Part b1)Mass (kg)Velocity (ms)Force (N)Acceleration (ms2)Time to.docxherbertwilson5999
Part b1)Mass (kg)Velocity (m/s)Force (N)Acceleration (m/s2)Time to come to rest (s)stopping distance (m)
Lab 4--Part b1)
An object with a mass 'm' is moving with an initial speed 'v'and is acted on by a single force ‘F’ in the opposite direction of its motion. Use Excel to determine how long it will take the object to come to rest and how far the object travels until it stops..
i) If the mass is doubled, what is the effect on the time?, on the stopping distance?
ii) If the initial velocity is doubled, what is the effect on the time?, on the stopping distance
input: mass, initial velocity, force
output: acceleration, time to come to rest, stopping distance
Part b2)Mass (kg)Fx (N)Fy (N)ax (m/s2)ay (m/s2)2000050000100000time (s)vx(m/s)vy(m/s)v(m/s)x(m)y(m)d (m)00.511.522.533.544.555.566.577.588.599.510
Lab 4--Part b2)
A rocket ship, with mass m=40,000kg, and engines mounted perpendicularly in the x and y directions, fires both rockets simultaneously. The engine oriented in the x-direction fires for 3s and shuts off. The engine oriented in the y-direction fires for 7s and shuts off. The force from the engine in the x-direction is 50,000N and the force from the engine in the y-direction is 100,000N. Make a scatter plot of the y-position of each particle as a function of the x-position, showing the trajectory of the rocket.
Use Excel to determine the following:
i) While the engines are firing, what is the acceleration of the rocket in the x and y directions?
ii) After 7s, what is the velocity of the rocket in the x and y directions?
iii) After 7s, what is the speed of the rocket?
iv) After 7s, how far has the rocket travelled in the x-direction? How far has it travelled in the y-direction?, After 10 s?
v) After 7s, what is the displacement of the rocket? After 10 s? Is the displacement of the rocket the same as the distance travelled? Explain.
vi) If the mass of the rocket is doubled, what happens to the displacement?
Output: ax, ay, vx, vy, x, y, d
Rocket Trajectory
x
y
Part a1)Mass (kg)Force (N)Acceleration (m/s2)105010100205020100
Lab 4--Part a1)
Use Excel to determine the acceleration for an object with mass 'm' being pulled by a constant,
horizontal force (F) on a flat, frictionless surface.
i) What happens to the acceleration if the magnitude of the force doubles?
ii) What happens to the acceleration if the mass of the object doubles?
iii) What happens to the acceleration if both the mass and the force are doubled?
Input: mass and force
Output: acceleration
Part a2)Mass (kg)Angle (degrees)μkμsf_s(max)f_kF_Wsin(q)Acceleration (m/s2)Accelerating or Stationary?400.20.5450.20.54100.20.54150.20.54200.20.54250.20.54260.20.54270.20.54280.20.54290.20.54300.20.54350.20.54400.20.54450.20.54500.20.510500.20.54900.20.5
Lab 4--Part a2)
Use Excel to determine the acceleration for an object with mass 'm' sliding down a surface inclined at an angle θ (between 0 and 90 degrees) above the horizontal. The surfac.
Gravity The importance of Gravity What if gravity is too strongMervatMarji2
Directly proportional to the product of the masses of the objects being attracted
Inversely proportional to the distance between the objects squared
𝐹=𝐺 𝑚1𝑚2/𝑑^2
Use the given information and the theorems you have learned to show that r || s.
A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel.
Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem.
Refer to the diagram. Use the given information and the theorems you have learned to show that r || s.
What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where
y = 8. Show that the oars are parallel
A line through the center of the horizontal piece forms a transversal to pieces A and B.
Use the given information and the theorems you have learned to show that r || s.
Use the given information and the theorems you have learned to show that r || s.
A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel.
Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem.
Refer to the diagram. Use the given information and the theorems you have learned to show that r || s.
What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where
y = 8. Show that the oars are parallel
A line through the center of the horizontal piece forms a transversal to pieces A and B.
Use the given information and the theorems you have learned to show that r || s.
Use the given information and the theorems you have learned to show that r || s.
A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel.
Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem.
Refer to the diagram. Use the given information and the theorems you have learned to show that r || s.
What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where
y = 8. Show that the oars are parallel
A line through the center of the horizontal piece forms a transversal to pieces A and B.
Use the given information and the theorems you have learned to show that r || s.
Use the given information and the theorems you have learned to show that r || s.
A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel.
Recall that the conver
hssb0704t_powerpresDNA as the transforming principle..pptMervatMarji2
Avery performed three tests on the transforming principle.
Qualitative tests showed DNA was present.
Chemical tests showed the chemical makeup matched that of DNA.
Enzyme tests showed only DNA-degrading enzymes stopped transformation.
Hershey and Chase confirm that DNA is the genetic material.
• Hershey and Chase studied viruses that infect bacteria, called bacteriophages.
• Tagged DNA was found inside the bacteria; tagged proteins were not.
They tagged viral DNA with radioactive phosphorus.
They tagged viral proteins with radioactive sulfur.
• Tagged DNA was found inside the bacteria; tagged proteins were not.
DNA structure is the same in all organisms.
• DNA is composed of four types of nucleotides.
• DNA is made up of a long chain of nucleotides.
Each nucleotide has three parts:
₋ a phosphate group.
₋ a deoxyribose sugar.
₋ a nitrogen-containing base
The nitrogen containing bases are the only difference in the four nucleotides.
Scientists Chargaff found:
The amount of adenine in an organism approximately equals the amount of thymine.
The amount of cytosine roughly equals the amount of guanine.
A=T C=G Chargaff’s rules
Watson and Crick determined the three-dimensional structure of DNA by building models.
They realized that DNA is a double helix that is made up of a sugar-phosphate backbone on the outside
with bases on the inside.
Watson and Crick’s discovery was built on the work of Rosalind Franklin and Erwin Chargaff.
₋ Franklin’s x-ray images suggested that DNA was a double helix of even width.
₋ Chargaff’s rules stated that A=T and C=G.
Nucleotides always pair in the same way.
The base-pairing rules show how nucleotides always pair up in DNA.
Because a pyrimidine (single ring) pairs with a purine (double ring), the helix has a uniform width.
A pairs with T
C pairs with G
The backbone is connected by covalent bonds.
The bases are connected by hydrogen bonds.
• Proteins carry out the process of replication.
• DNA serves only as a template.
• Enzymes and other proteins do the actual work of replication.
₋ Enzymes unzip the double helix.
₋ Free-floating nucleotides form hydrogen bonds with the template strand.
₋ DNA polymerase enzymes bond the nucleotides together to form the double helix.
₋ Polymerase enzymes form covalent bonds between nucleotides in the new strand.
₋ Two new molecules of DNA are formed, each with an original strand and a newly formed strand.
• Two new molecules of DNA are formed, each with an original strand and a newly formed strand.
• DNA replication is semiconservative.
Replication is fast and accurate.
DNA replication starts at many points in eukaryotic chromosomes.
There are many origins of replication in eukaryotic chromosomes.
DNA polymerases can find and correct err
Part b1)Mass (kg)Velocity (ms)Force (N)Acceleration (ms2)Time to.docxherbertwilson5999
Part b1)Mass (kg)Velocity (m/s)Force (N)Acceleration (m/s2)Time to come to rest (s)stopping distance (m)
Lab 4--Part b1)
An object with a mass 'm' is moving with an initial speed 'v'and is acted on by a single force ‘F’ in the opposite direction of its motion. Use Excel to determine how long it will take the object to come to rest and how far the object travels until it stops..
i) If the mass is doubled, what is the effect on the time?, on the stopping distance?
ii) If the initial velocity is doubled, what is the effect on the time?, on the stopping distance
input: mass, initial velocity, force
output: acceleration, time to come to rest, stopping distance
Part b2)Mass (kg)Fx (N)Fy (N)ax (m/s2)ay (m/s2)2000050000100000time (s)vx(m/s)vy(m/s)v(m/s)x(m)y(m)d (m)00.511.522.533.544.555.566.577.588.599.510
Lab 4--Part b2)
A rocket ship, with mass m=40,000kg, and engines mounted perpendicularly in the x and y directions, fires both rockets simultaneously. The engine oriented in the x-direction fires for 3s and shuts off. The engine oriented in the y-direction fires for 7s and shuts off. The force from the engine in the x-direction is 50,000N and the force from the engine in the y-direction is 100,000N. Make a scatter plot of the y-position of each particle as a function of the x-position, showing the trajectory of the rocket.
Use Excel to determine the following:
i) While the engines are firing, what is the acceleration of the rocket in the x and y directions?
ii) After 7s, what is the velocity of the rocket in the x and y directions?
iii) After 7s, what is the speed of the rocket?
iv) After 7s, how far has the rocket travelled in the x-direction? How far has it travelled in the y-direction?, After 10 s?
v) After 7s, what is the displacement of the rocket? After 10 s? Is the displacement of the rocket the same as the distance travelled? Explain.
vi) If the mass of the rocket is doubled, what happens to the displacement?
Output: ax, ay, vx, vy, x, y, d
Rocket Trajectory
x
y
Part a1)Mass (kg)Force (N)Acceleration (m/s2)105010100205020100
Lab 4--Part a1)
Use Excel to determine the acceleration for an object with mass 'm' being pulled by a constant,
horizontal force (F) on a flat, frictionless surface.
i) What happens to the acceleration if the magnitude of the force doubles?
ii) What happens to the acceleration if the mass of the object doubles?
iii) What happens to the acceleration if both the mass and the force are doubled?
Input: mass and force
Output: acceleration
Part a2)Mass (kg)Angle (degrees)μkμsf_s(max)f_kF_Wsin(q)Acceleration (m/s2)Accelerating or Stationary?400.20.5450.20.54100.20.54150.20.54200.20.54250.20.54260.20.54270.20.54280.20.54290.20.54300.20.54350.20.54400.20.54450.20.54500.20.510500.20.54900.20.5
Lab 4--Part a2)
Use Excel to determine the acceleration for an object with mass 'm' sliding down a surface inclined at an angle θ (between 0 and 90 degrees) above the horizontal. The surfac.
Gravity The importance of Gravity What if gravity is too strongMervatMarji2
Directly proportional to the product of the masses of the objects being attracted
Inversely proportional to the distance between the objects squared
𝐹=𝐺 𝑚1𝑚2/𝑑^2
Use the given information and the theorems you have learned to show that r || s.
A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel.
Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem.
Refer to the diagram. Use the given information and the theorems you have learned to show that r || s.
What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where
y = 8. Show that the oars are parallel
A line through the center of the horizontal piece forms a transversal to pieces A and B.
Use the given information and the theorems you have learned to show that r || s.
Use the given information and the theorems you have learned to show that r || s.
A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel.
Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem.
Refer to the diagram. Use the given information and the theorems you have learned to show that r || s.
What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where
y = 8. Show that the oars are parallel
A line through the center of the horizontal piece forms a transversal to pieces A and B.
Use the given information and the theorems you have learned to show that r || s.
Use the given information and the theorems you have learned to show that r || s.
A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel.
Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem.
Refer to the diagram. Use the given information and the theorems you have learned to show that r || s.
What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where
y = 8. Show that the oars are parallel
A line through the center of the horizontal piece forms a transversal to pieces A and B.
Use the given information and the theorems you have learned to show that r || s.
Use the given information and the theorems you have learned to show that r || s.
A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel.
Recall that the conver
hssb0704t_powerpresDNA as the transforming principle..pptMervatMarji2
Avery performed three tests on the transforming principle.
Qualitative tests showed DNA was present.
Chemical tests showed the chemical makeup matched that of DNA.
Enzyme tests showed only DNA-degrading enzymes stopped transformation.
Hershey and Chase confirm that DNA is the genetic material.
• Hershey and Chase studied viruses that infect bacteria, called bacteriophages.
• Tagged DNA was found inside the bacteria; tagged proteins were not.
They tagged viral DNA with radioactive phosphorus.
They tagged viral proteins with radioactive sulfur.
• Tagged DNA was found inside the bacteria; tagged proteins were not.
DNA structure is the same in all organisms.
• DNA is composed of four types of nucleotides.
• DNA is made up of a long chain of nucleotides.
Each nucleotide has three parts:
₋ a phosphate group.
₋ a deoxyribose sugar.
₋ a nitrogen-containing base
The nitrogen containing bases are the only difference in the four nucleotides.
Scientists Chargaff found:
The amount of adenine in an organism approximately equals the amount of thymine.
The amount of cytosine roughly equals the amount of guanine.
A=T C=G Chargaff’s rules
Watson and Crick determined the three-dimensional structure of DNA by building models.
They realized that DNA is a double helix that is made up of a sugar-phosphate backbone on the outside
with bases on the inside.
Watson and Crick’s discovery was built on the work of Rosalind Franklin and Erwin Chargaff.
₋ Franklin’s x-ray images suggested that DNA was a double helix of even width.
₋ Chargaff’s rules stated that A=T and C=G.
Nucleotides always pair in the same way.
The base-pairing rules show how nucleotides always pair up in DNA.
Because a pyrimidine (single ring) pairs with a purine (double ring), the helix has a uniform width.
A pairs with T
C pairs with G
The backbone is connected by covalent bonds.
The bases are connected by hydrogen bonds.
• Proteins carry out the process of replication.
• DNA serves only as a template.
• Enzymes and other proteins do the actual work of replication.
₋ Enzymes unzip the double helix.
₋ Free-floating nucleotides form hydrogen bonds with the template strand.
₋ DNA polymerase enzymes bond the nucleotides together to form the double helix.
₋ Polymerase enzymes form covalent bonds between nucleotides in the new strand.
₋ Two new molecules of DNA are formed, each with an original strand and a newly formed strand.
• Two new molecules of DNA are formed, each with an original strand and a newly formed strand.
• DNA replication is semiconservative.
Replication is fast and accurate.
DNA replication starts at many points in eukaryotic chromosomes.
There are many origins of replication in eukaryotic chromosomes.
DNA polymerases can find and correct err
A brief information about the SCOP protein database used in bioinformatics.
The Structural Classification of Proteins (SCOP) database is a comprehensive and authoritative resource for the structural and evolutionary relationships of proteins. It provides a detailed and curated classification of protein structures, grouping them into families, superfamilies, and folds based on their structural and sequence similarities.
This presentation explores a brief idea about the structural and functional attributes of nucleotides, the structure and function of genetic materials along with the impact of UV rays and pH upon them.
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
What is greenhouse gasses and how many gasses are there to affect the Earth.moosaasad1975
What are greenhouse gasses how they affect the earth and its environment what is the future of the environment and earth how the weather and the climate effects.
Richard's aventures in two entangled wonderlandsRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.