The document describes an experiment using a motion detector to track the position, velocity, and acceleration of a cart moving down an inclined track. Graphs of position vs. time show a quadratic relationship, revealing the cart's constant acceleration due to gravity. Taking the derivative of position gives velocity, shown by the slope of the position graph. Similarly, the derivative of velocity is the constant acceleration. Recording motion up the track would show decreasing position and negative acceleration.
1. The document discusses various concepts related to one-dimensional motion including position, distance, displacement, speed, velocity, and acceleration.
2. It defines key terms like displacement as the change in position of an object, velocity as a vector quantity that includes both speed and direction, and acceleration as the rate of change of velocity with respect to time.
3. Examples and equations are provided to calculate quantities like average speed, average velocity, and instantaneous velocity from distance-time graphs or data tables.
PHYS 221Lab 1 - Acceleration Due to GravityPlease work in g.docxmattjtoni51554
PHYS 221 Lab 1 - Acceleration Due to Gravity
Please work in groups of three. Please submit one lab report per person via Canvas.
In this laboratory we will measure the acceleration due to gravity by studying the motion of a cart accelerating down an inclined plane.
Background
Suppose we start with a level track and then tip it, as shown in Figure 1 below. Let L be the distance between two fixed points on a ramp, selected to be as far apart as possible, on the track. Let h be the difference in the vertical height above the table of these two points.
Figure 1 - Schematic of a cart on an inclined plane. The magnitude of the acceleration of the cart down the ramp can be considered a component of the gravitational acceleration: a = g sinθ
Then we have an incline of angle given by Equation 1:
. (1)
The acceleration of gravity, g, acts vertically downward, so the component of parallel to the incline – which is the acceleration of our cart – is given by Equation 2:
(2)
We see in Equation 2 that a graph of acceleration a as a function of sinθ should be linear with slope g. We will take data to plot such a graph and from its slope determine the value of g.
Setup
Gather the following materials:
· 2 m ramp
· Meter stick
· Lab Stand
· Ramp clamp
· Plastic Box with ULI, AC Adapter, and USB Cable
· Motion Sensor
· Magnetic Bumper
1. Connect the ULI to the computer via the USB cable and connect the AC adapter. Open Logger Pro 3.8.7.
2. Attach the ramp clamp to the lab stand and attach one end of the ramp.
3. Elevate one end of the track slightly using the vertical rod. Choose a value of h so that the angle of inclination stays less than about 8 degrees. (Use Equation 1 to verify).
· You can choose any two points along the track to serve as your L, but they must be the same two points for all your runs!
· Measure h by measuring the difference in the two heights of your two points.
4. Connect a motion sensor to the ULI and mount it on the elevated end of the track. The low end of the track should have a magnetic bumper installed on it (magnets face upward along the track).
Procedure
1. Choose at least five values of height h, to vary over the range 1-8 degrees.
2. Record each value of h chosen, and then obtain a graph of velocity versus time for that value.
3. You have two options for collecting velocity data from the cart:
· Release from the elevated end of the track and let it accelerate to the lower end.
· Push the cart from the lower end of the track up the incline. Record data during its entire motion back to its starting point. This will take slightly more finesse, but the data will be better.
The motion sensor will not record accurate data for a cart closer than 40 cm (the limit of its near range). Do not let the cart collide with the end of the track!
4. Determine the acceleration for the cart by using the Linear Fit tool and highlighting the appropriate region of the velocity graph. Record the .
1 Lab 3 Newton’s Second Law of Motion Introducti.docxmercysuttle
1
Lab 3: Newton’s Second Law of Motion
Introduction
Newton’s Second law of motion can be summarized by the following equation:
Σ F = m a (1)
where Σ F represents a net force acting on an object, m is the mass of the object moving
under the influence of Σ F, and a is the acceleration of that object. The bold letters in
the equation represent vector quantities.
In this lab you will try to validate this law by applying Eq. 1 to the almost frictionless
motion of a car moving along a horizontal aluminum track when a constant force T
(tension in the string) acts upon it. This motion (to be exact the velocity of the moving
object) will be recorded automatically by a motion sensor. The experimental set up
for a car moving away from the motion sensor is depicted below.
If we consider the frictionless motion of the cart in the positive x-direction chosen in
the diagram, then Newton’s Second Law can be written for each of the objects as
follows:
T Ma (2)
and
– gT F ma (3)
From this system of equations we can get the acceleration of the system:
2
gF
a
m M
(4)
Because the motion of the car is not frictionless, to get better results it is necessary to
include the force of kinetic friction fk experienced by the moving car in the analysis.
When the cart is moving away from the motion detector (positive x-direction in the
diagram) Newton’s Second Law is written as follows for each of the moving objects
m and M:
1 1– kT f Ma (5)
and
1 1– gT F ma (6)
Since it is quite difficult to assess quantitatively the magnitude of kinetic friction
involved in our experiment we will solve the problem by putting the object in two
different situations in which the friction acts in opposite directions respectively while
the tension in the string remains the same.
When the cart M is forced to move towards the motion detector (negative x-direction
in the diagram), the corresponding Newton’s Second Law equations will change as
follows:
2 2kT f Ma (7)
and
2 2gT F ma (8)
Note that in equations 5, 6, 7, and 8 the direction of acceleration represented by vector
a has been chosen in the same direction as the direction of motion.
We are able to eliminate the force of kinetic friction on the final result, by calculating
the mean acceleration from these two runs:
1 2
2
ave
slope slope
a
(9)
Combing the equations (5) – (8) we derive the equation to calculate the value of
gravitational acceleration:
avea M mg
m
(10)
3
Equipment
Horizontal dynamics track with smart pulley and safety stopper on one end; collision
cart with reflector connected to a variable mass hanging over the pulley; motion
detector connected to the Science Workshop interface recording the velocity of the
moving cart.
Procedure:
a) Weigh the cart (M) and the small mass (m) hanger.
b) Open the experiment file “New ...
The document discusses motion on inclined planes and how acceleration is related to the angle of the plane. It provides examples of calculating acceleration using the height and length of a ramp. A key point is that acceleration increases as the ramp angle increases because the force of gravity has a greater downward component along the ramp. Free-body diagrams and a tilted coordinate system are used to explain this relationship between ramp angle and acceleration.
Two Dimensional Motion…, copyright Doug Bradley-Hutchison page.docxwillcoxjanay
Two Dimensional Motion…, copyright Doug Bradley-Hutchison page - 1 -
The Two-Dimensional Motion of a Projectile
Equipment: air table strobe (furnished by instructor)
meter sticks
Each group will be given a strobe picture of a two-dimensional motion that simulates
the motion of a projectile. By “projectile” it is meant any object thrown or dropped,
which accelerates under the influence of the force of gravity. If the object is given an
initial horizontal component of velocity it will execute a two-dimensional motion. That
is, its path through space will require a specification of two numbers at each point
(vertical and horizontal coordinate) for a complete description. The motions we have
been studying so far , in contrast, have been one-dimensional in that, to describe the
trajectory only one position coordinate need be specified at each point. All
motions take place in three dimensional space, of course, but two and one-dimensional
motions are confined to planes and lines respectively.
The motion depicted is only a simulation of a true projectile as it represents the motion
of a puck sliding over the surface of a tilted air table. The puck is projected up the incline
at an angle so that its velocity has both horizontal and vertical velocity components. A
true projectile is in vertical free fall. The motion studied here will differ from a true
projectile in one respect: the vertical acceleration will be less than g . However, the
essential features of the air table motion are representative of what one would observe for
a true projectile.
Velocity Components
An object executing a two dimensional motion as described above, will have two
position variables that change with time. That is, at each point along its trajectory the
object will have (in general) different vertical and horizontal coordinates. At every instant
we can then define the rate at which the vertical (or y) coordinate is changing and call
this the vertical (or y) velocity, and we can define a corresponding quantity for the
horizontal (or x) coordinate. We call this second quantity the horizontal (or x) velocity.
These quantities are also referred to as components of the overall velocity vector.
Two Dimensional Motion…, copyright Doug Bradley-Hutchison page - 2 -
One way to picture a motion in two dimensions is to think of it as two, one-dimensional
motions. In the case of a projectile, that would mean, one vertical and the other
horizontal. Each coordinate, vertical and horizontal, traces out a trajectory (position
versus time). The horizontal trajectory can be thought of as the shadow of the object, as it
moves, projected onto the ground. The vertical trajectory is a shadow projected onto a
wall. The respective velocity components represent the velocities of the respective
shadows. We can think along similar lines as we seek to describe the motion of the air
table puck replacing vertical with the “up the inc ...
The document provides instructions for physics students, including:
1) Completing homework problems on motion graphs and describing object motion.
2) Reviewing concepts like velocity as the slope of distance-time graphs and calculating displacement from velocity-time graphs.
3) Upcoming assignments on building a catapult and a kinematic story project involving distance, velocity, and acceleration graphs.
The document provides instructions for physics students, including:
1) Completing homework problems on motion graphs and describing object motion.
2) Reviewing concepts like velocity as the slope of distance-time graphs and calculating displacement from velocity-time graphs.
3) Upcoming assignments on building a catapult and a kinematic story project involving distance, velocity, and acceleration graphs.
Lab 1 ball toss data analysis (physics with vernier experimenADDY50
This document describes a physics experiment using a motion detector to collect position, velocity, and acceleration data for a ball tossed straight upward and falling back down. The objectives are to analyze the graphs of position vs time, velocity vs time, and acceleration vs time to see the patterns in a ball's motion as it travels up and down. The procedure involves tossing a ball above the motion detector and analyzing the graphs to see the regions of motion and fit curves to the free fall portions.
1. The document discusses various concepts related to one-dimensional motion including position, distance, displacement, speed, velocity, and acceleration.
2. It defines key terms like displacement as the change in position of an object, velocity as a vector quantity that includes both speed and direction, and acceleration as the rate of change of velocity with respect to time.
3. Examples and equations are provided to calculate quantities like average speed, average velocity, and instantaneous velocity from distance-time graphs or data tables.
PHYS 221Lab 1 - Acceleration Due to GravityPlease work in g.docxmattjtoni51554
PHYS 221 Lab 1 - Acceleration Due to Gravity
Please work in groups of three. Please submit one lab report per person via Canvas.
In this laboratory we will measure the acceleration due to gravity by studying the motion of a cart accelerating down an inclined plane.
Background
Suppose we start with a level track and then tip it, as shown in Figure 1 below. Let L be the distance between two fixed points on a ramp, selected to be as far apart as possible, on the track. Let h be the difference in the vertical height above the table of these two points.
Figure 1 - Schematic of a cart on an inclined plane. The magnitude of the acceleration of the cart down the ramp can be considered a component of the gravitational acceleration: a = g sinθ
Then we have an incline of angle given by Equation 1:
. (1)
The acceleration of gravity, g, acts vertically downward, so the component of parallel to the incline – which is the acceleration of our cart – is given by Equation 2:
(2)
We see in Equation 2 that a graph of acceleration a as a function of sinθ should be linear with slope g. We will take data to plot such a graph and from its slope determine the value of g.
Setup
Gather the following materials:
· 2 m ramp
· Meter stick
· Lab Stand
· Ramp clamp
· Plastic Box with ULI, AC Adapter, and USB Cable
· Motion Sensor
· Magnetic Bumper
1. Connect the ULI to the computer via the USB cable and connect the AC adapter. Open Logger Pro 3.8.7.
2. Attach the ramp clamp to the lab stand and attach one end of the ramp.
3. Elevate one end of the track slightly using the vertical rod. Choose a value of h so that the angle of inclination stays less than about 8 degrees. (Use Equation 1 to verify).
· You can choose any two points along the track to serve as your L, but they must be the same two points for all your runs!
· Measure h by measuring the difference in the two heights of your two points.
4. Connect a motion sensor to the ULI and mount it on the elevated end of the track. The low end of the track should have a magnetic bumper installed on it (magnets face upward along the track).
Procedure
1. Choose at least five values of height h, to vary over the range 1-8 degrees.
2. Record each value of h chosen, and then obtain a graph of velocity versus time for that value.
3. You have two options for collecting velocity data from the cart:
· Release from the elevated end of the track and let it accelerate to the lower end.
· Push the cart from the lower end of the track up the incline. Record data during its entire motion back to its starting point. This will take slightly more finesse, but the data will be better.
The motion sensor will not record accurate data for a cart closer than 40 cm (the limit of its near range). Do not let the cart collide with the end of the track!
4. Determine the acceleration for the cart by using the Linear Fit tool and highlighting the appropriate region of the velocity graph. Record the .
1 Lab 3 Newton’s Second Law of Motion Introducti.docxmercysuttle
1
Lab 3: Newton’s Second Law of Motion
Introduction
Newton’s Second law of motion can be summarized by the following equation:
Σ F = m a (1)
where Σ F represents a net force acting on an object, m is the mass of the object moving
under the influence of Σ F, and a is the acceleration of that object. The bold letters in
the equation represent vector quantities.
In this lab you will try to validate this law by applying Eq. 1 to the almost frictionless
motion of a car moving along a horizontal aluminum track when a constant force T
(tension in the string) acts upon it. This motion (to be exact the velocity of the moving
object) will be recorded automatically by a motion sensor. The experimental set up
for a car moving away from the motion sensor is depicted below.
If we consider the frictionless motion of the cart in the positive x-direction chosen in
the diagram, then Newton’s Second Law can be written for each of the objects as
follows:
T Ma (2)
and
– gT F ma (3)
From this system of equations we can get the acceleration of the system:
2
gF
a
m M
(4)
Because the motion of the car is not frictionless, to get better results it is necessary to
include the force of kinetic friction fk experienced by the moving car in the analysis.
When the cart is moving away from the motion detector (positive x-direction in the
diagram) Newton’s Second Law is written as follows for each of the moving objects
m and M:
1 1– kT f Ma (5)
and
1 1– gT F ma (6)
Since it is quite difficult to assess quantitatively the magnitude of kinetic friction
involved in our experiment we will solve the problem by putting the object in two
different situations in which the friction acts in opposite directions respectively while
the tension in the string remains the same.
When the cart M is forced to move towards the motion detector (negative x-direction
in the diagram), the corresponding Newton’s Second Law equations will change as
follows:
2 2kT f Ma (7)
and
2 2gT F ma (8)
Note that in equations 5, 6, 7, and 8 the direction of acceleration represented by vector
a has been chosen in the same direction as the direction of motion.
We are able to eliminate the force of kinetic friction on the final result, by calculating
the mean acceleration from these two runs:
1 2
2
ave
slope slope
a
(9)
Combing the equations (5) – (8) we derive the equation to calculate the value of
gravitational acceleration:
avea M mg
m
(10)
3
Equipment
Horizontal dynamics track with smart pulley and safety stopper on one end; collision
cart with reflector connected to a variable mass hanging over the pulley; motion
detector connected to the Science Workshop interface recording the velocity of the
moving cart.
Procedure:
a) Weigh the cart (M) and the small mass (m) hanger.
b) Open the experiment file “New ...
The document discusses motion on inclined planes and how acceleration is related to the angle of the plane. It provides examples of calculating acceleration using the height and length of a ramp. A key point is that acceleration increases as the ramp angle increases because the force of gravity has a greater downward component along the ramp. Free-body diagrams and a tilted coordinate system are used to explain this relationship between ramp angle and acceleration.
Two Dimensional Motion…, copyright Doug Bradley-Hutchison page.docxwillcoxjanay
Two Dimensional Motion…, copyright Doug Bradley-Hutchison page - 1 -
The Two-Dimensional Motion of a Projectile
Equipment: air table strobe (furnished by instructor)
meter sticks
Each group will be given a strobe picture of a two-dimensional motion that simulates
the motion of a projectile. By “projectile” it is meant any object thrown or dropped,
which accelerates under the influence of the force of gravity. If the object is given an
initial horizontal component of velocity it will execute a two-dimensional motion. That
is, its path through space will require a specification of two numbers at each point
(vertical and horizontal coordinate) for a complete description. The motions we have
been studying so far , in contrast, have been one-dimensional in that, to describe the
trajectory only one position coordinate need be specified at each point. All
motions take place in three dimensional space, of course, but two and one-dimensional
motions are confined to planes and lines respectively.
The motion depicted is only a simulation of a true projectile as it represents the motion
of a puck sliding over the surface of a tilted air table. The puck is projected up the incline
at an angle so that its velocity has both horizontal and vertical velocity components. A
true projectile is in vertical free fall. The motion studied here will differ from a true
projectile in one respect: the vertical acceleration will be less than g . However, the
essential features of the air table motion are representative of what one would observe for
a true projectile.
Velocity Components
An object executing a two dimensional motion as described above, will have two
position variables that change with time. That is, at each point along its trajectory the
object will have (in general) different vertical and horizontal coordinates. At every instant
we can then define the rate at which the vertical (or y) coordinate is changing and call
this the vertical (or y) velocity, and we can define a corresponding quantity for the
horizontal (or x) coordinate. We call this second quantity the horizontal (or x) velocity.
These quantities are also referred to as components of the overall velocity vector.
Two Dimensional Motion…, copyright Doug Bradley-Hutchison page - 2 -
One way to picture a motion in two dimensions is to think of it as two, one-dimensional
motions. In the case of a projectile, that would mean, one vertical and the other
horizontal. Each coordinate, vertical and horizontal, traces out a trajectory (position
versus time). The horizontal trajectory can be thought of as the shadow of the object, as it
moves, projected onto the ground. The vertical trajectory is a shadow projected onto a
wall. The respective velocity components represent the velocities of the respective
shadows. We can think along similar lines as we seek to describe the motion of the air
table puck replacing vertical with the “up the inc ...
The document provides instructions for physics students, including:
1) Completing homework problems on motion graphs and describing object motion.
2) Reviewing concepts like velocity as the slope of distance-time graphs and calculating displacement from velocity-time graphs.
3) Upcoming assignments on building a catapult and a kinematic story project involving distance, velocity, and acceleration graphs.
The document provides instructions for physics students, including:
1) Completing homework problems on motion graphs and describing object motion.
2) Reviewing concepts like velocity as the slope of distance-time graphs and calculating displacement from velocity-time graphs.
3) Upcoming assignments on building a catapult and a kinematic story project involving distance, velocity, and acceleration graphs.
Lab 1 ball toss data analysis (physics with vernier experimenADDY50
This document describes a physics experiment using a motion detector to collect position, velocity, and acceleration data for a ball tossed straight upward and falling back down. The objectives are to analyze the graphs of position vs time, velocity vs time, and acceleration vs time to see the patterns in a ball's motion as it travels up and down. The procedure involves tossing a ball above the motion detector and analyzing the graphs to see the regions of motion and fit curves to the free fall portions.
This document summarizes key concepts about acceleration, velocity, and motion graphs. It defines acceleration as the rate of change of velocity and describes how to calculate average acceleration using motion diagrams. Positive and negative acceleration are explained using examples. Velocity-time graphs are introduced and it is noted that slope represents acceleration and area under the curve indicates displacement. Equations for motion with constant acceleration are derived, including relationships between position, velocity, acceleration, and time. Finally, free fall under the influence of gravity is discussed, noting Galileo's findings, the definition of gravitational acceleration g, and how velocity and position change over time in free fall situations.
The document provides learning objectives and concepts related to kinematics including displacement, speed, velocity, acceleration, and equations of motion. The key points are:
1. It defines important kinematics terms like displacement, speed, velocity, acceleration and describes how to represent motion using words, diagrams, graphs and equations.
2. Graphs of distance-time and velocity-time are introduced and it is explained that their slopes provide speed and acceleration respectively.
3. Equations of motion that apply to objects with constant acceleration in a straight line are given along with examples of how to use them to solve problems.
4. Free fall and projectile motion are described and representations using velocity-time graphs are shown
This document provides an introduction to kinematics, including definitions of key terms like speed, velocity, acceleration and their relationships. It discusses how to calculate average speed and uniform acceleration. Graphs are presented as useful tools, including distance-time and speed-time graphs. Motion under conditions like constant acceleration, non-uniform acceleration and free fall are also examined. Readers are assigned questions to assess their understanding of basic kinematics concepts covered.
This document provides instructions for using an inclined plane experiment to determine the magnitude of gravitational acceleration, g. The key steps are:
1) Set up an inclined plane with a motion detector and let carts roll down the plane to measure their acceleration over time.
2) Graph the measured acceleration versus height of the inclined plane and perform a linear regression to determine the slope.
3) The slope of the acceleration versus height graph is equal to g/L, where L is the length of the inclined plane, so measuring L allows calculating the magnitude of g.
Important Helpful Physics Notes/Formula--Must Seeanicholls1234
The document discusses key physics concepts related to motion including:
- Speed is distance traveled over time. Velocity includes direction of motion.
- The slope of a distance-time graph represents speed. The area under a velocity-time graph represents distance traveled.
- Forces can cause objects at rest to accelerate or objects in motion to speed up, slow down, or change direction depending on whether the net force is zero or non-zero. Acceleration depends on the net force applied and the object's mass.
This document contains notes from a physics class discussing kinematics graphs. It includes examples of how to interpret distance vs. time, velocity vs. time, and acceleration vs. time graphs. It also provides practice problems asking students to draw and analyze different graph types based on given motion information.
The document discusses concepts related to motion including distance vs displacement, speed vs velocity, acceleration, kinematics formulas, and graphing position, velocity, and acceleration over time. It provides examples and explanations of these physics concepts as well as tips for graphing motion.
Coordenadas normales y tangenciales power pintZuly Alvarado
Cuándo tenemos un movimiento curvilíneo muchas veces es recomendable usar coordenadas normales y tangenciales este sistema tiene una característica principal debido a que cada punto de la trayectoria va a haber unos ejes.
The document provides step-by-step instructions for making a graph:
1) Collect data in a table, determine the range of values, and whether the independent variable goes on the x-axis and dependent on y-axis.
2) Label the graph with titles and units on each axis. Mark numbers on the axes at even intervals.
3) Plot the data points on the graph and draw a best-fit line through as many points as possible.
GRAPHICAL REPRESENTATION OF MOTION💖.pptxssusere853b3
Graphical representations like distance-time graphs and velocity-time graphs can be used to describe motion. Distance-time graphs show the dependence of distance on time, with distance on the y-axis and time on the x-axis. The slope of a distance-time graph gives the object's speed. Velocity-time graphs show the dependence of velocity on time, with velocity on the y-axis and time on the x-axis. The area under a velocity-time graph gives the object's displacement. These graphs can indicate whether motion is uniform or non-uniform and can be used to calculate values like speed, velocity, distance, and acceleration.
This document discusses scalar and vector quantities. It defines scalars as quantities that have magnitude but no direction, such as mass, time, length, etc. Vectors are quantities that have both magnitude and direction, and include displacement, velocity, acceleration. The document explains how to represent vectors graphically as arrows and describes different methods to calculate the resultant of concurrent vectors, including the triangle method and polygon method. It also introduces decomposing vectors into rectangular components to calculate vector addition analytically.
1. Motion graphs are used to show the relationships between position, speed, and time by plotting position on the y-axis versus time on the x-axis.
2. A straight line on a position vs. time graph indicates constant speed, while a steeper line means faster speed.
3. Slope represents speed, with a steeper positive slope corresponding to a higher speed. Slope is calculated as the rise over the run of a line on the graph.
This document provides an overview of modeling motion mathematically through graphs of position, velocity, acceleration, and time. It defines key terms like displacement, velocity, acceleration, and their relationships. Graphs of these variables are used to describe different types of motion like uniform, accelerated, and free fall. Equations are presented to calculate values like displacement from graphs by using the area under the curve. Real-world applications of these kinematic equations like GPS, projectile motion, and accident reconstruction are also briefly discussed.
This document provides an overview of graphing motion in one dimension. It discusses position versus time graphs, velocity versus time graphs, and acceleration versus time graphs. Key points include:
- The slope of a position-time graph represents velocity, and the slope of a velocity-time graph represents acceleration.
- Straight lines on position-time graphs indicate uniform motion with constant velocity.
- The area under a velocity-time graph represents displacement.
- Kinematic equations allow calculations of variables like position, velocity, and acceleration given information about an object's motion under constant acceleration.
The document provides a summary of key concepts and formulas for Mechanics 1 that will not be included in the formula book. It covers topics like kinematics in one and two dimensions, forces, Newton's laws of motion, connected particles, and projectile motion. For each topic, it lists the most important formulas and concepts to know without explanations or worked examples. The document is intended as a study aid to familiarize students with course requirements rather than a replacement for textbooks.
IB Physics HL Full lab report on research question: Galileo’s experiment: mea...Kliment Serafimov
1. An experiment was conducted to measure the acceleration due to gravity using a cart rolling down an inclined plane. A sensor measured the cart's position and velocity as it rolled up and down the plane at different inclinations.
2. The data showed the acceleration was greater than expected when going up the plane and less than expected when going down, due to friction. To account for friction, the average of the up and down accelerations was used.
3. The average acceleration was calculated for different inclinations and plotted against the sine of the angle. The slope of the best fit line gave the acceleration due to gravity as 9.31 m/s2, within the accepted range despite experimental error.
This document provides a summary of key concepts in Edexcel IAL Physics Unit 1, including:
1. SI units and derived units used in physics.
2. Concepts of motion including speed, velocity, acceleration, and representations using graphs.
3. Newton's laws of motion - objects remain at rest or in uniform motion unless acted upon by a force, acceleration is proportional to force, and for every action there is an equal and opposite reaction.
4. Forces and their interactions, including gravity, weight, friction, projectile motion, and applications of concepts like vectors, free body diagrams, and statics.
chapter2powerpoint-090816163937-phpapp02.pptMichael Intia
Kinematics deals with concepts of motion like displacement, velocity, and acceleration. Dynamics deals with forces that cause motion. Together they form the branch of mechanics. Displacement is defined as the difference between the final and initial positions. Speed is the distance traveled divided by time. Velocity is displacement divided by time. Acceleration is the rate of change of velocity with respect to time. Equations relate the kinematic variables of displacement, velocity, acceleration, time, and initial velocity. Position-time and velocity-time graphs provide a visual representation of motion and can be analyzed to determine properties like speed, direction of motion, and periods of acceleration.
This document provides an overview of kinematics, the study of motion without considering causes. It defines fundamental kinematic concepts like position, displacement, velocity, acceleration and describes how to analyze motion using equations and graphs. Key topics covered include constant acceleration, free fall near Earth's surface, and graphical analysis of motion. The document is intended to help students understand and study the concepts of kinematics.
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Table of Contents
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Executive Summary 6
Objectives 6
Mission 6
Keys to Success 6
Company Summary 6
Company Ownership 6
Start-up 6
What We Sell 7
Summary 7
Our products 7
Our services 7
Market Analysis and Sales Forecast 8
Market and Sales Forecast Summary 8
Total Market 8
Target Market Summar.
Your Company NameYour Company NameBudget Proposalfor[ent.docxhyacinthshackley2629
Your Company Name
Your Company Name
Budget Proposal
for
[enter years here]
BUSN278
[Term]
Professor[name]
DeVry University
Table of Contents
Section
Title
Subsection
Title
Page Number1.0Executive Summary
2.0Sales Forecast
2.1Sales Forecast
2.2Methods and Assumptions
3.0Capital Expenditure Budget
4.0Investment Analysis
4.1Cash Flows
4.2NPV Analysis
4.3Rate of Return Calculations
4.4Payback Period Calculations
5.0Pro Forma Financial Statements
5.1Pro Forma Income Statement
5.2Pro Forma Balance Sheet
5.3Pro Forma Cash Budget
6.0Works Cited
7.0Appendices
7.1Appendix 1: [description]
7.2Appendix 2:
[description]
(Please put page numbers in the last column of the table of contents above, because they apply to your finished assignment. Do this after your project is complete. Remove this text and all text that is in italics in this template when finished with your project.)
(Also, please submit your Excel spreadsheet that shows your supporting calculations.)
1.0 Executive Summary
The first paragraph of this executive summary should give a brief description of the business to which this budget applies. Very briefly describe the products and services of this company, the geography or demographics of the customers it serves, and why people purchase the main product of this business. Much or all of this information will be found in the business profile provided to you. Please use your own words, and please do not simply copy and paste the explanation in the course materials. Make assumptions if necessary.
Also, provide a second paragraph that describes how the budget supports the company’s strategy.
Finally, provide a third paragraph in which you summarize the key points from your budget, including the planning horizon; the amount of up-front investment; the NPV, payback, and IRR of the project; and key figures from your income statement, cash budget, and balance sheet.
Remember, this is not a thesis or introduction of what you will talk about—it contains the major, specific content of each section. The second and third paragraphs should be written after you have completed all other sections of this template.
As you complete sections of this template, please remove all italicized text in all sections of this template and replace it with your own text or you will lose points!
2.0 Sales Forecast
Briefly introduce the sales forecast section.
2.1 Sales Forecast
Here you should include a simple table showing the years and the total sales for each year, along with a brief explanation of why sales are expected to rise, fall, change, or stay the same in certain years. Provide a brief explanation of the sales forecast, indicating why you expect sales to rise or fall during the planning horizon. Your explanation should be consistent with the trends and changes in sales found in your table.
Year 1
Year 2
Year 3
Year 4
Year 5
Sales
2.2 Methods and Assumptions
Here you should describe how you arrived at your sales forecast in sect.
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This document provides an introduction to kinematics, including definitions of key terms like speed, velocity, acceleration and their relationships. It discusses how to calculate average speed and uniform acceleration. Graphs are presented as useful tools, including distance-time and speed-time graphs. Motion under conditions like constant acceleration, non-uniform acceleration and free fall are also examined. Readers are assigned questions to assess their understanding of basic kinematics concepts covered.
This document provides instructions for using an inclined plane experiment to determine the magnitude of gravitational acceleration, g. The key steps are:
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The document provides step-by-step instructions for making a graph:
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Similar to 115L Lab TwoUsing Graphs to Recognize Mathematical Relatio.docx (20)
Your company name
Your name
Instruction Page
1. On the cover page
a. Replace ‘Your Company Name’ with your company name, city and state
b. Replace ‘Date’ with the date of the plan
c. Consider inserting graphics:
i. Company logo
ii. Insert a picture or graphic of your product or service
iii. Photo of your facilities
iv. Photo of your location
2. Replace ‘ENTER YOUR COMPANY NAME HERE’ with your company name on the page with the Statement of Confidentiality & Non-Disclosure
3. Open the document header and enter your company name and your name
4. Update the table of contents as you build your business plan.
Delete this page before submitting your business plan.
Business Plan
Your Company Name Here
City, State
Date
Statement of Confidentiality & Non-Disclosure
THIS BUSINESS PLAN CONTAINS PROPRIETARY AND CONFIDENTIAL INFORMATION.
All data submitted to the receiver is provided in reliance upon its consent not to use or disclose any information contained herein except in the context of its business dealings with ENTER YOUR COMPANY NAME HERE (Company). The recipient of this document agrees to inform its present and future employees and partners who view or have access to the document's content of its confidential nature.
The recipient agrees to instruct each employee that they must not disclose any information concerning this document to others except to the extent such matters are generally known to, and are available for use by, the public. The recipient also agrees not duplicate or distribute or permit others to duplicate or distribute any material contained herein without the Company's express written consent.
The Company retains all title, ownership and intellectual property rights to the material and trademarks contained herein, including all supporting documentation, files, marketing material, and multimedia.
Disclaimer Notice
THIS BUSINESS PLAN IS FOR INFORMATIONAL PURPOSES ONLY AND DOES NOT CONSTITUTE AN OFFER TO SELL OR THE SOLICITATION OF AN OFFER TO BUY ANY SECURITIES.
The Company reserves the right, in its sole discretion, to reject any and all proposals made by or on behalf of any recipient, to accept any such proposals, to negotiate with one or more recipients at any time, and to enter into a definitive agreement without prior notice to other recipients. The company also reserves the right to terminate, at any time, further participation in the investigation and proposal process by, or discussions or negotiations with, any recipient without reason.
BY ACCEPTANCE OF THIS DOCUMENT, THE RECIPIENT AGREES TO BE BOUND BY THE AFOREMENTIONED STATEMENT.
Table of Contents
Introduction and Overview 6
Executive Summary 6
Objectives 6
Mission 6
Keys to Success 6
Company Summary 6
Company Ownership 6
Start-up 6
What We Sell 7
Summary 7
Our products 7
Our services 7
Market Analysis and Sales Forecast 8
Market and Sales Forecast Summary 8
Total Market 8
Target Market Summar.
Your Company NameYour Company NameBudget Proposalfor[ent.docxhyacinthshackley2629
Your Company Name
Your Company Name
Budget Proposal
for
[enter years here]
BUSN278
[Term]
Professor[name]
DeVry University
Table of Contents
Section
Title
Subsection
Title
Page Number1.0Executive Summary
2.0Sales Forecast
2.1Sales Forecast
2.2Methods and Assumptions
3.0Capital Expenditure Budget
4.0Investment Analysis
4.1Cash Flows
4.2NPV Analysis
4.3Rate of Return Calculations
4.4Payback Period Calculations
5.0Pro Forma Financial Statements
5.1Pro Forma Income Statement
5.2Pro Forma Balance Sheet
5.3Pro Forma Cash Budget
6.0Works Cited
7.0Appendices
7.1Appendix 1: [description]
7.2Appendix 2:
[description]
(Please put page numbers in the last column of the table of contents above, because they apply to your finished assignment. Do this after your project is complete. Remove this text and all text that is in italics in this template when finished with your project.)
(Also, please submit your Excel spreadsheet that shows your supporting calculations.)
1.0 Executive Summary
The first paragraph of this executive summary should give a brief description of the business to which this budget applies. Very briefly describe the products and services of this company, the geography or demographics of the customers it serves, and why people purchase the main product of this business. Much or all of this information will be found in the business profile provided to you. Please use your own words, and please do not simply copy and paste the explanation in the course materials. Make assumptions if necessary.
Also, provide a second paragraph that describes how the budget supports the company’s strategy.
Finally, provide a third paragraph in which you summarize the key points from your budget, including the planning horizon; the amount of up-front investment; the NPV, payback, and IRR of the project; and key figures from your income statement, cash budget, and balance sheet.
Remember, this is not a thesis or introduction of what you will talk about—it contains the major, specific content of each section. The second and third paragraphs should be written after you have completed all other sections of this template.
As you complete sections of this template, please remove all italicized text in all sections of this template and replace it with your own text or you will lose points!
2.0 Sales Forecast
Briefly introduce the sales forecast section.
2.1 Sales Forecast
Here you should include a simple table showing the years and the total sales for each year, along with a brief explanation of why sales are expected to rise, fall, change, or stay the same in certain years. Provide a brief explanation of the sales forecast, indicating why you expect sales to rise or fall during the planning horizon. Your explanation should be consistent with the trends and changes in sales found in your table.
Year 1
Year 2
Year 3
Year 4
Year 5
Sales
2.2 Methods and Assumptions
Here you should describe how you arrived at your sales forecast in sect.
Your company recently reviewed the results of a penetration test.docxhyacinthshackley2629
Your company recently reviewed the results of a penetration test on your network. Several vulnerabilities were identified, and the IT security management team has recommended mitigation. The manager has asked you to construct a plan of action and milestones (POA&M) given that the following vulnerabilities and mitigations were identified:
The penetration test showed that not all systems had malware protection software in place. The mitigation was to write a malware defense process to include all employees and retest the system after the process was implemented.
The penetration test indicated that the data server that houses employee payroll records had an admin password of “admin.” The mitigation was to perform extensive hardening of the data server.
The penetration test also identified many laptop computers that employees brought to work and connected to the internal network,some of which were easily compromised. The mitigation was to write a bring your own device (BYOD) policy for all employees and train the employees how to use their devices at work.
Complete
the 1- to 2-page
Plan of Action and Milestones Template
. (Must use this template!)
.
Your company wants to explore moving much of their data and info.docxhyacinthshackley2629
Your company wants to explore moving much of their data and information technology infrastructure to the cloud. The company is a small online retailer and requires a database and a web storefront. Currently, only IT is over budget on database maintenance. The initial analysis points to significant cost savings by moving to a cloud environment.
Research
the differences between Infrastructure as a Service (IaaS), Software as a Service (SaaS), and Platform as a Service (PaaS).
Discuss
the differences between IaaS, SaaS, and PaaS. Give an example of the appropriate use of each of the cloud models (Iaas, SaaS, and PaaS).
.
Your company plans to establish MNE manufacturing operations in Sout.docxhyacinthshackley2629
Your company plans to establish MNE manufacturing operations in South Korea. You have been asked to conduct a cultural audit focusing on leadership behaviors of South Korea. The results of your report will be used for internal training for plant managers due to be reassigned to work with South Korean managers in a few months. You are aware of a high-collectivism culture with a Confucian code of ethical behavior in South Korea. What kinds of South Korean leadership behaviors would you expect to include in your report? Describe these in terms of interaction between the U.S. and Korean managers as well as interaction between Korean leader-followers.
By
Saturday, June 21, 2014
respond to the discussion question assigned by the faculty. Submit your response to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion until
Wednesday, June 25, 2014
.
Comment on how your classmates would address differing views.
.
Your company just purchased a Dell server MD1420 DAS to use to store.docxhyacinthshackley2629
Your company just purchased a Dell server MD1420 DAS to use to store databases. the databases will contain all employee records and personal identified information (PII). You know that databases like this are often targets. The Chief Information Officer has asked you draft a diagram for the server and 3 connected workstations. The diagram must use proper UML icons.
- Research:
network topology to protect database server (Google Term and click images)
-
Create a diagram using proper UML
icon, the protects the server and the 3 workstations.
-
Include where Internet access will be located
, firewall and other details.
- The
body (Min 1 page)
- Provide a summary after the diagram how and why you topology should protect the database.
.
your company is moving to a new HRpayroll system that is sponsored .docxhyacinthshackley2629
your company is moving to a new HR/payroll system that is sponsored by a firm called Workday.com. You have been asked to oversee the stakeholder management aspects of this project. Identify some of the key stakeholders at your company and describe how you plan to keep them engaged during your year-long project. Be sure to include the appropriate methods since not all of your stakeholders are located at the HQ office in Herndon, VA.
.
Your company is considering the implementation of a technology s.docxhyacinthshackley2629
Your company is considering the implementation of a technology solution to address a business problem. As a member of the IT team for a manufacturing company, you were asked to select a product to address the identified needs, informing the stakeholders about its fit to the identified needs, and providing implementation details. Several past process changes have been unsuccessful at implementation and user acceptance. You will create two artifacts that communicate product information tailored to meet the needs of each of the following stakeholder groups:
• Audience 1: executive leadership of the organization, such as the CIO, CFO, etc.
• Audience 2: cross-functional team, including members from IT who will be implementing the product
.
Your company is a security service contractor that consults with bus.docxhyacinthshackley2629
Your company is a security service contractor that consults with businesses in the U.S. that require assistance in complying with HIPAA. You advertise a proven track record in providing information program security management, information security governance programs, risk management programs, and regulatory and compliance recommendations. You identify vulnerabilities, threats, and risks for clients with the end goal of securing and protecting applications and systems within their organization.
Your client is Health Coverage Associates, a health insurance exchange in California and a healthcare covered entity. The Patient Protection and Affordable Care Act (ACA) enables individuals and small businesses to purchase health insurance at federally subsidized rates. In the past 6 months, they have experienced:
A malware attack (i.e., SQL Injection) on a critical software application that processed and stored client protected health information (PHI) that allowed access to PHI stored within the database
An internal mistake by an employee that allowed PHI to be emailed to the wrong recipient who was not authorized to have access to the PHI
An unauthorized access to client accounts through cracking of weak passwords via the company’s website login
Health Coverage Associates would like you to
develop
a security management plan that would address the required safeguards to protect the confidentiality, integrity, and availability of sensitive data from the attacks listed above and protect their assets from the vulnerabilities that allowed the attacks to occur.
Write
a 1- to 2-page high-level executive summary of the legal and regulatory compliance requirements for Health Coverage Associates executives. The summary should provide
Accurate information on the HIPAA requirements for securing PHI
FISMA and HIPAA requirements for a security plan
Scope of the work you will perform to meet the Health Coverage Associates’ requests
Compile
a 1-to 2-page list of at least 10 of the CIS controls that provide key alignment with the administrative (policies), physical (secured facilities), and technical safeguards required under HIPAA to protect against the attacks listed above. Include corresponding NIST controls mapped to the selected CIS controls.
Write
a 1- to 2-page concise outline of the contents of the security management plan. Include
Policies Health Coverage Associates will need to manage, protect, and provide access to PHI
The recommended risk management framework Health Coverage Associates should adopt
Key elements Health Coverage Associates should include in its plan of actions and milestones
Cite
all sources using APA guidelines.
.
Your company has just sent you to a Project Management Conference on.docxhyacinthshackley2629
Your company has just sent you to a Project Management Conference on the latest trends in project scope management. When you return to work, you will have to provide a report at the staff meeting on what you learned.
In your initial post
, share some of the trends that you heard at the conference. Conduct research and use sources to support your findings. Be sure to acknowledge any sources you use.
.
Your company has designed an information system for a library. The .docxhyacinthshackley2629
Your company has designed an information system for a library. The project included a new network (wired and wireless), a data entry application, a Web site, database and documentation.
Design a generic test plan that describes the testing for an imaginary system, make sure to address unit, integration and system testing.
Create a one-page questionnaire to distribute to users in a post-implementation evaluation of a recent information system project. Include at least 10 questions that cover the important information you want to obtain.
.
Your company has had embedded HR generalists in business units for t.docxhyacinthshackley2629
Your company has had embedded HR generalists in business units for the past several years. Over that time, it has become more costly and more difficult to maintain standards, and is a frustration for business units to have that budget “hit.” The leadership has decided to move to a more centralized model of delivering HR services and has asked you to evaluate that proposition and begin establishing a project team to initiate the needed changes. The project team is selected, and you must now provide general direction.
.
Your company You are a new Supply Chain Analyst with the ACME.docxhyacinthshackley2629
Your company: You are a new Supply Chain Analyst with the ACME Corporation. We design specialty electronics that are components in larger finished goods such as major appliances, automobiles and industrial equipment. Manufacturing is outsourced to low-cost suppliers due to the significant labor contribution and closeness to electronic component suppliers.
Your product: ACME Corp. designs a leading-edge family of devices branded as “Voice Assistants.” These are add-on boxes that many OEMs are using as plug-and-play devices in a wide variety of Internet-of-Things products. They are also sold directly to consumers as after-market items, but only for IoT devices that were built with our proprietary data-port.
Figure 1: Product line of ACME Corp Voice Assistant IoT Add-on Boxes
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Detailed Requirements: Prepare a formal report summarizing your results and providing recommendations that are supported by facts. The required layout follows:
A. Supply Chain Management:
a. Identify a single key supplier and a single key customer for your product, including a brief description of their product.
b. Identify the proper type of business relationship that your company should have with the supplier and customer from Part A, above, then briefly describe the data that you would share with them.
c. When implementing Supply Chain Management with your #1 key supplier for the first time, create a timeline that lists each of the six SCOR processes in the order that you recommend implementation; include process leader (by job title), primary contact at supplier/customer (by job title), and duration to implement.
d. Briefly describe each of the four enablers of supply chain .
Your company has asked that you create a survey to collect data .docxhyacinthshackley2629
Your company has asked that you create a survey to collect data on customer satisfaction related to their health care experience at your hospital.
Assignment Details (4-5 pages)
Please Add Title to page
Page 1:
A brief summary of the health care issue/topic (wait time, medication errors, etc.)
Number and access of source to sample and population
Limitations of the survey (parameters)
Time line for completion of survey
Page 2: Survey Questions
Survey questions: Limit the questions to 10
Page 3: Compilation of Data
Time line for assessment and evaluation of data
Challenges faced during this process
Page 4: Results and Conclusions
Results of study
Conclusions and potential value of the findings
Reference page
Deliverable Length
4–5 pages
Title and reference pages
.
"Your Communications Plan"
Description
A.
What is your challenge or opportunity?
The topic I would like to present is pitching an Project idea for some investor to invest in my Women’s Resources center.(Voices Of Women)
B.
.
Why is this professionally important to you?
Goal
A.
What goal or outcome do you want to achieve with this communication?
I.
Is it clear, concise, and actionable?
Audience
A.
Who is you target audience?
What are the professional positions of the audience?
I.
What demographic characteristics will the audience comprise?
II.
What is your relationship to the audience?
III.
What background knowledge and expertise does the audience have?
IV.
What does the audience know, feel about, and expect concerning this communication?
V.
What preconceptions or biases do you possess that might prevent you from building rapport with your audience?
B.
What information is available about your audience?
A.
b.
c.
I.
What research/sources will you use to obtain information about the audience?
II.
What conclusions have you been able to draw about the audience?
C.
What tone will you
"Your Communications Plan"
Description
A.
What is your challenge or opportunity?
The topic I would like to present is pitching an Project idea for some investor to invest in my Women’s Resources center.(Voices Of Women)
B.
.
Why is this professionally important to you?
Goal
A.
What goal or outcome do you want to achieve with this communication?
I.
Is it clear, concise, and actionable?
Audience
A.
Who is you target audience?
What are the professional positions of the audience?
I.
What demographic characteristics will the audience comprise?
II.
What is your relationship to the audience?
III.
What background knowledge and expertise does the audience have?
IV.
What does the audience know, feel about, and expect concerning this communication?
V.
What preconceptions or biases do you possess that might prevent you from building rapport with your audience?
B.
What information is available about your audience?
A.
b.
c.
I.
What research/sources will you use to obtain information about the audience?
II.
What conclusions have you been able to draw about the audience?
C.
What tone will you use to convey your message?
I.
Is the setting casual or formal?
II.
Is the communication personal or impersonal?
Key Message
A.
What is the primary message you must convey to your audience?use to convey your message?
I.
Is the setting casual or formal?
II.
Is the communication personal or impersonal?
Key Message
A.
What is the primary message you must convey to your audience?
.
Your community includes people from diverse backgrounds. Answer .docxhyacinthshackley2629
Your community includes people from diverse backgrounds. Answer the following questions related to how culture affects nutrition.
1. How does your culture shape decisions that you make about nutrition? (Culture includes history, values, politics, economics, communication styles, beliefs, and practices.)
2. Describe at least 1 different cultures present at your community. How do these cultures impact food choices?
3. Describe how you interact with someone from another culture related to diet. Provide specific examples.
4. Assume that you are preparing a Thanks Giving dinner for a group of your classmates that represent a variety of cultures. Describe how you will prepare the menu and set the table. Include how you will address food safety at the picnic.
Explore ways to address the problem of food insecurity in your community.
1. What programs are available to meet the nutrition needs of individuals in the area?
2. What types of options exist in the area to purchase food?
3. What role do you believe society should take to ensure that individuals have access to adequate healthy food?
4. What do you see as your role in the community related to proper nutrition?
.
Your Communications Plan Please respond to the following.docxhyacinthshackley2629
"Your Communications Plan"
Please respond to the following:
Provide a brief overview of your Strategic Communications Plan. Include a short description for each of the following
in bullet point format
:
- The purpose of the communication
- Your goal
- Audience
- Key Message
- Supporting Points
- Channel Selection
- Action Request
Note:
Remember, feedback is a powerful and essential tool. Thoughtful, useful feedback is specific. It combines suggestions for improvement with the recognition of good ideas. When you offer feedback, you should contribute new ideas and new perspectives to help your peers learn and move forward.
.
Your Communication InvestigationFor your mission after reading y.docxhyacinthshackley2629
You are to observe human interaction for 15 minutes in a public setting, noting details of two people's conversation without interrupting. You should describe the communication environment and identify elements of the transactional communication model. Finally, post a brief report on the discussion board, and reply to two classmates' posts with empathetic perspectives on their observations.
Your Communications PlanFirst step Choose a topic. Revi.docxhyacinthshackley2629
"Your Communications Plan"
First step: Choose a topic. Review the Communication Challenge Topics and choose one that is relevant and interesting to you. Make sure to review the examples and anecdotes that follow each topic in this document. You can also find this information under the Course Info tab.
Second step: Review the Strategic Communication Plan example. Your plan should mirror this example in format and length. You can also find this example under the Course Info tab.
Third step: In this discussion, please respond to the following:
Part 1: What is your topic?
Part 2: Provide a rough draft of your Strategic Communications Plan for peer review and instructor feedback. Your draft should include enough detail that we can provide strong constructive feedback and input.
COM510 ASSIGNMENT COMMUNICATION CHALLENGE TOPICS
In the world of business, we can create opportunities through strategic communication. Throughout our professional careers, there are key events that raise the stakes of our communications approach.
WHAT YOU’LL DO
1) Review the Communication Challenge Topics and their accompanying case study examples.
2) Select 1 topic that is professionally relevant for you.
3) Use for your COM510 assignments (the topic you have selected, not the case study example).
Note: If there is another challenge or current opportunity in your professional life that is more relevant for you, you may choose a topic that is not on this list. Keep in mind that the communication challenge you select must in- clude both written and verbal communication elements to meet the needs of this course. (Your professor must approve your selection before you proceed.)
1
Examples of each scenario are provided to demonstrate what thoughtful, professional communication would look like in each of these situations. These are only examples and should not be used for completing the assignment. You can create and establish all necessary assumptions. The scenario is yours to explain.
COMMUNICATION CHALLENGE TOPICS
Choose one of the following topics for your assignments.
• Internal Promotion Opportunity
• New Job Opportunity Interview
• Running a Meeting
• Coaching Your Direct Employees
• Pitching a Project Idea
INTERNAL PROMOTION
Seeking a promotion from within your company is one opportunity in which strategic communication could mean the difference be- tween success and failure. If you choose this scenario, you’ll need to create both a written and a verbal (audio or video) communica- tion. These elements should explain why you are the right person for the internal promotion while addressing potential questions you might need to answer as part of the process.
Things to Consider
• Have you checked the listings on your company’s job board lately?
• Is there a new position you would like to secure?
• Have you taken on more responsibility at work?
• Have your outcomes been positive?
• Do your job title and job description match what you do? .
Your coffee franchise cleared for business in both countries (Mexico.docxhyacinthshackley2629
Your coffee franchise cleared for business in both countries (Mexico, and China). You now have to develop your global franchise team and start construction of your restaurants. . You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another since they represent the global division of your company.
You are concerned with the following two issues. Substantively address each in a two-part paper, applying Beyond the Book, MUSE, Intellipath and library resources to support your reasoning
Part 1: Effective communication with participants
What are the implications of the cultural variables for your communication with the team representative from each country in the face to face meeting?
Address Hall’s high and low context regarding verbal and non-verbal communication. The United States is a low context culture, while each country is high context.
Tip: Write at least one substantive paragraph for each country
Video on Hall's high and Low Context Communication
Part 2: Effective communication among participants
What are examples of barriers and biases in cross-cultural business communications that may impact the effectiveness of communication among the meeting participants and in potential negotiations?
What are some of the issues you should be concerned about regarding verbal and nonverbal communication for this group to avoid misinterpretations and barriers to communication?
Please submit your assignment.
.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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The History of NZ 1870-1900.
Making of a Nation.
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Social Laboratory, New Zealand,
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
115L Lab TwoUsing Graphs to Recognize Mathematical Relatio.docx
1. 115L Lab Two
Using Graphs to Recognize Mathematical Relations:
Displacement, Velocity and Acceleration
1 Introduction
Many of the things that are studied using physics are processes
that change
over time. A system being studied will have some initial
configuration at the
beginning of the observation. As time goes on, the system will
evolve into a
new configuration. One of the most common practices in
scientific study is to
keep detailed records of a systems configuration through a
period of time. This
allows the observer to look back at the systems evolution as a
function of
time. Often, the function will follow a consistent mathematical
relation that
leads to the equations used to model physical processes and
predict the behavior
of systems.
Today you will look at a simple system, a cart moving in one
dimension
along a track. You will look at separate functions for the cart’s
position along
the track, the rate of change of that position (the velocity), and
the rate of
2. change of the velocity or amount that the cart is speeding up or
slowing down
(the acceleration). Plots of the functions, all functions of time,
reveal the simple
mathematical relations that each follows. Features of the plots
also clearly show
the connections between the three functions: position, velocity
and acceleration.
Theses connections are what led Newton and Liebniz to invent
calculus. Study-
ing the connections between the graphs of these functions is an
illuminating
illustration of the basic principles of calculus, and how they
appear in the phys-
ical world.
2 Making a Graph of Position as a Function of
Time
You have a track set up at a low angle, and a low friction cart to
roll down the
track. At the top of the track there is a motion detector. The
motion detector
sends an ultrasonic pulse, and then detects the reflection. The
time delay be-
tween the sent and received pulse allows the detector to
calculate the distance
to the object that the pulse reflected from. A series of these
measurements over
time allows the motion of an object to be tracked.
1
• Make sure the detector’s switch is set on the narrow-beam
3. setting.
• Make sure the detector is aimed parallel to the track.
• Open the DataStudio file PS115L.Position1.
• Hold the cart about 20 cm from the detector. Make a note of
the
starting position:
• Click “start” on the DataStudio interface and release the cart.
Try to time your release of the cart as close as possible to the
start of the data collection. Click stop just as the cart reaches
the bottom of the ramp.
Catch the cart as it reaches the bottom!!
• Identify the initial position of the cart.
The data table may have several readings near the beginning of
the data set with values that do not vary, or vary only slightly.
Use the average of these values as the initial position of the cart
before the release.
• Identify the last relevant data point.
If you timed your “stop” correctly, you will be able to use the
data all the way to the end. However, if the cart was caught, or
struck the end before the recording was stopped, you will have
to truncate your data. If you can’t tell where to stop from the
table, you will be able to tell during the plotting.
• Record your data in the first two columns of table 1 on page
19.
You can leave the third column empty for now. It will be used
later.
On the provided tape mark an initial position. Then measure and
mark
4. each consecutive position. Remember, the time interval between
every
two consecutive points is equal.
What do you notice about your position marks as the sequence
progresses?
What does this tell you about the speed of the cart as it makes
its way
down the ramp?
Making a plot of position as a function of time. Plot each point
from
the table with position on the y axis and the time on the x axis.
In
this case, t would be a more appropriate label to use for the x
axis.
What is the coordinate you’re plotting on the y axis?
The position is measured as distance away from the detector.
Since the detector
is aimed at an angle straight down the ramp, it gives the
distance the cart has
traveled at that angle, a combination of vertical and horizontal
movement. So
the position measured in this experiment is not what are
commonly called x
(horizontal) or y (vertical), but actually the hypotenuse of a
triangle made by
a combined motion in two dimensions. Of course, what label
you give a quan-
tity doesn’t really matter as long as the meaning is understood.
Some common
letters used to label position in a direction that isn’t necessarily
5. defined as “hor-
izontal” or “vertical” are d, r, and s.
What type of function does your plot look like?
Does your plot look like the path the cart took down the ramp?
Of course the cart went straight down the ramp. The plot looks
quadratic–like
half a parabola–because it is a picture of the cart’s motion in
time. Remember
the previous lab and the equations that described the ball’s
position as a func-
tion of time after it was fired from the ballistic pendulum:
x = x0 + v0xt +
1
2
axt
2
y = y0 + v0yt +
1
2
ayt
2
You then determined specific values for each term in the
general equation sep-
arately for x and y. You can do the same thing for the cart on
6. the ramp. Start
with the general form of the equation, use s, its a good letter for
position:
s = s0 + v0st +
1
2
ast
2 (1)
Now, s0 is the initial position. It should be whatever value the
position sensor
read before you released the cart. If your data doesn’t give
exactly the same
reading for the repeating value before the release, use the
average of the values
at the beginning of your data set. This small fluctuation is just
the uncertainty
in the instrument’s reading.
v0s is the initial speed that the cart was moving along the line
of the
detector. What should this value be?
Since the cart was not moving initially, but then it started
moving, there must
be a force acting on it–giving it an acceleration. Remember,
acceleration is a
change in velocity over time. The cart wasn’t moving, then it
started moving,
then it continued to speed up on its way down the track. You
probably already
7. understand that gravity is responsible for the cart’s motion
down the ramp, but
its not the full force due to gravity acting here. The cart would
obviously reach
the bottom faster if it just fell straight down. The amount that it
speeds up
as it descends depends on the steepness of the track. The
expression for the
acceleration in this case depends on the angle of the track:
a = g sin θ (2)
Here g is still the gravitational acceleration you used
previously, 9.8 m
s2
. θ is
the angle of the track above horizontal. Later in the course
you’ll get a chance
to see why this is the acceleration for this situation.
The acceleration is causing the cart to speed up in the same
direction
that you are measuring as a positive distance. What sign should
you
give the acceleration term in the equation?
So the expression for the cart’s position, as a function of time,
when it is re-
leased from rest to roll down the ramp is:
s = s0 +
1
2
8. g sin θt2 (3)
The cart starts at some distance away from the sensor, recorded
in your data,
and then accelerates in the positive direction–defined as down
the ramp in this
case by the sensor. The amount of acceleration depends on the
angle of the
ramp, θ, and gravity, g.
• Measure θ, the ramp’s angle above the horizontal. Use two
differ-
ent methods to determine the angle.
You have different tools provided, including a protractor, level,
carpenter’s square, and plum-bob. Remember that trig functions
provide a way to calculate angles from measurements of the
sides
of a right triangle.
• Take the average of your two measurements, and record that
as
your θ.
• θ =
You will need the acceleration term, g sin θ, for your
calculations. cal-
culate g sin θ using your θ and 9.8 m
s2
for g and record the value here:
Use your s0 and θ to complete your position equation.
s = s0 +
9. 1
2
g sin θt2
• Open Datastudio file PS115L.Position2.
• Record another run of the cart down the track. Try to start in
the same position as your previous run (Recorded on page 2).
• This time Datastudio has produced a graph of the cart’s
position
as a function of time, rather than just a data table of ordered
pairs.
• Compare the new graph on the computer with the graph you
pro-
duced by hand for the previous run. Pay attention to things like
the initial and final positions, and the slope of the curve across
the domain.
• List at least two things that are similar on the two graphs.
• List any things that are different, if there are any.
• Propose an explanation of what could have caused any
differences
you see.
• Open Datastudio file PS115L.Position3
• There is a dialog box where you can enter the values for your
ini-
tial position, s0, and your acceleration, g sin θ. Take these
10. values
from your equation 2 on page 6.After entering the values, click
the
“accept” button.
• Hold the cart in the same initial position as the previous runs.
• Click “start” and release the cart. Click “stop” and catch the
cart
at the bottom.
• Datastudio has produced two curves on the same graph. One is
a
plot of the carts measured position during its descent, the other
is a plot of the position function, s = s0 +
1
2
ast
2, with your values
entered for the coefficients.
• Compare your theoretical curve to the one plotted based on the
measured points.
• On page 6 you calculated an average of two measurements
to determine your θ. What effect would using either of the
measurements as θ instead of the average have on your
theoretical
model?
• Would either value of θ give you a theoretical result closer to
the
11. measured curve?
• The model assumes an object moving under the influence of a
single force. Give three things that may influence the motion of
the cart as it travels down the ramp that are not considered in
the
model.
3 Velocity as a Function of Time, and It’s Rela-
tion to Position
Velocity is the change in position over time. The units for
velocity will always
be some measure of distance, divided by a measure of time:
miles per hour,
kilometers per hour, furlongs per fortnight, and the S.I. meters
per second are
all examples of velocity units. Velocity also includes a
direction. If you are
driving due north, your velocity in the east direction is zero. In
this lab, where
you are concerned with motion in one direction — a straight
line measured
out from the motion detector — velocity can have two
directions: Away from
the detector (defined as positive), and toward the detector
(defined as negative).
If a certain distance is traversed by an object in a certain time,
the object’s
average velocity can be calculated simply by diving the distance
traveled by
the time taken to travel the distance. To approximate a
measurement of actual
12. velocity, which is an object’s speed and direction of travel at
one specific instant
of time, you can calculate an average velocity over a very short
time interval.
The shorter the time interval that you measure a change in
distance over, the
closer you get to a measurement of the objects actual velocity.
Using the data you collected in table 1 on page 19, calculate the
average
velocity between each two consecutive position measurements.
Do this
by dividing the distance traveled from the first measurement to
the
second by the time interval between the two measurements. Use
the
calculated velocities to complete table 1.
Create a graph of velocity vs. time using the data in table 1.
• Open Datastudio file PS115L.Velocity1.
• Record a run of the cart down the track.
• Datastudio has created plots of both the position and velocity
• Choose a point somewhere along the curve of the position
graph.
• Use the Datastudio Slope Tool. Positioning the slope tool on
your chosen point will give you the graph’s slope at that exact
point.
• Find the point on the velocity graph at the corresponding time
of
your chosen position point.
• The X,Y Tool will give you the coordinates of that point.
13. Com-
pare the y-value of the point on the velocity graph to the slope
of
the position graph at the same time coordinate.
• what do you find?
• Repeat the process for 3 different points along the curve of the
position graph.
The slope of a graph is often call “rise over run”. For the
position graph, the
rise is a measure of distance, meters, and the run is a measure of
time, seconds.
Rise over run is meters per second, the units of velocity. The
slope of a graph is
the rate of change of the function represented by the graph.
Since velocity is a
rate of change (over time) of the position, the slope of a graph
of position versus
time will be the velocity. This relation of a function to its rate
of change is the
derivative defined by calculus. By taking the position as a
function of time, a
corresponding equation for the velocity as a function of time
can be obtained
by using the derivative.
The position:
s = s0 + v0st =
1
2
14. ast
2 (4)
Taking the derivative with respect to time gives an expression
for the velocity:
vs = v0s + ast (5)
Look at your equation for position, by taking the derivative with
respect
to time, or by comparing with equation 5, find an expression for
velocity
based on your measurements.
Compare your expression’s coefficients with those of the curve-
fit from
the Datastudio graph of the velocity.
4 The Acceleration
The equation for position, equation 1, is based on assumption of
a constant force
providing an acceleration in the direction the equation applies
to. This works
well for things falling, or otherwise moving with gravity
providing the only force
driving the motion. This is true because gravity is so close to
being constant in
the vicinity of Earth’s surface.
• Knowing that the acceleration should be constant for the cart
descending the ramp. what should a graph of the acceleration
look like?
15. • Can you predict what the value of the acceleration is from the
information contained in the velocity graph?
Just as velocity is the rate of change of position over time, the
acceleration is
the rate of change of velocity over time. In terms of a
mathematical function,
acceleration will be given by the derivative of velocity with
respect to time.
The same information comes from a graph of a function by
looking at the slope.
• Use the slope tool to check the slope of the velocity graph in 4
different places. What do you find?
• What does this tell you about the acceleration?
• Looking at equation 5 for the velocity, can you take the time
derivative of it? If you haven’t studied derivatives in calculus
yet,
can you predict what it should be knowing that acceleration in
this case is constant?
• Open Datastudio file PS115L.Acceleration1 and record
another
run.
• Datastudio has now plotted graphs of position, velocity and
acceleration.
• How does the graph of acceleration compare with your predic-
16. tions?
• How does the acceleration graph compare with the slope of the
velocity graph?
• What is the slope of the acceleration graph?
• What does this tell you about the rate of change over time of
the
acceleration?
5 Motion Toward the Detector
The detector is set up to measure the distance in a straight line
away from it.
You saw that velocity of the cart away from the detector had a
positive value,
increasing in magnitude as the cart speed up. You chose
acceleration to be
positive because of the observation that the speed of the cart
increased as the
cart moved in the positive direction.
• Is it possible to measure a negative position with this device?
• Could velocity be negative?
• What type of motion might cause a negative velocity?
• What would happen to the speed of a cart if it was given a
push
up the ramp?
• What does this mean for the acceleration?
17. In the space below, sketch how you think plots of position,
velocity
and acceleration, all as functions of time, would appear if the
cart was
started near the bottom of the track and given a slight push up.
Describe in words the motion of a cart given a gentle push up
the track
from the bottom.
Do your graphs match with your description? Identify at least
one
feature from each graph that matches your description of the
motion.
• Position:
• Velocity:
• Acceleration:
Use the equipment to record a run, giving the cart a slight push
up the
track toward the detector. Stop the recording when the cart
reaches the
bottom again.
Make comparisons between your predictions and the actual
graphs.
18. List at least one similarity and one difference for each graph.
• Position:
• Velocity:
• Acceleration:
Compare your verbal description with the plots.
• What do you notice about the slope of the velocity graph?
• What happens to the sign of the value of velocity as the cart
changes direction?
• Does the acceleration change with the direction of the cart’s
mo-
tion?
Table 1: Table for graphing position and velocity
time (seconds) position (meters) velocity (meters per second)
PS115L Second Experiment Questions
1. If we give the cart an initial velocity instead of just letting it
go, how would the plot of the position change? Hint: Look at
the full equation of motion from equation (1) of the lab. You
may use an excel plot with reasonable values for the different
terms to illustrate the difference.
19. 2. Identify at least two different physical reasons why your
measured data might not have exactly matched you predicted
result.
3. A ball is thrown upward with some initial velocity, what is
its acceleration when it reaches its maximum height?
4. In this lab, you have learned that the rate of change of
position with respect to time is velocity, and the rate of change
of velocity with respect to time is acceleration. What's the rate
of change of acceleration with respect to time?
5. Supposed the experiment is performed on the moon with
minimal atmosphere, how would your theoretical and
experiment result change as opposed to the one you perform on
earth?
6. Is it possible for an object to have a positive (directional)
velocity but a negative (directional) acceleration at the same
time? If yes explain.
7. Briefly describe a situation when an object has zero
acceleration but positive (directional) velocity.
8. Describe a situation when an object has negative acceleration
20. with zero velocity.
Challenge Question
9. On the following plot, identify a point where the acceleration
is at a maximum and a point where it is at a minimum. Also
draw a plot of what the acceleration should look like.
10. Imagine a racing car quickly approaching a corner, as the
driver applies the brakes he/she feels his/her body moving
forward and being pressed hard against the harness (racing seat
belts). The driver then negotiates the corner and once through
presses hard on the accelerator (gas pedal) he/she feels his/her
body moving backward this time being pressed hard against the
back of the seat. Describe the acceleration felt by the driver at
corner entry and exit. be sure to include the direction of the
acceleration and the causes (forces) associated.
Velocity vs time
0 0.31415926535897948 0.62831853071795818
0.9424777960769376 1.2566370614359179
1.5707963267948966 1.8849555921538761
2.199114857512857 2.5132741228718345
2.8274333882308142 3.1415926535897931
3.4557519189487724 3.7699111843077531
4.0840704496667284 4.3982297150257104
4.7123889803846923 5.0265482457436717
5.3407075111026483 5.6548667764616276
5.9690260418206096 6.2831853071795845 1
0.95105651629515364 0.80901699437494712
0.58778525229247369 0.30901699437494795
6.1257422745431173E-17 -0.30901699437494784 -
0.58778525229247358 -0.80901699437494701 -
21. 0.95105651629515364 -1 -0.95105651629515364 -
0.80901699437494756 -0.5877852522924738 -
0.30901699437494812 -1.837722682362934E-16
0.30901699437494778 0.58778525229247336
0.80901699437494701 0.95105651629515364 1
Time (s)
Velocity (m/s)