# Category: Physics(Page 1 of 4)

Chapter 3 discussion requires that you consider all of the characteristics of radiation on the electromagnetic spectrum. Think about the most important portions of the spectrum with respect to radiology, and then consider the discussion.
Were you surprised to find that diagnostic ultrasound is not part of the electromagnetic spectrum? Why or why not? Considering your knowledge of ultrasound, do you think it exhibits wave-particle duality? Do you think diagnostic sound waves are ionizing? Why or why not? Explain. Finally, considering the characteristics of x-radiation, if ultrasound exhibited the majority of the same characteristics, what would be the impact on utilization of ultrasound, in your opinion?

First, complete everything required from the file called “PHY221 Collisions in 1D Summer2021-1.pdf”. Then once you have finished the lab move the information to look alike to the Lab Report file.

You have recently joined the team at A&L, an engineering firm with a broad portfolio. A&L has recently been hired to help plan a supply drop following a natural disaster. Due to conditions on the ground, the supply drop will be done from the air. Your supervisor has asked you to use that information, as well as your knowledge of kinematics, to create a supply drop plan detailing how far the payload should be from the drop site when it is delivered. Additionally, due to adverse conditions in the area, your supervisor has asked you to prepare for two contingencies.

do the lab report and calculate the things asked for in the worksheet, I have an example of a past lab report

ESSAY TOPIC #6
Due Tuesday, June 28th
Einstein’s Special Theory of Relativity shows us that as a moving object approaches the speed of light, changes take place in a number of physical measurements. Normally we don’t see these effects because we are travelling so slowly and the speed of light is so large.
For this essay, I want you to consider and discuss a day in the life of a universe with a slower speed of light. What would daily life be like if the effects of Special Relativity were evident to regular people? What would change about our perception of reality if everyday objects were subject to relativistic behavior?

1) A sinusoidal transverse wave is traveling along a string in the negative direction of the 2-axis.
The figure below shows a plot of the displacement as a function of position at time t = 0; the scale of the
y-axis is set by % = 4.0 cm. The wave speed along the string is v = 12 m/s.
Find the:
(a) Amplitude A,
(b) Wavelength A,
(c) Period T,
(d) The maximum speed of a string particle,
(e) Wavenumber k
(f) Angular frequency w,
(g) Phase constant do,
(h) The correct choice of sign for the wave direction.
2) A ID potential energy with a stable equilibrium point may be, as long as the displacement
from the equilibrium is very small, approximated as the same form as that of a potential energy of a simple
harmonic oscillator, i.e. the same potential energy as that of a spring-mass. How so? Hint: Consider a
general, infinitely differentiable U(2), and what its form is very close to the equilibrium point teq.

The question I chose to solve for this paper :
Suppose a soccer player kicks the ball from a distance 30 m toward the goal. Find the initial speed of the ball if it just passes over the goal, 2.4 m above the ground, given the initial direction to be 40º above the horizontal.
Content of the paper will include:
A direct word-for-word copy of the original question.
A paraphrase in your own words of the situational story, including elaboration of implied but unstated facts, such as gravity acting on an object.
A pictorial representation of the story. This diagram may be computer generated or neatly hand-drawn. If you use a hand-drawn image, it must be scanned and the image embedded as a figure within the Detailed Solutions document. The diagram(s) should be clearly and properly labeled. Use as many diagrams as needed to clearly illustrate the full solution strategy. This may include one overall diagram of the situation and a separate Free-Body diagram detailing all the forces involved.
An evaluation of the situation and the physics principles involved. Outline a solution strategy that clearly states what information will be determined from which physics principle and in what order.
All diagrams, images, figures, formulas, and equations must be introduced and explained with text.
For diagrams, images, and figures, the text should outline the purpose of the figure in relation to the original question prompt or the proposed solution.
For formulas and equations, the text should explain the physics principle that applies and justifies the use of the formula or the source of the equation. Text should not explain mathematical steps:
Example: The force exerted by the string pulling the car caused the car to accelerate. From Newton’s Second Law of Motion, we know that force causes a mass to accelerate and is expressed as
F = ma.
Knowing the mass, m, of the car is 205 g (0.205kg), and the measured acceleration, a, is 3.2 m/s2, we can calculate the force, F, that was acting on the car.
F = (0.205 kg) (3.2 m/s2) = 0.66 N
Given that we know the applied force is 0.66 N, we can then calculate…..
Notice that the sentences explain why an equation was used and where the numbers come from, the variables in the equation have been defined, and all numbers are accompanied with correct units.
Present the final answer in context with the original story and situation. Also provide conceptual context.
Example: In order for the ball to reach the target, the ball must be thrown with initial velocity of 12.5 m/s, which is approximately 28 mph. This is about half the speed of a professional baseball pitch.

Paper:
An energy model for motion and
interactions
Although you are a Muggle, you have made friends in the
wizarding community. One day your friends Ron and Ginny invite you over to
their house for dinner. They have a big family of eccentric witches and
wizards. In particular, their father Mr. Weasely is very intrigued by science. He
tells you that he recently learned about the muggle concept of energy. Mr. Weasely is excited, and
immediately starts to rant and rave to you about how it could be possible that
one single concept, energy, could be the explanation for how everything works. Mr. Weasely cannot
understand how in the world this can be, and asks you if energy is really just
magic, and if Muggles can do magic after all. Since you have developed an
energy-based model for motion and interactions in your science class, you offer
to explain it to Mr. Weasely:
energy Mr. Weasely! It’s not magic at all! I will tell you all about what we scientists
call a “model”– a set of assumptions and ideas about how the world works that
allows to explain a huge variety of observations. Our model is based on the concept of
energy. You see, energy is something
that objects have, and is something that can transfer from one object to
another object when they interact.
Another important idea about energy is that it has different forms. You
know how wizards use Galleons and Muggles use US Dollars or British Pounds? Galleons, Dollars and Pounds are all
different forms of money – just as kinetic energy, thermal energy, and
potential energy are different forms of energy.
form of energy has a particular way it can be observed. For example, an increase in an object’s
kinetic energy is observed by an increase in the speed of that object’s
motion. Finally, one more super
important idea about energy is that it is “conserved”! Don’t worry Mr. Weasely, I can explain all of
this to you! It is not magic, it is a
scientific model, that scientists invented based on the evidence from
experiments!”
In this paper, guide Mr. Weasely to an understanding of the energy-based
model for motion and interactions that you developed in Unit EM. Your
discussion should include some different sections:
1.
It should include a
discussion of the qualitative – or conceptual – aspects of the model: energy
is situated in objects, the energy of an object can increase or decrease during
an interaction, energy can be transferred from one object to another in an
interaction, energy has different forms, each energy form has a specific
“indicator”
2.
It should include a
discussion of the quantitative part of the model – the Law of Conservation of Energy.
3.
It should include an
example in which you apply the model to explain an observation or event of some
type. This observation should be something we have not previously done. Try to come up with an example from an
“everyday Muggle situation” that Mr. Weasely would be interested in. The explanation you provide should follow our
“Scientific Explanations flow chart and check list” that was handout out in
class.
4.
should include a section that describes for Mr. Weasely some specific aspect of
the process of learning. You can draw on
what you did in our class that helped you learn science such as reading the
text, responding to questions, simulations, hands-on activities, group
activities, writing on small boards, helping others, presenting your ideas,…. Reflect on your own experience of how you came
to learn the energy-based model, and then relate one particular aspect of that
learning process to Mr. Weasely, to help him become a more effective learner
going forward.
Write in complete sentences and paragraphs as you would for a
history essay. Make sure your writing is
clear and concise, and that it flows smoothly.
Diagrams can be an important part of your paper, but they should not
replace clear descriptions of observations and inferences. If you use diagrams, they should be clearly
labeled and referred to in the text of your paper. As you develop the model for
Mr. Weasely, you should describe the results of specific experiments that led
to particular ideas in the model. When presenting evidence from an experiment,
cite the relevant page(s) of your workbook.
Your paper should be 2 pages in length, not including diagrams (double
spaced, 1-inch margins, 12-pt font). However, this is only given as a
guideline. The right length depends on
your writing style and what you have to say.
Papers must be typed. Diagrams can be hand drawn, but should be neat
(use a sharp pencil, straight edge, etc. as needed). Submit your paper electronically via Blackboard.
(If your diagrams are hand-drawn, you can either scan your drawings or take a
picture of them, then add it to your paper or submit them individually.)
·
10 pts for the
development of the energy-based model for motion and interactions,
·
4 pts for use of the
model to explain a new example
·
3 pts for explaining
at least one specific aspect of the process of learning
·
3 pts for overall
clarity of writing, grammar, and spelling.
Rubric for development of the energy-based model for motion and
interactions:
10 Key features
of the model are accurate and clearly explained. Supporting empirical evidence from
the workbook is presented. Relevance/connection of the evidence to specific
features of the model is explicitly explained. The objective is to show that
energy-based model is logically supported by empirical evidence.
8-9 Key features
are accurate and clearly explained. Relevant empirical evidence is
presented. However, the relevance of the evidence is not fully explained (i.e.,
the evidence not clearly linked to features).
6-7 Some key features
are missing OR inaccurate OR not clearly explained. Evidence is presented, but
the relevance of that evidence is not explained.
4 -5 Key features are
missing. Features present may be inaccurate or not clearly explained.
1-3 The presentation
has little to do with the energy-based model as developed in class.
Rubric for using the model to explain a new example:
4 A new and significant example is
provided. A complete, accurate, and
logical scientific explanation is provided (consistent with the flow chart
& checklist). The objective is to show how energy-based model enables you
to make sense of a new phenomenon.
3 An example is
provided. The explanation has some minor
flaws.
2 An example is
provided. The explanation has a major
flaw.
1 The exam is
incomplete or vague OR the explanation is not provided or is very
incomplete/flawed.
Rubric for learning reflection:
3 A specific aspect
or element of the learning process is articulated, and some supporting details
are provided.
2 An aspect of the
learning process is mentioned, but may be articulated only vaguely, and/or
lacking in supporting details
1 The learning
process is at least mentioned.
Rubric for clarify of writing and grammar:
3 The sentences are
generally easy to read and understand. Paragraphs are used to organize ideas
effectively. There are up to 4 spelling errors, punctuation errors, or grammar
errors.
2 Some sentences are
hard to understand. The organization of
ideas in paragraphs is difficult to follow in places. There are 5-10 typos/errors.
1 The sentences are
in general difficult to understand, and the paper is in general poorly
organized. The are more than 10
typos/errors.

Please follow all example lab report document and use lab manual as source.
ONLY COMPLETE THEORY, DISCUSSION, RESULTS AND CALCULATIONS SECTION!!!
DO NOT DO THE COVER PAGE, OBJECTIVE, APPARATUS, ANSWERS TO QUESTION, AND DATASHEET
data is attached on the excel sheet.

In this paper, guide Mr. Weasely to an understanding of the energy-based
model for motion and interactions that you developed in Unit EM. Your
discussion should include some different sections:
It should include a discussion of the qualitative – or conceptual –
aspects of the model. It should include a
discussion of the quantitative part of the model – the Law of Conservation of Energy.
It should include an
example in which you apply the model to explain an observation or event of some
type.
And finally it should include a section
that describes for Mr. Weasely some specific aspect of the process of
learning.
The paper should be 2-3
pages in length, not including diagrams (double spaced, 1-inch margins, 12-pt
font). However, this is only given as a guideline. Papers
must be typed. Diagrams(if you choose to use) can be hand drawn, but should be neat