Shadowing Practice: Proportional reasoning with motion | AP Physics | Khan Academy - Learn English Speaking with Video
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NASA is researching how to send humans to Mars by as early as 2030.
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Now, this is a complex mission because you're traveling for millions of kilometers, and this will involve a lot of things like when you think about how much fuel you need,
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how much oxygen we need, and then how much time we'll be spending over there, and how much radiation exposure humans will be having.
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So many different things.
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So how do we figure out what's the best approach?
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Well, what we usually do is try to come up with different plans.
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I can call it as mission A, mission B, mission C, and so on and so forth.
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And then we try to create mathematical models for them and then compare the models to find the trade-offs.
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And then eventually we finalize on one of them.
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And so the goal of this video is to get a glimpse of how to create mathematical models and compare them.
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Now, of course, we'll not do it for such a complex mission.
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We'll simplify it.
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So in our case, we'll assume that the spacecraft is traveling in a straight line because that's simple.
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and we'll assume that it's traveling with a constant acceleration.
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And lastly, we'll assume that the initial velocity is zero.
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So for the first case, let's assume, let's call this mission A, let's assume that the acceleration is 10 meters per second squared,
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which is very close to the acceleration due to gravity on Earth.
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So the astronauts over there would be feeling pretty much at home.
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And the spacecraft will travel some distance, let's call it delta X, in some time.
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But now let's create a second plan, second mission.
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in which, again, it's constant acceleration, initial velocity is zero, it's going to travel the same delta x, but in half the time.
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Okay?
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Now, our goal is to compare some of the mission parameters.
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The first thing we could compare is the average velocity.
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I mean, think about it, right?
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If we want to go from here to here in half the time as over here, then clearly the average velocity over here would be higher than over here.
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That makes intuitive sense.
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But how much higher?
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We want to compare that.
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So to do that, we want to build a mathematical model for the average velocity and then compare them.
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So let's do that.
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We can try using the model for average velocity, which is delta x divided by t.
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Let's see if this model is useful for us.
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Well, first of all, we need to compare average velocity.
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So it's good that that's there.
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Okay, what about delta x?
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We know the relationship between them.
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They're exactly the same.
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Delta x for mission B is the same as delta x for mission A.
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We're considering the same delta x value.
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So that's good.
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And what about time?
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We also know the relationship between them.
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We know the time over here has to be half the time over here.
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So time for B is half the time for A.
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So since we know the relationship for this between these two and the relationship for this between these two, we can now use this equation,
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use this model, to find the relationship between the average velocity between the two.
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So this is going to be a useful model.
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Now imagine if we had used a model for average velocity which involved acceleration.
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Then that wouldn't be useful because we don't know the relationship between the accelerations.
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Right?
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We don't know what the acceleration over here is.
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And so that's why it's important to pick the right models.
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But we don't have to worry too much.
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If you do pick a wrong model, we'll figure it out and we'll scratch it and we'll use another model.
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Trial and error.
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No big deal.
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Okay?
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Anyways, let's go ahead with this.
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Let's write down the average velocity for mission B.
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So we could say the average velocity for mission B would be delta x B divided by T B.
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And the average velocity for mission A would be delta x A divided by T A.
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We know delta x B and delta x A are the same.
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It's just delta x.
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So let's just call them as delta x.
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And now to compare them, we can just divide the two equations.
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And now we simplify.
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The delta x divides out.
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And so you get that equals 1 over Tb divided by 1 over Ta, which is Ta divided by Tb.
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And now we know what Tb is.
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The time for this is half the time for A.
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We can plug that in.
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So if you get half Ta, the Ta divides out and you end up with 2.
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So look, this ratio ends up becoming 2.
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So we can rearrange now and write
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that the average velocity in mission B will be twice as much as the average velocity in mission a.
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So to cover the same delta x in half the time, we need twice the average velocity, which is not super obvious because we're dealing with accelerated motion over here.
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But now the interesting question is, could we have just looked at this equation without doing the math, figure this out?
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And the answer is yes.
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If you look at this model carefully, because delta x is the same for both, we can look at this and we can say, hey, average velocity is proportional to 1 over t,
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or it's inversely proportional to t.
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What this means is that if t changes by some factor, your average velocity will change by the reciprocal of that factor.
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So if t becomes double, your average velocity will be reciprocal of that, half.
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If t triples, the average velocity will be reciprocal of that, one by third.
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In our case, the t became half, so the average velocity would be reciprocal of half, which is two.
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And so immediately, just by looking at this, we could have said, hey, if the t becomes half, the average velocity would double.
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Powerful, right?
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All right, now let's see if we can compare something else.
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Let's compare their accelerations.
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What's the acceleration in mission B compared to mission A?
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And again, for that, we need to use a model, this time a mathematical model that involves acceleration.
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And one of such models is this.
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This is the model for things that are moving with constant acceleration, right?
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Again, let's look at stuff that we already know and then see if this is going to be useful for us.
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So what do we know?
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Well, first of all, since we have x0, which is the initial position, which is over here, we can just set that to 0.
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And then the x, which is the final position, we can just call that as delta x.
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So we know those two.
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That's the same for both of them.
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We also know the initial velocity, which is v0.
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That is 0.
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And we know the time over here needs to be half the time over there.
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and finally we know the acceleration of the first one
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so these are the things that are given to us
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so the first thing we can do is plug in whatever zeros are to make our model slightly simpler
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so if you do that this goes to zero this becomes delta x this goes to zero
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so you'll get delta x equals half a t squared
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and since i want to compare accelerations i will rearrange this to get the acceleration
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so acceleration becomes two delta x divided by t squared and again let's see if this model is useful for us.
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I want to compare acceleration, so that's great.
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I need accelerations.
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Do I know the relationship between delta x?
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Yes, they are the same.
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And do I know the relationship between time?
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Yes, I do.
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So I can use this to find the relationship between the accelerations.
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It'll be a great idea to pause the video and see if you can try this on your own, very similar to what we did earlier.
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All right, let's do this.
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So we can write down the accelerations for both the missions.
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So for b will be 2 times delta x b by db squared, and for a will be 2 delta x a by ta squared.
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But we know delta x b and delta x a are exactly the same, so we can just get rid of a and b over there.
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And we can divide the two, just like before, and then simplify.
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So the 2 delta x and 2 delta x can divide out, leaving us with 1 over tb squared divided by 1 over T A squared.
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And then we can rearrange this to get T A squared divided by T B squared.
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And again, we can finally plug in what T B is.
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T B is half T A.
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If we plug that in over here, we get half T A, the whole squared.
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Finally, T A squared divides out, leaving us with 1 divided by 1 over 4, which is 4.
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So from this, I now know that the acceleration in mission B would be four times as the acceleration in mission A.
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And so there we have it.
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We need four times more acceleration here compared to over here.
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Four times more is four times 10, that is 40.
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And then we could say that, hey, 40 meters per second square is too much of an acceleration for humans to withstand.
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That's not gonna be possible because we'll be traveling for a long time.
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And so we could say that, no, we can't do that.
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Even if we reach in half the time, that's not possible.
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But anyways, just like before, could we have figured this out without doing the whole math?
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and the answer is again yes again
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if you look at the model carefully we see
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that delta x is the same for both of them
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which means acceleration will be proportional to one over t squared
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or inversely proportional to t squared this means whatever factor t
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changes by acceleration will change by the reciprocal of the square
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so if t were to double acceleration would be the reciprocal half square, one fourth.
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If t were to triple, acceleration would change by one over three, reciprocal square, one ninth.
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But in our case, t became half.
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So acceleration would be reciprocal two squared, four.
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And there you have it.
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This is a very powerful way of doing this.
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Since we're having so much fun over here, we should try one more plan, mission C.
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Here, we'll keep the same acceleration as before, but we'll allow the spacecraft to travel for 50% more time than before.
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So same acceleration, but 50% more time, it's going to travel farther, right?
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Now the question is how much farther?
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So we know what to do by now.
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Think about a mathematical model.
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So again, since we're dealing with positions and accelerations, let's use the same model as before.
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Write down what we know.
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And at any moment, feel free to pause and try this on your own, okay?
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But let's write down what we already know.
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We know, I mean, we can set our x to be 0, the initial position to be 0, and the final position would just be x.
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So we can just set x0 to be 0.
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We also know the v0 initial velocity is 0.
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So we know that.
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We also know the accelerations are the same in this time.
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So acceleration case A and case C is the same.
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And we are allowing for 50% more time.
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So we know that the time here is 50% more compared to time A, which means 1.5 times A.
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So Tc must be 1.5 times T A.
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And again, we can plug in zeros to simplify.
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So this goes to 0, this goes to 0 and that gives us a simplified model x
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which is the final position which we want that is the model
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so let's see if it's useful okay we want x we want to compare that
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so it's good that's there do we know the relationship between
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the accelerations yes the same accelerations do we know the relationship between the time yes we do
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so we know the relationship between time 1.5 times ta and
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so we can figure this out again we can do the math
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but we also know how to do this in a shortcut now, right?
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So we can look at this model and we can say that, hey, since the acceleration is the same, since A is the same,
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x is directly proportional to t squared.
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So now whatever factor t changes by, x will change by the square of that factor.
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You can see that's directly proportional this time, right?
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So if t doubles, x will be, x will change by a factor of two squared.
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If t triples, x will change by a factor of 3 squared.
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In our case, t has become 1.5 times more.
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So x will change by a factor of 1.5 squared.
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So we can immediately write xc, the final position over here, okay?
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That has to be 1.5 times square xa, the final position over here.
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And if you simplify, 1.5 square is 2.25.
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And so we immediately get the answer.
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So xc would be 2.25 times xa, which is amazing if you think about it, right?
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Just by 50% more time, you're allowing, it'll travel more than twice the distance compared to the first one.
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And by the way, we can check the math and I'll not go through all the steps over here.
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I'll just show you all the steps.
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You can pause the video and you can just see.
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If you divide it and do it the long way, you get the same answer.
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But anyways, look at what this means.
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This means that, you know, in the first case, if we allowed it to travel for one year
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and let's say the distance it traveled was a billion kilometers.
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In the second case, if we allow it 50% more time, which is one and a half years, it will travel 2.25 billion kilometers.
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That's awesome.
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So long story short, by using mathematical models, we can see how changing one variable affects the other variable.
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This is super useful in comparing scenarios.
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What's important is that you don't need actual values.
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You just need the models and you can divide them out and you can figure out and you can compare, you know, whatever you want to compare.
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And another way is you can do it without dividing.
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We can do it without doing the math by just looking at the model, seeing what variables are the same for the both,
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and then figuring out the proportionality relationship, the right proportionality relationship.
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If you know the factor by which one variable changes, we can figure out the factor by which the other variable would change as well.
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This is not just useful for kinematics.
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It's useful for all physics.
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Bu dersin kelimeleri ve konuşma notları
Bu C1 seviyesindeki konuşma dersi “Proportional reasoning with motion” videosuna dayanıyor. En çok tekrarlanan kelimeler: acceleration, delta, model, velocity, mission. Bu videoda gölgeleme çalışması için 210 cümle ve 2506 kelime var. Konuşma bölümü 12:45 sürüyor. Konuşmacı hızlı konuşuyor, dakikada yaklaşık 196 kelime; bu yüzden birbirine bağlanan ve zayıflayan sesler duyacaksınız. Kelimelerin %83’i İngilizcede en sık kullanılan 3.000 kelime arasında; geri kalanına başlamadan önce bakmakta fayda var.
Bu videodaki önemli kelimeler
Videodaki en ileri düzey 15 kelime, telaffuzu ve anlamıyla:
| Kelime | Telaffuz | Anlam |
|---|---|---|
| acceleration isim | /əkˌsɛl.əˈɹeɪ.ʃən/ | tacil |
| velocity isim | /vəˈlɑsəti/ | hız |
| reciprocal sıfat | /ɹɪˈsɪpɹək(ə)l/ | çift taraflı, karşılıklı |
| simplify fiil | /ˈsɪmplɪfaɪ/ | sadeleştirmek |
| mathematical sıfat | /ˌmæθ(.ə)ˈmæt.ɪ.kəl/ | matematiksel |
| spacecraft isim | /ˈspeɪsˌkɹæft/ | uzay aracı |
| pause isim | /pɔːz/ | mola, teneffüs |
| equation isim | /ɪˈkweɪ.ʒən/ | denklem |
| meter isim | /ˈmitəɹ/ | metre |
| kinematics isim | /ˌkɪnəˈmætɪks/ | kinematik, devinimbilim |
| shortcut isim | /ˈʃɔːtkʌt/ | kestirme, kestirme yol |
| parameter isim | /pəˈɹæm.ə.tɚ/ | parametre |
| intuitive sıfat | /ɪnˈtjuːɪtɪv/ | sezgili, sezgisel |
| astronaut isim | /ˈæstɹəˌnɔt/ | astronot, uzay adamı |
| withstand fiil | /wɪðˈstænd/ | direnmek, karşı koymak |
Duyacağınız deyimsel fiiller
| Kelime | Anlam |
|---|---|
| figure out fiil | açığa çıkarmak |
Tekrar etmeye değer cümleler
Videodan, günlük konuşmada yeniden kullanabileceğiniz kısa ve tam cümleler:
- Let's see if this model is useful for us.
- We're considering the same delta x value.
- We don't know what the acceleration over here is.
- Anyways, let's go ahead with this.
- Do I know the relationship between delta x?
Bu videodaki dil bilgisi
Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:
| Yapı | Videoda |
|---|---|
| Koşul cümleleri if + cümle, will/would + fiil — bir koşul ve sonucu | If t triples, the average velocity will be · if t were to double acceleration would be · If t were to triple, acceleration would change |
| İlgi cümlecikleri who / which + cümle — bir kişi ya da şey hakkında ek bilgi | velocity, which is · half, which is · position, which is |
| Present perfect have/has + fiilin üçüncü hâli — geçmişte olan ama şimdi de önemli olan bir eylem | have just looked · have figured · has become |
Dikkat edilecek telaffuzlar
Konuşmacı we'll, don't, we're gibi kısaltılmış biçimleri 31 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.
- “th” sesleri: mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, withstand /wɪðˈstænd/, ninth /naɪnθ/
- “sh” ve “zh” sesleri: acceleration /əkˌsɛl.əˈɹeɪ.ʃən/, equation /ɪˈkweɪ.ʒən/, proportionality /pɹəpɔɹʃəˈnæləti/, shortcut /ˈʃɔːtkʌt/
- Uzun kelimeler — vurguyu doğru yere koyun: acceleration /əkˌsɛl.əˈɹeɪ.ʃən/, velocity /vəˈlɑsəti/, reciprocal /ɹɪˈsɪpɹək(ə)l/, mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, proportionality /pɹəpɔɹʃəˈnæləti/
Türkçe konuşanların zorlandığı sesler:
- /w/ — dudaklar yuvarlak, /v/ değil: equation /ɪˈkweɪ.ʒən/, anyways /ˈɛn.iˌweɪz/, withstand /wɪðˈstænd/
- Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: spacecraft /ˈspeɪsˌkɹæft/, proportionality /pɹəpɔɹʃəˈnæləti/, glimpse /ˈɡlɪm(p)s/
- /æ/ — “e”den daha açık: mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, spacecraft /ˈspeɪsˌkɹæft/, proportionality /pɹəpɔɹʃəˈnæləti/, kinematics /ˌkɪnəˈmætɪks/, parameter /pəˈɹæm.ə.tɚ/
Bu videoyla nasıl çalışılır
- Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
- 0,75× hızla başlayın, cümle cümle tekrar edin ve kolaylaşınca normal hıza dönün.
- Kendinizi kaydedin ve orijinaliyle karşılaştırın; acceleration, velocity, reciprocal gibi kelimelere özellikle dikkat edin.
Gölgeleme Tekniği Nedir?
Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.