Question-no.docx
Chapter7
Question no’s: 2,3,4,5,6,8,10,13,14,15,17,18,19,20,21,27,28,29,31,32,33,36
Chapter 8
Question no’s: 1,2,3,4,6,7,9,13,14,15,19,20,21,22,24,26,28,29,30
ch7.pdf
Chapter 7 Laplace’s Equation: The Potential Produced by Surface Charge
7.13 Problems
7.1 Finding Charge From Potential
The potential in a spherical region r < R is '(x, y, z) = '0(z/R)
3. Find a volume charge density
Ω(r, µ) in the region r < R and a surface charge density æ(µ) on the surface r = R which together
produce this potential. Express your answers in terms of elementary trigonometric functions.
7.2 A Periodic Array of Charged Rings
Let the z-axis be the symmetry axis for an infinite number of identical rings, each with charge
Q and radius R. There is one ring in each of the planes z = 0, z = ±b, z = ±2b, etc. Exploit
the Fourier expansion in Example 1.6 to find the potential everywhere in space. Check that your
solution makes sense in the limit that the cylindrical variable Ω ¿ R, b. Hint: If IÆ(y) and KÆ are
modified Bessel functions,
I
0
Æ(y)KÆ(y) ° IÆ(y)K0Æ(y) = 1/y.
7.3 Two Electrostatic Theorems
Use the orthogonality properties of the spherical harmonics to prove the following for a function
'(r) which satisfies Laplace’s equation in and on an origin-centered spherical surface S of radius
R:
(a)
R
S
dS '(r) = 4ºR2'(0)
(b)
Z
S
dSz'(r) =
4º
3
R
4 @'
@z
ØØØØ
r=0
7.4 Make a Field Inside a Sphere
Find the volume charge density Ω and surface charge density æ which much be placed in and on a
sphere of radius R to produce a field inside the sphere of
E = °2V0
xy
R3
x̂ +
V0
R3
(y
2 ° x2)ŷ ° V0
R
ẑ.
There is no other charge anywhere. Express your answer in terms of trigonometric functions of µ
and ¡.
7.5 Green’s Formula
Let n̂ be the normal to an equipotential surface at a point P . If R1 and R2 are the principal
radii of curvature of the surface at P . A formula due to George Green relates normal derivatives
(@/@n ¥ n̂ · r) of the potential '(r) (which satisfies Laplace’s equation) at the equipotential surface
to the mean curvature of that equipotential surface ∑ = 1
2
(R°11 + R
°1
2 ):
@2'
@n2
+ 2∑
@'
@n
= 0.
Derive Green’s equation by direct manipulation of Laplace’s equation.
7.6 The Channeltron
c∞2009 Andrew Zangwill 278
Chapter 7 Laplace’s Equation: The Potential Produced by Surface Charge
The parallel plates of a channeltron are segmented into conducting strips of width b so the po-
tential can be fixed on the strips at staggered values. We model this using infinite-area plates, a
finite portion of which is shown below. Find the potential '(x, y) between the plates and sketch
representative field lines and equipotentials. Note the orientation of the x and y axes.
1 1
02 2
x
y
d
b
7.7 The Calculable Capacitor
The figure below shows a circle which has been divided into two pairs of segments with equal
arc length by a horizontal bisector and a vertical line. The positive x-axis bisects the segment
labe ...
1) The document discusses electric potential, electric field, and capacitors. It provides definitions and equations for electric potential due to point charges, conducting spheres, rings, and other configurations.
2) Examples are given for calculating electric potential and electric field due to various charge distributions, including point charges, conducting spheres, disks, rings, and charged rods. Integral techniques are used for non-uniform charge distributions.
3) Boundary conditions for electric potential and fields are explained. The relationship between electric potential and electric field is emphasized.
This document contains conceptual problems and their solutions related to electric fields and Gauss's law.
Problem 29 asks about an electric field given by a formula and calculates (a) the electric flux through each end of a cylinder in that field, (b) the flux through the curved surface, and (c) the total flux through the closed cylindrical surface. It then (d) uses Gauss's law to find the net charge inside the cylinder.
Problem 33 gives the electric flux out of one side of an imaginary cube and asks the reader to use Gauss's law to determine the amount of charge at the center of the cube.
This document is a 10 page sample question paper for Class XII Physics with 33 questions divided into 5 sections (A-E). Section A contains 14 very short answer and multiple choice questions worth 1 mark each. Section B contains 2 case study questions worth 4 marks each. Section C contains 9 short answer questions worth 2 marks each. Section D contains 5 short answer questions worth 3 marks each. Section E contains 3 long answer questions worth 5 marks each. The paper provides instructions, questions, and internal choices. It also includes diagrams, graphs, derivations, and explanations required to solve physics concepts being tested.
Physics Marking scheme| Class 12 session 2023-2024korish949
This document provides the marking scheme for CBSE Sample Question Paper for Class XII Physics session 2022-2023. It lists the questions from sections A, B, C and D along with the marks allocated to each question. Section A contains multiple choice questions with one mark each. Section B contains short answer type questions with half mark each. Section C contains questions based on derivations and explanations with varying marks. Section D contains numerical type questions with full or half marks. The document provides the answers or solutions expected for each question.
This document contains 29 multi-part physics problems related to electric fields, electric potential, and capacitance. The problems cover a range of concepts including Gauss's law, electric fields due to various charge distributions, capacitors in series and parallel, energy stored in capacitors, and more. Detailed calculations and explanations are required to fully solve each problem.
This document discusses conductors and dielectrics. It defines conductors as materials that allow free movement of charges, like metals. The key properties of conductors are that the electric field inside is zero, the charge density inside is zero, and free charges exist only on the surface. These properties influence how conductors behave in external electric fields, inducing opposite charges on surfaces. The document also discusses equipotential surfaces, Poisson's and Laplace's equations, and provides examples of calculating electric fields and charge distributions for various conductor configurations.
Cbse class 12 physics sample paper 02 (for 2014)mycbseguide
The document provides a sample physics question paper for Class 12 with 29 questions ranging from 1 to 5 marks. It includes questions from various topics in physics like electromagnetism, optics, modern physics, semiconductor devices, communication systems, and electrical circuits. The paper tests concepts, calculations, principles, diagrams, and applications of concepts across different areas of the physics syllabus. It provides guidelines for time, marks distribution and instructions for answering the questions.
1) The document provides one mark, two mark and three mark questions from the chapter on Electric Charges and Fields.
2) It includes questions testing definitions of key terms like electric charge, electric field, electric dipole moment, Gauss's law.
3) It also has questions requiring diagrams of electric field patterns and derivations of expressions for force between charges and electric field.
1) The document discusses electric potential, electric field, and capacitors. It provides definitions and equations for electric potential due to point charges, conducting spheres, rings, and other configurations.
2) Examples are given for calculating electric potential and electric field due to various charge distributions, including point charges, conducting spheres, disks, rings, and charged rods. Integral techniques are used for non-uniform charge distributions.
3) Boundary conditions for electric potential and fields are explained. The relationship between electric potential and electric field is emphasized.
This document contains conceptual problems and their solutions related to electric fields and Gauss's law.
Problem 29 asks about an electric field given by a formula and calculates (a) the electric flux through each end of a cylinder in that field, (b) the flux through the curved surface, and (c) the total flux through the closed cylindrical surface. It then (d) uses Gauss's law to find the net charge inside the cylinder.
Problem 33 gives the electric flux out of one side of an imaginary cube and asks the reader to use Gauss's law to determine the amount of charge at the center of the cube.
This document is a 10 page sample question paper for Class XII Physics with 33 questions divided into 5 sections (A-E). Section A contains 14 very short answer and multiple choice questions worth 1 mark each. Section B contains 2 case study questions worth 4 marks each. Section C contains 9 short answer questions worth 2 marks each. Section D contains 5 short answer questions worth 3 marks each. Section E contains 3 long answer questions worth 5 marks each. The paper provides instructions, questions, and internal choices. It also includes diagrams, graphs, derivations, and explanations required to solve physics concepts being tested.
Physics Marking scheme| Class 12 session 2023-2024korish949
This document provides the marking scheme for CBSE Sample Question Paper for Class XII Physics session 2022-2023. It lists the questions from sections A, B, C and D along with the marks allocated to each question. Section A contains multiple choice questions with one mark each. Section B contains short answer type questions with half mark each. Section C contains questions based on derivations and explanations with varying marks. Section D contains numerical type questions with full or half marks. The document provides the answers or solutions expected for each question.
This document contains 29 multi-part physics problems related to electric fields, electric potential, and capacitance. The problems cover a range of concepts including Gauss's law, electric fields due to various charge distributions, capacitors in series and parallel, energy stored in capacitors, and more. Detailed calculations and explanations are required to fully solve each problem.
This document discusses conductors and dielectrics. It defines conductors as materials that allow free movement of charges, like metals. The key properties of conductors are that the electric field inside is zero, the charge density inside is zero, and free charges exist only on the surface. These properties influence how conductors behave in external electric fields, inducing opposite charges on surfaces. The document also discusses equipotential surfaces, Poisson's and Laplace's equations, and provides examples of calculating electric fields and charge distributions for various conductor configurations.
Cbse class 12 physics sample paper 02 (for 2014)mycbseguide
The document provides a sample physics question paper for Class 12 with 29 questions ranging from 1 to 5 marks. It includes questions from various topics in physics like electromagnetism, optics, modern physics, semiconductor devices, communication systems, and electrical circuits. The paper tests concepts, calculations, principles, diagrams, and applications of concepts across different areas of the physics syllabus. It provides guidelines for time, marks distribution and instructions for answering the questions.
1) The document provides one mark, two mark and three mark questions from the chapter on Electric Charges and Fields.
2) It includes questions testing definitions of key terms like electric charge, electric field, electric dipole moment, Gauss's law.
3) It also has questions requiring diagrams of electric field patterns and derivations of expressions for force between charges and electric field.
1) The document provides one mark, two mark and three mark questions from the chapter on Electric Charges and Fields.
2) It includes questions testing definitions of key terms like electric charge, electric field, electric dipole moment, Gauss's law.
3) It also has questions requiring diagrams of electric field patterns and derivations of expressions for force between charges and electric field.
This document contains 28 multiple choice physics questions from an unsolved past exam paper from 2008. The questions cover a range of topics including wave properties of electrons, de Broglie wavelength, escape velocity, center of mass, momentum, capacitors, speed of sound, nuclear binding energy, transistors, circuits, lenses, collisions, fluids, Bohr model, waves, inductance, logic gates, and kinematics. The questions are in a straight objective type format with 4 possible answer choices for each question numbered 1 through 28.
1 ECE 6340 Fall 2013 Homework 8 Assignment.docxjoyjonna282
1
ECE 6340
Fall 2013
Homework 8
Assignment: Please do Probs. 1-9 and 13 from the set below.
1) In dynamics, we have the equation
E j Aω= − −∇Φ .
(a) Show that in statics, the scalar potential function Φ can be interpreted as a voltage
function. That is, show that in statics
( ) ( )
B
AB
A
V E dr A B≡ ⋅ = Φ −Φ∫ .
(b) Next, explain why this equation is not true (in general) in dynamics.
(c) Explain why the voltage drop (defined as the line integral of the electric field, as
defined above) depends on the path from A to B in dynamics, using Faraday’s law.
(d) Does the right-hand side of the above equation (the difference in the potential
function) depend on the path, in dynamics?
Hint: Note that, according to calculus, for any function ψ we have
dr dx dy dz d
x y z
ψ ψ ψ
ψ ψ
∂ ∂ ∂
∇ ⋅ = + + =
∂ ∂ ∂
.
2) Starting with Maxwell’s equations, show that the electric field radiated by an impressed
current density source J i in an infinite homogeneous region satisfies the equation
( )2 2 iE k E E j Jωµ∇ + = ∇ ∇⋅ + .
Then use Ampere’s law (or, if you prefer, the continuity equation and the electric Gauss
law) to show that this equation may be written as
( )2 2 1 i iE k E J j J
j
ωµ
σ ωε
∇ + = − ∇ ∇⋅ +
+
.
2
Note that the total current density is the sum of the impressed current density and the
conduction current density, the latter obeying Ohm’s law (J c = σE).
Explain why this equation for the electric field would be harder to solve than the equation
that was derived in class for the magnetic vector potential.
3) Show that magnetic field radiated by an impressed current density source satisfies the
equation
2 2 iH k H J∇ + = −∇× .
Explain why this equation for the magnetic field would be harder to solve than the
equation that was derived in class for the magnetic vector potential.
4) Show that in a homogenous region of space the scalar electric potential satisfies the
equation
2 2
i
v
c
k
ρ
ε
∇ Φ + Φ = − ,
where ivρ is the impressed (source) charge density, which is the charge density that goes
along with the impressed current density, being related by
i ivJ jωρ∇⋅ = −
Hint: Start with E j Aω= − −∇Φ and take the divergence of both sides. Also, take the
divergence of both sides of Ampere’s law and use the continuity equation for the
impressed current (given above) to show that
1 ii v
c c
E J
j
ρ
ωε ε
∇⋅ = − ∇⋅ = .
Note: It is also true from the electric Gauss law that
vE
ρ
ε
∇⋅ = ,
but we prefer to have only an impressed (source) charge density on the right-hand side of
the equation for the potential Φ. In the time-harmonic steady state, assuming a
homogeneous and isotropic region, it follows that ρv = ρvi. That is, there is no charge
3
density arising from the conduction current. (If there were no impressed current sources,
the total charge density would therefore be ze ...
(i) The document provides general instructions for a physics exam containing 30 questions. It specifies the number and type of questions, the marks allocated to each question type, and exam guidelines.
(ii) The questions cover a range of physics topics including mechanics, properties of matter, heat and thermodynamics, waves, electricity and magnetism, optics, modern physics, electronics, and semiconductor devices.
(iii) Detailed information and diagrams are provided for each question to assess students' understanding of fundamental concepts and their ability to apply principles to solve problems.
The document provides general instructions for a question paper consisting of 30 questions ranging from very short answer to long answer questions worth 1 to 5 marks each. It specifies that all questions are compulsory and there is no overall choice but internal choice in some questions. Calculators are not allowed but log tables can be used. The document then lists the 30 questions covering various topics in physics.
1) The document discusses electrostatic potential and electric fields resulting from point charges and continuous charge distributions. It defines electric potential as the work required to move a test charge between two points in an electric field.
2) Equipotential surfaces are surfaces where the electric potential is constant. The electric field is always perpendicular to equipotential surfaces.
3) For a point charge, the electric potential is defined and the potential due to multiple point charges or continuous charge distributions is derived.
4) Dipole moment and the electric potential of an electric dipole are defined. The potential of a dipole is approximated using a Taylor series expansion.
This document provides lecture notes on high voltage engineering. It introduces the concepts of electric potential, electric field intensity, electric flux density, and volume charge density. It describes how Poisson's equation and Laplace's equation relate these concepts and can be used to determine potential distributions. It then discusses several numerical methods for solving Laplace's equation, including the finite difference method (FDM), finite element method (FEM), and others. FDM uses a grid to approximate derivatives and solve for potential values iteratively. FEM seeks to minimize the total electric field energy by dividing the region into discrete elements and solving a system of equations relating node potentials.
Download the previous year NEET question paper with the answer key for the years 2022–2023 only on Zephyr.
https://zephyrentrance.in/neet-quiestion-papers
A simple approach to the capacitance technique for determination of interface state density of a metal–semiconductor contact
Santosh Pandey, S. Kal,
Solid-State Electronics,
Volume 42, Issue 6,
1998,
Pages 943-949,
ISSN 0038-1101,
https://doi.org/10.1016/S0038-1101(97)00267-0.
(https://www.sciencedirect.com/science/article/pii/S0038110197002670)
When two charged capacitors are connected by a conducting wire, they will reach a common potential. The ratio of their final charges at this common potential can be calculated. Energy is lost in this process as the capacitors discharge and their potentials equalize.
This document contains the answers to multiple choice questions related to concepts in electrostatics. The answers reference concepts like Gauss's law, electric field, capacitance, and electric potential. For each question, the response provides a brief 1-2 sentence explanation for the reasoning behind the selected multiple choice answer.
- The document discusses magnetic fields created by electric currents. It covers the magnetic field of a moving point charge, the Biot-Savart law for calculating the magnetic field from a current-carrying wire, and an example calculation of the magnetic field from a long straight wire.
- The right hand rule is introduced for determining the direction of magnetic fields.
- Maxwell's equations for static magnetic fields in integral and differential form are presented.
- The document discusses magnetic fields created by electric currents. It covers the magnetic field of a moving point charge, the Biot-Savart law for calculating the magnetic field from a current-carrying wire, and an example calculation of the magnetic field from a long straight wire.
- The right hand rule is introduced for determining the direction of magnetic fields.
- Maxwell's equations for static magnetic fields in integral and differential form are presented.
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
1-http://fluoridealert.org/researchers/states/kentucky/
2-
3-School fluoridation studies in Elk Lake, Pennsylvania, and Pike County, Kentucky--results after eight years.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1229128/?page=1
4-American Association for Dental Research Policy Statement on Community Water Fluoridation
http://journals.sagepub.com/doi/abs/10.1177/0022034518797274
5- Ground-Water Quality in Kentucky: Fluoride - University of Kentucky
http://www.uky.edu/KGS/pdf/ic12_01.pdf
6-Kentucky Oral Health Program Brochure - Cabinet for Health.
https://chfs.ky.gov/agencies/dph/dmch/cfhib/Oral%20Health%20Program/beigebrochureoralhealth80107.pdf
7-
8-
9-
PIIS00028177146263
98.pdf
746 JADA, Vol. 131, June 2000
Enamel fluorosis is a hypomineralization of the
enamel caused by the ingestion of an amount of
fluoride that is above optimal levels during
enamel formation.1,2 Clinically, the appearance of
enamel fluorosis can vary. In its mildest form, it
appears as faint white lines or streaks visible
only to trained examiners under controlled exam-
ination conditions. In its pronounced form, fluo-
rosis manifests as white mottling of the teeth in
which noticeable white lines or streaks often
have coalesced into larger opaque areas.2,3 Brown
staining or pitting of the enamel also may be
present.2,3 In its most severe form, actual break-
down of the enamel may occur.2,3
In recent years, there has been an increase in
the prevalence of children seen with enamel fluo-
A B S T R A C T
Background. Few studies have evaluated the
impact of specific fluoride sources on the prevalence of
enamel fluorosis in the population. The author con-
ducted research to determine attributable risk percent
estimates for mild-to-moderate enamel fluorosis in two
populations of middle-school–aged children.
Methods. The author recruited two groups of
children 10 to 14 years of age. One group of 429 had
grown up in nonfluoridated communities; the other
group of 234 had grown up in optimally fluoridated
communities. Trained examiners measured enamel
fluorosis using the Fluorosis Risk Index and meas-
ured early childhood fluoride exposure using a ques-
tionnaire completed by the parent. The author then
calculated attributable risk percent estimates, or the
proportion of cases of mild-to-moderate enamel fluo-
rosis associated with exposure to specific early fluo-
ride sources, based on logistic regression models.
Results. In the nonfluoridated study sample,
sixty-five percent of the enamel fluorosis cases were
attributed to fluoride supplementation under the pre-
1994 protocol. An additional 34 percent were
explained by the children having brushed more than
once per day during the first two years of life. In the
optimally fluoridated study sample, 68 percent of the
enamel fluorosis cases were explained by the children
using more than a pea-sized amount of toothpaste
during the first year of life, 13 percent by having
been inappropriately given a fluoride supple.
1. Consider our political system today, in 2019. Which groups of peo.docxcatheryncouper
1. Consider our political system today, in 2019. Which groups of people are
excluded from participating in the political process?
Please identify at least two groups of people who are excluded and engage with at least one of your colleagues and explain why you either agree or disagree with the group of people that they identified. As always, use your critical thinking skills to answer this.
2.
What speech is protected under the
first amendment
and what speech is
excluded
from first amendment protection? And why?
.
1-Ageism is a concept introduced decades ago and is defined as .docxcatheryncouper
1-Ageism is a concept introduced decades ago and is defined as “the prejudices and stereotypes that are applied to older people sheerly on the basis of their age…” (Butler, Lewis, & Sutherland, 1991).
DQ: What are some common misconceptions you have heard or believed about older adults? What can you do to dispel these myths?
2-Please use textbook as, at least, one reference.
3-Please abide by APA 7th edition format in your writing.
4-Answers should be 2-3 Paragraphs made up of 3-4 sentences each
UNIT 1 CHAPTER 4 LIFE TRANSITIONS AND HISTORY (ATTACHED)
.
1. Create a PowerPoint PowerPoint must include a minimum of.docxcatheryncouper
1.
Create a PowerPoint:
PowerPoint must include a minimum of 12 slides (including Title Slide and Reference slide). Ensure that information is cited in-text throughout the presentation. Use inspirational quotes, graphics, visual aids, and video clips to enhance your presentation. Ensure that information included on your slides is properly paraphrased and cited; the use of direct quotes is prohibited. A minimum of three sources should be included (your textbook counts); ensure sources are credible.
Once you have chosen your format, choose a type of stress (schoolwork, family, job, a relationship, etc) and answer all of the following questions:
1. Give examples that causes the stress.
2. Describe healthy coping mechanisms you can use to help with stress.
3. Discuss of the warning signs of stress is in your life.
4. Describe the short-term effects stress can have on an individual.
5. Describe the long-term effects stress can have on an individual.
.
1. Compare vulnerable populations. Describe an example of one of the.docxcatheryncouper
1. Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as "vulnerable." Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
2.
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
.
1. Complete the Budget Challenge activity at httpswww.federa.docxcatheryncouper
1. Complete the Budget Challenge activity at: https://www.federalbudgetchallenge.org/challenges/20/pages/overview
a. Keep a record of your selections and why you decided to select them and not the other options. ( keep a record of your selections in piece of paper so you can go back and reflect on your choices in your write-up. For instance, the first choice is about investments. So, on a piece of paper write down whether you selected any of the investment choices and a quick note about why you chose (for example) to spend $30B to establish a National Infrastructure Bank but didn't select to invest in the other options.) your selections as those reflect your own personal, subjective, choices. I will grade the assignment based on whether you have provided a thoughtful written response that answers the questions posted on the instructions.
b. When you’ve finished, save your results summary page.
2. Write a 2.5+ page summary overview of your experience, discussing your budget selections and analyzing your responses. Use the following questions to guide your response, but don't be limited by them:
a. What was challenging?
b. What was easy?
c. What do your selections say about your policy priorities and political ideologies?
** source: (Author Last Name, Year, pg.)
June 2003: WAY IN THE MIDDLE OF THE AIR
“Did you hear about it?”
“About what?”
“The niggers, the niggers!”
“What about ’em?”
“Them leaving, pulling out, going away; did you hear?”
“What you mean, pulling out? How can they do that?”
“They can, they will, they are.”
“Just a couple?”
“Every single one here in the South!”
“No.”
“Yes!”
“I got to see that. I don’t believe it. Where they going — Africa?”
A silence.
“Mars.”
“You mean the planet Mars?”
“That’s right.”
The men stood up in the hot shade of the hardware porch. Someone quit lighting a pipe. Somebody else spat out into the hot dust of noon.
“They can’t leave, they can’t do that.”
“They’re doing it, anyways.”
“Where’d you hear this?”
“It’s everywhere, on the radio a minute ago, just come through.”
Like a series of dusty statues, the men came to life.
Samuel Teece, the hardware proprietor, laughed uneasily. “I wondered what happened to Silly. I sent him on my bike an hour ago. He ain’t come back from Mrs. Bordman’s yet. You think that black fool just pedaled off to Mars?”
The men snorted.
“All I say is, he better bring back my bike. I don’t take stealing from no one, by God.”
“Listen!”
The men collided irritably with each other, turning.
Far up the street the levee seemed to have broken. The black warm waters descended and engulfed the town. Between the blazing white banks of the town stores, among the tree silences, a black tide flowed. Like a kind of summer molasses, it poured turgidly forth upon the cinnamon-dusty road. It surged slow, slow, and it was men and women and horses and barking dogs, and it was little boys and girls. And from the mouths of the people partaking of this tide came the sound of a river. A summer-.
More Related Content
Similar to Question-no.docxChapter7Question no’s 2,3,4,5,6,8,10,13,14,.docx
1) The document provides one mark, two mark and three mark questions from the chapter on Electric Charges and Fields.
2) It includes questions testing definitions of key terms like electric charge, electric field, electric dipole moment, Gauss's law.
3) It also has questions requiring diagrams of electric field patterns and derivations of expressions for force between charges and electric field.
This document contains 28 multiple choice physics questions from an unsolved past exam paper from 2008. The questions cover a range of topics including wave properties of electrons, de Broglie wavelength, escape velocity, center of mass, momentum, capacitors, speed of sound, nuclear binding energy, transistors, circuits, lenses, collisions, fluids, Bohr model, waves, inductance, logic gates, and kinematics. The questions are in a straight objective type format with 4 possible answer choices for each question numbered 1 through 28.
1 ECE 6340 Fall 2013 Homework 8 Assignment.docxjoyjonna282
1
ECE 6340
Fall 2013
Homework 8
Assignment: Please do Probs. 1-9 and 13 from the set below.
1) In dynamics, we have the equation
E j Aω= − −∇Φ .
(a) Show that in statics, the scalar potential function Φ can be interpreted as a voltage
function. That is, show that in statics
( ) ( )
B
AB
A
V E dr A B≡ ⋅ = Φ −Φ∫ .
(b) Next, explain why this equation is not true (in general) in dynamics.
(c) Explain why the voltage drop (defined as the line integral of the electric field, as
defined above) depends on the path from A to B in dynamics, using Faraday’s law.
(d) Does the right-hand side of the above equation (the difference in the potential
function) depend on the path, in dynamics?
Hint: Note that, according to calculus, for any function ψ we have
dr dx dy dz d
x y z
ψ ψ ψ
ψ ψ
∂ ∂ ∂
∇ ⋅ = + + =
∂ ∂ ∂
.
2) Starting with Maxwell’s equations, show that the electric field radiated by an impressed
current density source J i in an infinite homogeneous region satisfies the equation
( )2 2 iE k E E j Jωµ∇ + = ∇ ∇⋅ + .
Then use Ampere’s law (or, if you prefer, the continuity equation and the electric Gauss
law) to show that this equation may be written as
( )2 2 1 i iE k E J j J
j
ωµ
σ ωε
∇ + = − ∇ ∇⋅ +
+
.
2
Note that the total current density is the sum of the impressed current density and the
conduction current density, the latter obeying Ohm’s law (J c = σE).
Explain why this equation for the electric field would be harder to solve than the equation
that was derived in class for the magnetic vector potential.
3) Show that magnetic field radiated by an impressed current density source satisfies the
equation
2 2 iH k H J∇ + = −∇× .
Explain why this equation for the magnetic field would be harder to solve than the
equation that was derived in class for the magnetic vector potential.
4) Show that in a homogenous region of space the scalar electric potential satisfies the
equation
2 2
i
v
c
k
ρ
ε
∇ Φ + Φ = − ,
where ivρ is the impressed (source) charge density, which is the charge density that goes
along with the impressed current density, being related by
i ivJ jωρ∇⋅ = −
Hint: Start with E j Aω= − −∇Φ and take the divergence of both sides. Also, take the
divergence of both sides of Ampere’s law and use the continuity equation for the
impressed current (given above) to show that
1 ii v
c c
E J
j
ρ
ωε ε
∇⋅ = − ∇⋅ = .
Note: It is also true from the electric Gauss law that
vE
ρ
ε
∇⋅ = ,
but we prefer to have only an impressed (source) charge density on the right-hand side of
the equation for the potential Φ. In the time-harmonic steady state, assuming a
homogeneous and isotropic region, it follows that ρv = ρvi. That is, there is no charge
3
density arising from the conduction current. (If there were no impressed current sources,
the total charge density would therefore be ze ...
(i) The document provides general instructions for a physics exam containing 30 questions. It specifies the number and type of questions, the marks allocated to each question type, and exam guidelines.
(ii) The questions cover a range of physics topics including mechanics, properties of matter, heat and thermodynamics, waves, electricity and magnetism, optics, modern physics, electronics, and semiconductor devices.
(iii) Detailed information and diagrams are provided for each question to assess students' understanding of fundamental concepts and their ability to apply principles to solve problems.
The document provides general instructions for a question paper consisting of 30 questions ranging from very short answer to long answer questions worth 1 to 5 marks each. It specifies that all questions are compulsory and there is no overall choice but internal choice in some questions. Calculators are not allowed but log tables can be used. The document then lists the 30 questions covering various topics in physics.
1) The document discusses electrostatic potential and electric fields resulting from point charges and continuous charge distributions. It defines electric potential as the work required to move a test charge between two points in an electric field.
2) Equipotential surfaces are surfaces where the electric potential is constant. The electric field is always perpendicular to equipotential surfaces.
3) For a point charge, the electric potential is defined and the potential due to multiple point charges or continuous charge distributions is derived.
4) Dipole moment and the electric potential of an electric dipole are defined. The potential of a dipole is approximated using a Taylor series expansion.
This document provides lecture notes on high voltage engineering. It introduces the concepts of electric potential, electric field intensity, electric flux density, and volume charge density. It describes how Poisson's equation and Laplace's equation relate these concepts and can be used to determine potential distributions. It then discusses several numerical methods for solving Laplace's equation, including the finite difference method (FDM), finite element method (FEM), and others. FDM uses a grid to approximate derivatives and solve for potential values iteratively. FEM seeks to minimize the total electric field energy by dividing the region into discrete elements and solving a system of equations relating node potentials.
Download the previous year NEET question paper with the answer key for the years 2022–2023 only on Zephyr.
https://zephyrentrance.in/neet-quiestion-papers
A simple approach to the capacitance technique for determination of interface state density of a metal–semiconductor contact
Santosh Pandey, S. Kal,
Solid-State Electronics,
Volume 42, Issue 6,
1998,
Pages 943-949,
ISSN 0038-1101,
https://doi.org/10.1016/S0038-1101(97)00267-0.
(https://www.sciencedirect.com/science/article/pii/S0038110197002670)
When two charged capacitors are connected by a conducting wire, they will reach a common potential. The ratio of their final charges at this common potential can be calculated. Energy is lost in this process as the capacitors discharge and their potentials equalize.
This document contains the answers to multiple choice questions related to concepts in electrostatics. The answers reference concepts like Gauss's law, electric field, capacitance, and electric potential. For each question, the response provides a brief 1-2 sentence explanation for the reasoning behind the selected multiple choice answer.
- The document discusses magnetic fields created by electric currents. It covers the magnetic field of a moving point charge, the Biot-Savart law for calculating the magnetic field from a current-carrying wire, and an example calculation of the magnetic field from a long straight wire.
- The right hand rule is introduced for determining the direction of magnetic fields.
- Maxwell's equations for static magnetic fields in integral and differential form are presented.
- The document discusses magnetic fields created by electric currents. It covers the magnetic field of a moving point charge, the Biot-Savart law for calculating the magnetic field from a current-carrying wire, and an example calculation of the magnetic field from a long straight wire.
- The right hand rule is introduced for determining the direction of magnetic fields.
- Maxwell's equations for static magnetic fields in integral and differential form are presented.
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
1-http://fluoridealert.org/researchers/states/kentucky/
2-
3-School fluoridation studies in Elk Lake, Pennsylvania, and Pike County, Kentucky--results after eight years.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1229128/?page=1
4-American Association for Dental Research Policy Statement on Community Water Fluoridation
http://journals.sagepub.com/doi/abs/10.1177/0022034518797274
5- Ground-Water Quality in Kentucky: Fluoride - University of Kentucky
http://www.uky.edu/KGS/pdf/ic12_01.pdf
6-Kentucky Oral Health Program Brochure - Cabinet for Health.
https://chfs.ky.gov/agencies/dph/dmch/cfhib/Oral%20Health%20Program/beigebrochureoralhealth80107.pdf
7-
8-
9-
PIIS00028177146263
98.pdf
746 JADA, Vol. 131, June 2000
Enamel fluorosis is a hypomineralization of the
enamel caused by the ingestion of an amount of
fluoride that is above optimal levels during
enamel formation.1,2 Clinically, the appearance of
enamel fluorosis can vary. In its mildest form, it
appears as faint white lines or streaks visible
only to trained examiners under controlled exam-
ination conditions. In its pronounced form, fluo-
rosis manifests as white mottling of the teeth in
which noticeable white lines or streaks often
have coalesced into larger opaque areas.2,3 Brown
staining or pitting of the enamel also may be
present.2,3 In its most severe form, actual break-
down of the enamel may occur.2,3
In recent years, there has been an increase in
the prevalence of children seen with enamel fluo-
A B S T R A C T
Background. Few studies have evaluated the
impact of specific fluoride sources on the prevalence of
enamel fluorosis in the population. The author con-
ducted research to determine attributable risk percent
estimates for mild-to-moderate enamel fluorosis in two
populations of middle-school–aged children.
Methods. The author recruited two groups of
children 10 to 14 years of age. One group of 429 had
grown up in nonfluoridated communities; the other
group of 234 had grown up in optimally fluoridated
communities. Trained examiners measured enamel
fluorosis using the Fluorosis Risk Index and meas-
ured early childhood fluoride exposure using a ques-
tionnaire completed by the parent. The author then
calculated attributable risk percent estimates, or the
proportion of cases of mild-to-moderate enamel fluo-
rosis associated with exposure to specific early fluo-
ride sources, based on logistic regression models.
Results. In the nonfluoridated study sample,
sixty-five percent of the enamel fluorosis cases were
attributed to fluoride supplementation under the pre-
1994 protocol. An additional 34 percent were
explained by the children having brushed more than
once per day during the first two years of life. In the
optimally fluoridated study sample, 68 percent of the
enamel fluorosis cases were explained by the children
using more than a pea-sized amount of toothpaste
during the first year of life, 13 percent by having
been inappropriately given a fluoride supple.
1. Consider our political system today, in 2019. Which groups of peo.docxcatheryncouper
1. Consider our political system today, in 2019. Which groups of people are
excluded from participating in the political process?
Please identify at least two groups of people who are excluded and engage with at least one of your colleagues and explain why you either agree or disagree with the group of people that they identified. As always, use your critical thinking skills to answer this.
2.
What speech is protected under the
first amendment
and what speech is
excluded
from first amendment protection? And why?
.
1-Ageism is a concept introduced decades ago and is defined as .docxcatheryncouper
1-Ageism is a concept introduced decades ago and is defined as “the prejudices and stereotypes that are applied to older people sheerly on the basis of their age…” (Butler, Lewis, & Sutherland, 1991).
DQ: What are some common misconceptions you have heard or believed about older adults? What can you do to dispel these myths?
2-Please use textbook as, at least, one reference.
3-Please abide by APA 7th edition format in your writing.
4-Answers should be 2-3 Paragraphs made up of 3-4 sentences each
UNIT 1 CHAPTER 4 LIFE TRANSITIONS AND HISTORY (ATTACHED)
.
1. Create a PowerPoint PowerPoint must include a minimum of.docxcatheryncouper
1.
Create a PowerPoint:
PowerPoint must include a minimum of 12 slides (including Title Slide and Reference slide). Ensure that information is cited in-text throughout the presentation. Use inspirational quotes, graphics, visual aids, and video clips to enhance your presentation. Ensure that information included on your slides is properly paraphrased and cited; the use of direct quotes is prohibited. A minimum of three sources should be included (your textbook counts); ensure sources are credible.
Once you have chosen your format, choose a type of stress (schoolwork, family, job, a relationship, etc) and answer all of the following questions:
1. Give examples that causes the stress.
2. Describe healthy coping mechanisms you can use to help with stress.
3. Discuss of the warning signs of stress is in your life.
4. Describe the short-term effects stress can have on an individual.
5. Describe the long-term effects stress can have on an individual.
.
1. Compare vulnerable populations. Describe an example of one of the.docxcatheryncouper
1. Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as "vulnerable." Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
2.
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
.
1. Complete the Budget Challenge activity at httpswww.federa.docxcatheryncouper
1. Complete the Budget Challenge activity at: https://www.federalbudgetchallenge.org/challenges/20/pages/overview
a. Keep a record of your selections and why you decided to select them and not the other options. ( keep a record of your selections in piece of paper so you can go back and reflect on your choices in your write-up. For instance, the first choice is about investments. So, on a piece of paper write down whether you selected any of the investment choices and a quick note about why you chose (for example) to spend $30B to establish a National Infrastructure Bank but didn't select to invest in the other options.) your selections as those reflect your own personal, subjective, choices. I will grade the assignment based on whether you have provided a thoughtful written response that answers the questions posted on the instructions.
b. When you’ve finished, save your results summary page.
2. Write a 2.5+ page summary overview of your experience, discussing your budget selections and analyzing your responses. Use the following questions to guide your response, but don't be limited by them:
a. What was challenging?
b. What was easy?
c. What do your selections say about your policy priorities and political ideologies?
** source: (Author Last Name, Year, pg.)
June 2003: WAY IN THE MIDDLE OF THE AIR
“Did you hear about it?”
“About what?”
“The niggers, the niggers!”
“What about ’em?”
“Them leaving, pulling out, going away; did you hear?”
“What you mean, pulling out? How can they do that?”
“They can, they will, they are.”
“Just a couple?”
“Every single one here in the South!”
“No.”
“Yes!”
“I got to see that. I don’t believe it. Where they going — Africa?”
A silence.
“Mars.”
“You mean the planet Mars?”
“That’s right.”
The men stood up in the hot shade of the hardware porch. Someone quit lighting a pipe. Somebody else spat out into the hot dust of noon.
“They can’t leave, they can’t do that.”
“They’re doing it, anyways.”
“Where’d you hear this?”
“It’s everywhere, on the radio a minute ago, just come through.”
Like a series of dusty statues, the men came to life.
Samuel Teece, the hardware proprietor, laughed uneasily. “I wondered what happened to Silly. I sent him on my bike an hour ago. He ain’t come back from Mrs. Bordman’s yet. You think that black fool just pedaled off to Mars?”
The men snorted.
“All I say is, he better bring back my bike. I don’t take stealing from no one, by God.”
“Listen!”
The men collided irritably with each other, turning.
Far up the street the levee seemed to have broken. The black warm waters descended and engulfed the town. Between the blazing white banks of the town stores, among the tree silences, a black tide flowed. Like a kind of summer molasses, it poured turgidly forth upon the cinnamon-dusty road. It surged slow, slow, and it was men and women and horses and barking dogs, and it was little boys and girls. And from the mouths of the people partaking of this tide came the sound of a river. A summer-.
1. Connections between organizations, information systems and busi.docxcatheryncouper
1. Connections between organizations, information systems and business processes.
2. There are a number of benefits associated with cutting edge business analytics.
3. Three conditions that contribute to data redundancy and inconsistency are:
4. Network neutrality
5. Simple Object Access Protocol (SOAP).
6. Outsourcing IT-advantages and disadvantages
7. The security challenges faced by wireless networks
.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
RefereanceSpectra.jpg
ReactionInformation.jpg
WittigReactionOfTransCinnamaldehye.docx
Wittig Reaction of trans-Cinnamaldehyde
GOAL: Identify the major isomer of the Wittig reaction
E,E-1,4-diphenyl-1,3-butadiene OR E,Z-1,4-diphenyl-1,3-butadiene
Attached are the:
1. Drawing of the overall reaction
2. Drawing of the structure of the two possible isomers
3. Reference NMR spectra of what is labeled trans, trans-1,4-diphenyl-1,3-butadiene
4. IR spectra
5. UV vis spectra
6. 1H NMR not-detailed
7. 1H NMR detailed
8. BASED ON # 4, 5 and 7 Identify the major isomer of the Wittig reaction, can the integration values of the NMR be used to give approximate percent of each isomer
IR.jpg
UV-visSpectra.jpg
NMR.jpg
NMR-DeterminePredominantIsomer.jpg
...
Reconciling the Complexity of Human DevelopmentWith the Real.docxcatheryncouper
Reconciling the Complexity of Human Development
With the Reality of Legal Policy
Reply to Fischer, Stein, and Heikkinen (2009)
Laurence Steinberg Temple University
Elizabeth Cauffman University of California, Irvine
Jennifer Woolard Georgetown University
Sandra Graham University of California, Los Angeles
Marie Banich University of Colorado
The authors respond to both the general and specific con-
cerns raised in Fischer, Stein, and Heikkinen’s (2009)
commentary on their article (Steinberg, Cauffman, Wool-
ard, Graham, & Banich, 2009), in which they drew on
studies of adolescent development to justify the American
Psychological Association’s positions in two Supreme
Court cases involving the construction of legal age bound-
aries. In response to Fischer et al.’s general concern that
the construction of bright-line age boundaries is inconsis-
tent with the fact that development is multifaceted, variable
across individuals, and contextually conditioned, the au-
thors argue that the only logical alternative suggested by
that perspective is impractical and unhelpful in a legal
context. In response to Fischer et al.’s specific concerns
that their conclusion about the differential timetables of
cognitive and psychosocial maturity is merely an artifact of
the variables, measures, and methods they used, the au-
thors argue that, unlike the alternatives suggested by Fi-
scher et al., their choices are aligned with the specific
capacities under consideration in the two cases. The au-
thors reaffirm their position that there is considerable
empirical evidence that adolescents demonstrate adult lev-
els of cognitive capability several years before they evince
adult levels of psychosocial maturity.
Keywords: policy, science, adolescent development, chro-
nological age
In our article (Steinberg, Cauffman, Woolard, Graham,& Banich, 2009, this issue), we asked whether therewas scientific justification for the different positions
taken by the American Psychological Association (APA) in
two related Supreme Court cases—Hodgson v. Minnesota
(1990; a case concerning minors’ competence to make
independent decisions about abortion, in which APA ar-
gued that adolescents were just as mature as adults) and
Roper v. Simmons (2005; a case about the constitutionality
of the juvenile death penalty, in which APA argued that
adolescents were not as mature as adults). On the basis of
our reading of the extant literature in developmental psy-
chology, as well as findings from a recent study of our own,
we concluded that the capabilities relevant to judging in-
dividuals’ competence to make autonomous decisions
about abortion reach adult levels of maturity earlier than do
capabilities relevant to assessments of criminal culpability,
and that it was therefore reasonable to draw different age
boundaries between adolescents and adults in each in-
stance.
In their commentary on our article, Fischer, Stein, and
Heikkinen (2009, this issue) raised both general and spe-
cif ...
Reexamine the three topics you picked last week and summarized. No.docxcatheryncouper
Reexamine the three topics you picked last week and summarized. Now, break out each case into a list of ethical and legal considerations that might help to analyze each case—summarize the considerations in two paragraphs for each case.
For each case, also ask one legal and one ethical question that might present. Consider the principles of ethics from Week 1 and the laws addressed this week. You should also use outside references to dig deeper into each case for your list.
3 topics identified in paper below from last week
· The Principal of Justice
· Autonomy
· Non-maleficence
Health Care Ethics
Health care ethics is a set of beliefs, moral principles and values that guide health care centers and related institutions to make choices with regard to medical care. Some health ethics include: respect for autonomy, justice and non-maleficence (Percival, 1849).
The principle of justice in health care ensures that there is respect for people’s rights, fair distribution of health resources and respect for laws that are morally acceptable. There are mainly two elements in this principle; equity and equality. Equity ensure that are all cases have equal access to treatment regardless of the patients’ status in ethnic background, age, sexuality, legal capacity, disability, insurance cover or any other discriminating factors.
It is important to study this ethical issue of justice since there have been an increasing report of doctors and medical staff failing to administer certain treatment services to certain kind of patients. Consequently, there have been debates in countries such as the UK over the refusal to give expensive treatment to patients who are likely to benefit from the treatment but cannot afford it. One ethical in the principle of justice is as to whether the health care center is creating an environment for sensible and fair use of health care resources and no particular type of patients are shun away or stigmatized. The legal question is whether the health care center is breaking the law against inequality and discrimination particularly racism, tribalism, gender insensitivity and other discrimination noted and prohibited in the country’s constitution.
The second area of health care ethics is respect for autonomy. Autonomy means self-determination or self-rule. Hence, this principle stipulates that one should be allowed to direct their health life according to their personal rationale. The patients have a right to determine their own destiny freely and independently as well as having their decision respected (Pollard, 1993).
This principle is important for study because not many people would not want to be treated as those with dementia; a disease involving loss of mental power. Many people are afraid of the prospect of not being able to decide their own fate and exercise self-determination. An ethical question in this principle of respect for autonomy is whether the health care center ensures that the patient is provided with ...
Reconstruction
Dates:
The Civil War?_________
Reconstruction? ________
9-9-12
*
*
9/7/2010
Foner Chapter 15
"What Is Freedom?": Reconstruction, 1865–1877
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African-Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Introduction: Sherman Land
From the Plantation to the Senate
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Click image to launch video
Q: Chapter 15 includes a new comparative discussion on the aftermath of slavery in various Western Hemisphere societies. You see important commonalities in the struggle over land and labor in post-Emancipation societies. How do you situate the experiences of former slaves in the United States in this borrowed content.
A: Well, just as slavery was a hemispheric institution, so was emancipation. It’s useful for us in thinking about the aftermath of slavery in the United States, the Reconstruction era and after to see what happened to other slaves in places where slavery was abolished. What you see is a similar set of issues and conquests taking place everywhere slaves desire land of their own—this is the No. 1 thing, they want autonomy, they want independence from white control. All of these regions are agricultural, everywhere former slaves demand land. In some places they get land fairly effectively, like in Jamaica, West Indies, where there’s a lot of unoccupied land they can take. In some places they don’t, but that battle to who’s going to have access to land and economic resources is a commonality in the aftermath of slavery. So too is the effort of local plantation owners trying to get the plantation going again and to force slaves to work back on the plantations, or if not, to bring labor from somewhere else—in the West Indies they bring workers from China, from India, from southeast Asia to replace slaves who were moving off on land of their own. They can’t quite do that in the United States—they tried to bring ...
Record, Jeffrey. The Mystery Of Pearl Harbor. Military History 2.docxcatheryncouper
Record, Jeffrey. "The Mystery Of Pearl Harbor." Military History 28.5 (2012): 28-39.Academic Search Complete. Web. 10 Dec. 2013.
According to the article "The Mystery of Pearl Harbor," it briefly examines the reason why Japan starts a war with the United States. On December 7th, 1941, Japan with about 182 aircrafts from the first assault invade U.S. Pacific fleet of Pearl Harbor. Japan's ultimate goal was to overthrow East Asia. The main point of this article is mainly for Japan's goal for economic security and determined to achieve their goal to conquer East Asia. Moreover, they wouldn't let U.S. stop them. Japan was humiliated to be dependent on the United States, including American imported oil. Ultimately, they fought a war that could not won since U.S. was more superior. United States outproduce Japan in every category of ammunition and armaments. If someone were to ask me what this article was about, I would say that this article is an inevitable defeat from Japan.
I believe this source was definitely helpful. This article made me realize how important Pearl Harbor is. If anything, we could have lost to the Japanese and everything would change. Personally, I believe our army played a significant role during the war between Japan and United States. I believe that this source is reliable. This source can be slightly biased because in the article, it says “If the Pacific War was inevitable, was not Japan's crushing defeat as well? If so, then why did Japan start a war that, as British strategist Colin Gray has argued, it "was always going to lose?”
This article can clearly be used for a American history classes. Several of the first paragraphs include a clear understanding and a great topic for students to discuss. This would benefit students who does not know anything about Pearl Harbor. This would be appropriate for students to realize what America has been through during the 1940’s. I admit I now have a better understanding of Pearl Harbor, this article enhanced my perspective and changed the way I view it.
Hanyok, Robert J. "The Pearl Harbor Warning That Never Was." Naval History 23.2 (2009): 50-53. Academic Search Complete. Web. 11 Dec. 2013.
This article particularly argues that Americans believe that the surprising attack from Japan Navy planes could not have happened without some sort of conspiracy or warning. Without a doubt, Americans thought that U.S. political and military leaders kept this serious warning from Pearl Harbor’s commanders. Furthermore, the National Security Agency Documentary, “West Wind Clear seemed to be not found. Robert Hanyok’s attempted to clear up the issue and as a result, the warning for the chief Navy doe- breaker was just a figment of his imagination.
I believe that this article offers reliable sources. Hanyok provides source documents for historical scholars and researchers. This article was extremely helpful due to the controversy with the “West Wind Clear. The goal of this article was basically des ...
Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docxcatheryncouper
Reasons for Not Evaluating
Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16.
Below are reasons to not evaluate, but there are things you can do to overcome these reasons!
· Click Edit (upper right on the tool bar) to get into edit mode.
· Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it!
· Add your name in parenthesis after your idea so we know who contributed which idea!
· Click Save (upper right on tool bar) to save your changes.
1. Evaluation requires a particular skill set.
· Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark)
· Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper)
2. Evaluation is not a priority.
· In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle)
· Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K)
3. Evaluation is not required.
· Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle)
· Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague)
4. Evaluation can result in criticism.
· In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K)
· In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper)
5. You can't measure training.
· In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle)
· You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...
Recognize Strengths and Appreciate DifferencesPersonality Dimens.docxcatheryncouper
This document provides information about personality types based on the Personality Dimensions system. It discusses introverts and extraverts, analyzing the key differences in their preferences, strengths, challenges, and tips for thriving at work. Introverts are described as preferring solitary activities to recharge, while extraverts gain energy from social interaction. The document also provides a detailed analysis of the Inquiring Green personality type, including their needs, strengths, challenges, and tips for managing them at work.
Real-World DecisionsHRM350 Version 21University of Phoe.docxcatheryncouper
Real-World Decisions
HRM/350 Version 2
1
University of Phoenix Material
Real-World Decisions
Read the following scenarios, which represent real-world decisions, and respond to each in 150 to 200 words.
Scenario One
You are the director of production at a multinational company. Your position is in Tokyo, Japan. Recently, this division experienced production quota problems. You determine that you must identify a team leader who will lead the work team to tackle the problem. You identify several possible team leaders, including Joan, a manager who is an expatriate US citizen and has recently arrived in your company’s Japanese office. You are also aware of Bob, a European national who has worked at the facility for about a year. His experience includes reengineering production processes at one of the company’s production facilities in Europe. The final candidate is Noriko, a Japanese national who has been at the facility for several years.
Questions
The team you assemble is composed of American expatriates and Japanese nationals. Compare the three candidates for the position. Based on cultural norms and traditions, what cultural factors and management styles may benefit or present obstacles for others on the team? Explain.
Response
Scenario Two
You have been assigned to an overseas position with your company. The local government of the host country offers gifts periodically to senior management as a way of thanking them for opening a facility and employing locals. These gifts include cash or merchandise into the thousands of dollars. Typically, to refuse a gift is considered an insult. Your country’s policy is to prohibit employees from accepting anything from clients and customers of more than $50. Your employer values its relationship with the host country and government officials, and it intends to continue operating in the venue.
Questions
How would you address a situation where you are presented with a gift of more than $50? Explain your rationale. How could your actions affect your company? How could your decision affect your working relationship with your company’s and the host country’s officials?
Response
Scenario Three
Christine, the leading expert in information technology (IT) organizational design, works for a large consulting firm and has been asked to work on a temporary assignment in Saudi Arabia. One of her firm’s biggest revenue-generating customers is embarking on an initiative to redesign the IT structure to improve efficiency and effectiveness, and to align the business unit’s output with the organization’s strategic objectives. The customer has read research reports and articles Christine has published, and the chief executive officer has asked Christine to handle this project. She is excited about the professional challenge of the assignment, but she is unsure of adopting customs and practices in a Muslim country.
Questions
Discuss the ethical considerations for Christine and her company. What implications m ...
Real Clear PoliticsThe American Dream Not Dead –YetBy Ca.docxcatheryncouper
Real Clear Politics
“The American Dream: Not Dead –Yet
By Carl M. Cannon and Tom Bevan
March 6, 2019
Solid pluralities of Americans think their country is heading in the wrong direction, have lost faith in its prominent public institutions, and believe both major political parties are an impediment to realizing the American Dream. Nonetheless, that dream persists – threatened, yes, but not nearly dead.
These are the findings in the latest poll from RealClear Opinion Research, focusing on how Americans view their future possibilities and how much economic guidance and oversight should be provided by government. The answers provide a road map for the 2020 election season.
Nearly four times as many respondents say the American Dream is “alive and well” for them personally (27 percent) as those who say it’s “dead” (7 percent). The overwhelming majority express a more nuanced outlook. Two-thirds of those surveyed believe the American Dream is under moderate to severe duress: 37 percent say it is “alive and under threat” while another 28 percent say it is “under serious threat, but there is still hope.”
“In this poll, most people are telling us that the American Dream isn’t working as they believe it should be,” said John Della Volpe, polling director of RealClear Opinion Research. “The overwhelming number of people are not seeing the fruits of working hard, whether it’s through a professional (finances) or a personal (happiness) lens.”
The panel of 2,224 registered voters was probed for its views on other foundational aspects of 21st century American civic life, including their views of capitalism and socialism, and how they see the future unfolding for the younger generation of Americans.
Asked, for example, whether the American Dream is alive for those under 18 years of age, the attitudes were decidedly pessimistic -- especially among Baby Boomers and the so-called Silent Generation (Americans born between the mid-1920 and mid-1940s), those who have been in control of our public and private institutions for decades. While 23 percent of Baby Boomers and Silent Generation voters say the American Dream is alive for them (already the lowest percentage among all age groups) only 15 percent say they believe it will be there for the next generation.
Measuring attitudes about the American Dream means different things to different people. For this survey, RealClear Opinion Research defined it for the poll respondents by using Merriam-Webster’s dictionary, which describes the American Dream as “a happy way of living that can be achieved by anyone in the U.S. especially by working hard and becoming successful.”
As one would expect, perceptions of the health of this idea differ by party, age, education and class. Among the most striking findings in the survey were the variances by ethnicity. Asian-Americans are the most likely to say the American Dream is working for them (41 percent) – twice the percentage as Hispanics. Despite such differences, ...
Recommended Reading for both Papers.· Kolter-Keller, Chapter17 D.docxcatheryncouper
Recommended Reading for both Papers.
· Kolter-Keller, Chapter17 Designing & Managing Integrated Marketing Communications
· Kolter-Keller, Chapter18 Managing Mass Communications: Advertising, Sales Promotions, Events & Experiences and Public Relations
· Kolter-Keller, Chapter19 Managing Personal Communications: Direct and Interactive Marketing, Word of Mouth and Personal Selling
· PDF link to Kolter_keller 14th edition :
· http://socioline.ru/files/5/283/kotler_keller_-_marketing_management_14th_edition.pdf
· Keller,K.L.(2001).Mastering the Marketing Communications Mix: Micro and Macro Perspectives on Integrated Marketing Communication Programs. Journal of Marketing Management, Sep2001, Vol. 17 (7/8), 819-84.
· Luo, Xueming and Donthu, Naveen; Marketing's Credibility: A Longitudinal Investigation of Marketing Communication Productivity and Shareholder Value; The Journal of Marketing. Oct., 2006, Vol. 70, Issue 4, p70-91.
· Wright, E., Khanfar, N.M., Harrington, C., & Kizer,L.E. (2010). The Lasting Effects Of Social Media Trends On Advertising.Journal of Business & Economics Research, Vol. 8 (11), 73-80
Grading Rubric for both papers
· Identifies all or most of the key issues presented by the case.
· Discussion of issues reflects strong critical thinking and analytical skill.
· Discussion/analysis makes all or most of the recommendations called for by the case issues.
· Recommendations are supported by data from all or most of the relevant case facts and exhibits data.
· Data are creatively manipulated and applied. Discussion and recommendations are presented clearly, logically, and succinctly with no or few grammatical or other errors.
· Discussion/analysis reflects strong understanding of principles presented in course readings/materials.
· Where relevant, discussion/analysis employs proper APA style. Length limitations and other form/format requirements (if any) are followed.
1.The Changing Communications Environment 2 pages
Emerging media technologies have vastly empowered customers to decide whether or how they want to receive commercial content. Consumers are no longer passive recipients of marketing communications and the real challenge for a marketer is how to regain the customers’ attention through the clutter.
1 Web-based technologies can be combined with traditional media to build a successful marketing communication campaign. Cite two specific examples of companies/brands using this combination approach and discuss what made these campaigns successful. Did the two use similar techniques?
With the help of relevant examples, can you describe how modern technologies can be used to promote interactivity between the product and the customers? In this context discuss the use of social media to generate excitement around a brand. Can you cite any recently launched new products that have managed to achieve this?
2.Personal Application Paper, one and a half pages
Provide a detailed overview of Procter and Gamb ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Question-no.docx
Chapter7
Question no’s:
2,3,4,5,6,8,10,13,14,15,17,18,19,20,21,27,28,29,31,32,33,36
Chapter 8
Question no’s:
1,2,3,4,6,7,9,13,14,15,19,20,21,22,24,26,28,29,30
ch7.pdf
Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
7.13 Problems
7.1 Finding Charge From Potential
The potential in a spherical region r < R is '(x, y, z) = '0(z/R)
3. Find a volume charge density
Ω(r, µ) in the region r < R and a surface charge density æ(µ) on
the surface r = R which together
produce this potential. Express your answers in terms of
elementary trigonometric functions.
7.2 A Periodic Array of Charged Rings
Let the z-axis be the symmetry axis for an infinite number of
identical rings, each with charge
Q and radius R. There is one ring in each of the planes z = 0, z
= ±b, z = ±2b, etc. Exploit
2. the Fourier expansion in Example 1.6 to find the potential
everywhere in space. Check that your
solution makes sense in the limit that the cylindrical variable Ω
¿ R, b. Hint: If IÆ(y) and KÆ are
modified Bessel functions,
I
0
Æ(y)KÆ(y) ° IÆ(y)K0Æ(y) = 1/y.
7.3 Two Electrostatic Theorems
Use the orthogonality properties of the spherical harmonics to
prove the following for a function
'(r) which satisfies Laplace’s equation in and on an origin-
centered spherical surface S of radius
R:
(a)
R
S
dS '(r) = 4ºR2'(0)
(b)
Z
S
dSz'(r) =
4º
3
R
4 @'
3. @z
ØØØØ
r=0
7.4 Make a Field Inside a Sphere
Find the volume charge density Ω and surface charge density æ
which much be placed in and on a
sphere of radius R to produce a field inside the sphere of
E = °2V0
xy
R3
x̂ +
V0
R3
(y
2 ° x2)ŷ ° V0
R
ẑ.
There is no other charge anywhere. Express your answer in
terms of trigonometric functions of µ
and ¡.
7.5 Green’s Formula
Let n̂ be the normal to an equipotential surface at a point P . If
R1 and R2 are the principal
radii of curvature of the surface at P . A formula due to George
Green relates normal derivatives
(@/@n ¥ n̂ · r) of the potential '(r) (which satisfies Laplace’s
4. equation) at the equipotential surface
to the mean curvature of that equipotential surface ∑ = 1
2
(R°11 + R
°1
2 ):
@2'
@n2
+ 2∑
@'
@n
= 0.
Derive Green’s equation by direct manipulation of Laplace’s
equation.
7.6 The Channeltron
c∞2009 Andrew Zangwill 278
Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
The parallel plates of a channeltron are segmented into
conducting strips of width b so the po-
tential can be fixed on the strips at staggered values. We model
this using infinite-area plates, a
finite portion of which is shown below. Find the potential '(x, y)
between the plates and sketch
5. representative field lines and equipotentials. Note the
orientation of the x and y axes.
1 1
02 2
x
y
d
b
7.7 The Calculable Capacitor
The figure below shows a circle which has been divided into
two pairs of segments with equal
arc length by a horizontal bisector and a vertical line. The
positive x-axis bisects the segment
labelled “1” and the polar angle ¡ increases counterclockwise
from the x-axis as indicated . Now let
the segmented circle be the cross section of a segmented
conducting cylinder (with tiny insulating
regions to separate the segments).
1
2
4
3
r
x
6. O
1
2
(a) Let segment 1 have unit potential and ground the three
others. If the angle Æ subtends
segment 1 as viewed from the origin O, show that the charge
density induced on the inside
surface of segment 3 is
æ(¡) =
≤0
2ºR
∑
sin( 1
2
Æ + ¡)
1 ° cos( 1
2
Æ + ¡)
+
sin( 1
2
Æ ° ¡)
1 ° cos( 1
2
Æ ° ¡)
7. ∏
.
(b) Enclose the segmented cylinder by a coaxial, grounded,
conducting cylindrical shell whose
radius is infinitesimally larger than R. This guarantees that that
no charge is induced on the
outside of segment 3. In that case, show that the cross-
capacitance per unit length between
segments 1 and 3 is
C13 = °
≤0
º
ln 2.
The non-trivial fact that C13 depends only on defined constants
(and not on R) is exploited
worldwide to “realize” the farad—the fundamental unit of
capacitance.
7.8 An Incomplete Cylinder
The figure below shows an infinitely long cylindrical shell from
which a finite angular range has
been removed. Let the shell be a conductor raised to a potential
corresponding to a charge per unit
length ∏. Find the fraction of charge which resides on the inner
surface of the shell in terms of ∏
and the angular parameter p. Hint: Calculate Qin ° Qout.
c∞2009 Andrew Zangwill 279
8. Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
2
p
7.9 Picht’s Equation
This problem addresses the focusing properties of cylindrically
symmetric potentials '(Ω, z) which
satisfy Laplace’s equation.
(a) Let V (z) = '(0, z). Use separation of variables to show that
E(Ω, z) º 1
2
V 00(z)Ω Ω̂ ° V 0(z)ẑ
for points near the symmetry axis where Ω ø
p
|V 0(z)/V 000(z)|. This is called the paraxial
regime in charged particle optics.
(b) Regard Ω(z, t) as the trajectory of a particle with charge q
and mass m and derive the trajectory
equation
Ω̈ = z̈ Ω
0
+ ż
2
Ω
00
=
9. q
2m
ΩV
00
(z).
(c) Use Newton’s second law and an approximate form of
conservation of energy (valid when vz
is large) to derive the trajectory equation
d2Ω
dz2
+
1
2
V 0
V
dΩ
dz
+
Ω
4
V 00
V
= 0.
(d) Show that a change of variables to R(z) = Ω(z)V 1/4(z)
transforms the equation in part (c) to
10. Picht’s equation,
d2R
dz2
= ° 3
16
R(z)
∑
V 0(z)
V (z)
∏2
.
(e) Integrate Picht’s equation and explain why it predicts
focusing for particles which enter the
potential parallel to the z-axis.
7.10 A Dielectric Wedge in Polar Coordinates
Two wedge-shaped dielectrics meet along the ray ¡ = 0. The
opposite edge of each wedge is held
at a fixed potential by a metal plate. The system is invariant to
translations perpendicular to the
diagram.
(a) Explain why the potential '(Ω, ¡) between the plates does not
depend on the polar coordinate
Ω.
(b) Find the potential everywhere between the plates.
2
11. !
1
"
2
"
0" #
2
V$#
1
!
1
V$#
c∞2009 Andrew Zangwill 280
Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
7.11 A Split Conical Conductor
An electron deflector takes the form of an infinite, segmented,
conducting cone whose apex is at
the origin and whose opening angle is 2Æ. The symmetry axis
inside the cone is the positive z-axis
and the two segments are held at the potentials ± V as shown
below.
x
12. VV
1. Use a separation of variables argument in spherical
coordinates to show that the potential
inside the cone is independent of the radial variable
1. Use the result of part (a) to show that Laplace’s equation can
be rewritten as
∫
2 @'
@∫2
+ ∫
@'
@∫
+
@2'
@¡2
= 0
where ∫ = tan 1
2
µ .
1. Separate variables and show that
'(µ, ¡) =
4V
º
1X
m=1,3,5,···
13. (°1)(m°1)/2
m
∑
tan µ/2
tan Æ/2
∏m
cos m¡
1. Exploit the expansion ln(1 ± z) = ±z ° 1
2
z2 ± 1
3
z3 ° 1
4
z4 + · · · to sum the series and show
that
' =
4V
º
tan
°1
Ω
2 tan 1
2
µ tan 1
14. 2
Æ
tan2 1
2
µ ° tan2 1
2
Æ
cos ¡
æ
.
7.12 Practice with Bessel Functions
A grounded metal tube with radius R is coaxial with the z-axis.
The bottom of the tube at z = 0
is closed by a circular metal plate held at potential V . The top
of the tube is open and extends to
infinity. If J0(kmR) = 0, show that the potential inside the tube
is
'(Ω, z) =
2V
R
1X
m=1
exp(°kmz)
km
J0(kmΩ)
J1(kmR)
15. .
7.13 The Capacitance of an OÆ-Center Capacitor
A spherical conducting shell centered at the origin has radius
R1 and is maintained at potential V1.
A second spherical conducting shell maintained at potential V2
has radius R2 > R1 but is centered
at the point sẑ where s << R1.
c∞2009 Andrew Zangwill 281
Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
(a) To lowest order in s, show that the charge density induced
on the surface of the inner shell is
æ(µ) = ≤0
R1R2(V2 ° V1)
R2 ° R1
∑
1
R21
° 3s
R32 ° R31
cos µ
∏
16. .
(b) To lowest order in s, show that the force exerted on the
inner shell is
F =
Z
dS
æ2
2≤0
n̂ = ẑ2ºR
2
1
ºZ
0
dµ sin µ
æ2(µ)
2≤0
cos µ = ° Q
2
4º≤0
sẑ
R32 ° R31
.
(c) Integrate the force in (b) to find the capacitance of this
17. structure to second order in s.
7.14 The Plane-Cone Capacitor
A capacitor is formed by the infinite grounded, plane z = 0 and
an infinite, solid, conducting cone
with interior angle º/4 held at potential V . A tiny insulating
spot at the cone vertex (the origin
of coordinates) isolates the two conductors.
4
0
V
(a) Explain why '(r, µ, ¡) = '(µ) in the space between the
capacitor “plates”.
(b) Integrate Laplace’s equation explicitly to find the potential
between the plates.
7.15 The Near-Origin Potential of Four Point Charges
Four identical positive point charges sit at (a, a), (°a, a), (°a,°a),
and (a,°a) in the z = 0 plane.
Very near the origin, the electrostatic potential can be written in
the form
'(x, y, z) = A + Bx + Cy + Dz + Exy + F xz + Gyz + Hx
2
+ Iy
2
+ Jz
18. 2
.
(a) Deduce the non-zero terms in this expansion and the
algebraic sign of their coe±cients. Do
not calculate the exact value of the non-zero coe±cients.
(b) Sketch electric field lines and equipotentials in the z = 0
plane everywhere inside the square
and a little bit outside the square. Do not miss any important
features of the patterns.
7.16 U-Shaped Electrodes
Two semi-infinite blocks of matter share a common interface as
shown below. The matter with
dielectric constant ∑2 is completely surrounded by a æ-shaped
electrode which is grounded. The
matter with dielectric constant ∑1 is completely surrounded by
a Ω-shaped electrode which is held
at potential V .
c∞2009 Andrew Zangwill 282
Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
1 2 d
V 0
y
x
19. a
(a) Determine '(x, y) everywhere between the two electrodes.
(b) Find the polarization charge on the interface when ∑1 is
slightly greater than ∑2 and also when
∑1 is slightly less than ∑2.
(c) Sketch electric field lines when ∑1 ¿ ∑2 and also when ∑1 ø
∑2.
7.17 The Potential Inside an Ohmic Duct
The z-axis runs down the center of an infinitely long heating
duct with a square cross section. For
a real metal duct (not a perfect conductor), the electrostatic
potential '(x, y) varies linearly along
the sidewalls of the duct. Suppose that the duct corners at (±a,
0) are held at potential +V and
the duct corners at (0, ±a) are held at potential °V. Find the
potential inside the duct beginning
with the trial solution
'(x, y) = A + Bx + Cy + Dx
2
+ Ey
2
+ F xy.
7.18 A Potential Patch By Separation of Variables
The square region defined by °a ∑ x ∑ a and °a ∑ y ∑ a in the z
= 0 plane is a conductor held
20. at potential ' = V . The rest of the z = 0 plane is a conductor
held at potential ' = 0. The plane
z = d is also a conductor held at zero potential.
V 2a
2a
d
(a) Find the potential for 0 ∑ z ∑ d in the form of a Fourier
integral.
(b) Find the total charge induced on the upper surface of the
lower (z = 0) plate. The answer is
very simple. Do not leave it in the form of an unevaluated
integral or infinite series.
(c) Sketch field lines of E(r) between the plates.
7.19 Poisson’s Integral Formula
The Poisson integral formula
'(r) =
(R2 ° r2)
4ºR
Z
|y
S
|=R
dyS
21. '̄(yS )
|r ° yS|3
|r| < R
gives the potential at any point r inside a sphere if we specify
the potential '̄(yS ) at every point
on the surface of the sphere. Derive this formula by summing
the general solution of Laplace’s
equation inside the sphere using the derivatives (with respect to
r and R) of the identity
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Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
1
|r ° yS|
=
1X
`=0
r`
R`+1
P`(r̂ · ŷS ).
7.20 An Electrostatic Analog of the Helmholtz Coil
A spherical shell of radius R is divided into three conducting
segments by two very thin air gaps
22. located at latitudes µ0 and º °µ0. The center segment is
grounded. The upper and lower segments
are maintained at potentials V and °V , respectively. Find the
angle µ0 such that the electric field
inside the shell will be as nearly constant as possible near the
center of the sphere.
0
0
V
V
0
R
7.21 A Conducting Sphere at a Dielectric Boundary
A conducting sphere with radius R and charge Q sits at the
origin of coordinates. The space outside
the sphere above the z = 0 plane has dielectric constant ∑1. The
space outside the sphere below
the z = 0 plane has dielectric constant ∑2.
R
Q
1
2
(a) Find the potential everywhere outside the conductor.
23. (b) Find the distributions of free charge and polarization charge
wherever they may be.
7.22 Bumps and Pits on a Flat Conductor
A flat metal plate occupies the z = 0 plane. When raised to a
non-zero potential, the plate develops
a uniform surface charge density æ0 and a uniform field E0 =
(æ0/≤0)ẑ in the space z > 0.
(a) Place a hemispherical metal bump of radius R on the plate as
shown in part (a) of the figure
below. Ground the plate and bump combination and demand that
E(z ! 1) ! E0. Show
that E for this problem diÆers from E0 by the field of a suitably
placed point dipole. Calculate
the charge density induced on the conducting surface.
(b) Replace the hemispherical metal bump by a hemispherical
metal crater as shown in part (b) of
the figure below. Ground the plate and crater combination and
demand that E(z ! 1) !
E0. Why is it less straightforward to find the potential for this
problem as for the bump
problem? How would you set up to solve for '(r, µ) outside the
crater? Numerical results
show that E for the crater problem diÆers from E0 by the field
of a dipole placed at the same
point as in part (a). However, the dipole moment is reversed in
direction and has a magnitude
only 1/10 as large as the bump problem. Rationalize both of
these results qualitatively.
c∞2009 Andrew Zangwill 284
24. Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
R
R( )a ( )b
z
7.23 A Conducting Slot
The figure shows an infinitely long and deep slot formed by two
grounded conductor plates at x = 0
and x = a and a conductor plate at z = 0 held at a potential '0.
Find the potential inside the slot.
0x! x a!
0" "!
0" !
z
x
7.24 A Corrugated Conductor
A flat metal plate occupies the z = 0 plane. When raised to a
non-zero potential '0, the plate
develops a uniform surface charge density æ0 and a uniform
field E0 = (æ0/2≤0)ẑ in the space z > 0.
(a) Corrugate the plate slightly so z(x) = b sin kx with kb ø 1
25. describes the free surface. Demand
that E(z ! 1) ! E0 and show that the charge density induced on
the metal surface is
æ(x) º æ(0)[1 + kz(x)].
(b) Discuss the behavior of æ(x) at the peaks and valleys of the
surface in connection with the
results of Section 7.10.
7.25 Unisphere Potential
Let '0 be the value of the potential applied to the metallic
Unisphere in Section 6.8.1. Outline
a procedure (other than direct integration of the Coulomb
integral) which gives the potential at
every point in space. The procedure may be partly numerical.
7.26 Potential of a Cylindrical Capacitor
An infinitely long conducting tube (radius Ω1) is held at
potential '1. A second, concentric tube
(radius Ω2 > Ω1) is held at potential '2. Integrate Laplace’s
equation and find the capacitance per
unit length.
7.27 Axially Symmetric Potentials
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Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
Let V (z) be the potential on the axis of an axially symmetry
26. electrostatic potential in vacuum.
Show that the potential at any point in space is
V (Ω, z) =
1
º
ºZ
0
d≥ V (z + iΩ cos ≥).
Hint: Show that the proposed solution satisfies Laplace’s
equation and exploit uniqueness.
7.28 A Segmented Cylinder
The figure below is a cross section of an infinite, conducting
cylindrical shell. Two infinitesimally
thin strips of insulating material divide the cylinder into two
segments. One segment is held at
unit potential. The other segment is held at zero potential. Find
the electrostatic potential inside
the cylinder. Hint: Z 2º
0
d¡ cos m¡ cos n¡ = º±mn (m 6= 0)
D
DR
y
x
27. 1M
0M
7.29 A 2D Potential Problem in Cartesian Coordinates
Two flat conductor plates (infinite in the x and y directions)
occupy the planes z = ±d. The x > 0
portion of both plates is held at ' = +'0. The x < 0 portion of
both plates is held at ' = °'0.
Derive an expression for the potential between the plates using
a Fourier integral to represent the
x variation of '(x, z).
x
z
d
d!
0M! 0M
7.30 Target Field in a Dielectric Sphere
An origin-centered sphere with radius R and dielectric constant
∑1 is embedded in an infinite
medium with dielectric constant ∑2. The electric field inside
the sphere is
E1 = (V0/R
2
)(zx̂ + xẑ).
(a) Find the electric field outside the sphere, E2(x, y, z),
assuming that E2 ! 0 as r ! 1.
28. c∞2009 Andrew Zangwill 286
Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
(b) Calculate the density of charge (free or polarization) at the
interface between the two media.
7.31 The Two-Cylinder Electron Lens
Two semi-infinite, hollow cylinders of radius R are coaxial with
the z-axis. Apart from an insulating
ring of thickness d ! 0, the two cylinders abut one another at z =
0 and held at potentials VL and
VR. Find the potential everywhere inside both cylinders. You
will need the integrals
∏
Z 1
0
ds s J0(∏s) = J1(∏) and 2
Z 1
0
ds s J0(xns)J0(xms) = J
2
1 (xn)±nm.
The real numbers xm satisfy J0(xm) = 0.
R
29. d
L
V
R
V
7.32 Contact Potential
The x > 0 half of a conducting plane at z = 0 is held at zero
potential. The x < 0 half of the plane
is held at potential V . A tiny gap at x = 0 prevents electrical
contact between the two halves.
0!"V! "
#
$
x
z
(a) Use a change of scale argument to conclude that the z > 0
potential '(Ω, ¡) in plane polar
coordinates cannot depend on the radial variable Ω.
(a) Find the electrostatic potential in the z > 0 half-space.
(b) Make a semi-quantitative sketch of the electric field lines
and use words to describe the most
important features.
30. 7.33 Circular Plate Capacitor
Consider a parallel plate capacitor with circular plates of radius
a separated by a distance 2L.
z
!2L
aV"
V#
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Chapter 7 Laplace’s Equation: The Potential Produced by
Surface Charge
A paper published in 1983 proposed a solution for the potential
for this situation of the form
'(Ω, z) =
1Z
0
dk A(k)f (k, z)J0(kΩ),
where J0 is the zero-order Bessel function and
A(k) =
2V
1 ° e°2kL
31. sin(ka)
ºk
.
(a) Find the function f (k, z) so the proposed solution satisfies
the boundary conditions on the
surfaces of the plates. You may make use of the integral
1Z
0
dk
sin(ka)
k
J0(kΩ) =
8<
:
º/2 0 ∑ Ω ∑ a
sin°1(a/Ω) Ω ∏ a.
(b) Show that the proposed solution nevertheless fails to solve
the problem because the electric
field it predicts is not a continuous function of z when Ω > a.
7.34 A Slightly Dented Spherical Conductor
The surface of a slightly dented spherical conductor is given by
the equation r = a[1 + ≤PN (cos µ)]
where ≤ ø 1. Let the conductor be grounded and placed in a
constant electric field E0 parallel to
the polar axis, Show that the induced surface charge density is
32. æ(µ) = æ0 + ≤
Ω
3N ≤0E
2N + 1
[(N + 1)PN+1(cos µ) + (N ° 2)PN°1(cos µ)]
æ
where æ0 is the induced charge density for ≤ = 0. Along the
way, confirm and use the fact that the
normal to the surface is n̂ = r̂ ° ≤ @Pn
@µ
µ̂ + O(≤
2
). Hint: (2N + 1)PN (x)P1(x) = N PN°1(x) + (N +
1)PN+1(x).
7.35 A Conducting Duct
Solve the conducting duct problem treated in Section 7.5.1
using the method indicated in the
penultimate paragraph of that section.
7.36 The Force on an Inserted Conductor
A set of known constants Æn parameterizes the potential in a
volume r < a as
'ext(r, µ) =
1X
33. n=1
Æn
≥ r
R
¥n
Pn(cos µ).
Let ẑ point along µ = 0 and insert a solid conducting sphere of
radius R < a at the origin. Show
that the force exerted on the sphere when it is connected to
ground is in the z direction and
Fz = 4º≤0
1X
n=1
(n + 1)ÆnÆn+1.
Hint: The Legendre polynomials satisfy (n + 1)Pn+1(x) +
nPn°1(x) = (2n + 1)xPn(x).
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ch8.pdf
Chapter 8 Poisson’s Equation: The Potential Produced by
Volume Charge
8.9 Problems
34. 8.1 Debye’s Model for the Work Function
In 1910, Debye suggested that the work function W of a metal
could be computed as the work
performed against the electrostatic image force when an
electron is removed from the interior of
a finite piece of metal to a point infinitely far outside the metal.
Model the metal as a perfectly
conducting sphere with a macroscopic radius R and suppose that
the image force only becomes
operative at a microscopic distance d outside the surface of the
metal. Show that
W =
e2
8º≤0
∑
2
R + d
° R
(R + d)2
+
R
(R + d)2 ° R2
∏
.
Let x = d/R and take the limit R ! 1 to find the Debye model
prediction for the work function of
a semi-infinite sample. Today, it is well understood that the
35. image force plays an insignificant role
in the physics of the work function [See, e.g., A. Zangwill,
Physics at Surfaces (Cambridge, 1988)].
8.2 Images in Spheres I
A point charge q is placed at a distance 2R from the center of an
isolated, conducting sphere of
radius R. The force on q is observed to be zero at this position.
Now move the charge to a distance
3R from the center of the sphere. Show that the force on q at its
new position is repulsive with
magnitude
F =
1
4º≤0
173
5184
q2
R2
.
Hint: A spherical equipotential surface remains an equipotential
surface if an image point charge
is placed at it center.
8.3 Images in Spheres II
Positive charges Q and Q0 are placed on opposite sides of a
grounded sphere of radius R at distances
of 2R and 4R, respectively, from the sphere center. Show that
36. Q0 is repelled from the sphere if
Q0 < (25/144)Q.
8.4 The Charge Induced by Induced Charge
Maintain the plane z = 0 at potential V and introduce a
grounded conductor somewhere into the
space z > 0. Use the “magic rule” for the Dirichlet Green
function to find the charge density
æ(x, y) induced on the z = 0 plane by the charge æ0(r) induced
on the surface S0 of the grounded
conductor.
8.5 Images and Interaction Energy
Place a point charge q at a distance z from the center of a
grounded, origin-centered conducting
sphere of radius R < z.
(a) Integrate the image force to find the potential energy of
interaction between q and the grounded
conductor.
(b) Compare the answer in part (a) to the potential energy of
interaction between the real point
charge and the image point charge for this problem.
8.6 Using a Cube to Simulate a Point Charge
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Chapter 8 Poisson’s Equation: The Potential Produced by
Volume Charge
37. (a) Use completeness relations to represent ±(x ° x0)±(y ° y0)
and then the method of direct
integration for the inhomogeneous diÆerential equation which
remains to find the interior
Dirichlet Green function for a cubical box with sidewalls at x =
±a, y = ±a, and z = ±a.
(b) Use the result of part (a) to find the charge density that must
be glued onto the surfaces of
an insulating box with sides walls at x = ±a, y = ±a, and z = ±a
so that the electric field
everywhere outside the box is identical to the field of a
(fictitious) point charge Q located at
the center of the box. It is su±cient to calculate æ(x, y) for the z
= a face. Give a numerical
value (accurate to 0.1%) for æ(0, 0).
(c) This problem was solved in the textbook by a diÆerent
method. Check that both methods
give the same (numerical) answer for æ(0, 0).
8.7 Green Function for a Sphere by Direct Integration
(a) Use the completeness relation
X
`m
Y`m(r̂ )Y
§
`m(r̂ 0) =
1
sin µ
±(µ ° µ0)±(¡ ° ¡0).
38. and the method of direct integration to show that
G(r, r
0
) =
1
4º≤0
1X
`=0
Ω
r`<
r`+1>
° r
`
<r
`
>
R2`+1
æ
P`(r̂ · r̂ 0)
is the interior Dirichlet Green function for a sphere of radius R.
(b) Show that G(r, r0) above is identical to the image solution
for this problem.
8.8 Practice with Complex Potentials
39. Show that
f (z) = ° ∏
2º≤0
ln tan
ºz
a
can be used as the complex potential for an array of equally
spaced, parallel, charged lines in the
y = 0 plane. Let n be an integer and let x = na and x = (n + 1
2
)a be the positions of the positive
and negatively charged lines, respectively. Show that the
asymptotic behavior (|y| ! 1) of the
physical potential is consistent with previous results.
8.9 The Image Force and Its Limits
(a) The text asserts that the attractive force F between an
origin-centered, grounded, conducting
sphere of radius R and a point charge located at a point s > R on
the positive z-axis varies
as 1/s3 when s ¿ R. Show this explicitly.
(b) Replace the sphere by a grounded conductor of any shape.
Use Green’s reciprocity principle to
show that the force in part (a) still varies as 1/s3 when s is large
compared to the characteristic
size of the conductor.
8.10 Images for a Hemispherical Boss
40. A grounded conductor consists of the x-y plane and a
hemispherical boss of radius R centered on
the z-axis. A point charge q sits at a point z0 > R on the
positive z-axis. Use the method of images
to show that the total charge induced on the flat portion of the
conductor is qind = °q cos 2µ sec µ.
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Chapter 8 Poisson’s Equation: The Potential Produced by
Volume Charge
z
0
z
R
8.11 Free Space Green Function in 1D
Show that the free-space Green function in one dimension is
G0(x, x
0
) = ° 1
2≤0
|x ° x0|.
(a) using an argument based entirely on the physical meaning of
the Green function.
41. (b) by verifying that the stated function satisfies the correct
diÆerential equation and the correct
matching conditions.
8.12 Electrostatics of a Cosmic String
A cosmic string is a one-dimensional object with an
extraordinarily large linear mass density (
µ ª 1022 kg/m) which (in some theories) forms during the initial
cool-down of the Universe after
the Big Bang. In two-dimensional (2D) general relativity, such
an object distorts flat space-time
into an extremely shallow cone with the cosmic string at its
apex. Alternatively, one can regard
flat 2D space as shown below: undistorted but with a tiny
wedge-shaped region removed from the
physical domain. The usual angular range 0 ∑ ¡ < 2º is thus
reduced to 0 ∑ ¡ < 2º/p where
p°1 = 1 ° 4Gµ
±
c2 , G is Newton’s gravitational constant, and c is the speed of
light. The two
edges of the wedge are indistinguishable so any physical
quantity f (¡) satisfies f (0) = f (2º/p) .
unphysical region2 p
(a) Begin with no string. Show that the free-space Green
function in 2D is
G0(Ω, Ω
0
) = ° 1
42. 2º≤0
ln |Ω ° Ω0|.
(b) Now add the string so p 6= 1. To find the modified free-
space Green function Gp0(Ω, Ω
0) , we
need a representation of the delta function which exhibits the
proper angular behavior. Show
that a suitable form is
±(¡ ° ¡0) = p
2º
1X
m=°1
e
imp(¡°¡0)
.
(c) Exploit the ansatz
G
p
0(Ω, ¡, Ω
0
, ¡
0
) =
p
2º
44. 2º
ln Ω>
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Chapter 8 Poisson’s Equation: The Potential Produced by
Volume Charge
(d) Perform the indicated sum and find a closed form expression
for Gp0. Check that G
1
0(Ω, Ω
0)
correctly reproduces your answer in part (a).
(e) Show that a cosmic string at the origin and a line charge q at
Ω are attracted with a force
F = (p ° 1) q
2Ω̂
4º≤0Ω0
8.13 Green Function Inequalities
The Dirichlet Green function for any volume V can always be
written in the form
GD(r, r
0
) =
45. 1
4º≤0
1
|r ° r0|
+ §(r, r
0
) r, r
0 2 V.
The function §(r, r0) satisfies r2§(r, r0) = 0.
(a) Use the physical meaning of the Dirichlet Green function to
prove that
GD(r, r
0
) <
1
4º≤0
1
|r ° r0|
.
(b) Use Earnshaw’s theorem to prove that
GD(r, r
0
) > 0.
8.14 Image Energy and Real Energy
46. Suppose that a collection of image point charges q1, q2, . . . ,
qN exists to find the force on a point
charge q at position rq due the presence of a conductor held at
potential 'C . Call the electrostatic
potential energy between q and the conductor. Let UB be the
electrostatic energy of q in the
presence of the image charges. Find the general relation
between UA and UB and confirm that
UA =
1
2
UB when 'C = 0.
8.15 Free Space Green Functions by Eigenfunction Expansion
Find the free space Green function G
(d)
0 (x, x
0) in d = 1, 2, 3 space dimensions by the method of
eigenfunction expansion.
8.16 Weyl’s Formula
Use direct integration to derive the Weyl Formula for the free-
space Green function in three dimen-
sions,
G0(r, r
0
) =
1
2≤0
47. Z
d2k?
(2º)2
e
ik?·(r?°r
0
?)
1
k?
e
°k?|z°z
0|
.
8.17 A Dipole Near a Conducting Plane
A point dipole p sits a distance d from a flat, grounded, metal
plate. How much work is required
to rotate the dipole from perpendicular orientation (pointed at
the plane) to a parallel orientation?
8.18 A Line Charge Inside a Grounded Wedge
A line with uniform charge per unit length ∏ passes through the
point (a, 0) in the x-y plane. In
addition, two grounded, conducting planes (infinite in the z-
direction) extend from Ω = 0 to Ω = 1
at angles ¡ = ±º/4 with respect to the positive x-axis.
c∞2009 Andrew Zangwill 324
48. Chapter 8 Poisson’s Equation: The Potential Produced by
Volume Charge
(a) Use a multiple image technique to find the electrostatic
potential '(Ω, ¡) in the space between
the planes which satisfies the boundary conditions on the
conducting planes.
(b) Show that the charge per unit area induced on each plane is
æ(Ω) = ° ∏ap
2º
∑
1
Ω2 °
p
2Ωa + a2
° 1
Ω2 +
p
2Ωa + a2
∏
.
(c) Comment on the value of æ(0).
8.19 Inversion in a Cylinder
50. (a) Show that suitable choices for the allowed values of ∞ and Ø
in the sums makes the ansatz,
GD(r, r
0
) =
X
∞
X
Ø
sin(∞z) sin(∞z
0
) sin(Ø¡) sin(Ø¡
0
)g∞Ø (Ω, Ω
0
),
satisfy the boundary conditions at z = 0, z = h, ¡ = 0, and ¡ =
2º/p, and thus reduces
the defining equation for the Green function to a one-
dimensional diÆerential equation for
gÆØ (Ω, Ω
0).
(b) Complete the solution for GD(r, r
0).
8.21 The Charge Induced on a Conducting Tube
51. (a) Find the charge density æ(¡, z) induced on the outer surface
of a conducting tube of radius R
when a point charge q is placed at a perpendicular distance s >
R from the symmetry axis
of the tube.
(b) Confirm that the point charge induces a total charge °q on
the tube surface.
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Chapter 8 Poisson’s Equation: The Potential Produced by
Volume Charge
(c) The angle-averaged induced charge/length is ∏(z) = R
R 2º
0
d¡ æ(¡, z) . Show that
∏(z) ª ° q ln(s/R)
z ln2(z/R)
as z ! +1. That is, the charge density falls oÆ extremely slowly
with distance along the
length of the tube.
8.22 Free Space Green Function in Polar Coordinates
The free-space Green function in two dimensions (potential of a
line charge) is G
(2)
0 (r, r
52. 0) =
° ln |r ° r0|/2º≤0. Use the method of direct integration to reduce
the two-dimensional equation
≤0r2G(r, r0) = °±(r ° r0) to a one-dimensional equation and
establish the alternative representa-
tion
G
(2)
0 (r, r
0
) = ° 1
2º≤0
ln Ω> +
1
2º≤0
1X
m=1
1
m
Ωm<
Ωm>
cos m(¡ ° ¡0)
8.23 Poisson’s Formula for a Sphere
The Poisson integral formula
'(r) =
53. (R2 ° r2)
4ºR
Z
|r0
S
|=R
dS
'̄(r0S)
|r ° r0S|3
|r| < R
gives the potential at any point r inside a sphere if we specify
the potential '̄(rS ) at every point
on the surface of the sphere. Derive this formula by summing
the general solution of Laplace’s
equation inside the sphere using the derivatives (with respect to
r and R) of the identity
1
|r ° r0S|
=
1X
`=0
r`
R`+1
P`(r̂ · r̂ 0S).
54. 8.24 Symmetry of the Dirichlet Green Function
Prove that GD(r, r
0) = GD(r
0, r).
8.25 Capacitance of a Sphere Above a Grounded Plane
A conducting sphere with radius R and potential V is centered
at a height h above the grounded
plane z = 0. We are interested in how the charge-to-potential
ratio C = Q/V for the sphere
varies as a function of h/R. Show that the boundary conditions
can be satisfied using an infinite
number of image charges (some inside the sphere and some in
the space z < 0. Use a finite number
of images for a numerical solution and plot C/C0 versus h/R
where C0 is the capacitance of the
isolated sphere. Analyze your data suitably to find the analytic
dependence when h/R º 1 and
when h/R ¿ 1.
8.26 Force Between a Line Charge and a Conducting Cylinder
Let b the perpendicular distance between an infinite line with
uniform charge per unit length ∏ and
the center of an infinite conducting cylinder with radius R =
b/2.
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Chapter 8 Poisson’s Equation: The Potential Produced by
55. Volume Charge
R
!
b
"
(a) Show that the charge density induced on the surface of the
cylinder is
æ(¡) = ° ∏
2ºR
µ
3
5 ° 4 cos ¡
∂
.
(b) Find the force per unit length on the cylinder by an
appropriate integration over æ(¡).
(c) Confirm you answer to (b) by computing the force per unit
length on the cylinder by another
method.
Hint: Let the single image line inside the sphere fix the
potential of the cylinder.
8.27 Charge and Plane and Dielectric Bump
A dielectric hemisphere with permittivity ≤ and radius R sits on
56. the flat surface of a conducting
half-space. A point charge q is placed above the hemisphere (on
the symmetry axis) at a great
distance d ¿ R above the plane. Find the electric field
everywhere following the steps below.
R
d
q
!
conductor
(a) Consider an origin-centered dielectric sphere with volume V
polarized by a uniform external
field E0. Show that the charge density induced on the surface of
the sphere is
æ =
p0 · r̂
V
where p0 = 3≤0
≤ ° ≤0
≤ + 2≤0
V E0.
(b) Use the information in part (a), and the fact that the electric
field is nearly uniform near the
midpoint between two equal and opposite point charges, to
construct an image system that
permits you to compute the electric field E everywhere for the
57. geometry indicated in the
figure.
8.28 Rod and Plane
The diagram below shows a rod of length L and net charge Q
(distributed uniformly over its length)
oriented parallel to a grounded infinite conducting plane at the
distance d from the plane.
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Chapter 8 Poisson’s Equation: The Potential Produced by
Volume Charge
x
y
z
d
Q
L
(a) Evaluate a double integral to find the exact force exerted on
the rod by the plane.
(b) Simplify your result in part (b) in the limit d ¿ l. Give a
physical argument for your result.
(c) Find the charge density æ(x, y) induced on the conducting
plane.
58. (d) Find the total charge induced on the plane without
integrating æ(x, y).
8.29 Point Dipole in a Grounded Shell
A point electric dipole with moment p sits at the center of a
grounded, conducting spherical shell
of radius R. Use the method of images to show that the electric
field inside the shell is the sum of
the electric field produced by p and a constant electric field, E
= p/4º≤0R
3.
Hint: Use the formula for the charge density induced on a
grounded plane by a point charge q
located a distance z0 above the plane: æ(Ω) = °qz0/[2º(Ω2 + z20
)3/2].
8.30 A Dielectric Slab Intervenes
An infinite slab with dielectric constant ∑ = ≤/≤0 lies between z
= a and z = b = a + c. A point
charge q sits at the origin of coordinates. Let Ø = (∑ ° 1)/(∑ +
1) and use solutions of Laplace’s
equation in cylindrical coordinates to show that
'(z > c) =
q(1 ° Ø2)
4º≤0
1Z
0
dk
59. J0(kΩ) exp(°kz)
1 ° Ø2 exp(°2kc)
=
q(1 ° Ø2)
4º≤0
1X
n=0
Ø2np
(z + 2nc)2 + Ω2
.
Note: The rightmost formula is sum over image potentials, but it
is much more tedious to use
images from the start.
8.31 A Point Charge Near a Dielectric Sphere
A point charge q sits at a distance c from the center of a
dielectric sphere with radius R < c and
dielectric constant ∑.
(a) Find '(r) everywhere using Legendre expansions with respect
to the sphere center for both
the potential of the point charge and the potential produced by
the dielectric.
(b) Compute the force exerted by the sphere on q.
(c) Show that an image solution is possible only in the ∑ ! 1
(conductor) limit.