https://www.youtube.com/watch?v=6bzHHmSKCbs
How to Allow Java Applets for physics labs
Windows 7
Open the lab
Copy and paste the lab site given to desired internet browser
Here I’m using google chrome, you can also use internet explorer or firefox, same results
You will get a security warning click run. It may still not run…
If it doesn’t run go the start menu on your computer. Type java. I click on the Java 32 bit under control panel.
Once opened properly it should look like this.
Click on the security tab, then click on edit site list
Once the exception site list is up click add
Type in the address given. Make sure to first type http:// you do not need the entire site just the main web site title for example http://phy.ntnu.edu.tw
then click add
It will say this is a risk, allow it (click continue) the school would not give you a website that gives you a virus.
Now you are done. Simply reload your web page and you should be able to run the java applet.
Note, we have used about 4 different lab sites that use java this means you have to do this for every new website.
I hope this helps everyone out
Sample Lab Report:
Please note:
This is a fairly nice lab report of an experiment that should provide a guide to you for producing your own lab reports.
Your report should usually contain the following ingredients:
1. Introduction of the purpose of the experiment
2. Description of the measurement procedure
3. Listing of the data you obtained, with formulas used in extraction of these data.
4. Graphic representation of your data and possible comparison to theoretical
predictions
5. Discussion of possible errors and uncertainties
6. Conclusion with clearly stated outcomes of the experiment
Experiment: Bouncing Golf Ball
Introduction
In this experiment we used the PASCO Science Workshop Equipment, KaliedaGraph, Microsoft Word and Excel, and a golf ball in order to investigate the potential, total, and kinetic energy of a ball that bounces off the ground. Our purpose is to determine as precisely as possible how much energy is lost in the bounce of the ball and to observe how well the energy is conserved throughout the flight. We believe that if the air resistance is neglected, then the ball that is dropped should conserve total energy as it falls. However, because the ground is not a totally elastic surface, some of the energy will be lost. We will therefore observe the total energy as a function of time so as to determine whether the energy is lost in the actual bounce of the ball into an inelastic surface, or due to air friction.
Procedure
First we needed to set up the equipment which contained a motion sensor and a golf ball. The golf ball was weighed and the height of the sensor, h, was measured with the digital meter on the sensor. The distance we are actually measuring, though, is the distance between the ground and the sensor because we are subtracting th ...
115L Lab OneUsing Physical Principles and Measurements to .docxhyacinthshackley2629
115L Lab One
Using Physical Principles and Measurements to Make a Prediction:
Target Practice with the Ballistic Pendulum
1 Introduction
Physics is an important science largely because it allows us to make accurate
predictions of objects’ behaviors in different situations. This idea has been
applied in the engineering of buildings, vehicles, and energy production. It is
used to design aircraft, plan space missions and execute battle plans in warfare.
In the first part of this lab you will make use of two of the most valuable
principles of physics, along with a couple basic measurements, to determine the
speed of the ball launched by the spring gun in your ballistic pendulum. In the
second part, you will calculate the point where the ball will strike when it is
fired without the catching pendulum in place. You will fire the gun to test the
accuracy of your predictions. Finally, you will do some simple analysis of the
cause of any inaccuracy in your calculated targeting.
Tips for success:
• Make all your measurements as carefully as possible.
The more accurate your measurements are, the closer you will
come to hitting your target.
• Pay attention to units.
Calculations require that all units match for the numbers to come
out right. For example, a distance may be recorded in meters,
centimeters, inches, miles, etc. The distance is fixed, but the
value of the number used to record it can vary greatly.
2 Using Conservation of Momentum and Con-
servation of Energy to measure the initial ve-
locity of the ball
Test fire your ballistic pendulum 3 or 4 times, observing the parts and
how the mechanism works.
Be very careful not to get in the path of the ball!
Directly measuring the ball’s velocity as it is fired by the ballistic pendulum
would be very difficult. However, since there are some physical properties that
are conserved, meaning that the total amount cannot change–only the form can
change or there can be a transfer from one object to another, the ball’s speed
can be determined quite accurately with only a couple simple measurements
1
and a couple short calculations.
How could you go about measuring the ball’s speed as it launches from
the ballistic pendulum?
Why would it be hard to use that method with this equipment?
2.1 Tracking the Energy
The act of firing the ball from the ballistic pendulum, and the different forms
that the energy involved takes during the process, can be viewed in four distinct
steps:
• Loading
• Firing
• Collision between the ball and pendulum
• Swing of the pendulum
Loading. To load the ballistic pendulum, you have to push the ball back
against a very stiff spring. In the process of doing this you use some of the
energy stored in your body. Once the pendulum is loaded, the energy that you
gave up is now stored in the compressed spring.It would be difficult to make
a measurement of the energy leaving your body during the compression of the
spring, but it is quite easy to put a number on the ener.
X-rays have a short wavelength and can cause ionization. They are used in medicine for diagnosis and treatment, but precautions must be taken when operating X-ray machines. Ultrasound uses high frequency sound waves above the human hearing range. The waves reflect off boundaries and the time of reflections can be used to determine distances between interfaces in different media. Lenses refract light to form images. A convex lens brings parallel rays to a focus at its principal focus, defined by the focal length. The nature of images depends on size, orientation, and whether real or virtual.
This document provides instructions for several virtual physics experiments exploring concepts like Kepler's laws of planetary motion, fluid dynamics, phase transitions of water, and the ideal gas law. Students are directed to use Java applets from various websites to gather experimental data, make observations, and analyze their results. They are asked to prove Kepler's laws, determine if water behaves as an ideal or viscous fluid, map the phase diagram of water, and investigate relationships between pressure, volume and temperature in a gas model. The goal is for students to validate scientific theories and write lab reports discussing their findings.
Materials RequiredComputer and internet accessCalculator.docxwkyra78
Materials Required:
Computer and internet access
Calculator
Pen/pencil
Digital camera or scanner
Download and print the
Hubble Diagram Sheet
(as an additional option, you can create your graph with the Excel program or create your own graph by hand)
Total Time Required:
Approximately 2-3 Hours
Part 1. The Doppler Effect
Note:
For your lab report, only include your clearly labeled answers to the below questions in all parts. Copy/paste in your photos or diagrams when needed.
Among the great achievements of Einstein was his understanding of the speed of light. The speed of light, in a vacuum, is a constant at ~ 300,000 kilometers/second (the actual velocity is 299,792.458 km/s). The speed of light is essential to the viability of both Einstein’s theories of Special and General Relativity (since the speed of light is a constant it has been given its own mathematical symbol, c). If the speed of light is not constant than neither of Einstein’s theories are credible and would not be accurate in describing physics at the larger-scales of the Universe and objects moving at high velocities close to the speed of light.
Therefore, since the speed of light is a constant any motion by an object emitting light has no effect on the lights velocity nor does an object seeing light from a source moving towards it measure any change in the speed of the light coming towards it. For example, a car is driving at night with its headlights on at a speed of 75 miles per hour. What is the speed of the light coming from the headlights? Common sense would give its speed as the speed of light plus 75 miles per hour (c + 75) but the measured speed is still the speed of light ( c ). Something had to change in this situation however and in in this part of the lab you will be investigating the change that is occurring here which is known as the Doppler Effect.
Use this link to the
Doppler Shift Demonstrator Animation.
Click on the ‘Help’ button for instructions on how to run the animation. (Below is a screenshot of the Doppler Shift Demonstrator).
Click and move the emitting source towards the middle, left side of the screen and click and move the observer to the opposite side. You can control the frequency of the emitted wave with the rate slider bar and can move either the source or object by left-clicking, holding, and dragging the object towards the direction you want it to move. Answer the following questions based on the simulations being viewed.
With the emitting source and the observer on the opposite side of the screen press the ‘start emission’ button. Record your observations of the wave and its wavelength as seen by
both
the emitting source and the observer (be as detailed as possible).
Now click, hold, and drag the observer so it is moving to the left, towards the emitting source. Record your observations of the wave and its wavelength as seen by
both
the emitting source and the observer (try to make the motion as uniform as poss.
This document provides notes on various physics concepts including:
- Units of measurement for length, time, speed, velocity, and acceleration.
- Concepts of mass vs weight, density, forces, Hooke's law, circular motion, moments, and center of mass.
- Forms of energy, work, power, and conservation of energy.
- Renewable and non-renewable energy resources.
The document covers essential high school physics concepts in a concise yet comprehensive manner.
1. The document provides notes on various topics in physics including thermal physics, mechanics, and properties of matter.
2. Key concepts discussed include states of matter, temperature and pressure of gases, work, energy, density, forces, and heat transfer mechanisms.
3. Equations for important quantities like kinetic energy, pressure, density and motion are defined.
Lab 05 – Gravitation and Keplers Laws Name __________________.docxDIPESH30
This document is a lab assignment on gravitation and Kepler's laws. It includes an introduction to universal gravitation and Newton's law of gravitation. The document contains a procedure where students are asked to use an online simulation to observe gravitational force between two objects at different distances and masses. They then calculate the gravitational constant, G, and compare it to published values. Several conclusion questions follow about gravitational forces and Kepler's laws of planetary motion.
Okay, let me break this down step-by-step:
* Spring constant (k) = 280 N/m
* Mass (m) = 0.0025 kg
* Deflection (x) = 0.03 m
* EPE = 0.5kx2 = 0.5 * 280 N/m * (0.03 m)2 = 0.81 J
* EPE converts to KE on release: KE = 0.81 J = 0.5mv2
* Solve for v: v = √(2 * 0.81 J / 0.0025 kg) = 4 m/s
* Use v to find maximum height using: h = v2/2g = (
115L Lab OneUsing Physical Principles and Measurements to .docxhyacinthshackley2629
115L Lab One
Using Physical Principles and Measurements to Make a Prediction:
Target Practice with the Ballistic Pendulum
1 Introduction
Physics is an important science largely because it allows us to make accurate
predictions of objects’ behaviors in different situations. This idea has been
applied in the engineering of buildings, vehicles, and energy production. It is
used to design aircraft, plan space missions and execute battle plans in warfare.
In the first part of this lab you will make use of two of the most valuable
principles of physics, along with a couple basic measurements, to determine the
speed of the ball launched by the spring gun in your ballistic pendulum. In the
second part, you will calculate the point where the ball will strike when it is
fired without the catching pendulum in place. You will fire the gun to test the
accuracy of your predictions. Finally, you will do some simple analysis of the
cause of any inaccuracy in your calculated targeting.
Tips for success:
• Make all your measurements as carefully as possible.
The more accurate your measurements are, the closer you will
come to hitting your target.
• Pay attention to units.
Calculations require that all units match for the numbers to come
out right. For example, a distance may be recorded in meters,
centimeters, inches, miles, etc. The distance is fixed, but the
value of the number used to record it can vary greatly.
2 Using Conservation of Momentum and Con-
servation of Energy to measure the initial ve-
locity of the ball
Test fire your ballistic pendulum 3 or 4 times, observing the parts and
how the mechanism works.
Be very careful not to get in the path of the ball!
Directly measuring the ball’s velocity as it is fired by the ballistic pendulum
would be very difficult. However, since there are some physical properties that
are conserved, meaning that the total amount cannot change–only the form can
change or there can be a transfer from one object to another, the ball’s speed
can be determined quite accurately with only a couple simple measurements
1
and a couple short calculations.
How could you go about measuring the ball’s speed as it launches from
the ballistic pendulum?
Why would it be hard to use that method with this equipment?
2.1 Tracking the Energy
The act of firing the ball from the ballistic pendulum, and the different forms
that the energy involved takes during the process, can be viewed in four distinct
steps:
• Loading
• Firing
• Collision between the ball and pendulum
• Swing of the pendulum
Loading. To load the ballistic pendulum, you have to push the ball back
against a very stiff spring. In the process of doing this you use some of the
energy stored in your body. Once the pendulum is loaded, the energy that you
gave up is now stored in the compressed spring.It would be difficult to make
a measurement of the energy leaving your body during the compression of the
spring, but it is quite easy to put a number on the ener.
X-rays have a short wavelength and can cause ionization. They are used in medicine for diagnosis and treatment, but precautions must be taken when operating X-ray machines. Ultrasound uses high frequency sound waves above the human hearing range. The waves reflect off boundaries and the time of reflections can be used to determine distances between interfaces in different media. Lenses refract light to form images. A convex lens brings parallel rays to a focus at its principal focus, defined by the focal length. The nature of images depends on size, orientation, and whether real or virtual.
This document provides instructions for several virtual physics experiments exploring concepts like Kepler's laws of planetary motion, fluid dynamics, phase transitions of water, and the ideal gas law. Students are directed to use Java applets from various websites to gather experimental data, make observations, and analyze their results. They are asked to prove Kepler's laws, determine if water behaves as an ideal or viscous fluid, map the phase diagram of water, and investigate relationships between pressure, volume and temperature in a gas model. The goal is for students to validate scientific theories and write lab reports discussing their findings.
Materials RequiredComputer and internet accessCalculator.docxwkyra78
Materials Required:
Computer and internet access
Calculator
Pen/pencil
Digital camera or scanner
Download and print the
Hubble Diagram Sheet
(as an additional option, you can create your graph with the Excel program or create your own graph by hand)
Total Time Required:
Approximately 2-3 Hours
Part 1. The Doppler Effect
Note:
For your lab report, only include your clearly labeled answers to the below questions in all parts. Copy/paste in your photos or diagrams when needed.
Among the great achievements of Einstein was his understanding of the speed of light. The speed of light, in a vacuum, is a constant at ~ 300,000 kilometers/second (the actual velocity is 299,792.458 km/s). The speed of light is essential to the viability of both Einstein’s theories of Special and General Relativity (since the speed of light is a constant it has been given its own mathematical symbol, c). If the speed of light is not constant than neither of Einstein’s theories are credible and would not be accurate in describing physics at the larger-scales of the Universe and objects moving at high velocities close to the speed of light.
Therefore, since the speed of light is a constant any motion by an object emitting light has no effect on the lights velocity nor does an object seeing light from a source moving towards it measure any change in the speed of the light coming towards it. For example, a car is driving at night with its headlights on at a speed of 75 miles per hour. What is the speed of the light coming from the headlights? Common sense would give its speed as the speed of light plus 75 miles per hour (c + 75) but the measured speed is still the speed of light ( c ). Something had to change in this situation however and in in this part of the lab you will be investigating the change that is occurring here which is known as the Doppler Effect.
Use this link to the
Doppler Shift Demonstrator Animation.
Click on the ‘Help’ button for instructions on how to run the animation. (Below is a screenshot of the Doppler Shift Demonstrator).
Click and move the emitting source towards the middle, left side of the screen and click and move the observer to the opposite side. You can control the frequency of the emitted wave with the rate slider bar and can move either the source or object by left-clicking, holding, and dragging the object towards the direction you want it to move. Answer the following questions based on the simulations being viewed.
With the emitting source and the observer on the opposite side of the screen press the ‘start emission’ button. Record your observations of the wave and its wavelength as seen by
both
the emitting source and the observer (be as detailed as possible).
Now click, hold, and drag the observer so it is moving to the left, towards the emitting source. Record your observations of the wave and its wavelength as seen by
both
the emitting source and the observer (try to make the motion as uniform as poss.
This document provides notes on various physics concepts including:
- Units of measurement for length, time, speed, velocity, and acceleration.
- Concepts of mass vs weight, density, forces, Hooke's law, circular motion, moments, and center of mass.
- Forms of energy, work, power, and conservation of energy.
- Renewable and non-renewable energy resources.
The document covers essential high school physics concepts in a concise yet comprehensive manner.
1. The document provides notes on various topics in physics including thermal physics, mechanics, and properties of matter.
2. Key concepts discussed include states of matter, temperature and pressure of gases, work, energy, density, forces, and heat transfer mechanisms.
3. Equations for important quantities like kinetic energy, pressure, density and motion are defined.
Lab 05 – Gravitation and Keplers Laws Name __________________.docxDIPESH30
This document is a lab assignment on gravitation and Kepler's laws. It includes an introduction to universal gravitation and Newton's law of gravitation. The document contains a procedure where students are asked to use an online simulation to observe gravitational force between two objects at different distances and masses. They then calculate the gravitational constant, G, and compare it to published values. Several conclusion questions follow about gravitational forces and Kepler's laws of planetary motion.
Okay, let me break this down step-by-step:
* Spring constant (k) = 280 N/m
* Mass (m) = 0.0025 kg
* Deflection (x) = 0.03 m
* EPE = 0.5kx2 = 0.5 * 280 N/m * (0.03 m)2 = 0.81 J
* EPE converts to KE on release: KE = 0.81 J = 0.5mv2
* Solve for v: v = √(2 * 0.81 J / 0.0025 kg) = 4 m/s
* Use v to find maximum height using: h = v2/2g = (
Okay, let me break this down step-by-step:
* Spring constant (k) = 280 N/m
* Mass (m) = 0.0025 kg
* Deflection (x) = 0.03 m
* EPE = 0.5kx2 = 0.5 * 280 N/m * (0.03 m)2 = 0.81 J
* EPE converts to KE on release: KE = 0.81 J = 0.5mv2
* Solve for v: v = √(2 * 0.81 J / 0.0025 kg) = 4 m/s
* Use v to find maximum height using: h = v2/2g = (
Chapter 1924. If you dip your finger repeatedly into a puddle of.docxcravennichole326
Chapter 19
24. If you dip your finger repeatedly into a puddle of water, it creates waves. What happens to the wavelength if you dip your finger more frequently?
Chapter 20
29. What two physics mistakes occur in a science fiction movie that shows a distant explosion in outer space, where you see and hear the explosion at the same time?
Chapter 21
26. Tom Senior makes music by setting small columns of air into vibration by blowing across the ends of drinking straws of various lengths. Which straws, the short ones or the long ones, produce lower pitch? What would you expect of the pitch produced by the much larger musical instrument behind Tom that uses resonant air columns excited by striking the ends of the tubes with paddles?
Chapter 26
5. Which has the shorter wavelengths, ultraviolet or infrared? Which has the higher frequencies?
Chapter 27
17. On a TV screen, red, green, and blue spots of fluorescent materials are illuminated at a variety of relative intensities to produce a full spectrum of colors. What dots are activated to produce yellow? Magenta? White?
Chapter 28
7. Why is the lettering on the front of some vehicles “backward”?
Chapter 29
3. Why do radio waves diffract around buildings, while light waves do not?
Chapter 30
4. Ultraviolet light causes sunburns, whereas visible light, even of greater intensity, does not. Why is this so?
32. Cite at least two reasons for predicting that LEDs will emerge as more popular than CFLs.
Name
Date
Class
Lab 28: Diffraction and Interference
Purpose
To study single slit diffraction and double slit interference patterns
Background
It has long been known that if you shine light through narrow slits that are spaced at small intervals, the light will form a diffraction pattern. A diffraction pattern is a series of light and dark areas caused by wave interference. The
wave interference can be either constructive (light areas) or destructive (dark areas). In this experiment, you will shine a laser through a device with two slits where the spacing can be adjusted and investigate the patterns that are
produced on the far side of the slits.
Skills Focus
Predicting, drawing conclusions, observing, interpreting data, making generalizations, applying concepts
Procedure
1. Start Virtual Physics and select Diffraction and Interference from the list of assignments. The lab will open in the Quantum laboratory.
2. A laser is used as the light source in this experiment because it has a single wavelength. Therefore, you will not see diffraction patterns from other wavelengths interfering in the image. What is the wavelength of the laser?
What is the spacing of the two slits on the two slit device? This is the gap
between the two different slits. How do the wavelength of the laser and the spacing of the slits compare?
3. Predicting
How will the diffraction pattern change as the wavelength is
made smaller and the slit spacing remains the same? Hint: Think about the spacing as an obstacle that ...
EDS 1021
Week 8 Interactive ActivityAtmospheric Greenhouse Effect
Objective
Using a simulation, apply the scientific method to investigate the atmospheric greenhouse effect and its role in atmospheric energy transfer.Background Reading
Before attempting the activity, review “The Greenhouse Effect”
in Chapter 19 of
The Sciences, as well as the website
Global Climate Change (NASA), to gain some background on the atmospheric greenhouse effect and its role in both atmospheric warming and climate change. The video
NASA's Earth Minute: Gas Problem (YouTube, 1:24) provides a short descriptive summary of the important points.
Introduction to the Simulation
1.
After completing the background reading for this assignment, go to “The Atmospheric Greenhouse Effect” simulation on the PhET simulations website at: https://phet.colorado.edu/en/simulation/legacy/greenhouse. Click the
play arrow on the simulation graphic to run the web-based simulation or click
DOWNLOAD to run the simulation locally on your device.
Simulation requirements: This interactive simulation is optimized for use on computers (MACs or PCs) and may not run on some tablets, notebooks, cell phones, or other devices. Running the simulation will require an updated version of
Java software (free). If you do not or are not sure if you have Java on your computer, go to
the Java Website. If you cannot get the simulation to run, consult
The PhET Simulation Troubleshooting Guide on the course website.
2. Explore and experiment on the three different tabs (areas) of the simulation. While experimenting, think about how the energy transfer processes involved in the atmospheric greenhouse effect are being visualized in the simulation.
Greenhouse effect tab – Observe the effects of greenhouse gases on both incoming (solar) radiation and outgoing terrestrial (infrared) radiation and atmospheric temperature. Yellow stars simulate photons of incoming solar energy (visible radiation), while red stars simulate photons of outgoing terrestrial energy emitted from Earth’s surface (infrared radiation). The term
photon describes a “packet” of electromagnetic radiation. You can simulate atmospheres with different concentrations of greenhouse gases at different times in Earth’s history, or manually adjust the concentration of greenhouse gases, and observe the effect on atmospheric temperature.
Clouds may also be virtually placed in the atmosphere to observe their effects on air temperature.
Glass layers tab – Create a “greenhouse” by adding glass panes to the atmosphere and observing the effect of a virtual glass ceiling on atmospheric temperature.
Photon absorption tab –Experiment to determine the preference of different atmospheric gas molecules to absorb a certain type of radiation by shooting infrared or .
PHYS 181 Physics For Scientists And Engineers II.docxwrite5
This document provides instructions for Physics Lab 7 which demonstrates and measures the conservation of linear momentum in elastic and inelastic collisions using carts and a remote. Students are asked to collect data on the masses and velocities of carts before and after collisions and use it to calculate momentum and kinetic energy. They analyze whether momentum and energy are conserved in elastic collisions and where energy goes in inelastic collisions. Sources of experimental error are also discussed.
On Equivalent Amplitude Motion of the Foucault PendulumShuai Yuan
This document proposes a novel design for a Foucault pendulum that maintains equivalent amplitude over time. It does this through an idle speed motor controlled by an Arduino that provides small lifts to the pendulum at its highest points, compensating for energy lost to friction. Experimental results found the pendulum needs lifting 5-10 cm depending on length. This allows perpetual motion while keeping the pendulum's inherent properties. Models were also designed for exhibits at a science museum.
Module 11 work, energy, power and machinesdionesioable
This module discusses work, energy, power, and machines. It contains three lessons that define work, explore the concepts of kinetic and potential energy, and examine how machines can help do work by multiplying force. The module objectives are to understand scientific definitions of work and energy, calculate work, kinetic energy, and potential energy, and analyze the mechanical advantages and efficiencies of simple machines. Learning activities include demonstrations of work, energy, and machines to reinforce the concepts.
Okay, let's break this down step-by-step:
* EPE = 0.5 * k * x^2
= 0.5 * 280 N/m * (0.03 m)^2
= 0.42 J
* EPE converts to KE at the top of the trajectory
* KE = 0.5 * m * v^2
= 0.5 * 0.0025 kg * v^2
= 0.42 J
* Solve for v:
0.42 J = 0.5 * 0.0025 kg * v^2
v = √(0.42 J / 0.5 * 0.0025 kg)
= √16.8
=
This document provides an overview of linear momentum and collisions. It begins by defining linear momentum as the product of an object's mass and velocity. The law of conservation of linear momentum is then introduced, stating that the total momentum of an isolated system remains constant. Impulse is defined as the change in an object's momentum caused by an external force, and is equal to the integral of the force over the time during which it acts.
A method for determining a physical law using the simple pendu.docxransayo
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.
The document provides notes from a physics class that covered topics including friction, conservation of energy, and kinetic and potential energy. Students calculated coefficients of friction, solved problems involving sliding friction, and performed an experiment launching pennies into the air using a ruler. The class discussed forms of energy, energy transformations, and formulas for gravitational potential energy, kinetic energy, and elastic potential energy. Sample problems were worked through applying these concepts and units.
1. The Impulse-Momentum Theorem states that the net impulse acting on an object is equal to the change in momentum of the object.
2. In the experiment, a glider collides with a force sensor on an air track to test the Impulse-Momentum Theorem. The initial and final velocities are measured with a photogate and the force over time is measured with a wireless force sensor.
3. The data is analyzed by calculating the impulse, change in momentum, and comparing the two to test the validity of the Impulse-Momentum Theorem.
The document provides an overview of physics concepts including:
- Physics deals with matter and forces that govern the universe from subatomic to galactic scales.
- Sections cover Newton's Laws of Motion, energy, work, and their relationships. Concepts are defined and examples are given with linked video explanations.
- Isaac Newton developed his law of universal gravitation and laws of motion while contemplating gravity and planetary motion in a garden in 1666.
The document provides an overview of an honors physics class. It discusses topics like vectors, scalars, displacement, velocity, acceleration, and problem-solving techniques. Key concepts are explained through examples, such as calculating displacement and velocity from graphs of position over time. Homework solutions are provided at the end.
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
The document contains instructions for several programming assignments involving object-oriented design principles in Java. Students are asked to:
1. Create a Student class with methods to add courses and compute GPA, and test it by making objects for two students.
2. Modify the Account class to add overloaded constructors, a withdraw method with fees, and tracking of open accounts.
3. Add functionality for closing accounts and consolidating accounts with the same name.
4. Add methods to transfer funds between accounts either through objects or directly between accounts.
This homework assignment is due on July 1st by 5:00 PM. The assignment is labeled "HW 2" indicating it is the second homework assignment of the course. Students must submit the completed homework by the specified due date and time.
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
Romeo and Juliet's relationship is modeled mathematically. Their love and hate for each other oscillates over time based on a set of differential equations. Mercutio tries to interfere by negatively influencing Romeo's feelings for Juliet. This changes the model and results in a different outcome for Romeo and Juliet's relationship. The model is further complicated by Mercutio developing feelings for Juliet and Juliet having mixed feelings for both Romeo and Mercutio, creating a love triangle. The dynamics of this new system are analyzed using eigenvalues and phase planes. Additional models examine planetary orbits and competition between rabbits and sheep.
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
More Related Content
Similar to httpswww.youtube.comwatchv=6bzHHmSKCbsHow to Allow Ja.docx
Okay, let me break this down step-by-step:
* Spring constant (k) = 280 N/m
* Mass (m) = 0.0025 kg
* Deflection (x) = 0.03 m
* EPE = 0.5kx2 = 0.5 * 280 N/m * (0.03 m)2 = 0.81 J
* EPE converts to KE on release: KE = 0.81 J = 0.5mv2
* Solve for v: v = √(2 * 0.81 J / 0.0025 kg) = 4 m/s
* Use v to find maximum height using: h = v2/2g = (
Chapter 1924. If you dip your finger repeatedly into a puddle of.docxcravennichole326
Chapter 19
24. If you dip your finger repeatedly into a puddle of water, it creates waves. What happens to the wavelength if you dip your finger more frequently?
Chapter 20
29. What two physics mistakes occur in a science fiction movie that shows a distant explosion in outer space, where you see and hear the explosion at the same time?
Chapter 21
26. Tom Senior makes music by setting small columns of air into vibration by blowing across the ends of drinking straws of various lengths. Which straws, the short ones or the long ones, produce lower pitch? What would you expect of the pitch produced by the much larger musical instrument behind Tom that uses resonant air columns excited by striking the ends of the tubes with paddles?
Chapter 26
5. Which has the shorter wavelengths, ultraviolet or infrared? Which has the higher frequencies?
Chapter 27
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Chapter 28
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Chapter 29
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32. Cite at least two reasons for predicting that LEDs will emerge as more popular than CFLs.
Name
Date
Class
Lab 28: Diffraction and Interference
Purpose
To study single slit diffraction and double slit interference patterns
Background
It has long been known that if you shine light through narrow slits that are spaced at small intervals, the light will form a diffraction pattern. A diffraction pattern is a series of light and dark areas caused by wave interference. The
wave interference can be either constructive (light areas) or destructive (dark areas). In this experiment, you will shine a laser through a device with two slits where the spacing can be adjusted and investigate the patterns that are
produced on the far side of the slits.
Skills Focus
Predicting, drawing conclusions, observing, interpreting data, making generalizations, applying concepts
Procedure
1. Start Virtual Physics and select Diffraction and Interference from the list of assignments. The lab will open in the Quantum laboratory.
2. A laser is used as the light source in this experiment because it has a single wavelength. Therefore, you will not see diffraction patterns from other wavelengths interfering in the image. What is the wavelength of the laser?
What is the spacing of the two slits on the two slit device? This is the gap
between the two different slits. How do the wavelength of the laser and the spacing of the slits compare?
3. Predicting
How will the diffraction pattern change as the wavelength is
made smaller and the slit spacing remains the same? Hint: Think about the spacing as an obstacle that ...
EDS 1021
Week 8 Interactive ActivityAtmospheric Greenhouse Effect
Objective
Using a simulation, apply the scientific method to investigate the atmospheric greenhouse effect and its role in atmospheric energy transfer.Background Reading
Before attempting the activity, review “The Greenhouse Effect”
in Chapter 19 of
The Sciences, as well as the website
Global Climate Change (NASA), to gain some background on the atmospheric greenhouse effect and its role in both atmospheric warming and climate change. The video
NASA's Earth Minute: Gas Problem (YouTube, 1:24) provides a short descriptive summary of the important points.
Introduction to the Simulation
1.
After completing the background reading for this assignment, go to “The Atmospheric Greenhouse Effect” simulation on the PhET simulations website at: https://phet.colorado.edu/en/simulation/legacy/greenhouse. Click the
play arrow on the simulation graphic to run the web-based simulation or click
DOWNLOAD to run the simulation locally on your device.
Simulation requirements: This interactive simulation is optimized for use on computers (MACs or PCs) and may not run on some tablets, notebooks, cell phones, or other devices. Running the simulation will require an updated version of
Java software (free). If you do not or are not sure if you have Java on your computer, go to
the Java Website. If you cannot get the simulation to run, consult
The PhET Simulation Troubleshooting Guide on the course website.
2. Explore and experiment on the three different tabs (areas) of the simulation. While experimenting, think about how the energy transfer processes involved in the atmospheric greenhouse effect are being visualized in the simulation.
Greenhouse effect tab – Observe the effects of greenhouse gases on both incoming (solar) radiation and outgoing terrestrial (infrared) radiation and atmospheric temperature. Yellow stars simulate photons of incoming solar energy (visible radiation), while red stars simulate photons of outgoing terrestrial energy emitted from Earth’s surface (infrared radiation). The term
photon describes a “packet” of electromagnetic radiation. You can simulate atmospheres with different concentrations of greenhouse gases at different times in Earth’s history, or manually adjust the concentration of greenhouse gases, and observe the effect on atmospheric temperature.
Clouds may also be virtually placed in the atmosphere to observe their effects on air temperature.
Glass layers tab – Create a “greenhouse” by adding glass panes to the atmosphere and observing the effect of a virtual glass ceiling on atmospheric temperature.
Photon absorption tab –Experiment to determine the preference of different atmospheric gas molecules to absorb a certain type of radiation by shooting infrared or .
PHYS 181 Physics For Scientists And Engineers II.docxwrite5
This document provides instructions for Physics Lab 7 which demonstrates and measures the conservation of linear momentum in elastic and inelastic collisions using carts and a remote. Students are asked to collect data on the masses and velocities of carts before and after collisions and use it to calculate momentum and kinetic energy. They analyze whether momentum and energy are conserved in elastic collisions and where energy goes in inelastic collisions. Sources of experimental error are also discussed.
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This document proposes a novel design for a Foucault pendulum that maintains equivalent amplitude over time. It does this through an idle speed motor controlled by an Arduino that provides small lifts to the pendulum at its highest points, compensating for energy lost to friction. Experimental results found the pendulum needs lifting 5-10 cm depending on length. This allows perpetual motion while keeping the pendulum's inherent properties. Models were also designed for exhibits at a science museum.
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This module discusses work, energy, power, and machines. It contains three lessons that define work, explore the concepts of kinetic and potential energy, and examine how machines can help do work by multiplying force. The module objectives are to understand scientific definitions of work and energy, calculate work, kinetic energy, and potential energy, and analyze the mechanical advantages and efficiencies of simple machines. Learning activities include demonstrations of work, energy, and machines to reinforce the concepts.
Okay, let's break this down step-by-step:
* EPE = 0.5 * k * x^2
= 0.5 * 280 N/m * (0.03 m)^2
= 0.42 J
* EPE converts to KE at the top of the trajectory
* KE = 0.5 * m * v^2
= 0.5 * 0.0025 kg * v^2
= 0.42 J
* Solve for v:
0.42 J = 0.5 * 0.0025 kg * v^2
v = √(0.42 J / 0.5 * 0.0025 kg)
= √16.8
=
This document provides an overview of linear momentum and collisions. It begins by defining linear momentum as the product of an object's mass and velocity. The law of conservation of linear momentum is then introduced, stating that the total momentum of an isolated system remains constant. Impulse is defined as the change in an object's momentum caused by an external force, and is equal to the integral of the force over the time during which it acts.
A method for determining a physical law using the simple pendu.docxransayo
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.
The document provides notes from a physics class that covered topics including friction, conservation of energy, and kinetic and potential energy. Students calculated coefficients of friction, solved problems involving sliding friction, and performed an experiment launching pennies into the air using a ruler. The class discussed forms of energy, energy transformations, and formulas for gravitational potential energy, kinetic energy, and elastic potential energy. Sample problems were worked through applying these concepts and units.
1. The Impulse-Momentum Theorem states that the net impulse acting on an object is equal to the change in momentum of the object.
2. In the experiment, a glider collides with a force sensor on an air track to test the Impulse-Momentum Theorem. The initial and final velocities are measured with a photogate and the force over time is measured with a wireless force sensor.
3. The data is analyzed by calculating the impulse, change in momentum, and comparing the two to test the validity of the Impulse-Momentum Theorem.
The document provides an overview of physics concepts including:
- Physics deals with matter and forces that govern the universe from subatomic to galactic scales.
- Sections cover Newton's Laws of Motion, energy, work, and their relationships. Concepts are defined and examples are given with linked video explanations.
- Isaac Newton developed his law of universal gravitation and laws of motion while contemplating gravity and planetary motion in a garden in 1666.
The document provides an overview of an honors physics class. It discusses topics like vectors, scalars, displacement, velocity, acceleration, and problem-solving techniques. Key concepts are explained through examples, such as calculating displacement and velocity from graphs of position over time. Homework solutions are provided at the end.
Similar to httpswww.youtube.comwatchv=6bzHHmSKCbsHow to Allow Ja.docx (13)
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
The document contains instructions for several programming assignments involving object-oriented design principles in Java. Students are asked to:
1. Create a Student class with methods to add courses and compute GPA, and test it by making objects for two students.
2. Modify the Account class to add overloaded constructors, a withdraw method with fees, and tracking of open accounts.
3. Add functionality for closing accounts and consolidating accounts with the same name.
4. Add methods to transfer funds between accounts either through objects or directly between accounts.
This homework assignment is due on July 1st by 5:00 PM. The assignment is labeled "HW 2" indicating it is the second homework assignment of the course. Students must submit the completed homework by the specified due date and time.
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
Romeo and Juliet's relationship is modeled mathematically. Their love and hate for each other oscillates over time based on a set of differential equations. Mercutio tries to interfere by negatively influencing Romeo's feelings for Juliet. This changes the model and results in a different outcome for Romeo and Juliet's relationship. The model is further complicated by Mercutio developing feelings for Juliet and Juliet having mixed feelings for both Romeo and Mercutio, creating a love triangle. The dynamics of this new system are analyzed using eigenvalues and phase planes. Additional models examine planetary orbits and competition between rabbits and sheep.
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docxwellesleyterresa
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
hw1.docxCS 211 Homework #1Please complete the homework problem.docxwellesleyterresa
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements:
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea:
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life, write in an engineering ...
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docxwellesleyterresa
Zara gathers customer feedback and sales data from its stores to inform product design and inventory decisions. Store managers use PDAs to chat with customers and get input on styles. After closing, they analyze unsold items to identify customer preferences. Manager updates combine this qualitative feedback with quantitative sales data from POS systems. This evidence-based approach allows Zara to quickly design and reorder based on demand rather than guesses, helping it dominate the fast fashion industry.
HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docxwellesleyterresa
HW 2
(1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto.
(2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto.
(3) List the strengths and weaknesses of Mondanto. Then, explain why you think so.
Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later.
1
Class Today
• Print notes and examples
• Trusses
– Definition
– Working with Trusses
– Truss Analysis
• Example Problems
• Group Work Time
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf
…these are cool trusses
Norman Foster
Sainsbury Centre
Santiago Calatrava
Turning Torso
Shigeru Ban
Japanese Pavilion
KMR
… be inspired!
3
Renzo Piano
Kansai International Airport
Rem Koolhaas
The Shenzhen Stock Exchange
KMR
So what are trusses?
http://bridgehunter.com/story/1109/
http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg
http://www.hndszj.com/eng/uploads/201008101822313.jpg
Trusses are …
• Structures designed to support loads:
− Will transmit loads through the joints of the structure
− Will ultimately transmit loads to the foundation
• Cost effective in design because:
− Weight is minimized (weight of members is typically
light compared to loads carried, so it is often
neglected)
− Strength to weight ratio is maximized
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Working with Trusses:
Assumptions
• All loads are applied / transmitted at joints
• All members are joined by pin connections
• Consist entirely of two-force members
(review section 5.4)
• Can contain zero-force members
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Zero-force Members
What are zero-force members?
• Structural members that carry no force
Why do we use them?
• Used to provide stability
– During construction
– If (intermittent) loading of the truss changes
• Shortens chord length and increases
buckling capacity of compression members
7
Zero-force Members: Case 1
Zero-force Members: Case 2
10
http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/
architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg
http://www.tboake.com/SSEF1/rose2.shtml
http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0
3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg
Gusset plate
pin
Joint Connections
Welded
connection http://www.tatasteelconstruction.com/en/reference/teaching-
resources/architectural-teaching-resource/elements/connections/connections-
in-trusses
11
http://civildigital.com/wp-con ...
Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docxwellesleyterresa
Hunters Son Dialogue Activity
1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent:
HUNTER:
HUNTER’S SON:
THE BOY:
2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another.
3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals?
...
HW 2 - SQL The database you will use for this assignme.docxwellesleyterresa
HW 2 - SQL
The database you will use for this assignment contains information related to Major League
Baseball (MLB) about players, teams, and games. The relations are:
Players(playerID, playerName, team, position, birthYear)
● playerID is a player identifier used in MLB, and all players throughout the history of
baseball have a unique ID
● playerName is player’s name
● team is the name of the MLB team the player is currently playing on (or the last team the
player played for if they are not currently playing)
● position is the position of the player
● birthYear is the year that player was born
Teams(teamID, teamName, home, leagueName)
● teamID is a unique ID internal to MLB.
● teamName is the name of the team
● home is the home city of the team
● leagueName is the league the team is in, i.e. either “National” or “American”, which
stands for “National League” and “American League”, respectively
Games(gameID, homeTeamID, guestTeamID, date)
● gameID is a unique ID used internally in MLB
● homeTeamID is the ID of the hometeam
● guestTeamID is the ID of the visiting team
● date is the date of the game.
A sample instance of this database is given at the end of this homework handout. Since it is just
one instance of the database designed to give you some intuition, you should not “customize”
your answer to work only with this instance.
1. (10 points each) Write the following queries in SQL, using the schema provided
above. (Note: Your queries must not be “state-dependent", that is, they should work without
modification even if another instance of the database is given.)
(a) Print the names of all players who were born in 1970 and played for the Braves.
(b) Print the names of teams that do not have a pitcher.
(c) Print names of all players who have played in the National League.
(d) Print all gameIDs with Phillies as the home team.
2. (15 points each) Write the following queries in SQL, using the schema provided
above.
(a) Print all teamIDs where the team played against the Phillies but not against the Braves.
(b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have
been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow
(1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”).
(c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2
played against each other in a World Series game. Although there is no direct information
about the World Series games in the relations, we can infer that when two teams from different
leagues play each other, it is a World Series game. So, in this relation, league1 and league2
should be different leagues.
(d) List all cities that have a team in all leagues. For example, there are currently two leagues
(National and American). Although not shown in this instance, New York is home to the Mets in
the National ...
Humanities Commons Learning Goals1. Write about primary and seco.docxwellesleyterresa
Humanities Commons Learning Goals
1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
2. Engage in a process approach to writing college-level prose;
3. Produce rhetorically effective college-level expository prose;
4. Demonstrate effective use of scholarly sources in their writing;
5. Recount in college-level prose their personal literacy histories and current literacy practices;
6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer.
As a review, here is an overview of the material we covered:
Humanities Commons Learning Goals
Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
Engage in a process approach to writing college-level prose;
Produce rhetorically effective college-level expository prose;
Demonstrate effective use of scholarly sources in their writing;
Recount in college-level prose their personal literacy histories and current literacy practices;
Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
Metawriting
“Sponsors of Literacy” - Brandt
Portrait of the Artists as
A Young Person – Literacy Narrative
A Young Adult – Autoethnography
MLA Conventions
Library Research
Grammar
Write in Active Voice
Seven Comma Rules
Affect/Effect; it’s its; etc.
Introduce Quotations
Quote, Summary, Paraphrase
Hamburger Metaphor for integrating quotes
Classical Aristotelian Essay Form
Rebuttal
Compare Contrast Essay: Block vs. Alternating
Works Cited List
Top Twenty Errors
Discourse Community Ethnography
“The Concept of a Discourse Community” – Swales
C.A.R.S. – Creating a Research Space – Swales
“Learning to Serve: The Language and Literacy of Food Service Workers” – Mirabelli
“Rethinking Subcultural Resistance: Core Values of the Straight Edge Movement” –
Haenfl ...
HURRICANE KATRINA A NATION STILL UNPREPARED .docxwellesleyterresa
The document summarizes a Senate report on the government's response to Hurricane Katrina. It finds that while officials were warned of Katrina's potential devastation, they failed to adequately prepare. Evacuation and shelter plans for New Orleans were incomplete. The storm exceeded the response capacity of all levels of government. Leadership failures at the federal, state and local levels compounded the crisis. FEMA and DHS were unprepared for a catastrophe of this scale.
Humanities 115
Short Essay Grading Criteria
Excellent
Passing
Unacceptable
Analysis
25, 18, 10
Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement.
Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped.
Important elements missing or very underdeveloped. Substantial inaccuracies may occur.
Scholarly Rigor
13, 9, 5
Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable.
Text-based support is sometimes used, citation is imprecise or incomplete.
Text-based support is generally absent, and/or citations are absent.
Coherence
5, 3, 1
Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs.
Ideas are organized into paragraphs. Transitions are usually present and effective.
Essay lacks coherent paragraphs and transitions are absent or ineffective.
Grammar
& Mechanics
5, 3, 1
Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning.
Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning.
Errors are numerous and consistently impede meaning.
Formatting
2, 1, 0
The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page.
Most conventions are followed.
Most conventions are not followed.
Student Sample Essay #2
Genesis Myth
“And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today.
To begin, the sole reason for the creation of woman ...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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httpswww.youtube.comwatchv=6bzHHmSKCbsHow to Allow Ja.docx
1. https://www.youtube.com/watch?v=6bzHHmSKCbs
How to Allow Java Applets for physics labs
Windows 7
Open the lab
Copy and paste the lab site given to desired internet browser
Here I’m using google chrome, you can also use internet
explorer or firefox, same results
You will get a security warning click run. It may still not run…
If it doesn’t run go the start menu on your computer. Type java.
I click on the Java 32 bit under control panel.
Once opened properly it should look like this.
2. Click on the security tab, then click on edit site list
Once the exception site list is up click add
Type in the address given. Make sure to first type http:// you
do not need the entire site just the main web site title for
example http://phy.ntnu.edu.tw
then click add
It will say this is a risk, allow it (click continue) the school
would not give you a website that gives you a virus.
Now you are done. Simply reload your web page and you should
be able to run the java applet.
Note, we have used about 4 different lab sites that use java this
means you have to do this for every new website.
Sample Lab Report:
3. Please note:
This is a fairly nice lab report of an experiment that should
provide a guide to you for producing your own lab reports.
Your report should usually contain the following ingredients:
1. Introduction of the purpose of the experiment
2. Description of the measurement procedure
3. Listing of the data you obtained, with formulas used in
extraction of these data.
4. Graphic representation of your data and possible
comparison to theoretical
predictions
5. Discussion of possible errors and uncertainties
6. Conclusion with clearly stated outcomes of the experiment
Experiment: Bouncing Golf Ball
Introduction
In this experiment we used the PASCO Science Workshop
Equipment, KaliedaGraph, Microsoft Word and Excel, and a
golf ball in order to investigate the potential, total, and kinetic
energy of a ball that bounces off the ground. Our purpose is to
determine as precisely as possible how much energy is lost in
the bounce of the ball and to observe how well the energy is
conserved throughout the flight. We believe that if the air
resistance is neglected, then the ball that is dropped should
conserve total energy as it falls. However, because the ground is
not a totally elastic surface, some of the energy will be lost. We
will therefore observe the total energy as a function of time so
4. as to determine whether the energy is lost in the actual bounce
of the ball into an inelastic surface, or due to air friction.
Procedure
First we needed to set up the equipment which contained a
motion sensor and a golf ball. The golf ball was weighed and
the height of the sensor, h, was measured with the digital meter
on the sensor. The distance we are actually measuring, though,
is the distance between the ground and the sensor because we
are subtracting the distance from the motion sensor to the ball.
We need to correct for the diameter of the ball because the
distance from the motion sensor to the top of the ball is what
the sensor is measuring, not the distance from the sensor to the
ground. In order to do this we subtracted the diameter of the
ball from h.
Now that we were ready to begin the experiment, we held the
ball below the sensor enough so its position is recorded and we
began the recording and let the ball drop. After a few practice
drops, we chose the ‘best’ data that allowed us to see a graph of
d, the distance between the motion sensor and the ball versus
time. A graph was created in Science Workshop displaying our
data. More graphs and tables were then created.
Data and Observations
Formulas:
Kinetic energy = ½ m v2
Potential energy = m g h
Total energy = kinetic + potential energy
Kinetic energy is the energy an object has while in motion. An
object loses kinetic energy each time it hits a non-elastic
5. surface. Kinetic energy is dependent upon the mass of the object
and the velocity the object is moving with. The sharp decreases
at t = 1.2 and 2.0 s are where the ball hit the ground.
Potential energy is the possible amount of energy an object has
before any movement. Potential energy is dependent upon the
mass of the object, acceleration due to gravity and the height of
the object. Each time the object falls it loses potential energy
and each time it returns it gains potential energy. At t = 0.3, 1.2
and 2.0 s the ball hits the ground. This is because potential
energy is lowest when the ball hits the ground.
The total energy is the sum of both the kinetic and potential
energy. At t = 0.3, 1.2, and 2.0 s the ball is striking the ground.
We know this because at these times the ball has it’s lowest
amount of energy. This is a step-like function because when the
kinetic energy is at its peak, potential energy is at its valley,
and vice versa. This creates horizontal lines when they are
added.
Conclusions
Our purpose of the experiment was met because we were able to
successfully investigate and observe kinetic, potential, and the
total energy of a bouncing golf ball. From our observations, we
are able to conclude that the ball loses energy each and every
time the ball hits the ground and bounces back. This is
especially noticeable in the graph of the total energy. In regards
to air resistance versus elasticity, we concluded that the amount
of energy lost through air resistance is negligible compared to
the amount of energy lost through contact of the golf ball with
the ground.
During the motion of the ball, kinetic energy is not being
6. conserved but rather distributed into the ground. This energy
transfers because the ground is not an elastic surface. The total
energy slightly decreases also due to the inelasticity of the
bounce. The Law of Conservation of Energy does hold for this
case, however, because the energy is not being destroyed rather
it is being transferred.
Each bounce created a total energy loss of approximately 0.9 J.
The energy was lost in the actual bounce rather than in the air.
This is because if the ball bounced on an elastic surface, the
energy of each bounce would be roughly equal and the ball
would return to its starting height. Because the experiment did
not use a perfectly elastic surface, we can be fairly sure that the
bounce was the actual cause of the loss of total energy, rather
than the air resistance.
Prism: Reflection and Refraction
Web Site:
http://www.phy.ntnu.edu.tw/java/optics/prism_e.html
Introduction:
This Java applet let you play with a light source and a prism, to
study the physics of light.
Both reflection and refraction occur at the interface between
two media. (Even total internal reflection might also occur.)
Light will travel with different speed through different media,
which will result in both reflection and refraction.
7. For reflection: the angle of incidence is equal to angle of
reflection.
For refraction: Snell's law governs the angle
index of refraction for media 1 = n1; angle of incidence = 1
index of refraction for media 2 = n2; angle of refraction = 2
Snell’s Law: n1 sin 1 = n2 sin 2
Part of the energy is reflected and the rest propagate into new
media. This ratio depends on incident angle and index of
refraction (refracted angle).
Usage of this Applet:
Click the red region to change the light direction.
Click another region of light source and you can move the light
pen to different locations (even inside the prism).
Click one of the corner of the prism to change the shape of
prism.
Click inside the prism to change its location.
When tracing of the light will terminate when the ray intensity
is less than 0.4%.
The relative intensity for each ray is shown at the boundary.
The index of refraction for the prism is initially set at 1.5
Instructions:
1. Load up the Java Lab from the web site shown above.
8. 2. Establish a new prism shape if you want, but keep it
generally the shape of what was is displayed at the start of this
experiment.
3. Change the index of refraction of the prism (n2) from 1.5
to 1.0 in increments of 0.1. Sketch the light rays for each value
of the index of refraction.
4. Reset the prism’s index of refraction (n2) back to 1.5.
5. For three different angles of incidence (either change the
shape of the prism, or move the light source around), use a
protractor to measure the angle of incidence of the light ray and
the corresponding angle of refraction. (Remember that both of
these angles are measured from the “normal”, i.e., the line
perpendicular to the surface at the point of incidence.)
6. Record your data, and compare your results to Snell’s Law.
(Assume that the angle of incidence is measured correctly, and
compare the angles of refraction.)
7. List all sources of error (and there should be plenty of
them).
8. Finally, write the report with your favorite word processor
or text editor and submit is to the instructor.
Use the “Sample Laboratory Report” as a guide in preparing
your lab report.
Any problems – please e-mail me. Also if you have any
complaints, comments, suggestions, or kudos concerning this
experiment, please e-mail me. It won’t help your class, but I
will take them into consideration for the next time this course is
offered.
10. optics/box.classpublicsynchronizedclass box extends
java.applet.Applet {
double time;
java.awt.Dimension area;
java.awt.Image bgImage;
java.awt.Image fgImage;
java.awt.Graphics gb;
java.awt.Graphics g;
java.awt.Color bgColor;
String rts;
String[] STR;
int xx;
int yy;
boolean rightClick;
int size;
int size2;
int size4;
int dragLight;
boolean changed;
int xs;
int ys;
java.awt.FontMetrics fm;
int chy;
int tx;
int ty;
int[] b;
int xc;
boolean display;
java.awt.Point[] light;
double len;
double index;
java.awt.Polygon hp;
java.awt.Polygon tp;
double PI6;
double LEN;
11. boolean showC;
public void init();
String d2String(double);
public boolean mouseDown(java.awt.Event, int, int);
public boolean mouseDrag(java.awt.Event, int, int);
public boolean mouseUp(java.awt.Event, int, int);
public boolean mouseMove(java.awt.Event, int, int);
void clear(boolean);
public void paint(java.awt.Graphics);
void drawPointer(java.awt.Point, java.awt.Point);
public void update(java.awt.Graphics);
void drawRay(double, double, double);
public void box();
}
optics/c1.gif
optics/c2.gif
optics/er.gif
optics/esp.gif
optics/eye.gif
optics/eyescan.gif
optics/fiber.classpublicsynchronizedclass fiber extends
java.applet.Applet {
double time;
java.awt.Dimension area;
java.awt.Image bgImage;
java.awt.Image fgImage;
java.awt.Graphics gb;
java.awt.Graphics g;
12. java.awt.Color bgColor;
String rts;
String[] STR;
java.awt.TextField tf;
int xs;
int ys;
boolean rightClick;
boolean draghead;
boolean dragtail;
java.awt.FontMetrics fm;
int chy;
int x1;
int y1;
int y2;
int xx;
int yy;
int dd;
java.awt.Point head;
java.awt.Point tail;
double m;
double b;
double x;
double y;
double sc2;
double tc2;
double n;
java.awt.Polygon hp;
java.awt.Polygon tp;
double PI6;
double LEN;
double cta;
public void init();
public boolean action(java.awt.Event, Object);
String d2String(double);
public boolean mouseDown(java.awt.Event, int, int);
public boolean mouseDrag(java.awt.Event, int, int);
13. public boolean mouseUp(java.awt.Event, int, int);
void clear();
public void paint(java.awt.Graphics);
public void update(java.awt.Graphics);
double drawIt(double, double, double);
void drawPointer(java.awt.Point, java.awt.Point);
public void fiber();
}
optics/fish.swf
optics/i.gif
optics/ie.gif
optics/image.classpublicsynchronizedclass image extends
java.applet.Applet implements Runnable {
java.awt.Dimension area;
java.awt.Image bgImage;
java.awt.Image fgImage;
java.awt.Graphics gb;
java.awt.Graphics g;
java.awt.Color bgColor;
String rts;
String[] STR;
int xx;
int yy;
int xs2;
int ys2;
boolean running;
Thread animThread;
long startTime;
long lastTime;
long delay;
long delta;
14. double c;
int cnt;
int ns;
double xt;
double yt;
double bt;
boolean rightClick;
boolean dragm;
boolean dragd;
boolean dragd2;
boolean down;
int xs;
int ys;
double cta1;
double cta2;
double ctaa;
double dd;
double PI2;
double m;
int ni;
int nf;
int n;
double V;
double dc2;
java.awt.FontMetrics fm;
int chy;
int xc;
int yc;
int size;
int size2;
int xm;
int ym;
int ym2;
int Nmax;
int NR;
int Nmax1;
15. double cta;
double rm;
double dc;
double[] CR;
double[] X;
double[] Y;
double[] VX;
double[] VY;
double cst;
int NI;
double[] PXA;
double[] PYA;
double[] PXB;
double[] PYB;
java.awt.Point na;
java.awt.Point nb;
public void init();
public void reset();
public void start();
public void stop();
public void run();
void advanced(double);
public boolean mouseDown(java.awt.Event, int, int);
public boolean mouseDrag(java.awt.Event, int, int);
void setupRay();
public boolean mouseUp(java.awt.Event, int, int);
void clear();
public void paint(java.awt.Graphics);
void imgs(double, double, double[], double[],
java.awt.Point);
public void update(java.awt.Graphics);
public void image();
}
optics/image_e.htmlMultiple
16. Reflection from two plane mirrors
Rays of lights are reflected from the mirror, each ray satisfying
the
law of reflection.
It is fun to play with two plane mirrors, multiple images are
formed.
Would you like to try it with this java applet?
The inverted moving fish (virtual image) is what the observer
(fish
on the left) will see underwater.
When the moving fish is away from the observer,
light emitter from the moving fish will be totally
reflected at the water-air interface.
So the water-air interface acting like a mirror.
When the distance is too short for the total internal reflection to
occurs,
the virtual image above the water vanished.
17. You can click and drag the observer left/right to change its
location.
More information will be shown when you drag the observer
(fish).Why does a fish appear to be closer to the surface of
water
than it really is?
The following java applet let you find out the answer,
and learn the physics of refraction, and total internal
reflection.
[removed]
[removed]
Usage:
A scanning eye represent the observer. You can click on it
and drag it to any position you like.
The whole screen will be clear when you drag the scanning eye.
You can draw any pattern you like, and the java program will
draw the
virtual image of it.
( If the virtual can be formed due to refraction or total internal
reflection)
When you draw in the water region,
the region where the total internal reflection
is possible, will be shown.
If you click the right mouse button, it will show you many light
18. rays
emitted.
(including refraction rays and total internal reflection
rays)
Right click the mouse button twice is another way to clear the
screen.to java applet
This is an image
You can draw any thing within the animation region,
for example: the object shown in the above image.
Light emitted from the object is refracted at the water and air
interface.
The observer trace back those refracted light to find the image
of
the object.
The image appear closer to the water surface and its shape is
different
from the object.
How to determine the location of the image (yellow dot) ?
The world viewed under water is different from what we view it
above
the water surface.
19. Drag the observer (eye) under the water and find out more
interesting
phenomena.
Your suggestions are highly appreciated! Please click
[email protected]Author¡GFu-Kwun Hwang, Dept. of physics,
National Taiwan Normal University
Last modified :
More
physics related java applets
optics/point.classsynchronizedclass point {
static java.awt.Graphics gb;
static java.awt.Rectangle r;
static double n;
static int cnt;
double x;
double y;
double vx;
double vy;
double v;
double c;
int status;
void set(double, double, double, double);
static void init(java.awt.Graphics, java.awt.Rectangle,
double);
point advanced(double);
void point(double, double, double, double);
20. }
optics/prism.classpublicclass prism extends java.applet.Applet {
double time;
java.awt.Dimension area;
java.awt.Image bgImage;
java.awt.Image fgImage;
java.awt.Graphics gb;
java.awt.Graphics g;
java.awt.Color bgColor;
int xx;
int yy;
boolean rightClick;
boolean movep;
boolean dragt;
boolean dragh;
boolean dragp;
int xs;
int ys;
boolean check;
double[] C;
double PI2;
java.awt.FontMetrics fm;
prisms p;
int chy;
int xa;
java.awt.Rectangle box;
java.awt.Point head;
java.awt.Point tail;
int N;
int n;
int N2;
double V;
ray light;
double I;
21. int size;
int size2;
double dist;
double angle;
java.awt.Polygon hp;
java.awt.Polygon tp;
double PI6;
double cta;
double ctaa;
double c2a;
double LEN;
double maxI;
int maxCnt;
int Cnt;
ABline AB;
public void init();
public void reset();
String d2String(double);
public boolean mouseDown(java.awt.Event, int, int);
public boolean mouseDrag(java.awt.Event, int, int);
public boolean mouseUp(java.awt.Event, int, int);
public void changeIndex(double);
void clear();
public void paint(java.awt.Graphics);
public void update(java.awt.Graphics);
void drawPointer(java.awt.Point, java.awt.Point);
ray drawRay(ray);
void drawTo(ray);
ABline getTouch(ray);
public void prism();
}
optics/prisms.classclass prisms {
int N;
int N1;
23. This java applet let you play with a light source and a prism, to
study
the physics of light.
There are reflection and refraction occurs at the interface
between
two media.
(Total internal reflection might also occurs)
[removed]
[removed]
[removed]
refractive indices: air (n1)=
prism(n2)=
Do not forget to hit ENTER key
24. Usage:
Click the red region to change the light direction.
Click other region of light source can move the light pen to
differ
location( even inside the prism).
Click one of the corner of the prism to change the shape of
prism.
Click inside the prism to change its location.
When tracing of the light will terminated when the ray intensity
is
less than than 0.4%.
The relative intensity for each ray is shown at the boundary.
Intensity of red and green are used to represent two different
polarization.
The yellow light (sum of red light and green light) represent
equal
intensity of two polarization waves.
At Brewster's angle, only one of the polarized light is refracted,
and
other one is totally reflected.
The index of refraction for the prism is 1.5
25. Things to watch:
1. Total internal reflection
2. Change in light intensity
3. There might be small bugs, did you find out?Light will travel
with different speed at different media,
which cause the reflection and refraction.
For reflection: the angle of incidence is equal to angle of
reflection.
For refraction: the Snell's law govern the angle
index of refraction for media 1:
angle of incidence
index of refraction for media 2:
angle of refraction
Part of the energy is reflected and the rest propagate into new
media.
The ratio depend on incident angle and index of refraction (
refracted
angle )
EM (transverse) wave can have two polarization (perpendicular
to each other and )
26. The intensity is proportional
to
The intensity of electric field changed when
reflection/refraction
occurs,
where ,
So the intensity for the reflected light
is proportional to
Since the energy is conserved, so we can find out the intensity
of
refraction light.
For normal incident, both
and equal to
zero.
The coefficient are the same =
For light emit from air (n=1.) into glass (n=1.5)
The electric field scale to = (1.5-1)/(1.5+1)=0.2
So the intensity of the reflection scale to 0.22=0.04 (
4% of incident light)
So 96% light will enter the glass and only 4% of light were
reflected.
This java applet use above equations to calculate the relative
27. intensity
of each ray.to java applet
Your suggestions are highly appreciated! Please click
[email protected]Author:Fu-Kwun Hwang, Dept. of physics,
National Taiwan Normal University
Last modified :
More
physics related java applets
optics/r12p.gif
optics/r12s.gif
optics/ray.classsynchronizedclass ray {
double x;
double y;
double cta;
double r;
double p;
boolean fromAir;
double eps;
java.awt.Color color(float);
void setAngle(int, int, int, int);
void setXY(int, int);
double intensity();
void ray(int, int);
void ray();
void ray(double, double, double, double, double, boolean);
}
28. optics/refraction.classpublicsynchronizedclass refraction
extends java.applet.Applet implements Runnable {
int yOffset;
double time;
java.awt.Dimension area;
java.awt.Image bgImage;
java.awt.Image fgImage;
java.awt.Graphics gb;
java.awt.Graphics g;
java.awt.Color bgColor;
String rts;
String[] STR;
int xx;
int yy;
boolean running;
Thread animThread;
long startTime;
long lastTime;
long delay;
long delta;
point p;
boolean rightClick;
java.awt.FontMetrics fm;
int chy;
int tx;
int ty;
int yc;
int xp;
int yp;
int N;
int ray2cnt;
double n;
point[] ray;
point[] ray2;
java.awt.Rectangle r;
29. double vw;
int size;
int size2;
public void init();
public boolean action(java.awt.Event, Object);
public void reset();
String d2String(double);
public void start();
public void stop();
public void run();
void advanced(double);
public boolean mouseDown(java.awt.Event, int, int);
public boolean mouseDrag(java.awt.Event, int, int);
public boolean mouseUp(java.awt.Event, int, int);
void clear();
public void paint(java.awt.Graphics);
public void update(java.awt.Graphics);
public void refraction();
}
optics/shadow.classpublicsynchronizedclass shadow extends
java.applet.Applet implements Runnable {
double time;
java.awt.Dimension area;
java.awt.Image bgImage;
java.awt.Image fgImage;
java.awt.Graphics gb;
java.awt.Graphics g;
java.awt.Color bgColor;
String rts;
String[] STR;
int xx;
int yy;
boolean running;
Thread animThread;
30. long startTime;
long lastTime;
long delay;
long delta;
boolean rightClick;
boolean dragr;
java.awt.FontMetrics fm;
int chy;
int tx;
int ty;
int x0;
int y0;
int size;
int size2;
int xc;
java.awt.Rectangle r;
java.awt.Rectangle s;
double m;
double b;
double x1;
double x2;
double y1;
double y2;
public void init();
public boolean action(java.awt.Event, Object);
public void reset();
String d2String(double);
public void start();
public void stop();
public void run();
void advanced(double);
public boolean mouseDown(java.awt.Event, int, int);
public boolean mouseDrag(java.awt.Event, int, int);
public boolean mouseUp(java.awt.Event, int, int);
void clear();
public void paint(java.awt.Graphics);
31. public void update(java.awt.Graphics);
public void shadow();
}
optics/shadow.html
標題
起頭
[removed]
[removed]
[removed]
使用說明:
物理解說:to java applet
歡迎批評指教! 電子郵件 : 請按 [email protected]
作者:國立台灣師範大學物理系黃福坤
最後修訂時間:
Mirrors
Web Site:
32. http://www.phy.ntnu.edu.tw/java/Lens/lens_e.html
Instructions:
1. Load up the Java Lab from the web site shown above.
2. Select “Mirror”
3. Press toggle button to “+” (if it’s not already shown) to
indicate a converging (concave) mirror.
4. Press the “Reset” button. The value of p (the object’s
location) should be 20.0, the value of q (the image location)
should be 20.0, the value of f should be +10.0, and “Paraxial”
should be checked)
5. Move the object (the blue arrow) to the following positions
(p): 30.0, 25.0, 20.0, 15.0, 10.0, and 5.0. (Click near tip of the
object, and drag it to where you want to place it, and then
release the mouse button.)
6. For each position of the object, record the location of the
image (q) and the type of image (real or virtual), as well as the
magnification (M) of the image.
7. Plot a graph showing the object’s position (x-axis) versus
the image position (y-axis).
8. Plot a graph of the object’s position (x-axis) versus the
magnification (y-axis).
9. Press the toggle button to “-“ to indicate a diverging
(convex) mirror.
10. Repeat steps 5 through 8 for this mirror.
11. Finally, write the report with your favorite word processor
or text editor and submit is to the instructor. In this report
discuss the effects produced when a mirror has a large
curvature.
Use the “Sample Laboratory Report” as a guide in preparing
your lab report.
33. Any problems – please e-mail me. Also if you have any
complaints, comments, suggestions, or kudos concerning this
experiment, please e-mail me. It won’t help your class, but I
will take them into consideration for the next time this course is
offered.
Lens/back.gif
Lens/lens.gif
Lens/Lens.html
Thin Lens (converging/diverging lens/mirrors)
[url=http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=704.
0]Equation for thin lens[/url]:
$frac{1}{p}+frac{1}{q}=frac{1}{f}$ where [b]p[/b] is
the distance between object and lens, [b]q[/b] is the distance
between image and lens, and [b]f[/b] is the focus length of lens.
blue linestrace of light pathgreen linesbackward tracing for
virtual imagesmall red linesdistances f and 2*f away from the
center of lens.1st textfieldcurrent mouse position (x , y) relative
to lenswhite vertical linereference line (you can click and drag
it left/right)yellow linelight path for paraxial ray
assumption(mirror only)
Parameters can be changed :
Select Lens for thin lens effect(default)select mirror for
concave/convex mirror effectdefault: assume paraxial ray (you
34. can turn it off)press toggle button +/- to change between
converging/diverginglensMove the objectclick near tip of the
object, and drag it to where you like it and release the mouse
button.Move the lens/mirror:click near center of the lens, and
drag it to left or right.if click with left mouse button, only lens
will move.if click with right mouse button, object will move
with lens.Change the focus length of the lens/mirrorclick near
the top/bottom of the lens/mirrir, then drag the mouse . Try it!if
you adjust the size of window, parameters reset to default
values.you can open more then one window to compare different
cases, close the created window to Quit. Press
[b]You are welcomed to check out a wonderful
[url=http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=139
5.0]thin Len flash animation[/url] created by a teacher in
Taiwan [/b]
[youtube=E2EmowDS0U4][youtube=HIZiiqGcwCc]
More advanced topic
[youtube=brTzn9VoGks][youtube=PlG6ps3i9bo]
This page is translated from Thin Lens (converging/diverging
lens/mirrors) by JoeBova ()
Lens/lens2.gif
Lens/LensWindow.classsynchronizedclass LensWindow extends
java.awt.Frame {
privatestatic boolean working;
boolean is_applet;
boolean is_lens;
int yOffset;
String[] STR;
35. java.awt.TextField textP;
java.awt.TextField textQ;
java.awt.TextField textF;
java.awt.TextField textM;
java.awt.Checkbox cThin;
java.awt.Button type;
java.awt.Dimension area;
int xc;
int yc;
double scale;
boolean thinMirror;
boolean objectmove;
boolean rightClick;
boolean moveLine;
int xp;
int yp;
String msg;
java.awt.Dimension offDimension;
java.awt.Image offImage;
java.awt.Graphics g;
int ox;
int oy;
int side;
double ix;
double iy;
double magnify;
boolean inrange;
boolean normal;
int lxc;
int lyc;
int lh;
double lr;
double lf;
int lwidth;
boolean moving;
boolean sizing;
36. int[] X;
int[] Y;
int cnt;
int x0;
int y0;
int ww;
int hh;
public void start();
public boolean handleEvent(java.awt.Event);
void init();
public boolean action(java.awt.Event, Object);
public void reset();
public boolean mouseDown(java.awt.Event, int, int);
public boolean mouseDrag(java.awt.Event, int, int);
public boolean mouseUp(java.awt.Event, int, int);
public boolean mouseMove(java.awt.Event, int, int);
private void writeXY(int, int);
public boolean mouseExit(java.awt.Event, int, int);
public void textInput(int, double);
public void paint(java.awt.Graphics);
public void update(java.awt.Graphics);
private void drawGrid(java.awt.Graphics);
private void writeText(java.awt.TextField, double);
public void drawRay(java.awt.Graphics);
String d2String(double);
private void drawit(java.awt.Graphics, int, int, int);
public void linit(int, int, int, double);
boolean lmouseDown(int, int);
boolean lmouseUp(int, int);
boolean lmouseDrag(int, int);
void lmove(int, int);
void lshow();
void LensWindow(String, boolean, String[]);
static void <clinit>();
}
37. Lens/thinLens.classpublicsynchronizedclass thinLens extends
java.applet.Applet {
String buttonText;
String windowTitle;
int windowWidth;
int windowHeight;
LensWindow m;
int windowCount;
java.awt.Color bgColor;
String rts;
String[] STR;
public void init();
private void go();
public boolean action(java.awt.Event, Object);
publicstatic void main(String[]);
private void begin();
public void thinLens();
}
Lens/thinLens.javaLens/thinLens.java// Modification history
// May 31,1997 fixed bug when object located at focus point
// May 22,1997 add paraxial ray option for mirror
// Feb 21,1997 major modification, almost rewritten the whole c
ode
// try without frame => very slow for netscape
// Nov. 3, 1996 impletemt double buffering
//-----------------------------------------------------
// written by Fu-Kwun Hwang
// I hope that you enjoy this applet
// Suggestions? E-mail to [email protected]
//-----------------------------------------------------
import java.awt.*;
publicclass thinLens extends java.applet.Applet{
38. String buttonText="start";
String windowTitle="Thin Lens demonstration by Fu-
Kwun Hwang(1996)";
int windowWidth =600;
int windowHeight =350;
LensWindow m;
int windowCount=0;
Color bgColor=newColor(0xC8,0xDF,0xD0);
String rts,STR[]={"Reset","p","q","f","m","lens","mirror","Para
xial"};
publicvoid init(){
setBackground(bgColor);
for(int i=0;i<STR.length;i++){
if((rts=getParameter(STR[i]))!=null)
STR[i]=newString(rts);
}
String str;
// get parameters
if((str=getParameter("buttonText"))!=null)
buttonText=str;
if((str=getParameter("windowTitle"))!=null)
windowTitle=str;
if((str=getParameter("windowWidth"))!=null)
windowWidth=Integer.parseInt(str);
if((str=getParameter("windowHeight"))!=null)
windowHeight=Integer.parseInt(str);
if((str=getParameter("autoStart"))!=null){
m =newLensWindow(windowTitle,true,STR);
go();
}
add(newButton(buttonText));
}
privatevoid go(){
m.resize(windowWidth,windowHeight);
39. m.show();
m.start();
}
publicboolean action(Event e,Object arg){
if(e.target instanceofButton&&
((String)arg).equals(buttonText)){
m =newLensWindow(String.valueOf(++windowCount)+
":"+
windowTitle,true,STR);
}
go();
returntrue;
}
//allow the applet to also run as an application.
publicstaticvoid main(String args[]){
new thinLens().begin();
}
privatevoid begin(){
m =newLensWindow(windowTitle,false,STR);
go();
}
}
classLensWindowextendsFrame{
boolean is_applet;
boolean is_lens=true;
int yOffset=30;
String STR[];
LensWindow(String title,boolean isapp,String[] s){
super(title);
is_applet=isapp;
setBackground(Color.lightGray);
STR=s;
45. msg=" X , Y";
repaint();
returntrue;
}
publicvoid textInput(int type,double value){
switch(type){
case1:// P
xc=lxc-(int)(value*scale);
break;
case2:// Q
xc=lxc-(int)(1./(1./lf-1./(scale*value)));
break;
case3:// F
lf=value*scale;
break;
case4:// M
xc=lxc-(int)(Math.abs((1.-1./value)*lf));
Colors
Web Site:
http://www.phy.ntnu.edu.tw/java/image/rgbColor.htmlOR
http://users.hal-
pc.org/~clement/Simulations/Mixing%20Colors/rgbColor.html
(Either website will work for this lab-please use whichever one
loads for you!)
Introduction:
Thomas Young, in the early 1800s, showed that a broad range of
46. colors can be generated by mixing three beams of light,
provided their frequencies were widely separately. When three
such beams combine to produce white light, they are called
primary colors.
There is no single unique set of these primaries, nor do they
have to be made up of single (monochromatic) colors.
The three components (emitted by three phosphors) that
generate the whole gamut of hues as seen on a color TV set are
Red, Green, and Blue. These are the primary colors.
Looking through a colored window or cloth is another story.
Yellow cloth, paper, dye, paint, and ink all selectively absorb
blue, and reflect what remains – yellow. And that is why they
appear yellow.
When dealing with pigments (paints), the primary pigments are
yellow, magenta (a light violet color), and cyan (a bluish-green
hue).
This Java applet let you play with mixing light beams and paint
pigments.
Instructions:
1. Load up the Java Lab from the web site shown above.
2. Click the right mouse button twice quickly to switch
between two different modes:
a. Mixing light beams (black background)
b. Mixing paint pigments (white background)
3. Set the screen for mixing light beams.
47. 4. Click the left mouse button and drag one of the colored
ovals to move it around.
5. Determine what colors are obtained when two of the ovals
intersect each other. Do this for all combinations of two ovals.
6. What color is obtained when the three ovals intersect each
other?
7. Set the screen for mixing paint pigments.
8. Repeat steps 4 through 6 for paint pigments.
9. Finally, write the report telling what results were obtained
in this experiment with your favorite word processor or text
editor and submit is to the instructor.
Use the “Sample Laboratory Report” as a guide in preparing
your lab report.
Any problems – please e-mail me. Also if you have any
complaints, comments, suggestions, or kudos concerning this
experiment, please e-mail me. It won’t help your class, but I
will take them into consideration for the next time this course is
offered
colors_java/back.gif
colors_java/fkhSprite.classsynchronizedclass fkhSprite extends
java.awt.Rectangle {
staticfinal double PI2 = 1.5707963267948966;
int[] pix;
int index;
48. int color;
void init(int, int, int, int);
void init(int, int, int, int, java.awt.Color);
void setColor(java.awt.Color);
void setColor(int);
void transparent(java.awt.Color);
void eraseBackground(java.awt.Color);
void fillOval();
void Circles(int, java.awt.Color);
void fkhSprite(int, int);
void fkhSprite(int, int, int, int);
void fkhSprite(int, int, int, int, java.awt.Color);
void fkhSprite(int, int, int, int, java.awt.Image);
}
colors_java/fkhStage.classsynchronizedclass fkhStage extends
fkhSprite {
staticfinal int COPY = 0;
staticfinal int OR = 1;
staticfinal int AND = 2;
int Npts;
int count;
java.util.Vector objs;
boolean changed;
java.awt.Rectangle tmp;
int id;
fkhSprite sprite;
int mode;
void makeClone();
void dirty();
boolean isDirty();
void clean();
public int which(int, int);
public void Drag(int, int, int);
fkhSprite addImage(int, int, int, int, java.awt.Image,
57. int xx;
int yy;
int size;
int size2;
int xp;
int yp;
double r1;
double r2;
public void init();
public boolean action(java.awt.Event, Object);
public void reset(boolean);
String d2String(double);
public boolean mouseDown(java.awt.Event, int, int);
public boolean mouseDrag(java.awt.Event, int, int);
public boolean mouseUp(java.awt.Event, int, int);
void clear();
public void paint(java.awt.Graphics);
public void update(java.awt.Graphics);
public void image();
static void <clinit>();
}
colors_java/image.javacolors_java/image.java// template file for
java applet
import java.awt.*;
import java.awt.image.*;
import java.util.*;
publicclass image extends java.applet.Applet{// implements Run
nable{
int yOffset=0;
//TextField timeField; //record time elapse
double time=0.0,ts=0.;
Dimension area;
Image bgImage,fgImage;
64. colors_java/rgb.gif
colors_java/RGBcolor - Shortcut.lnk
colors_java/RGBcolor.html
Colors (Mixing color or paint: R/G/B)
Thomas Young, in the early 1800s, showed that a broad range of
colors can be generated by mixing three beams of light,
provided their frequencies were widely separately.
When three such beams combine to produce white light, there
are called primary colors.
There is no single unique set of these primaries, nor do they
have to be monochromatic.
The three components (emitted by three phoshors) that generate
the whole gamut of hues seen on a color TV set are Red, Green,
Blue.
Looking through a colored window or cloth is another story.
Yellow cloth, paper, dye, paint, and ink all selectively absorb
blue and reflect what remains - yellow - and that is why they
appear yellow.
This java applet let you play with mixing light beams and paint
pigments.
[removed]
[removed]
[removed]
[removed]
65. Click the right mouse button twice quickly to switch between
two different modes:
ModebackgroundMixing light beamsblackMixing paint
pigmentswhite
Click left mouse button and drag one of the colored oval to
move it around.
Enter RGB values into the text field to change the color of the
selected oval.
The color code (RGB value) at the mouse tip are shown in
colored background.
This page is translated from Colors (Mixing color or paint:
R/G/B) by JoeBova ()
colors_java/rgbLight.classpublicsynchronizedclass rgbLight
extends java.applet.Applet {
staticfinal int PAINT = 1;
staticfinal int LIGHT = 0;
static boolean free;
int yOffset;
java.awt.Dimension area;
java.awt.Image bgImage;
java.awt.Image fgImage;
java.awt.Graphics gb;
java.awt.Graphics g;
66. java.awt.TextField[] tf;
java.awt.Label lbr;
java.awt.Label lbg;
java.awt.Label lbb;
java.awt.Label ltype;
String rts;
String[] STR;
java.awt.Color bgColor;
boolean rightClick;
boolean dragging;
int xs;
int ys;
int id;
java.awt.FontMetrics fm;
int chy;
fkhStage stage;
fkhSprite[] OBJ;
java.awt.Image img;
int xc;
int yc;
int dr;
int xx;
int yy;
int size;
int size2;
java.awt.Color[] clr1;
java.awt.Color[] clr2;
java.awt.Color[] clr;
int mode;
int N;
int xp;
int yp;
double r1;
double r2;
public void init();
public boolean action(java.awt.Event, Object);
67. int cValue(java.awt.TextField);
String d2String(double);
public boolean mouseDown(java.awt.Event, int, int);
void showValue();
public boolean mouseDrag(java.awt.Event, int, int);
public boolean mouseUp(java.awt.Event, int, int);
public boolean mouseMove(java.awt.Event, int, int);
void showRGB(int, int);
void setMode(int);
void clear();
public void paint(java.awt.Graphics);
public void update(java.awt.Graphics);
public void rgbLight();
static void <clinit>();
}
colors_java/rgbLight.javacolors_java/rgbLight.javaimport java.a
wt.*;
import java.awt.image.*;
import java.util.*;
publicclass rgbLight extends java.applet.Applet{// implements
Runnable{
int yOffset=40;
Dimension area;
Image bgImage,fgImage;
Graphics gb,g;//background drawing
// Color bgColor=Color.cyan;//white;//cyan;//lightGray;
// String tfl[]={"R","G","B"};
TextField tf[]=newTextField[3];
Label lbr,lbg,lbb,ltype;
String rts,STR[]={"R","G","B","MSG1","MSG2"};
Color bgColor=newColor(0xC8,0xDF,0xD0);
publicvoid init(){
for(int i=0;i<STR.length;i++){
73. }
}
colors_java/ripple.classpublicsynchronizedclass ripple extends
java.applet.Applet {
static boolean free;
int yOffset;
double time;
double ts;
java.awt.Dimension area;
java.awt.Image bgImage;
java.awt.Image fgImage;
java.awt.Graphics gb;
java.awt.Graphics g;
java.awt.Color bgColor;
boolean rightClick;
boolean dragging;
int xs;
int ys;
java.awt.FontMetrics fm;
int chy;
fkhStage stage;
java.awt.Image img;
int xc;
int yc;
int dr;
int xx;
int yy;
int size;
int size2;
int xp;
int yp;
double r1;
74. double r2;
public void init();
String d2String(double);
public boolean mouseDown(java.awt.Event, int, int);
public boolean mouseDrag(java.awt.Event, int, int);
public boolean mouseUp(java.awt.Event, int, int);
void clear();
public void paint(java.awt.Graphics);
public void update(java.awt.Graphics);
public void ripple();
static void <clinit>();
}
colors_java/ripple.html
波的干涉
以下是 兩組同心圓 用以表示 波動的 波前。
是否觀察到有一些 條紋的錯覺呢?
那些條紋與 波動的建設性干涉處是否相關呢?
使用說明:
在區域內按下滑鼠左鍵 將顯示兩波源分別到滑鼠的距離(以波長為單位)。
在同一道條紋內兩波源間的距離差 有何特殊之處呢?
按下滑鼠右鍵後拖動滑鼠 則可以移動其中一個波源的位置。
好好的玩一玩 同時觀察其中的規律性 !
歡迎批評指教! 電子郵件 : 請按
[email protected]作者:國立台灣師範大學物理系黃福坤最後修訂時間:
colors_java/ripple.javacolors_java/ripple.javaimport java.awt.*;