Description This is an online lab with online simulations and questions related to it in the attached file. Learning Goals: Students will be able to: Make waves with water, sound, and light and see how they are related. Discuss wave properties using common vocabulary. Explain how changing the frequency and amplitude affects the characteristics of the wave. Design an experiment to measure the speed of the wave.
Description Lab Assignment 11: Properties of Waves Instructor’s Overview If you think carefully about it, we are immersed in waves. The fact that you can turn on a radio and listen to music or news, or receive a cell phone call is evidence of the transmission and reception of waves. These two examples involve transverse electromagnetic waves. Having a conversation with a family member, friend, or colleague is made possible by longitudinal waves of sound. Waves transmit energy and demonstrate interesting properties such as superposition (constructive/destructive interference) and resonance. We’ll explore many of the properties of waves in this final lab of Physics I. This activity is based on Labs 21 and 24 of the eScience Lab kit. Our lab consists of three main components. These components are described in detail in the eScience manual. Here is a quick overview: eScience Lab 21 Experiment 1: In the first part of the lab, you will use aSlinky® to create and visualize transverse and longitudinal waves. You’llexperiment with wave reflection, superposition, and resonance. eScience Lab 21 Experiment 2: In the second part of the lab, you willcreate your own wave source using a cork and a tub of water. Thisexperimental setup allows you to explore the Doppler effect. eScience Lab 24 Experiment 2: In the final part of the lab you willexplore the concepts of pitch and resonance by experimenting with water- filled bottles.Take detailed notes as you perform the experiment and fill out the sections below. This document serves as your lab report. Please include detailed descriptions of your experimental methods and observations.Experiment Tips: In general, read the lab questions below before running the experiments. Thisallows you to keep an eye out for specific things as you run the experiments. Make sure to run the Slinky® experiments on a hard floor. Carpeted floors dampen the wave behavior and make the experiments more ambiguous. For the Doppler effect experiment, it is easier to see the wave behavior with a larger tub of water. Wave reflection from the sides of small tubs make the observations more challenging. Narrow neck glass bottles work well for the sound experiments in eScience Lab 24. Date:Student: Abstract Introduction Material and Methods Results eScience Lab 21 Experiment 1: Slinky® Based on your results from the Slinky® experiments, please answer the following questions: Whathappenedwhenthetransversewavesreachedyourpartner’send?Did the reflected wave stay on the same side as the one you sent? Draw a diagram showing the incoming and reflected waves. Didthewavesgoanyfasterorslowerwhenyoutriedavarietyofamplitudes? Explain how this agrees or disagrees with the equation for a transverse wave’s velocity. Whatdidyounoticeaboutthespeedofthelongitudinalwavescomparedto the transverse waves? Explainwhathappenedwhenyouandyourpartnerbothsentwavesonthe same side. What kind of interference took place? Whathappenedwhenwavesonoppositesidespassedeachother? Howdidshorteningthelengthofthespringaffecttheresonantfrequencies? How does this confirm the relationship v = ? f when velocity is constant? (Hint: a shorter spring length means smaller wavelengths for each standing wave). 7. Usingthisknowledge,explainhowmusicalinstrumentscreatehigherand lower tones. Use a string instrument as an example. eScience Lab 21 Experiment 2: Doppler Effect Based on your results from the cork and water experiment, please answer the following questions: Drawapictureofamovingsourceandthewavessurroundingitaccordingto what you observed in this experiment. How does the spacing of the wavefronts in front of the source compare to those behind it? Imagineasmallobserverispositionedinfrontofcorkinyourpictureabove. As the cork approaches, the observer measures the wavelength of the waves passing by. How does this wavelength compare to that measured from behind the source? Imaginethatthissameobservermeasuresthefrequencyofthewaves instead of wavelength. How does the frequency measured in front of the source appear to the observer compared to the frequency measured from behind? Howdotheseresultshelpexplainwhyacar’senginesoundsdifferentasthe car approaches you compared with after it passes? TheDopplereffectispresentinlightwavesaswell.AsyouwilllearninPhysics II, red light has a lower frequency than blue light. Based on your observations in this experiment, what can you speculate about the motion of a distant star that appears “red?shifted” to astrophysicists? (The light appears more red than expected.) eScience Lab 24 Experiment 2: Pitch and Resonance Based on your results from water bottle experiments, please answer the following questions: Didthepitchofthenoisemadebystrikingthebottlegethigherorloweras you filled the bottle with water? Didthepitchmadebyblowingacrossthetopofthebottlegoupordownas you filled the bottle? Whyisthereadifferencebetweenthesetwonoises?Inyouranswer, comment on the source of the noise in each case (i.e. What is vibrating?). Usingwhatyouknowaboutharmonicsandresonance,explainhowdifferent pitches are created when you blow across the bottle opening with different liquid levels. Whatwavepropertyallowedyoutohearnoisethroughyourbottleinstep2of Procedure 2, and how does the sound transmit from one bottle to the other? Did the pitch sound the same as the one made by your partner? Conclusions References
Description 1. In Part 1, did the force of friction on the shoe depend on the weight of the shoe? If the two are related, why are they? What is the slope of the line on the graph of force of friction vs. weight, and what does that number represent? Explain using your data. Answer The equation for the force due to friction is F=uN=umg from this equation we can see that u is the coefficient of friction and N is the normal force The normal force is the weight of the object so N=mg We can see the relationship from this equation The more the force the more the friction since the force is higher the downward force is more thus the object .So the friction on the shoe does depend on the weight. On our graph with force of friction vs weight the slope is basically the value on the y divided by the x axis values Which in this case is the force of friction divided by the weight From our values if we divide the force of friction by the weight we get the coefficient of friction So the slope of the graph represents the coefficient of friction. (8 points) Score 2. Does an athletic shoe work better on a basketball court than a dress or dance shoe? Why or why not? Explain using data from Parts 1 and 2. Answer: Friction depends on the nature of the surfaces and the force pushing the surfaces together. I believe the athletic shoes would work better on a basketball court when compared to a dress/dance shoes because the athletic shoes has a higher k value when compared to the dress/dance shoes, which causes a good grip between the court and the shoes and avoids sliding or slipping as the friction coefficient is higher as well as the consequent friction force. A lower coefficient of friction between the surface and shoes makes it uneasy for an athlete to perform as good as when there is a high coefficient of force as lower coefficient makes it more difficult as there are higher chances for the shoe to slide on the court. Shoes affect our performance and how we function. Also an athletic shoe would create more friction and also the surface of the floor will give you a coefficient of friction that varies with the combination of shoe and ground/floor. (8 points) Score 3. If you wanted the athletic shoe to slide faster on a surface, what might you do to the shoe? Provide at least two ways to make the shoe slide faster, and explain in terms of the force of friction and the coefficient of friction. Answer: In order to allow the athletic shoes to slide faster on the surface we can either lubricate it by apply oil or grease at the bottom of the shoes, which causes a lower coefficient of friction which causes the shoes to slide off due to lower contact between surface and shoes. The other way to change the material of the soul of the shoes to a material, which causes a lower coefficient of friction.what we have to remember is to reduce the k value in order to allow the shoes to slide faster .
Description Competency Outline the major features of quantum mechanics and how they are applied to various fields. Instructions In a two-page paper, research three examples of technologies that use quantum mechanics. Explain, in your own words, how these applications impact society. If you or someone you know has ever had an MRI scan for a medical diagnosis, you have experienced the result of quantum physics for measuring bodily structures. Finally, provide another specific example from your own life that could be influenced by these applications.
Description Circular Motion, Gravitation, and Work and Energy 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. A 5600 kg mass car is taking a turn at 72 m/s. If the frictional force here is 44,000N, what is the radius of curvature of the turn? Up where the ISS (International Space Station) orbits at 387 km, even though they are weightless there still is an acceleration due to gravity. Calculate its value and what it is in respect to g at the Earth’s surface. Going back to the previous question, how long does it take the ISS to orbit? (You must calculate this and not just look it up!) If a person on a 35.0 m diameter Ferris wheel feels 30% heavier at the bottom of the wheel, how fast is it going around? A large box with mass 45 kg is being pushed up a ramp at a 32o incline at a constant velocity by a man pushing parallel to the incline for 7.80 m. If the coefficient of kinetic friction is 0.25, what is: The force the man is pushing on the box. The work done by the man on the box. The force of friction. The work done by the friction force. A spring with negligible mass is suspended next to a ruler such that the end of the spring at equilibrium is at the 0 cm mark on the ruler. If a 3.0 kg mass is suspended from the spring and it stretches so that the end of the spring is at the 17 cm mark, what is the spring constant k? A softball having a mass of 0.45 kg is pitched horizontally at spring with spring constant 78 N/m. If the ball hits the spring and compresses it 56 cm, how fast was the softball moving initially? A roller coaster is a height of 120 m and has a series of dips. What is he velocity at the bottom (assuming this is 120 m below the top) and what is the velocity at a bump that is 75 m above the ground?
Description Lab Assignment 8: Center of Mass Instructor’s Overview Have you ever recovered when you began to slip on ice? Your body goes into a type of autopilot state to maintain balance. Most people can't remember precisely all of the movements that were executed. The human body instinctively wants to stay upright and the seemingly wild motions that take place in a recovery of balance are performed to keep the center of mass within the base of the person. Other examples of the management of center-of-mass include the following: · Bicycle riders tucking as they enter a tight corner turn · Sumo wrestlers vying for dominance in the ring by keeping low to the ground · Squirrels using their tails as counterbalance mechanisms · Two celestial objects rotating about their mutual center-of-mass In this lab, you will directly experiment with the concept of center-of-mass. This activity is based on Lab 9 of the eScience Lab kit. Although you should read all of the content in Lab 9, we will be performing a targeted subset of the eScience experiments. Our lab consists of two main components. These components are described in detail in the eScience manual. Here is a quick overview: eScience Experiment 2: In the first part of the lab, you will determine the angle at which certain objects become unstable. eScience Experiment 4: In the second part of the lab, you will experimentally determine the center-of-mass of an irregularly shaped object. Take detailed notes as you perform the experiment and fill out the sections below. This document serves as your lab report. Please include detailed descriptions of your experimental methods and observations. [img width="203" height="265" src="file:///C:/Users/srarin/AppData/Local/Temp/msohtmlclip1/01/clip_image003.png" align="left" hspace="12" alt="Text Box: " v:shapes="Text_x005F_x0020_Box_x005F_x0020_13"> Experiment Tips: eScience Experiment 2 · Do not use a large mass on the string. A significant mass results in a torque on the block system. I used a paperclip in my experiment. · You may consider setting the block-string system on a cardboard platform. This allows you to see the location of the string relative to the base of the blocks. A partner can help you measure the angle of the cardboard support at the point of instability. eScience Experiment 4 · Make sure that your irregular shape is cut out of cardboard. · You may want to also experiment with a regular shape (e.g. square or rectangle) as a control object to convince yourself of the validity of the experiment. Date: Student: Abstract Background Objective Hypothesis Introduction Material and Methods Results Based on your results from the experiments, please answer the following questions: Block experiments 1. When did the blocks typically fall over? 2. Which stack of blocks (3 or 4) had a lower center of mass? Which set tipped over at the largest angle? 3. If you were building a skyscraper in a windy city, where would you want most of the building’s weight to be located? 4. Consider the following diagram of the three-block system at the point of instability: [img width="419" height="238" src="file:///C:/Users/srarin/AppData/Local/Temp/msohtmlclip1/01/clip_image005.png" alt="Description: Block at an angle with its center of mass marked on the block " v:shapes="Group_x005F_x0020_1 Group_x005F_x0020_50 Rectangle_x005F_x0020_51 Rectangle_x005F_x0020_52 Rectangle_x005F_x0020_53 AutoShape_x005F_x0020_54 AutoShape_x005F_x0020_55 AutoShape_x005F_x0020_56 Text_x005F_x0020_Box_x005F_x0020_57 Text_x005F_x0020_Box_x005F_x0020_58 Text_x005F_x0020_Box_x005F_x0020_59"> This question involves a calculation, not a measurement. When you calculate the angle of instability, consider this fact: The angle of instability occurs when the vertical projection of the center-of-mass just meets the edge of the base of the object. As you will see, if we assume a cube, the length of a side cancels out of the relation for the angle of instability. This calculation requires some simple trigonometry. Calculate the angle of instability of the system. Repeat this calculation for the four-block system. How does you result compare to the three block system? Explain. Center-of-mass experiments 1. When you hang the shape from the pin, it balances around that point. How is the mass distributed on either side of the lines you draw when it is hanging like this? 2. What does the point where the three lines intersect represent? Explain why this method works. 3. Is the third line necessary to find the center of mass? Why or why not? Conclusions References
Description Physics Directions: It is important that you provide answers in your own words. Please focus only on information from the text/eBook to create your own solutions. Please do not use direct information from an outside source (especially copying and pasting from an “answer” website). Use of direct information from an outside source is against school policy. All answers will be checked for plagiarism. Instances of plagiarism can result in probation or possible dismissal from the school. Grading: Please be sure to follow all guidelines (number of sentences/showing all calculations) and to provide the correct metric units of measure. All questions are 3.33 points. You MUST include units on all your answers. For any math based questions you must show all your work and explain any numbers that are not clearly understood by the problem. There is a formula sheet for you to use at the end of the exam. 1. How is electric potential energy similar to gravitational potential energy? How is it different? Where will an electron bound in an atom and have the largest electrical potential energy? 2. What is a transformer? Explain how a transformer works including specific details on step up and step down transformers. 3. Write at least 4 to 5 sentences on the different measurements that helped to calculate the speed of light. There are 3 specific experiments mentioned in your textbook. 4. 5. What caused magnetic fields? What happens If you keep breaking a magnet in two until you reach a single atom? 6. What is an electric motor? Explain its operation. 7. State Hooke’s law. A spring will stretch 12 cm when a 250-g mass is hung on it. If the 250-g mass is hung on two identical springs, hung sided by side, and both support the 250-g mass, how much will each spring stretch. EXPLAIN. 8. Use 4 to 5 complete sentences, explain the concepts of beats and how beats are produces. Please provide at least 2 examples. 9. Why do atoms have relatively the same size even though they may have widely different masses? 10. What is the period of a soundwave whose wavelength is 20.0 m? Use values from the book and show ALL of your work. 11. A 60-V potential different is applied across a parallel combination of a 10-ohm and 20-ohm resistor. What is the current in the 10-ohm resistor? Show your work. 12. What is the power dissipated by a toaster that has a resistance of 60 ohms and is plugged into a 120-V outlet? Show your work. 13. A step up transformer has 250 turns on its primary and 500 turns on it secondary. When the primary is connected to a 200 V and the secondary is connected to a floodlight that draws 5A, what is the power output? Please show ALL of your work. 14. What is the mass of air in a room that has dimensions of 10m x 20m x 4 m? Use values from the book to show your work. 15. About how much pressure do the feet of a 6000-kg elephant exert on the ground? Assume each foot has an area of 0.10 square meter. Please show all your work. 16. The temperature of an object is raised by 90oC. This is equivalent to what increase in its absolute temperature? 17. A supersonic aircraft produces a shock wave that describes a 30o angle. What happens to the angle of the cone as the aircraft travels faster? 18. A 2.0-ohm resistor is connected in a series with a 20.0 -V battery and a three-branch parallel network with branches whose resistance are 8.0 ohms each. Ignoring the battery’s internal resistance, what is the current in the batter? Show your work. 19. Gas A is composed of diatomic molecules (two atoms to a molecule) of a pure element. Gas B is composed of monoatomic molecules (one atom to a molecule) of another pure element. Gas A has three times the mass of an equal volume of gas B at the same temperature and pressure. How do the atomic masses of elements A and B compare? 20. Consider a model steel bridge that is 1/100 the exact scale of the real bridge that is to be built. a. If the model bridge weighs 50 N, what will the real bridge weigh? b. If the model bridge does not appear to sag under its own weight, is this evidence the real bridge, built exactly to scale, will not appear to sag either? 21. Calculate the water pressure in the pipes at the bottom of a high-rise building that is fed by reservoir 60 m above the roof top. 22. The atmosphere does not ordinarily crush cans. However, it will crush a can after it has been heated, capped, and cooled. Explain why this happens. Be sure to use complete sentences 23. When a 57-gram piece of aluminum at 100oC is placed in water, it loses 735 calories of heat while cooling to 30oC. Calculate the specific health capacity of the aluminum. 24. Your classmate says that if all the molecules in a particular liquid had the same speed, and some were able to evaporate, the remaining liquid would not undergo cooling. Do you agree or disagree and what is your explanation to support your answer. 25. Would it be correct to say the Doppler Effect is the apparent change in the speed of a wave due to the motion of the source? Be sure to fully explain your position using at least 3 complete content related sentences. 26. The equation E=hf describes the energy of each photon in a beam of light. If Planck’s constant, h, were larger, would photons of light of the same frequency be more energetic or less energetic. Be sure to explain using at least 3 content related sentences. 27. A radioisotope is place near a radiation detector, which registers 80 counts per second. Eight hours later, the detector registers five counts per section. What is the isotope’s half-life? 28. Write the nuclear equation that describes the following process. Uranium-235 undergoes an alpha decay to produce thorium-231. 29. If the uranium nucleus were split into three pieces of approximately the same size instead of two, would more energy or less energy be released? Defend your answer in terms of Figure 40.14 in your textbook. 30. According to chapter 30 in the course textbook, describe the time it would take for Earth to orbit the collapsed sun if the sun collapsed into a black hole. Formula Sheet (this is not finished yet) Density: d=m/V Pressure: P = F/A Liquid Pressure: P = dgh C=Q/m? T P=IV
Description Lab Assignment 6: Momentum Instructor’s Overview Collisions and momentum are something we experience everyday. Most of the collisions in our life are benign - bumping into a colleague in the hall, enjoying an evening of bowling, or competing in a billiards tournament. Some collisions, such as automobile accidents, are more serious. In these cases, advances in safety technology that leverage understanding of impulses and momentum have dramatically reduced fatalities. In this lab we will explore the concepts of impulse and momentum. This activity is based on Lab 12 of the eScience Lab kit. Our lab consists of two main components. These components are described in detail in the eScience manual. Here is a quick overview: In the first part of the lab, you will experiment with nearly elastic collisions using marbles. In the second part of the lab, you will put on your safety engineer’s hat and design a safe landing zone for an egg. Take detailed notes as you perform the experiment and fill out the sections below. This document serves as your lab report. Please include detailed descriptions of your experimental methods and observations. Experiment Tips: · Instead of using a paper chute in the marble experiment, you can "flick" the marble(s) down the ruler groove to the stationary line of marbles as in this image: [img width="180" height="251" src="file:///C:/Users/srarin/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg" alt="Description: Physics Lab 6 002" v:shapes="Picture_x005F_x0020_1"> · I recommend using hard-boiled eggs in the second component of the lab activity. They are less messy and serve as a handy snack after you complete the lab. Date: Student: Abstract Introduction Background Objective Hypothesis Material and Methods Results Marble experiment Based on your results from the marble experiment, please answer the following questions: 1. What kind of collision is exhibited by the marbles in this experiment, and why? 2. When one marble hit the end of the line of marbles, how many shot off the other end? Describe the momentum of the set of marbles before and after the collision (assume elastic collisions). 3. How did the speed of the marble that comes off the end of the line change as you increased the speed of the marble that travels down the chute? Use what you know about the conservation of momentum to describe what is happening. 4. What happened when you sent two marbles down the chute? 5. Write down the total momentum for two marbles of mass m both moving at velocity v. What is the kinetic energy of the system? 6. When you drop two balls at once, why doesn’t only one marble come off the end twice as fast? Write down the kinetic energy of one marble with mass m and velocity 2v and compare this to your answer in Question 4 to check. (Note that we are assuming the collisions are perfectly elastic, when in reality this is an approximation.) Egg experiment Based on your results from the egg experiment, please answer the following questions: 1. Did you come up with a design that prevents the egg from breaking? Describe your approach in detail. 2. Why did adding layers of paper work better than one thick layer with the same number of sheets? (Hint: over how much time is the force applied in each case?) 3. What did you do to improve your apparatus? 4. Explain how a circus net prevents trapeze artists from injuring themselves even after falling from a large height. 5. Why it is important to bend your knees when you hit the ground after jumping from several feet in the air? Conclusions References
