This document contains information about several science labs on different topics:
1) An electric fields lab that explores how electric charges create electric fields and potentials using movable and fixed charges.
2) An H-R diagram lab to investigate different classes of stars and their evolutionary paths using a simulation.
3) A lab on the effects of acid rain that studies how different aquatic species are affected by increased acidity in an aquarium simulation.
Realization of the Relationship between Quantum Mechanics and RelativityBRNSS Publication Hub
Relativity and quantum mechanics remain two very binding things, and both are separating either by method or physical experience. In this section, I will make an approach to better facilitate a connection between quantum mechanics and relativity that gives us a new vision on the fact that the two concepts can be related theoretically and experimentally to give birth to the new principles in the physical theory and to better improve theoretical and experimental research. The new conception of this principle develops scientific and technical research better.
JEE Physics/ Lakshmikanta Satapathy/ Work Energy and Power/ Force and Potential energy/ Angular momentum and Speed of Particle/ MCQ one or more correct
CBSE Physics/ Lakshmikanta Satapathy/ Electromagnetism QA/ Magnetic field due to circular coil at center & on the axis/ Magnetic field due to Straight conductor/ Magnetic Lorentz force
6) A beam of light with red and blue components of wavelengths.docxalinainglis
6) A beam of light with red and blue components of wavelengths 670 nm and 425 nm,
respectively, strikes a slab of fused quartz at an incident angle of 30o. On refraction, the
different components are separated by an angle of 0.001312 rad. If the index of
refractions of the red light is 1.4925, what is the index of refraction of the blue light?
Week 5 Assignment
Early Quantum Theory
Please solve the following problems. You must show all work for full/partial credit.
When complete, attach a typed cover sheet and submit to the assignment drop-box.
1) The walls of a blackbody cavity are at a temperature of 27o C. What is the frequency
of the radiation of maximum intensity?
2) Assume that a 100 – W light bulb gives off 2.50% of its energy as visible light. How
many photons of visible light are given off in 1.00 min? (Use an average visible
wavelength of 550 nm)
3) What is the energy of photons (joules) emitted by an 107.5-MHz FM radio station?
4) What is the longest wavelength of light that will emit electrons from a metal whose
work function is 3.50 eV?
5) A metal with a work function of 2.40 eV is illuminated by a beam of monochromatic
light. If the stopping potential is 2.5V, what is the wavelength of the light?
6) What is the de Broglie wavelength of a 1000 kg car moving at a velocity of 25 m/s?
7) A hydrogen atom in its ground state is excited to the n = 5 level. It then makes a
transition directly to the n = 2 level before returning to the ground state.
a) What are the wavelengths of the emitted photons?
b) Would any of the emitted wavelengths be in the visible region?
8) What is the longest wavelength light capable of ionizing a hydrogen atom in the
ground state?
Week 6 Assignment
Quantum Mechanics of Atoms
Please solve the following problems. You must show all work for full/partial credit.
When complete, attach a typed cover sheet and submit to the assignment drop-box.
1) What is the minimum uncertainty in the velocity of an electron that is known to be
somewhere between 0.050 nm and 0.10 nm from a proton?
2) The energy of the first excited state of a hydrogen atom is -0.34 eV ± 0.0003 eV.
What is the average lifetime of for this state?
3) Knowing that a free neutron has a mean life of 900 s and a mass of m = 1.67 x 10-
27kg, what is the uncertainty in its mass in kg?
4) For n = 5, l = 4, what are the possible values of and ml and ms?
5) Draw the ground state energy level diagrams for nitrogen (N) and potassium (K).
6) Calculate the magnitude of the angular momentum of an electron in the n = 7, l= 5
state of hydrogen.
Week 7 Assignment
Nuclear Physics
Please solve the following problems. You must show all work for full/partial credit.
When complete, attach a typed cover sheet and submit to the assignment drop-box.
1) What is the approximate atomic radius of
2) What is the approximate radius of a nucleus?
(b) Approximately what is the value.
Realization of the Relationship between Quantum Mechanics and RelativityBRNSS Publication Hub
Relativity and quantum mechanics remain two very binding things, and both are separating either by method or physical experience. In this section, I will make an approach to better facilitate a connection between quantum mechanics and relativity that gives us a new vision on the fact that the two concepts can be related theoretically and experimentally to give birth to the new principles in the physical theory and to better improve theoretical and experimental research. The new conception of this principle develops scientific and technical research better.
JEE Physics/ Lakshmikanta Satapathy/ Work Energy and Power/ Force and Potential energy/ Angular momentum and Speed of Particle/ MCQ one or more correct
CBSE Physics/ Lakshmikanta Satapathy/ Electromagnetism QA/ Magnetic field due to circular coil at center & on the axis/ Magnetic field due to Straight conductor/ Magnetic Lorentz force
6) A beam of light with red and blue components of wavelengths.docxalinainglis
6) A beam of light with red and blue components of wavelengths 670 nm and 425 nm,
respectively, strikes a slab of fused quartz at an incident angle of 30o. On refraction, the
different components are separated by an angle of 0.001312 rad. If the index of
refractions of the red light is 1.4925, what is the index of refraction of the blue light?
Week 5 Assignment
Early Quantum Theory
Please solve the following problems. You must show all work for full/partial credit.
When complete, attach a typed cover sheet and submit to the assignment drop-box.
1) The walls of a blackbody cavity are at a temperature of 27o C. What is the frequency
of the radiation of maximum intensity?
2) Assume that a 100 – W light bulb gives off 2.50% of its energy as visible light. How
many photons of visible light are given off in 1.00 min? (Use an average visible
wavelength of 550 nm)
3) What is the energy of photons (joules) emitted by an 107.5-MHz FM radio station?
4) What is the longest wavelength of light that will emit electrons from a metal whose
work function is 3.50 eV?
5) A metal with a work function of 2.40 eV is illuminated by a beam of monochromatic
light. If the stopping potential is 2.5V, what is the wavelength of the light?
6) What is the de Broglie wavelength of a 1000 kg car moving at a velocity of 25 m/s?
7) A hydrogen atom in its ground state is excited to the n = 5 level. It then makes a
transition directly to the n = 2 level before returning to the ground state.
a) What are the wavelengths of the emitted photons?
b) Would any of the emitted wavelengths be in the visible region?
8) What is the longest wavelength light capable of ionizing a hydrogen atom in the
ground state?
Week 6 Assignment
Quantum Mechanics of Atoms
Please solve the following problems. You must show all work for full/partial credit.
When complete, attach a typed cover sheet and submit to the assignment drop-box.
1) What is the minimum uncertainty in the velocity of an electron that is known to be
somewhere between 0.050 nm and 0.10 nm from a proton?
2) The energy of the first excited state of a hydrogen atom is -0.34 eV ± 0.0003 eV.
What is the average lifetime of for this state?
3) Knowing that a free neutron has a mean life of 900 s and a mass of m = 1.67 x 10-
27kg, what is the uncertainty in its mass in kg?
4) For n = 5, l = 4, what are the possible values of and ml and ms?
5) Draw the ground state energy level diagrams for nitrogen (N) and potassium (K).
6) Calculate the magnitude of the angular momentum of an electron in the n = 7, l= 5
state of hydrogen.
Week 7 Assignment
Nuclear Physics
Please solve the following problems. You must show all work for full/partial credit.
When complete, attach a typed cover sheet and submit to the assignment drop-box.
1) What is the approximate atomic radius of
2) What is the approximate radius of a nucleus?
(b) Approximately what is the value.
Lab 05 – Gravitation and Keplers Laws Name __________________.docxDIPESH30
Lab 05 – Gravitation and Keplers Laws Name: _____________________
Why everyone in this class is attracted to everyone else.
https://phet.colorado.edu/en/simulation/gravity-force-lab
Adapted from Chris Bier’s Collisions PhET Lab OPTION A: CREATIVE COMMONS - ATTRIBUTION
Introduction:
Every object around you is attracted to you. In fact, every object in the galaxy is attracted to every other object in the galaxy. Newton postulated and Cavendish confirmed that all objects with mass are attracted to all other objects with mass by a force that is proportional to their masses and inversely proportional to the square of the distance between the objects' centers. This relationship became Newton's Law of Universal Gravitation. In this simulation, you will look at two massive objects and their gravitational force between them to observe G, the constant of universal gravity that Cavendish investigated.
Important Formulas:
Procedure: https://phet.colorado.edu/en/simulation/gravity-force-lab
1. Take some time and familiarize yourself with the simulation. Notice how forces change as mass changes and as distance changes.
2. Fill out the chart below for the two objects at various distances.
3. Rearranging the equation for Force, you can CALCULATE the value of G using the values given below for m1, m2, and d, and the value for the Force that you obtain in the simulation. Record the force between the two object and then solve (calculate G) for the universal gravitation constant, G and compare it to values published in books, online, or your text book. The numbers you calculate for G will vary slightly from row to row. Remember significant digits!15 pts
Mass Object 1 Mass Object 2 Distance Force Gravitation Constant,G
50.00 kg
25.00 kg
3.0m
50.00 kg
25.00 kg
4.0m
50.00 kg
25.00 kg
5.0m
50.00 kg
25.00 kg
6.0m
50.00 kg
25.00 kg
9.0m
What do you notice about the force that acts on each object? 3 pts
[Answer Here]
Average value of G: _________________2 ptsUnits of G: _______________2 pts
Published value of G: ________________2 pts Source: _______________2 pts
How did your average value of G compare to the published value for G that you found? 3 pts
[Answer Here]
Conclusion Questions and Calculations:Bold and Underlinethe correct answer to each question.
1. Gravitational force is always attractive / repulsive. (circle) 2 pts
2. Newton’s 3rd Law tells us that if a gravitational force exists between two objects, one very massive and one less massive, then the force on the less massive object will be greater than / equal to / less than the force on the more massive object. 2 pts
3. The distance between masses is measured from their edges between them / from their centers / from the edge of one to the center of the other. 2 pts
4. As the distance between masses decreases, force increases / decreases. 2 pts
5. Doubling the mass of both masses would result in a change of force between the mas ...
Do from last question to first as much as possible, has to be turn.docxjacksnathalie
Do from last question to first as much as possible, has to be turned in before 12 midnight today, Sunday.
Pacific Time ( Los Angeles )
ㅍUnit 1 Exam Essays (40 points)
Do not delete any part of this document. (I need it all for grading purposes.)
Format: This Word document is already formatted correctly for spacing, width, and font type and font size. I’ve placed three “returns” or blank lines after each question, so you can place your cursor at the second “return” and begin to type; this will keep you within the 6-in margins and in proper format.
Do not bold or italicize your answers. Keep your answers left justified within the 6-inch text width and keep the single spacing. Do not indent your response. Points will be subtracted if I have to edit your document. It takes time to edit all your documents!
Citing your textbook: For most answers, you’ll be using your textbook, so it is only necessary to cite it once at the bottom of the document, but you must include page numbers after each answer. If you are using an older edition, you must indicate this in the citation.
For essay questions: You are graded for work completed on your own and using your own words. If you do choose to copy directly from your textbook, cite the page number and use quotation marks around copied sections. Failure to do so is plagiarism, which will result in a grade of zero. Use quotes sparingly, as they do not count toward your length requirement. I do not recommend finding your answers on the internet unless specified. It will lead to trouble. If you insist, please fully cite your references.
How much to write: You know how in-depth you must be by looking at the number of points assigned for each question. Use this generalization: 58 – 68 words per point, depending on how concise you are; so a 3-point question requires around 175-200 words to answer fully; a 5-point question requires around 290- 330 words. That’s about one-half page of text or more in this format.
Essay questions (17 points)
1. Describe the harmful and beneficial environmental effects of affluence. What are the harmful effects of poverty on the environment? In turn, what are the effects of environmental degradation on the health of the poor? (3 points)
2. What are the basic beliefs behind your environmental worldview? Are your actions consistent with your worldview? (2 points) (At the end of the semester, return to your answer to see if your worldview has changed.)
Critical Thinking Essay on Energy Flow in Food Chains
Trophic levels are governed by the interaction of bottom-up forces (light, nutrients, climate, and very importantly, the amount of producers like plants and phytoplankton). But they’re also governed by top-down forces (top keystone predators keeping lower-trophic animal numbers in balance and extremely fit). All this is very important to maintaining biodiversity and healthy ecosystems, and to prevent species extinction. This essay addresses some important scientific concep ...
Brightness at Varying Distances LabImage by Borb CC license.docxjasoninnes20
Brightness at Varying Distances Lab
Image by Borb CC license: http://en.wikipedia.org/wiki/Inverse-square_law#/media/File:Inverse_square_law.svg
Purpose: In this lab, you will look at how light leaving a star “spreads out” and how this spreading can be used to determine the brightness of the star at different distances. While the focus of this lab is on light, your results will apply equally well to sound and the loudness of sounds at varying distances.
Equipment: This lab uses the optics bench, a square of aluminum foil sandwiched between two squares of paraffin wax, a lens holder to hold the wax, three incandescent light bulbs of equal wattage with bases, and three optics stands. The lab also requires access to the internet and a ruler.
Let’s start this lab by introducing the basic question that we want to answer.
Part 1: Introducing the Question
At the front of the class is an optics bench with two identical light bulbs on opposite sides of a wax block. In the center of the wax block is a piece of reflective foil. The foil ensures that each side of the wax is only illuminated by one of the light bulbs.
In a moment, the instructor will turn on the light bulbs and turn off the overhead light.
1. How does the brightness of each side of the wax block compare when the bulbs are both equal
distances from the wax?
a) Both sides of the wax are approximately the same brightness
b) The left side of the wax is noticeably brighter
c) The right side of the wax is noticeably brighter
Your question for this experiment is: If we add a second identical light bulb to the left side of the optics track, how far must the two light bulbs be from the wax in order to make both sides of the wax appear equally bright?
2. What is your prediction? If the single light bulb on the right side is 20 cm from the wax, how
far away do you think the two light bulbs will need to be from the wax in order to produce an
equal amount of brightness on their side of the wax?
Part 2: Computer Simulation
Open your internet browser and go to the online Flux Simulator at http://astro.unl.edu/classaction/animations/stellarprops/lightdetector.html. The simulation shows two light bulbs and two light sensors. The number on the sensors can be considered a numerical value of the brightness at that location. Take a few minutes to play around with the controls and see what you can do to increase and decrease the brightness readings.
3*. Set the wattage of the top bulb to 50 and use the simulation and your calculator to fill in the
table below. For columns 3 and 4, note that B1 is always 3.979.
Distance from bulb
Brightness Value
B1/R
B1/R2
R = 1.0
B1 = 3.979
R = 2.0
B =
R = 3.0
B =
R = 4.0
B =
R = 5.0
B =
*Note that in the last column, only R is squared, B1 is not being squared.
4. The brightness value at R = 2.0 is:
a) approximately half of the brightness value at R = 1.0
b) significantly more than hal ...
Brightness at Varying Distances LabImage by Borb CC licenseChereCoble417
Brightness at Varying Distances Lab
Image by Borb CC license: http://en.wikipedia.org/wiki/Inverse-square_law#/media/File:Inverse_square_law.svg
Purpose: In this lab, you will look at how light leaving a star “spreads out” and how this spreading can be used to determine the brightness of the star at different distances. While the focus of this lab is on light, your results will apply equally well to sound and the loudness of sounds at varying distances.
Equipment: This lab uses the optics bench, a square of aluminum foil sandwiched between two squares of paraffin wax, a lens holder to hold the wax, three incandescent light bulbs of equal wattage with bases, and three optics stands. The lab also requires access to the internet and a ruler.
Let’s start this lab by introducing the basic question that we want to answer.
Part 1: Introducing the Question
At the front of the class is an optics bench with two identical light bulbs on opposite sides of a wax block. In the center of the wax block is a piece of reflective foil. The foil ensures that each side of the wax is only illuminated by one of the light bulbs.
In a moment, the instructor will turn on the light bulbs and turn off the overhead light.
1. How does the brightness of each side of the wax block compare when the bulbs are both equal
distances from the wax?
a) Both sides of the wax are approximately the same brightness
b) The left side of the wax is noticeably brighter
c) The right side of the wax is noticeably brighter
Your question for this experiment is: If we add a second identical light bulb to the left side of the optics track, how far must the two light bulbs be from the wax in order to make both sides of the wax appear equally bright?
2. What is your prediction? If the single light bulb on the right side is 20 cm from the wax, how
far away do you think the two light bulbs will need to be from the wax in order to produce an
equal amount of brightness on their side of the wax?
Part 2: Computer Simulation
Open your internet browser and go to the online Flux Simulator at http://astro.unl.edu/classaction/animations/stellarprops/lightdetector.html. The simulation shows two light bulbs and two light sensors. The number on the sensors can be considered a numerical value of the brightness at that location. Take a few minutes to play around with the controls and see what you can do to increase and decrease the brightness readings.
3*. Set the wattage of the top bulb to 50 and use the simulation and your calculator to fill in the
table below. For columns 3 and 4, note that B1 is always 3.979.
Distance from bulb
Brightness Value
B1/R
B1/R2
R = 1.0
B1 = 3.979
R = 2.0
B =
R = 3.0
B =
R = 4.0
B =
R = 5.0
B =
*Note that in the last column, only R is squared, B1 is not being squared.
4. The brightness value at R = 2.0 is:
a) approximately half of the brightness value at R = 1.0
b) significantly more than hal ...
Maxwell Boltzmann Summary Answer the following questions anAbramMartino96
Maxwell Boltzmann: Summary
Answer the following questions and submit your responses as a PDF.
1. Write down one major conclusion you can draw from this week’s laboratory.
Please explain.
2. Describe the experimental evidence that supports your conclusion. Please
explain.
3. Give one example of applications/situations for the finding(s) you described
above in your everyday life outside of physics lab.
4.What
did
you
like
and
dislike
about
this
week;s
lab
Lab: The Maxwell-Boltzmann Distribution* Phys 242
*Some components of this lab are based on the activity developed by Julia Chamberlain & Ingrid Ulbrich
(PhET, UC Boulder; https://phet.colorado.edu/en/contributions/view/3687)
In this lab we will study several macroscopic quantities that can be used to describe a gas and explore the
relationships among these quantities. using a simulation from the PhET team:
https://phet.colorado.edu/sims/html/gas-properties/latest/gas-properties_en.html
This is a variant of the simulation you used for the Gas Properties lab. The simulation can be run in a
browser. If you have issues with the simulation, try using another browser. If you are unable to run the
simulation, your TA will provide you with remote assistance. When you run the simulation, choose the
“Energy” option. At the very bottom of the screen you will see the other options for the simulation,
including a home button, “Ideal,” “Explore,” “Energy,” and “Diffusion.” If you accidentally navigate to
another area, you can return to the Energy option by clicking the button.
The simulation shows a preset volume. In its initial configuration the box is empty. On the right side of
the screen there is a menu labelled “Particles.” By expanding this menu, you can choose to add so many
heavy or light particles. These particles will enter the volume at a temperature of 300 K in the initial
setup.
Once there are particles in the box, the temperature and pressure in the box can be read off the scales on
the right corner of the box. The units can be changed for these values. To adjust the temperature of the
particles in the box, move and hold the slider bar below the box.
To the left of the box is a graph showing the speed of the particles. This is a histogram. By clicking the
blue and red boxes below the graph, you can see the distributions of the heavy and light particles,
respectively. The box above this shows the average speed of the heavy and light particles.
Below the speed distribution graph is a menu that can be expanded to show the kinetic energy distribution
of the particles. Again, by clicking the blue and red boxes below the graph, you can see the distributions
of the heavy and light particles, respectively.
On the left there is a handle to change the size of the box. There is also a lever at the top of the box that
can be lifted to open the box, allowing particles to escape. Particles ...
An apologytodirac'sreactionforcetheorySergio Prats
This work comments and praises Dirac's work on the reaction force theory, it is based on his 1938 'Classical theory of radiating electrons' paper. Some comments from the author are added.
Sample paper of science for class 9 will help assess the preparation of the student and enable them to gain insights into their strength and weakness. Based on the same, students can plan their revision strategy accordingly.
A talk presented at the University of New South Wales on the occasion of Ian Sloan's 80th birthday, remembering our work together and thinking about how math is used in science.
Materials RequiredComputer and internet accessDrawing mate.docxjessiehampson
Materials Required
Computer and internet access
Drawing materials
Metric ruler
Calculator
Download and print out the attached file documents; 1)
Sunspot Tracking Images
, and the 2)
Structure of the Sun Diagram
. (attached below)
Digital camera or scanner
Time Required:
approximately 2-3 hours
Part I. Structure of the Sun
We'll start by looking at the solar interior more closely. Study the materials you'll find at the
Solar Interior
If you enlarge the image (by clicking on it), it shows you the various layers of the Sun. You can use this image along with your textbook to draw and label your diagram with both the inner and outer layers of the Sun.
Hand draw a diagram of the Sun on the Structure of the Sun Diagram, and label each of the layers (which should include: core, radiation zone, convection zone, photosphere, chromosphere, corona). Take an image of this to insert it into your lab report.
Now use the website to read about what is occurring in each layer, and how we know this information.
In your lab report below your inserted drawing, type a brief (1 or 2 sentences) description in your own words of what’s happening in each layer. Be sure to include all of the layers included in the interior and atmosphere of the Sun.
Part 2. Using Sunspots to Measure Solar Rotation
In 1611 Galileo first looked at the Sun with his telescope and was surprised to view several dark blemishes on its surface which came to be known as “Sunspots." Upon additional observations Galileo was able to determine that these sunspots were moving across the Sun’s surface indicating that the Sun, like the Earth, was rotating on its axis. The rate that sunspots move across the Sun’s surface can be used to determine the velocity of the Sun’s rotation.
On the
Sunspot Tracking Images sheet
are solar images for six consecutive days of several sunspot groups moving across the surface of the Sun taken by a NASA solar satellite known as SOHO, Solar and Heliospheric Observatory. You will be tracking three of these groups with this part of the activity. Sunspot group 1731 (near the equatorial area to the far left of the April 25th image), Sunspot group 1728 (above and to the right of Group 1731), & Sunspot Group 1730 (below and to the right of group 1731).
Important:
In your typed lab report, clearly label all of your answers to the following questions. For any calculations below, be sure to show all of you work and not just the end answer. Make sure your worded answers are in full sentences. Any data in tables should be typed.
Identify and mark the same sunspot groups on each image (for the larger sunspot groups draw a circle around the whole group and mark a dot at the center of the circle as a reference point for your measurements). For reference, the North Pole of the Sun is the top of each image with the South Pole at the bottom. East is to the left of each image and West is to the right of each image.
Which direction do the sunspots move .
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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Lab 05 – Gravitation and Keplers Laws Name __________________.docxDIPESH30
Lab 05 – Gravitation and Keplers Laws Name: _____________________
Why everyone in this class is attracted to everyone else.
https://phet.colorado.edu/en/simulation/gravity-force-lab
Adapted from Chris Bier’s Collisions PhET Lab OPTION A: CREATIVE COMMONS - ATTRIBUTION
Introduction:
Every object around you is attracted to you. In fact, every object in the galaxy is attracted to every other object in the galaxy. Newton postulated and Cavendish confirmed that all objects with mass are attracted to all other objects with mass by a force that is proportional to their masses and inversely proportional to the square of the distance between the objects' centers. This relationship became Newton's Law of Universal Gravitation. In this simulation, you will look at two massive objects and their gravitational force between them to observe G, the constant of universal gravity that Cavendish investigated.
Important Formulas:
Procedure: https://phet.colorado.edu/en/simulation/gravity-force-lab
1. Take some time and familiarize yourself with the simulation. Notice how forces change as mass changes and as distance changes.
2. Fill out the chart below for the two objects at various distances.
3. Rearranging the equation for Force, you can CALCULATE the value of G using the values given below for m1, m2, and d, and the value for the Force that you obtain in the simulation. Record the force between the two object and then solve (calculate G) for the universal gravitation constant, G and compare it to values published in books, online, or your text book. The numbers you calculate for G will vary slightly from row to row. Remember significant digits!15 pts
Mass Object 1 Mass Object 2 Distance Force Gravitation Constant,G
50.00 kg
25.00 kg
3.0m
50.00 kg
25.00 kg
4.0m
50.00 kg
25.00 kg
5.0m
50.00 kg
25.00 kg
6.0m
50.00 kg
25.00 kg
9.0m
What do you notice about the force that acts on each object? 3 pts
[Answer Here]
Average value of G: _________________2 ptsUnits of G: _______________2 pts
Published value of G: ________________2 pts Source: _______________2 pts
How did your average value of G compare to the published value for G that you found? 3 pts
[Answer Here]
Conclusion Questions and Calculations:Bold and Underlinethe correct answer to each question.
1. Gravitational force is always attractive / repulsive. (circle) 2 pts
2. Newton’s 3rd Law tells us that if a gravitational force exists between two objects, one very massive and one less massive, then the force on the less massive object will be greater than / equal to / less than the force on the more massive object. 2 pts
3. The distance between masses is measured from their edges between them / from their centers / from the edge of one to the center of the other. 2 pts
4. As the distance between masses decreases, force increases / decreases. 2 pts
5. Doubling the mass of both masses would result in a change of force between the mas ...
Do from last question to first as much as possible, has to be turn.docxjacksnathalie
Do from last question to first as much as possible, has to be turned in before 12 midnight today, Sunday.
Pacific Time ( Los Angeles )
ㅍUnit 1 Exam Essays (40 points)
Do not delete any part of this document. (I need it all for grading purposes.)
Format: This Word document is already formatted correctly for spacing, width, and font type and font size. I’ve placed three “returns” or blank lines after each question, so you can place your cursor at the second “return” and begin to type; this will keep you within the 6-in margins and in proper format.
Do not bold or italicize your answers. Keep your answers left justified within the 6-inch text width and keep the single spacing. Do not indent your response. Points will be subtracted if I have to edit your document. It takes time to edit all your documents!
Citing your textbook: For most answers, you’ll be using your textbook, so it is only necessary to cite it once at the bottom of the document, but you must include page numbers after each answer. If you are using an older edition, you must indicate this in the citation.
For essay questions: You are graded for work completed on your own and using your own words. If you do choose to copy directly from your textbook, cite the page number and use quotation marks around copied sections. Failure to do so is plagiarism, which will result in a grade of zero. Use quotes sparingly, as they do not count toward your length requirement. I do not recommend finding your answers on the internet unless specified. It will lead to trouble. If you insist, please fully cite your references.
How much to write: You know how in-depth you must be by looking at the number of points assigned for each question. Use this generalization: 58 – 68 words per point, depending on how concise you are; so a 3-point question requires around 175-200 words to answer fully; a 5-point question requires around 290- 330 words. That’s about one-half page of text or more in this format.
Essay questions (17 points)
1. Describe the harmful and beneficial environmental effects of affluence. What are the harmful effects of poverty on the environment? In turn, what are the effects of environmental degradation on the health of the poor? (3 points)
2. What are the basic beliefs behind your environmental worldview? Are your actions consistent with your worldview? (2 points) (At the end of the semester, return to your answer to see if your worldview has changed.)
Critical Thinking Essay on Energy Flow in Food Chains
Trophic levels are governed by the interaction of bottom-up forces (light, nutrients, climate, and very importantly, the amount of producers like plants and phytoplankton). But they’re also governed by top-down forces (top keystone predators keeping lower-trophic animal numbers in balance and extremely fit). All this is very important to maintaining biodiversity and healthy ecosystems, and to prevent species extinction. This essay addresses some important scientific concep ...
Brightness at Varying Distances LabImage by Borb CC license.docxjasoninnes20
Brightness at Varying Distances Lab
Image by Borb CC license: http://en.wikipedia.org/wiki/Inverse-square_law#/media/File:Inverse_square_law.svg
Purpose: In this lab, you will look at how light leaving a star “spreads out” and how this spreading can be used to determine the brightness of the star at different distances. While the focus of this lab is on light, your results will apply equally well to sound and the loudness of sounds at varying distances.
Equipment: This lab uses the optics bench, a square of aluminum foil sandwiched between two squares of paraffin wax, a lens holder to hold the wax, three incandescent light bulbs of equal wattage with bases, and three optics stands. The lab also requires access to the internet and a ruler.
Let’s start this lab by introducing the basic question that we want to answer.
Part 1: Introducing the Question
At the front of the class is an optics bench with two identical light bulbs on opposite sides of a wax block. In the center of the wax block is a piece of reflective foil. The foil ensures that each side of the wax is only illuminated by one of the light bulbs.
In a moment, the instructor will turn on the light bulbs and turn off the overhead light.
1. How does the brightness of each side of the wax block compare when the bulbs are both equal
distances from the wax?
a) Both sides of the wax are approximately the same brightness
b) The left side of the wax is noticeably brighter
c) The right side of the wax is noticeably brighter
Your question for this experiment is: If we add a second identical light bulb to the left side of the optics track, how far must the two light bulbs be from the wax in order to make both sides of the wax appear equally bright?
2. What is your prediction? If the single light bulb on the right side is 20 cm from the wax, how
far away do you think the two light bulbs will need to be from the wax in order to produce an
equal amount of brightness on their side of the wax?
Part 2: Computer Simulation
Open your internet browser and go to the online Flux Simulator at http://astro.unl.edu/classaction/animations/stellarprops/lightdetector.html. The simulation shows two light bulbs and two light sensors. The number on the sensors can be considered a numerical value of the brightness at that location. Take a few minutes to play around with the controls and see what you can do to increase and decrease the brightness readings.
3*. Set the wattage of the top bulb to 50 and use the simulation and your calculator to fill in the
table below. For columns 3 and 4, note that B1 is always 3.979.
Distance from bulb
Brightness Value
B1/R
B1/R2
R = 1.0
B1 = 3.979
R = 2.0
B =
R = 3.0
B =
R = 4.0
B =
R = 5.0
B =
*Note that in the last column, only R is squared, B1 is not being squared.
4. The brightness value at R = 2.0 is:
a) approximately half of the brightness value at R = 1.0
b) significantly more than hal ...
Brightness at Varying Distances LabImage by Borb CC licenseChereCoble417
Brightness at Varying Distances Lab
Image by Borb CC license: http://en.wikipedia.org/wiki/Inverse-square_law#/media/File:Inverse_square_law.svg
Purpose: In this lab, you will look at how light leaving a star “spreads out” and how this spreading can be used to determine the brightness of the star at different distances. While the focus of this lab is on light, your results will apply equally well to sound and the loudness of sounds at varying distances.
Equipment: This lab uses the optics bench, a square of aluminum foil sandwiched between two squares of paraffin wax, a lens holder to hold the wax, three incandescent light bulbs of equal wattage with bases, and three optics stands. The lab also requires access to the internet and a ruler.
Let’s start this lab by introducing the basic question that we want to answer.
Part 1: Introducing the Question
At the front of the class is an optics bench with two identical light bulbs on opposite sides of a wax block. In the center of the wax block is a piece of reflective foil. The foil ensures that each side of the wax is only illuminated by one of the light bulbs.
In a moment, the instructor will turn on the light bulbs and turn off the overhead light.
1. How does the brightness of each side of the wax block compare when the bulbs are both equal
distances from the wax?
a) Both sides of the wax are approximately the same brightness
b) The left side of the wax is noticeably brighter
c) The right side of the wax is noticeably brighter
Your question for this experiment is: If we add a second identical light bulb to the left side of the optics track, how far must the two light bulbs be from the wax in order to make both sides of the wax appear equally bright?
2. What is your prediction? If the single light bulb on the right side is 20 cm from the wax, how
far away do you think the two light bulbs will need to be from the wax in order to produce an
equal amount of brightness on their side of the wax?
Part 2: Computer Simulation
Open your internet browser and go to the online Flux Simulator at http://astro.unl.edu/classaction/animations/stellarprops/lightdetector.html. The simulation shows two light bulbs and two light sensors. The number on the sensors can be considered a numerical value of the brightness at that location. Take a few minutes to play around with the controls and see what you can do to increase and decrease the brightness readings.
3*. Set the wattage of the top bulb to 50 and use the simulation and your calculator to fill in the
table below. For columns 3 and 4, note that B1 is always 3.979.
Distance from bulb
Brightness Value
B1/R
B1/R2
R = 1.0
B1 = 3.979
R = 2.0
B =
R = 3.0
B =
R = 4.0
B =
R = 5.0
B =
*Note that in the last column, only R is squared, B1 is not being squared.
4. The brightness value at R = 2.0 is:
a) approximately half of the brightness value at R = 1.0
b) significantly more than hal ...
Maxwell Boltzmann Summary Answer the following questions anAbramMartino96
Maxwell Boltzmann: Summary
Answer the following questions and submit your responses as a PDF.
1. Write down one major conclusion you can draw from this week’s laboratory.
Please explain.
2. Describe the experimental evidence that supports your conclusion. Please
explain.
3. Give one example of applications/situations for the finding(s) you described
above in your everyday life outside of physics lab.
4.What
did
you
like
and
dislike
about
this
week;s
lab
Lab: The Maxwell-Boltzmann Distribution* Phys 242
*Some components of this lab are based on the activity developed by Julia Chamberlain & Ingrid Ulbrich
(PhET, UC Boulder; https://phet.colorado.edu/en/contributions/view/3687)
In this lab we will study several macroscopic quantities that can be used to describe a gas and explore the
relationships among these quantities. using a simulation from the PhET team:
https://phet.colorado.edu/sims/html/gas-properties/latest/gas-properties_en.html
This is a variant of the simulation you used for the Gas Properties lab. The simulation can be run in a
browser. If you have issues with the simulation, try using another browser. If you are unable to run the
simulation, your TA will provide you with remote assistance. When you run the simulation, choose the
“Energy” option. At the very bottom of the screen you will see the other options for the simulation,
including a home button, “Ideal,” “Explore,” “Energy,” and “Diffusion.” If you accidentally navigate to
another area, you can return to the Energy option by clicking the button.
The simulation shows a preset volume. In its initial configuration the box is empty. On the right side of
the screen there is a menu labelled “Particles.” By expanding this menu, you can choose to add so many
heavy or light particles. These particles will enter the volume at a temperature of 300 K in the initial
setup.
Once there are particles in the box, the temperature and pressure in the box can be read off the scales on
the right corner of the box. The units can be changed for these values. To adjust the temperature of the
particles in the box, move and hold the slider bar below the box.
To the left of the box is a graph showing the speed of the particles. This is a histogram. By clicking the
blue and red boxes below the graph, you can see the distributions of the heavy and light particles,
respectively. The box above this shows the average speed of the heavy and light particles.
Below the speed distribution graph is a menu that can be expanded to show the kinetic energy distribution
of the particles. Again, by clicking the blue and red boxes below the graph, you can see the distributions
of the heavy and light particles, respectively.
On the left there is a handle to change the size of the box. There is also a lever at the top of the box that
can be lifted to open the box, allowing particles to escape. Particles ...
An apologytodirac'sreactionforcetheorySergio Prats
This work comments and praises Dirac's work on the reaction force theory, it is based on his 1938 'Classical theory of radiating electrons' paper. Some comments from the author are added.
Sample paper of science for class 9 will help assess the preparation of the student and enable them to gain insights into their strength and weakness. Based on the same, students can plan their revision strategy accordingly.
A talk presented at the University of New South Wales on the occasion of Ian Sloan's 80th birthday, remembering our work together and thinking about how math is used in science.
Materials RequiredComputer and internet accessDrawing mate.docxjessiehampson
Materials Required
Computer and internet access
Drawing materials
Metric ruler
Calculator
Download and print out the attached file documents; 1)
Sunspot Tracking Images
, and the 2)
Structure of the Sun Diagram
. (attached below)
Digital camera or scanner
Time Required:
approximately 2-3 hours
Part I. Structure of the Sun
We'll start by looking at the solar interior more closely. Study the materials you'll find at the
Solar Interior
If you enlarge the image (by clicking on it), it shows you the various layers of the Sun. You can use this image along with your textbook to draw and label your diagram with both the inner and outer layers of the Sun.
Hand draw a diagram of the Sun on the Structure of the Sun Diagram, and label each of the layers (which should include: core, radiation zone, convection zone, photosphere, chromosphere, corona). Take an image of this to insert it into your lab report.
Now use the website to read about what is occurring in each layer, and how we know this information.
In your lab report below your inserted drawing, type a brief (1 or 2 sentences) description in your own words of what’s happening in each layer. Be sure to include all of the layers included in the interior and atmosphere of the Sun.
Part 2. Using Sunspots to Measure Solar Rotation
In 1611 Galileo first looked at the Sun with his telescope and was surprised to view several dark blemishes on its surface which came to be known as “Sunspots." Upon additional observations Galileo was able to determine that these sunspots were moving across the Sun’s surface indicating that the Sun, like the Earth, was rotating on its axis. The rate that sunspots move across the Sun’s surface can be used to determine the velocity of the Sun’s rotation.
On the
Sunspot Tracking Images sheet
are solar images for six consecutive days of several sunspot groups moving across the surface of the Sun taken by a NASA solar satellite known as SOHO, Solar and Heliospheric Observatory. You will be tracking three of these groups with this part of the activity. Sunspot group 1731 (near the equatorial area to the far left of the April 25th image), Sunspot group 1728 (above and to the right of Group 1731), & Sunspot Group 1730 (below and to the right of group 1731).
Important:
In your typed lab report, clearly label all of your answers to the following questions. For any calculations below, be sure to show all of you work and not just the end answer. Make sure your worded answers are in full sentences. Any data in tables should be typed.
Identify and mark the same sunspot groups on each image (for the larger sunspot groups draw a circle around the whole group and mark a dot at the center of the circle as a reference point for your measurements). For reference, the North Pole of the Sun is the top of each image with the South Pole at the bottom. East is to the left of each image and West is to the right of each image.
Which direction do the sunspots move .
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Overview on Edible Vaccine: Pros & Cons with Mechanism
Sci 214 Massive Success / snaptutorial.com
1. SCI 214 Week 1 iLab Biotechnology
For more classes visit
www.snaptutorial.com
SCI 214 Week 1 iLab Biotechnology
================================
SCI 214 Week 3 iLab Electric Fields
For more classes visit
www.snaptutorial.com
Lab: Electric Fields (40 Points)
Introduction
One way to deal with electric forces is to calculate explicitly the force in Newtons
between pairs of particles using Coulomb’s Law. That works fine when there are just two
particles, but what happens when there are three, or four, or a thousand? In that case, it
often helps to consider an electric field: a vector quantity that has a magnitude of strength
and direction at all points in space. The field describes the force that a particle with one
Coulomb of charge would feel at that point. A cousin of the electric field is the electric
potential: a scalar quantity which describes the amount of energy it would take to move a
particle with one Coulomb of charge from an infinite distance to any particular location
in space.
The purpose of this interactive is to give you a feeling for how electric charges create
electric fields and electric potentials.
You can place unmovable (or Fixed) charges of varying strengths and movable (or Test)
charges of specified strengths and observe the effect of the fixed on the test charges.
Define the strength and location of the fixed charge(s) and then place the test charge(s)
on the test grid and watch what happens.
Data Analysis (3 questions-4 points per question)
How would you interpret the above results in light of the following questions? Make sure
to use the data to make your point.
Question 1: Based upon your data, what happens to potential and the electric field as you
move the test charges closer to the fixed charge?
2. Question 2: Based upon your data, what kinds of changes do you see in the velocities,
kinetic energies, potential energies and total energies of the test particles once you start
the simulations?
Question 3: Is there relationship between the charge of the test particle and its velocity as
it moves away from or toward the fixed charge?
==============================
SCI 214 Week 4 iLab HR Diagram
For more classes visit
www.snaptutorial.com
Lab 4: H-R Diagram – Gain practical understanding of the HR Diagram and investigate
different classes of stars and their evolutionary paths.
Instructions: Investigate the simulation with different stars to find out more about their
lifetimes and paths. Follow the specific sub activities in the questions below.
PreLab Questions: (2 points each)
Question 1: Why does the night sky have many different brightness stars but when we
look at a HR diagram they are plotted with very similar magnitudes
Question 2: Why are there some stars that do not fall on the main sequence?
1.The main sequence lifetimes of stars follow a particular relationship. A consequence of
this relationship is that whenever you double the mass of a star, its main sequence
lifetime increases by a fixed amount. Let us test this simulation against that relationship.
Set the mass of the star to 1.0 solar masses.
a) What is the total main sequence lifetime of a 1 solar mass star? (Recall that the main
sequence lifetime is the age that the star has at the left-most point on its curve on the HR
diagram.)
b) What is the total main sequence lifetime of a 2 solar mass star?
c) What is the total main sequence lifetime of a star that is 4 solar masses?
d) What is the ratio of the main sequence lifetime of a 1 solar-mass star to that of a 2
solar-mass star? (Show your work for full credit.)
e) What is the ratio of the main sequence lifetime of a 2 solar-mass star to that of a 4 solar
mass star?
f) Did you get the approximately the same number? (What does approximately mean in
this context
==================================
SCI 214 Week 5 Daily Energy Balance
3. For more classes visit
www.snaptutorial.com
SCI 214 Week 5 Daily Energy Balance
=======================================
SCI 214 Week 5 iLab The Effects of Acid Rain
For more classes visit
www.snaptutorial.com
Week 5 Lab: The Effects of Acid Rain
Instructions
Read the lab instructions provided with the interactive lab. Record your data on the data
table below and answer the lab questions. This lab exercise/worksheet is valued at a
maximum of 40 points.
PreLab Questions (3 Points Each)
Question 1. What is an acid?
Question 2. How is acid rain produced? In which parts of the United States has acid rain
been more of a problem?
Post Lab Questions (3 points each)
Answer the following five questions with as much detail as possible by entering your
response in the box below the question.
Question 1: What are the names of the species used in this experiment? Which of these
species was the most tolerant of increased acidity in the aquarium? Which species was
the least tolerant?
Question 2: Describe how acid precipitation affects ecosystems.
Question 3: What is an indicator species? How are indicator species used to assess
pollution levels in the environment?
4. Question 4: Suppose you are an ecologist studying the effects of acid precipitation on
plant life. Describe an experiment you would perform in order to determine which plant
species would be a useful indicator species for acid rain pollution.
Question 5: How do the data represented on the Population Bar Graph compare to the
data represented in the line graph titled Populations of Aquatic Invertebrates at Various
pH Levels?
==================================
