II Jack and Jill ran up the hill at 3.0 m/s. The horizontal component of Jill’s velocity vector was 2.5 m/s.
Form a group, pick a scientist from the list below and prepare an introduction to that scientist for the class or you may pick your own scientist.
The information may be:
The report should include:
– Name of the scientist
– Dates of Birth and Death
– Where the scientist was born
– Field of study of the scientist
– Contributions of the scientist
– Any honors the scientist won or was passed over for.
– Discussion of the life of the scientist, focusing on how the scientist was different from the typical scientists we hear about and any challenges the scientist faced.
– What aspect of the scientist’s life had the most impact on you?
– How could the scientist’s professional journey influence your professional journey?
– What part of the scientist’s career surprised you the most
Respond to the following in a minimum of 175 words each. They will be run thru a plagiarism checker.
One of the more impactful feelings/emotions that affect job performance is boredom or detachment. An employee who does not feel engaged, challenged, or has enough to do can experience boredom. This lack of engagement can lead to behaviors that might be nonproductive but not destructive or devious.
Describe a situation in which an employee is not engaged in their work
Write an essay in which you will discuss the discovery of the nucleus by E. Rutherford. Your paper has to be typed and uploaded in Managebac by the due date. Your essay should involve some research and should answer the questions below in an organized, easy to read and convincing manner:
What experimental findings not be explained by J.J. Thompson’s model?
How did Rutherford conduct his experiment?
What lab materials did he use?
What did he see?
How did he interpret the results?
Why couldn’t the “plum-pudding” model explain Rutherford’s experimental results?
What did he propose instead? How does Rutherford’s hypothesis agree with his experimental results?
Why did he propose a planetary model of the atom? What could the atom’s planetary model account for? Later, the planetary model proved to be deficient as well (this is another topic, though).
Gather all items required for the exercise.
Note: If using the lab kit box, remove contents and place in a secure area.
Put on your safety goggles.
Center the black conductive paper on the top of the box, grid-side up.
Place the two metal nuts (conductors) at the (5 cm, 10 cm) and (20 cm, 10 cm) positions on the paper. Secure using two dissection pins for each conductor. See Figure 13.
Note: Place the pins close to the inner wall of the nut at opposite sides such that the conductors do not move. It is essential that the conductors are securely contacting the conductive paper.
A photo of a sheet of black conductive paper. A metal nut is positioned over the intersection of four squares. Two T-pins are inserted through the nut and paper such that their heads are resting on the top surface of the nut.
Figure 13. Securing conductor to conductive paper using two dissection pins. The pins are contacting the inner walls of the metal nut.
Insert the battery into its holder.
Attach jumper cables from the two conductors to the battery holder, one to the positive terminal and the other to the negative terminal. See Figure 14.
Note: You may need to adjust the pins or use additional pins to ensure the conductors are in consistent contact with the conductive paper and not moving.
A photo of a sheet of black conductive paper resting on top of the lab kit box. Two metal nuts are positioned on the surface of the paper and spaced three squares apart from each other. Each nut has two T-pins inserted through it. Alligator clips are attached to each nut, connecting the nuts to a battery holder. The battery holder is connected on one side to the negative probe of a digital multimeter. The positive probe of the meter is not touching the experimental setup.
Figure 14. Experimental setup with two circular conductors.
Attach the negative black lead from the digital multimeter (DMM) to the negative terminal of the battery holder using another jumper cable.
Set your DMM to the 20 DCV (DC Volts) setting.
Using the red lead, test the voltage readings of your conductors.
Touch the negative conductor. This should result in a zero reading.
Touch the positive conductor. This should result in a reading comparable to the voltage of the battery (between 1.2 V and 1.5 V, depending on the battery’s previous use).
Using one sheet of white conductive paper, draw the position of the conductors and label them with the voltage readings from your DMM.
Gently place the red lead between the two conductors and note the voltage reading. Record this position with a mark on your white paper.
Note: Avoid heavy contact between the DMM lead and the surface of the conductive paper. Holes or dents in the paper can affect measurements.
Move the DMM probe to find another location with the same voltage reading and mark the position on your white paper.
Repeat step 12 until you have at least six locations with the same voltage marked on your white paper.
Use a colored pen or pencil to connect the points made in steps 12 and 13 with a smooth curve and label the curve with the voltage.
Note: This curve represents an equipotential line.
Select a new position 2-3 centimeters from your first line and repeat steps 10-13.
Repeat step 14 until you have at least five distinct lines of different voltages.
Turn off the DMM.
Using a second colored pen or pencil, draw five or more electric field lines by connecting a line from the positive conductor to the negative conductor, intersecting with each equipotential line perpendicularly. Indicate the direction of the electric field on the drawing.
Take a photo of your drawing with your name and date. Upload the image in Photo 1.
Using the scissors, cut the aluminum foil into two 14 cm x 14 cm sheets.
Fold each piece of foil in half to form a rectangle.
Note: Ensure that the shiny side of the foil is facing outward.
Fold each piece of foil again lengthwise into thirds. This should result in two long, relatively narrow pieces of foil.
Create a tab on each piece of foil by folding approximately 1 cm of one end two times. Fold the tabs such that they make a right angle with the strip. See Figure 15.
Figure caption is an adequate description of the image.
Figure 15. Strip of foil with tab at a right angle.
Wipe the foil strips with a paper towel so they are free of fingerprints.
Disconnect the jumper cables from the metal nuts used in Part I and remove the pins securing the nuts to the box. Set the nuts aside.
Place the foil conductors on the conductive paper such that they are parallel, centering them at (5 cm, 10 cm) and (20 cm, 10 cm).
Secure the foil conductors with 2-3 pins, ensuring that they lay flat, in contact with the conductive paper.
Attach the jumper cables to the tabs of each foil strip. See Figure 16.
Note: Ensure that the jumper cables do not touch the conductive paper.
The image contains two photos. The left photo is of two strips of foil pinned to a sheet of black conductive paper positioned on a lab kit box. The strips are separated by three squares from each other. Alligator clips are attached to the tab of each strip, connecting the strips to a battery holder. The battery holder is connected on one side to the negative probe of a digital multimeter. The positive probe of the meter is not touching the experimental setup. The right photo is a close up of the metal strip showing the two pins pressed through the strip and the alligator clip attached to the tab.
Figure 16. Experimental setup with two parallel conductors (left) and closeup of one conductor with its tab at a 90° angle attached to a wire (right). The wire and conductor tab do not touch the conductive paper.
Using the red lead, test the voltage readings of your conductors with the DMM in the 20 DCV setting.
Touch the negative conductor. This should result in a zero reading.
Touch the positive conductor. This should result in a reading comparable to the voltage of the battery.
Using the other white conductive paper copy, draw the position of the conductors and label them with the voltage readings from your DMM.
Place the red lead between the two conductors and note the voltage reading. Record this position with a mark on your white paper.
Move the red lead to find another location with the same voltage reading and mark the position.
Repeat step 32 until you have at least six locations with the same voltage marked on your white paper.
With a color pen or pencil, create an equipotential line by connecting the marked locations on the paper.
Repeat steps 31-34 until you have five distinct lines of different voltages.
Turn off the DMM.
With a color pen or pencil, draw five or more electric field lines. Indicate the direction of the electric field.
Note: This is done by drawing a line from the positive conductor to the negative conductor such that it intersects with each equipotential line perpendicularly.
Take a photo of your drawing with your name and date. Upload the image in Photo 2.
Cleanup:
Disconnect all jumper cables and remove the pins.
Return all HOL supplied materials to the lab kit for use in future experiments.
OBJECTIVE(S) (3 points):
EXPERIMENTAL DATA (3 points):
Obtain experimental data that will be used for further calculations from the graphs.
Also include screenshots of your graphs.
Part 1: One way motion without friction.
Run 1:
Slope of the velocity vs time graph and its uncertainty (extra ________ g is on the cart): ___________
Run 2:
Slope of the velocity vs time graph and its uncertainty (extra _______ g is on the cart): ___________
Part 2: One way motion with friction.
Run 1:
Slope of the velocity vs time graph and its uncertainty (extra ____ g is on the cart): __________
Run 2:
Slope of the velocity vs time graph and its uncertainty (extra ____ g is on the cart): __________
Part 3: Two-way motion:
Run 1:
slope and its uncertainty (toward the motion sensor): ________________________
slope and its uncertainty (away from the motion sensor): ______________________
Run 2:
slope and its uncertainty (toward the motion sensor): ___________________________
slope and its uncertainty (away from the motion sensor):_________________________
Data Analysis (10 points):
Be sure to include equations!
Part 1: One way motion without friction.
Calculate the gravitational acceleration (g) using the formula (6) for each run of Part (1):
Calculate the average value of gravitational acceleration for part (1):
Calculate the percent discrepancy between the average value of g and the theoretical value of g, which is 9.81 m/s2.
Part 2: One way motion with friction.
Derive equation for the acceleration using equations (2) and (3) from Introduction and Theory. Calculate the theoretical acceleration of the cart. Assume that the kinetic friction force Fk = μk *Mg , where is M is the total mass of the cart and μk the coefficient of kinetic friction which is set up as 0.07 in the virtual lab.
Calculate the percent discrepancy between the theoretical and experimental values of acceleration:
Part 3. Two – way motion with friction.
Calculate the average acceleration of your two slopes for each run of Part (3):
Calculate the mean value of g and its uncertainty:
Calculate the discrepancy between theoretical and experimental values of g:
Results (3 points)
Part 1:
| Mcart, g | mhang, g | Acceleration, m/s2 | Average gravitational acceleration, m/s2 | % discrepancy |
Part 2:
| Mcart, g | mhang, g | Acceleration, m/s2 | % discrepancy |
Part 3:
| Mcart, g | mhang, g | Average gravitational acceleration, m/s2 | % discrepancy |
DISCUSSION AND CONCLUSION (10 points):
What do you mean by positive and negative torque? Explain it?
Read a journal entry, published article, or a short book, and write a paper on what you’ve learned from your readings.
Should be at least two pages long, 1.5-spaced, plus one page including all of your references.
Lab Report Instructions
Introduction
Provide some background information on the topic (Hooke’s Law, SHM, ideal springs vs real springs). Explain the important concepts and cite the sources (APA style citations, in-text and in Bibliography) (No longer than 1 page, 1.5 lines separation)
Purpose (as stated on lab instructions)
Hypothesis (How do you think the force constants of the 3 different springs will compare to each other AND do you think that Hooke’s Law applies to real springs; you need to support your claims with some explanations, cite sources)
Materials
Procedure list the steps, past tense 3rd person, add a sketch of the experimental setup
Observations
Controlled variables and data tables (numbered and captioned)
Analysis
Plot on a single graph, the force applied to the spring (vertical axis) versus the stretch of the spring (horizontal axis) for each of the three springs tested in Steps 3.1 and 3.2. Draw a line of best fit for each plot.
Calculate and compare the slopes of the lines on your graph in 5.1. What does each slope represent?
Derive an equation that relates the total force constant, ktotal, to the two individual force constants, k1 and k2 of the two springs used in Step 3.3. (Hint: This is not a simple subtraction of the individual force constants). Compare the calculated value of ktotal to the value obtained through the experiment.
Derive the values of the force constant for each of the springs using the equation for the period of SHM for the data obtained at Step 4.1.
Calculate the average value of k for each spring.
Discussion
Compare the values of the force constant obtained by static (stretching) and dynamic (SHM) method. Comment on their agreement/discrepancy.
Identify probable sources of systematic and random errors in this investigation and describe ways in which the errors can be minimized.
Describe the differences between a real spring and ideal spring.
Application
Research one application of springs and explain, why the knowledge of force constant is needed. Provide at least one example with data. Reference your work properly (APA).
Conclusion
A summary of what you did in this experiment and what you found out about real springs and about the static and dynamic methods.
Download and run the PhET Radio Waves and EM Field simulation. Use the simulation to answer the following questions.
Move the electron down the antenna. Record your observations.
Move the electron back to its starting position. Change the setting from static field to radiated field. Record your observations.
Move the electron down the antenna. Record your observations.
Change the simulation settings from manual to oscillate. Record your observations.
Analyze your observations, and draw some conclusions based on this information. Record your conclusions in the last row on the data table.
| Settings | Observations (be specific and detailed) |
| Static field, motionless electron | |
| Static field, move electron down the antenna | |
| Radiated field, motionless electron | |
| Radiated field, move electron down the antenna | |
| Radiated field, oscillating electron | |
| Conclusions | |
Analyze your observations and draw some conclusions based on the observations. Record your conclusions in the last row on the data table.
| Position of electron in receiving antenna | Direction of force on electron in receiving antenna | Direction of electric field at location of electron in receiving antenna |
| Maximum | ||
| Minimum | ||
| Equilibrium (halfway between max and minimum positions | ||
| Conclusions | ||
Check the box for electron positions. Change the simulation setting from manual to oscillate. Let the simulation run for a bit, and then pause the simulation. Answer the following observation questions:
| Question | Answer |
| Do the transmitting and receiving antenna electrons start moving at the same time? If not, which one moves first? When does the other start to move? | |
| When the transmitting electron is at its maximum position, where is the receiving antenna electron (e.g., max, min, zero, or some other position)? | |
| Compare the time that it takes the transmitting electron to complete one full cycle of motion to the time it takes the receiving electron to complete one full cycle of motion. | |
| Compare the distance the transmitting electron travels in one full cycle to the distance traveled by the receiving electron during one full cycle. |
5.Select the following simulation settings: oscillate, full field, electric field, and radiated field. Let the simulation run long enough for the receiving antenna electron to begin oscillating. Pause the simulation. Take a screen shot. Paste the screen shot into the space below.
Answer the following observation questions based on the above picture.
| Observation question | Answer |
| Roughly, how many electric waves are present in the above picture? | |
| How could you use this electric field diagram to determine the length of the electric waves? |
7.Select the following simulation settings: oscillate, curve with vectors, electric field, and radiated field. Make the following changes, and observe the effect the change has on the wavelength, frequency, and amplitude. Also, observe how this change affects the behavior of the motion of both the transmitting and receiving electrons.
Reset the simulation between each system change (e.g., set the frequency back to its original position before changing the amplitude).
Record your observations.
Analyze your observations, and draw some conclusions based on the observations. Record your conclusions in the last row on the data table.
| System changes | Effect on the wavelength | Effect on number of waves between the antennas | Effect on wave amplitude | Effect on transmitting electron behavior | Effect on receiving electron behavior |
| Increase the frequency | |||||
| Increase the amplitude | |||||
| Conclusions | |||||
Summary and Reflection
Summarize the major findings of this exploration. What do you know now that you did not know before? Be specific.
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