A member of the “Blues” gang was rushed into an emergency room after receiving a knife wound in the left side of his thorax. The diagnosis was pneumothorax and a collapsed lung. Explain exactly (a) why the lung collapsed, and (b) why only one lung (not both) collapsed.
Ans: a.)The lung penetrated by the knife collapsed because the … Read More...
Team Project Specification – “Outsmart the Computer” Due: 11:59 P.M. Tuesday, April 25, 2017 The project is to design and write a C++17/FLTK computer game program with a graphical user interface. The object of the game is to keep the computer from guessing the player’s next choice of two possible values. We will call the choices “heads” and “tails” below, but you are free to use maroon/white, on/off, up/down, 0/1, etc. instead. The player starts by making a certain number of choices, attempting to be as random as possible, which the computer observes. Then for each of the following choices the computer guesses in advance, and then compares its guess to the next choice. For difficulty level 1 (see below) there are 32 choices in the observation phase and 32 choices in the guessing phase. The player earns 10 points for each choice the computer guessed wrong, so for difficulty level 1 the maximum score is 320. The program must: 1. Start with an attractive splash screen showing (at least) the name of the game, the team number, and the team members’ names. Feel free to add team members’ pictures, play music, etc. Have a START button which then explains how to play the game. 2. Ask for a difficulty level from 1 to 5; this determines the number of rounds to play, 32/64/128/256/512 respectively. Display the top 5 scores for that difficulty level (read in from the disk; the top scores file starts out empty). 3. Ask for the player’s initials and display them with a blank score below the top 5 scores. 4. Instruct the player to make that many choices, attempting to be as random as possible, and show how many choices remain. For example, for difficulty level 1 the setup screen might say “You have 32 choices to go; click Heads or Tails.” Remember to redraw the screen each time you change a graphical object! 5. After that, for each of the next 32 player choices (for difficulty level 1), the computer first makes a secret guess based on the percentage of heads for the most recent 32 choices. For example, if the program calculates that 75% of the most recent 32 choices were heads, then 75% of the time it will guess that the next choice will be heads and 25% of the time it will guess that the next choice will be tails. When the computer has made its secret guess, tell the player to choose and then have the computer say something like “I guessed right—no points for you!” or “You outsmarted me—10 points for you!” 6. When all the guessing rounds are done, add the player’s score and initials to the scores list, sort the list of 6 scores, and write the top 5 out to disk with initials. Then the next time the game is played, that file will be read in and displayed in step 2 above. Ask the player if they want to play another game or quit. EXTRA ITEMS • Add a countdown timer to limit the player to 5 seconds per move. If time expires then say “Time’s up! No points! Next move?” Display a digital clock with the time remaining. Hint: Check the online FLTK documentation for Fl::add_timeout. Note: A timeout just reduces the number of remaining choices in this guessing round (thereby reducing the maximum player score). • Visually display the per cent of the times the computer has guessed correctly so far in this game. • Modify the game to have three choices, e.g., red/white/blue, 1/2/3, etc. ________________________________________________________________________ This is a team project, with three or four students on a team. The instructor will assign the teams. (Note: If there are any problems with your team assignment, please talk to your TA promptly.) Divide up the code, with each student on a team of 3 doing two of the six items on page 1. If you have a fourth team member, that person must do one of the extra items. A team of 3 will receive 5 points extra credit for doing one “Extra Item” or 10 points for doing two. A team of 4 will receive 5 points extra credit for doing a second “Extra Item.” You must use at least two C++11 or C++14 or C++17 features, such as auto and range-based for. (See the reference pages on http://cplusplus.com/ to see if a feature is C++11 or C++14 or C++17.) You must write at least two classes of your own, with separate header and implementation files. Follow good style, and limit each function to no more than 24 lines (one terminal window). Each team member is expected to have a rough idea of how all the code works, and should be able to explain in detail how their own part of the code works. Choose a clever name for your team (but keep it clean ). Be creative in deciding how to meet these specifications in an attractive and user-friendly way, but get the basic functionality working before you try to make it too fancy, or you may run out of time! All user input and output must be through the GUI, not the console window. However, you may use the console window for printing debugging messages for the developers (your team). Your program should compile and run without change on the Visual C++ 2015 environment in the lab or build.tamu.edu with g++ -std=c++17 and X windows. Your program must be submitted both to CSNET and also on a CD or DVD. The project report (described below) should be submitted on paper to your TA, along with your CD or DVD. You only need to submit one report and CD or DVD and CSNET file per team. Write a report according to the outline below. All team members will receive the same project grade, unless some team member does not do his/her part (see report outline below). Important! You must demonstrate your project to your TA or it will not be graded! Note about teamwork: Immediately exchange contact information with your teammates and schedule times to meet and work on the project. If your teammates are in the same lab section, you have the two hours per week during lab, but in any case you need to schedule meeting times outside of lab. As meeting scheduling can be difficult, use this lab time wisely! Attendance will be taken during lab, so that complaints of “We could never find a time to meet” will not be taken seriously. REPORT OUTLINE The project report must be printed on a laser printer. The report should include the following sections: 1. Team information (team name, members’ names, who did what, did each member do a fair share of the work) 2. Statement of the problem, significance, etc. 3. Restrictions and limitations 4. Explanation of your approach (analysis to choose a strategy for programming the project, how you coded it, etc.) 5. Sample run (screen shots) 6. Results and analysis 7. Conclusions – What did you show? What did you learn? 8. Future research (how your program could be improved or extended) 9. Instructions on how to run your program 10. Listing of the COMMENTED program 11. Bibliography – references used, if any
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Problem 1: In class we watched a video involving a motor cycle and a playground merry-go-round (https://www.youtube.com/watch?v=btxMd5mbPeM). We will consider the two people on the merry-go-round to be 85 kg point masses located at the edge of a 200 kg solid disk with a radius of 1.5m. a) Calculate the moment of inertia for the system of two 85 kg point masses at 1.5 m and a 200 kg solid disk of radius 1.5m b) After 6 seconds of the motorcycle applying a force at the radius of the merry-go-round, the system rotates at 1 revolution per second. Calculate the average force applied by the motorcycle on the system during the six second interval. Hint: Given a time interval and impulse, which is a change in momentum, average forces and torques can be calculated. c) Once the unfortunate person is released (without putting a net torque on the remaining parts of the system), they leave with linear momentum that is tangent to the merry-go-round – thus leaving with angular momentum. Does the remaining person/merry-go-round rotational velocity speed up, slow down or remain the same?
1 Lab Assignment Q1) The PIC16F1937 Memory Banks i) The Special Function Registers within the PIC16F1937 microcontroller are held within a number of memory banks. How many memory banks are there within the PIC16F1937 microcontroller? ii) Explain two methods to show how a special function register within a particular memory bank can be selected. Q1) The TRIS Registers The PIC16F61937 microcontroller has five TRIS registers, TRISA, TRISB, TRISC, TRISD, and TRISE situated in bank 1 in the special function register memory map. i) What is the function of the TRIS registers? ii) How can the TRIS registers in bank 1 be accessed? Write a short program to configure PORTA of the microcontroller as inputs and PORTB of the microcontroller as outputs. For the remaining exercises assume that PORTA is connected to switches and PORTB is connected to LEDs in common cathode configuration (i.e. output a 1 to illuminate). Q2) Key Press Accumulator It is required to produce a system incorporating a microcontroller that keeps count (in binary) of the number of times that a key has been pressed. The key is connected to bit RA0 of PORTA and when pressed should increment the binary value displayed on LEDs connected to PORTB. Write a program to meet the above specification, simulate the program to ensure correct operation, program a microcontroller and test. (Marks allocated for correct program demonstration). 2 Q3) Software Delays The PIC16F1937 assembly language program listed below is a software time delay incorporating two nested loops. value1 equ 0x20 value2 equ 0x21 org 0x00 delay movlw .65 movwf value1 outer movlw .255 movwf value2 inner decfsz value2 goto inner decfsz value1 goto outer wait goto wait By incorporating breakpoints and using the stopwatch determine the amount of time elapsed in the software delay assuming the microcontroller is operating from a 4 MHz crystal oscillator. Compare the value obtained above with that obtained by calculation. Are the time values equal? Q4) Travelling LED program It is required to produce a system incorporating a PIC16F1937 to produce the following sequence on LEDs (travelling LED). And repeat The LEDs are connected to PORTB and the sequence should only start after the key connected to RA0 has been asserted. Should key RA1 be pressed then all of the LEDs should be switched off. The sequence can be set off again by reasserting key RA0. Incorporate a 100ms delay between changes of state of the sequence. Write a program to carry out the above specification, simulate, program a microcontroller and test. (Marks allocated for correct program demonstration). 3 Lab Assignment Checklist Marks allocation: Q1) The PIC16F1937 memory banks Qi) 2% Qii) 2% Q1) TRIS Registers Qi) 2% Qii) 2% Configuration program 4% Q2) Key Press Accumulator Program Flowchart 8% Program 20% Explanation 5% Demonstration 5% Q3) Software Delays By stopwatch 6% By calculation 6% Q4) Travelling LED program Flowchart 8% Program 20% Explanation 5% Demonstration 5% TOTAL 100%
PHY-102: Energy and Circular Motion Exercises Complete the following exercises. 1. A rifle with a longer barrel can fire bullets with a larger velocity than a rifle with a shorter barrel. a. Explain this using the impulse-momentum theorem. b. Explain this using the work-energy theorem 2. Use physics terms to explain the benefits of crumple zones in modern cars. 3. When a gun is fired at the shooting range, the gun recoils (moves backward). Explain this using the law of conservation of momentum. 4. Rank the following in terms of increasing inertia: A. A 10,000 kg train car at rest B. A 100 kg person running at 5 m/s C. A 1200 kg car going 15 m/s D. A 15 kg meteor going at a speed of 1000 m/s 5. Rank the following in terms of increasing momentum: A. A 10,000 kg train car at rest B. A 100 kg person running at 5 m/s C. A 1200 kg car going 15 m/s D. A 15 kg meteor going at a speed of 1000 m/s 6. Rank the following in terms of increasing kinetic energy: A. A 1200 kg car going 15 m/s B. A 10,000 kg train car at rest C. A 15 kg meteor going at a speed of 1000 m/s D. A 100 kg person running at 5 m/s 7. Ben (55 kg) is standing on very slippery ice when Junior (25 kg) bumps into him. Junior was moving at a speed of 8 m/s before the collision and Ben and Junior embrace after the collision. Find the speed of Ben and Junior as they move across the ice after the collision. Give the answer in m/s. Describe the work you did to get the answer. 8. Identical marbles are released from the same height on each of the following four frictionless ramps. Compare the speed of the marbles at the end of each ramp. Explain your reasoning. 9. A force of only 150 N can lift a 600 N sack of flour to a height of 0.50 m when using a lever as shown in the diagram below. a. Find the work done on the sack of flour (in J). b. Find the distance you must push with the 150 N force on the left side (in m). c. Briefly explain the benefit of using a lever to lift a heavy object. 10. Rank the following in terms of increasing power. A. Doing 100 J of work in 10 seconds. B. Doing 100 J of work in 5 seconds. C. Doing 200 J of work in 5 seconds. D. Doing 400 J of work in 30 seconds. 11. A student lifts a 25 kg mass a vertical distance of 1.6 m in a time of 2.0 seconds. a. Find the force needed to lift the mass (in N). b. Find the work done by the student (in J). c. Find the power exerted by the student (in W). 12. A satellite is put into an orbit at a distance from the center of the Earth equal to twice the distance from the center of the Earth to the surface. If the satellite had a weight at the surface of 4000 N, what is the force of gravity (weight) of the satellite when it is in its orbit? Give your answer in newtons, N. 13. Consider a satellite in a circular orbit around the Earth. a. Why is it important to give a satellite a horizontal speed when placing it in orbit? b. What will happen if the horizontal speed is too small? c. What will happen if the horizontal speed is too large? 14. If you drop an object from a distance of 1 meter above the ground, where would it fall to the ground in the shortest time: Atop Mt. Everest or in New York? 15. Why do the astronauts aboard the space station appear to be weightless? 16. Why do the passengers on a high-flying airplane not appear weightless, similar to the astronauts on the space station? 17. A ranger needs to capture a monkey hanging on a tree branch. The ranger aims his dart gun directly at the monkey and fires the tranquilizer dart. However, the monkey lets go of the branch at exactly the same time as the ranger fires the dart. Will the monkey get hit or will it avoid the dart? The remaining questions are multiple-choice questions: 18. Compared to its weight on Earth, a 5 kg object on the moon will weigh A. the same amount. B. less. C. more. 19. Compared to its mass on Earth, a 5 kg object on the moon will have A. the same mass. B. less mass. C. more mass. 20. The reason padded dashboards are used in cars is that they A. look nice and feel good. B. decrease the impulse in a collision. C. increase the force of impact in a collision. D. decrease the momentum of a collision. E. increase the time of impact in a collision. 21. Suppose you are standing on a frozen lake where there is no friction between your feet and the ice. What can you do to get off the lake? A. Bend over touching the ice in front of you and then bring you feet to your hands. B. Walk very slowly on tiptoe. C. Get on your hands and knees and crawl off the ice. D. Throw something in the direction opposite to the way you want to go. 22. A car travels in a circle with constant speed. Which of the following is true? A. The net force on the car is zero because the car is not accelerating. B. The net force on the car is directed forward, in the direction of travel. C. The net force on the car is directed inward, toward the center of the curve. D. The net force on the car is directed outward, away from the center of the curve. 23. A job is done slowly, and an identical job is done quickly. Which of the following is true? a. They require the same amount of force, but different amounts of work. b. They require the same amount of work, but different amounts of power. c. They require the same amounts of power, but different amounts of work. d. They require the same amounts of work, but different amounts of energy. 24. How many joules of work are done on a box when a force of 60 N pushes it 5 m in 3 seconds? a. 300 J b. 12 J c. 100 J d. 36 J e. 4 J 25. A 1 kg cart moving with a speed of 3 m/s collides with a 2 kg cart at rest. If the carts stick together after the collision, with what speed will they move after the collision? a. 3 m/s b. 1.5 m/s c. 1 m/s d. 2 m/s
Q1: A small town has two banks A and B. It is estimated that 45% of the potential customers do business only with bank A, 30% only with bank B, and 15% with both banks A and B. The remaining 10% of the customers do business with none of the banks. If E1(E2) denotes the event of a randomly selected customer doing business with bank A(B), find the following probabilities: P(E1), P(E2), P(E1∩E2),P(Ē1Ē2) and P(Ē1UE2) Q2: The inspection of a batch of laminated composite beams produced in a company for defects yielded the following data: No. of defects Proportion of Beams with defects inside Proportion of Beams with defects on surface Total 0 0.4 0.15 0.55 1 0.1 0.05 0.15 2 0.07 0.03 0.1 3 0.06 0.02 0.08 4 0.02 0.03 0.05 5 or more 0.03 0.04 0.07 Total 0.68 0.32 1.0 Determine the probability that the beam has a defect on the surface or it has 4 or more defects. Q3. A batch of 1000 piston rings manufactured in an engine manufacturing facility contains 40% defective. Two piston rings are randomly selected from the batch, one at a time, without replacement. If Ei denotes the event that the i th piston ring selected is defective (i=1, 2), determine the values, P(E1) and P(E2). Q4. An automobile transmission can fail due to three types of problems i.e. gear failure, bearing failure, or shaft failure, wit probabilities 0.3, 0.5 an 0.2 respectively. The probability of transmission failure given a gear failure is 0.5, given a bearing failure is 0.5 and given a shaft failure is 0.6. If a transmission fails, what is the most likely cause? Q5. In the manufacture of a fiber-reinforced laminated composite material, the following probabilities can be associated with the failure of the components made out of this material: Prob. Of failure of components Level of defect in material 0.2 High 0.05 Medium 0.01 Low In a batch of composite material manufactured, 10% of material is found to have High defects, 30% to Medium level defects and 60% to Low level of defects. For a component using this batch of material, indicate the various events associated with the failure of component as a Tree diagram. Also, determine the probability that the component fails.
You will receive no credit for items you complete after the assignment is due. Grading Policy Exercise 1.7 Part A How many years older will you be 1.50 billion seconds from now? (Assume a 365-day year.) ANSWER: Correct Exercise 1.13 Part A Figure 1.7 in the textbook shows the result of unacceptable error in the stopping position of a train. If a train travels 887 from Berlin to Paris and then overshoots the end of the track by 15 , what is the percentage error in the total distance covered? Express your answer using two significant figures. ANSWER: All attempts used; correct answer displayed Part B Is it correct to write the total distance covered by the train as 887015 m? ANSWER: Correct Part C 47.6 years 1.7×10−3 Yes, it’s correct. No, it’s incorrect. Week 1 https://session.masteringphysics.com/myct/assignmentPrintView?assignme… 1 of 8 3/23/2015 11:14 AM Explain. ANSWER: Submitted, grade pending Exercise 1.29 A spelunker is surveying a cave. She follows a passage 180 straight west, then 290 in a direction 45 east of south, and then 280 at 30 east of north. After a fourth unmeasured displacement, she finds herself back where she started. Part A Use a scale drawing to determine the magnitude of the fourth displacement. Express your answer using two significant figures. ANSWER: Correct Part B Determine the direction of the fourth displacement. Express your answer using two significant figures. ANSWER: All attempts used; correct answer displayed Exercise 1.30 Let the angle be the angle that the vector makes with the +x-axis, measured counterclockwise from that axis. Find the angle for a vector that has the following components. Part A 3716 Character(s) remaining it is not correct becuase the train covered 8870km the 15m it is diffents in unites 170 13 South of West Week 1 https://session.masteringphysics.com/myct/assignmentPrintView?assignme… 2 of 8 3/23/2015 11:14 AM 2.10 , -2.80 ANSWER: Correct Part B 3.60 , 1.80 ANSWER: Correct Part C -3.20 , 3.30 ANSWER: Correct Part D -5.00 , -3.80 ANSWER: Correct Exercise 1.32 Vector is in the direction 43.0 clockwise from the – -axis. The -component of is = -20.0 . Part A What is the -component of ? 307 26.6 134 217 Week 1 https://session.masteringphysics.com/myct/assignmentPrintView?assignme… 3 of 8 3/23/2015 11:14 AM Express your answer with the appropriate units. ANSWER: Answer Requested Part B What is the magnitude of ? Express your answer with the appropriate units. ANSWER: Correct Exercise 1.36 Part A Find the magnitude of the vector represented by the pair of components -8.60 , 3.00 . ANSWER: Correct Part B Let the direction of a vector be the angle that the vector makes with the +x-axis, measured counterclockwise from that axis. Find the direction of the vector . ANSWER: Correct Part C = -21.4 = 29.3 9.11 161 Week 1 https://session.masteringphysics.com/myct/assignmentPrintView?assignme… 4 of 8 3/23/2015 11:14 AM Find the magnitude of the vector represented by the pair of components -8.70 , -2.35 . ANSWER: Correct Part D Find the direction of the vector . Let the direction of a vector be the angle that the vector makes with the +x-axis, measured counterclockwise from that axis. ANSWER: Correct Part E Find the magnitude of the vector represented by the pair of components 7.40 , -2.60 . ANSWER: Correct Part F Find the direction of the vector . Let the direction of a vector be the angle that the vector makes with the +x-axis, measured counterclockwise from that axis. ANSWER: Correct Exercise 1.46 9.01 195 7.84 341 Week 1 https://session.masteringphysics.com/myct/assignmentPrintView?assignme… 5 of 8 3/23/2015 11:14 AM Part A Given two vectors 4.40 7.20 and 5.80 2.40 , find the scalar product of the two vectors and . ANSWER: Correct Part B Find the angle between these two vectors. ANSWER: Correct Exercise 1.47 Find the angle between each of the following pairs of vectors and . Part A -3.00, 4.60; 2.00, -3.00. ANSWER: Correct Part B 4.00, 5.80; 10.4, 5.00. ANSWER: Correct = 8.24 = 81.0 179 29.7 Week 1 https://session.masteringphysics.com/myct/assignmentPrintView?assignme… 6 of 8 3/23/2015 11:14 AM Part C -4.00, 2.00; 7.00, 14.00. ANSWER: Correct Exercise 1.48 Part A Given two vectors and , find the vector product (expressed in unit vectors). Express your answer in terms of the unit vectors , , and . ANSWER: Answer Requested Part B What is the magnitude of the vector product? ANSWER: Correct Problem 1.93 The scalar product of vectors and is +53.0 . Vector has magnitude 5.00 and direction 28.0 west of south. Part A If vector has direction 39.0 south of east, what is the magnitude of ? Express your answer with the appropriate units. 90 = = 43.0 Week 1 https://session.masteringphysics.com/myct/assignmentPrintView?assignme… 7 of 8 3/23/2015 11:14 AM ANSWER: Correct Problem 1.97 Later in our study of physics we will encounter quantities represented by . Part A Calculate for the three vectors with magnitude = 4.82 and angle = 23.0 measured in the sense from the – axis toward the – axis, with = 4.20 and = 62.5 , and with magnitude = 5.90 and in the – direction. Vectors and are in the -plane. ANSWER: Correct Score Summary: Your score on this assignment is 72.5%. You received 11.6 out of a possible total of 16 points. = 55.6 = 76.0 Week 1 https://session.masteringphysics.com/myct/assignmentPrintView?assignme… 8 of 8 3/23/2015 11:14 AM
xposure Evaluation – Single substance, different exposure time, different concentrations: 3- A person is working in a factory producing. This person is exposure to different concentrations of Toluene with different exposures time. The results of a personal sampling in an 8-hour shift is shown here: Exposure Time Concentration 3 hr. 35 min 790 mg/m^3 43 min 27 ppm 3.70 hr. 800 mg/m^3 What is this worker’s time weighted average of exposure in mg/m^3? Is the company in compliance with the OSHA requirement? 6- Phenyl ether can be used in soap factories as fragrance. A worker is exposed to this material during 9-hour shift and the exposure information is given in the following table: Exposure Time Concentration 1 hr. 45 min 4×〖10〗^(-6 ) mg/〖cm〗^3 2 hr. 5 min 7×〖10〗^(-6 ) mg/〖cm〗^3 65 min 3×〖10〗^(-3 ) mg/L Remaining Time 7.5 mg/m^3 What is this worker’s time weighted average of exposure in mg/m^3? Is the company in compliance with the OSHA requirement? 7- One of the major ingredients of insect repellents is Naphthalene. Consider a situation in which a worker is exposed to this material. The exposure time and concentration is given in a table below: Exposure Time Concentration 275 min 12 ppm 40 min 5 ppm 165 min 10 ppm What is this worker’s time weighted average of exposure? Is the condition hazardous? Exposure Evaluation – Multiple substance, equal exposure time, constant concentrations: 1- A person is exposed to the vapors of Benzene and Ethyl alcohol. Tests show that the concentration of Benzene is 1 ppm and Ethyl alcohol is 450 ppm. What is the threshold limit value of the mix? Is this person at risk? 6- Several workers at a rubber and leather manufacturing company are exposed to vapors of Vinyl chloride, Toluene and Xylene with concentration of 0.2 ppm, 135 ppm 200 mg/m^3 respectively. What is the threshold limit value of the mix? Are the employees at risk? 7- Several workers exposed to vapors of Ammonia, Arsine, Chloroform and Acetone with concentration of 12 ppm, 0.04 mg/m^3, 15 ppm, and 570 mg/m^3 respectively. What is the threshold limit value of the mix? Are the employees at risk?