5-1 NEWTON’S FIRST AND SECOND LAWS
After reading this module, you should be able to . . .
5.01 Identify that a force is a vector quantity and thus has
both magnitude and direction and also components.
5.02 Given two or more forces acting on the same particle,
add the forces as vectors to get the net force.
5.03 Identify Newton’s first and second laws of motion.
5.04 Identify inertial reference frames.
5.05 Sketch a free-body diagram for an object, showing the
object as a particle and drawing the forces acting on it as
vectors with their tails anchored on the particle.
5.06 Apply the relationship (Newton’s second law) between
the net force on an object, the mass of the object, and the
acceleration produced by the net force.
5.07 Identify that only external forces on an object can cause
the object to accelerate.
5-2 SOME PARTICULAR FORCES
After reading this module, you should be able to . . .
5.08 Determine the magnitude and direction of the gravitational force acting on a body with a given mass, at a location
with a given free-fall acceleration.
5.09 Identify that the weight of a body is the magnitude of the
net force required to prevent the body from falling freely, as
measured from the reference frame of the ground.
5.10 Identify that a scale gives an object’s weight when the
measurement is done in an inertial frame but not in an accelerating frame, where it gives an apparent weight.
5.11 Determine the magnitude and direction of the normal
force on an object when the object is pressed or pulled
onto a surface.
5.12 Identify that the force parallel to the surface is a frictional
the force that appears when the object slides or attempts to
slide along the surface.
5.13 Identify that a tension force is said to pull at both ends of
a cord (or a cord-like object) when the cord is taut. etc...
Study Unit
Ill Engineerin M
Part4
an1cs
By
Andrew Pytel, Ph.D.
Associate Professor, Engineering Mechanics
The Pennsylvania State University
When you complete this study unit, you'll be able to
• Calculate the mass moment of inertia
• Calculate the kinetic energy of a body
• Determine the linear impulse and momentum of a body
• Analyze the equations and conditions used to determine the forces involving rectilinear
translation
• Describe centripetal and centrifugal force
• Describe the forces that impact the rotation of a rigid body without translation
• Explain the motion of a wheel, and calculate the magnitude of the linear acceleration and
friction forces
• Analyze the work-energy method as it applies to the motion and action of a body
iii
PRELIMINARY EXPLANATIONS PERTAINING TO KINETICS .
FORCE-MASS-ACCELERATION METHOD .....
Translation of Rigid Body
Rotation of Rigid Body without Translation
General Plane Motion of Rigid Body
23
WORK-ENERGY METHOD . . . . . . . . . . . . . . . . . . . . . . . . . 53
Application of Method for Translation
Other Applications of Work-Energy Method
IMPULSE-MOMENTUM METHOD . . . . . . .
Rectilinear Translation of Single Body
Collision of Two Bodies
PRACTICE PROBLEMS ANSWERS
EXAMINATION . . . . . . . . . .
. ........... 77
93
95
Engineering Nlechanics, Part 4
PRELIMINARY EXPLANATIONS PERTAINING
TO KINETICS
Scope of This Text
1
1 • In the preceding texts on engineering mechanics, we have discussed
separately the relations of forces in a system and the conditions of mo-
tion of bodies. In this text, we shall consider the relation between the
motion of a body and the force or forces acting on the body to produce
the motion. The basis for the relationship between motion and force
is Newton's second law of motion. However, there are three different
methods of applying this law. These are commonly called the force-
mass acceleration method, the work-energy method, and the impulse-
momentum method. Each method is most useful for solving certain
types of problems.
Statement of Newton's Second Law of Motion
2 • In Engineering Mechanics, Part 1, Newton's second law of motion was
stated as follows:
If a resultant force acts upon a particle, the particle will be accelerated
in the direction of the force. Furthermore, the magnitude of the accel-
eration will be directly proportional to the magnitude of the resultant
force and inversely proportional to the mass of the particle.
Newton's second law can be expressed mathematically by the following
equation:
F
a=k-
m
in which a = magnitude of the acceleration of a particle
k = a numerical factor
F = magnitude of the force acting upon the particle
m = mass of the particle
(1)
The mass of a particle is a measure of the exact amount of matter in
the particle. Any body is composed of a number of particles, and the
mass of a body is the sum of the masses of all the particles.
5-1 NEWTON’S FIRST AND SECOND LAWS
After reading this module, you should be able to . . .
5.01 Identify that a force is a vector quantity and thus has
both magnitude and direction and also components.
5.02 Given two or more forces acting on the same particle,
add the forces as vectors to get the net force.
5.03 Identify Newton’s first and second laws of motion.
5.04 Identify inertial reference frames.
5.05 Sketch a free-body diagram for an object, showing the
object as a particle and drawing the forces acting on it as
vectors with their tails anchored on the particle.
5.06 Apply the relationship (Newton’s second law) between
the net force on an object, the mass of the object, and the
acceleration produced by the net force.
5.07 Identify that only external forces on an object can cause
the object to accelerate.
5-2 SOME PARTICULAR FORCES
After reading this module, you should be able to . . .
5.08 Determine the magnitude and direction of the gravitational force acting on a body with a given mass, at a location
with a given free-fall acceleration.
5.09 Identify that the weight of a body is the magnitude of the
net force required to prevent the body from falling freely, as
measured from the reference frame of the ground.
5.10 Identify that a scale gives an object’s weight when the
measurement is done in an inertial frame but not in an accelerating frame, where it gives an apparent weight.
5.11 Determine the magnitude and direction of the normal
force on an object when the object is pressed or pulled
onto a surface.
5.12 Identify that the force parallel to the surface is a frictional
the force that appears when the object slides or attempts to
slide along the surface.
5.13 Identify that a tension force is said to pull at both ends of
a cord (or a cord-like object) when the cord is taut. etc...
Study Unit
Ill Engineerin M
Part4
an1cs
By
Andrew Pytel, Ph.D.
Associate Professor, Engineering Mechanics
The Pennsylvania State University
When you complete this study unit, you'll be able to
• Calculate the mass moment of inertia
• Calculate the kinetic energy of a body
• Determine the linear impulse and momentum of a body
• Analyze the equations and conditions used to determine the forces involving rectilinear
translation
• Describe centripetal and centrifugal force
• Describe the forces that impact the rotation of a rigid body without translation
• Explain the motion of a wheel, and calculate the magnitude of the linear acceleration and
friction forces
• Analyze the work-energy method as it applies to the motion and action of a body
iii
PRELIMINARY EXPLANATIONS PERTAINING TO KINETICS .
FORCE-MASS-ACCELERATION METHOD .....
Translation of Rigid Body
Rotation of Rigid Body without Translation
General Plane Motion of Rigid Body
23
WORK-ENERGY METHOD . . . . . . . . . . . . . . . . . . . . . . . . . 53
Application of Method for Translation
Other Applications of Work-Energy Method
IMPULSE-MOMENTUM METHOD . . . . . . .
Rectilinear Translation of Single Body
Collision of Two Bodies
PRACTICE PROBLEMS ANSWERS
EXAMINATION . . . . . . . . . .
. ........... 77
93
95
Engineering Nlechanics, Part 4
PRELIMINARY EXPLANATIONS PERTAINING
TO KINETICS
Scope of This Text
1
1 • In the preceding texts on engineering mechanics, we have discussed
separately the relations of forces in a system and the conditions of mo-
tion of bodies. In this text, we shall consider the relation between the
motion of a body and the force or forces acting on the body to produce
the motion. The basis for the relationship between motion and force
is Newton's second law of motion. However, there are three different
methods of applying this law. These are commonly called the force-
mass acceleration method, the work-energy method, and the impulse-
momentum method. Each method is most useful for solving certain
types of problems.
Statement of Newton's Second Law of Motion
2 • In Engineering Mechanics, Part 1, Newton's second law of motion was
stated as follows:
If a resultant force acts upon a particle, the particle will be accelerated
in the direction of the force. Furthermore, the magnitude of the accel-
eration will be directly proportional to the magnitude of the resultant
force and inversely proportional to the mass of the particle.
Newton's second law can be expressed mathematically by the following
equation:
F
a=k-
m
in which a = magnitude of the acceleration of a particle
k = a numerical factor
F = magnitude of the force acting upon the particle
m = mass of the particle
(1)
The mass of a particle is a measure of the exact amount of matter in
the particle. Any body is composed of a number of particles, and the
mass of a body is the sum of the masses of all the particles.
Unit 6, Lesson 5 - Newton's Laws of Motionjudan1970
Unit 6, Lesson 5 - Newton's Laws of Motion
Lesson Outline:
1. Law of Inertia
2. Law of Acceleration
3. Law of Interaction
4. Momentum and Impulse: An Overview
En la temática de hoy, hablaremos sobre como calcular los fenómenos en una maqueta de dinámica rotacional de dos objetos y saber cuanto se elonga los tres resortes.
Newton's 1st and 2nd law of motion mn matsuma.Nelson Matsuma
Newton's laws of motion discusses relations between the forces acting on a body and the motion of the body.
Attached is the slides on Newton's first and second law of motion, created by MN Matsuma.
1. Primary sources2. Secondary sources3. La Malinche4. Bacon’s.docxvannagoforth
1. Primary sources
2. Secondary sources
3. La Malinche
4. Bacon’s rebellion
5. Robert Carter III
6. Mesoamerica
7. Middle Passage
8. Indentured servitude
9. The Jefferson-Hemings Controversy
10. Triangular trade
11. Saint Dominique Revolt
12. Syncretism
13. Olaudah Equiano
14. Christopher Columbus
15. Columbian Moment
16. Hernan Cortes
17. Florentine Codex
18. Master Narrative of American History
19. Reconquista
20. The Paradox of Slavery
21. Indian Removal Act 1830
22. Trail of Tears
23. Treaty of Guadalupe Hidalgo
24. Niños Heroes (Heroic Children)
25. Antonio López de Santa Anna y Pérez de Lebrón
26. The Royal Africa Company
27. John Locke
28. St. Patrick’s Battalion
29. Chilam Balam
30. Popol Vuh
31. El requerimiento (The Requirement)
32. Manifest Destiny
33. Moses and Stephen F. Austin
34. Colonialism
35. Colonial Legacy
.
1. Prepare an outline, an introduction, and a summary.docxvannagoforth
1. Prepare
an outline
,
an introduction
, and
a summary
on the article selected. It s
hould be
a report of at least 4 page
double spaced.
2. Prepare a 4
PowerPoint slides
from the report.
NOTE
: See the attachment below to review the article.
.
More Related Content
Similar to Newton’s Second Law Carolina Distance Learning Investi.docx
Unit 6, Lesson 5 - Newton's Laws of Motionjudan1970
Unit 6, Lesson 5 - Newton's Laws of Motion
Lesson Outline:
1. Law of Inertia
2. Law of Acceleration
3. Law of Interaction
4. Momentum and Impulse: An Overview
En la temática de hoy, hablaremos sobre como calcular los fenómenos en una maqueta de dinámica rotacional de dos objetos y saber cuanto se elonga los tres resortes.
Newton's 1st and 2nd law of motion mn matsuma.Nelson Matsuma
Newton's laws of motion discusses relations between the forces acting on a body and the motion of the body.
Attached is the slides on Newton's first and second law of motion, created by MN Matsuma.
1. Primary sources2. Secondary sources3. La Malinche4. Bacon’s.docxvannagoforth
1. Primary sources
2. Secondary sources
3. La Malinche
4. Bacon’s rebellion
5. Robert Carter III
6. Mesoamerica
7. Middle Passage
8. Indentured servitude
9. The Jefferson-Hemings Controversy
10. Triangular trade
11. Saint Dominique Revolt
12. Syncretism
13. Olaudah Equiano
14. Christopher Columbus
15. Columbian Moment
16. Hernan Cortes
17. Florentine Codex
18. Master Narrative of American History
19. Reconquista
20. The Paradox of Slavery
21. Indian Removal Act 1830
22. Trail of Tears
23. Treaty of Guadalupe Hidalgo
24. Niños Heroes (Heroic Children)
25. Antonio López de Santa Anna y Pérez de Lebrón
26. The Royal Africa Company
27. John Locke
28. St. Patrick’s Battalion
29. Chilam Balam
30. Popol Vuh
31. El requerimiento (The Requirement)
32. Manifest Destiny
33. Moses and Stephen F. Austin
34. Colonialism
35. Colonial Legacy
.
1. Prepare an outline, an introduction, and a summary.docxvannagoforth
1. Prepare
an outline
,
an introduction
, and
a summary
on the article selected. It s
hould be
a report of at least 4 page
double spaced.
2. Prepare a 4
PowerPoint slides
from the report.
NOTE
: See the attachment below to review the article.
.
1. Normative moral philosophy typically focuses on the determining t.docxvannagoforth
1. Normative moral philosophy typically focuses on the determining the right action for a person to perform in a given situation. First, how specifically is Aristotle’s virtue ethics focused slightly differently? Next, Aristotle thought that virtues are traits of character that manifest themselves through habitual activity and that are good for anyone to have. What are some of the virtuous traits to have according to Aristotle and how does acting in accordance with them over time bring about “correct” moral action? What does it mean to act in a morally correct way according to Aristotle?
Directions:
Please provide detailed and elaborate responses to the following questions. Your responses should include examples from the reading assignments. Each response should be at least one half of one page in length and utilize APA format.
1. According to virtue ethicists, how are virtues acquired?
2. What is situationist psychology?
3. List and briefly describe one of the criticisms of virtue ethics.
4. What is "The Golden Mean?"
5. Why is virtue ethics particularly well-suited to the medical profession?
PART I:
Directions:
The following problems ask you to evaluate hypothetical situations and/or concepts related to the reading in this module. While there are no "correct answers" for these problems, you must demonstrate a strong understanding of the concepts and lessons from this module's reading assignment. Please provide detailed and elaborate responses to the following problems. Your responses should include examples from the reading assignments and should utilize APA guidelines. Responses that fall short of the assigned minimum page length will not earn any points.
1.
Think of a profession you are considering as a career: engineering, or perhaps law or accounting or teaching. Could you develop a distinctive set of virtues for that profession? That is, are there some virtues that would be particularly important for members of that profession? Your response should be at least one page in length.
2. An important distinction for virtue theorists is between people who are happy and people who are flourishing. Do you know anyone (a public figure or an acquaintance) whom you would count as happy but not flourishing?
Your response should be at least one half of one page in length.
3. I have lived a dissolute life for many years: a life devoted to excessive eating, heavy drinking, laziness, deceitfulness, and pettiness. At age 45, I awaken one morning in the gutter, painfully sober after a three-day binge, and I resolve to change my ways and pursue virtue. In your opinion, how long would it make me to become a virtuous person? Could I become virtuous in an hour? A week? A month? Ever?
Your response should be at least one page in length.
4. Suppose Dan is dying from an unknown disease. He is wealthy and will give half of his money to anyone who can save his life. Joe, not know.
1. Paper should be 5-pages min. + 1 page works cited2. Should have.docxvannagoforth
1. Paper should be 5-pages min. + 1 page works cited
2. Should have at least 10 annotated sources (copy article onto word, highlight main point, write a few sentences about how it'll help you in writing the paper at the bottom of page)
3
. Should have an INTRO, NARRATION, ARGUMENTS, REFUTATION, CONCUSION
4. Use in-text citations and have organized mla format works cited page
SAMPLE OUTLINE
Research Paper Outline
Title: Rebellious Libya
Thesis: The United States should not get involved with Libya’s conflicts.
I.
Introduction:
A.
Start with the question, what is war? Explain briefly.
B.
Talk about the wars of the United States.
C.
What were the outcomes of some of those wars?
II.
Narration:
A.
Give some background on Libya.
B.
Explain how Col. Muammar Gaddafi became the leader of Libya
C.
Talk about why the citizens of Libya want to overthrow Gaddafi.
D.
Explain why the people feel that the United States should get involved in Libya’s conflicts.
III.
Partition:
A.
Thesis: I believe that the United States should not get involve with Libya’s conflicts.
B.
Essay Map.
1.
Cost of war.
2.
Using money in other Departments other defense.
3.
Killing innocent civilians and soldiers.
4.
Helping unknown rebels
5.
Involvement of foreign wars
IV.
Arguments:
A.
The cost of war is rising by the minute. The Obama Administration proposed a budget of $553 billion dollars for the department.
B.
Instead of spending all that money on war, we should be investing that money on health care and education.
C.
This conflict has caused the lives of many innocent civilians. NATO openly admitted to have killed innocent civilians, due to misguidance.
D.
The rebels fighting against Gaddafi are in need of military supplies. I don’t think that it is a good idea to help unknown rebels. We helped the Afghanistan rebels when they were fighting Russia. After they were victorious, they later became the “Taliban” and used those weapons to attack the US.
E.
Getting involved in foreign wars is not a good idea. The US has been involved in many foreign wars lately. These wars have been in foreign countries where Islam is the prominent religion. Libya is one of these countries. The involvement of the US in these places, builds a bad reputation worldwide and among the Muslim community.
V.
Refutation:
A.
Gaddafi’s actions against the civilians of Libya are totally wrong. Killing your own people is bad and therefore, we should help the rebels overthrow him.
B.
Gaddafi has been in power for many years. In fact, he holds the record for most years in power in a single country. This type of power can potentially lead to corruption and mistreatment of civilians.
C.
The people of Libya deserve to have democracy. They should have the right to elect their own leader.
D.
If Al Qaeda is threatening NATO and Libyan mercenaries then we should help them fight terrorism.
VI.
Conclusion:
A.
Summarize my arguments.
B.
State why we should not get involve with Libya’s conf.
1. Name and describe the three steps of the looking-glass self.2.docxvannagoforth
1. Name and describe the three steps of the 'looking-glass self'.
2. List and describe the three stages in George Mead's model of human development.
3. Piaget developed a four-stage process to explain how children develop reasoning skills. List each and give an example of one of the stages.
4. Briefly summarize the three elements of Freud's theory of personality and explain why sociologist have negative reactions to his analysis.
5. How does the mass media reinforce society's expectations of gender?
.
1. Provide an example of a business or specific person(s) that effec.docxvannagoforth
1. Provide an example of a business or specific person(s) that effectively use social media. What tools does the business or person use? How do they apply the tools effectively? Describe areas of improvement.
This assignment has to be 4 pages long, then it needs a cover page and reference page however that can not be a part of the four pages. So it would be 6 pages if you count the cover page and reference page!
.
1. Mexico and Guatemala. Research the political and economic situati.docxvannagoforth
1. Mexico and Guatemala. Research the political and economic situation of these countries and write about their peculiar circumstances.
2. Honduras, El Salvador and Panama. Research the political and economic situation of these countries and write about their peculiar circumstances.
3. Costa Rica and Nicaragua. Research the ecological and political situation of these countries and write about their peculiar circumstances.
4. Colombia and Ecuador. Research about the truths and myths about this two countries and write about your impressions on these stereotypes.
.
1. Many scholars have set some standards to judge a system for taxat.docxvannagoforth
1. Many scholars have set some standards to judge a system for taxation for its validity. How can you decide if a tax is good or bad?
You can consider these five following principles for your Discussion. What do these issues mean? How do you think they matter?
Adequacy Equity Exportability Neutrality Simplicity
What other tax revenue systems could you consider? How do you think they would be better or worse?
2. What role do taxes play in political issues?
3. What is your opinion of a flat tax as some politicians have proposed?
.
1. List and (in 1-2 sentences) describe the 4 interlocking factors t.docxvannagoforth
1. List and (in 1-2 sentences) describe the 4 interlocking factors that led to the ourbreak of world war 1
2. Explain the difference between and authoritarian regime and a totalitarian regime.
3. List and (in 1-2 sentences) describe the 5 factors that led to the ourbreak of world war 2.
.
1. Please explain how the Constitution provides for a system of sepa.docxvannagoforth
1. Please explain how the Constitution provides for a system of separation of powers and checks and balances. Provide a fully developed essay of at least 500 words, and cite sources used.
2. Describe how a bill becomes a law at the national level, in a fully developed essay of at least 500 words. Support your work with cited sources, references to Lecture Notes, or URLs where you obtained your information.
.
1. Please watch the following The Diving Bell & The Butterfly, Amel.docxvannagoforth
1. Please watch the following: The Diving Bell & The Butterfly, Amelie, The Lookout, A Single Man, Her, Little Children, and An Education and
Please respond to the films. In particular, respond to how the film develops the identity of a single character for an audience, and which you responded to (either the characters themselves or the way the film constructed the character) the most, or the least please , 10 sentence min and no plagiariasm also it has to be
followowed exactly whats written here.
PS: please dont waste my time if you will do a messy assigment, just dont send me a msg.
.
1. Most sociologists interpret social life from one of the three maj.docxvannagoforth
1. Most sociologists interpret social life from one of the three major theoretical frameworks/perspectives (conflict theory, functionalism, symbolic interactionism). Describe the major points of each one. List at least one sociologist who has been identified with each of these three theories.
2. What is the difference between basic sociology and applied sociology?
3. List and describe the eight steps of the scientific research model.
4. Discuss the importance of ethics in social research. Define what is meant by ethics.
.
1. Members of one species cannot successfully interbreed and produc.docxvannagoforth
1. Members of one species cannot successfully interbreed and produce fertile offspring with members of other species. This idea is known as
a. reproductive success.
b. punctuated evolution.
c. adaptive radiation.
d. the biological species concept.
e. geographic isolation.
2. The origin of new species, the extinction of species, and the evolution of major new features of living things are all changes that result from
a. macroevolution.
b. fitness.
c. speciation.
d. the biological species concept.
e. convergent evolution.
3. Which is a barrier that can contribute to reproductive isolation?
a. timing
b. behavior
c. habitat
d. incompatible reproductive structures
e. all of the above
4. Which of the following statements is false?
a. Horses and donkeys are separate species.
b. Two mules can mate and produce fertile offspring.
c. A horse and a donkey can mate and produce offspring.
d. Two donkeys can mate and produce fertile offspring.
e. Two horses can mate and produce fertile offspring.
5. The evolution of the penguin’s wing from a wing suited for flying to a “flipper-wing” used for swimming is an example of
a. refinement of existing adaptations.
b. reproductive isolation.
c. adaptation of existing structures to new functions.
d. inheritance of acquired characteristics.
e. the biological species concept.
6. Which of the following have been preserved as fossils?
a. dinosaur footprints
b. insects preserved in amber
c. petrified plant remains
d. animal bones
e. all of the above
7. The mass extinctions that included the dinosaurs took place during which period?
a. Cambrian (543–510 million years ago)
b. Devonian (409–363 million years ago)
c. Carboniferous (363–290 million years ago)
d. Jurassic (206–144 million years ago)
e. Cretaceous (144–65 million years ago)
8. The development of the complex, camera-like eye of a mammal is an example of
a. refinement of existing adaptations.
b. reproductive isolation.
c. adaptation of existing structures to new functions.
d. inheritance of acquired characteristics.
e. the biological species concept.
9. Which of the following statements is true?
a. Carbon-14 dating is useful for studying the age of early dinosaur fossils.
b. Carbon-14 has a half-life of 5,730 years.
c. Uranium-238 has a very short half-life.
d. Uranium-238 is present in all organisms.
e. Carbon-12 is not found in living plants.
10. Which of the following provides the best explanation for why Australia has so many organisms unique to that continent?
a. punctuated equilibrium
b. the biological species concept
c. convergent evolution
d. continental drift
e. cladistics
11. Scientists think that a meteor that fell in ____________________ may have led to the extinction of the dinosaurs.
a. Australia
b. the Yucatán peninsula
c. The Galápagos Islands
d. Pangaea
e. India
12. The great diversit.
1. Of the three chemical bonds discussed in class, which of them is .docxvannagoforth
1. Of the three chemical bonds discussed in class, which of them is simultaneously the weakest and most important for life on this planet as we know it?
2.Carbohydrates are very important sources of energy for life. Plants and arthropods also use carbohydrates as components of structures that are very important for their existence. Provide the names of the two most important carbohydrate based structures (one for plants and one for arthropods) and the carbohydrate components that are used to form them.
3._____________ _____________ are joined by ______________ bonds to form proteins.
4.Proteins can be used for several functions. Provide examples of structural and metabolic functions of proteins.
5.Describe the phosholipid bilayer of the plasma membrane. Why is this bilayer important for the formation of cells and the sequestration of chemical reactions within the cell?
.
1. Look at your diagrams for hydrogen, lithium, and sodium. What do .docxvannagoforth
1. Look at your diagrams for hydrogen, lithium, and sodium. What do they all have in common? What group are these elements in on the periodic table?
2. Look at your diagrams for fluorine and chlorine. What do they have in common?
Picture is in the link. Put answers on the word document and re-submit
.
1. Name the following molecules2. Sketch the following molecules.docxvannagoforth
1. Name the following molecules:
2. Sketch the following molecules:
3-cyclohexenone
4-ethyl 2,2,5-trimethyl 3-hexanone
ethyl butyrate
pentanoic acid
2-chloro 4-methyl 2,5-heptadienal
3,4-dichloro 4-ethyl octanal
p-chloro phenol
3-bromo 2-chloro 4-methyl hexane
3-cyclopropyl 1,2-cyclopentanediol
methyl phenyl ether
3,5-dimethyl 2-heptene-4,5-diol
3. Give two different uses for ethanol.
4. Name two categories of organic compounds (alkanes, aldehydes…) that have very strong characteristic odours.
.
1. List the horizontal and vertical levels of systems that exist in .docxvannagoforth
1. List the horizontal and vertical levels of systems that exist in organizations.
2.
Describe at least five steps involved in systems integration
3.
What is the role of ERP systems in system integration?
4. Why do you think functional silos are not appropriate for today's organization? Discuss your answer from organizational and technical perspectives.
5. Pick an organization that you know of or where you are/were working and provide examples of logical and physical integration issues that were faced by the organization when they broke the functional silos and moved to integrated systems.
.
1. Kemal Ataturk carried out policies that distanced the new Turkish.docxvannagoforth
1. Kemal Ataturk carried out policies that distanced the new Turkish republic of the 1920s from the Ottoman past. Why? What specific policies did Ataturk pursue? 2. Why many Arabs felt betrayed by the British (and the French) after the First World War? 3. Discuss at least three features of patrimonial leadership. List three or more Middle Eastern states where such type of political leadership persists 4. Describe the key processes (both internal and external) that initiated political and economic disintegration of the Ottoman Empire in the nineteenth century. 5. European military superiority in the late eighteenth century prompted Ottoman rulers to respond with what specific political measures? 6. The Zionist political movement originated in Europe rather than in the Middle East. Explain why and how. 7. After the Second World War, several Arab countries went through the process of transition from constitutional monarchies to republics. Identify three such countries and describe the course of events that brought about this transition. 8. How is religious Zionism different from secular Zionism? What is the relevance of this difference for the creation of the state of Israel? Has the relative influence of the two remained stable since the creation of the Israeli state? 9. What was the principle source of political legitimacy of the Ottoman Empire? 10. While most Ottoman European provinces, riding the tide of the nineteenth century nationalism, sought and won independence from Istanbul, Ottoman Arab provinces maintained their political loyalty to the Ottomans. What explains this difference between Arab and European provinces? 11. Social and political forces in favor of a constitutional reform in Iran (1905-1911) were markedly different from the groups that promoted constitutional limitations on executive powers of the sultan in the Ottoman Empire prior to the First World War? Explain this difference. 12. What are some of the key features of Arab socialisms? Which Arab leaders adopted socialist ideology? Which Arab leaders were opposed to it? 13. After the First World War, the new Middle Eastern protectorates (e.g., Syria, Lebanon, Iraq) were expected to develop into modern secular states. What specific policies did France and Britain try to implement? How successful have theses policies been? 14. The 1967 war was a watershed event for all major actors in the Middle East. Explain the consequences of the war for domestic politics in Israel and Egypt respectively.
.
1. If we consider a gallon of gas as having 100 units of energy, and.docxvannagoforth
1. If we consider a gallon of gas as having 100 units of energy, and 25 of those units are used to move the car, what law of thermodynamics accounts for the other 75 units of energy? (Points : 2)
the first law
the second law
2. Which of these is not a component of a molecule of adenosine triphosphate (ATP)? (Points : 3)
adenosine
phosphate
deoxyribose sugar
ribose sugar
3. Glycolysis is a sequence of ______ chemical reactions. (Points : 3)
nine
six
five
ten
4. Exergonic reactions produce products with a ___ energy level than that of the initial reactants. (Points : 3)
lower
higher
the same
5. When chemical X is reduced, which of these expressions would be an accurate representation of its reduced state? (Points : 3)
XO
XH
X
HX
6. Most enzymes are which kind of organic compound? (Points : 3)
carbohydrates
lipids
proteins
none of the above
7. The area on an enzyme where the substrate attaches is called the: (Points : 3)
active site
allosteric site
anabolic site
inactive site
8. Which of the following creatures would not be an autotroph? (Points : 3)
cactus
cyanobacteria
fish
palm tree
9. The process by which most of the world's autotrophs make their food is known as: (Points : 3)
glycolysis
photosynthesis
chemosynthesis
herbivory
10. Plants are the only organisms that use ATP for the transfer and storage of energy. (Points : 2)
True
False
11. The colors of light in the visible range (from longest wavelength to shortest) are: (Points : 3)
ROYGBIV
VIBGYOR
GRBIYV
ROYROGERS
12. Chlorophyll is a green pigment because it absorbs only the green part of the visible light spectrum. (Points : 2)
True
False
13. The photosynthetic pigment that is essential for the process to occur is: (Points : 3)
chlorophyll a
chlorophyll b
beta carotene
xanthocyanin
14. A photosystem is: (Points : 3)
a collection of hydrogen-pumping proteins
a series of electron-accepting proteins arranged in the thylakoid membrane
a collection of photosynthetic pigments arranged in a thylakoid membrane
found only in prokaryotic organisms
15. Which of these molecules is NOT a product of the Electron Transport System? (Points : 3)
ATP
Water
Pyruvate
NAD+
16. The dark reactions require all of these chemicals to proceed except: (Points : 3)
ATP
NADPH
carbon dioxide
oxygen
17. The structural unit of photosynthesis, where the photosystems are located, are called: (Points : 3)
chlorophylls
eukaryotes
stroma
thylakoids
18. Which of the following does NOT occur during the light independent process? (Points : 3)
CO2 is used to form carbohydrates
NADPH converts to NADP
ADP converts to ATP
ATP converts to ADP
19. The production of ATP that occurs in the presence of oxygen is called: (Points : 3)
aerobic respiration
anaerobic respiration
chemiosmosis
photosynthesis
20. The first stable chemical formed by the Calvin Cycle is: (Points :.
1. In 200-250 words, analyze the basic issues of human biology as th.docxvannagoforth
1. In 200-250 words, analyze the basic issues of human biology as they relate to chronic conditions and describe the interaction between disability, disease, and behavior. Examine and discuss the impact of biological health or illness on social, psychological, and physical problems from the micro, mezzo, and macro perspectives. Choose a chronic condition from those provided in your text and consider how you might feel, think, and behave differently if the condition were affecting you versus if the condition were affecting a stranger. How might you think differently about this chronic condition if it were affecting someone close to you, your neighbor, or someone in your community? Please include at least two supporting scholarly resources.
2.Our stage of life, intellectual/cognitive abilities, and sociocultural position in life, affect our perspectives and resultant behaviors about a number of conditions including cancer. Consider the information provided in the
“Introduction to the Miller Family”
document. Both Ella and Elías have been diagnosed with cancer. Ella has been fighting cancer with complementary and alternative methods with some success for many years. Elías, her grandson, is 10 years old and has recently been diagnosed with leukemia but has not yet begun treatment. Putting yourself in either Ella or Elías’s place, what might your perspective on your cancer be? Integrate how the stage of life, cognitive abilities, and sociocultural position of your chosen person impacts her/his perspective on his/her individual disease.
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
5. Classical mechanics is the branch of physics concerned with
analyzing forces, their
effect on matter, and the motion of objects. The distinction
"classical" means that these
laws apply to systems where the effects of relativity are
negligible or have little
measurable effect. This is the case for most of the physical
events we witness, because
relativistic effects apply to objects moving near the speed of
light. Most mechanical
systems we study on Earth can be analyzed and described in
terms of classical
mechanics.
Classical mechanics is sometimes referred to as Newtonian
mechanics, because much
of the science builds on the work of Isaac Newton, the English
physicist and
mathematician who lived from 1642 until 1726. When people
hear the name Newton,
they are likely to think of Newton's Laws of Motion, which they
may be familiar with in
one form or another. These three laws describe the relationship
6. between force, object
mass, and motion. Newton’s Laws of Motion are some of the
most fundamental
principles of physics and are crucial to the development of
modern technology.
Everything from the motion of planets to the operation of
sophisticated engines and
machines is governed by these three simple laws.
Newton's First Law of Motion relates to the concept of inertia,
an object’s resistance to a
change in motion. The first law states that an object's motion
remains unchanged
unless the object is acted upon by an unbalanced force (i.e., net
force).
A book resting on a table is being acted on by opposing and
equal forces. Gravity
pulls down on the book, while the table pushes up on the book
with an equal amount
of force. The book will remain motionless until the forces are
unbalanced. Consider a
rocket fired into space. In space, without friction from air
resistance, once the thrust
7. from the rocket engine stops, the rocket itself will continue to
travel at a constant speed
in a straight line unless the rocket is acted upon by another
force. This could happen if
he rocket struck another object, such as an asteroid, or if the
rocket entered the gravity
field of a planet causing the rocket's path to curve.
Newton's Second Law of Motion states that the force acting on
an object is related to
the change in the objects momentum (p), which is the product of
the object's mass (m)
multiplied by its velocity (v).
� = ��
Because the mass of the object remains the same, the net force
changes the object's
velocity. A change in velocity is defined as acceleration, and
Newton's Second Law is
often described mathematically as:
� = ��
Where F is the net force acting on an object, m is the mass of
the object, and a is the
acceleration of the object due to the net force.
9. The symbols for force and acceleration are in bold, because
these quantities are
vectors, while mass, represented by the letter �, is a scalar
quantity.
When a variable is written without bold print or between
absolute value bars, only the
magnitude of a variable is indicated:
� = 9.8 m
s2⁄
The symbol � represents an acceleration of 9.8 m/s2 in the
positive direction:
|�| = 9.8 m
s2⁄
The symbol a inside absolute value bars indicates an
acceleration of 9.8 m/s2 but does
not specify a direction.
11. that in this activity friction is ignored, but in reality frictional
forces are always present,
and frictional forces should be considered in order to calculate
the net force.
Figure 1
20 � = 4 kg × 5 m
s2⁄
Figure 2
�NET = 20 � − 4 � = 16 �
So, if we substitute the net force of 16 N acting on the object,
and the known mass of
the object, 4 kg, into the basic equation of Newton’s Second
Law, F = ��, we can
determine the object’s acceleration:
16 � = 4 kg × 4 m
s2⁄
13. there is an equal and opposite reaction force. The forces are
equal in magnitude and
opposite in direction.
If a person jumps off a boat that is floating in the water, as the
person moves in one
direction the boat moves in the opposite direction, and the
person does not move as far
from their starting position as they would have if they had
jumped from a stationary pier.
Newton’s Laws of Motion can help analyze mechanical systems.
The force acting on an
object or part of a system can be calculated by applying
Newton’s Laws. These
equations can also be used to calculate the acceleration that an
object will experience
due to an applied force.
Newton’s Second Law of Motion states that the net force acting
on an object is equal to
the mass of the object multiplied by the object’s acceleration.
This can be expressed mathematically as:
14. � = ��
Where F is the net force applied to an object, � is the mass of
the object, and � is the
acceleration of the object.
In this activity, you will construct a system consisting of a
hanging mass attached to a
wheeled cart and graphically analyze the relationship between
the mass of the system
and the force acting to accelerate the system.
Note: The expression, “net force” means the vector sum of all
the forces acting on
an object. If the net force on an object is zero, there will be no
acceleration. The
object would either remain still or move at a constant speed in a
straight line. A
change in the velocity of an object in any direction and/or speed
is the result of a
net or unbalanced force being applied to that object.
8
16. Masking Tape
Permanent Marker
Optional
Smartphone/Tablet, or other digital
recording device
1
1
1
1
Reorder Information: Replacement supplies for the DL
Mechanics Module: Newton’s
Second Law investigation can be ordered from Carolina
Biological Supply Company,
kit 580404.
Call 1-800-334-5551 to order.
18. containing unsecured metal masses that move and accelerate.
Take care while
performing these lab activities to avoid injuring hands and
fingers or feet and toes with
moving or falling masses. Make sure lab area is clear of pets,
children, and breakable
objects.
Do not eat, drink, or chew gum while performing this activity.
Wash your hands with
soap and water before and after performing the activity. Clean
up the work area
with soap and water after completing the investigation. Keep
pets and children
away from lab materials and equipment.
Alternate Methods for Collecting Data using Digital Devices.
Much of the uncertainty in these experiments arises from human
error in measuring the
times of events. Some of the time intervals are very short,
which increases the effect of
human error due to reaction time.
Observing the experiment from a good vantage point that
19. removes parallax errors and
recording measurements for multiple trials helps to minimize
error, but using a digital
device as an alternate method of data collection may further
minimize error.
Many digital devices, smart phones, tablets, etc. have cameras
and software that
allow the user to pause or slow down the video.
If you film the experiment against a scale, such as a tape
measure, you can use your
video playback program to record position and time data for the
carts. This can
provide more accurate data and may eliminate the need for
multiple trials.
If the time on your device’s playback program is not
sufficiently accurate, some
additional apps may be available for download.
10
21. Preparation
1. Gather items listed in the Materials section.
2. Find a table at least 60 cm high.
3. Clear a space on the table top approximately 1‒2 meters in
length and at least 10
centimeters wide. The area should be level and smooth.
4. The clamp pulley should attach to the end of the table with
enough space for a
suspended mass to fall unobstructed to the floor. See Figure 3
for an example of the
clamp pulley secured to a table top. You may place a piece of
cardboard
between the clamp and the table to prevent damaging the table
surface.
http://get.hudl.com/products/technique/
http://www.apple.com/quicktime/download/
11
24. 8. Roll the cart backward on the table away from the books and
pulley, until the
paperclip is just below, but not touching, the pulley. Place a
piece of tape in front
of the front edge of the cart (see the tan start point indicated in
Figure 4). Label this
tape as the start point or d = 0.
9. Place a second piece of tape on the table, across the path of
the cart and even
with stopping books. Label this tape as the end point.
10. Measure the distance from the start point to the end point.
Record this value in
Data Table 1.
11. Add six large washers and five small washers to the cart,
and add four small washers
to the paperclip on the end of the string.
12. Using the pocket scale, measure the combined mass of the
cart with all the
washers, the string, and the paper clip. This is the mass of the
entire system, and this
mass will remain constant during the experiment. Record the
mass in Data Table 1.
25. 13. Place the cart behind the piece of tape marking the start
point, and suspend the
paperclip with the initial four small washers over the pulley.
See Figure 4
14. Release the system and allow the suspended mass to fall. If
the system does not
move, transfer one of the smaller washers from the cart to the
paper clip hook.
15. Once you have successfully set up the system with the
initial conditions that will
allow the suspended mass to accelerate the cart, use the pocket
scale and
measure the mass of the paperclip with the small washers.
Record this value in Data
Table 1.
16. Set up the cart, string, and suspended mass system again, so
that the mass on the
paperclip is suspended from the pulley and the cart is
immediately behind the start
point as in Figure 4. The string should be taught so there is no
slack.
13
27. the mass of the
suspended washers and the paperclip by the acceleration due to
gravity g= 9.8
m/s2).
24. Calculate the average time of the three trials for each
iteration of the experiment.
25. Calculate the square of each average time.
26. Calculate the acceleration of the system by using the
Kinematics Equation:
� =
1
2
� �2
Where s is displacement (the distance that the cart moved from
the start point to the
end point), t2 is the square of the time for the cart to move from
the start point to the
end point (in this experiment three times are averaged to
minimize error) and a is the
acceleration of the system.
29. accelerating the system increases, and therefore the acceleration
of the system
increases.
27. Construct a graph of force (N) vs. acceleration (m/s2). The
force accelerating the
system in each trial is the weight of the suspended mass. The
slope of the line should
be the mass of the entire system.
According to Newton’s Second Law of Motion, the relationship
between force and
acceleration is given by:
� = ��
In this experiment, the mass of the system, the cart, the string,
the paperclip, and all the
washers remained constant. The force accelerating the system
was the weight of the
washers. As the weight of the washers increased, so did the
acceleration in a linear
relationship described by the preceding equation.
30. 28. Calculate the percent difference between the mass of the
system determined
experimentally using the slope of the line and the mass you
recorded using the
pocket scale. Remember to convert all masses to kilograms
(kg).
������� ���������� = |
����� ����� − ������ �����
(
����� �����+������ �����
2
)
| × 100%
Data Table 1
Suspended
Mass (kg)
31. Weight of Suspended Mass
(mass × 9.8 m/s2), Newtons
Time
(sec)
Average
Time
Average
Time 2
d (m) 2d (m) Acceleration = 2d/t2
3 Washers Trial 1
Trial 2
Trial 3
4 Washers Trial 1
Trial 2
Trial 3
5 Washers Trial 1
Trial 2
Trial 3
33. Need help to reply three post.
DO NOT JUST REPEAT SAME INFORMATION, DO NOT
JUST SAY I AGREE OR THINGS LIKE THAT. YOU NEED
TO ADD NEW INFORMATION TO DISCUSSION.
1- Each reply should be at least 200 words.
2- One scholarly reference ( NO MAYO CLINIC/ AHA)
3- APA style needs to be followed.
4- Each response should have reference at the end
5- Reference should be within last 5 years
DQ-1
There are several medications that are used to treat diabetes
mellitus. One of the most common medications that is
prescribed often is Glucophage. This medication is also known
as metformin. This medication is used to decrease hepatic
glucose production. This medication also functions by
decreasing intestinal absorption of glucose. Another way this
medication helps control glucose is by increasing sensitivity of
insulin (Li, Hu, Xu, Hu, Zhang, Pang, 2019). The therapeutic
goal of this medication is to help control blood glucose. This
medication duration is set to be 12-24hrs depending on type of
concentration and if the medication is extended release. Adverse
effects of this medication are abdominal bloating, diarrhea,
nausea, vomiting , metallic taste, hypo or hyperglycemia, lactic
acidosis, decreased vitamin b12 absorption. Drug interactions
34. associated with this medication areacute alcohol consumption,
iodine contrast media, amiloride,digoxin,morphine,
procainamide,quinidine, ranidine,tramterenetrimethoprim,
calcium channel blockers and vancomycin. Cimetidine and
furosemide may increase the effects of metformin. Nifedipine
increases the absorption and effects. Natural pruducts such as
glucosamine may worsen blood glucose control. Chromium and
coenzyme q-10 may increase hypoglycemia. Patients with well
controlled blood glucose and on metformin and develop illness
or abnormal blood laboratory results must be investigate
further. Patients experiencing this must be screened for
ketoacidosis or lactic acidosis. Electrolytes , ketones ,glucose,
blood ph, lactate , pyruvate and metformin levels must be
assessed. Blood glucose needs to be monitored for a period of 3
months to determine the effects of the therapy. Renal function
must me assessed before initiating therapy or changing dose of
therapy. Monitoring serum folic acid and vitamin b12 every 1-2
years is also necessary (Deglin,Vallerand, Sanoski, 2018).
Deglin, J. H., Vallerand, A. H., & Sanoski, C. A. (2018). Daviss
drug guide for nurses. Philadelphia: F.A. Davis (830-834).
Li, M., Hu, X., Xu, Y., Hu, X., Zhang, C., & Pang, S. (2019). A
Possible Mechanism of Metformin in Improving Insulin
Resistance in Diabetic Rat Models. International Journal of
Endocrinology, 1–9. https://doi.org/10.1155/2019/3248527
DQ-2
35. Type 2 diabetes mellitus is a disease process that affect many
people worldwide. It is an endocrine disorder that leads to
insulin resistance and/or a combination of decreased insulin
secretion (Shaw & Robinson, 2019, p. 994). This disease affects
more Native Americans, Latinos, African Americans, Asian
Americans, and Pacific Islanders than it does any other ethnic
group (Shaw & Robinson, 2019, p. 994). Risk factors include
genetic predisposition, obesity, hypertension, gestational
history, familial history, age, and sedentary lifestyles (Shaw &
Robinson, 2019, p. 994). Complications of the disorder include
kidney disease, heart disease, ocular disease, and nervous
system complications (Shaw & Robinson, 2019, p. 995).
Diagnostic screening for the disease includes checking a
hemoglobin A1C, fasting blood glucose levels, glucose
tolerance testing, and casual glucose testing with patients who
present with symptoms of diabetes (Shaw & Robinson, 2019, p.
995). One class of drug I have seen used more frequently for
type 2 diabetes is Januvia which is a dipeptidyl Peptidase-4
inhibitor, also known as gliptins (Robinson & Shaw, 2019, p.
586). This drug acts on the incretin hormone system to increase
insulin production, they are well tolerated by patients, have a
lower risk for hypoglycemia, and are oral agents that act in the
gut to control the disease (Robinson & Shaw, 2019, p. 586). It
works by increasing the action of the limited glucagon-like
peptide (GLP-1) hormone receptors in diabetics that aid in
increasing the availability of the GLP-1 hormones, and this
helps stimulates insulin secretion, increases beta cell
production, decreases beta cell death, reduces glucagon
secretion, and controls appetite and food intake for these
patients (Robinson & Shaw, 2019, p. 586). There is caution in
the use of Januvia with renal impairment due to the fact it is
eliminated from the kidneys, so toxicity can occur in patients
with moderate to severe kidney disease (Robinson & Shaw,
2019, p. 586). Common side effects include edema, headache,
UTI’s, and hypoglycemia if Januvia is paired with other
medications to control insulin secretion (Robinson & Shaw,
36. 2019, p. 586). Monitoring includes pancreatic enzymes due to
the risk of pancreatic metaplasia in patients with pancreatitis
(Robinson & Shaw, 2019, p. 586). Other monitoring includes
renal function, hemoglobin A1C levels, and glucose levels.
Drug interactions include co-administration with other gliptins
due to hypoglycemia, ACE inhibitors due to the risk of
angioedema, and administration with Digoxin due to the risk of
increased concentrations of Digoxin (Robinson & Shaw, 2019,
p. 587). Co-administration with other insulins needs monitoring
and dose adjustments may be warranted to prevent
hypoglycemia. This drug is expensive due to it being relatively
new, so it is not considered a first line therapy in most cases but
has been shown to be better tolerated. In a clinical trial
conducted by Umpierrez et al. (2013) it was found that the use
of Januvia alone or in combination with insulin was safe in
hospitalized patients with type 2 diabetes (p. 1). Normally in
the hospital setting patients are placed on insulin to control
their glucose levels so that interactions with contrast media or
other medications is less likely to happen. Once the patient is
improving then transition to oral diabetic medications is
resumed to prepare the patients to go home. They found that
when administering Januvia alone or in combination with
insulin the hospital setting on patients in the general
medical/surgical ward that glucose levels were better controlled
and the need for insulin was reduced during their hospitalization
(Umpierrez et al., 2013, p. 4).
References
Robinson, M. & Shaw, K. (2019). Drugs affecting the endocrine
system. In T. M. Woo & M. V. Robinson (Eds.),
Pharmacotherapeutics for advanced practice nurse prescribers
(pp. 541-614). Philadelphia, PA: F. A. Davis Company.
Shaw, K. & Robinson, M. (2019). Diabetes Mellitus. In T. M.
Woo & M. V. Robinson (Eds.), Pharmacotherapeutics for
advanced practice nurse prescribers (pp. 991-1020).
Philadelphia, PA: F. A. Davis Company.
Umpierrez, G. E., Gianchandani, R., Smiley, D., Jacobs, S.,
37. Wesorick, D. H. Newton, C., … & Pasquel, F. (2013). Safety
and efficacy of sitagliptin therapy for the inpatient management
of general medicine and surgery patients with type 2 diabetes.
Diabetes Care, 36(11), 3430-3435. Doi: 10.2337/dc13-0277
DQ-3
Levothyroxine sodium is a medication used to treat
hypothyroidism. It is a synthetic hormone replacement for
thyroxine (T4) that is taken when the thyroid does not produce
enough. It helps with metabolism, growth and development,
enhances the use of glycogen stores, and promotes protein
synthesis (Levothyroxine, n.d.). It should be taken on an empty
stomach 30-60 minutes before breakfast and at least 4 hours
apart from food that decrease absorption, such as soybean flour,
walnuts, and dietary fiber (Levothyroxine, n.d.). Its mechanism
of action is entering the system as T4 and being metabolized to
T3 to be used throughout the body. It is monitored by lab work
to monitor levels of TSH to be within the therapeutic range
starting 6 weeks after initiating and titrate therapy as needed. If
the patient is still experiencing symptoms then consider
checking free T4 and TSH to reach steady state. Pediatric
patients require more frequent monitoring (every 1-2 months),
especially if initiating young to prevent growth and
development delay (Levothyroxine, 2019).
It is advised to use in caution with adrenal insufficiency, benign
thyroid nodules, and in diabetes. It can cause poor glycemic
control and diabetes insipidus since it increases glomerular
filtration rate. Levothyroxine can decrease bone mineral density
and should be monitored especially in postmenopausal women.
Once a specific type of thyroid medication is started it is
advised to stick with that bran because different
forms/manufacturers can result in variations in TSH values
(Levothyroxine, 2019). The most common side effect is hair
loss, arrhythmias, increased appetite, heat sensitivity, and
headache. Medications that interact with the absorption of
38. levothyroxine are antacids, estrogen-containing birth control,
and bile acid sequestrants that would need to be administered 4
hours after the levothyroxine is taken.
There was a study done at a medical center to test the
bioequivalence of Synthroid and levothyroxine and had the kids
on one for 8 weeks and switched to the other for 8 weeks. The
study concluded that once they were switched the TSH dropped
and it shouldn’t be switched once a patient is therapeutic
(Carswell, Gordon, Popovsky, Hale, & Brown, 2013).
Levothyroxine. (n.d.). Retrieved February 6, 2020, from
https://www.pdr.net/drug-summary/Synthroid-levothyroxine-
sodium-26
Levothyroxine (Professional Patient Advice). (2019, June 21).
Retrieved February 6, 2020, from
https://www.drugs.com/ppa/levothyroxine.html
Carswell, J., Gordon, J., Popovsky, E., Hale, A., & Brown, R. S.
(2013). Generic and Brand-Namel-Thyroxine Are Not
Bioequivalent for Children With Severe Congenital