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Description Graded Assignment Lab Report Answer the questions, using complete sentences. When you have finished, submit this assignment to your teacher by the due date for full credit. Motion in Two Dimensions 1 (5 points) Score 1. Is the relationship between velocity and centripetal force a direct, linear relationship or is it a nonlinear square relationship? Explain the answer using your graphs of Fc vs. v and Fc vs.v2. What is the precise mathematical relationship between velocity and centripetal force? Answer: The relationship between velocity and centripetal force is a nonlinear square relationship. When we are referring to a graph a straight line would be said to be linear. Looking at our graph we can see that it’s not a straight line thus we know it’s a non linear relationship. And we know From the formula that the relationship between centripetal force and velocity is that Centripetal Force is directly proportional to velocity squared and that gives us our precise mathematical relationship between the both . (4 points) Score 2. [img width="67" height="36" src="file:///C:/Users/Spare/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif" v:shapes="_x005Fs1026">y = mx, to the equation  , and explain what the slope of the graph of Fc vs. v2 represents. Remember that the m in the equation for a line represents the slope, and the m in the centripetal force equation  represents the mass of the stopper. Answer: Our equation shows us that Centripetal Force the and the square of velocity have a direct proportion Which means as one is increased the other increases as well considering r in that case is constant. This is verified by our centripetal force vs velocity square graph where as we plot the points we can see this direct relationship between the points and the graph will give us a straight line. This means that this relationship is linear. The equation y=mx has a graph which has a line with a positive slope that passes through the origin where y is proportional to x and the proportion constant would be m.         We can see that centripetal force and Velocity squared are also proportional v squared by r is equal to centripetal acceleration so we can say that Centripetal force is Proportional to Centripetal acceleration where m is the constant Fc=mAc The slope of Fc/v^2 is basically m which represents the mass/r which is the radius  So we can deduct that the slope of the graph for the equation Fc vs. v2   represents the ratio between mass and the radius (lenght of the chain in this case (4 points) Score 3. If you shorten the length of the chain, keep other variables constant, and repeat the experiment, how will the centripetal force change? Explain the relationship between centripetal force and the length of the chain. Answer:From our equation we can see that Centripetal force is inversely proportional to the radius or the length of the chain in our case So if we are planning to keep all the variables constant and only change the r value by decreasing it This will mean a larger centripetal force will be needed to for an object with the same mass and velocity. Motion in Two Dimensions 2 (6 points) Score 4. Complete the tables. Answer: degree of elevation: 4.7 Length of ramp (cm) Average drop time (s) Average distance the ball traveled (m) Horizontal velocity (m/s) 0 0.066 0.36 5.6 18 0.055 0.40 7.3 36 0.035 0.56 16 54 0.030 0.68 22.6 72 0.029 0.72 24.8 90 0.021 0.74 35.2  (6 points) Score 5. For each angle of elevation, what is the relationship between the velocity of the ball and the distance (x) that the ball traveled? Answer: What we can say is that the angle of the ramp could have determined the speed of the ball increasing proportionally. The table provides us with evidence that the length of ramp did have an effect on the average distance the ball had travelled. WE can see that, the further done the ball was brown at , the longer it had travelled when reaching the ground .  This is due to the fact that when the balls speed increased, the kinetic energy acting upon it also increase and as the kinetic force increased, the friction force also increased. The angle of elevation determines how quickly the ball could travel down the ramp, the more slanted that ramp is the faster the ball can go through the ramp and also create a higher average distance travelled by ball. This is how they are all linked together. The more the less time the average drop took, the more average distance the ball travelled, which further resulted in a higher horizontal velocity as the horizontal velocity was calculated via dividing the average distance the ball traveled by the average drop time.

Description Competency When possible, synthesize content from the individual course modules. Your content should expand, elaborate, and evolve from the activities in the individual modules, and coalesce to present a cohesive message to the viewer. Instructions Using any slide share or movie making software, you can utilize information gathered throughout the course to create a visual travel log. This multi-media presentation will include images, video, and voice over dialogue consisting of a mix of research and original content that demonstrates your analysis of course concepts. The movie will be accompanied by a paper that supplies the dialogue for the visuals of your film. You may use examples of physics principles in use in everyday life that you previously gave as examples in Modules 01-06, but you cannot reuse the same wording as used in previous modules. For example, if you had mentioned using glasses for Module 03, you can once again bring up that concept here, but you cannot read from your Module 03 submission paper. Requirements Three-minute video in MPEG-4 format. Original voice over (written) dialogue and accompanying paper. Images that help "tell your story." 30 seconds of original video connecting your experience to your topic. Narrative concept Imagine you are a writer for Physics Today (or insert whatever physics pop journal you wish), and you are to create a travel vlog for your an overseas trip. In your presentation, your editor wants you to include all relative physics concepts that you encounter in your journey. For the heart of the presentation, your editor has deemed it essential to address the following core issues and questions: Identify physics principles in various real-world examples. Identify the use of the scientific method in a modern physical problem. Identify the use of classical physics principles in relation to a real life situation. Identify physics principles in various real-world examples, and connect to your own experience. Identify physics principles in various real-world examples and modern technology. Identify a technology that uses quantum mechanics, and connect to your own experience.

Description Lab Assignment 2:  Projectile Motion Instructor’s Overview Projectile motion is a part of our everyday experience.  When you strike a baseball or softball, you are creating a projectile motion scenario.  Similarly, you yourself are a projectile when you jump into a pool to cool off on a sweltering summer day.  In this lab you will get some hands-on experience with projectile motion and apply the two-dimensional kinematic equations that we have developed.  You will perform experiments and compare your results to theory. This activity is based on Lab 7 of the eScience Lab kit.  Although you should read all of the content in Lab 7, 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 (pages 83-88).  Here is a quick overview: In the first part of the lab, you will launch a marble off of a table or other elevated surface and measuring the horizontal distance that the marble travels.  From this distance, you will calculate the launch velocity of the marble.  You'll then repeat the experiment using a different launch height and try to predict the new horizontal distance using the velocity that you derived from the first part of the experiment. In the second part of the lab, you will launch small foam rockets.  The first part of this experiment involves measuring the flight time of the rocket and deriving launch speed.  In the second part of the experiment, you will explore the dependence of range on launch angle.  Note: In the rocket experiment, perform and document steps 1-7.  Then launch your rocket at three angles: 30 degrees, 45 degrees, and 60 degrees.  Record all of your data in the tables that are provided in this document.  Don't use the tables in the eScience manual. 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:  Marble on a ramp Although you are welcome to use the water and corn starch technique outlined in the eScience lab manual, I used a slightly less messy technique.  Take a towel and fold it into several layers.  Place the towel in the marble landing area and smooth the surface with your hand.  When the marble hits the towel, its landing is deadened and you will see a slight impression of where it landed.  Measure to this impression to determine the range of the marble. Make sure that you place your marble at the same position on your ramp.  This helps insure the repeatability of launch speed. Rocket experiment ·  I had the best results when I didn't squeeze the launch bulb excessively.  The rocket flies more consistently and travels a manageable distance from a measurement perspective. ·  Before collecting data, make sure you practice you launch technique.  Try to squeeze the launch bulb in a consistent manner to minimize experimental variation. ·  Launch the rocket close to the ground for your range measurements. Date: Student: Sheena Beierman Abstract The purpose of this lab is to apply what I know about projectile motion and use kinematics to predict how far a projectile will travel. This is performed by launching a marble off of a table or other elevated surface and measuring the horizontal distance that the marble travels. The second part will look at a rocket being launched at different angles and the influence of gravity. I will determine the relationship between the angle at which a projectile was launched and the time of flight of the rocket. Introduction Background: A projectile is an object acted on by gravity alone.  A projectile is any object which, once projected, continues in motion by its own inertia and is influenced only by the downward force of gravity. In this lab, it can be assumed that projectiles are fired either vertically or horizontally.  Objective: The objective of this experiment is to predict the range of a projectile set in motion. Learn how to solve projectile motion problems. Understand that the acceleration due to gravity is constant (9.8 m/s2) and downward toward the center of the Earth. Understand that the horizontal motion and the vertical motion are disconnected. Hypothesis: My hypothesis for the marble experiment is that as the initial height of the marble increases the horizontal distance will also increase. For the rocket launch experiment, my hypothesis is that as the angle of the projectile decreases the time of flight will also decrease.   Material and Methods The materials needed for this lab are provided below: Experiment 1: Ramp Marble Corn starch 4 sheets of black construction paper Tape measure Monofilament line Fishing sinker Paper towel* Water* *You must provide Procedure: 1. Place the ramp on a table and mark the location on at which you will release the marble. This will ensure the marble achieves the same velocity with each trial. 2. Create a plumb line by launching the fishing sinker to the monofilament line. 3. Hold the string to the edge of the ramp, and mark the spot at which the weight touches the ground. Note: The plumb line helps to measure the exact distance from the edge of the ramp to the position where the marble “lands.” 4. Lay down a runway of black construct on paper. 5. Wet the marble all over with water, and drop into the cornstarch bag to coat. Roll on a paper towel to achieve a smooth, even coat of corn starch all over the marble (you do not want any chunks as it will affect the path of motion.) When the marble hits the construction paper, the force will cause some of the corn starch to come off, and leave a mark on the construction paper so you can see the point of first contact! 6. Begin the experiment by releasing the marble at the marked point on the ramp. 7. Measure the distance traveled to the first mark made on the carbon paper using the tape measure. Record this value in Table 1 on the following page. 8. Repeat steps 5-7 nine more times and record your data in Table 1. 9. Next, use your data to calculate the velocity of the marble for each t Experiment 2: 4 Squeeze Rockets™ 1 Squeeze Rocket™ Bulb Protractor Tape measure Stopwatch Procedure: 1. Mark the spot from which the rockets will be launched. 2. Load a Squeeze Rocket™ onto the bulb. Note: The Squeeze Rocket™ is a trademark product name. The “rocket” itself does not use a self-propelled mechanism. ACer a rocket is launched, gravity is the only major force which acts upon the “rocket”. 3. Using a protractor, align the rocket to an angle of 90° (vertical). 4. Squeeze the bulb (you will need to replicate the same pressure for each trial), and simultaneously start the stopwatch upon launch (alternatively, have a partner help you keep time). Measure and record the total time the rocket is in the air. Repeat this step three or more times, and average your results. Record your results in Table 3. tavg=_1.38 sec_ 5. Calculate the initial velocity of the rocket (vinitial = voy) using the kinematics equations. 6. Record your calculation in Table 3. (Hint: you can take the initial height as zero. The vertical velocity is zero at the peak of the flight, when the time is equal to t/2.) 7. Repeat this trial two more times, and record the values in Table 3. 8. Choose four additional angles to fire the rocket from. Before launching the rocket, calculate the expected range using the vertical velocity and the angle from which the rockets will be fired. Remember that you can use zero for any initial positions, and that the acceleration due to gravity, g, is -9.8 m/s2 . Record these values in Table 3. 9. Next, align the rocket with the first angle choice and fire it with the same force you used initially. Try to record launches where the rocket travels in a parabola and does not stall or flutter at the top. Measure the distance traveled with the tape measure. Repeat this for two additional trials, recording the actual range in Table 3. Results Data table for marble experiment (Procedure 1): Height = 0.610 meters Trial Number Distance (meters) Calculated velocity (m/s) 1 0.346 11.46 2 0.325 11.44 3 0.366 11.47 4 0.325 11.44 5 0.305 11.43 6 0.325 11.44 7 0.366 11.47 8 0.366 11.47 9 0.325 11.44 10 0.305 11.43 Average 0.336 11.449 Standard Deviation 0.0240 0.0116 Data table for marble experiment (Procedure 2): Height = 0.814 meters Trial Number Observed Distance (meters) Predicted Distance (meters) Difference between observed and predicted distances (meters) 1 0.432 0.466 -0.034 2 0.753 0.466 0.287 3 0.486 0.466 0.020 4 0.670 0.466 0.204 5 0.455 0.466 -0.011 6 0.714 0.466 0.248 7 0.512 0.466 0.046 8 0.714 0.466 0.248 9 0.455 0.466 -0.011 10 0.670 0.466 0.204 Average 0.586 0.466 0.120 Standard Deviation 0.1284 0.1284 Data table for rocket experiment - vertical launch Trial Number Flight time (sec) Calculated velocity (m/s) 1 1.25 6.13 2 1.32 6.47 3 1.59 7.80 4 1.12 5.49 5 1.28 6.28 6 1.64 8.04 7 1.54 7.55 8 1.22 5.98 9 1.38 6.77 10 1.49 7.31 Average 1.38 6.78 Standard Deviation 0.174 0.854 Data tables for rocket experiment - angle experiments Angle = 30 degrees Trial Number Predicted range (meters) Measured range (meters) Difference (meters) 1 2 3 4 5 Average Standard Deviation Angle = 45 degrees Trial Number Predicted range (meters) Measured range (meters) Difference (meters) 1 2 3 4 5 Average Standard Deviation Angle = 60 degrees Trial Number Predicted range (meters) Measured range (meters) Difference (meters) 1 2 3 4 5 Average Standard Deviation Analysis and Discussion Marble experiment calculations Show your calculation of the launch velocity of the marble as a function of height and distance travelled (needed for Procedure 1 in the eScience manual): Use your equation above to solve for the range as a function of launch velocity and height (needed for Procedure 2 in the eScience manual): Rocket calculations Show your calculation of the launch velocity of the rocket as a function of flight time. Describe how you came up with your predicted ranges.  What relation did you use? Based on your experimental results, please answer the following questions: Marble Experiment ·  Suppose you altered your existing ramp so that the marbles had twice their initial velocity right before leaving the ramp. How would this change the total distance traveled and the time that the marbles were in the air? The total distance traveled would double because they had double the horizontal speed. At the same time both marbles would spend about the same amount of time in the air since vertical motion is not affected. ·  Did your prediction in Procedure 2 come close to the actual spot? Find the percent error of your predicted distance (expected) compared to the actual average distance (observed).  What are some sources of error in this experiment? % error = [ (observed value ? expected value)]/ expected valueX100 Air resistance could cause a source of error as well as the movement of the marble across the table. If it doesn’t roll perfectly horizontally it will cause error. Rocket Experiment ·  Of the three angles that you tested, what angle gave the greatest range?  The least? The angle that gives the greatest range is the one at 45 degrees. ·  Draw a FBD for a rocket launched at an arbitrary angle (assume the rocket has just only barely left the launch tube, and neglect air resistance). ·  What role does air resistance play in affecting your data? Air resistance always plays a role in these types of experiments. Air resistance will affect the rocket’s speed as gravity pulls down. All in all, air resistance will reduce the acceleration of the rocket.  ·  Discuss any additional sources of error, and suggest how these errors might be reduced if you were to redesign the experiment. Inconsistent launch speeds and movement of the rocket during the launch, since these rockets are so testy, could also be a source of error. The perfect experiment would be to use a vacuum with an automatic launcher.  This would reduce the air resistance source of error as well as the movement of the rocket during launch. ·  How would a kicker on a football team use his knowledge of physics to better his game? List some other examples in sports or other applications where this information would be important or useful. To make the maximum distance for the ball to be kicked, the ideal conditions are to kick the ball at a 45 degree angle. This would make the ball move the furthest horizontally and not vertically. If I am trying to put out a fire at work with a hose, I would also want to use the same angle to ensure that enough water is hitting the fire, a type of projectile motion. Conclusions References Lab 7: Projectile Motion. (2011). In Lab Manual Introductory Physics (Vol. 3.3). Sheridan, CO: Esciencelabs.com.

Description Lab Assignment 9:  Gravity Instructor’s Overview As you continue with your study of physics, you'll learn that there are four fundamental interactions in nature.  These interactions are summarized in this table: Interaction Comments Relative strength Effective range Strong nuclear force Binds protons and neutrons in nuclei 1 10-15 m Electromagnetic force Force between charged particles.  Follows inverse-square law. 10-2 Infinite Weak force Responsible for certain types of radioactive decay 10-13 10-18 m Gravitational force Force between all objects.  Determined by magnitude of masses and separation.  Follows inverse-square law. 10-38 Infinite So gravity is one of the four fundamental forces of nature.  We will learn about the other three in Physics II.  Some interesting things to note about the gravitational force: ·  In a relative sense, it is the weakest of the four fundamental interactions.  Even so, gravity is largely responsible for the dynamics of our solar system, galaxy, and the Universe as a whole. ·  Gravity acts over an infinite distance.  Objects may be separated by thousands of light years, but they experience gravitational attraction. ·  Gravitational interactions obey the inverse-square law. ·  Coulomb's Law dictating the force between two charged particles is also an inverse-square relationship. In this lab, you will perform experiments that illuminate the concept of gravitational interaction. This activity is based on Lab 10 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: Experiment 1: In the first part of the lab, you will subject a variety of objects to the force of gravity and discuss your observations. Experiment 2: In the second part of the lab, you will use a flashlight as an analogy to demonstrate the inverse-square law of gravity. 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. Date: Student: Abstract Background Objective Hypothesis Introduction Material and Methods Results Based on your results from the experiments, please answer the following questions: Experiment 1: Falling in a Gravitational Field The following expression for the acceleration due to gravity works well for objects near the Earth’s surface (G is the gravitational constant, Me is the mass of the Earth, and Re is the radius of the Earth): Use the above equation to calculate the gravitational acceleration at an altitude of  100,000 meters above the Earth.  By what percentage is this acceleration different from that on the Earth's surface? How does air resistance alter the way we perceive falling objects? Using the universal law of gravitation, show that the gravitational acceleration experienced by an object is independent of its mass. Experiment 2: Inverse Square Law Data table Distance from wall Diameter of light circle Radius of light circle Area of light circle NOTE: Be sure to specify your units. 1.  How did the intensity (brightness) of the circle of light seem to changes as you increased the source distance? 2.  How did the area of the circle of light change as you moved farther away? How does this relate to the gravity field of a body? 3.  Make a plot of distance vs. area for the light shining from the cup to the wall (plot the area data on the y?axis). 4.  Draw a line of best fit through your data points, and comment on the general shape of your plot.  What kind of relationship does this indicate (i.e. linear, exponential, logarithmic, etc.)? 5.  If the amount of light shining from the flashlight is constant, the intensity of light should decrease as the area it shines on gets larger. Using your plot from question 2, sketch an approximate plot for light intensity vs. distance. 6.  If you moved too far away from the wall the circle of light probably became very difficult to see. Is the intensity of the light circle ever zero? Is it correct to say that gravity doesn’t exist between objects on opposite sides of the galaxy? Conclusions References

Description OBJECTIVE This experiment will provide an opportunity to set up and measure several actual force systems and to compare results with calculated vector forces found by graphical methods. EQUIPMENT                                          Force Table with ring, pin,  cord, pulleys and weight hangers Set of slotted weights Ruler and protractor Graph paper  INTRODUCTION A scalar is a physical quantity with only magnitude.  (Examples are length, mass and density.)   A vector is a physical quantity with both magnitude and direction.  (Examples are force, velocity and acceleration.) A scalar quantity is represented by a single number (including units) giving its size or magnitude.  A vector quantity is represented by a number amount and a direction or angle.  Graphically, a vector force is represented by an arrow whose direction gives the direction of the vector.  The length of the arrow is proportional to the size of the vector.   In physics there are many important vectors.  For example, a force, which is a push or pull, may be represented by a vector.  If a set of two or more forces is balanced with no motion, it is said to be in equilibrium.   Vectors may be combined using methods of graphing.  When a set of forces is replaced by a single force, the single force is called a resultant, as shown in Figure 2.  A force equal and opposite to a resultant is called an equilibrant, which is a single force that will cause a system of forces to be in equilibrium.  The process of finding a single vector force to replace several others is called "composition" of vector forces.  The process of replacing a single vector force with others is called "resolution" of vector forces. Several methods may be used to solve vector force problems.  In the "graphical" method, vectors are added by connecting the head of the previous vector (A) to the tail of the next vector (B).  The resultant (R) is then from the tail of the first to the head of the last (see Figure 2).   For more than two vectors, a polygon can be graphically constructed to find a resultant or equilibrant as in Figure 3. Figure 2 Figure 3 Graphical Method                                        Polygon Method Analytical methods consist of applying trigonometry to resolve several vectors into right angle components, summing these in the x and y directions, and finding a resultant using the Pythagorean Theorum.  For non-right triangles, the Law of Sines or Cosines may be used. In this experiment, actual force systems will be set up and measured on the force table.  Calculated vector forces using graphical and analytical methods will be compared to measured forces found by using the force table. PROCEDURE The following was observed when using the Force Table: Confirmed that the table was leveled “by eye” and that the pulleys spin freely. The pulley assembly was against the machined edge of the table. When measuring, the ring was centered on the pin and that the strings extended radially outward from the center pin.  The weight of the hangers was determined using a scale and was included as shown below. The angles were measured counterclockwise and recorded below. Either the S.I. unit of Newtons or the gram may be used as the force unit as long as consistency is maintained. The instructor will assign one of the following Assignments to students: Non-Rectangular Part I Three concurrent, coplanar forces Part III # Component A Component B Equilibrant Force A Force B Force C Equilibrant 5 350g/70? 402g/195? 340g/320? 140g/112? 170g/345?    150g/249? 90g136.927? Part I - Non-Rectangular vector components 1.  The two pulleys were placed on the force table at the angles given shown in the above table.  The required component weights A and B were added to the pulleys. 2.  A third line and pulley with a weight force to balance the first two weight forces was used such that the ring was centered and did not touch the center pin.  This is the actual or experimental value of the equilibrant.  (A light tap to jog the system minimized friction and assured a correct value.) 3.  The equilibrant was record in above Table.  (Weight force may be measured in grams (g) or newtons (N).  To convert from grams to newtons, multiply grams by 0.0098cm/s.) Table I Non-Rectangular Vector Components Sketch Weight (g) Force (N) Angle (degrees) Component Vector A 350 3.43 70 Component Vector B  402 3.94 195 Equilibrant (from force table) 340 3.332 320.065 Resultant 340 3.332 140.065 4.  Make a vector sketch in the space in Table I for this force system showing the resultant and its components A and B using the graphical method.  Using graph paper, make a complete to-scale diagram which should be included in your lab report. Part II - Rectangular vector components 1.  A 300g weight force at 0? and a 400 g weight force at 90? were suspended.  Experimentally found the equilibrant using the force table.  The values of the experimental equilibrant were recorded in Table II.   2.  Make a vector sketch showing the components and their resultant in the space below.  Using graph paper, make a complete to-scale diagram which should be included in your lab report. Sketch Calculations 3.  Calculate the value of the resultant using the given components.  Show this calculation above and in Table II below. Table II Rectangular Vector Components Sketch

Description  https://youtu.be/JaYs5Jrmrh8

Description Structure and Rubric Title Area & Abstract - Title Area: Identifies Experiment Topic, Author, Lab Partners, Course-Section, Instructor, Institution Affiliation, Date.  Abstract: Summarize the overall paper in 8 sentences or less. State purpose/objective of your work or what research problem was investigated, the overall design and process of your experiment, the major findings and results of your analysis including primary numerical values, and conclusions from your study. Statement of Purpose - In 4 sentences or less, define the goal or objective of the experiment(s). Define scope of work. Experimental Methods - In 300 words or less, briefly describe how the experiment(s) was performed. Describe equipment and materials used to perform experiment. Describes methods to operate equipment. Identifies critical procedural steps needed to replicate experiment (setup, alignment, calibration, things to avoid, etc.). Defines variables to be directly measured and how they were measured. State any assumptions made related to materials. Does not repeat/copy lab manual instructions.  Results - The bulk of your Lab Summary. To include any Results, Analysis, or Discussion mentioned in the Experiment Manual. Also include any graphs/plots and data tables asked to produce. Analysis of Data - Describe the data analysis and mathematical processes used to manipulate your direct measurements into final results. State any assumptions made related to math or physics theory. Examples: multiple trials averaged together, used Excel, Matlab, or Pasco Capstone for analysis, data removed or excluded and why, negative values are ignored for physical reasons. Graphical Analysis - Includes Plots/Graphs as asked for in Experiment Manual. Displays data graphically in a clear and logical way. Formats data appropriately in graphs. Formats plots so axes labels, values, units, data points, error bars are easily readable. Gives additional context to graphed data through insightful labels and captions. Demonstrates understanding of graphical analysis technique used (curve fits, outlier data points, trendlines, etc.) Summary of Experimental Results - Gives principle numerical results of experiment, as well as their uncertainties. Compares numerical results to expected/reference values and/or theoretical predictions by the process discussed in the Experiment Manual (Discrepancy, % Difference, etc.). Interpret if results support physics theory and expectations. Interprets if results are successful, unsuccessful, or inconclusive with respect to Statement of Purpose. Review any assumptions made which now seem invalid or possibly inappropriate. Conclusions - Take away thoughts of the work you did. What likely impacted your results, and what could be done to improve the work. Discussion of Uncertainties - Identify at least 3 likely sources of uncertainty that you believe affected your results in a non-trivial way. Be specific in the source, what was affected, and how it was affected (+bias, -bias, or +-random, etc.). Discuss how significant you think each source of uncertainty is (does one have a greater effect than others, does one have a small effect, etc.). Thoughts for Improvement - Thinking back on how you conducted the experiment and analysis, would you perform it the same or would you do something different? Is there other equipment you would want to try or use? Suggest at least 2 practical, non-trivialimprovements you would make. Describe why you think this would improve the experiment and better meet its objectives. Attribution to Reference Sources - Clearly indicates what information (text, images, values, formulas) is obtained from a reference. At least 1 reference source is clearly used. Citations within report body to reference listings. Bibliography of References List given, formatted correctly. Examples of references include Lab Manual, websites, textbooks, articles, blogs. Data, Formatting, Other - Things not tied to any specific section or area of the Lab Summary. Data & Data Tables - Displays data in labelled tables clearly and logically. Formats data with correct and uniform decimal precision, significant figures, units. Gives context to data through appropriate use of labels, captions. Gives numerical uncertainties for values. Overall Formatting - General formatting guidelines are appropriately followed: title area with single column abstract, 2-column report body, additional supporting material contained in labeled Appendix. Text is readable. Figures/Tables appropriately sized, positioned. Optional Appendices - Any supporting information and documentation you wish to include (or larger versions of graphs and figures) should appear at the end of your Lab Summary in one or more labelled Appendix. Important instructions: Lab Summary - Follow the same 2-column format, general guidelines . However, do not include a distinct Theory section or Background/Introduction section; it is not required to include a Calculations Appendix. See expectations below for how to structure a Lab Summary and reference the grading Rubric attached to this assignment. To know what specific content to report on, be sure to follow the instructions in the Experiment Manual for this experiment.You must include all relevant data you recorded in some format as well as any results (graphs, tables, etc.) you were told to produce. "In some format" should be interpreted at your discretion. For Example, Large dataset graphed: If hundreds of data points were taken, placed in a table, and then used to make a plot it makes most sense to include the final plot which is representative of the data. Say you measured the velocity of an object at a sample rate of 60 Hz (every 0.017 seconds) for one minute. For this large of a dataset, the plot would be the easiest way to show and understand the data. You would not need to then also show the huge data table of 3600 data points. For Example, Small Number of Trials/Runs in a Summarized Data Table: Say you repeat an experiment 5 times and measure 3 variables (mass, velocity, moment of inertia) and calculate 2 results (momentum, kinetic energy) for each trial. It makes most sense to summarize all these numerical values in one or two small tables rather than writing out a bunch of boring, repetitive sentences. You could choose to make one table of 5 rows and 5 columns for all the data, or two tables (one of just the measurements 5x3, and just the calculated results 5x2).

Description Read the attached instructions to complete this lab report on electric fields and potential. The lab must be completed using an online simulation. Then, answer both parts of the lab. There are also attached instructions for how the lab report should be formatted and completed. Online simulation link: https://phet.colorado.edu/sims/html/charges-and-fi...

Description For a charge 0.05C, find the distances that form the spheres of equal electric field E= 0.1N/C, 1N/C, 10N/C, 100N/C, 1000N/C, 100000N/C.

Description Touchstone 3.1: Personality Development SCENARIO: Monica is a single mom who has a 16-year-old son named Jordan. Monica and Jordan were close at one point. As of late, Monica has been noticing that Jordan spends a lot of time focusing on what his friends think about him. Without his mother’s permission, Jordan recently crawled out of his bedroom window and went to a party when he was supposed to be studying for an exam. Upon his return home, Jordan reeked of alcohol and marijuana and was caught by his mother. Shocked and appalled by her son's recent behavior, she grounded him for two weeks.  What advice would you give Monica about her son’s recent behavior?  ASSIGNMENT: Using what you learned about the adolescent brain and social development, you will answer questions related to this case study assignment below. Your goals are to help Monica understand why her son makes the choices he does and recommend some strategies that may help solve the problem.  Download and use the touchstone response template to answer the questions.  Psy1010 Touchstone 3.1 Response Template (https://app.sophia.org/download/attachment/11848-PSY1010_CaseStudy1_Template.docx)  In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review this tutorial for more about plagiarism and the Plagiarism Detected alert: Touchstones: Academic Integrity Guidelines. (https://app.sophia.org/tutorials/touchstones-academic-integrity-guidelines) For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI (https://app.sophia.org/tutorials/ethical-standards-and-appropriate-use-of-ai). A. Assignment DIRECTIONS: To complete the assignment, you will answer the following four questions in 5-7 sentences each:    1    What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and reward.    2    Why does it appear that Jordan values the opinion of his peers more than the opinion of his mother? Explain the psychological concepts that may account for why Jordan places value on his peers’ opinions.    3    What advice would you give Jordan’s mother, Monica, that would teach him how to make better choices and decisions? Discuss a specific strategy that Monica may implement to help her son make better decisions.    4    If you were in Monica’s shoes, how would you feel? Explain why a better understanding of Monica's perspective could result in more constructive advice. B. Rubric Advanced (100%) Proficient (80%) Needs Improvement (60%) Non-Performance (0%) Question 1 (10 points) Describe how the adolescent brain weighs risk and reward. Describes how the adolescent brain weighs risk and reward, using specific details and information from the case study and course lessons. Describes how the adolescent brain weighs risk and reward, but could draw more significant connections between the case study and course material. Lists but does not describe how the adolescent brain weighs risk and reward. Does not list how the adolescent brain weighs risk and reward. Question 2 (10 points) Explain the psychological concepts or principles that account for the value Jordan places on his peers. Explains the psychological concepts or principles that account for the value Jordan places on his peers, using specific details and information from the case study and course lessons. Explains the psychological concepts or principles that account for the value Jordan places on his peers, but could draw more significant connections between the case study and course material. Lists but does not explain the psychological concepts or principles that account for the value Jordan places on his peers. Does not list the psychological concepts or principles that account for the value Jordan places on his peers. Question 3 (10 points) Discuss a speci?c strategy that Monica can implement to help her son make better decisions. Discusses a specific strategy that Monica can implement to help her son make better decisions, using specific details and information from the case study and course lessons. Discusses a strategy that Monica can implement to help her son make better decisions, but could draw more specific connections between the case study and course material. Lists but does not discuss a speci?c strategy that Monica can implement to help her son make better decisions. Does not list any strategy that Monica can implement to help her son make better decisions. Question 4 (10 points) Explain why an understanding of Monica's perspective can result in more constructive advice. Explains why an understanding of Monica's perspective can result in more constructive advice, providing specific examples to support this explanation. Explains why an understanding of Monica's perspective can result in more constructive advice, but could draw more significant connections between the case study and course material. Lists but does not explain reasons why an understanding of Monica's perspective can result in more constructive advice. Does not list reasons why an understanding of Monica's perspective can result in more constructive advice.