Physics 226
Fall 2013
Problem Set #1
NOTE: Show ALL work and ALL answers on a piece of separate loose leaf paper, not on this sheet.
Due on Thursday, August 29th
1) Skid and Mitch are pushing on a sofa in opposite
directions with forces of 530 N and 370 N respectively.
The mass of the sofa is 48 kg. The sofa is initially at rest
before it accelerates. There is no friction acting on the
sofa. (a) Calculate the acceleration of the sofa. (b) What
velocity does the sofa have after it moves 2.5 m? (c) How
long does it take to travel 2.5 m?
2) You have three force
vectors acting on a
mass at the origin.
Use the component
method we covered
in lecture to find
the magnitude and
direction of the re-
sultant force acting
on the mass.
3) You have three force
vectors acting on a
mass at the origin.
Use the component
method we covered
in lecture to find
the magnitude and
direction of the re-
sultant force acting on
the mass.
4) A bowling ball rolls off of a table that is 1.5 m tall. The
ball lands 2.5 m from the base of the table. At what speed
did the ball leave the table?
5) Skid throws his guitar up
into the air with a velocity
of 45 m/s. Calculate the
maximum height that the
guitar reaches from the point
at which Skid let’s go of the
guitar. Use energy methods.
6)
A beam of mass 12 kg and length 2 m is attached to a
hinge on the left. A box of 80 N is hung from the beam
50 cm from the left end. You hold the beam horizontally
with your obviously powerful index finger. With what
force do you push up on the beam?
7) The tennis ball of mass 57 g which
you have hung in your garage that
lets you know where to stop your
car so you don’t crush your garbage
cans is entertaining you by swinging
in a vertical circle of radius 75 cm.
At the bottom of its swing it has a
speed of 4 m/s. What is the tension
in the string at this point?
Mitch Sofa Skid
y
F2 = 90 N
F1 = 40 N 35
8) Derivatives:
a) Given: Lx2Lx4y 22 , find
dx
dy
.
b) Given:
Lx2
Lx2lny , find
dx
dy
.
9) Integrals:
a) Given:
o
o
45
45
d
r
cosk
, evaluate.
b) Given:
R
0 2322
dr
xr
kx , evaluate.
ANSWERS:
1) a) 3.33 m/s2
b) 4.08 m/s
c) 1.23 s
2) 48.0 N, 61.0º N of W
3) 27.4 N, 16.1º S of E
4) 4.5s m/s
5) 103.3 m
6) 78.8 N
7) 1.78N
8) a) 24x2 + 8xL – 4L
b) 22 x4L
L4
9) a)
r
k2
b)
22 xR
x1k2
45 x
F3 = 60 N
y
F2 = 65 N
F1 = 45 N 60
50 x
70
F3 = 60 N
Guitar
Skid
Physics 226
Fall 2013
Problem Set #2
1) A plastic rod has a charge of –2.0 C. How many
electrons must be removed so that the charge on the rod
becomes +3.0C?
–
+
+
+
2)
Three identical metal spheres, A, B, and C initially have
net charges as shown. The “q” .
This document contains physics examination papers from 2008-2012 administered by the Central Board of Secondary Education (CBSE) in Delhi, India. It lists the contents which include CBSE examination papers from Delhi and All India in those years, as well as foreign papers. A sample paper from the 2008 Delhi exam is then provided, consisting of 30 multiple choice questions testing concepts in physics.
1. The document contains 38 multiple choice questions related to physics concepts. The questions cover topics like dimensions, motion with constant power, work-energy theorem, forces, simple harmonic motion, capacitors, electromagnetism, and radiation.
2. The questions range from calculations involving kinematics, forces, energy, electromagnetism to conceptual questions about properties of waves, radiation, circuits and electromagnetism.
3. The multiple choice options provide quantitative or conceptual answers to problems formulated in the questions relating to various physics topics.
1. The document contains 38 multiple choice questions related to physics concepts. The questions cover topics like dimensions, motion with constant power, work-energy theorem, forces, simple harmonic motion, capacitors, electromagnetism, and radiation.
2. The questions range from calculations involving kinematics, forces, energy, electromagnetism to conceptual questions about properties of waves, radiation, circuits and more.
3. The document tests understanding of fundamental physics principles as well as ability to set up and solve quantitative problems across various domains of physics.
1. The document contains 38 multiple choice questions related to physics concepts. The questions cover topics like dimensions, kinematics, forces, energy, rotational motion, gravitation, fluids, thermodynamics, oscillations, waves, optics, electricity, and modern physics.
2. The questions test understanding of concepts like work, power, translational and rotational motion, gravitational potential, terminal velocity, moment of inertia, escape velocity, kinetic energy, heat radiation, electromagnetic waves, capacitance, magnetic field, electromagnetic induction, and blackbody radiation.
3. The multiple choice options provide quantitative answers involving calculations related to the various physics equations and concepts being tested in each question.
AIPMST (Secondary) is Releasing Sample Question paper for study MBBS & BDS Aspirants.
AIPMST (Secondary) consists of four sections - Physics, Chemistry, Biology and English Proficiency & Logical Reasoning. There will be 50 questions in each section and each question carrying four marks. The questions will be of objective type for medical courses (MBBS, BDS). Candidates must use BLACK BALL POINT PEN only for filling up the OMR sheet. The mode of examination will be offline and the medium of examination will be English.
for more info:https://aipmstsecondary.co.in/
The document provides instructions for a 5-hour theoretical physics competition with 3 questions. It details formatting requirements for working out the questions, including labeling pages with question number, page number, and total pages used. It also provides instructions for arranging the completed pages in proper order at the end. The first theoretical question is about vibrational modes in a linear crystal lattice model and includes parts on deriving the equation of motion, solving for mode frequencies and wave numbers, calculating average phonon energy, determining total crystal energy, and relating heat capacity to temperature. The second question considers a "rail gun" device constructed by a young man to launch himself across a strait to reach his love within 11 seconds. It involves deriving acceleration, calculating
Aiims previous year sample paper set 2Prabha Gupta
Find here previous year AIIMS question papers and solved sample question bank with answer keys at Aglasem. Visit @ https://admission.aglasem.com/aiims-mbbs-2019/
This document contains an unsolved physics exam from 1994 consisting of 44 multiple choice questions testing concepts in mechanics, electricity and magnetism, waves, optics and modern physics. The questions cover topics such as electric potential, work done by electric fields, simple harmonic motion, electromagnetic waves, reflection and refraction of light, quantum physics, and more.
This document contains physics examination papers from 2008-2012 administered by the Central Board of Secondary Education (CBSE) in Delhi, India. It lists the contents which include CBSE examination papers from Delhi and All India in those years, as well as foreign papers. A sample paper from the 2008 Delhi exam is then provided, consisting of 30 multiple choice questions testing concepts in physics.
1. The document contains 38 multiple choice questions related to physics concepts. The questions cover topics like dimensions, motion with constant power, work-energy theorem, forces, simple harmonic motion, capacitors, electromagnetism, and radiation.
2. The questions range from calculations involving kinematics, forces, energy, electromagnetism to conceptual questions about properties of waves, radiation, circuits and electromagnetism.
3. The multiple choice options provide quantitative or conceptual answers to problems formulated in the questions relating to various physics topics.
1. The document contains 38 multiple choice questions related to physics concepts. The questions cover topics like dimensions, motion with constant power, work-energy theorem, forces, simple harmonic motion, capacitors, electromagnetism, and radiation.
2. The questions range from calculations involving kinematics, forces, energy, electromagnetism to conceptual questions about properties of waves, radiation, circuits and more.
3. The document tests understanding of fundamental physics principles as well as ability to set up and solve quantitative problems across various domains of physics.
1. The document contains 38 multiple choice questions related to physics concepts. The questions cover topics like dimensions, kinematics, forces, energy, rotational motion, gravitation, fluids, thermodynamics, oscillations, waves, optics, electricity, and modern physics.
2. The questions test understanding of concepts like work, power, translational and rotational motion, gravitational potential, terminal velocity, moment of inertia, escape velocity, kinetic energy, heat radiation, electromagnetic waves, capacitance, magnetic field, electromagnetic induction, and blackbody radiation.
3. The multiple choice options provide quantitative answers involving calculations related to the various physics equations and concepts being tested in each question.
AIPMST (Secondary) is Releasing Sample Question paper for study MBBS & BDS Aspirants.
AIPMST (Secondary) consists of four sections - Physics, Chemistry, Biology and English Proficiency & Logical Reasoning. There will be 50 questions in each section and each question carrying four marks. The questions will be of objective type for medical courses (MBBS, BDS). Candidates must use BLACK BALL POINT PEN only for filling up the OMR sheet. The mode of examination will be offline and the medium of examination will be English.
for more info:https://aipmstsecondary.co.in/
The document provides instructions for a 5-hour theoretical physics competition with 3 questions. It details formatting requirements for working out the questions, including labeling pages with question number, page number, and total pages used. It also provides instructions for arranging the completed pages in proper order at the end. The first theoretical question is about vibrational modes in a linear crystal lattice model and includes parts on deriving the equation of motion, solving for mode frequencies and wave numbers, calculating average phonon energy, determining total crystal energy, and relating heat capacity to temperature. The second question considers a "rail gun" device constructed by a young man to launch himself across a strait to reach his love within 11 seconds. It involves deriving acceleration, calculating
Aiims previous year sample paper set 2Prabha Gupta
Find here previous year AIIMS question papers and solved sample question bank with answer keys at Aglasem. Visit @ https://admission.aglasem.com/aiims-mbbs-2019/
This document contains an unsolved physics exam from 1994 consisting of 44 multiple choice questions testing concepts in mechanics, electricity and magnetism, waves, optics and modern physics. The questions cover topics such as electric potential, work done by electric fields, simple harmonic motion, electromagnetic waves, reflection and refraction of light, quantum physics, and more.
1. The fundamental forces of nature are arranged in increasing strength as: gravitational force < weak nuclear forces < electromagnetic forces < strong nuclear forces.
2. The coefficient of friction does not change with weight of the body, as it depends on the nature of the surfaces, not the weight.
3. The gravitational field inside a solid sphere varies directly as the distance (x) from the centre if x < R, and inversely as x if x > R, where R is the radius of the sphere.
This document contains a solved physics paper from 1994 containing 44 multiple choice questions related to topics in physics. The questions cover concepts in electricity, magnetism, mechanics, waves, optics and modern physics. For each question, four answer choices are provided and the correct answer is to be indicated in the answer book by writing the letter (a), (b), (c) or (d).
1) This document contains a past physics exam with 33 multiple choice questions covering topics like kinematics, thermodynamics, optics, electricity and magnetism.
2) The questions test conceptual understanding of physics principles like SHM, collisions, thermal expansion, interference, electric potential, circuits and magnetic fields.
3) The format is single answer multiple choice with the correct answer indicated as a, b, c or d for each question.
This document contains a 50 question physics exam with multiple choice answers. The questions cover topics in physics including X-rays, electron motion in electric and magnetic fields, wavelength of electrons, projectile motion, optics, atomic structure, electricity, magnetism, and more. For each question there are typically 4 possible answers labeled a, b, c, or d.
11th Physics, Chemistry, Mathematics paper for school's final Exam 2015APEX INSTITUTE
This document is a mock test paper for Class 11 CBSE annual exams covering Mathematics, Physics, and Chemistry. It provides sample questions in three sections for each subject: Section A has one mark questions, Section B has four mark questions, and Section C has six mark questions. The Mathematics questions cover topics like limits, derivatives, probability, coordinate geometry, trigonometry and calculus. The Physics questions cover kinematics, forces, work energy and power, oscillations, thermodynamics and modern physics. The document provides instructions for answering the questions and important physical constants to use.
1) Two point charges are located on the y-axis separated by a distance d. The electric field is sketched in the neighborhood and at distances much greater than d. At greater distances, the system looks like a single charge equal to the sum of the charges.
2) The document discusses dipole moments of two molecules and determining the electric field direction at numbered locations based on the orientation of the dipole moments.
3) Information is provided about the total charge of protons in 1 kg of carbon, including using proportions and other relationships to calculate the number of atoms and coulombs of charge.
Problems and solutions on magnetism 17 august 2015hilkianho
The document contains 18 physics problems involving magnetic fields and forces on charged particles and current-carrying wires. The solutions provide the direction and magnitude of magnetic forces and fields using the right-hand rule. For example, problem 1 asks about the direction of force on a proton and electron moving through given magnetic fields. The solution uses the right-hand rule to determine the force directions are opposite for positive and negative charges. Problem 2 asks about magnetic field directions based on given force directions.
Ask Michael E. Mark about his company’s procedures for making a big .docxrandymartin91030
Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities.
One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp.
As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.”
So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil.
The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues.
1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach?
2. What leadership theories covered in the chapter.
ask an expertwww.NursingMadeIncrediblyEasy.com JanuaryFe.docxrandymartin91030
Nurses should advocate for policy issues by getting involved in lobbying. The American Nurses Association believes it is nurses' responsibility to advocate for patient safety, care standards, and healthy work environments. Nurses can make a difference by participating in professional organizations, staying informed on issues, and contacting legislators. When lobbying, nurses should keep messages short and focused, build relationships with legislative staff, and time requests appropriately in the legislative process.
Ask clarifying or thought provoking questions.Provide personal or .docxrandymartin91030
Ask clarifying or thought provoking questions.
Provide personal or professional examples that further illustrate relevant social psychological concepts identified in your classmate’s post.
Supply additional information that might influence your classmate’s interpretation. For example, recommend resources that further support their position or identify possible alternative explanations.
.
Asian American ResearchHello class, I hope this finds you all we.docxrandymartin91030
Asian American Research
Hello class, I hope this finds you all well!
For this week and the last we have been looking at an overview of Asian American Theatre, some of its origins, traditions, the rise of xenophobia against specific yet different Asian cultural groups, and Asian immigration over the last 150 years, as well as a brief look at where this culturally specific kind of Theatre and cinema stands today nationally and more locally with respect to the kinds of stories that are being told that are from an Asian P.O.V. as well as the actors that are cast to play these roles in the last 80 years of cinema, television and theater.
Consider your own overall outlook, knowledge and familiarity (including from our class) with Asian history in the U.S. and the potential struggles that Asian Americans have endured in the last century(s) with the mass migrations in the middle of the 1800’s, the struggle of the Gold and Railroad industries, the rise of wars and conflicts that set Asian Americans and immigrants against the prevailing attitudes in the U.S. about race in the last 150 years.
Looking at the Asian American experience in the U.S. is important as we consider the building blocks of our nation, with railroads, industry, wars, working and labor rights, internment camps during WWII, the deep culture of education and rich traditionalism that is so socially important to the overall history of this group of study, and the important contributions that we as a society have enjoyed from key figures in Asian American history.
We can all speak with a certain level of experience and knowledge, either directly or indirectly, to what we think would be important elements and issues to discuss within the Asian American culture.
Your assignment for this week is to research our topic of Asian American Arts and find an article or video link that deals with this topic in some way and then respond to it with a response paper.
This can be topics of:
1. The Issue of "Yellow Casting" and it's affects on modern Cinema
2. Insufficient roles for Asians in Cinema, T.V. and Theatre
3. Pay gap for Asian actors compared to white actors,
4. How many of the common stereotypes that we discussed are still seen and expressed in film and TV. today.
5. Highlighting an Individual Artist and their impact on pop culture and elevating Asian culture in some way:
- Director(s)
- Actor(s)
- Playwright(s)/Screenwriter(s)
- Any article or video you feel are relevant to our topic and this assignment that
you can write a reaction to in line with this assignment
Please upload your link with your 2-3 page reaction paper. (double space / MLA format)
.
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019).docxrandymartin91030
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019)
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This case was prepared by
Dr. Ivy S. N. Chen of Hong
Kong Polytechnic Univer-
sity, Professor Sherriff T. K.
Luk of Emlyon Business
School, France, and Dr.
Jinghui Tao of Nanjing
University of Finance and
Economics, as a basis for
classroom discussion rather
than to illustrate either effec-
tive or ineffective handling of
an administrative or business
situation.
Please send all correspon-
dence to Dr. Ivy S. N. Chen,
Department of Management
and Marketing, Hong Kong
Polytechnic University, Hung
Hom, Kowloon, Hong Kong.
E-mail: [email protected]
Kerry Logistics — Paving the
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Asian Americans had been excluded from entering the U.S. for more th.docxrandymartin91030
Asian Americans had been excluded from entering the U.S. for more than half a century through the litany of anti-Asian immigration legislation passed in the years (1882, 1917, 1924, 1934) leading up to WWII. How did the 1965 Immigration Act (Hart-Cellar Act) change this situation? Why have so many well-educated Asians immigrated into the U.S. after the passage of this act? To what extent will Asian immigrants continue to enter the U.S. in the 21
st
century? Drawing upon evidence presented in the course reading (Fong's chapter), make a case that Asian immigrants will continue to come in a steady pace to the U.S., or slow down significantly, or halt altogether.
.
Asia; Opera and Society and a DilemmaPlease respond to t.docxrandymartin91030
Asia; Opera and Society and a Dilemma
Please respond to the following,
using sources under the Explore heading
as the basis of your response.
Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
.
Ashry 1Nedal AshryProf. GuzikENGL 301B15 February 20.docxrandymartin91030
Ashry 1
Nedal Ashry
Prof. Guzik
ENGL 301B
15 February 2020
Education and Technology
The benefits of technology cannot be denied in how they help students getting their work done both in and outside of the classroom. Technology also saves students time by helping them submit their work when it’s due. Even with these great benefits, using screen-based-devices can distract students from staying focused. Handwriting notes is more efficient than typing it because the notes will be more specific. In this essay, I will discuss the benefits of screen-based-devices in education and their disadvantages. I will discuss a potential policy which California State University Long Beach should adopt in order to prevent students from multitasking and staying focused on getting one task done at a time. Administrators and instructors should develop ways to help students stay engaged in class by providing them with a productive environment for learning with the use of screen-based-devices.
Students who try to multitask can’t get things done in a timely manner since their brain can’t process two different things at the same time. According to Dr. Adam Gazzaley, who is a neuroscientist at the University of San Francisco, the prefrontal cortex faces challenges when the brain tries to process multiple tasks at the same time. Studies show that the brain works in harmony with the prefrontal cortex when one task is being accomplished. However, as soon as students start multitasking, the right hemisphere and left hemisphere of the brain are forced to work independently which stops them from getting things done on time. However, if they focus on doing schoolwork or taking notes individually from start to finish, they won’t be worried or concerned about checking their devices. In order for the prefrontal cortex to process things in harmony with the rest of the brain, students should minimize the use of screen-based-devices while they are in class or doing homework so that they can get tasks done on a timely manner.
Another disadvantage about screen-based-devices is the ability to retain information during lectures. Students spend the entire class time taking notes on their electronic devices without paying full attention to the material being taught. I have experienced this issue myself when I would be taking notes during class, and when I went home to study. I had a hard time understanding my notes because I didn’t spend as much time paying attention during class. With some professors drawing diagrams or not having uniform notes, I would not be able to copy down the information on my screen-based-device as quickly or in a manner that would make as much sense as what the professor wrote on the board. I also would get distracted as soon as I received a notification from either Facebook, Twitter or when I receive an important email. I would often find myself switching from one screen to another and oftentimes forget that I am in class. It came to a point where I prefer.
Ashford Graduate Intro Week Six Discussion Two 2 Examples.docxrandymartin91030
Ashford Graduate Intro Week Six Discussion Two: 2 Examples
Example One:
The purpose of this discussion is to compare and contrast a popular mainstream article
on cyber bullying with an article on the same topic in peer-reviewed scientific literature.
Cyber bullying is certainly a very important issue in the modern world, where we are, in
many ways, more connected and able to interact with each other technologically than ever
before. With the overall volume of social networking among youths and adolescents up, the
dangers posed by online abuse and bullying has come to the forefront in public awareness
and has become a topic often discussed in the mass media. With multiple high profile cases
of adolescents committing suicide as a result of constant cyber bullying, it is clear that the
issue is a serious one with deep psychological effects.
The two articles used in this discussion are a USA Today article by Robin Erb, entitled
Social-media abuse rampant in middle, high school, and an entry from a 2013 edition of
the Journal of Youth and Adolescence entitled, Cyber bullying and internalizing
difficulties: Above and beyond the impact of traditional form of bullying.
The most striking difference between the two articles can be found in the use of
language. The USA Today article is well-written, but it is done so in a manner that is
clearly intended to be easily consumable for both parents and potential young readers. The
scholarly article, naturally, is much more matter-of-fact and is clearly not designed for the
casual reader, void of the colorful language and first-person accounts heavily featured in
Erb’s piece. For instance, terms such as “throwing shade” are mentioned, and one quote
reads, “teenagers have these squishy little half-formed brains” (Erb, 2015). This use of
casual language is not brought up to belittle the article in any way, because it actually is
written in a way in which the average reader is much more likely to read the article to its
completion and also more likely to understand the content once they are finished than is the
more complex journal entry. However, for someone who is truly interested in the topic and
wants to explore it more fully, the journal entry provides a much deeper insight into the
psychological effects of cyber bullying and how those psychological effects correlate with
real-world consequences. It also brings up a few factors and concepts that are not openly
discussed in the USA Today article, such as the fact that evidence shows that “students
who are cyber victimized are less likely to report or seek help than teens who were
victimized by more traditional means” (Bonnano & Hymel, 2013, p. 695).
Perhaps the most important commonality between these two articles, besides the overall
topic itself, is the intent of the work. While the information is disseminated in a very
different manner, the overall message may be the same. Both articles are meant to bring .
Ashford 6 - Week 5 - Final ProjectFinal ProjectImagine that you.docxrandymartin91030
Ashford 6: - Week 5 - Final Project
Final Project
Imagine that you work for a health department and have been asked to make a presentation to a group of health care professionals on the role and responsibilities of community and public health.
After reviewing the materials throughout the course and based on what you have learned, create a PowerPoint presentation of at least six slides that covers the following topics:
Describe the role of community and public health in the well-being of populations.
Describe the public health organizational structure.
Examine the legal and ethical dimensions of public and community health services.
Analyze funding of public and community health services.
Discuss the role of communication in community and public health programs.
Creating the Final
The Final Presentation:
Must be created using a screencast program such as Jing, Screencast-O-Matic, Screenr, or other audio/video program.
Must be a minimum of six PowerPoint slides in length (excluding title and reference slide), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title slide with the following:
Title of presentation
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include a succinct thesis that is presented on the opening slide.
Must address the topics with critical thought.
Must use at least four scholarly sources (not including the course text), including a minimum of two from academic journals found in the Ashford University Library. Other sources should be obtained from appropriate epidemiological information.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
ASD Services ResourcesAutism ResourcesFlorida Department of H.docxrandymartin91030
ASD Services Resources
Autism Resources/Florida Department of Health (www.floridahealth.gov.)
American Autism Association (www.myautism.org.)
Bloom Autism Services. ABA Therapy in South Florida (www.inbloomautims.com.
National Autism Association (https://nationalautimsassociation.org.)
Miami Dade County Autism Support Groups.
South Florida/Autism Speaks (www.autismspeaks.org.)
CAP4Kids Miami. Special Needs/Autism (https://cap4kids.org.)
The Autism Society of Miami Dade (www.ese.dadeschools.net.)
University of Miami Center for Autism and Related Disabilities (CARD)
Family Life Broward and Miami Dade. Miami Dade Special Needs Resources and Activities Guide (2019). (https://southfloridafamilylife.com.)
Running head: HIGHER EDUCATION 2
HIGHER EDUCATION 2
The Morrill Land-Grant Acts, Title V, Gratz v. Bollinger, and Grutter v. Bollinger
Student’s Name
Course Code
Institution Affiliation
Date
The Morrill Land-Grant Acts had the most significant positive impact on students' access to higher education. This is because this act made it possible for the new states in the west to put up colleges for their students. The institutions that were established gave a chance to a lot of farmers and other working-class people who could not previously access higher education. Since the land was the most readily available resource, it was given for these states to establish colleges. According to Christy (2017), even though some individuals misused the earnings from those lands, the Morrill land-grant Act gave the foundation of a national system of state colleges and universities. Finances from the lands even helped existing institutions, helped build new institutions, and other states were able to charter new schools.
Grutter v. Bollinger & Gratz v. Bollinger had the most influence in shaping how higher education institutions recruit and retain students from diverse backgrounds. This is because this ruling recognizes the benefits of diversity in education and validates any reasonable means which can be used to achieve that diversity. The verdict is even supported by a lot of studies which show that student body diversity promotes learning outcomes, and 'better prepares students for an increasingly diverse workforce and society…'" (The Civil Rights Project, 2010). Grutter vs. Bollinger laid a foundation for the diversity we see today in universities and colleges. Garces (2012) asserts that in our current world, which is diverse, access to higher education is what determines our legitimacy and strength. This all has been made possible by the Grutter v. Bollinger & Gratz v. Bollinger. The ruling helped break down stereotypes and for students to understand others from different races.
References
Christy, R. D. (2017). A century of service: Land-grant colleges and universities, 1890-1990. Routledge.
Garces, L. M. (2012). Necessary but not sufficient: The impact of Grutter v. Bollinger on student of color enrollment in graduate and profess.
ASCI 615
Aviation/Aerospace Accident
Investigation and Analysis
Data Collection Part II
Overview
• Records Review
• Electronic Evidence
CVR
FDR
ATC data
Weather
Aircraft Records
Crew Records
• Accident Photography
• Witness Interviews
Records Review
• Records are not as glamorous as wreckage, but may
tell a large part of the story. Personnel training and
qualification, aircraft maintenance and modification,
and company policies and procedures all help build a
picture of the operation prior to the accident
• Operations Specialist –
Gather personnel, medical, and training records of aircrew
involved.
Get copies of operating procedures, flying schedules, and
training procedures from the owner/operator.
Records Review (Cont.)
• Maintenance Specialists –
Gather aircraft, engine, appliance, maintenance, servicing, and overhaul
records.
Gather personnel and training records for maintainers involved with the
accident aircraft.
Gather records on maintenance procedures, policies, and training.
Gather the same records for any organization that did outsourced
maintenance.
• Air Traffic Control Specialist –
Gather copies of all ATC voice and radar tapes.
Gather copies of local ATC policies and procedures.
Gather personnel and training records of local ATC personnel if
involvement in the accident is suspected.
Records Review (Cont.)
• Human Factors Specialist –
Gather and analyze crew issues including medical records,
schedule, crew rest, off-duty activities, nutrition, hydration,
etc.
May involve interviews with family members to establish
activities leading up to the aircraft.
Research previous work done on human-machine interface
and ergonomics in the aircraft.
• Weather Specialist – FAA requires special weather
observation to be taken at the time of the accident.
Gather this as well as weather forecast provided to
the aircrew.
Records Review (Cont.)
• Survival Specialist –
Gather information from first responders and rescue
personnel on condition and location of survivors, condition
and location of casualties, and type and severity of injuries.
Gather emergency response procedures and established
plans (E.g., Airport Emergency Plan)
Gather data “CREEP” data (covered in a later module)
Gather information from operator on assigned seat location
for each individual on the aircraft, both crew and
passengers.
Records Analysis
• Personnel records (crew and maintenance) –
Look for the obvious first: medical problems, training deficiencies,
qualification issues, personal problems.
Analyze training received and adequacy of training for the job
Analyze currency of training
Make sure the people involved were trained, qualified, and
current to be doing the job they were doing for both crew and
maintenance
Make sure the people involved were capable of doing wha.
ASCM 631 – Integrative Supply Chain Management – Midterm Examination
Multiple Choice Questions. Choose the one alternative that best answers the question. 2 points each.
1)
Successful supply chain management requires which of the following decision phases?
1)
_______
A)
Supply chain strategy/design
B)
Supply chain operation
C)
Supply chain planning
D)
all of the above
E)
A and B only
2)
Supply chain surplus involves what two parts?
2)
_______
A)
Reliable transportation and supply chain cost
B)
Manufacturing cost and selling price
C)
Customer value and high quality products
D)
Customer value and supply chain cost
3)
Successful supply chain management requires many decisions relating to the flow of information, product, and funds. These decisions fall into three categories or phases. Which of the following is NOT one of these categories?
3)
_______
A)
Supply Chain Strategy and Design
B)
Supply Chain Operation
C)
Supply Chain Alliances
D)
Supply Chain Planning
4)
Customer arrival refers to
4)
_______
A)
the customer informing the retailer of what they want to purchase and the retailer allocating product to the customer.
B)
the process where product is prepared and sent to the customer.
C)
the process where the customer receives the product and takes ownership.
D)
the point in time when the customer has access to choices and makes a decision regarding a purchase.
E)
none of the above
5)
Which of the following is not a process in the customer order cycle?
5)
_______
A)
Customer order fulfillment
B)
Customer arrival
C)
Customer order receiving
D)
Customer order entry
E)
All are processes in the customer order cycle.
6)
Supply chain responsiveness includes the ability to do which of the following?
6)
_______
A)
Handle supply uncertainty
B)
Match supply chain responsiveness with the implied uncertainty of demand
C)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
D)
Understand customers and supply chain uncertainty
E)
none of the above
7)
The key weakness of the ________ view is that different functions within a firm may have conflicting objectives.
7)
_______
A)
Intrafunctional scope
B)
Intercompany scope
C)
Intraoperation scope
D)
Interfunctional scope
8)
Supply chain responsiveness includes the ability to do which of the following?
8)
_______
A)
Meet short lead times
B)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
C)
Match supply chain responsiveness with the implied uncertainty of demand
D)
Understand customers and supply chain
E)
all of the above
9)
A supply chain strategy involves decisions regarding all of the following except
9)
_______
A)
operating facilities.
B)
transportation.
C)
inventory.
D)
information flows.
E)
new product development.
10)
Pricing directly affects revenues but.
1. The fundamental forces of nature are arranged in increasing strength as: gravitational force < weak nuclear forces < electromagnetic forces < strong nuclear forces.
2. The coefficient of friction does not change with weight of the body, as it depends on the nature of the surfaces, not the weight.
3. The gravitational field inside a solid sphere varies directly as the distance (x) from the centre if x < R, and inversely as x if x > R, where R is the radius of the sphere.
This document contains a solved physics paper from 1994 containing 44 multiple choice questions related to topics in physics. The questions cover concepts in electricity, magnetism, mechanics, waves, optics and modern physics. For each question, four answer choices are provided and the correct answer is to be indicated in the answer book by writing the letter (a), (b), (c) or (d).
1) This document contains a past physics exam with 33 multiple choice questions covering topics like kinematics, thermodynamics, optics, electricity and magnetism.
2) The questions test conceptual understanding of physics principles like SHM, collisions, thermal expansion, interference, electric potential, circuits and magnetic fields.
3) The format is single answer multiple choice with the correct answer indicated as a, b, c or d for each question.
This document contains a 50 question physics exam with multiple choice answers. The questions cover topics in physics including X-rays, electron motion in electric and magnetic fields, wavelength of electrons, projectile motion, optics, atomic structure, electricity, magnetism, and more. For each question there are typically 4 possible answers labeled a, b, c, or d.
11th Physics, Chemistry, Mathematics paper for school's final Exam 2015APEX INSTITUTE
This document is a mock test paper for Class 11 CBSE annual exams covering Mathematics, Physics, and Chemistry. It provides sample questions in three sections for each subject: Section A has one mark questions, Section B has four mark questions, and Section C has six mark questions. The Mathematics questions cover topics like limits, derivatives, probability, coordinate geometry, trigonometry and calculus. The Physics questions cover kinematics, forces, work energy and power, oscillations, thermodynamics and modern physics. The document provides instructions for answering the questions and important physical constants to use.
1) Two point charges are located on the y-axis separated by a distance d. The electric field is sketched in the neighborhood and at distances much greater than d. At greater distances, the system looks like a single charge equal to the sum of the charges.
2) The document discusses dipole moments of two molecules and determining the electric field direction at numbered locations based on the orientation of the dipole moments.
3) Information is provided about the total charge of protons in 1 kg of carbon, including using proportions and other relationships to calculate the number of atoms and coulombs of charge.
Problems and solutions on magnetism 17 august 2015hilkianho
The document contains 18 physics problems involving magnetic fields and forces on charged particles and current-carrying wires. The solutions provide the direction and magnitude of magnetic forces and fields using the right-hand rule. For example, problem 1 asks about the direction of force on a proton and electron moving through given magnetic fields. The solution uses the right-hand rule to determine the force directions are opposite for positive and negative charges. Problem 2 asks about magnetic field directions based on given force directions.
Similar to Physics 226 Fall 2013 Problem Set #1 NOTE Sh.docx (7)
Ask Michael E. Mark about his company’s procedures for making a big .docxrandymartin91030
Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities.
One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp.
As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.”
So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil.
The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues.
1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach?
2. What leadership theories covered in the chapter.
ask an expertwww.NursingMadeIncrediblyEasy.com JanuaryFe.docxrandymartin91030
Nurses should advocate for policy issues by getting involved in lobbying. The American Nurses Association believes it is nurses' responsibility to advocate for patient safety, care standards, and healthy work environments. Nurses can make a difference by participating in professional organizations, staying informed on issues, and contacting legislators. When lobbying, nurses should keep messages short and focused, build relationships with legislative staff, and time requests appropriately in the legislative process.
Ask clarifying or thought provoking questions.Provide personal or .docxrandymartin91030
Ask clarifying or thought provoking questions.
Provide personal or professional examples that further illustrate relevant social psychological concepts identified in your classmate’s post.
Supply additional information that might influence your classmate’s interpretation. For example, recommend resources that further support their position or identify possible alternative explanations.
.
Asian American ResearchHello class, I hope this finds you all we.docxrandymartin91030
Asian American Research
Hello class, I hope this finds you all well!
For this week and the last we have been looking at an overview of Asian American Theatre, some of its origins, traditions, the rise of xenophobia against specific yet different Asian cultural groups, and Asian immigration over the last 150 years, as well as a brief look at where this culturally specific kind of Theatre and cinema stands today nationally and more locally with respect to the kinds of stories that are being told that are from an Asian P.O.V. as well as the actors that are cast to play these roles in the last 80 years of cinema, television and theater.
Consider your own overall outlook, knowledge and familiarity (including from our class) with Asian history in the U.S. and the potential struggles that Asian Americans have endured in the last century(s) with the mass migrations in the middle of the 1800’s, the struggle of the Gold and Railroad industries, the rise of wars and conflicts that set Asian Americans and immigrants against the prevailing attitudes in the U.S. about race in the last 150 years.
Looking at the Asian American experience in the U.S. is important as we consider the building blocks of our nation, with railroads, industry, wars, working and labor rights, internment camps during WWII, the deep culture of education and rich traditionalism that is so socially important to the overall history of this group of study, and the important contributions that we as a society have enjoyed from key figures in Asian American history.
We can all speak with a certain level of experience and knowledge, either directly or indirectly, to what we think would be important elements and issues to discuss within the Asian American culture.
Your assignment for this week is to research our topic of Asian American Arts and find an article or video link that deals with this topic in some way and then respond to it with a response paper.
This can be topics of:
1. The Issue of "Yellow Casting" and it's affects on modern Cinema
2. Insufficient roles for Asians in Cinema, T.V. and Theatre
3. Pay gap for Asian actors compared to white actors,
4. How many of the common stereotypes that we discussed are still seen and expressed in film and TV. today.
5. Highlighting an Individual Artist and their impact on pop culture and elevating Asian culture in some way:
- Director(s)
- Actor(s)
- Playwright(s)/Screenwriter(s)
- Any article or video you feel are relevant to our topic and this assignment that
you can write a reaction to in line with this assignment
Please upload your link with your 2-3 page reaction paper. (double space / MLA format)
.
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019).docxrandymartin91030
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019)
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This case was prepared by
Dr. Ivy S. N. Chen of Hong
Kong Polytechnic Univer-
sity, Professor Sherriff T. K.
Luk of Emlyon Business
School, France, and Dr.
Jinghui Tao of Nanjing
University of Finance and
Economics, as a basis for
classroom discussion rather
than to illustrate either effec-
tive or ineffective handling of
an administrative or business
situation.
Please send all correspon-
dence to Dr. Ivy S. N. Chen,
Department of Management
and Marketing, Hong Kong
Polytechnic University, Hung
Hom, Kowloon, Hong Kong.
E-mail: [email protected]
Kerry Logistics — Paving the
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Asian Americans had been excluded from entering the U.S. for more th.docxrandymartin91030
Asian Americans had been excluded from entering the U.S. for more than half a century through the litany of anti-Asian immigration legislation passed in the years (1882, 1917, 1924, 1934) leading up to WWII. How did the 1965 Immigration Act (Hart-Cellar Act) change this situation? Why have so many well-educated Asians immigrated into the U.S. after the passage of this act? To what extent will Asian immigrants continue to enter the U.S. in the 21
st
century? Drawing upon evidence presented in the course reading (Fong's chapter), make a case that Asian immigrants will continue to come in a steady pace to the U.S., or slow down significantly, or halt altogether.
.
Asia; Opera and Society and a DilemmaPlease respond to t.docxrandymartin91030
Asia; Opera and Society and a Dilemma
Please respond to the following,
using sources under the Explore heading
as the basis of your response.
Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
.
Ashry 1Nedal AshryProf. GuzikENGL 301B15 February 20.docxrandymartin91030
Ashry 1
Nedal Ashry
Prof. Guzik
ENGL 301B
15 February 2020
Education and Technology
The benefits of technology cannot be denied in how they help students getting their work done both in and outside of the classroom. Technology also saves students time by helping them submit their work when it’s due. Even with these great benefits, using screen-based-devices can distract students from staying focused. Handwriting notes is more efficient than typing it because the notes will be more specific. In this essay, I will discuss the benefits of screen-based-devices in education and their disadvantages. I will discuss a potential policy which California State University Long Beach should adopt in order to prevent students from multitasking and staying focused on getting one task done at a time. Administrators and instructors should develop ways to help students stay engaged in class by providing them with a productive environment for learning with the use of screen-based-devices.
Students who try to multitask can’t get things done in a timely manner since their brain can’t process two different things at the same time. According to Dr. Adam Gazzaley, who is a neuroscientist at the University of San Francisco, the prefrontal cortex faces challenges when the brain tries to process multiple tasks at the same time. Studies show that the brain works in harmony with the prefrontal cortex when one task is being accomplished. However, as soon as students start multitasking, the right hemisphere and left hemisphere of the brain are forced to work independently which stops them from getting things done on time. However, if they focus on doing schoolwork or taking notes individually from start to finish, they won’t be worried or concerned about checking their devices. In order for the prefrontal cortex to process things in harmony with the rest of the brain, students should minimize the use of screen-based-devices while they are in class or doing homework so that they can get tasks done on a timely manner.
Another disadvantage about screen-based-devices is the ability to retain information during lectures. Students spend the entire class time taking notes on their electronic devices without paying full attention to the material being taught. I have experienced this issue myself when I would be taking notes during class, and when I went home to study. I had a hard time understanding my notes because I didn’t spend as much time paying attention during class. With some professors drawing diagrams or not having uniform notes, I would not be able to copy down the information on my screen-based-device as quickly or in a manner that would make as much sense as what the professor wrote on the board. I also would get distracted as soon as I received a notification from either Facebook, Twitter or when I receive an important email. I would often find myself switching from one screen to another and oftentimes forget that I am in class. It came to a point where I prefer.
Ashford Graduate Intro Week Six Discussion Two 2 Examples.docxrandymartin91030
Ashford Graduate Intro Week Six Discussion Two: 2 Examples
Example One:
The purpose of this discussion is to compare and contrast a popular mainstream article
on cyber bullying with an article on the same topic in peer-reviewed scientific literature.
Cyber bullying is certainly a very important issue in the modern world, where we are, in
many ways, more connected and able to interact with each other technologically than ever
before. With the overall volume of social networking among youths and adolescents up, the
dangers posed by online abuse and bullying has come to the forefront in public awareness
and has become a topic often discussed in the mass media. With multiple high profile cases
of adolescents committing suicide as a result of constant cyber bullying, it is clear that the
issue is a serious one with deep psychological effects.
The two articles used in this discussion are a USA Today article by Robin Erb, entitled
Social-media abuse rampant in middle, high school, and an entry from a 2013 edition of
the Journal of Youth and Adolescence entitled, Cyber bullying and internalizing
difficulties: Above and beyond the impact of traditional form of bullying.
The most striking difference between the two articles can be found in the use of
language. The USA Today article is well-written, but it is done so in a manner that is
clearly intended to be easily consumable for both parents and potential young readers. The
scholarly article, naturally, is much more matter-of-fact and is clearly not designed for the
casual reader, void of the colorful language and first-person accounts heavily featured in
Erb’s piece. For instance, terms such as “throwing shade” are mentioned, and one quote
reads, “teenagers have these squishy little half-formed brains” (Erb, 2015). This use of
casual language is not brought up to belittle the article in any way, because it actually is
written in a way in which the average reader is much more likely to read the article to its
completion and also more likely to understand the content once they are finished than is the
more complex journal entry. However, for someone who is truly interested in the topic and
wants to explore it more fully, the journal entry provides a much deeper insight into the
psychological effects of cyber bullying and how those psychological effects correlate with
real-world consequences. It also brings up a few factors and concepts that are not openly
discussed in the USA Today article, such as the fact that evidence shows that “students
who are cyber victimized are less likely to report or seek help than teens who were
victimized by more traditional means” (Bonnano & Hymel, 2013, p. 695).
Perhaps the most important commonality between these two articles, besides the overall
topic itself, is the intent of the work. While the information is disseminated in a very
different manner, the overall message may be the same. Both articles are meant to bring .
Ashford 6 - Week 5 - Final ProjectFinal ProjectImagine that you.docxrandymartin91030
Ashford 6: - Week 5 - Final Project
Final Project
Imagine that you work for a health department and have been asked to make a presentation to a group of health care professionals on the role and responsibilities of community and public health.
After reviewing the materials throughout the course and based on what you have learned, create a PowerPoint presentation of at least six slides that covers the following topics:
Describe the role of community and public health in the well-being of populations.
Describe the public health organizational structure.
Examine the legal and ethical dimensions of public and community health services.
Analyze funding of public and community health services.
Discuss the role of communication in community and public health programs.
Creating the Final
The Final Presentation:
Must be created using a screencast program such as Jing, Screencast-O-Matic, Screenr, or other audio/video program.
Must be a minimum of six PowerPoint slides in length (excluding title and reference slide), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title slide with the following:
Title of presentation
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include a succinct thesis that is presented on the opening slide.
Must address the topics with critical thought.
Must use at least four scholarly sources (not including the course text), including a minimum of two from academic journals found in the Ashford University Library. Other sources should be obtained from appropriate epidemiological information.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
ASD Services ResourcesAutism ResourcesFlorida Department of H.docxrandymartin91030
ASD Services Resources
Autism Resources/Florida Department of Health (www.floridahealth.gov.)
American Autism Association (www.myautism.org.)
Bloom Autism Services. ABA Therapy in South Florida (www.inbloomautims.com.
National Autism Association (https://nationalautimsassociation.org.)
Miami Dade County Autism Support Groups.
South Florida/Autism Speaks (www.autismspeaks.org.)
CAP4Kids Miami. Special Needs/Autism (https://cap4kids.org.)
The Autism Society of Miami Dade (www.ese.dadeschools.net.)
University of Miami Center for Autism and Related Disabilities (CARD)
Family Life Broward and Miami Dade. Miami Dade Special Needs Resources and Activities Guide (2019). (https://southfloridafamilylife.com.)
Running head: HIGHER EDUCATION 2
HIGHER EDUCATION 2
The Morrill Land-Grant Acts, Title V, Gratz v. Bollinger, and Grutter v. Bollinger
Student’s Name
Course Code
Institution Affiliation
Date
The Morrill Land-Grant Acts had the most significant positive impact on students' access to higher education. This is because this act made it possible for the new states in the west to put up colleges for their students. The institutions that were established gave a chance to a lot of farmers and other working-class people who could not previously access higher education. Since the land was the most readily available resource, it was given for these states to establish colleges. According to Christy (2017), even though some individuals misused the earnings from those lands, the Morrill land-grant Act gave the foundation of a national system of state colleges and universities. Finances from the lands even helped existing institutions, helped build new institutions, and other states were able to charter new schools.
Grutter v. Bollinger & Gratz v. Bollinger had the most influence in shaping how higher education institutions recruit and retain students from diverse backgrounds. This is because this ruling recognizes the benefits of diversity in education and validates any reasonable means which can be used to achieve that diversity. The verdict is even supported by a lot of studies which show that student body diversity promotes learning outcomes, and 'better prepares students for an increasingly diverse workforce and society…'" (The Civil Rights Project, 2010). Grutter vs. Bollinger laid a foundation for the diversity we see today in universities and colleges. Garces (2012) asserts that in our current world, which is diverse, access to higher education is what determines our legitimacy and strength. This all has been made possible by the Grutter v. Bollinger & Gratz v. Bollinger. The ruling helped break down stereotypes and for students to understand others from different races.
References
Christy, R. D. (2017). A century of service: Land-grant colleges and universities, 1890-1990. Routledge.
Garces, L. M. (2012). Necessary but not sufficient: The impact of Grutter v. Bollinger on student of color enrollment in graduate and profess.
ASCI 615
Aviation/Aerospace Accident
Investigation and Analysis
Data Collection Part II
Overview
• Records Review
• Electronic Evidence
CVR
FDR
ATC data
Weather
Aircraft Records
Crew Records
• Accident Photography
• Witness Interviews
Records Review
• Records are not as glamorous as wreckage, but may
tell a large part of the story. Personnel training and
qualification, aircraft maintenance and modification,
and company policies and procedures all help build a
picture of the operation prior to the accident
• Operations Specialist –
Gather personnel, medical, and training records of aircrew
involved.
Get copies of operating procedures, flying schedules, and
training procedures from the owner/operator.
Records Review (Cont.)
• Maintenance Specialists –
Gather aircraft, engine, appliance, maintenance, servicing, and overhaul
records.
Gather personnel and training records for maintainers involved with the
accident aircraft.
Gather records on maintenance procedures, policies, and training.
Gather the same records for any organization that did outsourced
maintenance.
• Air Traffic Control Specialist –
Gather copies of all ATC voice and radar tapes.
Gather copies of local ATC policies and procedures.
Gather personnel and training records of local ATC personnel if
involvement in the accident is suspected.
Records Review (Cont.)
• Human Factors Specialist –
Gather and analyze crew issues including medical records,
schedule, crew rest, off-duty activities, nutrition, hydration,
etc.
May involve interviews with family members to establish
activities leading up to the aircraft.
Research previous work done on human-machine interface
and ergonomics in the aircraft.
• Weather Specialist – FAA requires special weather
observation to be taken at the time of the accident.
Gather this as well as weather forecast provided to
the aircrew.
Records Review (Cont.)
• Survival Specialist –
Gather information from first responders and rescue
personnel on condition and location of survivors, condition
and location of casualties, and type and severity of injuries.
Gather emergency response procedures and established
plans (E.g., Airport Emergency Plan)
Gather data “CREEP” data (covered in a later module)
Gather information from operator on assigned seat location
for each individual on the aircraft, both crew and
passengers.
Records Analysis
• Personnel records (crew and maintenance) –
Look for the obvious first: medical problems, training deficiencies,
qualification issues, personal problems.
Analyze training received and adequacy of training for the job
Analyze currency of training
Make sure the people involved were trained, qualified, and
current to be doing the job they were doing for both crew and
maintenance
Make sure the people involved were capable of doing wha.
ASCM 631 – Integrative Supply Chain Management – Midterm Examination
Multiple Choice Questions. Choose the one alternative that best answers the question. 2 points each.
1)
Successful supply chain management requires which of the following decision phases?
1)
_______
A)
Supply chain strategy/design
B)
Supply chain operation
C)
Supply chain planning
D)
all of the above
E)
A and B only
2)
Supply chain surplus involves what two parts?
2)
_______
A)
Reliable transportation and supply chain cost
B)
Manufacturing cost and selling price
C)
Customer value and high quality products
D)
Customer value and supply chain cost
3)
Successful supply chain management requires many decisions relating to the flow of information, product, and funds. These decisions fall into three categories or phases. Which of the following is NOT one of these categories?
3)
_______
A)
Supply Chain Strategy and Design
B)
Supply Chain Operation
C)
Supply Chain Alliances
D)
Supply Chain Planning
4)
Customer arrival refers to
4)
_______
A)
the customer informing the retailer of what they want to purchase and the retailer allocating product to the customer.
B)
the process where product is prepared and sent to the customer.
C)
the process where the customer receives the product and takes ownership.
D)
the point in time when the customer has access to choices and makes a decision regarding a purchase.
E)
none of the above
5)
Which of the following is not a process in the customer order cycle?
5)
_______
A)
Customer order fulfillment
B)
Customer arrival
C)
Customer order receiving
D)
Customer order entry
E)
All are processes in the customer order cycle.
6)
Supply chain responsiveness includes the ability to do which of the following?
6)
_______
A)
Handle supply uncertainty
B)
Match supply chain responsiveness with the implied uncertainty of demand
C)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
D)
Understand customers and supply chain uncertainty
E)
none of the above
7)
The key weakness of the ________ view is that different functions within a firm may have conflicting objectives.
7)
_______
A)
Intrafunctional scope
B)
Intercompany scope
C)
Intraoperation scope
D)
Interfunctional scope
8)
Supply chain responsiveness includes the ability to do which of the following?
8)
_______
A)
Meet short lead times
B)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
C)
Match supply chain responsiveness with the implied uncertainty of demand
D)
Understand customers and supply chain
E)
all of the above
9)
A supply chain strategy involves decisions regarding all of the following except
9)
_______
A)
operating facilities.
B)
transportation.
C)
inventory.
D)
information flows.
E)
new product development.
10)
Pricing directly affects revenues but.
asapnursingProvide a Topic of Health Promotion Paper for App.docxrandymartin91030
asap
nursing
Provide a Topic of Health Promotion Paper for Approval
Health Topic
1. Describe a single health promotion/disease prevention problem from the Healthy People 2020 Objectives Introduction to population or problem. Describe incidence, prevalence, epidemiology, cost burden etc.,
2. Description of specific population, program or organization Discuss how the policy is intended for a specific population, program or organization.
3. Specific legislators involved Identify and discuss specific legislators involved in the policy development and policy, practice and outcomes.
4. Discuss how the policy influences clinical practice and is used to promote best outcomes. Policy, practice and the inter-professional team. Examine how the policy can be used by the inter-professional team to ensure coordinated.
Use of primary sources and evidence that is not older than 5 years. Writing, grammar and APA application Scholarly grammar, use of APA 6th edition.
.
Asap Essay Need, it needs to be 4-5pages long. I really want to get .docxrandymartin91030
Asap Essay Need, it needs to be 4-5pages long. I really want to get A+.... Please help...... NO PLAGIARISM...OR SPELLING MISTAKES..... IF FOUND YOU WILL BE IN TROUBLE........
Topic--There are probably a few things that have changed since you were in high school. Write an essay that might seve as a call to action.What would you change about high school systems in general and specially.
Please make sure that there is good introduction.. good attention in the intro... good transition... and there better be thesis....
Make sure there is a thesis...
Plagiarism
is the "wrongful appropriation" and "purloining and publication" of another
author
's "language, thoughts, ideas, or expressions," and the representation of them as one's own
original work
.
[1]
[2]
The idea remains problematic with unclear definitions and unclear rules.
[3]
[4]
[5]
[6]
The modern concept of plagiarism as
immoral
and
originality
as an
ideal
emerged in Europe only in the 18th century, particularly with the
Romantic movement
.
DO IT RIGHT OR MONEY BACK...
.
ASB 100Spring 2019Writing Assignment 3In this assignme.docxrandymartin91030
ASB 100
Spring 2019
Writing Assignment 3
In this assignment, you must select a topic, condition, or problem related to ‘water, sanitation, and hygiene’ or climate change that you consider to be a global health priority. This priority needs to be specific rather than a general concept such as ‘climate change.’
After describing the issue and justifying why it is a priority, design a health intervention to address the issue. The intervention must include at least two components: an educational component (e.g. dealing with beliefs and behavior); and an infrastructure or policy component (for example new construction, policy to limit emissions, etc.). For each component, state what you would do as well, why and how your intervention would have an effect, and how you would measure success (e.g. increasing handwashing rates).
You are encouraged to use visuals to help explain your intervention or to provide examples of your interventions. If you use images from the internet, please provide the website where you found the image.
Make sure that you address the ‘who, what, where, when, and why’ issues in both your justification as well as your proposed intervention. For example, do you focus on areas that lack access to adequate sanitation versus places where the quality of services may be an issue? Do you focus on areas that are at highest risk of climate change impacts, or areas that contribute the most to greenhouse gases? Do you focus on urban or rural areas? For the educational component, do you provide ads on tv, billboards, or in schools? Do you focus on adults, teenagers, or children? Do you propose policy at the global or national level?
You must include at least one unique source for each section of the proposal (justification, education/behavior, infrastructure/policy). You may use the same author or institution for each section (such as the World Health Organization), but the documents must be unique for each part. Please make sure that you identify the source of any information you use by using in-text citations (e.g. the WHO (2016) states…), and well as identifying any direct quotations with quotation marks (“”).
Topic:
Justification: (approximately 200 words)
Educational / Behavioral Component: (approximately 300-400 words)
Infrastructure / Policy Component: (approximately 300-400 words)
Citations:
· Ulrich, D. & Smallwood, N. 2004. Capitalizing on capabilities. Harvard Business Review, 82(6):119-127 (C)
· Porter, M. E. (2001). The value chain and competitive advantage. Understanding business processes, Chapter 5, pp. 50-59. The reading is available online at the following link.
· https://books.google.com/books?hl=en&lr=&id=lNEl9R4MWawC&oi=fnd&pg=PT54&dq=porter+value+chain&ots=XCm72AmYMJ&sig=gYW0LThqprzbiDfB1NNnPxIEKA8#v=onepage&q=porter%20value%20chain&f=false
· Porter’s Value Chain Analysis: https://www.toolshero.com/management/value-chain-analysis-porter/
www.hbr.org
A R T I C L E
H B R S
P.
asapnursingHealth policy unfolds daily and drives clinical p.docxrandymartin91030
asap
nursing
Health policy unfolds daily and drives clinical practice in the US. The student will investigate current policies or legislation underway for a specific health-related issue. The Student will develop a scholarly APA formatted supported by evidence. The rubric:
1. Introduction to population or problem (incidence, prevalence, epidemiology, cost burden etc)
2. Description of how the policy is intended for a specific population, program or organization
3. Specific legislators involved in the policy development and dissemination
4. Identify the role of the APRN in assisting with the policy or refuting the policy – this requires the evidence to support opinion, ideas and/or concepts.
5. Discuss how the policy influences clinical practice and is used to promote best outcomes
6. Examine how the policy can be used by the interprofessional team to ensure coordinated and comprehensive care for the specific population
7. Conclusion – summarize findings
8. APA format – use of primary peer-reviewed references as much as possible
.
Asam100bbXinyu ShangReading journal week1In the article Im.docxrandymartin91030
Asam100bb
Xinyu Shang
Reading journal week1
In the article Immigration and Livelihood, 1840s to 1930s, the key reason why the Asians moved to the United States was to look for jobs. The Asians were desperate for jobs and were ready to work even if they received low salaries. On the other hand, their employers loved the situation since they made a lot of profits. The first Asians to enter the United States made it through the Manila galleon trade. “An act for the governance of masters and servants” (Chan, 1991 p25). However, other communities felt as if the Asians brought competition, which could result in a reduction of job opportunities. Some of these were the Euro-Americans employees who saw the Asians as their competitors. Others were the nativists for all levels who were aggressive to them since they stopped them for restless reasons to prevent their coming.
Azuma Introduction tells that people who were born in Japan and later on shifted to America for studies had the right to express their views without any restrictions. Both the Tateishi and the Hoashi had not gotten a chance to become leaders in the Japenese colonist community, and they were not even recognized in America. “East is West West is East” (Azuma, 2005 p9). However, their routes were not highly valued compared to their expressions, especially during their times. These two communities had the capability of offering their shared predicament comprehensibly in public. Linking with the article on Mercantilists, Colonialists, and Laborers, the dilemma of these communities living through the claimed the separation for the East-West separation and linked binaries. The article also concentrates on the global history of Japanese immigrants and the procedure of creating the racial process. Additionally, the collective impacts of the organizational and figurative regulators control the experience of a marginal group that was viewed as a racial project.Chapter one talks about theoretical groups and how they are confusing. There was considerable confusion on whether the Japanese who relocated to the United States were there to colonize the U.S, or they had just come as immigrants. “Going to America” (Azuma, 2005 p23). The difficulty categorized the historical course of Japanese relocation to the United States as a varied nature of the early Issue community. It is clear that later on, after the Japanese had shifted to the United States, they implemented their capitalist economy, which brought more confusion concerning the issue of immigration and colonization. Therefore, this was one of the intercontinental histories of Japanese immigration in the American West, which brought about the contradiction issue.
On the Takaki talks about how the Chinese moved to one of the cities in the United States known as California. It happened to be a movement that had been formed by several people from various nations. These were inclusive of the Korean, Chinese, Filipino, and Japanese. “Cheap .
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!
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,
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
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.
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.
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.
How to Download & Install Module From the Odoo App Store in Odoo 17
Physics 226 Fall 2013 Problem Set #1 NOTE Sh.docx
1. Physics 226
Fall 2013
Problem Set #1
NOTE: Show ALL work and ALL answers on a piece of
separate loose leaf paper, not on this sheet.
Due on Thursday, August 29th
1) Skid and Mitch are pushing on a sofa in opposite
directions with forces of 530 N and 370 N respectively.
The mass of the sofa is 48 kg. The sofa is initially at rest
before it accelerates. There is no friction acting on the
sofa. (a) Calculate the acceleration of the sofa. (b) What
velocity does the sofa have after it moves 2.5 m? (c) How
long does it take to travel 2.5 m?
2. 2) You have three force
vectors acting on a
mass at the origin.
Use the component
method we covered
in lecture to find
the magnitude and
direction of the re-
sultant force acting
on the mass.
3) You have three force
vectors acting on a
mass at the origin.
Use the component
method we covered
in lecture to find
the magnitude and
direction of the re-
sultant force acting on
the mass.
4) A bowling ball rolls off of a table that is 1.5 m tall. The
ball lands 2.5 m from the base of the table. At what speed
did the ball leave the table?
5) Skid throws his guitar up
3. into the air with a velocity
of 45 m/s. Calculate the
maximum height that the
guitar reaches from the point
at which Skid let’s go of the
guitar. Use energy methods.
6)
A beam of mass 12 kg and length 2 m is attached to a
hinge on the left. A box of 80 N is hung from the beam
50 cm from the left end. You hold the beam horizontally
with your obviously powerful index finger. With what
force do you push up on the beam?
7) The tennis ball of mass 57 g which
you have hung in your garage that
lets you know where to stop your
car so you don’t crush your garbage
cans is entertaining you by swinging
in a vertical circle of radius 75 cm.
At the bottom of its swing it has a
speed of 4 m/s. What is the tension
in the string at this point?
Mitch Sofa Skid
y
4. F2 = 90 N
8) Derivatives:
dx
dy
.
Lx2
Lx2lny , find
dx
dy
.
9) Integrals:
5. o
o
45
45
d
r
cosk
, evaluate.
b) G
R
0 2322
dr
xr
kx , evaluate.
ANSWERS:
1) a) 3.33 m/s2
b) 4.08 m/s
c) 1.23 s
2) 48.0 N, 61.0º N of W
3) 27.4 N, 16.1º S of E
6. 4) 4.5s m/s
5) 103.3 m
6) 78.8 N
7) 1.78N
8) a) 24x2 + 8xL – 4L
b) 22 x4L
L4
9) a)
r
7. 22 xR
x1k2
F3 = 60 N
y
F2 = 65 N
F3 = 60 N
Guitar
Skid
Physics 226
Fall 2013
Problem Set #2
1) A plastic rod has a charge of –
electrons must be removed so that the charge on the rod
8. –
+
+
+
2)
Three identical metal spheres, A, B, and C initially have
net charges as shown. The “q” is just any arbitrary amount
of charge. Spheres A and B are now touched together and
then separated. Sphere C is then touched to sphere A and
separated from it. Lastly, sphere C is touched to sphere B
and then separated from it. (a) How much charge ends
up on sphere C? What is the total charge on the
three spheres (b) before they are allowed to touch each
other and (c) after they have touched? (d) Explain the
relevance of the answers to (b) and (c).
3)
9. Skid of 40 kg and Mitch of 60 kg are standing on ice on
opposite sides of an infinite black pit. They are each
carrying neutral massless spheres while standing 8 m
apart. Suppose that 3.0 x 1015 electrons are removed from
one sphere and placed on the other. (a) Calculate the
magnitude of the electrostatic force on each sphere. Are
the forces the same or different? Explain. (b) Calculate
the magnitude of the accelerations for Skid and Mitch at
the moment they are 8 m apart. Are they the same or
different? Explain. (c) As Skid and Mitch move closer
together do their accelerations increase, decrease, or
remain the same? Explain.
4) An electron travels in a circular orbit around a stationary
proton (i.e. a hydrogen atom). In order to move in a circle
there needs to be a centripetal force acting on the electron.
This centripetal force is due to the electrostatic force
between the electron and the proton. The electron has a
kinetic energy of 2.18 x 10–18 J. (a) What is the speed of
the electron? (b) What is the radius of orbit of the
electron?
5)
Three charges are arranged as shown. From the left to
10. the right the values of the charges are 6 μC, – 1.5 μC, and
– 2 μC. Calculate the magnitude and direction of the net
electrostatic force on the charge on the far left.
6) For the same charge distribution of Problem #5, calculate
the magnitude and direction of the net electrostatic force
on the charge on the far right.
7)
Two charged spheres are connected to a spring as shown.
The unstretched length of the spring is 14 cm. (a) With
Qa = 6 μC and Qb = – 7 μC, the spring compresses to an
equilibrium length of 10 cm. Calculate the spring
constant. (b) Qb is now replaced with a different charge
Qc. The spring now has an equilibrium length of 20 cm.
What is the magnitude of the charge Qc? (c) What is the
sign of Qc? How do you know this?
8)
The two charges above are fixed and cannot move. Find
the location in between the charges that you could put a
proton so that the proton would have a net force of zero.
11. 9) Three charges are fixed to an xy coordinate system.
A charge of –
x axis at x = +3.0 m. Calculate the
magnitude and direction of the net electrostatic force on
the charge x = +3.0 m.
10) Four charges are situated
at the corners of a square
each side of length 18 cm.
The charges have the same
magnitude of q = 4 μC but
different signs. See diagram.
Find the magnitude and
direction of the net force on
lower right charge.
+5q – 1q Neutral
C B A
Skid Mitch
Infinite
Black Pit
– – +
3 cm 2 cm
– +
12. Qa Qb
4 μC 12 μC
+ +
8 cm
11) For the same charge distribution of problem #10, find
the magnitude and direction of the net force on upper
right charge.
12)
13. All the charges above are multiples of “q” where q = 1μC.
The horizontal and vertical distances between the charges
are 15 cm. Find the magnitude and direction of the net
electric force on the center charge.
13) Use the same charge distribution as in problem #12 but
change all even-multiple charges to the opposite sign.
Find the magnitude and direction of the net electric force
on center charge.
14) Two small metallic spheres, each
of mass 0.30 g, are suspended by
light strings from a common point
as shown. The spheres are given
the same electric charge and it is
found that the two come to
equilibrium when the two strings
them. If each string is 20.0 cm
long, what is the magnitude of the
charge on each sphere?
– 4q +9q
15)
+6q – 4q
14. +4q
+3q +3q
– 1q
+8q
m
12 cm
A meter stick of 15 kg is suspended by a string at the
60 cm location. A mass, m, is hung at the 80 cm mark.
A massless charged sphere of + 4 μC is attached to the
meter stick at the left end. Below this charge is another
charge that is fixed 12 cm from the other when the meter
stick is horizontal. It has a charge of – 4 μC. Calculate
the mass, m, so that the meter stick remains horizontal.
ANSWERS:
7) a) 945 N/m 1) 3.1 x 1013 e–
2) a) +1.5q
b) +4q
c) +4q
3) a) FE, Skid = 32.4 N
b) aSkid = 0.81 m/s2
4) a) 2.19 x 106 m/s
b) 5.27 x 10–11 m
5) FE = 133.2 N, →
15. b) 4.2 x 10–5 C
8) 2.93 cm
9) 0.648 N, 17.2º
10) 4.06 N, 45º
11) 6.66 N, 64.5º
12) 19.69 N, 80.1º
13) 18.5 N, 23.4º
14) 1.67 x 10–8 C
6) FE = 24.3 N, → 15) 10.56 kg
Physics 226
Fall 2013
Problem Set #3
1) A charge of –
the origin. (a) Calculate the magnitude and direction of
the net electric field on the x-axis at x = +0.8 m.
(b) Determine the magnitude and direction of the force
that would act on a charge of –
the x axis at x = +0.8 m.
2) For the same charge distribution of problem #1, do the
following. (a) Calculate the magnitude and direction of
16. the net electric field on the x-axis at x = +0.4 m.
(b) Determine the magnitude and direction of the force
that would act on a charge of –
the x axis at x = +0.4 m.
3)
Charges are placed at the three corners of a rectangle as
shown. The charge values are q1 = 6 nC, q2 = – 4 nC, and
q3 = 2.5 nC. Calculate the magnitude and direction of the
electric field at the fourth corner.
4) For the same charge distribution of problem #3, with the
exception that you change both q1 and q2 to the opposite
sign, calculate the magnitude and direction of the electric
field at the fourth corner.
5) A drop of oil has a mass of 7.5 x 10–8 kg and a charge of
– 4.8 nC. The drop is floating close the Earth’s surface
because it is in an electric field. (a) Calculate the
17. magnitude and direction of the electric field. (b) If the
sign of the charge is changed to positive, then what is the
acceleration of the oil drop? (c) If the oil drop starts from
rest, then calculate the speed of the oil drop after it has
travels 25 cm.
6) A proton accelerates from rest in a uniform electric field
of magnitude 700 N/C. At a later time, its speed is
1.8 x 106 m/s. (a) Calculate the acceleration of the proton.
(b) How much time is needed for the proton to reach this
speed? (c) How far has the proton traveled during this
time? (d) What is the proton’s kinetic energy at this
time?
7)
18. All the charges above are multiples of “q” where
q = 1μC. The horizontal and vertical distances between
the charges are 25 cm. Find the magnitude and direction
of the net electric field at point P.
8) Use the same charge distribution as in problem #7 but
change all even-multiple charges to the opposite sign.
Find the magnitude and direction of the net electric field
at point P.
9)
In the above two diagrams, M & S, an electron is given an
initial velocity, vo, of 7.3 x 106 m/s in an electric field of
50 N/C. Ignore gravitation effects. (a) In diagram M,
how far does the electron travel before it stops? (b) In
diagram S, how far does the electron move vertically after
it has traveled 6 cm horizontally? (Hint: Think projectile
motion)
19. – +
+ P
q3 q2
q1
35 cm
20 cm
– 8q
– 4q
+9q
+9q
– 5q
+6q +6q
+2q
P
– vo – vo
S M
10) A 2 g plastic sphere is suspended
20. by a 25 cm long piece of string. Do
not ignore gravity. The sphere is
hanging in a uniform electric field
of magnitude 1100 N/C. See
diagram. If the sphere is in
equilibrium when the string makes
le with the vertical, what
is the magnitude and sign of the
net charge on the sphere?
11) You have an electric dipole of
opposite charges q and distance 2a
apart. (a) Find an equation in terms
of q, a, and y for the magnitude of
the total electric field for an electric
dipole at any distance y away from
it. (b) Find an equation in terms of
q, a, and y for the magnitude of
the total electric field for an electric
dipole at a distance y away from it
for when y >> a.
12)
An dipole has an electric dipole moment of magnitude
4 μC·m. Another charge, 2q, is located a distance, d,
away from the center of the dipole. In the diagram all
21. variables of q = 20 μC and d = 80 cm. Calculate the net
force on the 2q charge.
13) An electric dipole of charge 30 μC and separation
60 mm is put in a uniform electric field of strength
4 x 106 N/C. What the magnitude of the torque on the
dipole torque on dipole in a uniform field when (a) the
dipole is parallel to the field, (b) the dipole is
perpendicular to the field, and (c) the dipole makes an
angle of 30º to the field. 20º
14) An electron of charge, – e, and mass, m, and a positron of
charge, e, and mass, m, are in orbit around each other.
They are a distance, d, apart. The center of their orbit is
halfway between them. (a) Name the force that is acting
as the centripetal force making them move in a circle.
(b) Calculate the speed, v, of each charge in terms of e,
m, k (Coulomb’s Constant), and d.
15) A ball of mass, m, and positive charge, q, is dropped from
rest in a uniform electric field, E, that points downward.
If the ball falls through a height, h, and has a velocity of
and E.
16)
22. The two charges above are fixed and cannot move. Find a
point in space where the total electric field will equal
zero.
ANSWERS:
1) a) 6.08 x 104 N/C,
WEST
b) 0.426 N, EAST
2) a) 7.97 x 105 N/C,
EAST
b) 5.6 N, EAST
3) 516 N/C, 61.3º
4) 717 N/C, 69.8º
5) a) 153.1 N/C,
SOUTH
b) 19.6 m/s2
c) 3.13 m/s
6) a) 6.71 x 1010 m/s2
b) 2.68 x 10–5 s
c) 24.1 m
d) 2.71 x 10–15 J
7) 1.23 x 106 N/C, 80.5º
8) 3.06 x 105 N/C, 48.4º
9) a) 3.04 m
b) 2.97 m
10) 6.49 x 10–6 C
23. kqay4
b) 3y
kqa4
12) 5.81 N
13) a) 0
b) 7.2 N·m
c) 3.6 N·m
14)
md2
15)
g
Eq
16) 8.2 cm
–
+
y q
a
a
–q
24. – 4 μC 12 μC
– +
– +
– q
d
q q
+
6 cm
Physics 226
Fall 2013
Problem Set #4
NOTE: Any answers of zero must have some kind of
justification.
1) You have a thin straight wire of
charge and a solid sphere of charge.
The amount of charge on each object
is 8 mC and it is uniformly spread
over each object. The length of the
wire and the diameter of the sphere
are both 13 cm. (a) Find the amount
of charge on 3.5 cm of the wire.
(b) For the sphere, how much charge
25. is located within a radius of 3.5 cm
from its center?
2)
A uniform line of charge with density, λ, and length, L
is positioned so that its center is at the origin. See diagram
above. (a) Determine an equation (using integration)
for the magnitude of the total electric field at point P
a distance, d, away from the origin. (b) Calculate
the magnitude and direction of the electric field at P if
d = 2 m, L = 1 m, and λ = 5 μC/m. (c) Show that if
d >> L then you get an equation for the E-field that is
equivalent to what you would get for a point charge. (We
did this kind of thing in lecture.)
3)
26. A uniform line of charge with charge, Q, and length, L, is
positioned so that its center is at the left end of the line.
See diagram above. (a) Determine an equation (using
integration) for the magnitude of the x-component of the
total electric field at point P a distance, d, above the
left end of the line. (b) Calculate the magnitude and
direction of the x-component of the total electric field at
point P if d = 1.5 m, L = 2.5 m, and Q = – 8 μC.
(c) What happens to your equation from part (a) if d >>
L? Conceptually explain why this is true.
4)
You have a semi-infinite line of charge with a uniform
linear density 8 μC/m. (a) Calculate the magnitude of
the total electric field a distance of 7 cm above the left
end of line. (You can use modified results from lecture
and this homework if you like … no integration
necessary.) (b) At what angle will this total E-field act?
(c) Explain why this angle doesn’t change as you move
far away from the wire. Can you wrap your brain around
why this would be so?
d
27. 5)
A uniform line of charge with charge, Q, and length, D, is
positioned so that its center is directly below point P
which is a distance, d, above. See diagram above.
(a) Determine the magnitude of the x-component of the
total electric field at point P. You must explain your
answer or show calculations. (b) Calculate the magnitude
and direction of the y-component of the total electric field
at P if d = 2 m, D = 4.5 m, and Q = –12 μC. HINT:
You can use integration to do this OR you can use one of
the results (equations) we got in lecture and adapt it to
this problem.
6) You have an infinite line of charge of constant linear
density, λ. (a) Determine an equation for the magnitude
of the total electric field at point P a distance, d, away
from the origin. Use any method you wish (except Gauss’
Law) to determine the equation. There’s at least
three different ways you could approach this. You can
visual. (b) Calculate the electric field at d = 4 cm with
λ = 3 μC/m.
P
+ + + + + +
29. 7)
You have three lines of charge each with a length of
50 cm. The uniform charge densities are shown. The
horizontal distance between the left plate and right ones is
120 cm. Find the magnitude and direction of the TOTAL
E-field at P which is in the middle of the left plate and the
right ones.
8) For the same charge distribution of problem #7, with the
exception that you change the sign of the 4 μC plate and
you change the distance between the plates to 160 cm,
find the magnitude and direction of the TOTAL E-field
at P which is in the middle of the left plate and the
right ones.
9)
30. You have 3 arcs of charge, two ¼ arcs and one ½ arc.
The arcs form of circle of radius 5 cm. The uniform linear
densities are shown in the diagram. (a) Using an integral
and showing your work, determine the equation for the
electric field at point P due to the ½ arc. (b) Calculate
the magnitude and direction of the total electric field at
point P.
10) For this problem use the same charge distribution as
problem #9, with the exception of changing all even
charges to the opposite sign. (a) Using an integral and
showing your work, determine the equation for the
electric field at point P due to the ½ arc. (b) Calculate
the magnitude and direction of the total electric field at
point P.
11) You have two thin discs both
of diameter 26 cm. They also
have the same magnitude surface
charge density of, 20 μC/m2, but
opposite sign. The charge is
uniformly distributed on the discs.
31. The discs are parallel to each
other and are separated buy a distance of 30 cm.
(a) Calculate the magnitude and direction of the total
electric field at a point halfway between the discs along
their central axes. (b) Calculate the magnitude and
direction of the total electric field at a point halfway
between the discs along their central axes if the diameter
of the discs goes to infinity. (c) Determine the total
electric field at a point halfway between the discs along
their central axes if discs have charge of the same sign.
+
+
+
–
– 5 μC/m
– 4 μC/m
–
+
+
+
P
32. 3 μC/m
12) You have two concentric thin rings of
charge. The outer ring has a dia-
meter of 50 cm with a uniformly
spread charge of – 15 μC. The inner
ring has a diameter of 22 cm with a
uniform linear charge density of
15 μC/m. Calculate the magnitude
and direction of the total E-field at
point P which lies 40 cm away from
the rings along their central axes.
13) A proton is released from rest 5 cm away from an infinite
disc with uniform surface charge density of 0.4 pC/m2.
(a) What is the acceleration of the proton once it’s
released? (b) Calculate the kinetic energy of the proton
after 2.5 s. [See Conversion Sheet for metric prefixes.]
2 μC/m
14)
In the above two diagrams, G & L, an electron is given
33. an initial velocity, vo, of 7.3 x 106 m/s above infinite
discs with uniform surface charge density of –0.15 fC/m2.
(a) In diagram G, how much time passes before the
electron stops? (b) In diagram L, how far does the
electron move horizontally after it has traveled 20 m
vertically? (Hint: Think projectile motion)
15) Two thin infinite planes
of surface charge density
6 nC/cm2 intersect at 45º
to each other. See the
diagram in which the
planes are coming out of
the page (edge on view).
Point P lies 15 cm from
each plane. Calculate
the magnitude and
direction of the total
electric field at P.
–
+
– – 2 μC/m 5 μC/m
+
+ +
+
35. 2) a) 22 Ld4
Lk4
b) 1.2 x 104 N/C,
EAST
22x Ld
d1
dL
Qk
36. E
b) 9322 N/C, EAST
c) 0
4) a) 1.46 x 106 N/C
b) 45º
c) Because Ex = Ey
5) a) 0
b) 3.63 x 105 N/C, SOUTH
6) 1.35 x 106 N/C, NORTH
7) 5.93 x 104 N/C, 13.6º
8) 2.37 x 104 N/C, 59.8º
9) a)
R
k2Ey
b) 4.85 x 105 N/C, 22.0º
R
k210) a) E y
b) 2.05 x 106 N/C, 74.8º
11) a) 5.53 x 105 N/C, WEST
b) 2.26 x 106 N/C, WEST
c) 0
12) 1.01 x 105 N/C, WEST
13) a) 2.17 x 106 m/s2
b) 2.45 x 10–14 J
37. 14) a) 4.9 s
b) 3780 m
15) 2.6 x 106 N/C, 22.5º
Physics 226
Fall 2013
Problem Set #5
NOTE: Any answers of zero must have some kind of
justification.
1)
A uniform electric field of strength 300 N/C at an angle of
30º with respect to the x-axis goes through a cube of sides
5 cm. (a) Calculate the flux through each cube face:
Front, Back, Left, Right, Top, and Bottom. (b) Calculate
the net flux through the entire surface. (c) An electron is
placed centered 10 cm from the left surface. What is the
net flux through the entire surface? Explain your answer.
38. 2)
A right circular cone of height 25 cm and radius 10 cm is
enclosing an electron, centered 12 cm up from the base.
See Figure G. (a) Using integration and showing all work,
find the net flux through the cone’s surface. The electron
is now centered in the base of the cone. See Figure L. (b)
Calculate the net flux through the surface of the cone.
3) Using the cube in #1, you place a 4μC charge directly in
the center of the cube. What is the flux through the top
face? (Hint: Consider that this problem would be MUCH
more difficult if the charge was not centered in the cube.)
4) Using the cube in #1, you place a 4μC charge at the lower,
left, front corner. What is the net flux through the cube?
(Hint: Think symmetry.)
5) You have a thin spherical shell
39. of radius 10 cm with a uni-
form surface charge density of
– 42 μC/m2. Centered inside the
sphere is a point charge of 4 μC.
Find the magnitude and direction
of the total electric field at:
(a) r = 6 cm and (b) r = 12 cm.
6) You have a solid sphere of
radius 6 cm and uniform
volume charge density of
– 6 mC/m3. Enclosing this is
a thin spherical shell of
radius 10 cm with a total
charge of 7 μC that is
uniformly spread over the
surface. (a) What is the
discontinuity of the E-field at
the surface of the shell. (b) What is the discontinuity of
the E-field at the surface of the solid sphere? Also, find
the magnitude and direction of the total electric field at:
(c) r = 4 cm, (d) r = 8 cm, and (e) r = 13 cm.
7) Use the same set-up in #6 with the following exceptions:
The solid sphere has a total charge of 5 μC and the shell
has uniform surface charge density of 60 μC/m2. Answer
the same questions in #6, (a) – (e).
8) You have a thin infinite cylindrical
shell of radius 8 cm and a uniform
40. surface charge density of
– 12 μC/m2. Inside the shell is an
infinite wire with a linear charge
density of 15 μC/m. The wire is
running along the central axis of
the cylinder. (a) What is the
discontinuity of the E-field at the surface of the shell.
Also, find the magnitude and direction of the total electric
field at: (b) r = 4 cm, and (c) r = 13 cm.
9) You have a thin infinite
cylindrical shell of radius 15 cm
and a uniform surface charge
density of 10 μC/m2. Inside the
shell is an infinite solid cylinder
of radius 5 cm with a volume
charge density of 95 μC/m3.
The solid cylinder is running
along the central axis of the
cylindrical shell. (a) What is the discontinuity of the E-
field at the surface of the shell. (b) What is the
discontinuity of the E-field at the surface of the solid
cylinder. Also, find the magnitude and direction of the
total electric field at: (c) r = 4 cm, (d) r = 11 cm, and
(e) r = 20 cm.
x
30º
y
–
41. –
G L
+
10) You have a thick spherical shell
of outer diameter 20 cm and
inner diameter 12 cm. The shell
has a total charge of – 28 μC
spread uniformly throughout the
object. Find the magnitude and
direction of the total electric field
at: (a) r = 6 cm, (b) r = 15 cm,
and (c) r = 24 cm.
11) You have a thick cylindrical shell
of outer diameter 20 cm and
inner diameter 12 cm. The shell
has a uniform volume charge
density of 180 μC/m3. Find
the magnitude and direction
of the total electric field at:
(a) r = 6 cm, (b) r = 15 cm, and
(c) r = 24 cm.
12)
42. You have an thin infinite sheet of charge with surface
charge density of 8 μC/m2. Parallel to this you have a
slab of charge that is 3 cm thick and has a volume charge
density of – 40 μC/m3. Find that magnitude and
direction of the total electric field at: (a) point A which
is 2.5 cm to the left of the sheet, (b) point B which is
4.5 cm to the right of the sheet, and (c) point C which is
1 cm to the left of the right edge of the slab.
13)
You have an infinite slab of charge that is 5 cm thick and
has a volume charge density of 700 μC/m3. 10 cm to
the right of this is a point charge of – 6 μC. Find that
magnitude and direction of the total electric field at:
(a) point A which is 2.5 cm to the left of the right edge of
the slab, (b) point B which is 6 cm to the right of the
slab, and (c) point C which is 4 cm to the right of the
point charge.
14) You have two infinite sheets of charge
with equal surface charge magnitudes
of 11 μC/m2 but opposite signs. Find
the magnitude and direction of the
43. total electric field, (a) to the right of
the sheets, (b) in between the sheets,
and (c) to the left of the sheets.
15)
R
+ +
d d
A hydrogen molecule (diatomic hydrogen) can be
modeled incredibly accurately by placing two protons
(each with charge +e) inside a spherical volume charge
density which represents the “electron cloud” around the
nuclei. Assume the “cloud” has a radius, R, and a net
charge of –2e (one electron from each hydrogen atom)
and is uniformly spread throughout the volume. Assume
that the two protons are equidistant from the center of
the sphere a distance, d. Calculate, d, so that the protons
each have a net force of zero. The result is darn close to
the real thing. [This is actually a lot easier that you
think. Start with a Free-Body Diagram on one proton
10 cm
B C A
44. ANSWERS:
b) & c) 0
2) a) – 1.81 x 10–8 Wb
b) – 9.05 x 10–9 Wb
3) 7.54 x 104 Wb
4) 5.66 x 104 Wb
5) a) 9.99 x 106 N/C,
OUTWARD [O]
b) 7.99 x 105 N/C
INWARD [I]
6) a) 6.29 x 106 N/C
b) 0
c) 9.04 x 106 N/C, I
d) 7.63 x 106 N/C, I
e) 8.36 x 105 N/C, O
7) a) 6.78 x 106 N/C
b) 0
c) 4.99 x 105 N/C, O
d) 7.03 x 106 N/C, O
e) 6.67 x 106 N/C, O
8) a) 1.36 x 106 N/C
b) 9.04 x 106 N/C, O
c) 1.24 x 106 N/C, O
9) a) 1.13 x 106 N/C
b) 0
c) 2.15 x 105 N/C, O
45. d) 1.22 x 105 N/C, O
e) 9.15 x 105 N/C, O
10) a) 0
b) 2.94 x 106 N/C, I
c) 4.37 x 106 N/C, I
11) a) 0
b) 5.49 x 105 N/C, O
c) 1.09 x 106 N/C, O
12) a) 3.84 x 105 N/C, L
b) 5.30 x 105 N/C, R
c) 4.30 x 105 N/C, R
13) a) 3.84 x 105 N/C, R
b) 3.57 x 107 N/C, R
c) 3.18 x 105 N/C, L
14) a) 0
b) 1.24 x 106 N/C, R
c) 0
15) 0.794R
10 cm
–
A B C
Physics 226
Fall 2013
Problem Set #6
NOTE: Any answers of zero must have some kind of
justification.
46. 1) You have a cylindrical metal shell of
inner radius 6 cm and outer radius
9 cm. The shell has no net charge.
Inside the shell is a line of charge of
linear density of – 7 μC/m. Find the
magnitude and direction of the electric
field at (a) r = 3 cm, (b) r = 7 cm,
and (c) r = 13 cm. Also, calculate the surface charge
density of the shell on (d) the inner surface and (e) the
outer surface.
2) You have a uniformly charged
sphere of radius 5 cm and
volume charge density of
– 7 mC/m3. It is surrounded
by a metal spherical shell
with inner radius of 10 cm
and outer radius of 15 cm.
The shell has a net charge
8 μC. (a) Calculate the total
charge on the sphere. Find
the magnitude and the direction of the electric field at
(b) r = 13 cm and (c) r = 18 cm. Also, calculate the
surface charge density of the shell on (d) the inner surface
and (e) the outer surface.
3)
47. Two 2 cm thick infinite slabs of metal are positioned as
shown in the diagram. Slab B has no net charge but Slab
A has an excess charge of 5 μC for each square meter. The
infinite plane at the origin has a surface charge density of
– 8 μC/m2. Find magnitude and the direction of the
electric field at (a) x = – 2 cm, (b) x = 2 cm, (c) x = 4 cm,
(d) x = 7 cm, and (e) x = 12 cm. Also, calculate the
surface charge density on (e) the left edge of A, (f) the
right edge of A, (g) the left edge of B, and (f) the right
edge of B.
4)
A positive charge of 16 μC is nailed down with a #6 brad.
Point M is located 7 mm away from the charge and point
G is 18 mm away. (a) Calculate the electric potential at
Point M. (b) If you put a proton at point M, what
electric potential energy does it have? (c) You release the
proton from rest and it moves to Point G. Through what
potential difference does it move? (d) Determine the
velocity of the proton at point G.
5)
48. All the charges above are multiples of “q” where
q = 1μC. The horizontal and vertical distances between
the charges are 25 cm. Find the magnitude of the net
electric potential at point P.
6) Use the same charge distribution as in problem #5 but
change all even-multiple charges to the opposite sign.
Find the magnitude of the net electric potential at point P.
7) A parallel plate setup has a distance
between the plates of 5 cm. An
electron is place very near the negative
plate and released from rest. By the
49. time it reaches the positive plate it has
a velocity of 7.97 x 105 m/s. (a) As the
electron moves between the plates what
is the net work done on the charge? (b) What is the
potential difference that the electron moves through?
(c) What is the magnitude and direction of the electric
field in between the plates?
– 8q
– 4q
A B
0 3 cm 5 cm 8 cm 10 cm
+9q
+9q
– 5q
+6q +6q
+2q
P
+
M
G
–
50. 8)
A uniform line of charge with density, λ, and length, L is
positioned so that its left end is at the origin. See diagram
above. (a) Determine an equation (using integration) for
the magnitude of the total electric potential at point P a
distance, d, away from the origin. (b) Calculate the
magnitude of the electric potential at P if d = 2 m,
L = 1 m, and λ = – 5 μC/m. c) Using the equation
you derived in part a), calculate the equation for the
electric field at point P. It should agree with the result
we got in Lecture Example #19.
9) You have a thin spherical shell
of radius 10 cm with a uni-
form surface charge density of
11 μC/m2. Centered inside the
sphere is a point charge of
– 4 μC. Using integration, find
the magnitude of the total electric
potential at: (a) r = 16 cm and
(b) r = 7 cm.
10) You have a uniformly
51. charged sphere of radius
5 cm and volume charge
density of 6 mC/m3. It is
surrounded by a metal
spherical shell with inner
radius of 10 cm and outer
radius of 15 cm. The
shell has no net charge.
Find magnitude of the
electric potential at (a) r = 20 cm, (b) r = 12 cm, and
(c) r = 8 cm.
11) Use the same physical situation with the exception
of changing the inner sphere to a solid metal with
a surface charge density of 9 μC/m2 and giving the
shell a net charge of – 3 μC. Find magnitude of
the electric potential at (a) r = 20 cm, (b) r = 12 cm,
(c) r = 8 cm, and (d) r = 2 cm.
12) CSUF Staff Physicist & Sauvé Dude, Steve
Mahrley, designs a lab experiment that
consists of a vertical rod with a fixed bead of
charge Q = 1.25 x 10–6 C at the bottom. See
diagram. Another bead that is free to slide on
the rod without friction has a mass of 25 g and
charge, q. Steve releases the movable bead
from rest 95 cm above the fixed bead and it
gets no closer than 12 cm to the fixed bead.
(a) Calculate the charge, q, on the movable
bead. Steve then pushes the movable bead
down to 8 cm above Q. He releases it from rest.
(b) What is the maximum height that the bead reaches?
52. 13)
d
P
0
– – – – –
L
+
20 cm
You have two metal spheres each of diameter 30 cm that
are space 20 cm apart. One sphere has a net charge of
15 μC and the other – 15 μC. A proton is placed very
close to the surface of the positive sphere and is release
from rest. With what speed does it hit the other sphere?
14) A thin spherical shell of radius, R, is centered at the
origin. It has a surface charge density of 2.6 C/m2.
A point in space is a distance, r, from the origin. The
point in space has an electric potential of 200 V and an
electric field strength of 150 V/m, both because of the
sphere. (a) Explain why it is impossible for r < R.
(b) Determine the radius, R, of the sphere.
– 4 μC 12 μC 15) – – +
53. 6 cm
The two charges above are fixed and cannot move. Find a
point in space where the total electric potential will equal
zero.
ANSWERS:
6) – 7.87 x 104 V 7)
a) 2.92 x 10-17 J
1) a) 4.20 x 106 N/C, I
b) 0
c) 9.68 x 105 N/C, I
d) 1.86 x 10–5 C/m2
e) – 1.24 x 10–5 C/m2
2) a) – 3.67 x 10–6 C
b) 0
c) 1.20 x 106 N/C, O
d) 2.92 x 10–5 C/m2
e) 1.73 x 10–6 C/m2
3) a) 7.35 x 105 N/C, L
b) 182.2 V
c) 3644 N/C
54. d
Ldlnk
b) – 1.83 x 104 V
9) a) – 1.47 x 105 V
b) – 3.90 x 105 V
q 10) a) 1.41 x 105 V
b) 1.88 x 105 V
b) 0
c) 6.5 x 10–6 C/m2
d) – 1.5 x 10–6 C/m2
e) 1.5 x 10–6 C/m2
f) – 1.5 x 10–6 C/m2
4) a) 2.06 x 104 V
b) 3.29 x 10–15 J
c) – 1.26 x 104 V
d) 4.91 x 105 m/s
5) 5.02 x 105 V
c) 2.59 x 105 V
11) a) – 8.37 x 104 V
b) – 1.12 x 105 V
c) – 8.62 x 104 V
d) – 9900 V Q
12) a) 2.48 x 10–6 C
b) 1.42 m
13) 1.4 x 107 m/s
14) 2.86 m
15) 1.5 cm