Human Computer Interaction You are to choose 2 websites, with different purposes, and review the websites based on the criteria listed below. 1. Starting Point a. Composition Matches Site Purpose b. Target Audience Apparent c. Composition Appropriate for Target Audience 2. Site design a. Consistency within site b. Consistency among pages 3. Visually Pleasing Composition 4. Visual Style in Web Design a. Consistency b. Distinctiveness 5. Focus and Emphasis a. What is emphasized? b. How is emphasis achieved? 6. Consistency a. Real World b. Internal 7. Navigation and Flow a. Home page identifiable throughout b. Location within site apparent c. Navigation consistent; rule-based; appropriate 8. Grouping a. Grouping with White Space b. Grouping with Borders c. Grouping with Backgrounds 9. Response time 10. Links a. Titled b. Incoming c. Outgoing d. Color 11. Detailed content a. Meaningful headings b. Plain language c. Page chunking d. Long blocks of text e. Scrolling f. Use of “within” page links 12. Articles a. Clear headings b. Plain language 13. Presenting Information Simply and Meaningfully a. Legibility b. Readability c. Information in Usable Form d. Visual Lines Clear 14. Legibility of content a. Font color b. Font size c. Font style d. Background color e. Background graphic 15. Documentation a. Included b. Searchable c. Links to difficult concepts/words 16. Multimedia a. Animation/Audio/Video/Still images b. Load time given c. Add-in required d. Quality e. Appropriateness of use 17. Scrolling and Paging a. Usage b. Appropriate? 18. Amount of Information Presented Appropriate 19. Other factors to note?

Human Computer Interaction You are to choose 2 websites, with different purposes, and review the websites based on the criteria listed below. 1. Starting Point a. Composition Matches Site Purpose b. Target Audience Apparent c. Composition Appropriate for Target Audience 2. Site design a. Consistency within site b. Consistency among pages 3. Visually Pleasing Composition 4. Visual Style in Web Design a. Consistency b. Distinctiveness 5. Focus and Emphasis a. What is emphasized? b. How is emphasis achieved? 6. Consistency a. Real World b. Internal 7. Navigation and Flow a. Home page identifiable throughout b. Location within site apparent c. Navigation consistent; rule-based; appropriate 8. Grouping a. Grouping with White Space b. Grouping with Borders c. Grouping with Backgrounds 9. Response time 10. Links a. Titled b. Incoming c. Outgoing d. Color 11. Detailed content a. Meaningful headings b. Plain language c. Page chunking d. Long blocks of text e. Scrolling f. Use of “within” page links 12. Articles a. Clear headings b. Plain language 13. Presenting Information Simply and Meaningfully a. Legibility b. Readability c. Information in Usable Form d. Visual Lines Clear 14. Legibility of content a. Font color b. Font size c. Font style d. Background color e. Background graphic 15. Documentation a. Included b. Searchable c. Links to difficult concepts/words 16. Multimedia a. Animation/Audio/Video/Still images b. Load time given c. Add-in required d. Quality e. Appropriateness of use 17. Scrolling and Paging a. Usage b. Appropriate? 18. Amount of Information Presented Appropriate 19. Other factors to note?

Human Computer Interaction You are to choose 2 websites, with … Read More...
– 1 – Laboratory 1 Introduction: In this lab you will look at two problems that are at the heart of calculus. Each of these experiments illustrates a core calculus concept. You should perform each experiment taking notes and pictures. You will use these to write up your results. You are expected to use a word processor to produce the laboratory. Graphing software should be used to draw your graphs and illustrations. You can also include pictures you have taken. Equations should be written using “equation editor” software. In short, the laboratory should have a professional look and feel to it. It should be of publishable quality. You report should be printed on 8.5 x 11 inch paper and include a title page (format will be discussed in class). Each page should be numbered. You can work in groups of 3 on this laboratory. If you do this, you must include a page right after the title page and before the report that includes a list of the contributions of each member of the group has made. Question 1 Suppose you start 10 feet away from a wall and walk 5 feet toward the wall and stop. Now walk 2.5 feet toward the wall and stop. Keep going each time walking half the distance of your previous walk toward the wall. 1. Where are you after three walks? 2. Where are you after 2, 3, 4, 5, 10 walks? 3. Create a function where n is the number of the walk and f(n) is the distance from the wall. 4. Graph this function. 5. Using your modeling skills find a model for this function. 6. If you walk forever, were will you end up? For this one write a paragraph defending your location. 7. If instead of walking one half as far as the previous walk, walk one third. That is start 9 feet away from the wall and walk 3 feet, then 1 foot, then 1/3 of a foot, etc. Where do you end up this time? Again write a paragraph. 8. Discuss you experiment in relation Zeno’s Paradox called Achilles and Tortoise. – 2 – Question 2 Here you are going to find the circumference and area of a circle by approximating it with polygons. 1. Start by drawing a circle with radius 3” on a sheet of paper. (You should include your drawings in laboratory report. You should be able to get two per page.) 2. Divide the circle into 3 equal parts. 3. Now connect adjacent points on the circumference to form 3 triangles as shown below. You need to find the area of these isosceles triangles and the length of the bases (red lines). 4. In a table keep track of the following: a. The number of triangles. b. The sum of the lengths of the bases. This is your approximation for the circumference. Label this column, C. c. The sum of the areas of the triangles. This is your approximation for the area of the circle. Label this column , A. d. In a column divide your approximation for the circumference by 2*r. This value should be 6 since r is the radius of your circle is 3. Label this column P1 e. In a column divide your approximation for the area by r2 or 9. Label this column P2. – 3 – 5. Repeat this process for n = 4 … 15 recording your results in the correct columns. 6. Create the two functions described below. You should the graph for each of these functions separately. a. C(n) which associates n to the corresponding approximation of the circumference. b. A(n) which associates n to the corresponding approximation of the area. 7. For the two functions created in step 6 find a model for each function. 8. If we were to continue this experiment — let n grow larger without bound then what values do C and A will approach. Write a paragraph for each variable explaining your reasoning. 9. Then examine the P1 and P2 columns of your table. Write a paragraph on what you if n is allowed to grow larger without bound.

– 1 – Laboratory 1 Introduction: In this lab you will look at two problems that are at the heart of calculus. Each of these experiments illustrates a core calculus concept. You should perform each experiment taking notes and pictures. You will use these to write up your results. You are expected to use a word processor to produce the laboratory. Graphing software should be used to draw your graphs and illustrations. You can also include pictures you have taken. Equations should be written using “equation editor” software. In short, the laboratory should have a professional look and feel to it. It should be of publishable quality. You report should be printed on 8.5 x 11 inch paper and include a title page (format will be discussed in class). Each page should be numbered. You can work in groups of 3 on this laboratory. If you do this, you must include a page right after the title page and before the report that includes a list of the contributions of each member of the group has made. Question 1 Suppose you start 10 feet away from a wall and walk 5 feet toward the wall and stop. Now walk 2.5 feet toward the wall and stop. Keep going each time walking half the distance of your previous walk toward the wall. 1. Where are you after three walks? 2. Where are you after 2, 3, 4, 5, 10 walks? 3. Create a function where n is the number of the walk and f(n) is the distance from the wall. 4. Graph this function. 5. Using your modeling skills find a model for this function. 6. If you walk forever, were will you end up? For this one write a paragraph defending your location. 7. If instead of walking one half as far as the previous walk, walk one third. That is start 9 feet away from the wall and walk 3 feet, then 1 foot, then 1/3 of a foot, etc. Where do you end up this time? Again write a paragraph. 8. Discuss you experiment in relation Zeno’s Paradox called Achilles and Tortoise. – 2 – Question 2 Here you are going to find the circumference and area of a circle by approximating it with polygons. 1. Start by drawing a circle with radius 3” on a sheet of paper. (You should include your drawings in laboratory report. You should be able to get two per page.) 2. Divide the circle into 3 equal parts. 3. Now connect adjacent points on the circumference to form 3 triangles as shown below. You need to find the area of these isosceles triangles and the length of the bases (red lines). 4. In a table keep track of the following: a. The number of triangles. b. The sum of the lengths of the bases. This is your approximation for the circumference. Label this column, C. c. The sum of the areas of the triangles. This is your approximation for the area of the circle. Label this column , A. d. In a column divide your approximation for the circumference by 2*r. This value should be 6 since r is the radius of your circle is 3. Label this column P1 e. In a column divide your approximation for the area by r2 or 9. Label this column P2. – 3 – 5. Repeat this process for n = 4 … 15 recording your results in the correct columns. 6. Create the two functions described below. You should the graph for each of these functions separately. a. C(n) which associates n to the corresponding approximation of the circumference. b. A(n) which associates n to the corresponding approximation of the area. 7. For the two functions created in step 6 find a model for each function. 8. If we were to continue this experiment — let n grow larger without bound then what values do C and A will approach. Write a paragraph for each variable explaining your reasoning. 9. Then examine the P1 and P2 columns of your table. Write a paragraph on what you if n is allowed to grow larger without bound.

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Assignment 2 Due: 11:59pm on Wednesday, February 12, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Conceptual Question 2.6 Part A The figure shows the position-versus-time graph for a moving object. At which lettered point or points: Is the object moving the slowest? Is the object moving the fastest? Is the object at rest? Drag the appropriate items to their respective bins. ANSWER: Correct Part B At which lettered point or points is the object moving to the negative direction? ANSWER: Correct Conceptual Question 2.7 The figure shows the position-versus-time graph for a moving object. At which lettered point or points: Part A Is the object moving the fastest? ANSWER: A B C D E Correct Part B Is the object speeding up? ANSWER: Correct Part C Is the object moving to the left and turning around? ANSWER: A B C D E F A B C D E F Correct Kinematic Vocabulary One of the difficulties in studying mechanics is that many common words are used with highly specific technical meanings, among them velocity, acceleration, position, speed, and displacement. The series of questions in this problem is designed to get you to try to think of these quantities like a physicist. Answer the questions in this problem using words from the following list: A. position B. direction C. displacement D. coordinates E. velocity F. acceleration G. distance H. magnitude I. vector J. scalar K. components Part A Velocity differs from speed in that velocity indicates a particle’s __________ of motion. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part B Unlike speed, velocity is a __________ quantity. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part C A vector has, by definition, both __________ and direction. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part D Once you have selected a coordinate system, you can express a two-dimensional vector using a pair of quantities known collectively as __________. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part E Speed differs from velocity in the same way that __________ differs from displacement. Enter the letter from the list given in the problem introduction that best completes the sentence. Hint 1. Definition of displacement Displacement is the vector that indicates the difference of two positions (e.g., the final position from the initial position). Being a vector, it is independent of the coordinate system used to describe it (although its vector components depend on the coordinate system). ANSWER: Correct Part F Consider a physical situation in which a particle moves from point A to point B. This process is described from two coordinate systems that are identical except that they have different origins. The __________ of the particle at point A differ(s) as expressed in one coordinate system compared to the other, but the __________ from A to B is/are the same as expressed in both coordinate systems. Type the letters from the list given in the problem introduction that best complete the sentence. Separate the letters with commas. There is more than one correct answer, but you should only enter one pair of comma-separated letters. For example, if the words “vector” and “scalar” fit best in the blanks, enter I,J. ANSWER: Correct The coordinates of a point will depend on the coordinate system that is chosen, but there are several other quantities that are independent of the choice of origin for a coordinate system: in particular, distance, displacement, direction, and velocity. In working physics problems, unless you are interested in the position of an object or event relative to a specific origin, you can usually choose the coordinate system origin to be wherever is most convenient or intuitive. Note that the vector indicating a displacement from A to B is usually represented as . Part G Identify the following physical quantities as scalars or vectors. ANSWER: rB A = rB − rA Correct Problem 2.4 The figure is the position-versus-time graph of a jogger. Part A What is the jogger’s velocity at = 10 ? Express your answer to two significant figures and include the appropriate units. ANSWER: Answer Requested Part B What is the jogger’s velocity at = 25 ? Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Part C What is the jogger’s velocity at = 35 ? Express your answer to two significant figures and include the appropriate units. ANSWER: t s v = 1.3 ms t s v = 0 ms t s v = -5.0 ms Correct Analyzing Position versus Time Graphs: Conceptual Question Two cars travel on the parallel lanes of a two-lane road. The cars’ motions are represented by the position versus time graph shown in the figure. Answer the questions using the times from the graph indicated by letters. Part A At which of the times do the two cars pass each other? Hint 1. Two cars passing Two objects can pass each other only if they have the same position at the same time. ANSWER: Correct Part B Are the two cars traveling in the same direction when they pass each other? ANSWER: Correct Part C At which of the lettered times, if any, does car #1 momentarily stop? Hint 1. Determining velocity from a position versus time graph The slope on a position versus time graph is the “rise” (change in position) over the “run” (change in time). In physics, the ratio of change in position over change in time is defined as the velocity. Thus, the slope on a position versus time graph is the velocity of the object being graphed. ANSWER: A B C D E None Cannot be determined yes no Correct Part D At which of the lettered times, if any, does car #2 momentarily stop? Hint 1. Determining velocity from a position versus time graph The slope on a position versus time graph is the “rise” (change in position) over the “run” (change in time). In physics, the ratio of change in position over change in time is defined as the velocity. Thus, the slope on a position versus time graph is the velocity of the object being graphed. ANSWER: A B C D E none cannot be determined A B C D E none cannot be determined Correct Part E At which of the lettered times are the cars moving with nearly identical velocity? Hint 1. Determining Velocity from a Position versus Time Graph The slope on a position versus time graph is the “rise” (change in position) over the “run” (change in time). In physics, the ratio of change in position over change in time is defined as the velocity. Thus, the slope on a position versus time graph is the velocity of the object being graphed. ANSWER: Correct Problem 2.6 A particle starts from 10 at = 0 and moves with the velocity graph shown in the figure. A B C D E None Cannot be determined m t0 Part A Does this particle have a turning point? ANSWER: Correct Part B If so, at what time? Express your answer using two significant figures and include the appropriate units. ANSWER: Correct Part C What is the object’s position at = 2, 3, 4 ? Yes No t = 1.0 s t s Express your answers using two significant figures separated by commas. ANSWER: Correct Overcoming a Head Start Cars A and B are racing each other along the same straight road in the following manner: Car A has a head start and is a distance beyond the starting line at . The starting line is at . Car A travels at a constant speed . Car B starts at the starting line but has a better engine than Car A, and thus Car B travels at a constant speed , which is greater than . Part A How long after Car B started the race will Car B catch up with Car A? Express the time in terms of given quantities. Hint 1. Consider the kinematics relation Write an expression for the displacement of Car A from the starting line at a time after Car B starts. (Note that we are taking this time to be .) Answer in terms of , , , and for time, and take at the starting line. Hint 1. What is the acceleration of Car A? The acceleration of Car A is zero, so the general formula has at least one term equal to zero. ANSWER: Hint 2. What is the relation between the positions of the two cars? x2 , x3 , x4 = 10,16,26 m DA t = 0 x = 0 vA vB vA t t = 0 vA vB DA t x = 0 x(t) = x0 + v0t + (1/2)at2 xA(t) = DA + vAt The positions of the two cars are equal at time . Hint 3. Consider Car B’s position as a function of time Write down an expression for the position of Car B at time after starting. Give your answer in terms of any variables needed (use for time). ANSWER: ANSWER: Correct Part B How far from Car B’s starting line will the cars be when Car B passes Car A? Express your answer in terms of known quantities. (You may use as well.) Hint 1. Which expression should you use? Just use your expression for the position of either car after time , and substitute in the correct value for (found in the previous part). ANSWER: Correct tcatch t t xB(t) = vBt tcatch = DA vB−vA tcatch t = 0 tcatch dpass = vBDA vB−vA Problem 2.11 The figure shows the velocity graph of a particle moving along the x-axis. Its initial position is at . At = 2 , what are the particle’s (a) position, (b) velocity, and (c) acceleration? Part A Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Part B Express your answer to two significant figures and include the appropriate units. ANSWER: x0 = 2 m t0 = 0 t s x = 6.0 m vx = 4.0 ms Correct Part C Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Problem 2.13 A jet plane is cruising at 300 when suddenly the pilot turns the engines up to full throttle. After traveling 3.9 , the jet is moving with a speed of 400 . Part A What is the jet’s acceleration, assuming it to be a constant acceleration? Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Enhanced EOC: Problem 2.20 A rock is tossed straight up with a velocity of 22 When it returns, it falls into a hole deep. You may want to review ( pages 51 – 54) . ax = 2.0 m s2 m/s km m/s a = 9.0 m s2 m/s 10 m For help with math skills, you may want to review: Quadratic Equations For general problem-solving tips and strategies for this topic, you may want to view a Video Tutor Solution of Time in the air for a tossed ball. Part A What is the rock’s velocity as it hits the bottom of the hole? Express your answer with the appropriate units. Hint 1. How to approach the problem Start by drawing a picture of the path of the rock, including its launch point, initial direction, and end point in the hole. Choose a coordinate system, and indicate it on your picture. Where is ? What is the positive direction? What is the position of the launch point and the bottom of the hole? In this coordinate system, what is the sign of the initial velocity and the sign of the acceleration? Calling the launch time , what is the equation for as a function of time? What is the position at the bottom of the hole? This will lead to a quadratic equation for the time when the rock hits the bottom of the hole. The quadratic equation has two solutions for the time. Not all mathematical solutions make sense physically. Which solution makes sense physically in terms of the picture that you drew at the beginning? Keeping the same coordinate system, what is the velocity in the direction as a function of time? What is the velocity when the rock hits the bottom of the hole? ANSWER: Correct Part B How long is the rock in the air, from the instant it is released until it hits the bottom of the hole? Express your answer with the appropriate units. y = 0 m y t = 0 y y t y y v = -26.1 ms Hint 1. How to approach the problem How is the time the rock was in the air related to the time at which the rock hit the ground in Part A? ANSWER: Correct Enhanced EOC: Problem 2.23 A particle moving along the x-axis has its position described by the function 2.00 5.00 5.00 , where is in s. At = 4.00, what are the particle’s (a) position, (b) velocity, and (c) acceleration? You may want to review ( pages 38 – 42) . For help with math skills, you may want to review: Differentiation of Polynomial Functions t = 4.90 s x = ( t3 − t + ) m t t Part A Express your answer with the appropriate units. Hint 1. How to approach the problem Evaluate the position at time = 4.00 . ANSWER: Correct Part B Express your answer with the appropriate units. Hint 1. How to approach the problem How do you determine the velocity as a function of time, , from the position, ? What calculus operation do you have to perform? Once you have , how do you determine at a particular time? ANSWER: Correct Part C Express your answer with the appropriate units. t s 113 m v(t) x(t) v(t) v 91.0 ms Hint 1. How to approach the problem How do you determine the acceleration as a function of time, , from the velocity, ? What calculus operation do you have to perform? Once you have , how do you determine the acceleration at a particular time? ANSWER: Correct Problem 2.26 A particle’s position on the x-axis is given by the function 6.00 6.00 , where is in s. Part A Where is the particle when = 4.00 ? Express your answer with the appropriate units. ANSWER: Correct Problem 2.30 A particle’s velocity is described by the function = , where is in . a(t) v(t) a(t) 48.0 m s2 x = (t2 − t + ) m t vx m/s 1.00 m vx t2 − 7t + 7 m/s t s Part A How many turning points does the particle reach. Express your answer as an integer. ANSWER: Correct Part B At what times does the particle reach its turning points? Express your answers using two significant figures separated by a comma. ANSWER: Correct Part C What is the particle’s acceleration at each of the turning points? Express your answers using two significant figures separated by a comma. ANSWER: Correct 2 t1 , t2 = 5.8,1.2 s a1 , a2 = 4.6,-4.6 m/s2 Problem 2.49 A 200 weather rocket is loaded with 100 of fuel and fired straight up. It accelerates upward at 35 for 30 , then runs out of fuel. Ignore any air resistance effects. Part A What is the rocket’s maximum altitude? Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Part B How long is the rocket in the air? Express your answer to two significant figures and include the appropriate units. ANSWER: Answer Requested Problem 2.52 A hotel elevator ascends with maximum speed of . Its acceleration and deceleration both have a magnitude of . Part A How far does the elevator move while accelerating to full speed from rest? kg kg m/s2 s h = 72 km t = 260 s 200 m 5 m/s 1.0 m/s2 Express your answer with the appropriate units. ANSWER: Correct Part B How long does it take to make the complete trip from bottom to top? Express your answer with the appropriate units. ANSWER: Answer Requested Components of Vectors Shown is a 10 by 10 grid, with coordinate axes x and y . The grid runs from -5 to 5 on both axes. Drawn on this grid are four vectors, labeled through . This problem will ask you various questions about these vectors. All answers should be in decimal notation, unless otherwise specified. 12.5 m 45.0 s A D Part A What is the x component of ? Express your answer to two significant figures. Hint 1. How to derive the component A component of a vector is its length (but with appropriate sign) along a particular coordinate axis, the axes being specfied in advance. You are asked for the component of that lies along the x axis, which is horizontal in this problem. Imagine two lines perpendicular to the x axis running from the head (end with the arrow) and tail of down to the x axis. The length of the x axis between the points where these lines intersect is the x component of . In this problem, the x component is the x coordinate at which the perpendicular from the head of the vector hits the origin (because the tail of the vector is at the origin). ANSWER: Correct Part B What is the y component of ? Express your answer to the nearest integer. ANSWER: Correct A A A A Ax = 2.5 A Ay = 3 Part C What is the y component of ? Express your answer to the nearest integer. Hint 1. Consider the direction Don’t forget the sign. ANSWER: Correct Part D What is the component of ? Express your answer to the nearest integer. Hint 1. How to find the start and end points of the vector components A vector is defined only by its magnitude and direction. The starting point of the vector is of no consequence to its definition. Therefore, you need to somehow eliminate the starting point from your answer. You can run two perpendiculars to the x axis, one from the head (end with the arrow) of , and another to the tail, with the x component being the difference between x coordinates of head and tail (negative if the tail is to the right of the head). Another way is to imagine bringing the tail of to the origin, and then using the same procedure you used before to find the components of and . This is equivalent to the previous method, but it might be easier to visualize. ANSWER: B By = -3 x C C C A B Cx = -2 Correct The following questions will ask you to give both components of vectors using the ordered pairs method. In this method, the x component is written first, followed by a comma, and then the y component. For example, the components of would be written 2.5,3 in ordered pair notation. The answers below are all integers, so estimate the components to the nearest whole number. Part E In ordered pair notation, write down the components of vector . Express your answers to the nearest integer. ANSWER: Correct Part F In ordered pair notation, write down the components of vector . Express your answers to the nearest integer. ANSWER: Correct Part G What is true about and ? Choose from the pulldown list below. A B Bx, By = 2,-3 D Dx, Dy = 2,-3 B D ANSWER: Correct Problem 3.6 Find x- and y-components of the following vectors. Part A Express your answers using two significant figures. Enter your answers numerically separated by a comma. ANSWER: Correct Part B Express your answers using two significant figures. Enter your answers numerically separated by a comma. ANSWER: They have different components and are not the same vectors. They have the same components but are not the same vectors. They are the same vectors. = (r 430m, 60& below positive x − axis) rx, ry = 210,-370 m v = (610m/s, 23& above positive x − axis) Correct Part C Express your answers using two significant figures. Enter your answers numerically separated by a comma. ANSWER: Correct Problem 3.10 Part A Draw . Draw the vector with its tail at the origin. ANSWER: vx, vy = 560,240 m/s a = (7.3m/s2 , negative y − direction) ax, ay = 0,-7.3 m/s2 B = −4 + 4 ı ^  ^ Correct Part B Find the magnitude of . Express your answer using two significant figures. ANSWER: Correct B B = 5.7 Part C Find the direction of . Express your answer using two significant figures. ANSWER: Correct Part D Draw . Draw the vector with its tail at the origin. ANSWER: B = 45 above the B negative x-axis & = (−2.0 − 1.0 ) cm r ı ^  ^ Correct Part E Find the magnitude of . Express your answer using two significant figures. ANSWER: Correct r r = 2.2 cm Part F Find the direction of . ANSWER: Correct Part G Draw . Draw the vector with its tail at the origin. ANSWER: r = 26.6 below the r negative x-axis & = (−10 − 100 ) m/s v ı ^  ^ Correct Part H Find the magnitude of . Express your answer using four significant figures. ANSWER: Correct v v = 100.5 m/s Part I Find the direction of . ANSWER: Correct Part J Draw . Draw the vector with it’s tail at the origin. ANSWER: v = 84.3 below the v negative x-axis & = (20 + 10 ) m/ a ı ^  ^ s2 Correct Part K Find the magnitude of . ANSWER: Correct Part L a a = 22.4 m/s2 Find the direction of . ANSWER: Correct Problem 3.14 Let , , and . Part A What is the component form of vector ? ANSWER: Correct Part B What is the magnitude of vector ? ANSWER: a = 26.6 above the a positive x-axis & A = 5 − 2 ı ^  ^ B = −2 + 6 ı ^  ^ D = A − B D D = 7 − 8 ı ^  ^ D = −7 − 5 ı ^  ^ D = 7 + 8 ı ^  ^ D = 4 + 5 ı ^  ^ D Correct Part C What is the direction of vector ? Express your answer using two significant figures. ANSWER: Correct Problem 3.15 Let , , and . Part A Write vector in component form. ANSWER: D = 10.6 D  = 49 & below positive x-axis A = 4 − 2 ı ^  ^ B = −3 + 5 ı ^  ^ E = 4A + 2B E E = 10 + 2 ı ^  ^ E = + 10 ı ^  ^ E = −10 ^ E = 10 − 2 ı ^  ^ Correct Part B Draw vectors , , and . Draw the vectors with their tails at the origin. ANSWER: Correct Part C A B E What is the magnitude of vector ? Express your answer using two significant figures. ANSWER: Correct Part D What is the direction of vector ? Express your answer using two significant figures. ANSWER: Correct Problem 3.24 Part A What is the angle between vectors and in the figure? Express your answer with the appropriate units. E E = 10.0 E  = 11 & counterclockwise from positive direction of x-axis  E F ANSWER: Correct Part B Use components to determine the magnitude of . ANSWER: Correct Part C Use components to determine the direction of . Express your answer with the appropriate units. ANSWER: Correct Score Summary: Your score on this assignment is 91.3%.  = 71.6 & G = E + F  G = 3.00 G = E + F   = 90.0 & You received 129.62 out of a possible total of 142 points.

Assignment 2 Due: 11:59pm on Wednesday, February 12, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Conceptual Question 2.6 Part A The figure shows the position-versus-time graph for a moving object. At which lettered point or points: Is the object moving the slowest? Is the object moving the fastest? Is the object at rest? Drag the appropriate items to their respective bins. ANSWER: Correct Part B At which lettered point or points is the object moving to the negative direction? ANSWER: Correct Conceptual Question 2.7 The figure shows the position-versus-time graph for a moving object. At which lettered point or points: Part A Is the object moving the fastest? ANSWER: A B C D E Correct Part B Is the object speeding up? ANSWER: Correct Part C Is the object moving to the left and turning around? ANSWER: A B C D E F A B C D E F Correct Kinematic Vocabulary One of the difficulties in studying mechanics is that many common words are used with highly specific technical meanings, among them velocity, acceleration, position, speed, and displacement. The series of questions in this problem is designed to get you to try to think of these quantities like a physicist. Answer the questions in this problem using words from the following list: A. position B. direction C. displacement D. coordinates E. velocity F. acceleration G. distance H. magnitude I. vector J. scalar K. components Part A Velocity differs from speed in that velocity indicates a particle’s __________ of motion. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part B Unlike speed, velocity is a __________ quantity. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part C A vector has, by definition, both __________ and direction. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part D Once you have selected a coordinate system, you can express a two-dimensional vector using a pair of quantities known collectively as __________. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part E Speed differs from velocity in the same way that __________ differs from displacement. Enter the letter from the list given in the problem introduction that best completes the sentence. Hint 1. Definition of displacement Displacement is the vector that indicates the difference of two positions (e.g., the final position from the initial position). Being a vector, it is independent of the coordinate system used to describe it (although its vector components depend on the coordinate system). ANSWER: Correct Part F Consider a physical situation in which a particle moves from point A to point B. This process is described from two coordinate systems that are identical except that they have different origins. The __________ of the particle at point A differ(s) as expressed in one coordinate system compared to the other, but the __________ from A to B is/are the same as expressed in both coordinate systems. Type the letters from the list given in the problem introduction that best complete the sentence. Separate the letters with commas. There is more than one correct answer, but you should only enter one pair of comma-separated letters. For example, if the words “vector” and “scalar” fit best in the blanks, enter I,J. ANSWER: Correct The coordinates of a point will depend on the coordinate system that is chosen, but there are several other quantities that are independent of the choice of origin for a coordinate system: in particular, distance, displacement, direction, and velocity. In working physics problems, unless you are interested in the position of an object or event relative to a specific origin, you can usually choose the coordinate system origin to be wherever is most convenient or intuitive. Note that the vector indicating a displacement from A to B is usually represented as . Part G Identify the following physical quantities as scalars or vectors. ANSWER: rB A = rB − rA Correct Problem 2.4 The figure is the position-versus-time graph of a jogger. Part A What is the jogger’s velocity at = 10 ? Express your answer to two significant figures and include the appropriate units. ANSWER: Answer Requested Part B What is the jogger’s velocity at = 25 ? Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Part C What is the jogger’s velocity at = 35 ? Express your answer to two significant figures and include the appropriate units. ANSWER: t s v = 1.3 ms t s v = 0 ms t s v = -5.0 ms Correct Analyzing Position versus Time Graphs: Conceptual Question Two cars travel on the parallel lanes of a two-lane road. The cars’ motions are represented by the position versus time graph shown in the figure. Answer the questions using the times from the graph indicated by letters. Part A At which of the times do the two cars pass each other? Hint 1. Two cars passing Two objects can pass each other only if they have the same position at the same time. ANSWER: Correct Part B Are the two cars traveling in the same direction when they pass each other? ANSWER: Correct Part C At which of the lettered times, if any, does car #1 momentarily stop? Hint 1. Determining velocity from a position versus time graph The slope on a position versus time graph is the “rise” (change in position) over the “run” (change in time). In physics, the ratio of change in position over change in time is defined as the velocity. Thus, the slope on a position versus time graph is the velocity of the object being graphed. ANSWER: A B C D E None Cannot be determined yes no Correct Part D At which of the lettered times, if any, does car #2 momentarily stop? Hint 1. Determining velocity from a position versus time graph The slope on a position versus time graph is the “rise” (change in position) over the “run” (change in time). In physics, the ratio of change in position over change in time is defined as the velocity. Thus, the slope on a position versus time graph is the velocity of the object being graphed. ANSWER: A B C D E none cannot be determined A B C D E none cannot be determined Correct Part E At which of the lettered times are the cars moving with nearly identical velocity? Hint 1. Determining Velocity from a Position versus Time Graph The slope on a position versus time graph is the “rise” (change in position) over the “run” (change in time). In physics, the ratio of change in position over change in time is defined as the velocity. Thus, the slope on a position versus time graph is the velocity of the object being graphed. ANSWER: Correct Problem 2.6 A particle starts from 10 at = 0 and moves with the velocity graph shown in the figure. A B C D E None Cannot be determined m t0 Part A Does this particle have a turning point? ANSWER: Correct Part B If so, at what time? Express your answer using two significant figures and include the appropriate units. ANSWER: Correct Part C What is the object’s position at = 2, 3, 4 ? Yes No t = 1.0 s t s Express your answers using two significant figures separated by commas. ANSWER: Correct Overcoming a Head Start Cars A and B are racing each other along the same straight road in the following manner: Car A has a head start and is a distance beyond the starting line at . The starting line is at . Car A travels at a constant speed . Car B starts at the starting line but has a better engine than Car A, and thus Car B travels at a constant speed , which is greater than . Part A How long after Car B started the race will Car B catch up with Car A? Express the time in terms of given quantities. Hint 1. Consider the kinematics relation Write an expression for the displacement of Car A from the starting line at a time after Car B starts. (Note that we are taking this time to be .) Answer in terms of , , , and for time, and take at the starting line. Hint 1. What is the acceleration of Car A? The acceleration of Car A is zero, so the general formula has at least one term equal to zero. ANSWER: Hint 2. What is the relation between the positions of the two cars? x2 , x3 , x4 = 10,16,26 m DA t = 0 x = 0 vA vB vA t t = 0 vA vB DA t x = 0 x(t) = x0 + v0t + (1/2)at2 xA(t) = DA + vAt The positions of the two cars are equal at time . Hint 3. Consider Car B’s position as a function of time Write down an expression for the position of Car B at time after starting. Give your answer in terms of any variables needed (use for time). ANSWER: ANSWER: Correct Part B How far from Car B’s starting line will the cars be when Car B passes Car A? Express your answer in terms of known quantities. (You may use as well.) Hint 1. Which expression should you use? Just use your expression for the position of either car after time , and substitute in the correct value for (found in the previous part). ANSWER: Correct tcatch t t xB(t) = vBt tcatch = DA vB−vA tcatch t = 0 tcatch dpass = vBDA vB−vA Problem 2.11 The figure shows the velocity graph of a particle moving along the x-axis. Its initial position is at . At = 2 , what are the particle’s (a) position, (b) velocity, and (c) acceleration? Part A Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Part B Express your answer to two significant figures and include the appropriate units. ANSWER: x0 = 2 m t0 = 0 t s x = 6.0 m vx = 4.0 ms Correct Part C Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Problem 2.13 A jet plane is cruising at 300 when suddenly the pilot turns the engines up to full throttle. After traveling 3.9 , the jet is moving with a speed of 400 . Part A What is the jet’s acceleration, assuming it to be a constant acceleration? Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Enhanced EOC: Problem 2.20 A rock is tossed straight up with a velocity of 22 When it returns, it falls into a hole deep. You may want to review ( pages 51 – 54) . ax = 2.0 m s2 m/s km m/s a = 9.0 m s2 m/s 10 m For help with math skills, you may want to review: Quadratic Equations For general problem-solving tips and strategies for this topic, you may want to view a Video Tutor Solution of Time in the air for a tossed ball. Part A What is the rock’s velocity as it hits the bottom of the hole? Express your answer with the appropriate units. Hint 1. How to approach the problem Start by drawing a picture of the path of the rock, including its launch point, initial direction, and end point in the hole. Choose a coordinate system, and indicate it on your picture. Where is ? What is the positive direction? What is the position of the launch point and the bottom of the hole? In this coordinate system, what is the sign of the initial velocity and the sign of the acceleration? Calling the launch time , what is the equation for as a function of time? What is the position at the bottom of the hole? This will lead to a quadratic equation for the time when the rock hits the bottom of the hole. The quadratic equation has two solutions for the time. Not all mathematical solutions make sense physically. Which solution makes sense physically in terms of the picture that you drew at the beginning? Keeping the same coordinate system, what is the velocity in the direction as a function of time? What is the velocity when the rock hits the bottom of the hole? ANSWER: Correct Part B How long is the rock in the air, from the instant it is released until it hits the bottom of the hole? Express your answer with the appropriate units. y = 0 m y t = 0 y y t y y v = -26.1 ms Hint 1. How to approach the problem How is the time the rock was in the air related to the time at which the rock hit the ground in Part A? ANSWER: Correct Enhanced EOC: Problem 2.23 A particle moving along the x-axis has its position described by the function 2.00 5.00 5.00 , where is in s. At = 4.00, what are the particle’s (a) position, (b) velocity, and (c) acceleration? You may want to review ( pages 38 – 42) . For help with math skills, you may want to review: Differentiation of Polynomial Functions t = 4.90 s x = ( t3 − t + ) m t t Part A Express your answer with the appropriate units. Hint 1. How to approach the problem Evaluate the position at time = 4.00 . ANSWER: Correct Part B Express your answer with the appropriate units. Hint 1. How to approach the problem How do you determine the velocity as a function of time, , from the position, ? What calculus operation do you have to perform? Once you have , how do you determine at a particular time? ANSWER: Correct Part C Express your answer with the appropriate units. t s 113 m v(t) x(t) v(t) v 91.0 ms Hint 1. How to approach the problem How do you determine the acceleration as a function of time, , from the velocity, ? What calculus operation do you have to perform? Once you have , how do you determine the acceleration at a particular time? ANSWER: Correct Problem 2.26 A particle’s position on the x-axis is given by the function 6.00 6.00 , where is in s. Part A Where is the particle when = 4.00 ? Express your answer with the appropriate units. ANSWER: Correct Problem 2.30 A particle’s velocity is described by the function = , where is in . a(t) v(t) a(t) 48.0 m s2 x = (t2 − t + ) m t vx m/s 1.00 m vx t2 − 7t + 7 m/s t s Part A How many turning points does the particle reach. Express your answer as an integer. ANSWER: Correct Part B At what times does the particle reach its turning points? Express your answers using two significant figures separated by a comma. ANSWER: Correct Part C What is the particle’s acceleration at each of the turning points? Express your answers using two significant figures separated by a comma. ANSWER: Correct 2 t1 , t2 = 5.8,1.2 s a1 , a2 = 4.6,-4.6 m/s2 Problem 2.49 A 200 weather rocket is loaded with 100 of fuel and fired straight up. It accelerates upward at 35 for 30 , then runs out of fuel. Ignore any air resistance effects. Part A What is the rocket’s maximum altitude? Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Part B How long is the rocket in the air? Express your answer to two significant figures and include the appropriate units. ANSWER: Answer Requested Problem 2.52 A hotel elevator ascends with maximum speed of . Its acceleration and deceleration both have a magnitude of . Part A How far does the elevator move while accelerating to full speed from rest? kg kg m/s2 s h = 72 km t = 260 s 200 m 5 m/s 1.0 m/s2 Express your answer with the appropriate units. ANSWER: Correct Part B How long does it take to make the complete trip from bottom to top? Express your answer with the appropriate units. ANSWER: Answer Requested Components of Vectors Shown is a 10 by 10 grid, with coordinate axes x and y . The grid runs from -5 to 5 on both axes. Drawn on this grid are four vectors, labeled through . This problem will ask you various questions about these vectors. All answers should be in decimal notation, unless otherwise specified. 12.5 m 45.0 s A D Part A What is the x component of ? Express your answer to two significant figures. Hint 1. How to derive the component A component of a vector is its length (but with appropriate sign) along a particular coordinate axis, the axes being specfied in advance. You are asked for the component of that lies along the x axis, which is horizontal in this problem. Imagine two lines perpendicular to the x axis running from the head (end with the arrow) and tail of down to the x axis. The length of the x axis between the points where these lines intersect is the x component of . In this problem, the x component is the x coordinate at which the perpendicular from the head of the vector hits the origin (because the tail of the vector is at the origin). ANSWER: Correct Part B What is the y component of ? Express your answer to the nearest integer. ANSWER: Correct A A A A Ax = 2.5 A Ay = 3 Part C What is the y component of ? Express your answer to the nearest integer. Hint 1. Consider the direction Don’t forget the sign. ANSWER: Correct Part D What is the component of ? Express your answer to the nearest integer. Hint 1. How to find the start and end points of the vector components A vector is defined only by its magnitude and direction. The starting point of the vector is of no consequence to its definition. Therefore, you need to somehow eliminate the starting point from your answer. You can run two perpendiculars to the x axis, one from the head (end with the arrow) of , and another to the tail, with the x component being the difference between x coordinates of head and tail (negative if the tail is to the right of the head). Another way is to imagine bringing the tail of to the origin, and then using the same procedure you used before to find the components of and . This is equivalent to the previous method, but it might be easier to visualize. ANSWER: B By = -3 x C C C A B Cx = -2 Correct The following questions will ask you to give both components of vectors using the ordered pairs method. In this method, the x component is written first, followed by a comma, and then the y component. For example, the components of would be written 2.5,3 in ordered pair notation. The answers below are all integers, so estimate the components to the nearest whole number. Part E In ordered pair notation, write down the components of vector . Express your answers to the nearest integer. ANSWER: Correct Part F In ordered pair notation, write down the components of vector . Express your answers to the nearest integer. ANSWER: Correct Part G What is true about and ? Choose from the pulldown list below. A B Bx, By = 2,-3 D Dx, Dy = 2,-3 B D ANSWER: Correct Problem 3.6 Find x- and y-components of the following vectors. Part A Express your answers using two significant figures. Enter your answers numerically separated by a comma. ANSWER: Correct Part B Express your answers using two significant figures. Enter your answers numerically separated by a comma. ANSWER: They have different components and are not the same vectors. They have the same components but are not the same vectors. They are the same vectors. = (r 430m, 60& below positive x − axis) rx, ry = 210,-370 m v = (610m/s, 23& above positive x − axis) Correct Part C Express your answers using two significant figures. Enter your answers numerically separated by a comma. ANSWER: Correct Problem 3.10 Part A Draw . Draw the vector with its tail at the origin. ANSWER: vx, vy = 560,240 m/s a = (7.3m/s2 , negative y − direction) ax, ay = 0,-7.3 m/s2 B = −4 + 4 ı ^  ^ Correct Part B Find the magnitude of . Express your answer using two significant figures. ANSWER: Correct B B = 5.7 Part C Find the direction of . Express your answer using two significant figures. ANSWER: Correct Part D Draw . Draw the vector with its tail at the origin. ANSWER: B = 45 above the B negative x-axis & = (−2.0 − 1.0 ) cm r ı ^  ^ Correct Part E Find the magnitude of . Express your answer using two significant figures. ANSWER: Correct r r = 2.2 cm Part F Find the direction of . ANSWER: Correct Part G Draw . Draw the vector with its tail at the origin. ANSWER: r = 26.6 below the r negative x-axis & = (−10 − 100 ) m/s v ı ^  ^ Correct Part H Find the magnitude of . Express your answer using four significant figures. ANSWER: Correct v v = 100.5 m/s Part I Find the direction of . ANSWER: Correct Part J Draw . Draw the vector with it’s tail at the origin. ANSWER: v = 84.3 below the v negative x-axis & = (20 + 10 ) m/ a ı ^  ^ s2 Correct Part K Find the magnitude of . ANSWER: Correct Part L a a = 22.4 m/s2 Find the direction of . ANSWER: Correct Problem 3.14 Let , , and . Part A What is the component form of vector ? ANSWER: Correct Part B What is the magnitude of vector ? ANSWER: a = 26.6 above the a positive x-axis & A = 5 − 2 ı ^  ^ B = −2 + 6 ı ^  ^ D = A − B D D = 7 − 8 ı ^  ^ D = −7 − 5 ı ^  ^ D = 7 + 8 ı ^  ^ D = 4 + 5 ı ^  ^ D Correct Part C What is the direction of vector ? Express your answer using two significant figures. ANSWER: Correct Problem 3.15 Let , , and . Part A Write vector in component form. ANSWER: D = 10.6 D  = 49 & below positive x-axis A = 4 − 2 ı ^  ^ B = −3 + 5 ı ^  ^ E = 4A + 2B E E = 10 + 2 ı ^  ^ E = + 10 ı ^  ^ E = −10 ^ E = 10 − 2 ı ^  ^ Correct Part B Draw vectors , , and . Draw the vectors with their tails at the origin. ANSWER: Correct Part C A B E What is the magnitude of vector ? Express your answer using two significant figures. ANSWER: Correct Part D What is the direction of vector ? Express your answer using two significant figures. ANSWER: Correct Problem 3.24 Part A What is the angle between vectors and in the figure? Express your answer with the appropriate units. E E = 10.0 E  = 11 & counterclockwise from positive direction of x-axis  E F ANSWER: Correct Part B Use components to determine the magnitude of . ANSWER: Correct Part C Use components to determine the direction of . Express your answer with the appropriate units. ANSWER: Correct Score Summary: Your score on this assignment is 91.3%.  = 71.6 & G = E + F  G = 3.00 G = E + F   = 90.0 & You received 129.62 out of a possible total of 142 points.

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PHSX 220 Homework 13 Paper – Due Online April 28 – 5:00 pm SHM and Wave the Equation Problem 1: A hanging mass system with a mass of 85 kg, spring constant of k= 490 N/m is realeased from rest from a distance of 10 meters below the systems equilibrium position (similar values to the bottom of a bungee jump). Calculate the following quantities in regards to this system after being released at t=0: a) The angular frequency of the system (radians/sec) b) The frequency of oscillations for the system (Hz) c) The period of oscillations for the system (seconds) d) The time it takes to get back to the equilibrium position of the system for the rst time Problem 2: A horizontal spring-mass system (mass of 2:21×10􀀀25 kg) with no friction has an ocsillation frequency of 9,192,631,770 cycles per second. (a second is de ned by 9,192,631,770 cycles of a Cs-133 atom)). Calculate the e ective spring constant of the system Problem 3: A swinging person, such as Tarzan, can be modeled after a simple pendulum with a mass of 85 kg and a length of 10 m. Consider the mass being released from rest at t=0 at an angle of +15 degrees from the vertical. Calculate the following quantities in regards to this system. You need to be in radians mode for this problem a) The angular frequency of the system (radians/sec) b) The frequency of oscillations for the system in (Hz) c) The period of oscillations of the system (seconds) d) Sketch plots of the angular position, angular velocity and angular acceleration of the system as a function of time. Hint: These will always help you with these time to it takes to a certain point in it’s cycle questions. e) The time it takes for the mass to get half way through its rst cycle (or to the other side of the swing if you were interested in timing say a rescue e ort or something along those lines) . f) The maximum angular velocity of the mass g) The maximum angular accleration of the mass h) The magnitude of the angular momentum of the mass at 3 seconds i) The magnitude of the torque acting on the mass at 3 seconds Problem 4: A wave has a wavenumber of 1 m-1, and an angular frequency of 2 radians per second, travels in the +x direction and has a maximum transverse amplitude of 0.1 m. At t=0, and x =0 the y position is equal to 0.0 m (y(0,0) = 0.0 m). a) Calculate the wavelength of the wave b) Calculate the period of oscillations for the wave c) Calculate the wave speed along the x axis d) Calculate the magnitude and direction of the transverse position of the wave at x=0.5 m and t = 8s e) Calculate the magnitude and direction of the transverse velocity of the wave at x=0.5 m and t = 8s f) Calculate the magnitude and direction of the transverse acceleration of the wave at x=0.5 m and t = 8s Problem 5-6: Chapter 16 Problem 10, 22 Additional Suggested Problems with Solutions Provided: Chapter 16 Problems 5, 9, 15, 45

PHSX 220 Homework 13 Paper – Due Online April 28 – 5:00 pm SHM and Wave the Equation Problem 1: A hanging mass system with a mass of 85 kg, spring constant of k= 490 N/m is realeased from rest from a distance of 10 meters below the systems equilibrium position (similar values to the bottom of a bungee jump). Calculate the following quantities in regards to this system after being released at t=0: a) The angular frequency of the system (radians/sec) b) The frequency of oscillations for the system (Hz) c) The period of oscillations for the system (seconds) d) The time it takes to get back to the equilibrium position of the system for the rst time Problem 2: A horizontal spring-mass system (mass of 2:21×10􀀀25 kg) with no friction has an ocsillation frequency of 9,192,631,770 cycles per second. (a second is de ned by 9,192,631,770 cycles of a Cs-133 atom)). Calculate the e ective spring constant of the system Problem 3: A swinging person, such as Tarzan, can be modeled after a simple pendulum with a mass of 85 kg and a length of 10 m. Consider the mass being released from rest at t=0 at an angle of +15 degrees from the vertical. Calculate the following quantities in regards to this system. You need to be in radians mode for this problem a) The angular frequency of the system (radians/sec) b) The frequency of oscillations for the system in (Hz) c) The period of oscillations of the system (seconds) d) Sketch plots of the angular position, angular velocity and angular acceleration of the system as a function of time. Hint: These will always help you with these time to it takes to a certain point in it’s cycle questions. e) The time it takes for the mass to get half way through its rst cycle (or to the other side of the swing if you were interested in timing say a rescue e ort or something along those lines) . f) The maximum angular velocity of the mass g) The maximum angular accleration of the mass h) The magnitude of the angular momentum of the mass at 3 seconds i) The magnitude of the torque acting on the mass at 3 seconds Problem 4: A wave has a wavenumber of 1 m-1, and an angular frequency of 2 radians per second, travels in the +x direction and has a maximum transverse amplitude of 0.1 m. At t=0, and x =0 the y position is equal to 0.0 m (y(0,0) = 0.0 m). a) Calculate the wavelength of the wave b) Calculate the period of oscillations for the wave c) Calculate the wave speed along the x axis d) Calculate the magnitude and direction of the transverse position of the wave at x=0.5 m and t = 8s e) Calculate the magnitude and direction of the transverse velocity of the wave at x=0.5 m and t = 8s f) Calculate the magnitude and direction of the transverse acceleration of the wave at x=0.5 m and t = 8s Problem 5-6: Chapter 16 Problem 10, 22 Additional Suggested Problems with Solutions Provided: Chapter 16 Problems 5, 9, 15, 45

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Doppler Shift 73 Because of the Doppler Effect, light emitted by an object can appear to change wavelength due to its motion toward or away from an observer. When the observer and the source of light are moving toward each other, the light is shifted to shorter wavelengths (blueshifted). When the observer and the source of light are moving away from each other, the light is shifted to longer wavelengths (redshifted). Part I: Motion of Source Star is not . rnovrng r ABCD 1) Consider the situations shown (A—D). a) In which situation will the observer receive light that is shifted to shorter wavelengths? b) Will this light be blueshifted or redshifted for this case? c) What direction is the star moving relative to the observer for this case? 2) Consider the situations shown (A—D). a) In which situation will the observer receive light that is shifted to longer wavelengths? b) Will this light be blueshifted or redshifted for this case? c) What direction is the star moving relative to the observer for this case? . 74 Doppler Shift 3) In which of the srtuations shown (A—D) will theobserver receive light that Is not Doppler Shifted at all? Explain your reasoning. – 4) Imagine our solar system Is moving In the Milky Way toward a group of three stars. Star A is a blue star that is slightly closer to us than the other two. Star B is a red star that is farthest away from us. Star C is a yellow star that is halfway between Stars A end B. a) Which of these three stars, if any, will give off light that appears to be blueshifted? Explain your reasoning. . / b) Which of these three stars, if any, will give off light that appears to be redshifted? Explain your reasoning. c) Which of these three stars, if any, will give off light that appears to have no shift? Explain your reasoning. — 5) You overhear two students discussing the topic of Doppler Shift. Student 1: Since Betelgeuse is a red star, it must be going away from us, and since Rigel is a blue star it must be coming toward us. Student 2: 1 disagree, the color of the star does not tell you if it is moving. You have to look at the shift in wavelength of the lines in the star’s absorption spectrum to determine whether it’s moving toward or away from you. Do you agree or disagree with either or both of the students? Explain your reasoning. 5 Part II: Shift in Absorption Spectra When we study an astronomical object like a star or galaxy, we examine the spectrum of light it gives off. Since the lines of a spectrum occur at specific wavelengths we can determine that an object is moving when we see that the lines have been shifted to either longer or shorter wavelengths. For the absorption line spectra shown on the next page, short-wavelength light (the blue end of the spectrum) is shown on the left-hand side and long-wavelength light (the red end of the spectrum) is shown on the right-hand side. Doppler Shift 75 For the three absorption line spectra shown below (A, B, and C), one of the spectra corresponds to a star that is not moving relative to you, one of the spectra is from a star that is moving toward you, and one of the spectra is from a star that is moving away from you. A B Blue J___ ..‘ C 6) Which of the three spectra above corresponds with the star moving toward you? Explain your reasoning. If two sources of llght are moving relative to an observer, the light from the star that is moving faster will appear to undergo a greater Doppler Consider the four spectra at the right. The spectrum labeled F is an absorption line spectrum from a star that is at rest. Again, note that short-wavelength (blue) light is shown on the left-hand side of each spectrum and long-wavelength (red) light is shown on the right-hand side of each spectrum. 7) Which of the three spectra corresponds with the star moving away from you? Explain your reasoning. Part 111: Size of Shift and Speed Blue Red . – 76 Doppler Shift 8) Which of the four spectra would be from the star that is moving the fastest? Would this star be moving toward or away from the observer? 9) Of the stars that are moving, which spectra would be from the star that is moving the slowest? Describe the motion of this star, – (fJ 1O)An Important line In the absorption spectrum of stars occurs at a wavelength of 656 nm for stars at rest. Irna me that you observe five stars (H—L) from Earth and discover that this Important absorption line Is measured at the wavelength shown in the table below for each of the five stars, Star Wavelength of Absorption Line H 649nm I 660 nm J 656nrn K 658nrn L 647nm a) Which of the stars are gMng off light that appears blueshifted? Explain your reasoning. b) Which of the stars are gMng off light that appears redshifted? Explain your reasoning. d) Which star is moving the fastest? Is it moving toward or away from the observer? Explain your reasoning. , . . c) Which star is giving off light that appears shifted by the greatest amount? Is this light shifted to longer or shorter wavelengths? Explain your reasoning. a) Which planets will receive a radio signal that Is redshifted? Explain your reasoning. b) Which planets wfll receive a radio signal that is shifted to shorter wavelengths? Explain your reasoning. a a . ii) The figure at right shows a spaceprobe and five planets. The motion of the spaceprobe is indicated by the arrow. The spaceprobe is continuously broadcasting a radio signal in all directions. 4 C E not to scale c) Will all the planets receive radio signals from the spaceprobe that are Doppler shifted? Explain your reasoning. d) How will the size of the Doppler Shift in the radio signals detected at Planets A and B compare? Explain your reasoning. Cats r , ‘, e) How Will the slz of 1h Dupler Shift in the radio signals deteed °lane E and B compare? Explain your reasoning. ‘

Doppler Shift 73 Because of the Doppler Effect, light emitted by an object can appear to change wavelength due to its motion toward or away from an observer. When the observer and the source of light are moving toward each other, the light is shifted to shorter wavelengths (blueshifted). When the observer and the source of light are moving away from each other, the light is shifted to longer wavelengths (redshifted). Part I: Motion of Source Star is not . rnovrng r ABCD 1) Consider the situations shown (A—D). a) In which situation will the observer receive light that is shifted to shorter wavelengths? b) Will this light be blueshifted or redshifted for this case? c) What direction is the star moving relative to the observer for this case? 2) Consider the situations shown (A—D). a) In which situation will the observer receive light that is shifted to longer wavelengths? b) Will this light be blueshifted or redshifted for this case? c) What direction is the star moving relative to the observer for this case? . 74 Doppler Shift 3) In which of the srtuations shown (A—D) will theobserver receive light that Is not Doppler Shifted at all? Explain your reasoning. – 4) Imagine our solar system Is moving In the Milky Way toward a group of three stars. Star A is a blue star that is slightly closer to us than the other two. Star B is a red star that is farthest away from us. Star C is a yellow star that is halfway between Stars A end B. a) Which of these three stars, if any, will give off light that appears to be blueshifted? Explain your reasoning. . / b) Which of these three stars, if any, will give off light that appears to be redshifted? Explain your reasoning. c) Which of these three stars, if any, will give off light that appears to have no shift? Explain your reasoning. — 5) You overhear two students discussing the topic of Doppler Shift. Student 1: Since Betelgeuse is a red star, it must be going away from us, and since Rigel is a blue star it must be coming toward us. Student 2: 1 disagree, the color of the star does not tell you if it is moving. You have to look at the shift in wavelength of the lines in the star’s absorption spectrum to determine whether it’s moving toward or away from you. Do you agree or disagree with either or both of the students? Explain your reasoning. 5 Part II: Shift in Absorption Spectra When we study an astronomical object like a star or galaxy, we examine the spectrum of light it gives off. Since the lines of a spectrum occur at specific wavelengths we can determine that an object is moving when we see that the lines have been shifted to either longer or shorter wavelengths. For the absorption line spectra shown on the next page, short-wavelength light (the blue end of the spectrum) is shown on the left-hand side and long-wavelength light (the red end of the spectrum) is shown on the right-hand side. Doppler Shift 75 For the three absorption line spectra shown below (A, B, and C), one of the spectra corresponds to a star that is not moving relative to you, one of the spectra is from a star that is moving toward you, and one of the spectra is from a star that is moving away from you. A B Blue J___ ..‘ C 6) Which of the three spectra above corresponds with the star moving toward you? Explain your reasoning. If two sources of llght are moving relative to an observer, the light from the star that is moving faster will appear to undergo a greater Doppler Consider the four spectra at the right. The spectrum labeled F is an absorption line spectrum from a star that is at rest. Again, note that short-wavelength (blue) light is shown on the left-hand side of each spectrum and long-wavelength (red) light is shown on the right-hand side of each spectrum. 7) Which of the three spectra corresponds with the star moving away from you? Explain your reasoning. Part 111: Size of Shift and Speed Blue Red . – 76 Doppler Shift 8) Which of the four spectra would be from the star that is moving the fastest? Would this star be moving toward or away from the observer? 9) Of the stars that are moving, which spectra would be from the star that is moving the slowest? Describe the motion of this star, – (fJ 1O)An Important line In the absorption spectrum of stars occurs at a wavelength of 656 nm for stars at rest. Irna me that you observe five stars (H—L) from Earth and discover that this Important absorption line Is measured at the wavelength shown in the table below for each of the five stars, Star Wavelength of Absorption Line H 649nm I 660 nm J 656nrn K 658nrn L 647nm a) Which of the stars are gMng off light that appears blueshifted? Explain your reasoning. b) Which of the stars are gMng off light that appears redshifted? Explain your reasoning. d) Which star is moving the fastest? Is it moving toward or away from the observer? Explain your reasoning. , . . c) Which star is giving off light that appears shifted by the greatest amount? Is this light shifted to longer or shorter wavelengths? Explain your reasoning. a) Which planets will receive a radio signal that Is redshifted? Explain your reasoning. b) Which planets wfll receive a radio signal that is shifted to shorter wavelengths? Explain your reasoning. a a . ii) The figure at right shows a spaceprobe and five planets. The motion of the spaceprobe is indicated by the arrow. The spaceprobe is continuously broadcasting a radio signal in all directions. 4 C E not to scale c) Will all the planets receive radio signals from the spaceprobe that are Doppler shifted? Explain your reasoning. d) How will the size of the Doppler Shift in the radio signals detected at Planets A and B compare? Explain your reasoning. Cats r , ‘, e) How Will the slz of 1h Dupler Shift in the radio signals deteed °lane E and B compare? Explain your reasoning. ‘

  ANSWERS Part 1 1 C is the answer because … Read More...
Michael Jordan’s book.. Considering how the ending of the book was written, is it an effective ending? Did the ending surprise you? Why? Why not? Did the ending leave you with unanswered questions? Explain.

Michael Jordan’s book.. Considering how the ending of the book was written, is it an effective ending? Did the ending surprise you? Why? Why not? Did the ending leave you with unanswered questions? Explain.

The book is divided into the six Reading Sections namely … Read More...
HIST 303 Rebels and Renegades Comparative Paper – Conroy & Drakulic In a well-written analysis of about 3 pages, compare and contrast Conroy’s Belfast Diary or Drakulic’s How We Survived Communism and Even Laughed in response to the following question: It can be argued that in the midst of deprivation and hardship, people still exercise considerable agency—or the power to act within one’s particular socio-political context. In fact, living the ordinary can be considered an act of rebellion against an imposing power. That is, people use and experience their lives as resistance to oppression or war. This is sometimes referred to as the “politics of everyday life”. How does this concept of agency play out in these works? In your response, do not simply list examples, but analyze the examples by the authors in relation to the larger themes of the course. A successful assignment will (this is a checklist, so heed it well!!!): * have a solid introduction with an arguable thesis; * be well organized with coherent paragraphs relevant to the thesis; * have a concluding paragraph that concisely and accurately summarizes the paper; * adequately analyze the histories and their connections to each other; * use relevant evidence to substantiate claims; * be analytic, not descriptive; * properly cite and punctuate quotations and evidence; * be paginated; * have an interesting title relevant to the argument (e.g. “Comparative Paper” is unacceptable); * be well written, well edited and well documented. Author Specific Points that discuss everyday activities as resistance Relate to your other Reading (Williams, Hall, Hebdige, etc.) Conroy Drakulic Working Thesis: _____________________________________________________________________ ____________________________________________________________________________________ ****FORMATTING DIRECTIONS: This paper should be 3 – 4 pages (no more), typed, doublespaced, with one-inch margins and 12-point font. This assignment is worth 25% of your grade in this course. You must head your paper with your name and date and include your name and pages (x of x) in a header or footer of each page. At the end of your paper, you must skip four lines then sign with the following: “I attest that the work contained in this document is entirely my own and it numbers x pages.” *****

HIST 303 Rebels and Renegades Comparative Paper – Conroy & Drakulic In a well-written analysis of about 3 pages, compare and contrast Conroy’s Belfast Diary or Drakulic’s How We Survived Communism and Even Laughed in response to the following question: It can be argued that in the midst of deprivation and hardship, people still exercise considerable agency—or the power to act within one’s particular socio-political context. In fact, living the ordinary can be considered an act of rebellion against an imposing power. That is, people use and experience their lives as resistance to oppression or war. This is sometimes referred to as the “politics of everyday life”. How does this concept of agency play out in these works? In your response, do not simply list examples, but analyze the examples by the authors in relation to the larger themes of the course. A successful assignment will (this is a checklist, so heed it well!!!): * have a solid introduction with an arguable thesis; * be well organized with coherent paragraphs relevant to the thesis; * have a concluding paragraph that concisely and accurately summarizes the paper; * adequately analyze the histories and their connections to each other; * use relevant evidence to substantiate claims; * be analytic, not descriptive; * properly cite and punctuate quotations and evidence; * be paginated; * have an interesting title relevant to the argument (e.g. “Comparative Paper” is unacceptable); * be well written, well edited and well documented. Author Specific Points that discuss everyday activities as resistance Relate to your other Reading (Williams, Hall, Hebdige, etc.) Conroy Drakulic Working Thesis: _____________________________________________________________________ ____________________________________________________________________________________ ****FORMATTING DIRECTIONS: This paper should be 3 – 4 pages (no more), typed, doublespaced, with one-inch margins and 12-point font. This assignment is worth 25% of your grade in this course. You must head your paper with your name and date and include your name and pages (x of x) in a header or footer of each page. At the end of your paper, you must skip four lines then sign with the following: “I attest that the work contained in this document is entirely my own and it numbers x pages.” *****

Relative analysis of Conroy & Drakulic The Belfast Diary: War … Read More...