and they have a little Video that I want to share with you Get it here and I'll get it started Please type in there if you can't hear So after our field test in the spring of 2013 We knew we were going to move forward but we needed to select a learning management system We decided to select Blackboard because it was more the drive-off the lot ready. We had two Tools that our professional educators use in the classroom waste a month monitor student achievement place to engage students If you walk classroom first of all, you can probably walk in before the bell Because students are Anger to get started currently not going to be able to run up the classroom. There is a plan They have electronic devices out iPads and laptops students working on the computers through Blackboard Sometimes it might be an individual student. Sometimes they might be in partners Of conversation going on collaboration lots of discussion in a blended environment It's a lot easier to interact with the teacher and work in your own pace and learn how you want to learn I'm not busy at the front of the room being like Hey, attention to me and doing the lesson for 40 minutes and then I have three minutes to get to them get to like apply myself by Some of the choices she gives us are we can sing a song We can do research write it in a word document. We can So she can read it or she can watch a video she can read it over as She can replay the video She comes home just super excited and talking a mile a minute. If somebody would much rather sing a song than write a song. Student engagement is so high that they constantly To get on Blackboard because they know that it's It's really cool because I love having all this technology there I had kids coming up to me the day we got access to Blackboard going Is there an app? Can I get the app on my phone? I found that most of my students were telling me that they had solved their own problems or that another student had explained something to them and math I'm ahead of some people so I helped them with problems that they needed to find My favorite is there's no failure success Next journal entry So you'd always be checking your grades on Blackboard in a blended setting I Students accountable for that re-learning and what I found Students are interested in re-learning and then approach me for opportunities to demonstrate This just created this When I decided to log into Blackboard on this So that I could stay with my class Just watch the kids work either in unison or they're just so engaged that they lose alternative time That to me is authentic engagement. And that's what we're producing in these classrooms I am more energized about teaching and more proud of what I do because of blended learning than I ever have been before I feel my students better. I know that they are 100 engaged from the minute they walk in the door We're Let me see if I can pull back my Full screen here Give me a second Okay And I'll get back to my powerpoint Um, again, I apologize for the noise. This is being reported But when I listen to it, if there's too much background noise, I'll record it and post a better copy of it Um, if that's a problem what I really like about this video is not that it's the Blackboard that they're using but it's a k-12 experience and That's what blended learning can be it can be pre-k through college and should be and that's what we've had a lot in our discussions today So why do blended learning? Well the biggest focus in one of the goals of the Um Senate's visionary lb 1103 is enrichment They want and kids to be not enrichment engagement. They want kids to be engaged and um, I read an article that high school teacher Um, a veteran teacher She was taking a position as a becoming a teacher coach. And so for two days she followed High school student um shadowed a student and she found by the end of the day that a student in a typical high school day sits and gets information over 90 percent of the time And that's not engagement. So blended learning Is just good teaching it differentiates It personalizes that learning it gives students some choice and some say and some direction But not complete. So I don't want to scare a teacher when I say that But um, it does give them a vested interest because they have some form of control It also provides very technology rich environment and that's where students are they They're way ahead of us usually in the technology and that's how they want to get their information and this allows that to happen A couple things here what students can expect Expanded learning opportunities Personalized learning they're going to have to be driven Um, there'll be some blend of face to face some online um, a lot of collaboration and um, definitely be able to use that technology and a lot of flexibility in their environment They could be getting some of this information. You saw the young girl said she was home sick She logged on and she was doing her work and was part of the discussion group So they don't have to be sitting in that row in your classroom What teachers can expect? Hopefully a very engaging classroom positive environment more project-based learning You've maybe heard of flipped classroom And these decisions of what students are doing still need to be data driven And so I think that that's important always it's not just fill in their day um senator Oh, I forget which one asked me after I testified that You know, do I expect this curriculum to be rigorous and rigorous isn't the word I would probably use But I think it definitely needs to be at a very high level um, and we expect Kids to and so we have to maybe search out and find some of this curriculum that meets that um buzzword rigor um That they're using but So I think that's an important part also what parents can expect This can be in a fundamental change in the way the teacher and the students approach learning and A blend some of this learning can be taking place at home or at school or on the bus It's going to be more tailored to their student And I think their students are going to be more ready for college and career What does it look like? um, I want to give you some examples and um, kind of just There's so many ways but I'm going to ship throw some things out there so you can actually get a picture. I'm a visual person Uh, this is a visual of face-to-face classroom. I'm it's self-paced learning Hands-on and coaching happening a virtual piece to it Um, so some examples might be so let's say we have a fifth grade class and they're studying fractions um One group possibly that's really struggling could be working maybe with the teacher and Using tangible things measuring cups and whiteboards figuring out just how what a fraction is and then maybe working on that adding them or Trying to get move into that multiplication and division of fractions But they can't help find a bite if they don't understand the concept so they can be working That could have a group that um, is online um piece I actually was looking online and there's a lot of different practice um places that they could go online for All levels addings correcting multiplying dividing fractions that could be um on con academy and having Sol con, you know, teach them through and work through some and you might have some that get it they get Fractions, they get the multiplication division of it. They're they would pass your competency test for fractions You might have them doing something like um finding five careers That they use fractions with and then trying to connect with a professional in that career Um bringing that information back to the class worlds collaborative project or something like that in a high school an example um An anatomy class one group can be learning the bones of the hand You could have some that are connecting with an orthopedic specialist. Maybe learning about injuries and um the career there and you might even have students taking um a college level course on anatomy maybe a mook, which is Free online course, but they have the option then to pay for it to get the credit You could take these from harvard. You could take it from your local community college um But it depends on where the student Is that you have to be studying bones of the same time type of thing or the hand, you know Um, I was reading this is a different example, but I was reading about a school that in the summer they their students got their health and pe requirement By giving them they gave them a health monitor or a heart rate monitor to where they worked out at a local gym They kept track they you know kept a food journal and did all this stuff they met and grouped and blogged online and and They come back in the fall and that credit was already Um, they received their credit for their summer work. Um, and so It can look a lot of different ways. That's um That's the beauty of it and Maybe the curse of it to first get your mind wrapped around it Any questions I've thrown a lot out of there. I wanted to kind of check and keep it basic but um And know that if it's something you're interested in we are looking for some pilot teachers Kind of you know say yeah, I'm doing blended ed. This is what it looks like And to kind of you know have other teachers in your school be able to say oh, yeah, I can do that Or I'm already doing some of that type of thing So I'm interested in By all means let me know Um, we actually Have some Coming up. There is what we call an intel online blended learning course on blended learning And it'll be a one day face-to-face and then you have follow-up cover I think it's two modules in the face-to-face and you have a follow-up, but you'll have to complete three modules time You complete the course But that's And for that one day face-to-face there's actually a stipend and a sub-pace stipend available So if that's something that some Of you are please contact me and I will get you that information also I guess I would just close if there's not any questions if you have questions Just type them in there or you can feel free to email me at a later time um Blended learning I'll say again is really just good teaching and um, the senators did address that they They agreed that it's reaching out to all students and they want students to be career and college ready and they questioned if Our pre-service teacher programs at our colleges are preparing teachers for this and I would say at this time, no um, but Uh, it's some place that we probably need to go Okay, the blend it if you are participating in the blend it through the Perkins grant. It is the same intel course Um that I was referring to it's a little bit different Beans it's through the Perkin grant. You don't get the stipend and stuff. So there's an additional option for anyone that's not part of that Perkins blend at one um And I think that's what you're referring to carol And so yes, it's the same class, but it will be for anybody that's not participating in the Perkins part of it Um, and I think kim is typing a question. So I will see what she has Carol did that answer your question? um, kim yes, I I think that they have already filled their Blend it class with Perkins, but that is something you would have to ask Deb Rogge or I can ask her to and let you know Um, I think that that is filled but you would get the same experience Um, but not with your career ed tech teachers like the blended Perkins is um, if you would go and the one day For the one that's not Perkins related is either in columbus carney or scott's bluff And scott's bluff is like next monday. So that's probably out, but carney or Carney or columbus and um, kim it's not Once you throw your email in there and I'll send you the information If you want to do that put it in the chat or just email me and I'll send it to you I'm not sure which kim I'm talking to But I will get you that information. There's a flyer about it All right, great Any other questions? All right, thank you for participating and I will send you that information kim And um carol, I believe you are part of the blended Perkins. So we'll probably see you then


Friends and members of this Ahmed organization, ladies and gentlemen, I feel it to be a very great honor to have been asked to speak on such an event as the Jallianwal Aba and the related Raulat Satyagra. I would like to begin by saying that if we look back at our national movement, then after the rebellion of 1857, there was a near of repression throughout the country. And when the Indian National Congress was formed in 1885 in a rather modest session at Bombay, there was hardly anything in the speeches to justify the high sounding name given to it Indian National Congress as if India was a nation. And the Congress organization was the central parliament of this country like the US Congress. But in time, the Congress expanded and along with the voices of the so-called moderates, the extremists began to be heard also. But it remained a very middle class movement and communal divisions started after the similar deputation of it in 1905. The partition itself was given a communal color post facto. And then by the more lamento reforms in 1909, some electoral principle was introduced, although no real power was transferred to the Indians. One could say that up till now there was no really mass movement in our national movement. What began to change subsequently was in two spheres. One was growth of radicalism and the other was the pattern of master. In radicalism, it is particularly significant when you find that Jalyanwala Bab occurred in Amritsar in Punjab that it was a Punjab which took the lead. I'm not talking of revolutionary violence or as at that time it was called revolutionary terror, but a really mass radical organization. I don't want to go into reasons why it was in Punjab that this developed because that would be another theme. But Punjabi settled in Western Canada and Western United States, especially in California, formed a famous Ghadar organization to liberate India. And the name Ghadar related them to 1857. In 1915 came two important documents, Al-An-E-Jang in Urdu, declaration of war, and Ghadar-Dighun in Punjabi, the thunder of rebellion. Now, very few people in India know that as many as 8000 Punjabi peasants, Sikh, Hindu and Muslim, returned from Canada and United States to India, leaving prosperity behind to oppose the British government. After the outbreak of World War I, there was the mutiny of fifth light infantry in Singapore, which 44 Indian soldiers were shot dead publicly by the British army. This was the first soldier mutiny anywhere in the world against World War I. This was a Punjabi, almost entirely Muslim contingent. Then there was attempt to create mutinies in India by the returned Ghadar agitators. Unfortunately, they were unsuccessful. But just as 44 soldiers were shot dead, were shot after the failure of the Singapore mutiny, over 50 Ghadarites were hanged for their activities in India. It is sandal remembered. Two of them were hanged despite pleas of clemency from the two Indian members of the Vashroya's executive council. Kartar Singh from Punjab and Pingle from Maharashtra and even persons like Hafiz Abdullah who had simply donated money to the Ghadar movement were hanged. The Punjab thus gave the largest number of martyrs for the national movement at that time, 1914 and 15. This should always be borne in mind when we come to the events in the Punjab in 1919. The second important development took place not in India but in South Africa, a mass campaign of civil disobedience. India never saw it. But in 1913-14, a man who was already becoming famous in India for leading Indian communities, struggled for rights in South Africa, Mohandas Gandhi led a real mass campaign which he called passive resistance and then later Satyagraha. In this campaign, 2,000 workers with their families including 50 women crossed from Natal into Transvaal. They were miners. In this campaign, women caught imprisonment by crossing illegally the provincial frontiers. 8,000 Indian miners went on strike. The cruel measures of suppression were so intense that even Lord Hastings, the Indian vice-roy was compelled to write to the Union government of South Africa, the white government, that they should behave in a manner in which civilized governments behave. Nevertheless, nobody had seen in South Africa or in India a movement of this extent, not in the Indian national movement either. And therefore, success ultimately came. I am not concerned with South Africa but I want only to point out that our national movement was well behind what had been happening in South Africa. We could not produce a mass movement of this kind in which poor people in such an immense scale participated. The man who was enabled to do it was Gandhiji and he arrived in India, as we know by England in 1915. It is not my intention to produce anything about Gandhiji's biography but I think it is best to know that before the Raul attack Satyagraha, he had tried his hand at three local struggles, the Champaran Satyagraha of 1917, in which 8,000 peasants were approached to write, to give a statement of their grievances against indigo planters and ultimately much was gained by the peasants through Gandhiji's Satyagraha, Champaran Satyagraha. And then Dhyamadabad workers' strike which was against Indian capitalists and the Khaira Satyagraha, which was against the British government on issues of revenues in which both peasants and small landlords were involved. In other words, classes were brought into the national movement which had so far been out of it. And I think this was a very important major achievement of Gandhiji. What brought matters to a head ultimately was not any economic measure of the British government, but a measure of political control, the Raul attacks. When the World War I was, when World War I broke out, the British government had come with two laws completely limiting civil liberties in India, the Ingress Ordinance of September 1914 and the Defence of India Act of March 1915. You could be arrested, you could be put in prison without trial, you could be tried with no appeal and so on. Now as war was nearing its end in India, the British government got worried that popular unrest might arise for the suppression of which now no tools were available, legal tools. So they appointed a committee known as Raul Act, Raul Act committee. Raul Act was a British judge, a Satiraya Raul Act. And this was appointed in 1918 and then early in 1919, it came out with this report in which it said that India was endangered by all kinds of revolutionary and terrorist activities and so far and therefore it needed very strong laws which ultimately took shape as revolutionary and anarchic crimes act of March 1919. Now as the Raul Act bills were introduced in the Central Legislative Council, all Indian non-official members in the first display of a national solidarity voting against it, but of course they did not constitute majority so that vote was useless. Gandhiji even before the Raul Act became law began to organize an opposition against it. This was important because by the very nature this was not a local mass movement like the Champaran Satyagraha or Khera peasant struggle or Ahmedabad workers' strike, but an all India master. From that point of view it was a very ambitious enterprise and Gandhi was later on to describe it as a Himalayan blunder, Himalayan miscalculation, both terms he used. Anyway he toured India, the length and breadth of India he was already already travelling throughout India in a third class compartment which was seen much at that time because third class compartments didn't even contain a toilet at that time. Anyway he did it again, visiting Delhi, Calcutta, Madras and of course Bombay and Ahmedabad and particularly visited many towns of Tamil Nadu and therefore created the basis for an all India struggle. There was a Satyagraha pledge which was taken and despite the fact that nearly every established leader opposed the Raul attacks at Satyagraha, Mrs. Annie Besant, the moderates, many even of the extremists, Gandhiji still began it and 6th April was ultimately fixed as the date of the all India Hurtal. This was the first all India Hurtal ever attempted in our national movement. But before that date for some by some misunderstanding on 30 March there was a strike in Delhi in which firing took place at the Delhi Railway Station, not the new Delhi Railway Station but the old Delhi Railway Station in which many Indians lost their lives. It was asserted on the Indian side that the firing was unprovoked. Only the crowd was trying to stop the trains when the army, when the police and army fired. The strike was actually had been called for 6th April. It was extremely successful in most Indian cities, Bombay, Calcutta, Madras. Madras has a meeting of a size unknown in India before an attendance of 1 lakh was claimed and the success of this strike actually shook the British government for the first time. And they began to make preparations which of course in their hands in their eyes meant first arresting and detaining people. So on 9th April as Gandhiji was trying to go to Punjab where the Hurtal had been very successful. He was offloaded from the train near Delhi and taken back to Bombay. On 10th April Safuddin Kichlu and Dr Satya Baal, two major leaders of the movement in Punjab were assisted in Amritsar and taken away from the town. It was against this arrest that the agitation in Amritsar began. On 10th April there was a large procession which tried to cross the railway bridge. Here the army fired and 10 people were reported killed. As the crowd enraged at the firing retreated they killed five Europeans on whom they could lay hands. This act was almost unprecedented since the mutiny. However one may say that those five Europeans were innocent. The fact remained that the European community in India was assigned a status far above that of the natives. And therefore what we should remember was that from now on in European eyes it became a European offensive, question of European offensive against Indians. And a military man called Jayaj and General Dyer took over Amritsar immediately. The left-in-and-governor at that time of most provinces, the governors were called left-in-and-governor of Punjab, Michael O. Dyer, was particularly known for his dictatorial methods, his forced recruitment for the army in the Punjab. Punjab was made to provide one-third of soldiers for the Indian army that fought for British imperialism in World War I. And he also was free with his power of arrest and detention whenever suited his purpose. In other words he was extremely unpopular and he added to his unpopularity by the kind of measures that he now took. Immediately that Dyer came to Amritsar, he cut off electricity and water supply for all Indians. He began arresting Indians right and left, particularly middle-class Indians. This was not an unexpected feature of British vengeance that they would try to arrest people who were regarded as respectable people among Indians. He forbade, although it is not clear how he forbade it, whether he issued an order, he printed no such order, he forbade all assemblies and meetings. But in the meantime, by the beating of tin cans, this was the usual method at that time of holding a general meeting. A meeting was announced for 13th afternoon and evening in Jalyanwala Bagh, Amritsar. In protest against what had been done in Amritsar. In Jalyanwala Bagh was sunken ground, it was not really a garden but had been a garden once. There were houses all around and there was also a broken wall which prevented escape from the garden if escape became necessary. Well, it became necessary because general Dyer came with Indian troops, troops of the Indian army. And without making any announcement, he, as the Hunter Committee of Inquiry also agreed and as he confessed himself, he made no such announcement. He simply asked his soldiers to open fire. His soldiers performed their duty very well. In all 1650 rounds were fired and the firing went on until the gunpowder was exhausted. When the gunpowder was exhausted and large numbers of people lay dead or crying and injured, Dyer and his troops withdrew without caring for the dead or the dying. Much later, the British government issued a count or enumeration of those who died and that was less than 400. Something like a figure of 370 being given. But it is clear that more than 1,000 were killed and more than 3,000 wounded. As Churchill, no friend of India, an inviter, an imperialist was even forced to confess, even with the figure of 400 before him, that it was an extraordinary event, a monstrous event. These are the words he used for this unprecedented in the history of British Empire as he put it in his speech in the House of Commons. Now, this was not the only thing done in Amritsar. One British woman, Miss Sherwood, had been attacked in Elaine. She was protected by certain Indians who lived there and taken to safety. But the fact that a European woman should be attacked by Indians was such a monstrous event in the eyes of General Dyer and other Europeans that on 19th April the order went forward that every Indian who passed that lane must do it crawling and police and army was posted there to see that they crawled on their belly all along the lane even if they lived there. Every Indian was bound to salute every European. And if he did not do it, the soldiers and policemen were there to make them do it or arrest them. Arrests were extremely numerous. With more people arrested, probably more on the ground that they were gentry rather than on the ground that they had taken part in any event and they were put in the utmost miserable conditions that human ingenuity could discover. Before I return to Jalyanwala-Bagh, I would briefly mention what took place in other towns. In Lahore there was again firing. Maharshal law proclaimed on 15th April under Colonel Johnson. All kinds of punishments were prescribed for Indians. A poster against the agitation put up by the British government was removed from one of the college walls and teachers and students of this college were taken five miles out on foot in burning sun of the afternoon and then made to walk back. Similarly, a large number of people were put in prison. In Khasur, a town in Lahore district, two British soldiers were killed when the news of Jalyanwala-Bagh reached there and there were continuous firings afterwards in this town. Similarly, in Gujaranwala and it might be noticed that these are towns where Muslims were in a majority. In Gujaranwala there was firing on 14th April leading to many deaths. Maharshal law proclaimed on 16th April and aeroplanes used to bomb villages in the vicinity. They were used for the first time the use of air power against a subject population by the British. There was no system of justice. 18 persons were hanged on mere suspicion until I had the permission of Lord Chemsford the viceroy. But when it was conveyed to the Secretary of State for India, liberal Montagu, then Montagu forbade further hangings of this kind. This was the only human action that Manduk Montagu performed in the whole episode. Very briefly, violence took place at Ahmedabad also on 11th April on the news of Gandhi's arrest. Maharshal law was proclaimed when a large number of buildings were burnt down at Ahmedabad by protesting bombs. And so on 18th April when news of violence reached Gandhi, he suspended the agitation on 16th April. Before I return to Jalyanwala-Bagh, I want to complete the narrative. Though Gandhi suspended the agitation and his further attempts to revive it failed, what he did tells us also about firm leadership. He did not give up the task. On 8th June, at his instance, the All India Congress Committee formed an inquiry committee of its own. Gandhi, Siyar Das, Fazlul Haq, who withdrew from it later, Abbas Tayyabji and Amar Jayakar. I say Abbas Tayyabji would service some difficulty because he was my grandfather. But he also was one of the signatories of the report. Amar Jayakar later on became Hindu Masabaid but as far as this agitation was concerned, his conduct was exemplary. They took evidence, they began taking evidence, going to these places, defying the government. And that was a very important act on their part. This meant that the government was forced to appoint its own committee. On 14th October they appointed the Hunter Committee of seven members taking care that the majority was European. And there were three Indians expected to be very loyal to the government. Lord Hunter was not William, Sir William Hunter, the Indian civil servant who wrote the First Imperial Gazetteer and District Gazetteers of Bengal, a very scholarly man. One must clear this misunderstanding. Lord Hunter was a British lawyer. And this committee whitewashed everything, although they could not fully whitewash Jalyanwala. Punjab wrongs and the writing of Punjab wrongs, the punishment of General Dyer and Michael O'Dire, the Lieutenant Governor, Colonel Johnson, the Marshal Law Enforcer in Lahore and Lord Champsford, the Vice-Roy who permitted all these criminal acts on the part of the administration, was the major demand that the Congress were not wrong. These were called Punjab wrongs. Nothing came out of this. The only thing that the British government did was that they did not keep General Dyer in military service. When the Army Council with Churchill at the head decided not to give him any post but to put him on retired list, they so annoyed the conservatives and the European community in India that resolutions were moved in the House of Commons and House of Lords in England to reject the decision. In the House of Commons as many as 129 members voted in favour of General Dyer against the majority of 230. In House of Lords on the other hand, which was of course more conservative, 128 supported General Dyer as against 86. Europeans in India organised pro-dyer associations and sent many large sums of money to the Dyer fund. As a footnote, it must be said that in 1940 Michael O'Dowyer, the Lieutenant Governor of Punjab at this time, was shot dead by Uddhamsingh in London and Uddhamsingh had made his life's mission to murder, to kill O'Dowyer because of the Punjab atrocities. He paid of course with his life for this action. Now here I must return to Jalyanwala Ba and the agitation. Obviously, and that has been my point, the Rowlett Act agitation was the first real mass movement in India. And as mass movements go, it was very difficult to control. Once masses are moved, violence was resorted to as soon as the army and the police resorted to violence. These were natural aspects of the event, although this greatly hurt Gandhiji who was wedded to Ahimsa and non-violence. But as far as Jalyanwala Ba is concerned, I have something to say which may not be very popular. Perhaps not in this meeting but elsewhere. Who shot the 1,000 people there? Not general Dyer, Indian soldiers, Indians in uniform, the great Indian army. India is one of the few countries in the world which celebrates the past of an army which was kept for subjugating the country. There may be other countries but I can't actually count one. We are the only ones who glorify an army who kept us under subjection. The Indian army doesn't celebrate Singapore mutiny. It doesn't celebrate Garhwali soldiers who refused to fire in 1930. It does not celebrate the Indian National Army. What it celebrates? We learned last year that the Indian army was celebrating the centenary of its action in Haifa, now in Israel at that time in Palestine. It liberated Haifa, the army command told us. From whom? From Arabs and Turks and to pass into the hands of whom? British imperialism. Our Javans fought Haifa not for India, not for the Arabs, not for the Turks. They fought them and killed them but they fought for the British Empire, which seized Palestine and made it into Jiu Shon. And today the Haifa that our army supposed to have liberated was then full of Arabs. Now the Arabs have been expelled and the Jews are there. So Israel to our shame joined our celebration. Well as we know an Indian officer put an Indian citizen and tied him to that front of the military vehicle and went around the city of Srinagar on that. He received no punishment but an honorary award. Perhaps because the Indian citizen concerned had the wrong religion. So why don't they celebrate Jalyan Wala Ba'am? Surely if the Haifa has to be celebrated then they should celebrate Jalyan Wala Ba'am. It is a matter of shame for the Indian army that they killed the Indians or any human beings in the world as they killed Jalyan Wala Ba'am. The English did not kill them. It was soldiers of the Indian army whom they glorify and applaud for their actions under the British. It is therefore a commentary and also on us in India today are we fit to commemorate Jalyan Wala Ba'am. And that is why I think the Jalyan Wala Ba'am sends a message to us that humanity is much wider than nationhood. And that narrow nationalism so-called nationalism should have no place in a civilized society. So we should listen to Jalyan Wala Ba'am but we should listen to that story by finding out who really killed whom at that place. Dyer didn't fire. Indian soldiers fired on fellow countrymen. Thank you.