Fall Semester 2015 NMSU Econ 252, Instructor: Dr. Larry Blank Writing Assignment and Critical Thinking Problems: This assignment is worth 100 points toward your overall course average. The criteria used to grade this assignment includes the professional appearance of the document you submit, your ability to use the principles of supply and demand to critically assess the impacts, and your ability to explain your conclusions in writing. Each part can be answered in one page or less. Assigned: October 5, 2015 Deadline: Friday, October 16, 2015 You will email your assignment in Canvas. Before you email your assignment, make sure your name is on your paper AND your full name is included in the electronic file name. For example, filename: Jose Sanchez_Econ252_paper.doc I will not read your work if your name is not in the electronic filename. Assignment: Answers to all parts shall be completed in a Microsoft Word document. Begin by copying the Scenario below and then, for each part, copy the problem before completing your answer. You may want to draw your diagrams in Microsoft PowerPoint or other software and then copy and paste the diagram into the Word document as a “Picture (Enhanced Metafile)” using the “Paste Special” feature in Word. The document you turn in should be six (6) pages long. For the first page include a short title for this assignment, the course name and number, your name, and then copy and paste everything below beginning with “Scenario” onto your first page. The 2nd page of your document should include the description of Part 1 and then your diagram and answer. Do the same for Parts 2-5, with each part on a separate page. Scenario: The Federal Government implemented a policy some years ago to subsidize the production of ethanol fuel at 46 cents per gallon. See news article here: http://usnews.nbcnews.com/_news/2011/12/29/9804028-6-billion-a-year-ethanol-subsidy-dies-but-wait-theres-more?lite Ethanol is an alternative fuel (a substitute for regular gasoline) that can be used in some models of automobiles designed to burn any mix of gasoline up to 85% ethanol (fuel is known as E85, and auto manufacturers label these vehicles as “FlexFuel” and similar names). A primary input in the production of ethanol is corn. For the purposes of this assignment, assume that all relevant markets are perfectly competitive. Part 1: Show geometrically using the supply and demand curves the impact the subsidy had in the ethanol market (hint: the result has been a reduction in the market price of ethanol). Fully explain the impact of the production subsidy in terms of the behavior of producers (sellers) in the market and customers (buyers) in the market and what has happened to equilibrium price and quantity in the market for ethanol. Part 2: Show geometrically using the supply and demand curves what impact the reduction in market price for ethanol had in the market for regular gasoline. Fully explain the impact this reduced ethanol price had on the customer demand for regular gasoline. Part 3: Show geometrically using the supply and demand curves the impact due to the change in the equilibrium quantity in the market for ethanol had in the market for corn. Fully explain the impact and the resulting equilibrium price and quantity for corn. Part 4: Show geometrically using the supply and demand curves what impact the change in the market price of corn had in the market for manufactured corn tortillas (assume that the market for corn tortillas is perfectly competitive). Corn tortillas are a staple food item in the diets of millions of families across the U.S.. Fully explain the impact of change in the market price of corn in terms of the behavior of producers (sellers) in the market and customers (buyers) in the corn tortilla market. Part 5: Show geometrically using the supply and demand curves the impact in the ethanol market when the ethanol subsidy ended on Jan. 1, 2012. Give one possible explanation why I can no longer find E85 fuel at gas stations. Hint: When the subsidy still existed, the market price of E85 was about 30 cents a gallon less than regular gasoline. E85 is not a perfect substitute for regular gasoline because the performance is less and gas mileage drops by 5-7 miles per gallon.
Name___________________________________ Period_____ Investigation: Making Waves PART I: Objectives: • Learn vocabulary describing waves • Calculate the speed of a wave • Understand how amplitude affects the speed of a wave • Understand how frequency and wavelength affect the speed of a wave Open this web site: http://phet.colorado.edu/new/simulations/sims.php?sim=Wave_on_a_String You can click on Run Now! to run the simulation online, or Run Offline to save it to your desktop. It might run faster this way. Start by Wiggling the Wrench. Spend about 5 minutes experimenting with the Tension, Manual/Pulse/Oscillate, Fixed/Loose/No end, and changing the Amplitude, Frequency and Damping. Click on Show Rulers and Timer. Practice moving the rulers around and starting/resetting the timer. Click on the Pause/Play and Step buttons to see how they work. Use these settings: Pulse, Amplitude=50, Pulse Width=35, Damping=0, Tension at High and No End. NOTE that the amplitude is just a relative scale (not centimeters). Send a single pulse down the string. This is called a TRANSVERSE PULSE. Watch the motion of the green dots. 1. As the pulse goes by from left to right, in what direction does the string move? ________________________________________________________________________________________________________________________________________________ 2. A definition of TRANSVERSE is “lying across”. Why is TRANSVERSE a good name for the wave you just observed? ________________________________________________________________________________________________________________________________________________ Make another pulse, and then PAUSE the wave. Use the vertical ruler to measure the amplitude of the wave in centimeters. This is the distance from the dotted orange line to the crest of the wave. Record the amplitude in Table 1 in the first row. Now, measure the time for a pulse to travel 100 cm. To do this: • Reset the clock to 0:00 and reset the generator • Click Pause/Play—it should say PAUSED on the screen • Click Pulse • Click Pause/Play again to start a timed pulse. Pause again just as the crest (peak) of the pulse touches the window 100 cm away. Record the time for a pulse to travel 100 cm in Table 1. Run 3 time trials, and record in the table. Calculate the average time. Now, measure the amplitude and timing of pulses for two other amplitudes (one smaller than 50, one larger than 50). Do three trials at each amplitude and calculate the average times. Calculate the average wave speed for each of the three amplitudes. See below for a sample calculation. Table 1 Your measured amplitude, cm Time for pulse to travel 100 cm, seconds Average time, seconds Speed=length of string / average time Example of speed calculation: Speed = string length/ average time Speed = 100 cm/2 seconds = 50 cm/second 3. How does the amplitude of a wave affect the speed of a wave? ________________________________________________________________________ Use these settings: Oscillate, Fixed end. Try amplitude=20, frequency=51, damping=0. The result is called a periodic wave. 4. Describe the appearance of the wave you created. ________________________________________________________________________________________________________________________________________________________________________________________________________________________ You should see waves that do not move along the string. You will also see points where the string does not move at all. These waves are called STANDING WAVES. The points where the wave doesn’t move are called NODES. Pause the simulation. 5. Draw the standing wave in the box below, labeling the AMPLITUDE, WAVELENGTH and NODES of a standing wave. Use these settings: Amplitude=20, Frequency=50, Damping=0, Oscillate, No End. Reset the clock. You can also measure the wave frequency. To do this, you should pair up with another student if possible. Watch the piston go up and down to make the wave. One up and down motion represents one wave. Use the clock to measure the time required for 10 complete cycles or waves. You will also need to PAUSE the wave to measure the wavelength of the wave in centimeters (cm). The frequency of the wave is calculated in the following way: Frequency = 10 waves/# seconds for 10 cycles For example, 10 waves/5 seconds = 2 cycles per second, or 2 Hertz. Make several waves by changing the wave frequency—use numbers over 30 on the scale. For each wave, measure the wavelength using the ruler. Now, calculate the frequency. See the example in the first row of Table 2. Record the wavelength and frequency of three waves with different wavelengths. Wavelength (cm) Frequency (cycles/second or Hertz) Speed (cm/s) = Wavelength x frequency 33 cm 10 waves/5.45 sec = 1.8 Hertz 33 cm x 1.8 Hertz = 59.4 cm/second Based on the equation used to calculate the speed of a wave, answer questions 6 and 7. 6. If you increase the wavelength of a wave, how does the speed change? ________________________________________________________________________________________________________________________________________________ 7. If you increase the frequency of a wave, how does the speed change? ________________________________________________________________________________________________________________________________________________ Part II: Objectives: • Interpret a 2D top view picture of a wave • Identify areas of constructive and destructive interference in 2D • Predict the behavior of water, sound, or light when you have two sources o What will happen in constructive areas o What will happen in destructive areas 1) Open the “Wave Interference” simulation from the PhET website (in Sound & Waves) 2) On the water simulation, what does the crest (peak) of the wave look like in the top view? What does the trough look like? 3) When you add two drips, what changes about the waves’ patterns? 4) What does the wave look like in the area that the two waves constructively interfere? Describe both the top view and what the side view would look like. a. TOP: b. SIDE: 5) What does the wave look like in the area that the two waves destructively interfere? Describe both the top view and what the side view would look like. a. TOP: b. SIDE: 6) Switch to the sound simulation. a. What do you think will happen when you put two speakers next to each other? b. Why do you think this will happen? c. Try it (putting two speakers together) and tell me what happened. 7) Now switch to the light simulation. a. What do you think will happen when you put two light sources next to each other? b. Why do you think this will happen? c. Try it (putting two light sources together) and tell me what happened. d. What happens when you use one light source and two slits? 8) What is similar about all three of these simulations (i.e. water, sound & light)? 9) How do I know that these things are waves and not particles? (Think about what would happen in the two slit experiment if they were particles).
Ignorant- A person is said to be ignorant if he … Read More...
Module Overview Summary of Module Description For full details, go to Module Descriptor. Aims The aim of this module is to: • Develop individuals for a career in business and management • Enhance and develop employability , professional and lifelong learning skills and personal development Learning Outcomes Learners will be able to critically evaluate the acquisition of a range of academic and professional skills using a number of theoretical frameworks. Assessment – Summary Category Assessment Description Duration Word Count Weight (%) Written Assignment Essay 1 Reflective Essay N/A 3000 45 For full details, go to Assessment. Additional Information Remember that a variety of Resources is available to support your learning materials.Skills and character audit This document provides an initial picture of your skills and character. It will also provide the basis of further documents that make up the first assignment on the module. It is based on the skills statements that form a fundamental part of your Masters programme which were approved by a validation panel that consisted of members of staff in the Business School, academic staff from other higher education institutions and employers. The statements in the form are there for you and you will not be judged on whether your responses are positive or negative. The responses should enable you to identify what you are good or bad at from which you can create a personal SLOT analysis (Strengths, Limitations, Opportunities, Threats). From this SLOT analysis you can then concentrate on developing certain areas that will enhance your academic and professional development. We would very much like to” get to know” you through this document and would encourage you to also complete the notes section. In this you could give us a rationale for your responses to the questions. As a guide to how you should gauge your response consider the following: Strongly agree – I have a wide range of experience in this area and have been commended by a tutor or employer for my efforts in this area Agree – I am comfortable with this aspect and have been able to demonstrate my ability Disagree – I am Ok with this but realise that I do need to improve Strongly disagree – I know I am weak in this area and need to focus on this as I could fine this weakness to be detrimental to my progression Explain why – please take the room to consider the reasons for your answer as this is the reflection that is of most value. Do not worry if your section spills onto the next page. Intellectual (thinking) skills Strongly Agree Agree Disagree Strongly Disagree I am a creative person who can adapt my thinking to circumstances I am able to organise my thoughts, analyse, synthesise and critically appraise situations I can identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately Explain why: Professional/Vocational skills Strongly Agree Agree Disagree Strongly Disagree I use a wide range of techniques in approaching and solving problems. I am comfortable with a range of research techniques I am able to analyse and interpret quantitative data I am able to analyse and interpret qualitative data My leadership skills are well developed and I can adapt them to different situations I am able to manage people effectively Motivating myself and others comes easy to me I am aware of my responsibilities to myself, the organisation and other people I treat people with respect and consideration Explain why: Key/Common skills Strongly Agree Agree Disagree Strongly Disagree I am able to use mathematical techniques to analyse data I can effectively interpret numerical data including tables and charts I am able to use a wide range of software on a PC I use a range Information Technology devices to communicate and access information I am a good listener I am able to communicate my ideas well in a face-to-face situation I can adapt my written style to suit an audiences needs I am comfortable presenting my ideas to an audience Whenever I have completed a task I always reflect on the experience with a view to seeking continuous improvement I manage my time effectively I am always prompt when asked to complete a task I am aware of the need to be sensitive to the cultural differences to which I have been exposed I am keen to learn about other people and their country and culture I enjoy working with others to complete a task I know my own character and am sensitive of this in a group situation I understand that a group is made of individuals and I am sensitive to the needs and preferences of others I will always ensure that I get my views across in a meeting I am willing to accept the viewpoint of others I always give 100% in a group task Explain why: SLOT Analysis Having responded to the statements above you should now be in a position to look forward and recognise those areas on which your development will be based. The SLOT analysis can help you to arrange this. Strengths – can be those skills and characteristics to which you have responded positively to in the previous section. It is worth noting that whilst you may be strong in these areas that does not mean you ignore their development. Indeed you may be able to utilise these strengths in the development of areas identified as weaknesses or to overcome strengths, this will enhance those skills and characteristics. Limitations – All of us can identify some sort of limitation to our skills. None of us should be afraid of doing this as this is the first stage on the improvement and development of these weaknesses. Opportunities – These arise or can be created. When thinking of this look ahead at opportunities that will arise in a professional, academic or social context within which your development can take place. Threats – Many threats from your development can come from within – your own characteristics e.g. poor time management can lead to missing deadlines. However we could equally identify a busy lifestyle as a threat to our development. Once again think widely in terms of where the threat will come from. Do not worry if you find that a strength can also be a limitation. This is often true as a characteristic you have may be strength in one situation but a limitation in another. E.g. you may be an assertive person, which is positive, but this could be negative in a group situation. Please try and elaborate this in the notes section at the foot of the table. SLOT Analysis (you may need to use two pages to set out this analysis) Strengths Limitations Opportunities Threats Analysis of the Bullet points in the SLOT table Objectives Having undertaken some analysis of your skills and characteristics the aim of this next section is to identify various aspects of your development during the course of this module, other modules on your course, and extra-curricular activities. Make sure the objectives are SMART:- S – Specific. Clearly identified from the exercises undertaken M – Measurable. The outcomes can be easily demonstrated (to yourself, and where possible others) A – Achievable. They can be done given the opportunities available to you R – Relevant. They form part of your development either on this award, in your employability prospects or in your current job role T – Timebound. They can be achieved within a given timescale Whilst there are 5 rows in the table below, please feel free to add more. However be sure that you need to do this development and that they fit within the scope of the above criteria. Area What I am going to do. How I am going to do it When I am going to do it by Force Field Analysis This technique was designed by Kurt Lewin (1947 and 1953). In the business world it is used for decision making, looking at forces that need to be considered when implementing change – it can be said to be a specialised method of weighing up the pros and cons of a decision. Having looked at your personal strengths and weaknesses we would like you to use this technique to become aware of those factors that will help/hinder, give you motivation for or may act against, your personal development. Whilst you could do this for each of your objectives we want you to think in terms of where you would like to be at the end of your Masters programme. In the central pillar, put in a statement of where you want to be at the end of the course. Then in the arrows either side look at those factors/forces that may work in your favour. Be realistic and please add as many arrows that you think may be necessary; use a separate page for the module if it makes it easier to structure your thoughts. Forces or factors working for achieving your desired outcome Where I want to be Forces or factors against working against you achieving your desired outcome
Physics 2010 Sid Rudolph Fall 2009 MIDTERM 4 REVIEW Problems marked with an asterisk (*) are for the final. Solutions are on the course web page. 1. A. The drawing to the right shows glass tubing, a rubber bulb and two bottles. Is the situation you see possible? If so, carefully describe what has taken place in order to produce the situation depicted. B. The picture depicts three glass vessels, each filled with a liquid. The liquids each have different densities, and DA > DB > DC. In vessel B sits an unknown block halfway to the bottom and completely submerged. 1. _______ In which vessel would the block sit on the bottom? 2. _______ In which vessel would the block float on the top? 3. _______ In which vessel would the block feel the smallest buoyant force? 4. _______ In which vessels are buoyant forces on the block are the same? 5. _______ Assume the coefficient of volume expansion for the liquid in B and the block are $B > $block. If the temperature of vessel B with the block is raised, would block B rise to the surface, sink to the bottom, or remain where it is? 2. A circular tank with a 1.50 m radius is filled with two fluids, a 4.00 m layer of water and a 3.00 m layer of oil. Use Doil = 8.24 × 10 kg/m and Dwater = 1.00 × 10 kg/m , and Datm = 1.01 × 10 N/m . 2 3 3 3 5 2 A. What are the gauge and absolute pressures 1.00 m above the bottom of the tank? B. A block of material in the shape of a cube (m = 100 kg and side length = 42.0 cm) is released at the top of the oil layer. Where does the block come to rest? Justify your answer. If it comes to rest between two layers, specify which layers and what portion of the block sits in each layer. [Note: Vcube = a ]3 C. A small 1.00 cm radius opening is made in the side of the tank 0.500 m up from its base (block was removed). What volume of water drains from the tank in 10.0 s? (b) (a) 3. A tube is inserted into a vein in the wrist of a patient in a reclined position on a hospital bed. The heart is vertically 25.0 cm above the position of the wrist where the tube is inserted. Take DBLOOD = 1.06 × 103 kg/m3. The gauge venous blood pressure at the level of the heart is 6.16 × 103 N/m2. Assume blood behaves as an ideal nonviscous fluid. A. What is the gauge venous blood pressure at the position of the wrist? B. The tube coming from the wrist is connected to a bottle of whole blood the patient needs in a transfusion. See above figure (b). What is the minimum height above the level of the heart at which the bottle must be held to deliver the blood to the patient? C. Suppose the bottle of blood is held 1.00 m above the level of the heart. Assume the tube inserted in the wrist has a diameter of 2.80 mm. What is the velocity, v, and flow rate of blood as it enters the wrist. You may also assume the rate at which the blood level in the bottle drops is very small. The answer you get here is a substantial overstatement. Blood is not really a non-viscous fluid. 4. A 0.500 kg block is attached to a horizontal spring and oscillates back and forth on a frictionless surface with a frequency of f = 3.00 hz. The amplitude of this motion is 6.00 × 10 m. Assume to = 0 and is the instant the block is -2 at the equilibrium position moving to the left. A. Write expressions x(t) = !A sin (Tt) and v(t) = !AT cos (Tt) filling in the values of A and T. B. What is the total mechanical energy (METOT) of the block-spring system? C. Suppose the block, at the moment it reaches its maximum velocity to the left splits in half with only one of the halves remaining attached to the spring. What are the amplitude and frequency of the resulting oscillations? D. Suppose, instead of splitting at the position of maximum velocity to the left, the block now splits when it is at the extreme position in the left. What are the amplitude and frequency of the resulting motion? E. Describe in words what would happen to the period of oscillation if a second block identical to the first block were dropped on the first block at either of its extreme positions. 5. A. A spring has one end attached to a wall and the other end attached to two identical masses, mA and mB. The system is set into oscillation on a frictionless surface with amplitude A. See figure. When the system is momentarily at rest at x = -A whatever it is that holds mA to mB fails; and later in the motion mB moves away from mA to the right. 1. Location where the acceleration of mA is maximum and negative. 2. Location where the KE of mA is maximum. The next few questions ask you to compare the behavior of the mass-spring system after and before mB detached. Energy considerations are most useful here. 3. The amplitude of the mass-spring oscillation has (increased, decreased, not changed) after mB detaches. 4. The frequency of the mass-spring oscillation has (increased, decreased, stayed the same) after mB detaches. 5. The maximum speed of mA has (increased, decreased, stayed the same) after mB detaches. 6. The period of oscillation of the mass-spring system has (increased, decreased, stayed the same) after mB detaches. 7. The fraction of the total mechanical energy of the entire spring-2 mass system carried away with mB after mB detaches is B. A spherical object is completely immersed in a liquid and is neutrally buoyant some distance above the bottom of the vessel. See figure. The upper surface of the liquid is open to the earth’s atmosphere. 1. How is the density of the fluid related to the density of the spherical object? 2. Assume the fluid and object are incompressible. In addition, the $sphere (coefficient of volume expansion) > $liquid. For the following items below, indicate whether the object sinks to the bottom, rises to the surface, or does nothing based on the changes described. a. Atmospheric pressure drops by 20%. b. Salt is dissolved in the liquid in the same way fresh water is turned into salt water. c. The entire apparatus is warmed 10oC (liquid and object are both warmed). d. The entire apparatus is transported to the surface of the moon. (gmoon = 1.6 m/s , PATM = 0 on moon) 2 e. 100 cm3 of the liquid is removed from the top. The object is still initially submerged. 6. A. A mass m is attached to a spring and oscillating on a frictionless, horizontal surface. See figure. At the instant the mass passes the equilibrium position moving to the right, half the mass detaches from the other half. The oscillating system is now the spring and half the original mass with the detached mass moving off to the right with constant velocity. Relative to the original spring-mass system, the new spring-mass system with half the mass oscillates with … In the spaces provided below, enter the words larger, smaller or the same that best completes the above sentence.. 1. amplitude 2. period 3. frequency 4. maximum velocity 5. mechanical energy B. A solid cylinder is floating at the interface between water and oil with 3/4 of the cylinder in the water region and 1/4 of the cylinder in the oil region. See figure. Select the item in the parenthesis that best fits the statement. 1. The item (oil, water, and/or cylinder) with the largest density. 2. The item (oil, water, and/or cylinder) with the smallest density. 3. The weight of the cylinder (is equal to, greater than or less than) the total buoyant force it feels. 4. The density of the cylinder (is equal to, less than, or greater than) the density of water. rC. Three thermometers in different settings record temperatures T1 = 1000°F, T2 = 1000°C, and T3 = 1000 K. In the space below select T1, T2 or T3, that best fits the statement. 1. The thermometer in the hottest environment. 2. The thermometer in the coolest environment. 3. The thermometer reading a temperature 900° above the boiling point of water. 7. An oil tanker in the shape of a rectangular solid is filled with oil (Doil = 880 kg/m ). The flat bottom of the 3 hull is 48.0 m wide and sits 26.0 m below the surface of the surrounding water. Inside the hull the oil is stored to a depth of 24.0 m. The length of the tanker, assumed filled with oil along the entire length, is 280 m. View from Rear View from Side Note: Dsalt water = 1.015 × 10 kg/m ; Vrectangular solid = length × width × height. 3 3 A. At the bottom of the hull, what is the water pressure on the outside and the oil pressure on the inside of the horizontal bottom part of the hull? Assume the Po above the oil is the same as the Po above the water and its value is Po = 1.01 × 10 N/m . 5 2 B. If you did part A correctly you determined that the water pressure on the horizontal bottom part of the hull is larger than the oil pressure there. Explain why this MUST be the case. C. What buoyant force does the tanker feel? D. What is the weight of the tanker, excluding the weight of the oil in the hull? 8. A. Water is poured into a tall glass cylinder until it reaches a height of 24.0 cm above the bottom of the cylinder. Next, olive oil (Doil = 920 kg/m ) is very carefully added until the total amount of 3 fluid reaches 48.0 cm above the bottom of the cylinder. Olive oil and water do not mix. See figure. Take Dwater = 1.00 × 10 kg/m and Patm = 1.01 × 10 N/m . 3 3 5 2 1. Indicate on the drawing which layer is water and which is olive oil. 2. What is the gauge pressure 10.0 cm below the top of the upper fluid layer in the cylinder. 3. What is the gauge pressure on the bottom of the cylinder? 4. If the cylinder is in the shape of a right circular cylinder with radius of 3.60 cm, what force is exerted on the bottom of the cylinder? B. A 0.200 kg mass is hung from a massless spring. At equilibrium, the spring stretched 28.0 cm below its unstretched length. This mass is now replaced with a 0.500 kg mass. The 0.500 kg mass is lowered to the original equilibrium position of the 0.200 kg mass and suddenly released producing vertical SHM. 1. What is the spring constant for this spring? 2. What is the period of oscillation for the 0.500 kg/spring system? 3. What is the amplitude of this oscillation? r9. The drawing shows a possible design for a thermostat. It consists of an aluminum rod whose length is 5.00 cm at 20.0°C. The thermostat switches an air conditioner when the end of the rod just touches the contact. The position of the contact can be changed with an adjustment screw. What is the size of the spacing such that the air conditioner turns on at 27.0°C. This is not a very practical device. Take “al = 2.3 × 10 /°C. -5 r10. The following is an effective technique for determining the temperature TF inside a furnace. Inside the furnace is 100 gm of molten (i.e., in a liquid state) lead (Pb). The lead is dropped into an aluminum calorimeter containing 200 gm water both at an initial temperature of 10.0°C. After equilibrium is reached, the temperature reads 21.8°C. Assumptions: (1) No water is vaporized; (2) no heat is lost to or gained from the environment; and (3) the specific heat for the lead is the same whether the lead is a solid or a liquid. DATA TABLE LEAD CALORIMETER WATER mPb = 100 gm mAl = 150 gm mW = 200 gm CPb = 0.0305 cal/gm°C CAl = 0.215 cal/gm°C CW = 1.0 cal/gm°C LF = 6.0 ca./gm (heat of fusion) Tinit = 10.0°C Tinit = 10.0°C MPPb = 327°C (melting point) TF = unknown Tequilibrium = 21.8°C A. In words, describe the distinct steps in the cooling of lead. B. How many calories of heat are absorbed by the calorimeter and the water it contains to reach 21.8°C? C. How many calories are lost by the lead in cooling from TF to the final equilibrium temperature of 21.8°C? D. What was the original furnace temperature? E. If the same amount of aluminum (CAl = 0.215 cal/gm°C and LM = 21.5 cal/gm) were used in the same furnace instead of lead, would the final equilibrium temperature be higher, less or the same as in the lead case? No calculation is needed to answer this. Please explain. r11. The length of aluminum cable between consecutive support towers carrying electricity to a large metropolitan area is 180.00 m on a hot August day when the temperature is 38°C. Use “(Al) = 24 × 10-6/°C. A. What is the length of the same section of aluminum cable on a very cold winter day when T = -24°C? B. If the same length of copper (” = 17 × 10-6/°C) cable (i.e., 180.00 m on the same hot August day) were used instead of aluminum, would the length of the copper cable be shorter, longer or the same as that of the aluminum on the same winter day as in (A)? Please explain your conclusion You do not have to do any calculations here. r12. You wish to make a cup of coffee with cream in a 0.250 kg mug (cmug = 900 J/kg°C) with 0.325 kg coffee (ccoffee = 4.18 × 10 J/kg°C) starting at 25.0°C and 0.010 kg cream (ccream = 3.80 × 10 J/kg°C) at 10.0°C. 3 3 You use a 50.0 W electric heater to bring the coffee, cream and mug to a final temperature of 90.0°C. How long must the coffee system be heated? Indicate clearly the assumptions you need to make. r13. A 75.0 kg patient is running a fever of 106°F and is given an alcohol rubdown to lower his body temperature. Take the specific heat of the human body to be Cbody = 3.48 × 10 J/kg°C, the heat of 3 evaporation of the rubbing alcohol to be Lv(alcohol) = 8.51 × 10 J/kg, and the density of the rubbing 5 alcohol to be 793 kg/m3. You may assume that all the heat removed from the fevered body goes into evaporating the alcohol, and that while the patient’s body is cooling, his metabolism adds no measurable heat. A. What quantity of heat must be removed from the body to lower its temperature to 99.0°F? B. What volume of rubbing alcohol is required? C. This is a qualitative question. Give an answer and explanation. Suppose you were told that the alcohol applied started at room temperature (. 70°F) and were given the specific heat for the alcohol. Thus, you now expect some of the body heat warming the alcohol to the temperature of the fever before evaporation occurs. How would this effect the result of the calculation in part (B)? r14. A 56.0 kg hypothermia victim is running a body temperature of 91.0°F. The victim is far away from any immediate medical treatment. Her friends decide to treat the hypothermia victim by placing the victim in a sleeping bag with one of her friends and use the heat from the friend to raise the victim’s body temperature. Take the specific heat of the human body to be Cbody = 3.48 × 10 J/kg°C. Assume that the sleeping bag acts 3 like a perfect calorimeter and also assume no heat is lost to or obtained from the sleeping bag. Finally, assume all the heat that warms the hypothermia victim comes from the basic metabolic heat produced by the body of the victim’s friend in the sleeping bag with her and that metabolism is rated at 2.00 × 106 cal/day, and that the victim’s metabolism is negligible. A. How much heat must be added to the victim’s body to get her temperature up to 98.0°F? B. How long must the victim remain in the sleeping bag with her friend to achieve this temperature change? C. This is a qualitative question. If the thermal characteristics of the sleeping bag are now taken into account, but still assuming no heat leaves or enters the sleeping bag, how will the answer to question (b) above be different? r15. A few years back a lawsuit was filed by a woman against McDonald’s because she scalded herself with a Styrofoam cup filled with coffee which she spilled on herself while driving. This question was spawned by that incredible legal action and represents a possible action taken by McDonald’s to insure cooler coffee. Suppose a typical cup of coffee sold by McDonald’s is basically 400 ml of hot water and when poured into the Styrofoam cup its temperature is 96.0°C. Take 1.00 ml to have a mass of 1.00 gm and = 4.19 kJ/kg°C. Neglect any heat lost to the cup and assume no heat is lost by the coffee to the environment. A. How much heat in joules must the coffee lose to bring its temperature to a drinkable 68.0°C? B. McDonald’s possible approach to lowering the temperature of the 96.0°C coffee to 68.0°C is to add a cube of ice initially at 0.0°C. (Take Lf = 334 kJ/kg.) What mass of ice has to be added to the coffee to reduce its initial temperature to the desired 68.0°C? r16. During this past Thanksgiving your instructor overdid it and consumed 3000 Cal of food and dessert. Remember 1.0 Cal = 4.19 x 10 J. For the questions below, as 3 sume no heat is lost to the environment. [Note: = 33.5 x 105 J/kg; = 4.19 x 103 J/kgoC] A. If all of this energy went into heating 65.0 kg water starting at 37.0oC (a mass approximately that of your instructor), what would be the final temperature of this water? B. Assume your instructor removes these overeating calories by running 10 kilometer races [note: 1.61 km = 1.00 mile]. Using the rule of thumb that 1 mile of jogging will require 100 Cal, what is the minimum number of races your instructor must run to consume the 3000 Cal in part A as exercise? C. The year before, your instructor was particularly gluttonous and consumed 5000 Cal. Assuming the same conditions of water mass (65.0 kg) and starting temperature (37.0oC) as in A, what is the final temperature of the water system, and if any water vaporizes to steam, how much? [Note: BP(H2O) = 100 C] o 17. Below is the position vs. time graph for the simple harmonic of a spring oscillation on a frictionless horizontal surface. Motion to the right is positive. 1. The earliest instant of time, including t0 = 0 at which the PEelastic is maximum. 2. The earliest instant of time at which the KE of the mass is a maximum and the mass is moving to the right. 3. The earliest instant of time at which the acceleration of the mass is maximum and positive. 4. The earliest instant of time at which the speed of the mass is zero. 18. A. A spring is attached to a post at the top of a 15.0° frictionless ramp. A 2.00 kg mass is attached to the spring and the mass is slowly allowed to stretch the spring to the equilibrium position of the mass-spring system, the spring stretches by 0.400 m See figure. The mass is now pulled an additional 10.0 cm and released. The mass-spring system executes simple harmonic motion. 1. What is the spring constant, k, of the spring. 2. What are the amplitude and period of oscillation of the mass-spring system? B. A solid, uniform cylinder is floating at the interface between water (Dwater = 1.00 × 103 kg/m ) and oil (Doil = 8.24 × 10 kg/m ) with 3/4 of the cylinder in the water region and 3 3 3 1/4 of the cylinder in the oil region. Assume the axis of the cylinder is perfectly vertical. See figure. 1. What is the density of the material out of which the cylinder is made? 2. Assume the upper surface of the oil region si open to the atmosphere (Datm = 1.01 × 10 N/m ) and the oil-water interface is 0.500 m below the 5 2 upper surface of the oil. Also assume the height of the cylinder is 10.0 cm. What is the gauge pressure on the bottom surface of the cylinder? Recall: Pgauge = P – PATM. 19. A. A mass m is attached to a spring and is oscillating on a frictionless horizontal surface (see figure). At the instant the mass is at an amplitude position a second identical mass is carefully placed on top of the original mass. The oscillating system is now the spring and the two identical masses. Relative to the original spring-single mass system, the new spring-2-mass system oscillates with a … In the spaces provided below, enter (I) for increased, (D) for decreased, or (R) remains unchanged, that best completes the above last sentence. 1. amplitude. 2. period. 3. frequency. 4. spring constant. 5. maximum speed. 6. mechanical energy. 7. maximum acceleration. B. Suppose you are asked about the absolute pressure at some depth h below the surface of a liquid. The top surface is exposed to the atmosphere on a sunny day in Salt Lake City. For each statement below in the spaces provided, enter I for increase, D for decrease, or R for remains the same, when accounting for what happens to the absolute pressure at the point you are observing. 1. More liquid is added so now the observation point is farther below the surface. 2. The fluid is now exchanged for a less dense fluid. The observation point is at same h. 3. The experiment is moved to New York City, which is at sea level, on a sunny day. 4. The fluid is now seen to be moving with some speed v past the observation point. 5. The observation point is moved closer to the surface of the liquid. 6. The air above the fluid is removed by a vacuum system. 7. The apparatus is moved to a laboratory on the surface of the moon. 20. A 3.00 kg mass is attached to a spring (k = 52.0 N/m) that is hanging vertically from a fixed support. The mass is moved to a position 0.800 m lower than the unstretched position of the end of the spring. The spring is then released and the mass-spring system executes SHM. Take the 0.800 m of the mass as the reference location for its gravitational PE. A. What is the equilibrium position of the mass-spring system? B. What is the amplitude of the SHM the mass-spring system executes? C. What is the period of the oscillation of this system? D. What is the total mechanical energy of the mass-spring system at the moment the mass is released? E. What are (i) the KE of the mass and (ii) the speed of the mass when the spring is at its equilibrium position? 21. A 38.0 kg block is moving back and forth on a frictionless horizontal surface between two springs. The spring on the right has a force constant kR = 2.50 × 10 N/m. When the block is between the two 3 springs its speed (v) is 1.82 m/s. See figure. A. If the block compresses the left spring to 5.62 cm beyond its uncompressed length, determine the value of kL. B. What is the maximum compression of the right spring when the mass interacts with it? C. What is the total time the spring on the right is compressed during a single event? 22. Two identical containers are connected at the bottom via a tube of negligible volume and a valve which is closed. Both containers are filled initially to the same height of 1.00 m, one with chloroform (DC = 1530 kg/m ) in the left chamber and the other 3 with mercury in the right chamber (DHg = 1.36 × 10 kg/m ). 4 3 Sitting on top of each identical circular container is a massless plate that can slide up or down without friction and without allowing any fluid to leak past. The radius of the circular plate is 12.0 cm. The valve is now opened. A. What volume of mercury drains into the chloroform container? (Note: Vcyl = Br h) 2 B. What mass must be placed on the plate on the chloroform side to force all the mercury, but none of the chloroform, back to the mercury chamber? 23. A 12.0 kg mass M is attached to a cord that is wrapped around a wheel in the shape of a uniform disk of radius r = 12.0 cm and mass m = 10.0 kg. The block starts from rest and accelerates down the frictionless incline with constant acceleration. Assume the disk axle is frictionless. Note: Idisk = 1/2 mr . 2 A. Use energy methods to find the velocity of the block after it has moved 2.00 m down the incline. B. What is the constant acceleration of the block and the angular acceleration of the wheel? C. How many revolutions does the wheel turn for the distance the block travels in (A)? D. If the uniform disk were replaced by a uniform sphere with the same r and m of the disk, would the acceleration of the block attached to the sphere be larger, smaller, or the same as that for the block attached to the disk? Note: Isphere = 2/5 mr . 2 24. A pulley is in the shape of a uniform disk of mass m = 5.00 kg and radius r = 6.40 cm. The pulley can rotate without friction about an axis through the center of mass. A massless cord is wrapped around the pulley and connected to a 1.80 kg mass. The 1.80 kg mass is released from rest and falls 1.50 m. See figure. Note: Idisk = 1/2 mr . 2 A. Use energy methods to determine the speed of the block after falling 1.50 m. B. What is the constant acceleration of the block and the angular acceleration of the wheel? C. How many revolutions does the pulley disk turn for the distance the block travels in (A)? D Suppose the disk were replaced by a uniform sphere with the same r and m of the disk. Would the acceleration of the block attached to the sphere be larger, smaller, or the same as that for the block attached to the the disk? Note: Isphere 2/5 mr . 2 26. A 700.0 N fisherman is walking toward the edge of a 200 N plank as shown. He has placed a can of worms weighing 75.0 N on the left side of the plank as indicated in the drawing. The plank is the horizontal section in the drawing. A. Identify all the forces the plank feels before it begins to tip. Draw a free body diagram. B. As the fisherman nears the point on the plank where it begins to tip, how do the upward forces the supports exert on the plank change. C. How far a distance, as measured from the center of the right support, can he walk before the plank begins to tip? 26. A 75.0 kg sign hangs from a 4.80 m uniform horizontal rod whose mass is 120 kg. The rod is supported by a cable that makes an angle of 53° with the rod. he sign hangs 3.60 m out along the rod. A. What is the tension in the cable? B. What are the forces PPv and PPH exerted by the wall on the left end of the rod? 27. A 1.00 × 104 N great white shark is hanging by a cable attached to a 4.00 m massless rod that can pivot at its base. See figure. A. Determine the tension in the cable supporting the upper end of the rod. See figure. B. Determine the force (a vector quantity) exerted on the base of the rod. Suggestion: Find this force by first evaluating the separate components of the force. See figure. 28. A 6.00 m uniform beam extends horizontally from a hinge fixed on a wall on the left. A cable is attached to the right end of the beam. The cable makes an angle of 30.0° with respect to the horizontal and the right end of the cable is fixed to a wall on the right. At the right end of the cable hangs a 140.0 kg mass. The mass of the beam is 240.0 kg. See figure. A. Find the tension in the cable. B. Find the vertical and horizontal forces the hinge exerts on the left end of the beam. 29 A. The blades of a “Cuisinart” blender when run at the “mix” level, start from rest and reach 2.00 × 103 rpm (revolutions per minute) in 1.60 s. The edges of the blades are 3.10 cm from the center of the circle about which they rotate. 1. What is the angular acceleration of the blades in rad/s2 while they are accelerating? 2. Through how many rotations did the blades travel in that 1.60 s? 3. If the blades have a moment of inertia of 5.00 × 10-5 kg m2, what net torque did the blades feel while accelerating? B. A 7.50 × 10 N 4 shipping crate is hanging by a cable attached to a uniform 1.20 × 104 N steel beam that can pivot at its base. A second cable supports the beam and is attached to a wall. See figure. 1. Determine the tension T in the upper cable. 2. Determine the magnitude of the force exerted on the beam at its base. See drawing. 30. The drawing shows a uniform ladder of length L and weight 220 N. The ladder is sitting at an angle of 30° above the horizontal resting on the corner of a concrete wall at a point that is one-fourth of the way from the end of the ladder. A 640 N construction worker is standing on the ladder one-third of the way up from the end of the ladder which is resting on the ground. Assume the corner of the wall on which the ladder rests exerts only a normal force on the ladder at the point where there is contact. A. What is the magnitude of the normal force the wall exerts on the ladder? B. Find the magnitude of both the normal force the ground exerts on the left end of the ladder and the static frictional force the ground exerts on the left end of the ladder. 31. A. A solid, right circular cylinder (radius = 0.150 m, height = 0.120 m) has a mass m. The cylinder is floating in a tank in the interface between two liquids that do not mix: water on the bottom and oil above. One-third of the cylinder is in the oil layer (Doil = 725 kg/m ) 3 and two-thirds in the water layer (Dwater = 1.00 × 10 kg/m ). See 3 3 drawing. Note: V(circular cylinder) = B r2 h. 1. Find the mass of the cylinder. 2. With the cylinder present, take the thickness of the oil layer to be 0.200 m and the thickness of the water layer to be 0.300 m. What is the gauge pressure at the bottom of the tank? Assume the top of the oil layer is exposed to the atmosphere. B. A block rests on a frictionless horizontal surface and is attached to a spring. When set into simple harmonic motion, the block oscillates back and forth with an angular frequency of T = 7.52 rad/s. The drawing indicates the position of the block when the spring is unstretched. That position is labeled “x = 0 m” in the drawing. The drawing also shows a small bottle whose left edge is located at Xb = 0.0900 m. The block is now pulled to the right, stretching the spring by Xs = 0.0343 m, and is then thrown to the left, i.e., given an initial push to the left. In order for the block to knock over the bottle when it is moving to the right, it must be “thrown” with an initial speed to the left v0. Ignoring the width of the block, what is the minimum value of v0? 32. B. Three objects, a disk (ICM = ½ MR ), a hoop (ICM = MR ), and a hollow ball (ICM = b MR ) all have 2 2 2 the same mass and radius. Each is subject to the same uniform tangential force that causes the object, starting from rest, to rotate with increasing angular speed about an axis through the center of mass for each object. In the case of the hollow ball the tangential force has a moment arm equal to the radius of the ball. In the space below, enter D for disk, H for hoop, and/or B for hollow ball, or same to best answer the question. 1. The object with the largest moment of inertia about the axis through the CM. 2. The object experiencing the greatest net torque. 3. The object with the greatest angular acceleration during the period the force is acting. 4. The object rotating with the smallest angular speed assuming the force has been acting for the same length of time on each object. 33. A. A uniform disk (D), hoop (H), and sphere (S), all with the same mass and radius, can freely rotate about an axis through the center of mass (CM) of each. A massless string is wrapped around each item. The string is used to apply a constant and equal tangential force to each object. See figure. For the statements below, enter D, H, S, none or the same. Assume all objects start from rest at the same instant. 1. The one with the smallest moment of inertia about the shown axis. 2. The object experiencing the largest net torque. 3. The object undergoing the smallest angular acceleration. 4. The object with the largest angular speed after an elapsed time of 5.0 s. 5. The object for which the largest amount of string has unraveled in 5.0 s. 6. The object with the smallest KErot after 5.0 s. 7. The object that undergoes the most rotations in 5.0 s. B. A spherical object is completely immersed in a liquid of density Dliq some distance above the bottom of the vessel. See figure. The upper surface is initially open to the earth’s atmosphere at sea level. Assume the liquid and object are both incompressible. For the items below, indicate whether the object sinks to the bottom (B), rises to the surface (T), or does nothing (N). 1. The vessel is brought to Salt Lake City. 2. Salt is dissolved in the liquid in the same way fresh water is turned into salt water. 3. The top 50 cm3 of the liquid is removed from the vessel. 4. The entire apparatus is transported to the surface of the moon. 5. The volume of the spherical object is increased by heating it without heating the liquid. 6. The spherical object is moved 10 cm farther down in the vessel and released. 7. A mass is placed on the top surface of the liquid in the vessel increasing the pressure at the surface. No fluid leaks. 34. A 2.20 × 103 N uniform beam is attached to an overhead beam as shown in the drawing. A 3.60 × 103 N trunk hangs from an attachment to the beam two-thirds of the way down from the upper connection of the beam to the overhead support. A cable is tied to the lower end of the beam and is also attached to the wall on the right. A. What is the tension in the cable connecting the lower end of the beam to the wall? B. What are magnitude of the vertical and horizontal components of the force the overhead beam exerts on the upper end of the beam at P? 35. A. A 12.0 kg block moves back and forth on a frictionless horizontal surface between two springs. The spring on the right has a force constant k = 825 N/m. When the block arrives at the spring on the right, it compresses that spring 0.180 m from its unstretched position. 1. What is the total mechanical energy of the block and two spring system? 2. With what speed does the block travel between the two springs while not in contact with either spring? 3. Suppose the block, after arriving at the left spring, remains in contact with that spring for a total time of 0.650 s, before separating on its way to the right spring? Using the connection between this 0.650 s and the period of oscillation between the block and the left spring, determine the spring constant of the left spring. B. A turkey baster (see figure) consists of a squeeze bulb attached to a plastic tube. When the bulb is squeezed and released, with the open end of the tube under the surface of the turkey gravy, the gravy rises in the tube to a distance h, as shown in the drawing. It can then be squirted over the turkey. Using Patm = 1.013 × 105 N/m2 for atmospheric pressure and 1.10 × 103 kg/m3 for the density of the gravy, determine the absolute pressure of the air in the bulb with the distance h = 0.160 m. Give answer to three significant digits. 36. A. The pictures below depict three glass vessels, each filled with a liquid. The liquids each have different densities, and DA > DB > DC. In vessel C an unknown block is neutrally buoyant halfway to the bottom and completely submerged. A, B, and/or C, or none are all possible answers. 1. _______ In which vessel(s) would the block sink all the way to the bottom? 2. _______ In which vessel(s) would the largest volume of the block be exposed above the surface of the liquid? 3. _______ In which vessel(s) would the buoyant forces on the block be the same? B. A swinging pendulum (A) and a mass-spring system (B) are built to have identical periods. For the statements below enter either A, B, U (unchanged) to best fit which oscillating system would have the larger period as a result of the change. 1. _______ The mass of the mass-spring system is increased. 2. _______ The mass of the swinging pendulum is increased without altering the location of its center of mass. 3. _______ The spring constant of the mass-spring system is increased. 4. _______ The length of the swinging pendulum system is increased. 5. _______ Both systems are taken to the moon and set oscillating. C. A block of mass m moves back and forth on a frictionless surface between two springs. See drawing. Assume kL > kR. For the statements below enter L for the left spring, R for the right spring, or same as the case may be. 1. _______ The spring that has the maximum compression when m is momentarily at rest. 2. _______ The spring that stores the larger elastic potential energy when maximally compressed. 3. _______ The spring that momentarily stops the block in the least time once the block arrives at the spring. 37. A uniform beam extending at right angles from a wall is used to display an advertising sign for an eatery. The beam is 2.50 m long an weighs 80.0 N. The sign, whose dimensions are 1.00 m by 0.800 m, is uniform, and weighs 200. N, hangs from the beam as shown in the drawing. A cable, attached to the wall of the eatery at a point on the beam where the inside end of the sign is attached to the beam and making an angle of 60.0° with the beam, supports this advertising structure. A. What is the magnitude of the tension in the cable supporting the beam? B. What are the magnitudes of the horizontal and vertical forces the wall exerts on the left end of the beam? 38. A. Examine the picture shown to the right. Initially, before the pump is turned on, the two masses (m1 = 1.00 kg, m2 = 2.75 kg) are held in place. the pressures above and below m1 are Patm = 1.01 × 10 N/m and 5 2 the spring is in its unstretched position. The pump is turned on and the masses are allowed to move. The mass m1 moves without friction inside a cylindrical piston of radius r = 3.85 cm. Once equilibrium is established, by what distance has the spring stretched? Take k = 2.00 × 103 N/m for the spring constant. B. A solid cylinder (radius 0.125 m and height 0.150 m) has a mass of 6.50 kg. The cylinder is floating in water. Oil (Doil = 725 kg/m ) is poured on top of the water until 3 the situation shown in the drawing results. How much of the height (in meters) of the cylinder remains in the water layer?
Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines: Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL. Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester. Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins. Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).
The objectification of women has been a very controversial topic … Read More...
EGR 3323 HW2 1) For points P(1, -2, 1) , Q(0, -2, 5) and R(4, -6, 7) , a) Find the vector v from point P to point Q? b) Find the vector k from R to P? c) Calculate the dot product of v and k. d) Calculate the cross product of v and k. e) The projection of v on k. f) The angle between v and k. For question 1, Write a MATLAB program to verify your answers. Submit the output displayed.(Use matlab functions such as dot, cross, norm, acos) 2) Solar panels have to be installed carefully so that the tilt of the roof and direction to the sun rays should maximize the power absorbed from the sun. P2 P1 P3 P4 Here are the coordinates of the corners of the roof at the picture P1(8,6,4) , P2(8,10,4), P3(6,8,8) and P4(6,4,8). Determine the following for this roof. a) What are the edge vectors that define the roof surface? Write them in component form. b) What is the unit vector (p) perpendicular to these edge vectors of the roof surface? c) If the flow of solar energy is in s=[4 -3 2] direction with magnitude of 1000 watts/meter2, calculate the dot product of E=1000us and p. (where us is the unit vector of s). d) Calculate the angle between s and p. What do you say about this angle for maximum solar energy? 3) Find the unit vector perpendicular to the plane -3x + 7y – 2z = 8. 4) A wheel is rotating about x-axis with angular speed w=20sec-1 (you can take this quantity as it is, no need to transform to rads/sec, the units for this angular speed is revolutions/secs) The rotation is clockwise if one sits at the origin and looks at this wheel in the positive x direction. Find the velocity and speed at point [4 3 0]. Make a sketch. 5) Two forces of equal magnitude are applied to the wrench. If a moment of 50N-m is required to loosen the nut and determine the Force vectors.
MSE201 Take-home, due 9/10 (1 point each) 1. Materials are characterized by: a. Macroscopic properties b. Microstructure c. Atomic level composition d. All of the above 2. Atoms are: a. Discrete units of matter b. An abstract concept c. Found in fractional units d. Lattice points 3. A typical atomic radii is roughly: a. 1 centimeter b. 1 nanometer c. 1 picometer d. 1 angstrom 4. Cubic crystal lattices have: a. Equal edge lengths b. 90° angles between edges c. Both a. & b. d. Atoms at each corner 5. Body centered cubic metals have: a. Close packed directions b. Close packed planes c. Both a. & b. d. Neither a. or b. 6. Face centered cubic metals have: a. Close packed directions b. Close packed planes c. Both a. & b. d. Neither a. or b. 7. A crystal lattice is an: a. Idealized representation of sites in a real crystal b. Exact crystal representation c. Both a. & b. d. Neither a. or b. 8. Defects in a real crystal are: a. At lattice sites b. Within interstices c. Improve properties d. Decrease properties (1 point each element) 9. Au and W have a density of 19.3 g/cc. Au 197 g/mol with a FCC structure, while W is BCC an a mass of 183.9 g/mol. a. What is a, the lattice parameter for each metal? b. Using a hard sphere approximation, what is the ratio of the gold and tungsten diameters? 10. The close packed plane of the HCP structure is the top surface, or basal plane, of the unit cell. a. Using a typical atomic radii, what is the areal atomic density of this plane? b. Is the face of the FCC structure close packed? c. Repeat 10.a. on an FCC face. d. Where is the close packed plane in the FCC structure? 11. Consider BCC, FCC and HCP structures. a. For each structure, what is the coordination number of each atom? b. Using Appendix 1 in your text, what is the general structural preference of the alkali and alkali earth metals? c. As we discussed, mixed bonding types (covalent, ionic, metallic) are possible. If pure metallic bonding favors a maximum coordination number, describe and justify plausible bonding type preferences of alkali and alkali earth metals. 12. Edge and screw dislocations are interrelated and have been discussed. a. Draw the 2-dimensional picture of an edge dislocation in diamond. b. Draw the path that allows you to determine the length of the Burger’s vector. c. How long is this vector? (diamond lattice parameter = 3.57 angstroms) MSE201 Take-home Crystal structures chemed.chem.purdue.edu commons.wikimedia.org commons.wikimedia.org
firstname.lastname@example.org MSE201 Take-home, due 9/10 (1 point each) 1. Materials … Read More...
Name: Lab Time: BIO 218 Experiment Paper Rubric (20 points) General Formatting: (2 pts.) • Margins should be 1 inch top, bottom, left, and right. • Font should be 12 point Times New Roman or similar font. • Double-spaced. • Pages numbered. Title page is unnumbered. Next page is numbered at the bottom right corner with a 2 followed by pages 3, 4, and 5. • All sections must be included: Abstract, Introduction, Methods, Results, Discussion, and Literature Cited. • At least 3 pages (double spaced) but no more than five pages long. • All scientific names should be formatted correctly by italicizing and capitalizing the genus name and having the species name in lowercase (Bufo americanus). • Title page should have a specific title, student name, course, lab section time, and date. Project elements (18 pts. Total) • Abstract (2 points) o Summarize most important points using past tense. Use present tense to suggest a general conclusion which supports or refutes the hypothesis. • Introduction (3 points) o General background on topic and species (state scientific name!) o Discuss the possible tests of the hypothesis. o Reads from general to specific. o States hypothesis/hypotheses to be addressed. May discuss null and all alternative hypotheses. • Methods (2 points) o Reports how experiment was conducted and all materials used. Use enough detail so others could repeat the study. o Discuss the type(s) of data collected. o Discuss how data was to be analyzed/compared/used to test hypothesis. • Results (3 points) o Reports what happened in the experiment. o If comparisons made, discuss how they were made. o Report statistical and other data. Use “significant” only for statistical significance. o NO interpretation of data (no data analysis). o At least one original figure present and formatted correctly. Figures such as pictures and graphs are numbered and have captions underneath. o At least one table present and formatted correctly. Tables such as charts are numbered and have captions above them. • Discussion: (3 points) o Discusses the results of the experiment and ties in how the results fit with the literature. o Use past tense to discuss your results and shift to present tense to discuss previously published information. o States how results supported or refuted the original hypothesis. Hypotheses are never proven! o Ties in results with big picture within topic of biology. • Literature Cited: (2 points: .5 per citation) o At least 2 peer-reviewed journal articles (provided) + 2 peer-reviewed journal articles (found on your own). o References used in text properly. o References all listed in this section are alphabetized by author’s last name and formatted correctly. o All references listed in the Literature Cited section are cited in text. Writing Elements (3 pts.) • Grammar or spelling is error-free and excellent print quality. (1 pt) • Writing is clear and flows logically throughout paper. (1 pt) • Appropriate content in each section? (1 pt) Additional Comments: