Force Table Lab Partners Person 1, Person 2, Person 3, et.docx
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Force Table Lab Partners: Person 1, Person 2, Person 3, etc. Instructor, T.A.: Your Instructor, Your TA MM/DD/YY ABSTRACT This experiment was conducted to show how vectors affect one another- in particular, how opposing vectors can be added up to cancel each other out to create a system in equilibrium, which was done by hanging different masses over various angles on a force table. As a result, each case showed that when summed all forces added to 0. INTRODUCTION Vectors are extremely important in physics, as they provide a way to show quantity that has not only a magnitude, but a direction as well, which is extremely important when explaining things like motion. Although these vectors are more complex than just a single number, they can be manipulated by other vectors fairly easily. This makes combining certain measurements that could involve a multitude of vectors, as well as manipulating a single vector as it can be added or subtracted from itself, fairly simple. This experiment showed the use of a force table to prove this manipulability with vectors by setting mass as forces on certain angles in order to cancel each other out. This works as an example because all three of the masses had some sort of force, in this case being caused by acceleration due to gravity, being applied to them in the direction they were angled. It also helped to demonstrate graphical methods for manipulating vectors by means of “tip-to-tail” measurement. This type of measurement aids in the visual representation of vectors and gives understanding to how a system of vectors looks when in equilibrium, in this case a quadrilateral formed by four vectors of different magnitude and direction. A number of equations were used in this experiment, and are as follows: Instructor name. Fx = 0Σ (1) Fy = 0Σ (2) Fx = Fcos( )θ (3) Fy = Fsin( )θ (4) g = 9.8 m/s2 (5) F = mg (6) Equations (1) and (2) show how F x and F y , the horizontal and vertical components of force F (Newtons ), when in an equilibrium-system should sum to 0. Equations (3) and (4) show how the force F is geometrically related to the horizontal and vertical components, respectively, by means of angle (degrees ). Equation (5) is a constant that states how the acceleration due toθ gravity, g (meters/second 2 ), is equal to 9.81. Equation (6) is a variation of Newton’s Second Law that shows that the force due to gravity on an object is equivalent to g multiplied by mass m (kilograms ). PROCEDURE The force table, which allows a central equilibrium to be reached by hanging multiple masses at different angles, was set up with 3 points to be determined. The force table with a 3-pulley setup is seen in Figure 1. The pulleys were attached around the circumference with a ring and three strings that could spin freely placed in the center of the table. The first trial includ ...
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Physics 161Static Equilibrium and Rotational Balance Intro.docx
Physics 161
Static Equilibrium and Rotational Balance
Introduction
In Part I of this lab, you will observe static equilibrium for a meter stick suspended horizontally. In Part II, you will observe the rotational balance of a cylinder on an incline. You will vary the mass hanging from the side of the cylinder for different angles.
Reference
Young and Freedman, University Physics, 12th Edition: Chapter 11, section 3
Theory
Part I: When forces act on an extended body, rotations about axes on the body can result as well as translational motion from unbalanced forces. Static equilibrium occurs when the net force and the net torque are both equal to zero. We will examine a special case where forces are only acting in the vertical direction and can therefore be summed simply without breaking them into components:
(1)
Torques may be calculated about the axis of your choosing:
(2)
where torque is specified by the equation:
(3)
where d is the lever arm (or moment arm) for the force. The lever arm is the perpendicular distance from the line of force to the axis about which you are calculating the torque.
Normally, up is "+" and down is "-" for forces. For torques, it is convenient to define clockwise as "-" and counterclockwise as "+". Whatever you decide to do, be consistent with your signs and make sure you understand what a "+" or "-" value for your force or torque means directionally.
Part II: Any round object when placed on an incline has tendency of rotating towards the bottom of an incline. If the downward force that causes the object to accelerate down the slope is canceled by another force, the object will remain stationary on the incline. Figure 1 shows the configuration of the setup. In order to have the rubber cylinder in static equilibrium we should satisfy the following conditions:
(4)
Figure 1: Experimental setup for Part II
The condition that the net force along the x-axis (which is conveniently taken along the incline) must be zero yields the relationship. (Prove this!)
Without static friction the cylinder would slide down the incline; the presence of friction causes a torque in clockwise (negative) direction. In order to have static equilibrium we need to balance that torque with a torque in counterclockwise direction. This is achieved by hanging the appropriate mass m.
Applying the last condition to the center of the cylinder will result in:
where r, the radius of the small cylinder (PVC fitting), is the moment arm for the mass m and R, the radius of the rubber cylinder, is the moment arm for the frictional force which accounts for M and m. Combining this equation with the equation for Ffr from above will result in:
(5)
(6)
By adjusting the mass m, we can observe how the equilibrium can be achieved.
Procedure
Part I: Static Equilibrium
Figure 2: Diagram of Torque Experiment Setup
1. Weigh the meter stick you use, including the metal hangers.
2. Attach .
ENGR_151_Lab_5_Report_DBrigham
This experiment tested tension and bending using strain gages attached to specimens. For tension, a beam with a 0.53" x 0.125" cross-section was loaded incrementally in a universal tester until maximum load. Strain readings were recorded and averaged. A similar procedure was used for a 1" x 1" bending beam in a four-point bend test. Stress-strain curves were plotted from the data. Young's modulus was calculated from the slopes as 26.7 Mpsi for tension and 55.5 Mpsi for bending, with 11% and 85% errors respectively, likely due to faulty equipment or human error. The goals of introducing strain gage concepts and expanding on Hooke's law and modulus of elastic
1 February 28, 2016 Dr. Samuel Daniels Associate.docx
This report summarizes the procedures and results of an impact force lab experiment. The lab setup included wiring a strain gauge in a half-bridge configuration and using LabView to program sensors and collect data. Data was collected at angle increments of 5 degrees from 5 to 120 degrees and converted from strain to force. The experimental force values followed a sinusoidal trend when plotted against angle. The natural frequency was calculated and compared to the period of oscillation determined from raw waveform graphs, showing similar values between theoretical and experimental results. Some sources of error are noted, including noise in the raw waveform graphs and an incomplete angle range for the data.
9___Biomechanics_Torques_in_Equilibrium.pdf.pdf
This document provides background and instructions for a biomechanics lab experiment on torques and forces in static equilibrium. Students will use an apparatus modeling a human arm to calculate the force exerted by the bicep muscle at different mass loads. Key steps include finding the center of mass of the "forearm", measuring distances, recording the force measured by a sensor attached to the "bicep", and using a torque equation to calculate the expected bicep force to compare with measurements. Uncertainties in measured values will be propagated to determine the uncertainty in calculated forces.
1VectorAdditionofForcesObjectivesTousethe.docx
1
Vector Addition of Forces
Objectives: To use the force table to experimentally determine the force that balances
two or more forces. This result is checked by analytically adding two or more forces
using their horizontal and vertical vector components, and then by graphically adding
the force vectors on the force table.
Theory: If several forces are acting on a point, their resultant 𝑅 is given as
𝑅 = 𝐴 + 𝐵 + 𝐶
Rx = Ax + Bx + Cx
Ry = Ay + By + Cy
R = 𝑅 = 𝑅!! + 𝑅!!
𝜃! = tan!!
𝑅!
𝑅!
Then if the equilibrant 𝐸 is a force that brings the system to equilibrium
E+ 𝑅 = 0, this means
𝐸 = −𝑅 (E = R, θE = θR+180°)
This means Ex = -Rx and Ey = -Ry
Note for today’s lab: read the details, discuss with your group, and follow the
instructions systematically. We have done several of these questions in class so now
work by yourselves. If you want more details, look up your textbook or online.
Method: You will hang some mass on the pulley hangers that are attached by a thread.
This means the weight of that mass is a force vertically down. However, the string is
attached to the central ring of the force table, and this means a tension equal to the
weight of the mass is a force acting on the central ring. This means you can set up one
or more forces acting on the central ring, calculate their resultant force (resultant, 𝑅).
Then you can determine what force (Equilibrant, 𝐸) would balance these forces to bring
the system to equilibrium.
Apparatus:
Force table, 4 pulley clamps, 3 mass hangers, 1 mass set, string (or spool of thread)
Force table: A force table is a simple set up that can be used to observe vector addition
and equilibrium. You can attach a (one or more) pulley at the edge of the table, and
hang a mass on a string that goes through this pulley. Hanging mass means a weight is
2
acting downward and the tension on the hanging string is acting upward. However, on
the top of the table, the string is attached to a central ring. This string applies a
horizontal tension to the ring. The central ring is our object of interest and we will
observe the effect of various forces on this ring. You can change the magnitude of the
force by changing the hanging mass.
The table surface has a protractor so you can set up vectors in specific directions.
You can find more information online on how a force table works.
If a mass “m” is hanging over the pulley, the mass has a force downward (= the weight
of the mass, mg). And the tension on the string is upward. The magnitude of the tension
= mg)
(image credit: CCNY CUNY)
Set up the force table such that 0 of the table protractor is on your right (just like x-axis
on a Cartesian coordinate system. This means 0°, 90°, 180°, and 270° should be along
+x, +y, -x, -y of your coordinate system.
(image credit: CCNY CUNY)
Resultant vs. Equilibrant
Resultant force is the vector sum of the individual forces
Abstract Today’s experiment objectives are to determine the st.docx
Abstract
Today’s experiment objectives are to determine the stress, deflection, and the strain of a simply supported beam under load. Moreover, experimentally verify the beam stress and flexure formulas. In this week’s experiment we had to use the MTS machine in order to apply a load to a simply supported beam and measure the deflection and strain that comes out from it. As a result from the graphs we plotted, we saw that whenever the load increases, the deflection and strain also increases. We used the strain to find the theoretical stress in our calculations, and we also used the moment, moment of inertia, and the neutral axis to find the experimental stress. We calculated the moment of inertia, which came out to be 0.05122 . Also, we found the neutral axis to be 0515 in , and the maximum deflection also came out to be 0.000013 in. The maximum load applied on the beam came out to be 40049.5 psi, which we calculated from the maximum stress.
Table of Contents
Abstract……………………………………………………………..………..2
Table of Contents……………………………………….……………………3
Introduction and Theory…………………………………………………….4-6
Procedure………………………………………………….……………….7-9
Summary of Important Results…………………...………………………..10-12
Sample Calculations and Error Analysis……………….………………….13
Discussion and Conclusion………………………………………………..14-15
References……………………………………..…………………………….16
Appendix……………………………………………………….……………17
Introduction and Theory
Engineers use beams to support loads over a span length. These beams are structural
members that are only loaded non-axially causing them to be subjected to bending. “A piece is said to be in bending if the forces act on a piece of material in such a way that they tend to induce compressive stresses over one part of a cross section of the piece and tensile stresses over
the remaining part” (Ref. 1). This definition of bending is illustrated below in Figure 1.
It can be seen from Figure 1 that the compressive force, C, and the tensile force, T, acting on the member are equal in magnitude because of equilibrium. Therefore, the compressive force and the tensile force form a force couple whose moment is equal to either the tensile force multiplied by the moment arm or the compressive force multiplied by the moment arm. The moment arm is denoted, e, in Figure 1.
This is why structural members usually carry the center of the load into the tensile, compressive, or transverse loads. A beam usually carries the load transversely. During today’s experiment the load will be forced onto the beam in a symmetric order. We also must know that any cross section of the beam there will be a shear force V and a moment M. When we see in the middle of the beam we realize that the shear force diagram is zero and the moment reaches its maximum constant value.
When a beam is cur in to slices we see that if we want the moment the internal forces must be equal to the moment on the outside. So, M must be equal to the internal forces applied.
REPORT SUMMARYVibration refers to a mechanical.docx
REPORT SUMMARY
Vibration refers to a mechanical phenomenon involving oscillations about a point. These oscillations can be of any imaginable range of amplitudes and frequencies, with each combination having its own effect. These effects can be positive and purposefully induced, but they can also be unintentional and catastrophic. It's therefore imperative to understand how to classify and model vibration.
Within the classroom portion of ME 345, we discussed damped and undamped vibrations, appropriate models, and several of their properties. The purpose of Lab 3 is to give us the corresponding "hands-on" experience to cement our understanding of the theory.
As it turns out, vibration can be modeled with a simple spring-mass system (spring-mass-damper system for damped vibration). In order to create a mathematical model for our simple spring-mass system, we apply Newton's second law and sum the forces about the mass. After applying some of our knowledge of differential equations, the result is a second order linear differential equation (in vector form). This can easily be converted to the scalar version, from which it's easy to glean various properties of the vibration (i.e. natural frequency, period, etc.).
In the lab, we were provided with a PASCO motion sensor, USB link, ramp, and accompanying software. All of the aforementioned equipment was already assembled and connected. The ramp was set up at an angle with a stop on the elevated end and the motion sensor on the lower end. The sensor was connected to the USB link, which was in turn connected to the computer. We chose to use the Xplorer GLX software to interface with the sensor and record our data. After receiving our equipment, we gathered data on our spring's extension with a known load to derive a spring constant. We were provided with a small cart to which we attached weights to increase its mass. In order to model free vibration, we placed the cart on the track and attached it to the stop at the top of the ramp with a spring. After displacing the cart a certain distance from its equilibrium point, the cart was released and was allowed to oscillate on the track while we recorded its distance from the sensor. This was done with displacements of -20cm, -10cm, +10cm, and +20cm from the system's equilibrium point. After gathering this data for the "free" case, a magnet was attached to the front of the car, spaced as far from the track as possible. As the track is magnetic, this caused a slight damping effect, basically converting our spring-mass system to an underdamped spring-mass-damper system. After repeating the procedure for the "free" case, we moved the magnets as close to the track as possible (causing the system to become overdamped) and again repeated the procedure for the "free" case.
We were finally able to determine the period, phase angle, damping coefficients, and circular and cyclical frequencies for the three systems. There were similarities and differ ...
1 Lab 3 Newton’s Second Law of Motion Introducti.docx
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 ...
Recommended
Physics 161Static Equilibrium and Rotational Balance Intro.docx
Physics 161
Static Equilibrium and Rotational Balance
Introduction
In Part I of this lab, you will observe static equilibrium for a meter stick suspended horizontally. In Part II, you will observe the rotational balance of a cylinder on an incline. You will vary the mass hanging from the side of the cylinder for different angles.
Reference
Young and Freedman, University Physics, 12th Edition: Chapter 11, section 3
Theory
Part I: When forces act on an extended body, rotations about axes on the body can result as well as translational motion from unbalanced forces. Static equilibrium occurs when the net force and the net torque are both equal to zero. We will examine a special case where forces are only acting in the vertical direction and can therefore be summed simply without breaking them into components:
(1)
Torques may be calculated about the axis of your choosing:
(2)
where torque is specified by the equation:
(3)
where d is the lever arm (or moment arm) for the force. The lever arm is the perpendicular distance from the line of force to the axis about which you are calculating the torque.
Normally, up is "+" and down is "-" for forces. For torques, it is convenient to define clockwise as "-" and counterclockwise as "+". Whatever you decide to do, be consistent with your signs and make sure you understand what a "+" or "-" value for your force or torque means directionally.
Part II: Any round object when placed on an incline has tendency of rotating towards the bottom of an incline. If the downward force that causes the object to accelerate down the slope is canceled by another force, the object will remain stationary on the incline. Figure 1 shows the configuration of the setup. In order to have the rubber cylinder in static equilibrium we should satisfy the following conditions:
(4)
Figure 1: Experimental setup for Part II
The condition that the net force along the x-axis (which is conveniently taken along the incline) must be zero yields the relationship. (Prove this!)
Without static friction the cylinder would slide down the incline; the presence of friction causes a torque in clockwise (negative) direction. In order to have static equilibrium we need to balance that torque with a torque in counterclockwise direction. This is achieved by hanging the appropriate mass m.
Applying the last condition to the center of the cylinder will result in:
where r, the radius of the small cylinder (PVC fitting), is the moment arm for the mass m and R, the radius of the rubber cylinder, is the moment arm for the frictional force which accounts for M and m. Combining this equation with the equation for Ffr from above will result in:
(5)
(6)
By adjusting the mass m, we can observe how the equilibrium can be achieved.
Procedure
Part I: Static Equilibrium
Figure 2: Diagram of Torque Experiment Setup
1. Weigh the meter stick you use, including the metal hangers.
2. Attach .
ENGR_151_Lab_5_Report_DBrigham
This experiment tested tension and bending using strain gages attached to specimens. For tension, a beam with a 0.53" x 0.125" cross-section was loaded incrementally in a universal tester until maximum load. Strain readings were recorded and averaged. A similar procedure was used for a 1" x 1" bending beam in a four-point bend test. Stress-strain curves were plotted from the data. Young's modulus was calculated from the slopes as 26.7 Mpsi for tension and 55.5 Mpsi for bending, with 11% and 85% errors respectively, likely due to faulty equipment or human error. The goals of introducing strain gage concepts and expanding on Hooke's law and modulus of elastic
1 February 28, 2016 Dr. Samuel Daniels Associate.docx
This report summarizes the procedures and results of an impact force lab experiment. The lab setup included wiring a strain gauge in a half-bridge configuration and using LabView to program sensors and collect data. Data was collected at angle increments of 5 degrees from 5 to 120 degrees and converted from strain to force. The experimental force values followed a sinusoidal trend when plotted against angle. The natural frequency was calculated and compared to the period of oscillation determined from raw waveform graphs, showing similar values between theoretical and experimental results. Some sources of error are noted, including noise in the raw waveform graphs and an incomplete angle range for the data.
9___Biomechanics_Torques_in_Equilibrium.pdf.pdf
This document provides background and instructions for a biomechanics lab experiment on torques and forces in static equilibrium. Students will use an apparatus modeling a human arm to calculate the force exerted by the bicep muscle at different mass loads. Key steps include finding the center of mass of the "forearm", measuring distances, recording the force measured by a sensor attached to the "bicep", and using a torque equation to calculate the expected bicep force to compare with measurements. Uncertainties in measured values will be propagated to determine the uncertainty in calculated forces.
1VectorAdditionofForcesObjectivesTousethe.docx
1
Vector Addition of Forces
Objectives: To use the force table to experimentally determine the force that balances
two or more forces. This result is checked by analytically adding two or more forces
using their horizontal and vertical vector components, and then by graphically adding
the force vectors on the force table.
Theory: If several forces are acting on a point, their resultant 𝑅 is given as
𝑅 = 𝐴 + 𝐵 + 𝐶
Rx = Ax + Bx + Cx
Ry = Ay + By + Cy
R = 𝑅 = 𝑅!! + 𝑅!!
𝜃! = tan!!
𝑅!
𝑅!
Then if the equilibrant 𝐸 is a force that brings the system to equilibrium
E+ 𝑅 = 0, this means
𝐸 = −𝑅 (E = R, θE = θR+180°)
This means Ex = -Rx and Ey = -Ry
Note for today’s lab: read the details, discuss with your group, and follow the
instructions systematically. We have done several of these questions in class so now
work by yourselves. If you want more details, look up your textbook or online.
Method: You will hang some mass on the pulley hangers that are attached by a thread.
This means the weight of that mass is a force vertically down. However, the string is
attached to the central ring of the force table, and this means a tension equal to the
weight of the mass is a force acting on the central ring. This means you can set up one
or more forces acting on the central ring, calculate their resultant force (resultant, 𝑅).
Then you can determine what force (Equilibrant, 𝐸) would balance these forces to bring
the system to equilibrium.
Apparatus:
Force table, 4 pulley clamps, 3 mass hangers, 1 mass set, string (or spool of thread)
Force table: A force table is a simple set up that can be used to observe vector addition
and equilibrium. You can attach a (one or more) pulley at the edge of the table, and
hang a mass on a string that goes through this pulley. Hanging mass means a weight is
2
acting downward and the tension on the hanging string is acting upward. However, on
the top of the table, the string is attached to a central ring. This string applies a
horizontal tension to the ring. The central ring is our object of interest and we will
observe the effect of various forces on this ring. You can change the magnitude of the
force by changing the hanging mass.
The table surface has a protractor so you can set up vectors in specific directions.
You can find more information online on how a force table works.
If a mass “m” is hanging over the pulley, the mass has a force downward (= the weight
of the mass, mg). And the tension on the string is upward. The magnitude of the tension
= mg)
(image credit: CCNY CUNY)
Set up the force table such that 0 of the table protractor is on your right (just like x-axis
on a Cartesian coordinate system. This means 0°, 90°, 180°, and 270° should be along
+x, +y, -x, -y of your coordinate system.
(image credit: CCNY CUNY)
Resultant vs. Equilibrant
Resultant force is the vector sum of the individual forces
Abstract Today’s experiment objectives are to determine the st.docx
Abstract
Today’s experiment objectives are to determine the stress, deflection, and the strain of a simply supported beam under load. Moreover, experimentally verify the beam stress and flexure formulas. In this week’s experiment we had to use the MTS machine in order to apply a load to a simply supported beam and measure the deflection and strain that comes out from it. As a result from the graphs we plotted, we saw that whenever the load increases, the deflection and strain also increases. We used the strain to find the theoretical stress in our calculations, and we also used the moment, moment of inertia, and the neutral axis to find the experimental stress. We calculated the moment of inertia, which came out to be 0.05122 . Also, we found the neutral axis to be 0515 in , and the maximum deflection also came out to be 0.000013 in. The maximum load applied on the beam came out to be 40049.5 psi, which we calculated from the maximum stress.
Table of Contents
Abstract……………………………………………………………..………..2
Table of Contents……………………………………….……………………3
Introduction and Theory…………………………………………………….4-6
Procedure………………………………………………….……………….7-9
Summary of Important Results…………………...………………………..10-12
Sample Calculations and Error Analysis……………….………………….13
Discussion and Conclusion………………………………………………..14-15
References……………………………………..…………………………….16
Appendix……………………………………………………….……………17
Introduction and Theory
Engineers use beams to support loads over a span length. These beams are structural
members that are only loaded non-axially causing them to be subjected to bending. “A piece is said to be in bending if the forces act on a piece of material in such a way that they tend to induce compressive stresses over one part of a cross section of the piece and tensile stresses over
the remaining part” (Ref. 1). This definition of bending is illustrated below in Figure 1.
It can be seen from Figure 1 that the compressive force, C, and the tensile force, T, acting on the member are equal in magnitude because of equilibrium. Therefore, the compressive force and the tensile force form a force couple whose moment is equal to either the tensile force multiplied by the moment arm or the compressive force multiplied by the moment arm. The moment arm is denoted, e, in Figure 1.
This is why structural members usually carry the center of the load into the tensile, compressive, or transverse loads. A beam usually carries the load transversely. During today’s experiment the load will be forced onto the beam in a symmetric order. We also must know that any cross section of the beam there will be a shear force V and a moment M. When we see in the middle of the beam we realize that the shear force diagram is zero and the moment reaches its maximum constant value.
When a beam is cur in to slices we see that if we want the moment the internal forces must be equal to the moment on the outside. So, M must be equal to the internal forces applied.
REPORT SUMMARYVibration refers to a mechanical.docx
REPORT SUMMARY
Vibration refers to a mechanical phenomenon involving oscillations about a point. These oscillations can be of any imaginable range of amplitudes and frequencies, with each combination having its own effect. These effects can be positive and purposefully induced, but they can also be unintentional and catastrophic. It's therefore imperative to understand how to classify and model vibration.
Within the classroom portion of ME 345, we discussed damped and undamped vibrations, appropriate models, and several of their properties. The purpose of Lab 3 is to give us the corresponding "hands-on" experience to cement our understanding of the theory.
As it turns out, vibration can be modeled with a simple spring-mass system (spring-mass-damper system for damped vibration). In order to create a mathematical model for our simple spring-mass system, we apply Newton's second law and sum the forces about the mass. After applying some of our knowledge of differential equations, the result is a second order linear differential equation (in vector form). This can easily be converted to the scalar version, from which it's easy to glean various properties of the vibration (i.e. natural frequency, period, etc.).
In the lab, we were provided with a PASCO motion sensor, USB link, ramp, and accompanying software. All of the aforementioned equipment was already assembled and connected. The ramp was set up at an angle with a stop on the elevated end and the motion sensor on the lower end. The sensor was connected to the USB link, which was in turn connected to the computer. We chose to use the Xplorer GLX software to interface with the sensor and record our data. After receiving our equipment, we gathered data on our spring's extension with a known load to derive a spring constant. We were provided with a small cart to which we attached weights to increase its mass. In order to model free vibration, we placed the cart on the track and attached it to the stop at the top of the ramp with a spring. After displacing the cart a certain distance from its equilibrium point, the cart was released and was allowed to oscillate on the track while we recorded its distance from the sensor. This was done with displacements of -20cm, -10cm, +10cm, and +20cm from the system's equilibrium point. After gathering this data for the "free" case, a magnet was attached to the front of the car, spaced as far from the track as possible. As the track is magnetic, this caused a slight damping effect, basically converting our spring-mass system to an underdamped spring-mass-damper system. After repeating the procedure for the "free" case, we moved the magnets as close to the track as possible (causing the system to become overdamped) and again repeated the procedure for the "free" case.
We were finally able to determine the period, phase angle, damping coefficients, and circular and cyclical frequencies for the three systems. There were similarities and differ ...
1 Lab 3 Newton’s Second Law of Motion Introducti.docx
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 ...
221_Friction_Proc_Fall_2010.pdf
This experiment measures the coefficients of static and kinetic friction between a wooden block and an inclined plane. The static coefficient of friction (μs) is determined using the angle of repose method and by measuring the maximum static frictional force. The kinetic coefficient of friction (μk) is determined by measuring the frictional force needed to pull the block at constant velocity and finding the slope of a graph of frictional force versus normal force. It is also determined using the constant velocity method, where μk is equal to the tangent of the angle at which the block slides down the plane at a constant speed.
Verification of Newton’s Second Law of Motion. presented by redwanul.pptx
The document describes an experiment to verify Newton's Second Law of Motion using an Atwood Machine. An Atwood Machine was used to measure the acceleration of two masses (M and m) connected by a string and pulley. Acceleration was calculated for different mass differences and graphed against the mass difference. The slope of the line was used to calculate the total mass, which was found to be 725.98g with a 3.7% error from the actual total mass of 700g, thus verifying Newton's Second Law.
Statics
This document provides information about a Statics course including the course goals, objectives, content, assessment, teaching strategies, textbook, and lecture times. The course aims to introduce concepts of forces, couples and moments in two and three dimensions and develop relevant analytical skills. Upon completion, students should be able to determine force resultants, centroids, draw free body diagrams, and apply equilibrium principles and analytical techniques to engineering problems. The course will be taught via lectures and tutorials using a specified textbook and will include assignments, tests, and an exam for assessment.
LAB REPORT SHEAR FORCE IN A BEAM
This experiment examines how shear forces vary with increasing point loads applied to a beam. Theoretical calculations of shear force are compared to experimental measurements. As the applied load increases, both the theoretical and experimental shear forces increase linearly. The experimental shear forces are slightly lower than theoretical values. This shows that the equation used to calculate shear force theoretically accurately predicts the beam's behavior under different loading conditions. The results demonstrate the importance of understanding shear forces in structural engineering design.
EM Forces in Space.ppt
This document provides information about the ME13A Engineering Statics course at the University of the West Indies. It details the course lecturer, goals, objectives, content, assessment, textbook, and tutorial schedule. The course aims to introduce concepts of forces, couples and moments in two and three dimensions and develop relevant analytical skills. Upon completion, students should be able to determine force resultants, centroids, and apply problem-solving techniques. Assessment includes a mid-semester test, end-of-semester exam, and coursework assignments. Tutorial problems are assigned from specified chapters in the required textbook.
Measurement of force and torque and pressure standards
Measurement of Force and Torque and pressure Standards,
Measuring Methods,
study of different types of forces and torque Measuring systems.
Description and working Principle of different types of Transducers for Measuring Pressure.
Lecture Notes on Engineering Statics.
This document provides an overview of engineering mechanics statics. It covers topics including:
- Defining mechanics as the science dealing with bodies at rest or in motion under forces.
- Dividing mechanics into statics, dynamics, and other subfields. Statics deals with bodies at rest.
- Introducing fundamental concepts of forces, units of measurement, and representing forces as vectors that add according to the parallelogram law.
- Providing examples of adding forces graphically using the parallelogram law and triangle rule to determine the resultant force.
- Discussing problems involving determining the magnitude and direction of resultant forces from multiple forces acting on structures, stakes, and brackets
ELONGACION DE UN RESORTE MEDIANTE SU CONSTANTE DE ELASTICIDAD.
This document summarizes an experiment testing Hooke's law using springs of different elongations and masses. Students measured the elongation of 3 springs (red, blue, green) as increasing masses were added. By plotting elongation vs. mass and calculating the trendline slope, they determined the elasticity constant for each spring. The constants found were 16.21 N/m for the red spring, 37.19 N/m for the blue spring, and 75.62 N/m for the green spring. While measurement errors were as high as 40%, the results validated Hooke's law that elongation is directly proportional to applied force.
Engineering Mechanics Manual
This document provides instructions for 9 experiments in engineering mechanics:
1. Verifying the parallelogram law of forces using Gravesand's apparatus.
2. Verifying the triangle law of forces using a universal force table.
3. Verifying the polygon law of forces using a universal force table.
4. Studying Lami's theorem using a universal force table or Gravesand's apparatus.
5. Verifying the principle of moments.
6. Studying coefficients of sliding and rolling friction.
7. Studying a worm and worm wheel.
8. Studying a double purchase winch crab.
9. Studying a differential wheel and axle.
The document provides the
Simple Harmonic Oscillator Equipment No special safet.docx
Simple Harmonic Oscillator
Equipment:
No special safety equipment is required for this lab.
Computer with PASCO 850 Universal Interface and PASCO Capstone
PASCO Motion Sensor
Vertical Stand with horizontal cross bar.
Spring kit.
Mass hanger.
Set of masses.
Introduction
Imagine a spring that is suspended from a support. When no mass is attached at the end of the
spring, it has a length L (called its rest length). If a mass is added to the spring, its length increases by
∆L. The equilibrium position of the mass is now a distance L + ∆L from the spring’s support
What happens if the mass is pulled down a small distance A from the equilibrium position? The
spring exerts a restoring force, F = -kx, where x is the distance the spring is pulled down and k is the
force constant of the spring. The negative sign indicates that the force points opposite of the
direction of the displacement of the mass. The restoring force causes the mass to oscillate or move
up and down within a range of A from the equilibrium. The distance A or maximum displacement
from the equilibrium is called an amplitude of oscillation. The period of oscillation for simple
harmonic motion depends on the mass and the force constant of the spring.
We expect that the frequency of the oscillations will be found from:
𝑓 =
1
2𝜋
√
𝑘
𝑚
Here, 𝑓 is the frequency in hertz (Hz), 𝑘 is the spring constant in N/m, and 𝑚 is the mass attached to
the spring, in kg.
Another measure of the oscillations is the period. This is the time for one oscillation. It is:
𝑇 =
1
𝑓
= 2𝜋√
𝑚
𝑘
Note that the amplitude of oscillation is not present in the formulas above and, therefore, it has no
effect on the period and frequency of oscillation.
Objective
To verify the dependence of a period of a spring-mass system acting as a simple harmonic
oscillator on mass, spring constant, and amplitude.
Part #1. Measuring the Spring-Mass System
1. Suspend a green spring from a horizontal support rod and add enough mass to the other end
to stretch the spring so the coils do not touch.
2. Open “Motion Sensor Set Up” file located online next to the lab instructions.
3. Place the Motion Sensor directly under the spring and orient it at 90°.
4. Lightly tap the mass. Let it oscillate a few times so the mass hanger will move up-and-down
without much side-to-side motion. Make sure the coils don’t touch when the mass is at its
highest point. If they do, try to create a more gentle oscillation.
5. While the mass is oscillating, press Record to monitor the position of the mass relative to the
sensor over a period of several oscillations.
6. Rescale the data to fit the Graph window if necessary.
7. Using the Coordinate Tool, measure the time of five consecutive peaks.
8. Use the measured time to calculate the experimental value of the period of oscillations by
calculating the difference between two sequ
Gr
This document provides an overview of coplanar non-concurrent force systems and methods for analyzing them. It defines key terms like resultant, equilibrium, and equilibrant. Examples are provided to demonstrate determining resultants and support reactions for coplanar force systems, beams under different loading conditions, and plane trusses. Methods like Lami's theorem, free body diagrams, and the principles of equilibrium are used to solve for unknown forces. Truss analysis is also briefly discussed, noting trusses are articulated structures carrying loads at joints, with members in axial tension or compression.
Engmech 01 (vectors)
Engineering mechanics is the science that studies how physical systems respond to external forces. It examines scalar and vector quantities like time, mass, force, and displacement. The document outlines fundamental concepts in engineering mechanics like particles, rigid bodies, and Newton's laws of motion, and methods for adding vectors including the Pythagorean theorem and head-to-tail graphical method.
2006_Tomasz_PRL
This document summarizes a new optical trapping technique based on optical binding forces. It involves using a single plane wave to trap particles by manipulating the scattering and binding forces between particles. The key points are:
1) Multiple small particles are arranged in fixed positions to collectively scatter and bind with an incident plane wave, producing oscillating binding forces.
2) Increasing the number of particles amplifies the binding forces, which can be tuned to cancel out the scattering force and produce a net negative force for trapping.
3) Optimizing the positions of 19 identical particles generates a stable two-dimensional trap, with minimal net force and a potential well to confine additional particles.
4) The technique
Torque
Most of the contents came from other presentations I found here on slideshare.. Hope it help someone.. :)
Biomechanics in orthodontics
This document provides an overview of biomechanics concepts related to orthodontic tooth movement. It discusses key concepts such as forces, vector addition and resolution, centers of resistance and rotation, and types of tooth movement. The document is intended to explain the physical principles underlying orthodontic mechanics to optimize force systems and tooth responses in treatment.
A method for determining a physical law using the simple pendu.docx
A method for determining a physical law using the simple pendulum as a model
By
name
Lab Partner: name
7 September 2000
Abstract
A process for determining a physical law was executed using the simple pendulum as a
model. The three variables thought most likely to be major influences on pendulum
period were selected. Each variable was tested while holding the others constant.
Displacement affected period, but for displacements less than 10 degrees string length
had the most significant effect on period. The law relating period to string length was
determined. The experimental law did not agree with the accepted law within
experimental uncertainty.
! 1
INTRODUCTION AND THEORY
The simple pendulum system was selected to test a method for determining physical
laws. The method was applied to determine which variables influence the period of the
pendulum. The goal was to derive the law that relates the period of the pendulum to the
most significant variables. A diagram of the simple pendulum is shown in Figure 1.
{Note that I have called out the figure in the text before the figure appears.}
!
Figure 1. Diagram of the simple
pendulum. θ is the displacement angle, L is the
length of the pendulum, g is the acceleration due to
gravity, m is the mass of the pendulum bob, and T is
the tension in the string. {Note: This is Figure 1,
not Figure 1.1. Number your figures and tables
sequentially as they appear in the text. This is a
! 2
stand-alone report, not a report in a sequence of
reports in lab.}
Operational definition of period: Time for pendulum to go from any point
in its motion back to that same point, and traveling in the same direction.
Table 1. is a list of equipment used in the experiment. {Table mentioned
in text before it appears.} {I have taken care to see that the table is all
on one page and does not flow to a second page.}
Table 1. Equipment Used.
Experimental support rod clamped to lab bench
Experimental support arm fastened to support rod
String
Clamped on the experimental support arm
~ 1.1 m long
There was a loop at one end
Pendulum bobs
Six different materials: cork, wood, steel, lead, aluminum, and brass
All bobs had hooks to which the loop in the string was attached
All bobs were the same size as observed by eye
Meter stick
Protractor
PASCO Photogate operating in pendulum mode
PASCO Model 500 Interface
! 3
Pentium computer running Windows NT
Science Workshop Software
Microsoft Excel
{table 1 is where you describe the equipment was used. This is not the place to tell how
it was used. That goes in the experimental procedure in the text.}
DESCRIPTION OF THE EXPERIMENT DATA AND ANALYSIS
Note to students. The nature of this experiment does not lend itself to following
the FORMAT I specified in my e-mail guidance and on my web site. For the formal
reports, use the guidance on the web.
r5.pdfr6.pdfInertiaOverall.docxDynamics of.docx
r5.pdf
r6.pdf
InertiaOverall.docx
Dynamics of Mechanical Systems
Inertia and Efficiency Laboratory
1 Overview
The objectives of this laboratory are to examine some very common mechanical drive components, and hence to answer the following questions:
· How efficient is a typical geared transmission system?
· How do gearing and efficiency affect the apparent inertia of a geared system as observed at (i.e. referred to) one of the shafts?
The learning objectives are more generic:
· To give experience of the kinematic equations relating displacement, velocity, acceleration and time of travel of a particle.
· To give experience of applying Newton’s second law to linear and rotational systems.
· To introduce the concept of mechanical power and its relationship to torque and angular velocity.
The completed question sheet must be submitted to the laboratory demonstrator at the end of the lab, and is worth 6% of module mark.
Please fill in the sheet neatly (initially in pencil, perhaps, then in ink once correct!) as you will be handing it in with the remainder of your report.
Note: it is a matter of Departmental policy that students do not undertake laboratories unless they are equipped with safety shoes (and laboratory coat). The reasons for this policy are apparent from the present lab, where descending masses are involved, and could cause injury if they run out of control. Safety shoes therefore MUST be worn.
Also, keep fingers clear of rotating parts, whether guarded or not, taking particular care when winding the cord onto the capstans. In particular, do not touch (or try to stop) the flywheel when it is rotating rapidly. Do not move the rig around on the bench – if its position needs changing, please ask the lab supervisor.
1
Inertia and Efficiency Laboratory
2 Mechanical efficiency, inertia and gearing
2.1 Theory
2.1.1 Kinematics: motion in a straight line
The motion of a particle in a straight line under constant acceleration is described by the following equations:
v u at
s (u v) t
2
s ut 12 at 2 s vt 12 at 2 v2 u 2 2as
where s is the distance travelled by the particle during time t, u is the initial velocity of the particle, v is its final velocity, and a is the acceleration of the particle.
To think about: which one of these equations will you need to use to calculate the acceleration of a mass as it accelerates from rest to cover a distance s in time t? (Hint: note that u is zero while v is both unknown and irrelevant. You will need to rearrange one of the above equations to obtain a in terms of s and t).
2.2 Kinematics: gears and similar devices
If two meshing gears1 have numbers of teeth N1 and N2 and are connected to the input and output shafts respectively, then the gear ratio n is said to be the ratio of the input rotational angle to the output rotational angle (and angular velocity and angular acceleration), see Fig. 1:
N
2
1
1
Gear ratio n
...
Part IIWhen r= 0.7rPart II.docx
This document contains instructions for a physics lab experiment on moment of inertia. The experiment has two parts:
Part I measures the moment of inertia of a disk by applying a torque from a hanging mass and measuring the angular acceleration.
Part II measures the moment of inertia of a rod with two movable masses by varying the mass positions and amounts and again measuring angular acceleration from a hanging torque source. Equations are provided to calculate moment of inertia from experimental measurements.
Lecture 1 Intro to Mechanics.pptx
The document discusses the fundamentals of mechanics, including its definition, key concepts, and principles. Mechanics describes the conditions of rest or motion of bodies under forces and is divided into statics, which deals with bodies at rest, and dynamics, which deals with bodies in motion. The fundamental concepts in mechanics are space, time, mass, and force, while key principles include Newton's laws of motion and the parallelogram law for adding forces. Vectors are used to represent forces and their addition and subtraction are defined according to the parallelogram law.
Gyro and Vibro Lab Report
1) The document reports on two experiments: an investigation of gyroscope precession and an investigation of forced vibrations of a rigid body.
2) In the gyroscope experiment, the author derives equations to describe steady state precession and calculates flywheel inertia. Experimental results show an inverse relationship between precession rate and flywheel spin rate, with a consistent offset from theoretical values likely due to sensor timing issues.
3) In the forced vibration experiment, the author derives equations of motion and calculates natural frequency. Experimental natural frequency and resonant frequency matched theory closely, while discrepancies with motor speed were likely due to calibration or harmonic driving issues.
Explain how firms can benefit from forecastingexchange rates .docx
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docx
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
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ELONGACION DE UN RESORTE MEDIANTE SU CONSTANTE DE ELASTICIDAD.
This document summarizes an experiment testing Hooke's law using springs of different elongations and masses. Students measured the elongation of 3 springs (red, blue, green) as increasing masses were added. By plotting elongation vs. mass and calculating the trendline slope, they determined the elasticity constant for each spring. The constants found were 16.21 N/m for the red spring, 37.19 N/m for the blue spring, and 75.62 N/m for the green spring. While measurement errors were as high as 40%, the results validated Hooke's law that elongation is directly proportional to applied force.
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1. Verifying the parallelogram law of forces using Gravesand's apparatus.
2. Verifying the triangle law of forces using a universal force table.
3. Verifying the polygon law of forces using a universal force table.
4. Studying Lami's theorem using a universal force table or Gravesand's apparatus.
5. Verifying the principle of moments.
6. Studying coefficients of sliding and rolling friction.
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Simple Harmonic Oscillator Equipment No special safet.docx
Simple Harmonic Oscillator
Equipment:
No special safety equipment is required for this lab.
Computer with PASCO 850 Universal Interface and PASCO Capstone
PASCO Motion Sensor
Vertical Stand with horizontal cross bar.
Spring kit.
Mass hanger.
Set of masses.
Introduction
Imagine a spring that is suspended from a support. When no mass is attached at the end of the
spring, it has a length L (called its rest length). If a mass is added to the spring, its length increases by
∆L. The equilibrium position of the mass is now a distance L + ∆L from the spring’s support
What happens if the mass is pulled down a small distance A from the equilibrium position? The
spring exerts a restoring force, F = -kx, where x is the distance the spring is pulled down and k is the
force constant of the spring. The negative sign indicates that the force points opposite of the
direction of the displacement of the mass. The restoring force causes the mass to oscillate or move
up and down within a range of A from the equilibrium. The distance A or maximum displacement
from the equilibrium is called an amplitude of oscillation. The period of oscillation for simple
harmonic motion depends on the mass and the force constant of the spring.
We expect that the frequency of the oscillations will be found from:
𝑓 =
1
2𝜋
√
𝑘
𝑚
Here, 𝑓 is the frequency in hertz (Hz), 𝑘 is the spring constant in N/m, and 𝑚 is the mass attached to
the spring, in kg.
Another measure of the oscillations is the period. This is the time for one oscillation. It is:
𝑇 =
1
𝑓
= 2𝜋√
𝑚
𝑘
Note that the amplitude of oscillation is not present in the formulas above and, therefore, it has no
effect on the period and frequency of oscillation.
Objective
To verify the dependence of a period of a spring-mass system acting as a simple harmonic
oscillator on mass, spring constant, and amplitude.
Part #1. Measuring the Spring-Mass System
1. Suspend a green spring from a horizontal support rod and add enough mass to the other end
to stretch the spring so the coils do not touch.
2. Open “Motion Sensor Set Up” file located online next to the lab instructions.
3. Place the Motion Sensor directly under the spring and orient it at 90°.
4. Lightly tap the mass. Let it oscillate a few times so the mass hanger will move up-and-down
without much side-to-side motion. Make sure the coils don’t touch when the mass is at its
highest point. If they do, try to create a more gentle oscillation.
5. While the mass is oscillating, press Record to monitor the position of the mass relative to the
sensor over a period of several oscillations.
6. Rescale the data to fit the Graph window if necessary.
7. Using the Coordinate Tool, measure the time of five consecutive peaks.
8. Use the measured time to calculate the experimental value of the period of oscillations by
calculating the difference between two sequ
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3) Optimizing the positions of 19 identical particles generates a stable two-dimensional trap, with minimal net force and a potential well to confine additional particles.
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This document provides an overview of biomechanics concepts related to orthodontic tooth movement. It discusses key concepts such as forces, vector addition and resolution, centers of resistance and rotation, and types of tooth movement. The document is intended to explain the physical principles underlying orthodontic mechanics to optimize force systems and tooth responses in treatment.
A method for determining a physical law using the simple pendu.docx
A method for determining a physical law using the simple pendulum as a model
By
name
Lab Partner: name
7 September 2000
Abstract
A process for determining a physical law was executed using the simple pendulum as a
model. The three variables thought most likely to be major influences on pendulum
period were selected. Each variable was tested while holding the others constant.
Displacement affected period, but for displacements less than 10 degrees string length
had the most significant effect on period. The law relating period to string length was
determined. The experimental law did not agree with the accepted law within
experimental uncertainty.
! 1
INTRODUCTION AND THEORY
The simple pendulum system was selected to test a method for determining physical
laws. The method was applied to determine which variables influence the period of the
pendulum. The goal was to derive the law that relates the period of the pendulum to the
most significant variables. A diagram of the simple pendulum is shown in Figure 1.
{Note that I have called out the figure in the text before the figure appears.}
!
Figure 1. Diagram of the simple
pendulum. θ is the displacement angle, L is the
length of the pendulum, g is the acceleration due to
gravity, m is the mass of the pendulum bob, and T is
the tension in the string. {Note: This is Figure 1,
not Figure 1.1. Number your figures and tables
sequentially as they appear in the text. This is a
! 2
stand-alone report, not a report in a sequence of
reports in lab.}
Operational definition of period: Time for pendulum to go from any point
in its motion back to that same point, and traveling in the same direction.
Table 1. is a list of equipment used in the experiment. {Table mentioned
in text before it appears.} {I have taken care to see that the table is all
on one page and does not flow to a second page.}
Table 1. Equipment Used.
Experimental support rod clamped to lab bench
Experimental support arm fastened to support rod
String
Clamped on the experimental support arm
~ 1.1 m long
There was a loop at one end
Pendulum bobs
Six different materials: cork, wood, steel, lead, aluminum, and brass
All bobs had hooks to which the loop in the string was attached
All bobs were the same size as observed by eye
Meter stick
Protractor
PASCO Photogate operating in pendulum mode
PASCO Model 500 Interface
! 3
Pentium computer running Windows NT
Science Workshop Software
Microsoft Excel
{table 1 is where you describe the equipment was used. This is not the place to tell how
it was used. That goes in the experimental procedure in the text.}
DESCRIPTION OF THE EXPERIMENT DATA AND ANALYSIS
Note to students. The nature of this experiment does not lend itself to following
the FORMAT I specified in my e-mail guidance and on my web site. For the formal
reports, use the guidance on the web.
r5.pdfr6.pdfInertiaOverall.docxDynamics of.docx
r5.pdf
r6.pdf
InertiaOverall.docx
Dynamics of Mechanical Systems
Inertia and Efficiency Laboratory
1 Overview
The objectives of this laboratory are to examine some very common mechanical drive components, and hence to answer the following questions:
· How efficient is a typical geared transmission system?
· How do gearing and efficiency affect the apparent inertia of a geared system as observed at (i.e. referred to) one of the shafts?
The learning objectives are more generic:
· To give experience of the kinematic equations relating displacement, velocity, acceleration and time of travel of a particle.
· To give experience of applying Newton’s second law to linear and rotational systems.
· To introduce the concept of mechanical power and its relationship to torque and angular velocity.
The completed question sheet must be submitted to the laboratory demonstrator at the end of the lab, and is worth 6% of module mark.
Please fill in the sheet neatly (initially in pencil, perhaps, then in ink once correct!) as you will be handing it in with the remainder of your report.
Note: it is a matter of Departmental policy that students do not undertake laboratories unless they are equipped with safety shoes (and laboratory coat). The reasons for this policy are apparent from the present lab, where descending masses are involved, and could cause injury if they run out of control. Safety shoes therefore MUST be worn.
Also, keep fingers clear of rotating parts, whether guarded or not, taking particular care when winding the cord onto the capstans. In particular, do not touch (or try to stop) the flywheel when it is rotating rapidly. Do not move the rig around on the bench – if its position needs changing, please ask the lab supervisor.
1
Inertia and Efficiency Laboratory
2 Mechanical efficiency, inertia and gearing
2.1 Theory
2.1.1 Kinematics: motion in a straight line
The motion of a particle in a straight line under constant acceleration is described by the following equations:
v u at
s (u v) t
2
s ut 12 at 2 s vt 12 at 2 v2 u 2 2as
where s is the distance travelled by the particle during time t, u is the initial velocity of the particle, v is its final velocity, and a is the acceleration of the particle.
To think about: which one of these equations will you need to use to calculate the acceleration of a mass as it accelerates from rest to cover a distance s in time t? (Hint: note that u is zero while v is both unknown and irrelevant. You will need to rearrange one of the above equations to obtain a in terms of s and t).
2.2 Kinematics: gears and similar devices
If two meshing gears1 have numbers of teeth N1 and N2 and are connected to the input and output shafts respectively, then the gear ratio n is said to be the ratio of the input rotational angle to the output rotational angle (and angular velocity and angular acceleration), see Fig. 1:
N
2
1
1
Gear ratio n
...
Part IIWhen r= 0.7rPart II.docx
This document contains instructions for a physics lab experiment on moment of inertia. The experiment has two parts:
Part I measures the moment of inertia of a disk by applying a torque from a hanging mass and measuring the angular acceleration.
Part II measures the moment of inertia of a rod with two movable masses by varying the mass positions and amounts and again measuring angular acceleration from a hanging torque source. Equations are provided to calculate moment of inertia from experimental measurements.
Lecture 1 Intro to Mechanics.pptx
The document discusses the fundamentals of mechanics, including its definition, key concepts, and principles. Mechanics describes the conditions of rest or motion of bodies under forces and is divided into statics, which deals with bodies at rest, and dynamics, which deals with bodies in motion. The fundamental concepts in mechanics are space, time, mass, and force, while key principles include Newton's laws of motion and the parallelogram law for adding forces. Vectors are used to represent forces and their addition and subtraction are defined according to the parallelogram law.
Gyro and Vibro Lab Report
1) The document reports on two experiments: an investigation of gyroscope precession and an investigation of forced vibrations of a rigid body.
2) In the gyroscope experiment, the author derives equations to describe steady state precession and calculates flywheel inertia. Experimental results show an inverse relationship between precession rate and flywheel spin rate, with a consistent offset from theoretical values likely due to sensor timing issues.
3) In the forced vibration experiment, the author derives equations of motion and calculates natural frequency. Experimental natural frequency and resonant frequency matched theory closely, while discrepancies with motor speed were likely due to calibration or harmonic driving issues.
Similar to Force Table Lab Partners Person 1, Person 2, Person 3, et.docx (20)
Verification of Newton’s Second Law of Motion. presented by redwanul.pptx
Verification of Newton’s Second Law of Motion. presented by redwanul.pptx
Measurement of force and torque and pressure standards
Measurement of force and torque and pressure standards
ELONGACION DE UN RESORTE MEDIANTE SU CONSTANTE DE ELASTICIDAD.
ELONGACION DE UN RESORTE MEDIANTE SU CONSTANTE DE ELASTICIDAD.
Simple Harmonic Oscillator Equipment No special safet.docx
Simple Harmonic Oscillator Equipment No special safet.docx
A method for determining a physical law using the simple pendu.docx
A method for determining a physical law using the simple pendu.docx
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Explain how firms can benefit from forecastingexchange rates .docx
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
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explain how interval forecasts can be applied
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•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docx
• POL201 • Discussions • Week 5 - Discussion
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Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
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•
No less than 4 pages causal argument researched essay
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Includes an interview with an expert from a university
•
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•
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Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following:
•Describe the variables and the data you will be using.
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Group Discussion Board Forum Thread Grading Rubric
Criteria
Points Possible
Points Earned
Thread
0 to 30 points
All questions associated with Part 1 are provided in a thread.
At least 4 peer-reviewed references are included in the thread.
The thread is 1200 words.
The thread is posted by the stated deadline.
Spelling and grammar are correct.
Sentences are complete, clear, and concise.
Total
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Bakit
Di gaanong kaganda ang pagturo sa UST sa panahon ni Jose Rizal
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bakit
Merong diskriminasyon; minamaliit ang mga Pilipinosa panahon ni Jose Rizal
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bakit
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bakit
Gustong gamutin ni Jose Rizal ang ina niya
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·YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL(Heal.docx
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YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL
(Healthcare Information Technology)
THIS is NOT and information paper so please read this carefully
Individual Writing Assignment
This Individual Writing Assignment is worth 20 points, and it is due at the end of Week 5.
The purposes of this assignment are to a) help you effectively use research resources through library data bases and search engines to complete course requirements; b) improve your critical thinking skills, and c) develop your effectiveness in writing about topics relevant to course objectives and healthcare information systems. The paper explores, in greater detail than the required readings and class discussion, any healthcare information system topic identified in the course text or syllabus. Your job is to select a current issue in healthcare information systems, provide the necessary background and your position, along with a conclusion and future direction. I encourage you to select a subject in which you have interest and approach this assignment as a potential publishable work.
Position Paper
Your final paper is 15 pages double-spaced (excluding the executive summary, footnotes, and references) with a 10 or 12 point font. Tables, graphics, and diagrams must be placed in the paper as attachments. They do not count in the page length. This is a guide to help you organize your content and what is expected in each section. The page counts are suggested, however, where they have a limit, that must be adhered to.
·
Cover Page:
APA Style (1 Page, not included in page count)
·
Table of Contents:
(not included in page count)
·
Executive Summary:
Bottom line up front (1 page, no more)
·
Introduction
: (1/2 to 1 page)
·
Background
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Analysis of the issue
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People
Processes
Technology
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Position
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Rationale
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People
Process
Technology
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Recommendation
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Write
a 750- to 1,
Write
a 750- to 1,200-word paper that addresses the following:
Define religion.
Describe the theory of animism.
Explain the influence of religion on cultures.
Identify the seven major religions of the world.
Describe any four types of theism.
Format
your paper consistent with APA guidelines.
Include
a minimum of five references.
Limit
direct quotes to less than 10% of the total manuscript.
Criteria for grading
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Introduction provides sufficient background on the topic and previews major points
·
Define religion
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Describe the theory of animism
·
Explain the influence of religion on cultures (e.g., architecture, art, politics, social norms, etc.)
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Identify the seven major religions of the world and provide one or two sentences about each
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Describe any four types of theism (e.g., atheism, monotheism, ditheism, polytheism, pantheism, etc.) and provide an example of each
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Conclusion
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[Type here]Ok. This school makes me confused. The summary of t.docx
[Type here]
Ok. This school makes me confused. The summary of this week they posted like this:
SUMMARY:
This week introduced you to grand theories and middle-range theories that serve to articulate the voice of nursing within healthcare.
Here are the key points covered:
Grand theories are comparatively more abstract than middle-range theories since they are at a higher level of abstraction. Compared to grand theories, middle-range theories are made up of limited number of concepts that lend themselves to empirical testing. All theories help to explain human health behavior.
· Sister Callista Royï's adaptive model theory is built on the conceptual foundation of adaptation. It identifies the positive role that nursing plays in the promotion and enhancement of client adaptation to environments that facilitate the healing process.
· Leiningerï's culture care theory is pertinent in the current multicultural healthcare environment where nurses are exposed to diverse cultures.
· Penderï's health promotion and disease prevention theory can be called as a "direction setting exercise" for nursing professionals. It believes in fostering the spirit of health promotion and disease and risk reduction.
From the chapter, Models and Theories Focused on Nursing Goals and Functions, read the following:The Health Promotion Model: Nola J. Pender
From the chapter, Models and Theories Focused on a Systems Approach, read the following:
The Roy Adaptation Model
From the chapter, Models and Theories Focused on Culture, read the following:
Leininger's Cultural Care Diversity and Universality Theory and Model
SO, THAT IS WHY I ASSUMED THAT HAS TO BE ONE OF THEM (Pender, Roy Adaptaion or Leininger)
ANYWAY, I AM PUTTING INFORMATION TOGETHER.
Week 4 Chapter 17
Models and Theories Focused on Nursing Goals and Functions
The Health Promotion Model: Nola J. Pender
Background
Nola J. Pender was born in 1941 in Lansing, Michigan. She graduated in 1962 with a diploma in nursing. In 1964, Pender completed a bachelor’s of science in nursing at Michigan State University. By 1969, she had completed a doctor of philosophy in psychology and education. During this time in her career, Pender began looking at health and nursing in a broad way, including defining the goal of nursing care as optimal health.
In 1975, Pender published a model for preventive health behavior; her health promotion model first appeared in the first edition of the text Health Promotion in Nursing Practice in 1982. Pender’s health promotion model has its foundation in Albert Bandura’s (1977) social learning theory (which postulates that cognitive processes affect behavior change) and is influenced by Fishbein’s (1967) theory of reasoned action (which asserts that personal attitudes and social norms affect behavior).
Pender’s Health Promotion Model
McCullagh (2009) labeled Pender’s health promotion model as a middle-range integrative theory, and rightly so. Fawcett (2005) decisively presented the differenc.
© 2020 Cengage Learning®. May not be scanned, copied or duplic.docx
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Business Plan
• Provides a more specific and detailed
exploration of the venture’s goals and operations
with a clear path on how the venture will
succeed.
• A written document that details the proposed
venture:
• Describes the current status, expected needs, and
projected results of the new business.
• Demonstrates a clear picture of what the venture is,
where it is projected to go, and how the entrepreneur
proposes it will get there.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Benefits of a Business Plan (slide 1 of 2)
• For the Entrepreneur:
• Time, effort, research, and discipline to create a
formal plan forces the entrepreneur to view the
venture critically and objectively.
• Competitive, economic, and financial analyses
subject the venture to close scrutiny.
• For Outside Evaluators:
• Develops and examines operating strategies and
expected results.
• Provides a tool for use in communications with
outside financial sources.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Benefits of a Business Plan (slide 2 of 2)
• Specifically for the Financial Sources:
• Details the market potential and plans for securing a
share of that market.
• Shows the venture’s ability to service debt
or provide an adequate return on equity.
• Identifies critical risks and crucial events with
a discussion of contingency plans.
• Contains the necessary information for a thorough
business and financial evaluation.
• Assesses the entrepreneur’s managerial ability.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Developing a Well-Conceived Business Plan
• The Five-Minute Reading:
1. Determine the characteristics of the venture and its industry.
2. Determine the financial structure of the plan (amount of debt or
equity investment required).
3. Read the latest balance sheet (to determine liquidity, net worth,
and debt/equity).
4. Determine the quality of entrepreneurs in the venture
(sometimes the most important step).
5. Establish the unique feature in this venture (find out what is
different).
6. Read the entire plan lightly (this is when the entire package is
paged through for a casual look at graphs, charts, exhibits, and
other plan components).
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Putting the Package Together
• Key Format Issues:
• Appearance
• Length
• The cover and title page
• The executive summary
• The table of contents
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly access.
© 2016 Laureate Education, Inc. Page 1 of 3 RWRCOEL Prof.docx
© 2016 Laureate Education, Inc. Page 1 of 3
RWRCOEL Professional Dispositions
Professional Conduct
1. Ethical and Legal Conduct: The candidate demonstrates professionalism
as outlined by legal and ethical guidelines within the profession.
a. Demonstrates professional behavior as described in Walden’s Code of
Conduct
b. Demonstrates ethical behavior as described by professional codes of
ethics
2. Professional Obligations: The candidate meets professional obligations in
a responsible manner.
a. Maintains a strong record of attendance and punctuality, communicating in
advance the need for any absence or delay in meeting performance
expectations
b. Prepares for professional obligations and meets expected deadlines
© 2016 Laureate Education, Inc. Page 2 of 3
3. Professional Appearance and Demeanor: The candidate demonstrates
professional appearance and behaviors in the educational setting.
a. Maintains appropriate appearance through professional dress and
grooming
b. Approaches teaching and learning tasks with initiative, confidence, and
energy
c. Exhibits composure and self-control
d. Demonstrates flexibility in adapting to changing circumstances and
student needs
Professional Qualities
4. Professional Development/Growth: The candidate engages in ongoing
professional development and growth to improve professional practice.
a. Engages in continuous learning through participation in professional
development opportunities
b. Applies new ideas to professional practice based on existing data,
reflection, and intellectual curiosity
c. Engages in ongoing critical reflection of personal performance to improve
professional practice
5. Advocacy: The candidate advocates for fairness, equity, and social change
in the learning environment.
a. Displays empathy, fairness, persistence, problem-solving skills, and
appropriate risk-taking actions on behalf of others
b. Advocates for the social, emotional, physical, educational, behavioral, and
basic needs of others
c. Promotes positive social change to enhance educational opportunities and
promote student learning
6. Equity: The candidate demonstrates culturally responsive practices to
create an inclusive learning environment that is respectful of diverse
cultures, values, and beliefs of others.
a. Displays equitable treatment of others
i. Sets high expectations for all learners
© 2016 Laureate Education, Inc. Page 3 of 3
ii. Treats others with respect and dignity
iii. Recognizes individual differences in teaching and learning
b. Engages in culturally responsive practices in interactions with students,
families, colleagues, and communities
c. Creates learning environments that are inclusive; free of bias and
discrimination and respectful of diverse cultures, values, and beliefs
d. Engages families and other stakeholders in planning for individual success
Collabor.
© 2022 Post University, ALL RIGHTS RESERVED Due Date.docx
© 2022 Post University, ALL RIGHTS RESERVED
Due Date: Sunday at 11:59 pm EST
Points: 100
Overview:
Social histories are prepared to paint a comprehensive picture of a client’s situation and
relevant information. This information may come from referral sources, other providers,
and the client. For this assignment, you will be drafting a social history for your client,
Mr. Brown, from the Case Vignette.
Instructions:
Apply the information provided in the Case Vignette and prepare a social history that
addresses the following:
• Client information
• Presenting Problem
• Referral (Including source and reason)
• Medical History
• Personal/Family History
• Education
• Work History
• Personality and Habits
Requirements:
• Submit a Word document that includes a title page.
• Be sure to address each section fully. Each area of information can be broken
into sub-sections, listed with the appropriate heading.
• This is a professional report and should use formal language, complete
sentences, proper grammar and appropriate sentence structure.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Social History Assignment
HSV340 – Case Management
© 2022 Post University, ALL RIGHTS RESERVED
Evaluation Rubric for Social History Assignment
CRITERIA Deficient Needs Improvement Proficient Exemplary
0 – 5 Points 6 – 7 points 8 – 9 points 10 points
Client
information
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Presenting
Problem
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Referral
(Including
source and
reason)
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Medical History Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Personal/Family
History
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
a.
{DiscriminationGENERAL DISCRIMINATI.docx
{
Discrimination
*
GENERAL DISCRIMINATION
+
RACIAL DISCRIMINATION
RELIGIOUS DISCRIMINATION
(on freedom of religion)
DISCRIMINATION ON SEXUAL ORIENTATION
(still weak protection)
GENDER DISCRIMINATION
(CEDAW)
TYPES OF DISCRIMINATION
NON-DISCRIMINATION in INT’L LAW
A. GENERAL DISCRIMINATION
Arts 1 & 2 Universal Declaration on Human Rights
Arts. 2 & 26 ICCPR
Art. 14 ECHR & Add. Protocol 12
B. RACIAL DISCRIMINATION
Int’l Convention against All Forms of Racial Discrimination (ICERD)
Art . 2: (1). Each State Party to the present Covenant undertakes to respect and to ensure to all individuals within its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
(2). States to take the necessary steps to adopt laws and measures to give effect to art. 2;
(3). States to ensure effective remedy, determined by competent judicial, administrative or legislative authorities, or by any other competent authority and enforce such remedies.
Art. 26: non-discrimination before the law and equal protection by the law
ICCPR
*
Justification for differential treatment
General Comment 18 HRC
Not every differentiation of treatment will constitute discrimination:
if the criteria are reasonable and objective
and the aim is to achieve the purpose which is legitimate
ICCPR cont.
*
“Racial discrimination" shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (art. 1)
States Parties particularly condemn racial segregation and apartheid and undertake to prevent, prohibit and eradicate all practices of this nature in territories under their jurisdiction (art. 3)
RACIAL DISCRIMINATION-
International Convention on the Elimination of All Forms of Racial Discrimination
Direct discrimination: Indirect discrimination
Formal equality: Substantive equality
Discrimination in law: Discrimination in practice
Non-discrimination: negative protection
Equality: positive obligations -> special measures
Is there a hierarchy in the protection of discrimination?
Racial Discrimination (prohibition Jus Cogens);
gender based discrimination?
Religious-based discrimination??
Discrimination based on sexual orientation???
Discrimination (forms & grounds)
= Affirmative action/ positive action
Article 1.4 of ICERD:
Special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups or individuals requiring such protection as may be necessary in order to ensure such groups or in.
~UEER THEORY AND THE JEWISH QUESTI01 Daniel Boyarin, Da.docx
~UEER THEORY AND
TH'E JEWISH QUESTI01
Daniel Boyarin, Daniel Itzkovitz,
and Ann Pellegrini, Editors
COLUMBIA UNIVERSITY PRESS
NEW YORK
COLUMBIA UNIVERSITY PRESS
Publishers Since 1893
New York Chichester, Ulest Sussex
Copyright© 2003 Columbia University Press
All rights reserved
Library of Congress Cataloging-in-Publication Data
Queer theory and the Jewish question I Daniel Boyarin,
Daniel Itzkovicz, and Ann Pellegrini, editors.
p. cm.-(Between meh-between women)
ISBN 0-231-11374-9 (cloth: alk. paper)-
ISBN 0-231-11375-7 (pbk.: olk. pape<)
1. Jewish gays. 2. Jewish lesbians. I. Boyarin,
Daniel. II. Itzkovitz, Daniel. III. Pellegrini, Ann
IV. Series.
HQ75.15.Q5 2003
305.892'4-dcll
2003048494
Casebound editions of Columbia University Press books
are printed on permanent and durable acid-free paper.
Printed in the United States of America
010987654321
p10987654321
Acknowledgments
Strange Bedfellows: An Introduction
Daniel Boyarin, Daniel ltzkovitz, and Ann Pellegrini
Category Crises: The Way of the Cross and the Jewish Star
Marjorie Garber
Epistemology of the Closet
Eve Kosofsky Sedgwick
Contents
ix
19
41
Queers Are Like Jews, Aren't They? Analogy and Alliance Politics 64
Janet R. Jakobsen
Freud, Bltiher, and the Secessio lnversa: Mannerbunde,
Homosexuality, and Freud's Theory of Cultural Formation
Jay Geller
Jew Boys, Queer Boys: Rhetorics of Antisemitism and
Homophobia in the Trial of Nathan "Babe" Leopoid Jr.
and Richard "Dickie" Loeb
Paul B. Franklin
Viva la Diva Citizenship: Post-Zionism and Gay Rights
Alisa Solomon
90
121
149
vii
Queers Are Like Jews, Aren't They? Analogy
and Alliance Politics
JANET R. JAKOBSEN
Queers are like Jews. Aren't they?
What does it mean to pose the Jewish question in relation to queer theo-
ry? Is there any one Jewish question? And does not the Jewish question also
pose the question of queer theory itself? What is the relationship berween
"Jewish" and "queee'? Does queer, after all, refer to the identity of those with
whom it is most commonly associated in the current milieu: homosexuals and
other sexual dissidents? Or does queer mean something, well, "different" than
that, different than a catch-all ca\egory with reference to sexuality? And if
queer refers to something else-to~ for example, that which is other, different,
odd, queer-what is its relation to the specific difference (queerness?)' of Jew-
ish? One can certainly imagine instances in which it would be quite queer to
be Jewish. But, if we simply take up the concept in this manner-that Jews
are the queers of this or that setting-does not all difference get colonized
into "queer"? And, doesn't the specter of sexual identity continue to haunt the
word queer, leaving sexuality as the fundamental difference? What if Jewish is
taken to mean something more than a specific difference? What of the impli-
cations of Jewishness beyond Jewish d.
© 2017 Cengage Learning. All Rights Reserved.Chapter Twelve.docx
© 2017 Cengage Learning. All Rights Reserved.
Chapter Twelve
Work: Occupational and Lifestyle Issues in Young and Middle Adulthood
© 2017 Cengage Learning. All Rights Reserved.
Introduction
What factors are attributed to job satisfaction?
What difficulties do middle-aged people face when they need to switch careers?
How do men and women differ regarding career choice?
How do parents juggle work and caring for children?
© 2017 Cengage Learning. All Rights Reserved.
12.1 Occupational Selection and Development
Learning Objectives
How do people view work?
How do people choose their occupations?
What factors influence occupational development?
What is the relationship between job satisfaction and age?
© 2017 Cengage Learning. All Rights Reserved.
The Meaning of Work, Part 1
Most people view work as a means for obtaining money and personal growth
Personal achievement is fulfilled through work based on whether or not meanings can be achieved
Developing self
Union with others
Expressing self
Serving others
© 2017 Cengage Learning. All Rights Reserved.
The Meaning of Work, Part 2
Meaning-mission fit: the alignment between an executive’s personal intentions and the company’s mission
When aligned, executives care more about employees’ happiness, job satisfaction, and emotional well-being
© 2017 Cengage Learning. All Rights Reserved.
Occupational Choice Revisited, Part 1
Three theories on adults’ choice of work:
Career construction theory: people build careers through own actions that result from personal characteristics and the social context
Holland’s personality-type theory: people choose work based on the fit between their individual traits and occupational interests
Social cognitive career theory (SCCT): career choice is the result of the application of Bandura’s social cognitive theory, especially self-efficacy
© 2017 Cengage Learning. All Rights Reserved.
Occupational Choice Revisited, Part 2
Figure 12.1 The four-variable (paths 1–6) and six-variable (paths 1–13) versions of the SCCT
interest and choice models.
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 1
Personal experiences affect people’s occupational goals
Goals may change due to changing interests, not having a good fit with the job, or the need for further education to advance
People with the talent and opportunity to achieve their goals often obtain them
Young adults usually modify career expectations at least once
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 2
Millennials tend to change jobs more often than in other generations
However, they generally have the same level of satisfaction
Reality shock: what is learned in the classroom does not carry over to the real world, and does not represent all a person needs to know
Best addressed through internships and practicum experiences
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 3
Mentor/executive coach: part teach.
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docx
`HISTORY 252A
Early Modern Europe from 1500 to 1815
Dr. Burton Van Name Edwards (Van)
Tuesday – Thursday 3:30-4:45
Unistructure 247
Third Paper Assignment
Due Tuesday, December 13th
The third paper will be based on a book in the list at the end of the syllabus. These works are generally works of literature, with some concerned with philosophy or politics. The student’s task will be to show how the chosen work reflects or shows the influence of conditions and events in Europe that were operating at the time of the writing of the work. This is not a book report. I am not interested in plots or descriptions of the general argument of a given work. Instead, I am looking for an analysis of specific sections of the chosen work that may illuminate social and economic attitudes or contemporaneous conditions.
The paper should be 7-8 pages long.
You will be expected to give a 5-10 minute oral report based on your finding in the third paper. This oral report will be a significant part of your class participation grade.
.
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docx
^ Acadumy of Management Journal
2001. Vol. 44. No. 2. 219-237.
A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
SCOTT E. SEIBERT
MARIA L. KRAIMER
•̂ ' ' ' Cleveland State University
ROBERT C. LIDEN
University of Illinois at Chicago
A model integrating competing theories of social capital with research on career
success was developed and tested in a sample of 448 employees with various occupa-
tions and organizations. Social capital was conceptualized in terms of network struc-
ture and social resources. Results of structural equation modeling showed that net-
work structure was related to social resources and that the effects of social resources
on career success were hilly mediated by three network benelits: access to information,
access to resources, and career sponsorship.
Organizational researchers have begun to de-
velop increasingly comprehensive models of career
success using demographic, human capital, work-
family, motivational, organizational, and industry
variables (e.g., Dreher & Ash, 1990; Judge & Bretz,
1994: Judge, Cable. Boudreau, & Bretz. 1995; Kirch-
meyer, 1998). Although this work has provided
considerable evidence regarding the determinants
of career outcomes, the roles of informal interper-
sonal behaviors have not been fully explored (Judge
& Bretz, 1994; Pfeffer, 1989). Popular advice for
getting ahead in one's career rarely fails to mention
the importance of networking for the achievement
of career goals (e.g., Bolles, 1992; Kanter, 1977).
Indeed, Luthans, Hodgetts, and Rosenkrantz (1988)
found that the most successful managers in their
study spent 70 percent more time engaged in net-
working activities and 10 percent more time en-
gaged in routine communication activities than
their less successful counterparts. Recent advances
in social capital theory (Coleman, 1990) have begun
to provide a finer-grained analysis of the ways in-
dividuals' social networks affect their careers in
organizations (Burt, 1992, 1997; Ibarra, 1995;
Podolny & Baron, 1997; Sparrowe & Popielarz,
1995). This theoretical perspective has the poten-
Data were collected and the manuscript was submitted
and processed while Scott E. Seibert was in the Manage-
ment Department at the University of Notre Dame and
Maria L. Kraimer was a graduate student at the Univer-
sity of Illinois at Chicago. Support for this project was
provided by the Management Department at the Univer-
sity of Notre Dame and the Alumni Office of the Univer-
sity of Notre Dame. The current investigation is part of a
larger study of career success.
tial to considerably enhance scholars' knowledge of
the role of social processes in career success.
The first purpose of the current study was to
integrate the current conceptualizations of social
capital as they pertain to career success. Tbree dif-
ferent theoretical approaches—weak tie theory
(Granovetter, 1973), structural hole theory (Burt,
1992), and social resource theory (Lin, 1990)—
focus on different network properties as r.
`Inclusiveness. The main.docx
`
Inclusiveness. The main difference that can distinguish a happy employee from disgruntled employee. As with all decisions that are made, there is always an audience that the decision will affect. When employees are privy and organizational decisions are inclusive to employees this can greatly increase their level of fulfillment. Whether or not the end user of the decision will be content with the outcome or not, there will always be critics. Which leads us to discuss key characteristics and the importance of involving employees in relative organizational decision making.
It is not uncommon to find that during strategic organizational planning that top-level management will include their employees to engage and provide their input on complex processes. Human capital, whether the organization is large or small, corporate ran or small business managed is key to an organization’s success. Employee satisfaction level drives productivity and is what increases revenue for the company. Happy employees equal happy customers.
What does it take to keep employees motivated? A critical and important element for employers to keep their employees happy and content is clear communication. It is critical that an organization’s objective and vision for future growth is communicated clearly throughout all levels. Top-level management must be skilled at delivering the company’s mission and values to every tier within their organization. Each tier within the organization with healthy communication should be able to open-mindedly accept the message and freely provide any feedback positive or negative without fear of repercussion. Keeping an open line of communication within an organization is key to building the foundation for success.
As we move away from the golden days of traditional office operations consisting of fax machines, telephones, paper, pencils, etc. and move towards a more technologically repertoire, we lose the personable face to face interaction with one another. We spend most of the day behind our computer screen at our desk. The need to sustain job satisfaction amongst employees could not be ever more present than now. To maintain the morale amongst employees, organizations should be able to keep them challenged and motivated. Take technology for example. If the increase of new technology isn’t daunting enough, consider the challenge to remain current with technology all the while maintaining a competitive advantage in the industry? Reach internally to our internal resource, human capital. Employees must be given the opportunity to share their knowledge, skills, and abilities. When empowered to provide input concerning highly visible organizational decisions, employee morale is boosted. Not only is this beneficial for employees but also the employer as they receive ideas and input that could possibly lead to the solution. Employee engagement boosts the overall welfare of the organization.
According to.
__MACOSXSujan Poster._CNA320 Poster Presentation rubric.pdf.docx
__MACOSX/Sujan Poster/._CNA320 Poster Presentation rubric.pdf
__MACOSX/Sujan Poster/._CNA320+Poster+Template (1).ppt
__MACOSX/Sujan Poster/._Helpful Hints for the Poster Presentation.docx
Sujan Poster/Poster Abstract - Aspiration pneumonia (1).docx
Title: Aspiration pneumonia: Best practice to avoid complications
Background
Aspiration pneumonia is a lung infection due to inhaled contents; this is a relevant topic because aspiration pneumonia is prevalent and accounts for up to 15% of all pneumonia cases and is particularly common in older people, and thus it is important for nurses to be aware of how to manage the condition particularly as the population is ageing so this will be of more concern (Kwong, Howden & Charles 2011).
Target Audience
The target audience for this presentation is experienced Registered Nurses and thus the presentation has been designed for this group.
Main Findings
Aspiration pneumonia is an infection within the lungs that occurs after a person aspirates either liquid, vomit or food into the larynx and lower respiratory tract; this can occur when an individual inhales their gastric or oral contents. Patients at risk include individuals who are elderly or those who have a marked disturbance of consciousness such as that resulting from a drug overdose, seizures, a massive cerebrospinal accident, dysphagia or dysphasia (Kwong, Howden & Charles 2011). Aspiration pneumonia can quickly develop into respiratory failure, abscess and empyema and this requires supportive care, which is the main form of therapy, however prophylactic antimicrobial therapy is also often prescribed (Joundi, Wong & Leis 2015). Best practice suggests suctioning, supplemental oxygen to keep O2 above 90%, septic shock therapy, management of hypotension and antibiotic therapy for 7-10 days. Sputum cultures should be taken so that antibiotics can be tailored appropriately (McAdams-Jones & Sundar 2012).
Implications for Practice
These findings are important for registered nurses to be aware of so that aspiration pneumonia can be managed appropriately and complications can be avoided, which could cause increased hospital stay and costs. Nurses need to be aware of the best practice recommendations such as oxygen supplementation, sit up while eating, provide thickened foods and drinks, dental care and about taking sputum cultures when managing aspiration pneumonia so that treatment can be tailored appropriately and recovery can occur quickly.
Feedback from marker (Teacher)
Thank you for your abstract.
You have just managed a pass grade, your work is very basic and you will need to engage with the basic practice literature to ensure you have a comprehensive understanding of this topic in your poster.
I am also unclear on your focus, is this about prevention of aspiration or management once it has occurred or both?
Kind regards Andrea
Sources of Evidence
Joundi, R, Wong, B & Leis, J 2015, "Antibiotics “Just-In-Ca.
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`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docx
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^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docx
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- 2. than just a single number, they can be manipulated by other vectors fairly easily. This makes combining certain measurements that could involve a multitude of vectors, as well as manipulating a single vector as it can be added or subtracted from itself, fairly simple. This experiment showed the use of a force table to prove this manipulability with vectors by setting mass as forces on certain angles in order to cancel each other out. This works as an example because all three of the masses had some sort of force, in this case being caused by acceleration due to gravity, being applied to them in the direction they were angled. It also helped to demonstrate graphical methods for manipulating vectors by means of “tip-to-tail” measurement. This type of measurement aids in the visual representation of vectors and gives understanding to how a system of vectors looks when in equilibrium, in this case a quadrilateral formed by four vectors of different magnitude and direction. A number of equations were used in this experiment, and are as follows:
- 3. Instructor name. Fx = 0Σ (1) Fy = 0Σ (2) Fx = Fcos( )θ (3) Fy = Fsin( )θ (4) g = 9.8 m/s2 (5) F = mg (6) Equations (1) and (2) show how F x and F y , the horizontal and vertical components of force F (Newtons ), when in an equilibrium-system should sum to 0. Equations (3) and (4) show how the force F is geometrically related to the horizontal and vertical components, respectively, by means of angle (degrees ). Equation (5) is a constant that states how the acceleration due toθ gravity, g (meters/second 2 ), is equal to 9.81. Equation (6) is a
- 4. variation of Newton’s Second Law that shows that the force due to gravity on an object is equivalent to g multiplied by mass m (kilograms ). PROCEDURE The force table, which allows a central equilibrium to be reached by hanging multiple masses at different angles, was set up with 3 points to be determined. The force table with a 3-pulley setup is seen in Figure 1. The pulleys were attached around the circumference with a ring and three strings that could spin freely placed in the center of the table. The first trial included forces in the first quadrant at 0o degrees and 200 grams and 90o degrees and 400 grams, and one component to be measured based on these. The third string was then pulled across the table until the ring was centered on the middle post, and the angle was recorded. A mass hanger was then added to the string on this side, and weight was added until the ring again centered
- 5. itself in the middle. At this point, all components were put in equilibrium. This process was repeated once more, only the 900 angle was adjusted to 135o with the same weight of 400 grams. The third angle was measured, weight was added, and equilibrium was reached, and the results were recorded. Following this, a procedure to allow for a graphically calculated equilibrium-system was conducted. An arbitrary quadrilateral, with a base line on the horizontal of some graph paper, was drawn. Each side represented a tip-to-tail vector, with the final tip touching the tail of the horizontal vector. The angle of each vector was found using a protractor and the magnitude of each was found with a ruler using the conversion 0.25” = 25 grams. These values were translated to the force table, where 4 hangers and pulleys were used to represent the four vectors in the quadrilateral. Small adjustments were made until equilibrium was established.
- 6. RESULTS AND CALCULATIONS The following table shows angles, mass, and force for the first setup in the experiment, which involved starting angles that were orthogonal. Following the table are sample calculations demonstrating how the results were found. Table 1: Orthogonal Starting Forces, Resultant Force Angle (o) Mass (kg) Force (N) 0 0.200 1.96 90 0.400 3.92 246 0.450 4.41 F = mg (6) g = 9.8 m/s2 (5) 450 g 10-3 = 0.450 kg× 0.450 kg 9.8 m/s2 = 4.41 kg = 4.41 N× m s 2
- 7. A table for the vertical and horizontal components is shown below, with sample calculations following: Table 2: Orthogonal Starting Forces, Components Angle (o) Force (N) X-component (N) Y-component (N) 0 1.96 0.200 0.000 90 3.92 0.000 0.400 246 4.41 -0.183 -0.411 Sum 0.017 -0.011 Fx = Fcos( )θ (3) Fx = Fcos( ) = (.450)cos(246) = -0.183 kgθ Fy = Fsin( )θ (4) vy = vsin( ) = (.450)sin(246) = -0.411 kgθ Fx = 0Σ (1) Fx = 0.200 + 0.000 + -0.183 = 0.017 0Σ ≈ Fy = 0Σ (2)
- 8. Fy = 0.000 + 0.400 + -0.411 = -0.011 0Σ ≈ The following table shows angles, mass, and force for the second setup in the experiment, which involved starting angles that were in the first and second quadrants. Table 3: First and Second Quadrant Forces, Resultant Force Angle (o) Mass (kg) Force (N) 0 0.200 1.96 135 0.400 3.92 285 0.330 3.23 A table for the vertical and horizontal components in this section of the experiment is shown below. Table 4: First and Second Quadrant Forces, Components Angle (o) Force (N) X-component (N) Y-component (N) 0 1.96 0.200 0.000 135 3.92 -0.283 0.283
- 9. 285 3.23 .085 -0.319 Sum 0.002 -0.036 The following page consists of the graphs of Force and components for each of the two trials. They are based on the data in Tables 1, 2, 3, and 4: The following table shows the angles, magnitudes, and forces for the quadrilateral system of vectors that was drawn on the graph paper. Again, the magnitudes are based on 0.25” = 25 g. Table 5: Quadrilateral System, Forces
- 10. Angle (o) Mass (kg) Force (N) 0 0.25 2.4525 116.57 0.1118 1.0968 180 0.15 1.4715 243.43 0.1118 1.0968 A table for the vertical and horizontal components in this section of the experiment is shown below. This is the data the was calculated before being put on the force table. Table 6: Quadrilateral System, Components, Theoretical Angle (o) Force (N) X-component (N) Y-component (N) 0 2.4525 2.4525 0 116.57 1.0968 -0.4905 0.9810
- 11. 180 1.4715 -1.4715 0 243.43 1.0968 -0.4905 -0.9810 Sum 0 0 DISCUSSION, DATA ANALYSIS, AND CONCLUSION In total, the data was fairly accurate in portraying systems in equilibrium. Each case showed fairly close results, meaning each mass system tested ended with the ring being centered. In the first setup, where the starting angles were orthogonal, the resultant force was in the quadrant opposite, which is expected. When considering the vectors in terms of parallelograms, the resultant of those two forces would be on a line somewhere in between them, which when applied to create equilibrium would be in the opposite direction, For the case where the angles were in different quadrants, the resultant was more difficult to predict. In the case of creating a resultant force that will put a two-force system into equilibrium, it can be judged that the applied resultant force will tend to be directed more in parallel to the strongest of the two forces already
- 12. in the system; in other words, the angle between the resultant vector and the strongest pre-existing vector will be the closest to 180 degrees. This proved true in the case of this experiment, as the third force applied created a much more obtuse angle with the hanger producing a greater force out of the two forces already on the table. The quadrilateral equilibrium system was a way to demonstrate differences in tip-to-tail/graphical versus component methods of vector computation. As the data shows, while graphical representation can be useful for visualization, component methods give much better, more precise theoretical values that are better suited for further calculation as these attributes have much less error. They are also more easily organized and are more efficient to use, which is why they are preferable. Like the two previous sections of the experiment, the quadrilateral that was conceived demonstrated a system of equilibrium; however, it gave more rise to sources of error due to the discrepancies and variations between the
- 13. computed model and the force table model. One possible source of error that created some of these unexpected results was that the angles were all measured by eye. Obviously depending on the perspective each angle can look different, so this could have resulted in some inaccuracies when measuring not only the components, but the masses as the qualifications for equilibrium would have changed. Another source of error is that the force table had not been calibrated. Similar to the source above, this error may have caused an imbalance in the equilibrium, thus producing inaccurate component measurements. Another source of error may have been the strings on the center ring, and the friction in the pulleys. It was noted after the experiment that they were not freely sliding around as they should and were sometimes catching on certain portions of the ring. This was also the case with the pulleys. This means that some of the results may be off as the angle may not have been accurately measured after adding mass to the first two strings.
- 14. Overall, this experiment showed how important vectors are and how their angles and magnitudes significantly affect their behavior and interaction with one another. It demonstrated not only how to solve equilibrium systems, through components as well as graphical representation, but how to calculate, create, and check equilibrium systems.