Name: Date: Quiz IV Vignette 1. Johnny has just come in from recess and he is thirsty. He asks to go to the water fountain, but his teacher tells him that first he has to complete his math worksheet, and then he can have a drink of water. 1. Given that Johnny is thirsty, do you think he will be motivated to complete his math worksheet? 2. Write the correct notation of the 4 term contingency used in this example. Define which piece from the example matches each part of the contingency. 3. What is the MO – and what kind of MO is this? 4. If reinforcement is used in this example – is it positive or negative? Vignette 2. You feel a headache coming on – you see the bottle of advil in your desk drawer. You take the advil. The headache goes away. 5. Write and define the 4 term contingency. 6. What is the MO – and what kind of MO is this? 7. If reinforcement is used in this example – is it positive or negative? —- 8. Define positive reinforcement and give an example. 9. Define negative reinforcement and give an example. Vignette 3. Every time Johnny is given a math worksheet to complete, he kicks, hits, and spits on the teacher. This typically results in Johnny being sent to the principal’s office. 10. How would you label and define this target behavior? 11. What is the probable function of this behavior? 12. What adaptive alternative would you consider teaching Johnny to replace this target behavior? Vignette 4. When Bobby is denied access (told he cannot have) to a preferred toy, he throws himself on the ground, begins screaming and hitting the floor with his fists. This behavioral episode can go on anywhere from 5 to 20 minutes. 13. How would you label and define this target behavior? 14. What is the probable function of this behavior? 15. What type of data collection would you use for this target behavior? — Vignette 5. Johnny knows that when his grandmother watches him, she will try to soothe him with delicious treats if he begins tantrumming. However, he has learned that his mother does NOT give him tasty treats if he engages in problem behavior. Using the 3 term contingency – describe this situation when Grandma is present. (Hint: Does his grandmother function as an SD or an S∆ for tantrumming behavior?) Using the 3 term contingency – describe this situation when his mother is present. (Hint: does his mother function as an SD or an S∆ for tantrum behavior?)

Name: Date: Quiz IV Vignette 1. Johnny has just come in from recess and he is thirsty. He asks to go to the water fountain, but his teacher tells him that first he has to complete his math worksheet, and then he can have a drink of water. 1. Given that Johnny is thirsty, do you think he will be motivated to complete his math worksheet? 2. Write the correct notation of the 4 term contingency used in this example. Define which piece from the example matches each part of the contingency. 3. What is the MO – and what kind of MO is this? 4. If reinforcement is used in this example – is it positive or negative? Vignette 2. You feel a headache coming on – you see the bottle of advil in your desk drawer. You take the advil. The headache goes away. 5. Write and define the 4 term contingency. 6. What is the MO – and what kind of MO is this? 7. If reinforcement is used in this example – is it positive or negative? —- 8. Define positive reinforcement and give an example. 9. Define negative reinforcement and give an example. Vignette 3. Every time Johnny is given a math worksheet to complete, he kicks, hits, and spits on the teacher. This typically results in Johnny being sent to the principal’s office. 10. How would you label and define this target behavior? 11. What is the probable function of this behavior? 12. What adaptive alternative would you consider teaching Johnny to replace this target behavior? Vignette 4. When Bobby is denied access (told he cannot have) to a preferred toy, he throws himself on the ground, begins screaming and hitting the floor with his fists. This behavioral episode can go on anywhere from 5 to 20 minutes. 13. How would you label and define this target behavior? 14. What is the probable function of this behavior? 15. What type of data collection would you use for this target behavior? — Vignette 5. Johnny knows that when his grandmother watches him, she will try to soothe him with delicious treats if he begins tantrumming. However, he has learned that his mother does NOT give him tasty treats if he engages in problem behavior. Using the 3 term contingency – describe this situation when Grandma is present. (Hint: Does his grandmother function as an SD or an S∆ for tantrumming behavior?) Using the 3 term contingency – describe this situation when his mother is present. (Hint: does his mother function as an SD or an S∆ for tantrum behavior?)

Name:                                                                                                  Date: Quiz IV   Vignette 1.   Johnny … Read More...
1. How does Odysseus outsmart Polyphemous? What would you have done in this situation? Would you have held your cool long enough to come up with this solution? This scene illustrates what the Greeks admired about Odysseus, a different type of hero than the brawny Achilles. Where does the text show what they admire about him?

1. How does Odysseus outsmart Polyphemous? What would you have done in this situation? Would you have held your cool long enough to come up with this solution? This scene illustrates what the Greeks admired about Odysseus, a different type of hero than the brawny Achilles. Where does the text show what they admire about him?

There were several steps in Odysseus plan: First Cyclops drunk … Read More...
RMU Professional Workplace Communication/Talerico Questions for LA Reading 1: “Simplicity,” William Zinsser, 201-206 “The Maker’s Eye: Revising Your Own Manuscripts,” Donald M. Murray, 194-198 Please read the two articles—“Simplicity” and “The Maker’s Eye: Revising Your Own Manuscripts.” Then, answer the following questions in complete sentences, typed and double-spaced (every line); use 12-point type. The answers are due in class on Tuesday, September 8, when we will discuss them. “Simplicity,” William Zinsser, 201-206 1. What document or set of instructions have you read that you found wordy and difficult to read? How did you handle the situation? 2. What does Zinsser mean when he writes, “Our national tendency is to inflate and thereby sound important” (201)? Why is writing often like this? 3. What does the author say is the secret of good writing? Why is this secret important? 4. How can we, according to Zinsser, write clearly and simply? 5. Why is clear writing so important to today’s readers? 6. What two questions must the writer always ask? How might asking these questions during your writing—and when you are finished writing—improve your drafts? “The Maker’s Eye: Revising Your Own Manuscripts,” Donald M. Murray, 194-198.
 7. Murray lists many qualities of professional writers. What are three of them? 8. Why would science-fiction writer Ray Bradbury put away for one year a manuscript he has written, and then reread it “as a stranger” (195)? What would be the value of this? 9. For each of the following quotes by professional writers, write one sentence that summarizes the main point the writer is making: a) Nancy Hale: A writer “should be critical of everything that seems to him most delightful in his style. He should excise what he most admires because he wouldn’t thus admire it if he weren’t…in a sense protecting it from criticism” (195). b) John Ciardi: “The last act of the writing must be to become one’s own reader. It is, I suppose, a schizophrenic process, to begin passionately and to end critically, to begin hot and to end cold; and more important to be passion-hot and critic-cold at the same time” (195) c) Eleanor Estes: “The writer must survey his work critically, coolly, as though he were a stranger to it. He must be willing to prune, expertly and hard-heartedly. At the end of each revision, a manuscript may look…worked over, torn apart, pinned together, added to, deleted from, words changed and words changed back. Yet the book must maintain its orginal freshness and spontaneity” (195). d) Roald Dahl: “Good writing is essentially rewriting” (196). 10. Why do most readers, as Murray states, “underestimate the amount of rewriting it usually takes to produce spontaneous reading” (195)? Do you fit into this category? 11. List the 8 things the author says writers look for in creating their drafts. For each item on your list, write one sentence explaining what it means. 12. What are some of the things Murray says writers begin to learn by writing? Have you ever experienced any of these things when you were writing? Explain your answer. 13. What does Murray means when he states, “A piece of writing is never finished” (198)?

RMU Professional Workplace Communication/Talerico Questions for LA Reading 1: “Simplicity,” William Zinsser, 201-206 “The Maker’s Eye: Revising Your Own Manuscripts,” Donald M. Murray, 194-198 Please read the two articles—“Simplicity” and “The Maker’s Eye: Revising Your Own Manuscripts.” Then, answer the following questions in complete sentences, typed and double-spaced (every line); use 12-point type. The answers are due in class on Tuesday, September 8, when we will discuss them. “Simplicity,” William Zinsser, 201-206 1. What document or set of instructions have you read that you found wordy and difficult to read? How did you handle the situation? 2. What does Zinsser mean when he writes, “Our national tendency is to inflate and thereby sound important” (201)? Why is writing often like this? 3. What does the author say is the secret of good writing? Why is this secret important? 4. How can we, according to Zinsser, write clearly and simply? 5. Why is clear writing so important to today’s readers? 6. What two questions must the writer always ask? How might asking these questions during your writing—and when you are finished writing—improve your drafts? “The Maker’s Eye: Revising Your Own Manuscripts,” Donald M. Murray, 194-198.
 7. Murray lists many qualities of professional writers. What are three of them? 8. Why would science-fiction writer Ray Bradbury put away for one year a manuscript he has written, and then reread it “as a stranger” (195)? What would be the value of this? 9. For each of the following quotes by professional writers, write one sentence that summarizes the main point the writer is making: a) Nancy Hale: A writer “should be critical of everything that seems to him most delightful in his style. He should excise what he most admires because he wouldn’t thus admire it if he weren’t…in a sense protecting it from criticism” (195). b) John Ciardi: “The last act of the writing must be to become one’s own reader. It is, I suppose, a schizophrenic process, to begin passionately and to end critically, to begin hot and to end cold; and more important to be passion-hot and critic-cold at the same time” (195) c) Eleanor Estes: “The writer must survey his work critically, coolly, as though he were a stranger to it. He must be willing to prune, expertly and hard-heartedly. At the end of each revision, a manuscript may look…worked over, torn apart, pinned together, added to, deleted from, words changed and words changed back. Yet the book must maintain its orginal freshness and spontaneity” (195). d) Roald Dahl: “Good writing is essentially rewriting” (196). 10. Why do most readers, as Murray states, “underestimate the amount of rewriting it usually takes to produce spontaneous reading” (195)? Do you fit into this category? 11. List the 8 things the author says writers look for in creating their drafts. For each item on your list, write one sentence explaining what it means. 12. What are some of the things Murray says writers begin to learn by writing? Have you ever experienced any of these things when you were writing? Explain your answer. 13. What does Murray means when he states, “A piece of writing is never finished” (198)?

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Chapter 1 Practice Problems (Practice – no credit) Due: 11:59pm on Wednesday, February 5, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Curved Motion Diagram The motion diagram shown in the figure represents a pendulum released from rest at an angle of 45 from the vertical. The dots in the motion diagram represent the positions of the pendulum bob at eleven moments separated by equal time intervals. The green arrows represent the average velocity between adjacent dots. Also given is a “compass rose” in which directions are labeled with the letters of the alphabet.  Part A What is the direction of the acceleration of the object at moment 5? Enter the letter of the arrow with this direction from the compass rose in the figure. Type Z if the acceleration vector has zero length. You did not open hints for this part. ANSWER: Incorrect; Try Again Part B What is the direction of the acceleration of the object at moments 0 and 10? Enter the letters corresponding to the arrows with these directions from the compass rose in the figure, separated by commas. Type Z if the acceleration vector has zero length. You did not open hints for this part. ANSWER: Incorrect; Try Again PSS 1.1 Motion Diagrams Learning Goal: To practice Problem-Solving Strategy 1.1 for motion diagram problems. A car is traveling with constant velocity along a highway. The driver notices he is late for work, so he stomps down on the gas pedal and the car begins to speed up. The car has just achieved double its directions at time step 0, time step 10 = initial velocity when the driver spots a police officer behind him and applies the brakes. The car then slows down, coming to rest at a stoplight ahead. Draw a complete motion diagram for this situation. PROBLEM-SOLVING STRATEGY 1.1 Motion diagrams MODEL: Represent the moving object as a particle. Make simplifying assumptions when interpreting the problem statement. VISUALIZE: A complete motion diagram consists of: The position of the object in each frame of the film, shown as a dot. Use five or six dots to make the motion clear but without overcrowding the picture. More complex motions may need more dots. The average velocity vectors, found by connecting each dot in the motion diagram to the next with a vector arrow. There is one velocity vector linking each set of two position dots. Label the row of velocity vectors . The average acceleration vectors, found using Tactics Box 1.3. There is one acceleration vector linking each set of two velocity vectors. Each acceleration vector is drawn at the dot between the two velocity vectors it links. Use to indicate a point at which the acceleration is zero. Label the row of acceleration vectors . Model It is appropriate to use the particle model for the car. You should also make some simplifying assumptions. v 0 a Part A The car’s motion can be divided into three different stages: its motion before the driver realizes he’s late, its motion after the driver hits the gas (but before he sees the police car), and its motion after the driver sees the police car. Which of the following simplifying assumptions is it reasonable to make in this problem? During each of the three different stages of its motion, the car is moving with constant A. acceleration. B. During each of the three different stages of its motion, the car is moving with constant velocity. C. The highway is straight (i.e., there are no curves). D. The highway is level (i.e., there are no hills or valleys). Enter all the correct answers in alphabetical order without commas. For example, if statements C and D are correct, enter CD. ANSWER: Correct In addition to the assumptions listed above, in the rest of this problem assume that the car is moving in a straight line to the right. Visualize Part B In the three diagrams shown to the left, the position of the car at five subsequent instants of time is represented by black dots, and the car’s average velocity is represented by green arrows. Which of these diagrams best describes the position and the velocity of the car before the driver notices he is late? ANSWER: Correct Part C Which of the diagrams shown to the left best describes the position and the velocity of the car after the driver hits the gas, but before he notices the police officer? ANSWER: Correct A B C A B C Part D Which of the diagrams shown to the left best describes the position and the velocity of the car after the driver notices the police officer? ANSWER: Correct Part E Which of the diagrams shown below most accurately depicts the average acceleration vectors of the car during the events described in the problem introduction? ANSWER: A B C Correct You can now draw a complete motion diagram for the situation described in this problem. Your diagram should look like this: Measurements in SI Units Familiarity with SI units will aid your study of physics and all other sciences. Part A What is the approximate height of the average adult in centimeters? Hint 1. Converting between feet and centimeters The distance from your elbow to your fingertips is typically about 50 . A B C cm ANSWER: Correct If you’re not familiar with metric units of length, you can use your body to develop intuition for them. The average height of an adult is 5 6.4 . The distance from elbow to fingertips on the average adult is about 50 . Ten (1 ) is about the width of this adult’s little finger and 10 is about the width of the average hand. Part B Approximately what is the mass of the average adult in kilograms? Hint 1. Converting between pounds and kilograms Something that weighs 1 has a mass of about . ANSWER: Correct Something that weighs 1 has a mass of about . This is a useful conversion to keep in mind! ± A Trip to Europe 100 200 300 cm cm cm feet inches cm mm cm cm pound 1 kg 2 80 500 1200 kg kg kg pound (1/2) kg Learning Goal: To understand how to use dimensional analysis to solve problems. Dimensional analysis is a useful tool for solving problems that involve unit conversions. Since unit conversion is not limited to physics problems but is part of our everyday life, correct use of conversion factors is essential to working through problems of practical importance. For example, dimensional analysis could be used in problems involving currency exchange. Say you want to calculate how many euros you get if you exchange 3600 ( ), given the exchange rate , that is, 1 to 1.20 . Begin by writing down the starting value, 3600 . This can also be written as a fraction: . Next, convert dollars to euros. This conversion involves multiplying by a simple conversion factor derived from the exchange rate: . Note that the “dollar” unit, , should appear on the bottom of this conversion factor, since appears on the top of the starting value. Finally, since dollars are divided by dollars, the units can be canceled and the final result is . Currency exchange is only one example of many practical situations where dimensional analysis may help you to work through problems. Remember that dimensional analysis involves multiplying a given value by a conversion factor, resulting in a value in the new units. The conversion factor can be the ratio of any two quantities, as long as the ratio is equal to one. You and your friends are organizing a trip to Europe. Your plan is to rent a car and drive through the major European capitals. By consulting a map you estimate that you will cover a total distance of 5000 . Consider the euro-dollar exchange rate given in the introduction and use dimensional analysis to work through these simple problems. Part A You select a rental package that includes a car with an average consumption of 6.00 of fuel per 100 . Considering that in Europe the average fuel cost is 1.063 , how much (in US dollars) will you spend in fuel on your trip? Express your answer numerically in US dollars to three significant figures. You did not open hints for this part. ANSWER: US dollars USD 1 EUR = 1.20 USD euro US dollars USD 3600 USD 1 1.00 EUR 1.20 USD USD USD ( )( ) = 3000 EUR 3600 USD 1 1.00 EUR 1.20 USD km liters km euros/liter Part B How many gallons of fuel would the rental car consume per mile? Express your answer numerically in gallons per mile to three significant figures. You did not open hints for this part. ANSWER: Part C This question will be shown after you complete previous question(s). Score Summary: Your score on this assignment is 0%. You received 0 out of a possible total of 0 points. Cost of fuel = USD gallons/mile

Chapter 1 Practice Problems (Practice – no credit) Due: 11:59pm on Wednesday, February 5, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Curved Motion Diagram The motion diagram shown in the figure represents a pendulum released from rest at an angle of 45 from the vertical. The dots in the motion diagram represent the positions of the pendulum bob at eleven moments separated by equal time intervals. The green arrows represent the average velocity between adjacent dots. Also given is a “compass rose” in which directions are labeled with the letters of the alphabet.  Part A What is the direction of the acceleration of the object at moment 5? Enter the letter of the arrow with this direction from the compass rose in the figure. Type Z if the acceleration vector has zero length. You did not open hints for this part. ANSWER: Incorrect; Try Again Part B What is the direction of the acceleration of the object at moments 0 and 10? Enter the letters corresponding to the arrows with these directions from the compass rose in the figure, separated by commas. Type Z if the acceleration vector has zero length. You did not open hints for this part. ANSWER: Incorrect; Try Again PSS 1.1 Motion Diagrams Learning Goal: To practice Problem-Solving Strategy 1.1 for motion diagram problems. A car is traveling with constant velocity along a highway. The driver notices he is late for work, so he stomps down on the gas pedal and the car begins to speed up. The car has just achieved double its directions at time step 0, time step 10 = initial velocity when the driver spots a police officer behind him and applies the brakes. The car then slows down, coming to rest at a stoplight ahead. Draw a complete motion diagram for this situation. PROBLEM-SOLVING STRATEGY 1.1 Motion diagrams MODEL: Represent the moving object as a particle. Make simplifying assumptions when interpreting the problem statement. VISUALIZE: A complete motion diagram consists of: The position of the object in each frame of the film, shown as a dot. Use five or six dots to make the motion clear but without overcrowding the picture. More complex motions may need more dots. The average velocity vectors, found by connecting each dot in the motion diagram to the next with a vector arrow. There is one velocity vector linking each set of two position dots. Label the row of velocity vectors . The average acceleration vectors, found using Tactics Box 1.3. There is one acceleration vector linking each set of two velocity vectors. Each acceleration vector is drawn at the dot between the two velocity vectors it links. Use to indicate a point at which the acceleration is zero. Label the row of acceleration vectors . Model It is appropriate to use the particle model for the car. You should also make some simplifying assumptions. v 0 a Part A The car’s motion can be divided into three different stages: its motion before the driver realizes he’s late, its motion after the driver hits the gas (but before he sees the police car), and its motion after the driver sees the police car. Which of the following simplifying assumptions is it reasonable to make in this problem? During each of the three different stages of its motion, the car is moving with constant A. acceleration. B. During each of the three different stages of its motion, the car is moving with constant velocity. C. The highway is straight (i.e., there are no curves). D. The highway is level (i.e., there are no hills or valleys). Enter all the correct answers in alphabetical order without commas. For example, if statements C and D are correct, enter CD. ANSWER: Correct In addition to the assumptions listed above, in the rest of this problem assume that the car is moving in a straight line to the right. Visualize Part B In the three diagrams shown to the left, the position of the car at five subsequent instants of time is represented by black dots, and the car’s average velocity is represented by green arrows. Which of these diagrams best describes the position and the velocity of the car before the driver notices he is late? ANSWER: Correct Part C Which of the diagrams shown to the left best describes the position and the velocity of the car after the driver hits the gas, but before he notices the police officer? ANSWER: Correct A B C A B C Part D Which of the diagrams shown to the left best describes the position and the velocity of the car after the driver notices the police officer? ANSWER: Correct Part E Which of the diagrams shown below most accurately depicts the average acceleration vectors of the car during the events described in the problem introduction? ANSWER: A B C Correct You can now draw a complete motion diagram for the situation described in this problem. Your diagram should look like this: Measurements in SI Units Familiarity with SI units will aid your study of physics and all other sciences. Part A What is the approximate height of the average adult in centimeters? Hint 1. Converting between feet and centimeters The distance from your elbow to your fingertips is typically about 50 . A B C cm ANSWER: Correct If you’re not familiar with metric units of length, you can use your body to develop intuition for them. The average height of an adult is 5 6.4 . The distance from elbow to fingertips on the average adult is about 50 . Ten (1 ) is about the width of this adult’s little finger and 10 is about the width of the average hand. Part B Approximately what is the mass of the average adult in kilograms? Hint 1. Converting between pounds and kilograms Something that weighs 1 has a mass of about . ANSWER: Correct Something that weighs 1 has a mass of about . This is a useful conversion to keep in mind! ± A Trip to Europe 100 200 300 cm cm cm feet inches cm mm cm cm pound 1 kg 2 80 500 1200 kg kg kg pound (1/2) kg Learning Goal: To understand how to use dimensional analysis to solve problems. Dimensional analysis is a useful tool for solving problems that involve unit conversions. Since unit conversion is not limited to physics problems but is part of our everyday life, correct use of conversion factors is essential to working through problems of practical importance. For example, dimensional analysis could be used in problems involving currency exchange. Say you want to calculate how many euros you get if you exchange 3600 ( ), given the exchange rate , that is, 1 to 1.20 . Begin by writing down the starting value, 3600 . This can also be written as a fraction: . Next, convert dollars to euros. This conversion involves multiplying by a simple conversion factor derived from the exchange rate: . Note that the “dollar” unit, , should appear on the bottom of this conversion factor, since appears on the top of the starting value. Finally, since dollars are divided by dollars, the units can be canceled and the final result is . Currency exchange is only one example of many practical situations where dimensional analysis may help you to work through problems. Remember that dimensional analysis involves multiplying a given value by a conversion factor, resulting in a value in the new units. The conversion factor can be the ratio of any two quantities, as long as the ratio is equal to one. You and your friends are organizing a trip to Europe. Your plan is to rent a car and drive through the major European capitals. By consulting a map you estimate that you will cover a total distance of 5000 . Consider the euro-dollar exchange rate given in the introduction and use dimensional analysis to work through these simple problems. Part A You select a rental package that includes a car with an average consumption of 6.00 of fuel per 100 . Considering that in Europe the average fuel cost is 1.063 , how much (in US dollars) will you spend in fuel on your trip? Express your answer numerically in US dollars to three significant figures. You did not open hints for this part. ANSWER: US dollars USD 1 EUR = 1.20 USD euro US dollars USD 3600 USD 1 1.00 EUR 1.20 USD USD USD ( )( ) = 3000 EUR 3600 USD 1 1.00 EUR 1.20 USD km liters km euros/liter Part B How many gallons of fuel would the rental car consume per mile? Express your answer numerically in gallons per mile to three significant figures. You did not open hints for this part. ANSWER: Part C This question will be shown after you complete previous question(s). Score Summary: Your score on this assignment is 0%. You received 0 out of a possible total of 0 points. Cost of fuel = USD gallons/mile

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Select Case 1, 2, or 8 in the back of the textbook. After you have read the case, select at least one of the questions presented at the end.-If you select only one question, then you will need to elaborate with more examples and perspectives than if you select more than one, but the choice is yours. Fair warning: It is possible to fall into the trap of repeating oneself. To avoid that threat, think in advance of the different perspectives that you wish to explore. If you select more than one question, each answer will naturally be shorter. This may be a good approach if you discern that the questions lack strong potential to elicit in-depth answers. Remember to reply to the contributions of two other students in this exercise. This is a rule that we are only observing in the case analyses, given the relative complexity of the cases, compared to the chapter discussion questions. Always add value, from the textbook, news, personal experience, or all three. Indicate the case and question at the beginning, but avoid restating the question in your answer. In this respect, use the same method as in the chapter discussion questions, described in the Week 2 forum. Write at least 500 words (no minimum for replies, but do add value). Quoted passages do not contribute to the word count (so you will need to write more if you insert any quoted material). Post-edit your work carefully to catch errors. Avoid plagiarism at all cost. ——— Note on anomalous questions. Some questions will require you to work around selected details to fit the requisite discussion format. For example, Question 2 in Case 1 asks how your proposal will solve certain problems noted in answer to the previous question. If you have not actually answered Question 1, then you will have to assert one or more problems from the case, a proposed solution, and then an explanation of how your proposal may help. Question 3 is similar, in that you will need to identify a problem and a solution, followed by an argument about the budget. Although Alistair was expecting to hire a Project Engineer rather than a Quality Compliance Manager, the methods used to make the decision should be similar. The main difference in the Quality Compliance Manager position is that it is in a joint venture with a Hungarian government backed firm. International Joint Ventures (IJV) makes HRM practices more complicated because HRM practices and strategies are required for each IJV entity (Dowling, Festing, & Engle, 2013). HRM must address IJV in four stages, in which, each stage has an impact on the next. It is important for HRM to very thorough with each stage and communication through each stage is vital. To be successful, HRM must combine the IJV strategy along with the recruitment, selection, training, and development processes (Dowling et al., 2013). In light of the needs of the company and the new Quality Compliance Manager position, Alistair should choose the first candidate, Marie Erten-Loiseau. The fact that the job requires travel to France and Germany is a positive for Marie because she was born in France and was educated in France and Germany. The familiarity of these locations will help her as she meets with new business partners because she will have a good understanding of the policy and procedures required for companies in these two countries. Dowling et al., (2013), points out that the manager needs to be able to assess the desires of the stakeholders and be able to implement strategies based on their desires. Another reason for choosing Marie is that she has the most experience and has worked with Trianon for 13 years. The experience she has with the company is invaluable because she knows the goals of the company and strategies for implementing those goals. The last reason for choosing Marie is that she has been successful in her previous positions. She has lead two projects in two different countries and both were successful. This shows that she is able to adapt to the different practices of each country. There are many factors that Alistair should take into consideration to determine the correct choice for the Quality Compliance Manager position. The major factors that require consideration are the specificities of the entire situation, the reason for the assignment, and type of assignment. The four main specificities include context specificities, firm specific variables, local unit specificities, and IHRM practices (Dowling et al., 2013). The context specificities would include the differences in cultures between the assignment in Hungary and the base location for the Trianon, Marseilles. The firm specific variable includes any changes in the way operations in Hungary are conducted, whether it is strategy or HRM policies. The local unit specificities include the role of the joint venture in relation to Trianon and how this joint venture will fit into the long-term plan of the company. The company hopes that it will provide a good working relationship with the state supported airline, which will lead to more business in the future. The IHRM practices determine the employees that are hired and the training that is available to the employees. The reason for the assignment also is a major factor in determining the correct candidate. In the situation of Trianon, a joint venture with a Hungarian government back firm created a position that needed filling. The Quality Compliance Manager position allows Trianon to manage the joint venture operation, make sure it is successful, and build a strong relationship with Malev. The last major factor is the type of assignment. The Quality Compliance Manager assignment is long-term assignment because it is 3 years in duration. The joint venture is the first that the company has been involved in outside the UK so there is less familiarity on the administrative/compliance side. The candidate must act as an agent of direct control (Dowling et al., 2013) by assuring that compliance policies are followed and company strategy is implemented. Assessing whether a male or female would be the best fit for the position is also a factor that deserves consideration. The low number of female expatriates led Jessens, Cappellen, &Zanoni (2006) to research the following three myths: women have no desire to be in positions of authority in a foreign country, companies do not desire to place females in positions of authority while a foreign country, and women would be ineffective because of the views towards women in foreign countries. The research indicated that female expatriates do have conflict that arises related to their gender but the successful ones were able to turn the conflicts around based on the qualities that these women possess (Jessens et al., 2006). With all of these factors considered, I believe Marie Erten-Loiseau is the best candidate for the Quality Compliance Manager. References Dowling, P.J., Festing, M., & Engle, A.D. Sr. (2013). International Human Resource Management (6th ed.). Stamford, CT: Cengage Learning Janssens, M., Cappellen, T., &Zanoni, P. (2006). Successful female expatriates as agents: Positioning oneself through gender, hierarchy, and culture. Journal of World Business, 1-16. doi:10.1016/j.jwb.2006.01.001 2.) Case 8 – Questions 1 & 4 Multinational firms are often faced with recruiting and staffing decisions that could ultimately enhance or diminish the firm’s ability to be successful in a competitive global market. Perlmutter identified four staffing approaches for MNEs to consider based on the primary attitudes of international executives that would lay the foundation for MNEs during the recruitment and hiring process (Dowling, Festing, & Engle, 2013). At one point or another throughout the MacDougall family journey Lachlan and Lisa have served in one of the four capacities as an ethnocentric, polycentric, geocentric, and regiocentric employee. The ability to encompass all four attitudes that Perlmutter set forth is something that the MacDougall family has managed to do extremely well. The possibility for a multinational firm to recruit a family of this caliber that has been exposed and has an understanding of the positive and negative aspects of each attitude is phenomenal. This would be resourceful for any multinational firm. The MacDougal family’s exposure to cross-cultural management is also valuable. The diverse cultural background that the family has encountered on their international journey is a rarity. Cultural diversity and cross-cultural management play a critical role in MNEs because it produces a work environment that can transform the workplace into a place of learning and give the firm the availability to create new ideas for a more productive and competitive advantage over other firms (Sultana, Rashid, Mohiuddin, &Mazumder, 2013). This is something that is easy for the MacDougall family to bring to the table with the family’s given history. The expatriate lifestyle that has become second nature to the MacDougall family is beneficial for multinational firms for multifarious reasons Being raised around different cultures and then choosing to work internationally and learn different cultures has attributed to Lachlan’s successful career. The family’s ability to communicate and blend in socially among diverse cultures is an important aspect for international firms that want to stay competitive and be successful. The family has acclimated fairly easy to all of the places they have been and this is something that can be favorable when firms are recruiting employees. The MacDougall family has an upper-hand in the international marketplace naturally due to previous experiences with other countries and cultures. The exceptional way that the family has managed to conform to a multitude of other cultures and flourish is not an easy task. Marriage is not easy and many families experience a greater challenge avoiding divorcees when international mobility is involved. Lachlan and Lisa have been able to move together and this is an important aspect to the success of their marriage. Based on the case study they have a common desire to travel and both are successful in their careers. Lisa’s devotion to her husband’s successful career has put some strain on the marriage as she has had times where she felt she did not have her own identity. Military spouses experience this type of stress during long deployments and times that they have to hold the household together on their own. Another example is with employers who are transferred internationally for a short period of time or travel often. Separation of spouses can strain any marriage, but Lisa and Lachlan have been fortunate to avoid separation for any extended length of time. References Dowling, P.J., Festing, M., & Engle, A.D.Sr.(2013). International Human Resource Management. (6thed.). Stamford, CT: Cengage Sultana, M., Rashid, M., Mohiuddin, M. &Mazumder, M. (2013).Cross-cultural management and organizational performance.A Contnet analysis perspective.International Journal of Business and Management, 8(8), 133-146.

Select Case 1, 2, or 8 in the back of the textbook. After you have read the case, select at least one of the questions presented at the end.-If you select only one question, then you will need to elaborate with more examples and perspectives than if you select more than one, but the choice is yours. Fair warning: It is possible to fall into the trap of repeating oneself. To avoid that threat, think in advance of the different perspectives that you wish to explore. If you select more than one question, each answer will naturally be shorter. This may be a good approach if you discern that the questions lack strong potential to elicit in-depth answers. Remember to reply to the contributions of two other students in this exercise. This is a rule that we are only observing in the case analyses, given the relative complexity of the cases, compared to the chapter discussion questions. Always add value, from the textbook, news, personal experience, or all three. Indicate the case and question at the beginning, but avoid restating the question in your answer. In this respect, use the same method as in the chapter discussion questions, described in the Week 2 forum. Write at least 500 words (no minimum for replies, but do add value). Quoted passages do not contribute to the word count (so you will need to write more if you insert any quoted material). Post-edit your work carefully to catch errors. Avoid plagiarism at all cost. ——— Note on anomalous questions. Some questions will require you to work around selected details to fit the requisite discussion format. For example, Question 2 in Case 1 asks how your proposal will solve certain problems noted in answer to the previous question. If you have not actually answered Question 1, then you will have to assert one or more problems from the case, a proposed solution, and then an explanation of how your proposal may help. Question 3 is similar, in that you will need to identify a problem and a solution, followed by an argument about the budget. Although Alistair was expecting to hire a Project Engineer rather than a Quality Compliance Manager, the methods used to make the decision should be similar. The main difference in the Quality Compliance Manager position is that it is in a joint venture with a Hungarian government backed firm. International Joint Ventures (IJV) makes HRM practices more complicated because HRM practices and strategies are required for each IJV entity (Dowling, Festing, & Engle, 2013). HRM must address IJV in four stages, in which, each stage has an impact on the next. It is important for HRM to very thorough with each stage and communication through each stage is vital. To be successful, HRM must combine the IJV strategy along with the recruitment, selection, training, and development processes (Dowling et al., 2013). In light of the needs of the company and the new Quality Compliance Manager position, Alistair should choose the first candidate, Marie Erten-Loiseau. The fact that the job requires travel to France and Germany is a positive for Marie because she was born in France and was educated in France and Germany. The familiarity of these locations will help her as she meets with new business partners because she will have a good understanding of the policy and procedures required for companies in these two countries. Dowling et al., (2013), points out that the manager needs to be able to assess the desires of the stakeholders and be able to implement strategies based on their desires. Another reason for choosing Marie is that she has the most experience and has worked with Trianon for 13 years. The experience she has with the company is invaluable because she knows the goals of the company and strategies for implementing those goals. The last reason for choosing Marie is that she has been successful in her previous positions. She has lead two projects in two different countries and both were successful. This shows that she is able to adapt to the different practices of each country. There are many factors that Alistair should take into consideration to determine the correct choice for the Quality Compliance Manager position. The major factors that require consideration are the specificities of the entire situation, the reason for the assignment, and type of assignment. The four main specificities include context specificities, firm specific variables, local unit specificities, and IHRM practices (Dowling et al., 2013). The context specificities would include the differences in cultures between the assignment in Hungary and the base location for the Trianon, Marseilles. The firm specific variable includes any changes in the way operations in Hungary are conducted, whether it is strategy or HRM policies. The local unit specificities include the role of the joint venture in relation to Trianon and how this joint venture will fit into the long-term plan of the company. The company hopes that it will provide a good working relationship with the state supported airline, which will lead to more business in the future. The IHRM practices determine the employees that are hired and the training that is available to the employees. The reason for the assignment also is a major factor in determining the correct candidate. In the situation of Trianon, a joint venture with a Hungarian government back firm created a position that needed filling. The Quality Compliance Manager position allows Trianon to manage the joint venture operation, make sure it is successful, and build a strong relationship with Malev. The last major factor is the type of assignment. The Quality Compliance Manager assignment is long-term assignment because it is 3 years in duration. The joint venture is the first that the company has been involved in outside the UK so there is less familiarity on the administrative/compliance side. The candidate must act as an agent of direct control (Dowling et al., 2013) by assuring that compliance policies are followed and company strategy is implemented. Assessing whether a male or female would be the best fit for the position is also a factor that deserves consideration. The low number of female expatriates led Jessens, Cappellen, &Zanoni (2006) to research the following three myths: women have no desire to be in positions of authority in a foreign country, companies do not desire to place females in positions of authority while a foreign country, and women would be ineffective because of the views towards women in foreign countries. The research indicated that female expatriates do have conflict that arises related to their gender but the successful ones were able to turn the conflicts around based on the qualities that these women possess (Jessens et al., 2006). With all of these factors considered, I believe Marie Erten-Loiseau is the best candidate for the Quality Compliance Manager. References Dowling, P.J., Festing, M., & Engle, A.D. Sr. (2013). International Human Resource Management (6th ed.). Stamford, CT: Cengage Learning Janssens, M., Cappellen, T., &Zanoni, P. (2006). Successful female expatriates as agents: Positioning oneself through gender, hierarchy, and culture. Journal of World Business, 1-16. doi:10.1016/j.jwb.2006.01.001 2.) Case 8 – Questions 1 & 4 Multinational firms are often faced with recruiting and staffing decisions that could ultimately enhance or diminish the firm’s ability to be successful in a competitive global market. Perlmutter identified four staffing approaches for MNEs to consider based on the primary attitudes of international executives that would lay the foundation for MNEs during the recruitment and hiring process (Dowling, Festing, & Engle, 2013). At one point or another throughout the MacDougall family journey Lachlan and Lisa have served in one of the four capacities as an ethnocentric, polycentric, geocentric, and regiocentric employee. The ability to encompass all four attitudes that Perlmutter set forth is something that the MacDougall family has managed to do extremely well. The possibility for a multinational firm to recruit a family of this caliber that has been exposed and has an understanding of the positive and negative aspects of each attitude is phenomenal. This would be resourceful for any multinational firm. The MacDougal family’s exposure to cross-cultural management is also valuable. The diverse cultural background that the family has encountered on their international journey is a rarity. Cultural diversity and cross-cultural management play a critical role in MNEs because it produces a work environment that can transform the workplace into a place of learning and give the firm the availability to create new ideas for a more productive and competitive advantage over other firms (Sultana, Rashid, Mohiuddin, &Mazumder, 2013). This is something that is easy for the MacDougall family to bring to the table with the family’s given history. The expatriate lifestyle that has become second nature to the MacDougall family is beneficial for multinational firms for multifarious reasons Being raised around different cultures and then choosing to work internationally and learn different cultures has attributed to Lachlan’s successful career. The family’s ability to communicate and blend in socially among diverse cultures is an important aspect for international firms that want to stay competitive and be successful. The family has acclimated fairly easy to all of the places they have been and this is something that can be favorable when firms are recruiting employees. The MacDougall family has an upper-hand in the international marketplace naturally due to previous experiences with other countries and cultures. The exceptional way that the family has managed to conform to a multitude of other cultures and flourish is not an easy task. Marriage is not easy and many families experience a greater challenge avoiding divorcees when international mobility is involved. Lachlan and Lisa have been able to move together and this is an important aspect to the success of their marriage. Based on the case study they have a common desire to travel and both are successful in their careers. Lisa’s devotion to her husband’s successful career has put some strain on the marriage as she has had times where she felt she did not have her own identity. Military spouses experience this type of stress during long deployments and times that they have to hold the household together on their own. Another example is with employers who are transferred internationally for a short period of time or travel often. Separation of spouses can strain any marriage, but Lisa and Lachlan have been fortunate to avoid separation for any extended length of time. References Dowling, P.J., Festing, M., & Engle, A.D.Sr.(2013). International Human Resource Management. (6thed.). Stamford, CT: Cengage Sultana, M., Rashid, M., Mohiuddin, M. &Mazumder, M. (2013).Cross-cultural management and organizational performance.A Contnet analysis perspective.International Journal of Business and Management, 8(8), 133-146.

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AUCS 340: Ethics in the Professions Individual Written Assignment #1 Medical Ethics: Historical names, dates and ethical theories assignment As you read chapters 1 and 2 in the “Ethics and Basic Law for Medical Imaging Professionals” textbook you will be responsible for identifying and explaining each of the following items from the list below. You will respond in paragraph format with correct spelling and grammar expected for each paragraph. Feel free to have more than one paragraph for each item, although in most instances a single paragraph response is sufficient. If you reference material in addition to what is available in the textbook it must be appropriately cited in your work using either APA or MLA including a references cited page. The use of Wikipedia.com is not a recognized peer reviewed source so please do not use that as a reference. When responding about individuals it is necessary to indicate a year or time period that the person discussed/developed their particular ethical theory so that you can look at and appreciate the historical background to the development of ethical theories and decision making. Respond to the following sixteen items. (They are in random order from your reading) 1. Francis Bacon 2. Isaac Newton 3. Prima Facie Duties – Why do they exist? LIST AND DEFINE ALL TERMS 4. Hippocrates 5. W.D. Ross – what do the initials stand for in his name and what was his contribution to the study of ethics? 6. Microallocation – define the term and provide an example separate from the book example (You should develop your own example rather than looking for an online example; this will use your critical thinking skills. Consider an application to your own profession as microallocation is NOT limited to the medical field.) 7. Deontology – Discuss at length the basic types/concepts of this theory 8. Thomas Aquinas – 1) Discuss the ethical theory developed by Aquinas, 2) his religious affiliation, 3) why that was so important to his ethical premise and 4) discuss the type of ethical issues resolved to this day using this theory. 9. Macroallocation – define and provide an example separate from the book example (You should develop your own example rather than looking for an online example; this will use your critical thinking skills. Consider an application to your own profession as macroallocation is NOT limited to the medical field.) 10. David Hume 11. Rodericus Castro 12. Plato and “The Republic” 13. Pythagoras 14. Teleology – Discuss at length the basic types/concepts of this theory 15. Core Values – Why do they exist? LIST AND DEFINE ALL TERMS 16. Develop a timeline that reflects the ethical theories as developed by the INDIVIDUALS presented in this assignment. This assignment is due Saturday March 14th at NOON and is graded as a homework assignment. Grading: Paragraph Formation = 20% of grade (bulleted lists are acceptable for some answers) Answers inclusive of major material for answer = 40% of grade Creation of Timeline = 10% of grade Sentence structure, application of correct spelling and grammar = 20% of grade References (if utilized) = 10% of grade; references should be submitted on a separate references cited page. Otherwise this 10% of the assignment grade will be considered under the sentence structure component for 30% of the grade. It is expected that the finished assignment will be two – three pages of text, double spaced, using 12 font and standard page margins.

AUCS 340: Ethics in the Professions Individual Written Assignment #1 Medical Ethics: Historical names, dates and ethical theories assignment As you read chapters 1 and 2 in the “Ethics and Basic Law for Medical Imaging Professionals” textbook you will be responsible for identifying and explaining each of the following items from the list below. You will respond in paragraph format with correct spelling and grammar expected for each paragraph. Feel free to have more than one paragraph for each item, although in most instances a single paragraph response is sufficient. If you reference material in addition to what is available in the textbook it must be appropriately cited in your work using either APA or MLA including a references cited page. The use of Wikipedia.com is not a recognized peer reviewed source so please do not use that as a reference. When responding about individuals it is necessary to indicate a year or time period that the person discussed/developed their particular ethical theory so that you can look at and appreciate the historical background to the development of ethical theories and decision making. Respond to the following sixteen items. (They are in random order from your reading) 1. Francis Bacon 2. Isaac Newton 3. Prima Facie Duties – Why do they exist? LIST AND DEFINE ALL TERMS 4. Hippocrates 5. W.D. Ross – what do the initials stand for in his name and what was his contribution to the study of ethics? 6. Microallocation – define the term and provide an example separate from the book example (You should develop your own example rather than looking for an online example; this will use your critical thinking skills. Consider an application to your own profession as microallocation is NOT limited to the medical field.) 7. Deontology – Discuss at length the basic types/concepts of this theory 8. Thomas Aquinas – 1) Discuss the ethical theory developed by Aquinas, 2) his religious affiliation, 3) why that was so important to his ethical premise and 4) discuss the type of ethical issues resolved to this day using this theory. 9. Macroallocation – define and provide an example separate from the book example (You should develop your own example rather than looking for an online example; this will use your critical thinking skills. Consider an application to your own profession as macroallocation is NOT limited to the medical field.) 10. David Hume 11. Rodericus Castro 12. Plato and “The Republic” 13. Pythagoras 14. Teleology – Discuss at length the basic types/concepts of this theory 15. Core Values – Why do they exist? LIST AND DEFINE ALL TERMS 16. Develop a timeline that reflects the ethical theories as developed by the INDIVIDUALS presented in this assignment. This assignment is due Saturday March 14th at NOON and is graded as a homework assignment. Grading: Paragraph Formation = 20% of grade (bulleted lists are acceptable for some answers) Answers inclusive of major material for answer = 40% of grade Creation of Timeline = 10% of grade Sentence structure, application of correct spelling and grammar = 20% of grade References (if utilized) = 10% of grade; references should be submitted on a separate references cited page. Otherwise this 10% of the assignment grade will be considered under the sentence structure component for 30% of the grade. It is expected that the finished assignment will be two – three pages of text, double spaced, using 12 font and standard page margins.

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1. How does Odysseus outsmart Polyphemous? What would you have done in this situation? Would you have held your cool long enough to come up with this solution? This scene illustrates what the Greeks admired about Odysseus, a different type of hero than the brawny Achilles. Where does the text show what they admire about him? 2. When Protagoras said “Man is the measure of all things,” why was this a different and new way of seeing the world? To what degree does contemporary US culture agree with Protagoras? 3. What do you see in our contemporary society that we share with the archaic Greeks? How are we alike and different? Where are the intersections of ancient history and our current realities?

1. How does Odysseus outsmart Polyphemous? What would you have done in this situation? Would you have held your cool long enough to come up with this solution? This scene illustrates what the Greeks admired about Odysseus, a different type of hero than the brawny Achilles. Where does the text show what they admire about him? 2. When Protagoras said “Man is the measure of all things,” why was this a different and new way of seeing the world? To what degree does contemporary US culture agree with Protagoras? 3. What do you see in our contemporary society that we share with the archaic Greeks? How are we alike and different? Where are the intersections of ancient history and our current realities?

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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?

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?

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Chapter 11 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, April 18, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Understanding Work and Kinetic Energy Learning Goal: To learn about the Work-Energy Theorem and its basic applications. In this problem, you will learn about the relationship between the work done on an object and the kinetic energy of that object. The kinetic energy of an object of mass moving at a speed is defined as . It seems reasonable to say that the speed of an object–and, therefore, its kinetic energy–can be changed by performing work on the object. In this problem, we will explore the mathematical relationship between the work done on an object and the change in the kinetic energy of that object. First, let us consider a sled of mass being pulled by a constant, horizontal force of magnitude along a rough, horizontal surface. The sled is speeding up. Part A How many forces are acting on the sled? ANSWER: Part B This question will be shown after you complete previous question(s). Part C K m v K = (1/2)mv2 m F one two three four This question will be shown after you complete previous question(s). Part D This question will be shown after you complete previous question(s). Part E This question will be shown after you complete previous question(s). Part F This question will be shown after you complete previous question(s). Part G This question will be shown after you complete previous question(s). Part H This question will be shown after you complete previous question(s). Part I Typesetting math: 91% This question will be shown after you complete previous question(s). Part J This question will be shown after you complete previous question(s). Part K This question will be shown after you complete previous question(s). Work-Energy Theorem Reviewed Learning Goal: Review the work-energy theorem and apply it to a simple problem. If you push a particle of mass in the direction in which it is already moving, you expect the particle’s speed to increase. If you push with a constant force , then the particle will accelerate with acceleration (from Newton’s 2nd law). Part A Enter a one- or two-word answer that correctly completes the following statement. If the constant force is applied for a fixed interval of time , then the _____ of the particle will increase by an amount . You did not open hints for this part. ANSWER: M F a = F/M t at Typesetting math: 91% Part B Enter a one- or two-word answer that correctly completes the following statement. If the constant force is applied over a given distance , along the path of the particle, then the _____ of the particle will increase by . ANSWER: Part C If the initial kinetic energy of the particle is , and its final kinetic energy is , express in terms of and the work done on the particle. ANSWER: Part D In general, the work done by a force is written as . Now, consider whether the following statements are true or false: The dot product assures that the integrand is always nonnegative. The dot product indicates that only the component of the force perpendicular to the path contributes to the integral. The dot product indicates that only the component of the force parallel to the path contributes to the integral. Enter t for true or f for false for each statement. Separate your responses with commas (e.g., t,f,t). ANSWER: D FD Ki Kf Kf Ki W Kf = F W =  ( ) d f i F r r Typesetting math: 91% Part E Assume that the particle has initial speed . Find its final kinetic energy in terms of , , , and . You did not open hints for this part. ANSWER: Part F What is the final speed of the particle? Express your answer in terms of and . ANSWER: ± The Work Done in Pulling a Supertanker Two tugboats pull a disabled supertanker. Each tug exerts a constant force of 2.20×106 , one at an angle 10.0 west of north, and the other at an angle 10.0 east of north, as they pull the tanker a distance 0.660 toward the north. Part A What is the total work done by the two tugboats on the supertanker? Express your answer in joules, to three significant figures. vi Kf vi M F D Kf = Kf M vf = N km Typesetting math: 91% You did not open hints for this part. ANSWER: Energy Required to Lift a Heavy Box As you are trying to move a heavy box of mass , you realize that it is too heavy for you to lift by yourself. There is no one around to help, so you attach an ideal pulley to the box and a massless rope to the ceiling, which you wrap around the pulley. You pull up on the rope to lift the box. Use for the magnitude of the acceleration due to gravity and neglect friction forces. Part A Once you have pulled hard enough to start the box moving upward, what is the magnitude of the upward force you must apply to the rope to start raising the box with constant velocity? Express the magnitude of the force in terms of , the mass of the box. J m g F m Typesetting math: 91% You did not open hints for this part. ANSWER: Part B This question will be shown after you complete previous question(s). Pulling a Block on an Incline with Friction A block of weight sits on an inclined plane as shown. A force of magnitude is applied to pull the block up the incline at constant speed. The coefficient of kinetic friction between the plane and the block is . Part A F = mg F μ Typesetting math: 91% What is the total work done on the block by the force of friction as the block moves a distance up the incline? Express the work done by friction in terms of any or all of the variables , , , , , and . You did not open hints for this part. ANSWER: Part B What is the total work done on the block by the applied force as the block moves a distance up the incline? Express your answer in terms of any or all of the variables , , , , , and . ANSWER: Now the applied force is changed so that instead of pulling the block up the incline, the force pulls the block down the incline at a constant speed. Wfric L μ m g  L F Wfric = WF F L μ m g  L F WF = Typesetting math: 91% Part C What is the total work done on the block by the force of friction as the block moves a distance down the incline? Express your answer in terms of any or all of the variables , , , , , and . ANSWER: Part D What is the total work done on the box by the appled force in this case? Express your answer in terms of any or all of the variables , , , , , and . ANSWER: When Push Comes to Shove Two forces, of magnitudes = 75.0 and = 25.0 , act in opposite directions on a block, which sits atop a frictionless surface, as shown in the figure. Initially, the center of the block is at position = -1.00 . At some later time, the block has moved to the right, and its center is at a new position, = 1.00 . Wfric L μ m g  L F Wfric = WF μ m g  L F WF = F1 N F2 N xi cm xf cm Typesetting math: 91% Part A Find the work done on the block by the force of magnitude = 75.0 as the block moves from = -1.00 to = 1.00 . Express your answer numerically, in joules. You did not open hints for this part. ANSWER: Part B Find the work done by the force of magnitude = 25.0 as the block moves from = -1.00 to = 1.00 . Express your answer numerically, in joules. You did not open hints for this part. ANSWER: W1 F1 N xi cm xf cm W1 = J W2 F2 N xi cm xf cm Typesetting math: 91% Part C What is the net work done on the block by the two forces? Express your answer numerically, in joules. ANSWER: Part D Determine the change in the kinetic energy of the block as it moves from = -1.00 to = 1.00 . Express your answer numerically, in joules. You did not open hints for this part. ANSWER: Work from a Constant Force Learning Goal: W2 = J Wnet Wnet = J Kf − Ki xi cm xf cm Kf − Ki = J Typesetting math: 91% To understand how to compute the work done by a constant force acting on a particle that moves in a straight line. In this problem, you will calculate the work done by a constant force. A force is considered constant if is independent of . This is the most frequently encountered situation in elementary Newtonian mechanics. Part A Consider a particle moving in a straight line from initial point B to final point A, acted upon by a constant force . The force (think of it as a field, having a magnitude and direction at every position ) is indicated by a series of identical vectors pointing to the left, parallel to the horizontal axis. The vectors are all identical only because the force is constant along the path. The magnitude of the force is , and the displacement vector from point B to point A is (of magnitude , making and angle (radians) with the positive x axis). Find , the work that the force performs on the particle as it moves from point B to point A. Express the work in terms of , , and . Remember to use radians, not degrees, for any angles that appear in your answer. You did not open hints for this part. ANSWER: Part B Now consider the same force acting on a particle that travels from point A to point B. The displacement vector now points in the opposite direction as it did in Part A. Find the work done by in this case. Express your answer in terms of , , and . F( r) r F r F L L  WBA F L F  WBA = F L WAB F Typesetting math: 91% L F  You did not open hints for this part. ANSWER: ± Vector Dot Product Let vectors , , and . Calculate the following: Part A You did not open hints for this part. ANSWER: WAB = A = (2, 1,−4) B = (−3, 0, 1) C = (−1,−1, 2) Typesetting math: 91% Part B What is the angle between and ? Express your answer using one significant figure. You did not open hints for this part. ANSWER: Part C ANSWER: Part D ANSWER: A B = AB A B AB = radians 2B 3C = Typesetting math: 91% Part E Which of the following can be computed? You did not open hints for this part. ANSWER: and are different vectors with lengths and respectively. Find the following: Part F Express your answer in terms of You did not open hints for this part. ANSWER: 2(B 3C) = A B C A (B C) A (B + C) 3 A V 1 V 2 V1 V2 V1 Typesetting math: 91% Part G If and are perpendicular, You did not open hints for this part. ANSWER: Part H If and are parallel, Express your answer in terms of and . You did not open hints for this part. ANSWER: ± Tactics Box 11.1 Calculating the Work Done by a Constant Force V = 1 V 1 V 1 V 2 V = 1 V 2 V 1 V 2 V1 V2 V = 1 V 2 Typesetting math: 91% Learning Goal: To practice Tactics Box 11.1 Calculating the Work Done by a Constant Force. Recall that the work done by a constant force at an angle to the displacement is . The vector magnitudes and are always positive, so the sign of is determined entirely by the angle between the force and the displacement. W F  d W = Fd cos  F d W  Typesetting math: 91% TACTICS BOX 11.1 Calculating the work done by a constant force Force and displacement Work Sign of Energy transfer Energy is transferred into the system. The particle speeds up. increases. No energy is transferred. Speed and are constant. Energy is transferred out of the system. The particle slows down. decreases. A box has weight of magnitude = 2.00 accelerates down a rough plane that is inclined at an angle = 30.0 above the horizontal, as shown at left. The normal force acting on the box has a magnitude = 1.732 , the coefficient of kinetic friction between the box and the plane is = 0.300, and the displacement of the box is 1.80 down the inclined plane.  W W 0 F(“r) + K < 90 F("r) cos  + 90 0 0 K > 90 F(“r) cos  − K 180 −F(“r) − FG N  n N μk d m Typesetting math: 91% Part A What is the work done on the box by gravity? Express your answers in joules to two significant figures. You did not open hints for this part. ANSWER: Part B This question will be shown after you complete previous question(s). Part C This question will be shown after you complete previous question(s). Wgrav Wgrav = J Typesetting math: 91% Work and Potential Energy on a Sliding Block with Friction A block of weight sits on a plane inclined at an angle as shown. The coefficient of kinetic friction between the plane and the block is . A force is applied to push the block up the incline at constant speed. Part A What is the work done on the block by the force of friction as the block moves a distance up the incline? Express your answer in terms of some or all of the following: , , , . You did not open hints for this part. ANSWER: w  μ F Wf L μ w  L Wf = Typesetting math: 91% Part B What is the work done by the applied force of magnitude ? Express your answer in terms of some or all of the following: , , , . ANSWER: Part C What is the change in the potential energy of the block, , after it has been pushed a distance up the incline? Express your answer in terms of some or all of the following: , , , . ANSWER: Part D This question will be shown after you complete previous question(s). Part E This question will be shown after you complete previous question(s). W F μ w  L W = “U L μ w  L “U = Typesetting math: 91% Part F This question will be shown after you complete previous question(s). Where’s the Energy? Learning Goal: To understand how to apply the law of conservation of energy to situations with and without nonconservative forces acting. The law of conservation of energy states the following: In an isolated system the total energy remains constant. If the objects within the system interact through gravitational and elastic forces only, then the total mechanical energy is conserved. The mechanical energy of a system is defined as the sum of kinetic energy and potential energy . For such systems where no forces other than the gravitational and elastic forces do work, the law of conservation of energy can be written as , where the quantities with subscript “i” refer to the “initial” moment and those with subscript “f” refer to the final moment. A wise choice of initial and final moments, which is not always obvious, may significantly simplify the solution. The kinetic energy of an object that has mass \texttip{m}{m} and velocity \texttip{v}{v} is given by \large{K=\frac{1}{2}mv^2}. Potential energy, instead, has many forms. The two forms that you will be dealing with most often in this chapter are the gravitational and elastic potential energy. Gravitational potential energy is the energy possessed by elevated objects. For small heights, it can be found as U_{\rm g}=mgh, where \texttip{m}{m} is the mass of the object, \texttip{g}{g} is the acceleration due to gravity, and \texttip{h}{h} is the elevation of the object above the zero level. The zero level is the elevation at which the gravitational potential energy is assumed to be (you guessed it) zero. The choice of the zero level is dictated by convenience; typically (but not necessarily), it is selected to coincide with the lowest position of the object during the motion explored in the problem. Elastic potential energy is associated with stretched or compressed elastic objects such as springs. For a spring with a force constant \texttip{k}{k}, stretched or compressed a distance \texttip{x}{x}, the associated elastic potential energy is \large{U_{\rm e}=\frac{1}{2}kx^2}. When all three types of energy change, the law of conservation of energy for an object of mass \texttip{m}{m} can be written as K U Ki + Ui = Kf + Uf Typesetting math: 91% \large{\frac{1}{2}mv_{\rm i}^2+mgh_{\rm i}+\frac{1}{2}kx_{\rm i}^2=\frac{1}{2}mv_{\rm f \hspace{1 pt}}^2+mgh_{\rm f \hspace{1 pt}}+\frac{1}{2}kx_{\rm f \hspace{1 pt}}^2}. The gravitational force and the elastic force are two examples of conservative forces. What if nonconservative forces, such as friction, also act within the system? In that case, the total mechanical energy would change. The law of conservation of energy is then written as \large{\frac{1}{2}mv_{\rm i}^2+mgh_{\rm i}+\frac{1}{2}kx_{\rm i}^2+W_{\rm nc}=\frac{1}{2}mv_{\rm f \hspace{1 pt}}^2+mgh_{\rm f \hspace{1 pt}}+\frac{1}{2}kx_{\rm f \hspace{1 pt}}^2}, where \texttip{W_{\rm nc}}{W_nc} represents the work done by the nonconservative forces acting on the object between the initial and the final moments. The work \texttip{W_{\rm nc}}{W_nc} is usually negative; that is, the nonconservative forces tend to decrease, or dissipate, the mechanical energy of the system. In this problem, we will consider the following situation as depicted in the diagram : A block of mass \texttip{m}{m} slides at a speed \texttip{v}{v} along a horizontal, smooth table. It next slides down a smooth ramp, descending a height \texttip{h}{h}, and then slides along a horizontal rough floor, stopping eventually. Assume that the block slides slowly enough so that it does not lose contact with the supporting surfaces (table, ramp, or floor). You will analyze the motion of the block at different moments using the law of conservation of energy. Part A Which word in the statement of this problem allows you to assume that the table is frictionless? ANSWER: Part B straight smooth horizontal Typesetting math: 91% This question will be shown after you complete previous question(s). Part C This question will be shown after you complete previous question(s). Part D This question will be shown after you complete previous question(s). Part E This question will be shown after you complete previous question(s). Part F This question will be shown after you complete previous question(s). Part G This question will be shown after you complete previous question(s). Part H Typesetting math: 91% This question will be shown after you complete previous question(s). Part I This question will be shown after you complete previous question(s). Part J This question will be shown after you complete previous question(s). Part K This question will be shown after you complete previous question(s). Sliding In Socks Suppose that the coefficient of kinetic friction between Zak’s feet and the floor, while wearing socks, is 0.250. Knowing this, Zak decides to get a running start and then slide across the floor. Part A If Zak’s speed is 3.00 \rm m/s when he starts to slide, what distance \texttip{d}{d} will he slide before stopping? Express your answer in meters. ANSWER: Typesetting math: 91% Part B This question will be shown after you complete previous question(s). Score Summary: Your score on this assignment is 0%. You received 0 out of a possible total of 0 points. \rm m Typesetting math: 91%

Chapter 11 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, April 18, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Understanding Work and Kinetic Energy Learning Goal: To learn about the Work-Energy Theorem and its basic applications. In this problem, you will learn about the relationship between the work done on an object and the kinetic energy of that object. The kinetic energy of an object of mass moving at a speed is defined as . It seems reasonable to say that the speed of an object–and, therefore, its kinetic energy–can be changed by performing work on the object. In this problem, we will explore the mathematical relationship between the work done on an object and the change in the kinetic energy of that object. First, let us consider a sled of mass being pulled by a constant, horizontal force of magnitude along a rough, horizontal surface. The sled is speeding up. Part A How many forces are acting on the sled? ANSWER: Part B This question will be shown after you complete previous question(s). Part C K m v K = (1/2)mv2 m F one two three four This question will be shown after you complete previous question(s). Part D This question will be shown after you complete previous question(s). Part E This question will be shown after you complete previous question(s). Part F This question will be shown after you complete previous question(s). Part G This question will be shown after you complete previous question(s). Part H This question will be shown after you complete previous question(s). Part I Typesetting math: 91% This question will be shown after you complete previous question(s). Part J This question will be shown after you complete previous question(s). Part K This question will be shown after you complete previous question(s). Work-Energy Theorem Reviewed Learning Goal: Review the work-energy theorem and apply it to a simple problem. If you push a particle of mass in the direction in which it is already moving, you expect the particle’s speed to increase. If you push with a constant force , then the particle will accelerate with acceleration (from Newton’s 2nd law). Part A Enter a one- or two-word answer that correctly completes the following statement. If the constant force is applied for a fixed interval of time , then the _____ of the particle will increase by an amount . You did not open hints for this part. ANSWER: M F a = F/M t at Typesetting math: 91% Part B Enter a one- or two-word answer that correctly completes the following statement. If the constant force is applied over a given distance , along the path of the particle, then the _____ of the particle will increase by . ANSWER: Part C If the initial kinetic energy of the particle is , and its final kinetic energy is , express in terms of and the work done on the particle. ANSWER: Part D In general, the work done by a force is written as . Now, consider whether the following statements are true or false: The dot product assures that the integrand is always nonnegative. The dot product indicates that only the component of the force perpendicular to the path contributes to the integral. The dot product indicates that only the component of the force parallel to the path contributes to the integral. Enter t for true or f for false for each statement. Separate your responses with commas (e.g., t,f,t). ANSWER: D FD Ki Kf Kf Ki W Kf = F W =  ( ) d f i F r r Typesetting math: 91% Part E Assume that the particle has initial speed . Find its final kinetic energy in terms of , , , and . You did not open hints for this part. ANSWER: Part F What is the final speed of the particle? Express your answer in terms of and . ANSWER: ± The Work Done in Pulling a Supertanker Two tugboats pull a disabled supertanker. Each tug exerts a constant force of 2.20×106 , one at an angle 10.0 west of north, and the other at an angle 10.0 east of north, as they pull the tanker a distance 0.660 toward the north. Part A What is the total work done by the two tugboats on the supertanker? Express your answer in joules, to three significant figures. vi Kf vi M F D Kf = Kf M vf = N km Typesetting math: 91% You did not open hints for this part. ANSWER: Energy Required to Lift a Heavy Box As you are trying to move a heavy box of mass , you realize that it is too heavy for you to lift by yourself. There is no one around to help, so you attach an ideal pulley to the box and a massless rope to the ceiling, which you wrap around the pulley. You pull up on the rope to lift the box. Use for the magnitude of the acceleration due to gravity and neglect friction forces. Part A Once you have pulled hard enough to start the box moving upward, what is the magnitude of the upward force you must apply to the rope to start raising the box with constant velocity? Express the magnitude of the force in terms of , the mass of the box. J m g F m Typesetting math: 91% You did not open hints for this part. ANSWER: Part B This question will be shown after you complete previous question(s). Pulling a Block on an Incline with Friction A block of weight sits on an inclined plane as shown. A force of magnitude is applied to pull the block up the incline at constant speed. The coefficient of kinetic friction between the plane and the block is . Part A F = mg F μ Typesetting math: 91% What is the total work done on the block by the force of friction as the block moves a distance up the incline? Express the work done by friction in terms of any or all of the variables , , , , , and . You did not open hints for this part. ANSWER: Part B What is the total work done on the block by the applied force as the block moves a distance up the incline? Express your answer in terms of any or all of the variables , , , , , and . ANSWER: Now the applied force is changed so that instead of pulling the block up the incline, the force pulls the block down the incline at a constant speed. Wfric L μ m g  L F Wfric = WF F L μ m g  L F WF = Typesetting math: 91% Part C What is the total work done on the block by the force of friction as the block moves a distance down the incline? Express your answer in terms of any or all of the variables , , , , , and . ANSWER: Part D What is the total work done on the box by the appled force in this case? Express your answer in terms of any or all of the variables , , , , , and . ANSWER: When Push Comes to Shove Two forces, of magnitudes = 75.0 and = 25.0 , act in opposite directions on a block, which sits atop a frictionless surface, as shown in the figure. Initially, the center of the block is at position = -1.00 . At some later time, the block has moved to the right, and its center is at a new position, = 1.00 . Wfric L μ m g  L F Wfric = WF μ m g  L F WF = F1 N F2 N xi cm xf cm Typesetting math: 91% Part A Find the work done on the block by the force of magnitude = 75.0 as the block moves from = -1.00 to = 1.00 . Express your answer numerically, in joules. You did not open hints for this part. ANSWER: Part B Find the work done by the force of magnitude = 25.0 as the block moves from = -1.00 to = 1.00 . Express your answer numerically, in joules. You did not open hints for this part. ANSWER: W1 F1 N xi cm xf cm W1 = J W2 F2 N xi cm xf cm Typesetting math: 91% Part C What is the net work done on the block by the two forces? Express your answer numerically, in joules. ANSWER: Part D Determine the change in the kinetic energy of the block as it moves from = -1.00 to = 1.00 . Express your answer numerically, in joules. You did not open hints for this part. ANSWER: Work from a Constant Force Learning Goal: W2 = J Wnet Wnet = J Kf − Ki xi cm xf cm Kf − Ki = J Typesetting math: 91% To understand how to compute the work done by a constant force acting on a particle that moves in a straight line. In this problem, you will calculate the work done by a constant force. A force is considered constant if is independent of . This is the most frequently encountered situation in elementary Newtonian mechanics. Part A Consider a particle moving in a straight line from initial point B to final point A, acted upon by a constant force . The force (think of it as a field, having a magnitude and direction at every position ) is indicated by a series of identical vectors pointing to the left, parallel to the horizontal axis. The vectors are all identical only because the force is constant along the path. The magnitude of the force is , and the displacement vector from point B to point A is (of magnitude , making and angle (radians) with the positive x axis). Find , the work that the force performs on the particle as it moves from point B to point A. Express the work in terms of , , and . Remember to use radians, not degrees, for any angles that appear in your answer. You did not open hints for this part. ANSWER: Part B Now consider the same force acting on a particle that travels from point A to point B. The displacement vector now points in the opposite direction as it did in Part A. Find the work done by in this case. Express your answer in terms of , , and . F( r) r F r F L L  WBA F L F  WBA = F L WAB F Typesetting math: 91% L F  You did not open hints for this part. ANSWER: ± Vector Dot Product Let vectors , , and . Calculate the following: Part A You did not open hints for this part. ANSWER: WAB = A = (2, 1,−4) B = (−3, 0, 1) C = (−1,−1, 2) Typesetting math: 91% Part B What is the angle between and ? Express your answer using one significant figure. You did not open hints for this part. ANSWER: Part C ANSWER: Part D ANSWER: A B = AB A B AB = radians 2B 3C = Typesetting math: 91% Part E Which of the following can be computed? You did not open hints for this part. ANSWER: and are different vectors with lengths and respectively. Find the following: Part F Express your answer in terms of You did not open hints for this part. ANSWER: 2(B 3C) = A B C A (B C) A (B + C) 3 A V 1 V 2 V1 V2 V1 Typesetting math: 91% Part G If and are perpendicular, You did not open hints for this part. ANSWER: Part H If and are parallel, Express your answer in terms of and . You did not open hints for this part. ANSWER: ± Tactics Box 11.1 Calculating the Work Done by a Constant Force V = 1 V 1 V 1 V 2 V = 1 V 2 V 1 V 2 V1 V2 V = 1 V 2 Typesetting math: 91% Learning Goal: To practice Tactics Box 11.1 Calculating the Work Done by a Constant Force. Recall that the work done by a constant force at an angle to the displacement is . The vector magnitudes and are always positive, so the sign of is determined entirely by the angle between the force and the displacement. W F  d W = Fd cos  F d W  Typesetting math: 91% TACTICS BOX 11.1 Calculating the work done by a constant force Force and displacement Work Sign of Energy transfer Energy is transferred into the system. The particle speeds up. increases. No energy is transferred. Speed and are constant. Energy is transferred out of the system. The particle slows down. decreases. A box has weight of magnitude = 2.00 accelerates down a rough plane that is inclined at an angle = 30.0 above the horizontal, as shown at left. The normal force acting on the box has a magnitude = 1.732 , the coefficient of kinetic friction between the box and the plane is = 0.300, and the displacement of the box is 1.80 down the inclined plane.  W W 0 F(“r) + K < 90 F("r) cos  + 90 0 0 K > 90 F(“r) cos  − K 180 −F(“r) − FG N  n N μk d m Typesetting math: 91% Part A What is the work done on the box by gravity? Express your answers in joules to two significant figures. You did not open hints for this part. ANSWER: Part B This question will be shown after you complete previous question(s). Part C This question will be shown after you complete previous question(s). Wgrav Wgrav = J Typesetting math: 91% Work and Potential Energy on a Sliding Block with Friction A block of weight sits on a plane inclined at an angle as shown. The coefficient of kinetic friction between the plane and the block is . A force is applied to push the block up the incline at constant speed. Part A What is the work done on the block by the force of friction as the block moves a distance up the incline? Express your answer in terms of some or all of the following: , , , . You did not open hints for this part. ANSWER: w  μ F Wf L μ w  L Wf = Typesetting math: 91% Part B What is the work done by the applied force of magnitude ? Express your answer in terms of some or all of the following: , , , . ANSWER: Part C What is the change in the potential energy of the block, , after it has been pushed a distance up the incline? Express your answer in terms of some or all of the following: , , , . ANSWER: Part D This question will be shown after you complete previous question(s). Part E This question will be shown after you complete previous question(s). W F μ w  L W = “U L μ w  L “U = Typesetting math: 91% Part F This question will be shown after you complete previous question(s). Where’s the Energy? Learning Goal: To understand how to apply the law of conservation of energy to situations with and without nonconservative forces acting. The law of conservation of energy states the following: In an isolated system the total energy remains constant. If the objects within the system interact through gravitational and elastic forces only, then the total mechanical energy is conserved. The mechanical energy of a system is defined as the sum of kinetic energy and potential energy . For such systems where no forces other than the gravitational and elastic forces do work, the law of conservation of energy can be written as , where the quantities with subscript “i” refer to the “initial” moment and those with subscript “f” refer to the final moment. A wise choice of initial and final moments, which is not always obvious, may significantly simplify the solution. The kinetic energy of an object that has mass \texttip{m}{m} and velocity \texttip{v}{v} is given by \large{K=\frac{1}{2}mv^2}. Potential energy, instead, has many forms. The two forms that you will be dealing with most often in this chapter are the gravitational and elastic potential energy. Gravitational potential energy is the energy possessed by elevated objects. For small heights, it can be found as U_{\rm g}=mgh, where \texttip{m}{m} is the mass of the object, \texttip{g}{g} is the acceleration due to gravity, and \texttip{h}{h} is the elevation of the object above the zero level. The zero level is the elevation at which the gravitational potential energy is assumed to be (you guessed it) zero. The choice of the zero level is dictated by convenience; typically (but not necessarily), it is selected to coincide with the lowest position of the object during the motion explored in the problem. Elastic potential energy is associated with stretched or compressed elastic objects such as springs. For a spring with a force constant \texttip{k}{k}, stretched or compressed a distance \texttip{x}{x}, the associated elastic potential energy is \large{U_{\rm e}=\frac{1}{2}kx^2}. When all three types of energy change, the law of conservation of energy for an object of mass \texttip{m}{m} can be written as K U Ki + Ui = Kf + Uf Typesetting math: 91% \large{\frac{1}{2}mv_{\rm i}^2+mgh_{\rm i}+\frac{1}{2}kx_{\rm i}^2=\frac{1}{2}mv_{\rm f \hspace{1 pt}}^2+mgh_{\rm f \hspace{1 pt}}+\frac{1}{2}kx_{\rm f \hspace{1 pt}}^2}. The gravitational force and the elastic force are two examples of conservative forces. What if nonconservative forces, such as friction, also act within the system? In that case, the total mechanical energy would change. The law of conservation of energy is then written as \large{\frac{1}{2}mv_{\rm i}^2+mgh_{\rm i}+\frac{1}{2}kx_{\rm i}^2+W_{\rm nc}=\frac{1}{2}mv_{\rm f \hspace{1 pt}}^2+mgh_{\rm f \hspace{1 pt}}+\frac{1}{2}kx_{\rm f \hspace{1 pt}}^2}, where \texttip{W_{\rm nc}}{W_nc} represents the work done by the nonconservative forces acting on the object between the initial and the final moments. The work \texttip{W_{\rm nc}}{W_nc} is usually negative; that is, the nonconservative forces tend to decrease, or dissipate, the mechanical energy of the system. In this problem, we will consider the following situation as depicted in the diagram : A block of mass \texttip{m}{m} slides at a speed \texttip{v}{v} along a horizontal, smooth table. It next slides down a smooth ramp, descending a height \texttip{h}{h}, and then slides along a horizontal rough floor, stopping eventually. Assume that the block slides slowly enough so that it does not lose contact with the supporting surfaces (table, ramp, or floor). You will analyze the motion of the block at different moments using the law of conservation of energy. Part A Which word in the statement of this problem allows you to assume that the table is frictionless? ANSWER: Part B straight smooth horizontal Typesetting math: 91% This question will be shown after you complete previous question(s). Part C This question will be shown after you complete previous question(s). Part D This question will be shown after you complete previous question(s). Part E This question will be shown after you complete previous question(s). Part F This question will be shown after you complete previous question(s). Part G This question will be shown after you complete previous question(s). Part H Typesetting math: 91% This question will be shown after you complete previous question(s). Part I This question will be shown after you complete previous question(s). Part J This question will be shown after you complete previous question(s). Part K This question will be shown after you complete previous question(s). Sliding In Socks Suppose that the coefficient of kinetic friction between Zak’s feet and the floor, while wearing socks, is 0.250. Knowing this, Zak decides to get a running start and then slide across the floor. Part A If Zak’s speed is 3.00 \rm m/s when he starts to slide, what distance \texttip{d}{d} will he slide before stopping? Express your answer in meters. ANSWER: Typesetting math: 91% Part B This question will be shown after you complete previous question(s). Score Summary: Your score on this assignment is 0%. You received 0 out of a possible total of 0 points. \rm m Typesetting math: 91%

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Collaborative report Situation D: Proposal for Kindle-like devices/electronic textbooks to be used for textbook/academic purposes (institutions of higher ed would be audience). Situation: As any college student knows, textbooks for classes are expensive and students are not likely to keep some textbooks related to classes outside of one’s major. Some students will return these books to the bookstore in an effort to recoup some of their money, while others will offer them directly to other students at a discounted price. Bookstores tend to make most of their textbook-related income from selling used textbooks, while publishers make money from new editions. Additionally, many textbook editions come with a Website companion to enhance instruction with those textbooks. Kindle is a portable device with which someone can access texts electronically by purchasing them, usually at a discounted price off the print-version. Kindle is the original product, but Apple has a similar device too. These devices tend to cost over $200. However, there is discussion about their use as an option for textbook purchases. Also, bookstores have implemented a rental system; however, not all textbooks are available for rental, much as not all textbooks have an electronic version yet. You work for Learned Books, a textbook publisher that is trying to think of ways to balance its desire for profitability with students’ desire to reign in book-related expenses. You understand that a company that can appeal to the market’s concerns, considering increased competition from online retail sources, will be able to stay in business. Your group is tasked with ascertaining how LB can do this. One idea is to develop a rental system, another involves joining forces with manufacturers of Kindle-like devices and offering discounted versions of texts to students electronically through e-readers or PCs that can easily access the Internet. Students could purchase the electronic version outright or purchase the electronic version but have access to it for a limited, 12 month period (rental basis). ***Research how are such devices and electronic versions being used for textbook purposes, considering various expenses for producing electronic versions of textbooks and readability concerns? Document Feasibility study/Proposal: Develop a document in which you articulate your assessment of these ideas, integrating at least one graphic and an executive summary. The document should be 2-3 pages long and include formal elements as needed.

Collaborative report Situation D: Proposal for Kindle-like devices/electronic textbooks to be used for textbook/academic purposes (institutions of higher ed would be audience). Situation: As any college student knows, textbooks for classes are expensive and students are not likely to keep some textbooks related to classes outside of one’s major. Some students will return these books to the bookstore in an effort to recoup some of their money, while others will offer them directly to other students at a discounted price. Bookstores tend to make most of their textbook-related income from selling used textbooks, while publishers make money from new editions. Additionally, many textbook editions come with a Website companion to enhance instruction with those textbooks. Kindle is a portable device with which someone can access texts electronically by purchasing them, usually at a discounted price off the print-version. Kindle is the original product, but Apple has a similar device too. These devices tend to cost over $200. However, there is discussion about their use as an option for textbook purchases. Also, bookstores have implemented a rental system; however, not all textbooks are available for rental, much as not all textbooks have an electronic version yet. You work for Learned Books, a textbook publisher that is trying to think of ways to balance its desire for profitability with students’ desire to reign in book-related expenses. You understand that a company that can appeal to the market’s concerns, considering increased competition from online retail sources, will be able to stay in business. Your group is tasked with ascertaining how LB can do this. One idea is to develop a rental system, another involves joining forces with manufacturers of Kindle-like devices and offering discounted versions of texts to students electronically through e-readers or PCs that can easily access the Internet. Students could purchase the electronic version outright or purchase the electronic version but have access to it for a limited, 12 month period (rental basis). ***Research how are such devices and electronic versions being used for textbook purposes, considering various expenses for producing electronic versions of textbooks and readability concerns? Document Feasibility study/Proposal: Develop a document in which you articulate your assessment of these ideas, integrating at least one graphic and an executive summary. The document should be 2-3 pages long and include formal elements as needed.

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