Academic Wizard, Author at Assignment Help Central

November 28, 2025

Electromagnetics & DNA Discussion

discussion- An enormous amount of electricity is created at power-generating stations and sent across the country through wires that carry high voltages. Appliances, power lines, airport and military radars, substations, transformers, computers, and other equipment that carries or uses electricity all generate electromagnetic fields.

Many questions have been raised about how electromagnetic fields affect our bodies. Do they pose a public health risk? Perform an Internet search to find information about the effects of electromagnetic fields on public health. Then, discuss the pros and cons of using equipment that produces an electromagnetic field.

Here is one authoritative source to get you started: electromagnetic fields and public health.

Double Helix Structure of DNA

This task connects the physics of electrostatics with molecular biology. Molecular biology is the study of the structure and function of the cell at the molecular level. DNA’s double helix structure consists of two strands held together by electrostatic forces. Do online research on electrostatics and molecular biology, and then answer the following questions. Here are two sources to start with:

Part A

What is DNA and what is its role in life? List DNA’s four nucleotide bases.

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Part B

Explain DNA’s structure, specifically noting the role electric fields and forces play in it.

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Electric Field of Dreams

In this activity, you will explore the relationship between the strength and direction of the electric field lines to the type of charge on a particle and its magnitude. You will also explore the interactions between two or more charged particles and observe their movement. To begin your activity, open the simulation: Electric Field of Dreams. ‪‪Electric field of dreams‬ 1.0.0-dev.10‬

Directions:
At any time you may

click the Reset All button to reset all the settings;
click the Play/Pause button to pause or resume the motion; or
pause the motion and then click the Step button to observe the motion step-by-step.

Part A

To begin, click the Add button to add one object to the system. Observe the electric field around this charged object. You may move the object around the field by dragging it with your cursor. While the arrows indicate the direction of the electric field around the charge, the length of the arrows indicates the field strength. Based on your observations of the field, what is the charge on this object? Give your reasoning.

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Part B

Set the charged object in motion by dragging it and releasing it. What do you observe about the behavior of the field lines in the vicinity of the object?

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Part C

Add another charged object to the electric field by clicking the Add button again. What is the charge of this new object? Give your reasoning. What do you observe about the behavior of both the objects as well as the field lines in the vicinity of both the objects?

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Part D

Click the Remove button to remove one of these objects, and then click the Properties button to set properties for the next object you will add. Just change the sign of the charge to (+), then click Done. Click Add to add this new object to the field. Now what do you observe about the behavior of the two objects and the field lines that surround them?

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Part E

With the two oppositely-charged objects still in the field, apply an external field to the system: In the External Field box, simply drag the dot until it becomes an electric field vector in some direction. Observe, describe, and explain the behavior of the two objects.

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Electric Field Hockey ‪‪Electric field hockey‬ 1.0.0-dev.10‬

In this activity, you will again explore the relationship between an electric field and charged particles in the field, but this time you’ll have a gaming challenge. To begin, open Electric Field Hockey.

Directions:
On the control bar, make sure that the Puck is Positive and the Field boxes are checked. Also, make sure that the Practice option is selected.

Your aim is to score goals by manipulating the black puck (test charge) into the blue-colored bracket (goal) on the right. Think smart and place positive source charges (red) and negative source charges (blue) in such a way that the black puck moves into the goal.

Note that when you place a red, positive source charge in the hockey field, a red arrow appears on the black puck (test charge) showing the force the positive charge exerts on the puck. Similarly, when you place a blue, negative source charge in the hockey field, a blue arrow appears on the black puck (test charge) showing the force the negative charge exerts on the puck.

Part A

Place a red charge in the hockey field and click Start. In which direction do electric field lines point? In which direction does the black puck move? What conclusion do you draw from this movement?

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Part B

Click Reset and then click Clear. Now, place a blue charge in the hockey field and click Start. In which direction do electric field lines point? In which direction does the black puck move? What conclusion do you draw from this movement?

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Part C

Manipulate the mass of the puck by dragging the Mass bar to the right for increasing the mass and to the left for decreasing it. What changes do you see in the speed of the puck? Which principle works behind this change?

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Part D

In the same situation, what do you observe about the relationship between the speed of the black puck and its distance from the blue charge?

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Part E

You can make the puck travel in complex ways by placing a set of charges around on the field. So, here’s your game challenge: Arrange source charges around to propel the puck from its starting position into the goal. That’s pretty easy for a straight shot; you just put a negative charge behind the goal. But what if there are barriers in the way? That’s a real test of your physics understanding, including Newton’s laws of motion and electrostatic forces. Game’s on!

On the control bar, check the Trace, Field, and Anti-alias boxes. The game has three Difficulty levels. Start with Difficulty level one and arrange source charges to get the puck into the goal. Once you’ve made a score at any level, increase the Difficulty level. Take a screen capture of two of your most difficult goals and paste them here. At least one of these should be at Difficulty level 2 or 3.

(Note: On a Windows computer, you can use the key combination Alt-Print Screen to copy the currently-active window to your clipboard. When you capture an image of this simulation window, paste the image into an image-processing program such as Paint, and save the image as a file. Then use the Insert Image button to insert the file into the response area.)

Discuss the pros and cons of using equipment that produces an electromagnetic field.,
What is DNA and what is its role in life? List DNA’s four nucleotide bases.,
Explain DNA’s structure specifically noting the role electric fields and forces play in it.,
Describe observations from the Electric Field of Dreams simulation with single and multiple charges.,
Explain results from the Electric Field Hockey activity including the direction of field lines puck movement and effect of mass changes.

November 28, 2025

Household Energy Discussion

By Academic Wizard Blog

Household Energy Discussion

Discussion- It’s possible to save a great deal of electrical energy (and money and natural resources) with some simple changes in household electrical use. The trouble is that most of these changes mean either changing behavior or spending money. Do an Internet search and review a few ways to save electrical energy. Discuss at least one change that you think would be reasonable and worthwhile to do in your own home in the next year. Provide your rationale.

Home Energy Use

In this activity, you are going to perform an experiment to track the amount of power you and your family use, then look at some basic patterns in that usage. (NOTE: If you live in an apartment or home in which you do not have access to the electrical meter, consult with your instructor about alternative arrangements, like teaming with a classmate to gather this data.)

This experiment is going to span the course of a full week and require 12 meter readings. It really involves two separate experiments:

tracking daily energy use for a week to compare any usage variations from day to day
comparing a single high-usage time period of a few hours with a single low-usage time period of a few hours to help you identify the extremes in your household electrical use

You can easily do both experiments during the same time period. This approach would be the easiest and fastest way to proceed. Read the instructions for both Part A and Part B if you wish to do both experiments at the same time.

To begin, you’ll need to find your electric meter, which could be inside or outside of your home. Many electric meters these days are digital and pretty easy to read, but if you have an older “dial-type” meter, go to this electric meter reading guide to learn about how to read and understand it.

For each of the two experiments below, you will first record three simple pieces of data in a table:

1) day and date, 2) time, and 3) the kWh reading from the meter.

Then record the results of three simple calculations:

kWh used: Calculate kWh used since the last reading (subtraction).
Hours elapsed: Calculate the number of hours since the last reading (subtraction rounded to a whole number).
Average kW used: (kWh used)/(hours elapsed). If this number turns out to be 0.36, for example, it means that your average household power usage for the time period was about 360 watts, the equivalent of running six 60-watt bulbs for that whole time period.

Part A

Daily Electrical Usage: Data Collection

Pick a convenient time of day to take readings from your electric meter. You’ll need readings roughly a day apart, but if they differ by only an hour or two, that should be fine. Pick a consistent time you’ll remember, though, such as after getting home for the day. You need to start by doing an initial meter reading, then follow up with a reading every day for the next 7 days. You’ll do 8 readings in all.

Record your readings in the tables below. In addition to the data fields described above, there is a lot of room for usage notes. Record anything that might have substantially affected the electrical usage since your previous reading. This might include the amount of time people were around and awake at home, use of specific devices such as an air conditioner, clothes dryer, TV, or lighting.

Type your response here:

Initial Reading

day & date

time

kWh reading

Day 1 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed ‘

avg. kW used

Day 2 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 3 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used ‘

hours elapsed

avg. kW used

Day 4 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 5 Data Usage notes (since last reading)

day&date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 6 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 7 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

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Part B

Usage Extremes: Data Collection

For this experiment, you’ll measure electrical usage during a time period when you expect to have very light electrical usage (for instance, while you’re asleep at night or during the day when no one is at home). Likewise you’ll measure electrical usage during a time period when you expect to have heavier than average electrical usage. This time period might be in the evening, when lights and other appliances are on. Both of these time periods should be at least 4 hours long, to increase the accuracy of your results.

Record your results in the tables below for each situation. For each time period, you’ll need to take an initial and a final reading.

Type your response here:

Low Usage – Initial Reading

day & date

time

kWh reading

Low Usage – Final Reading Energy Usage Notes

day & date

time

kWh reading
kWh used

hours elapsed

avg. kW used

High Usage – Initial Reading

day & date

time

kWh reading

High Usage – Final Reading Energy Usage Notes

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

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Part C

Let’s start the analysis by looking at your “extreme usage” cases. Compare the two cases in detail—low usage period versus high usage period. Discuss differences between the two as well as any surprises. Things you should cover in your discussion: How much difference was there in average power usage (avg. kW) between the low-usage and high-usage time periods? What might have been running during the low-usage period that used energy? Identify likely “stealth” energy users that you could not turn off during the low-usage period. What do you suppose contributed most to the usage during the high-usage period?

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Part D

Having looked at your “extreme usage” cases, analyze your day-to-day usage. Discuss in detail. Specifically, compare higher usage days to lower usage days. Were there significant variations? Do your conclusions regarding the “extreme” cases help to explain any daily variations? What were the surprises or new insights you had in reviewing this day-to-day usage record?

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Part E

It is possible to save a great deal of electrical energy (and money and natural resources) with some simple changes. You’re probably familiar with what some of those changes are and are now more attuned to your own electrical usage. The trouble is, most of these changes either mean changing behavior or spending money. Search the Web for a few ways to save electrical energy. Record them below and categorize them, if possible, as “change behavior” or “spend money.” You might want to consider adding a “neither” category. There are a few things that don’t really require much change or money at all. Include your sources in your answer.

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Part F

Based on what you’ve learned from your household energy investigation, which of these methods seems reasonable to do in your own home this year? (Do you plan to do it?) Provide your rationale.

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What Is “Wasted” Electrical Energy?

Discuss the production, transmission, and usage of electricity in the context of conservation of energy. When electricity is “used” or we say that energy is “wasted,” what is actually happening?

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Discuss at least one change that you think would be reasonable and worthwhile to do in your own home in the next year. Provide your rationale.,
Compare the two extreme usage cases—low usage period versus high usage period. Discuss differences surprises and likely “stealth” energy users.,
Analyze your day-to-day electrical usage. Compare higher usage days to lower usage days and note any significant variations or insights.,
Search the Web for ways to save electrical energy. Record them and categorize as “change behavior” “spend money” or “neither.” Include sources.,
Research grounding wires fuses and circuit breakers. Describe how each works and relate its function to concepts of current voltage and resistance

November 28, 2025

Electromagnetism Discussion

By Academic Wizard Blog

Electromagnetism Discussion

discussion- Research and discuss the aurora borealis in terms of electric charges, magnetic fields, and forces. Which times of the year are best for seeing the northern lights, and where are the best places to view them? Explain your answers. Also identify links to good images. If you’ve ever seen the aurora borealis, describe your experience and note the time and place that you saw it.

Faraday’s Law

Electric generators use the properties of electromagnetism to transform kinetic energy into electrical energy. Many electric generators work by spinning a permanent magnet near coils of wire. Experiment with this simulation of electricity generation to visualize how this process works. Once the simulation opens, try moving the permanent magnet around to see what happens. Also rapidly switch the polarity of the magnet by repeatedly clicking on the magnet icon at the bottom of the page, and observe the effect.

Part A

Try moving the magnet in the different ways described in the table below,. Record your observations in the second column of the table.

Motion Observations

Move the magnet straight through the coil, leading with the north pole. Once the magnet is completely through, move it back to its original position.

Move the magnet straight through the coil, only this time leading with the south pole. Once the magnet is completely through, move it back to its original position

Put the magnet in the center of the coil, but don’t move it.

Put the magnet on the outside of the coil. Repeatedly move it up and down while outside of the coil.

Keeping the magnet outside of the coil. Repeatedly move it back and forth horizontally.

Place the magnet back inside of the coil. Now repeatedly switch the polarity of the magnet by pressing the button toward the bottom-right of the page over and over again.

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Part B

After producing electricity in many different ways, describe what causes electricity to flow in the coil? In your response, describe the types of forces acting on the electrons and how they result in movement.

As you know, loudspeakers are used for communication at sporting events, and in schools or supermarkets. Research loudspeakers on the Web. Describe the components of a speaker and explain how it produces sound. In particular, explain how the force on a current-carrying wire in a magnetic field is used to make a speaker operate.

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Throughout this lesson, you learned about the lives and contributions of key scientists in this area of physics. Create a timeline that ties them all together. The timeline does not need to be highly detailed, but it should do the following:

Include at least the four major scientists covered in this unit: Oersted, Ampère, Faraday, and Tesla.
Include key contributions of each scientist and provide a year, if possible, for those contributions.
Note any relationships among these and other scientists, especially if one developed something based on the work of another.
Arrange the scientists chronologically by their first key contribution, not by their birth date.
Research and discuss the aurora borealis in terms of electric charges magnetic fields and forces. ,Which times of the year are best for seeing the northern lights and where are the best places to view them? ,Explain your answers. Also identify links to good images. If you’ve ever seen the aurora borealis describe your experience and note the time and place that you saw it.,
Experiment with the magnet in the electricity generation simulation. Record your observations for each type of motion described.,
After producing electricity in many different ways describe what causes electricity to flow in the coil? In your response describe the types of forces acting on the electrons and how they result in movement.,
Research loudspeakers on the Web. Describe the components of a speaker and explain how it produces sound. In particular, explain how the force on a current-carrying wire in a magnetic field is used to make a speaker operate.,
Create a timeline that ties together the major scientists covered in this unit: Oersted, Ampère, Faraday, and Tesla, including their key contributions and any relationships among them.

November 28, 2025

Nuclear Energy Discussion

By Academic Wizard Blog

Nuclear Energy Discussion

Scientists such as Heinrich Hertz, Philipp Lenard, Max Planck, and Albert Einstein made scientific contributions that ultimately demonstrated that light is electromagnetic radiation, and that it has a “dual nature.” Some electromagnetic phenomena are best explained with a particle model, and some with a wave model. In a sense, “wave” and “particle” are just easy mental models for light. We employ them because we are used to seeing waves and particles—such as those in water waves and baseballs—in our daily lives. Electromagnetic radiation is a basic concept in physics, but it doesn’t fit completely into one of these neat little boxes.

Research and discuss at least one modern technology that employs electromagnetic radiation and that can be explained by the wave model, the particle model, or a combination of the two. Some possible technologies include solar panels, burglar alarms, cameras, and cell phones.

Research Fusion and Fission Reactions

Read about Nuclear power and then search the internet for more information about fission and fusion reactions. Use the search terms:

deuterium-tritium fusion reaction
uranium-235 fission reaction
plutonium-239 fission reaction

Part A

Why is the deuterium-tritium reaction the most promising nuclear fusion reaction for future energy production?

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Part B

Why is uranium-235 the most common isotope for nuclear fission in current use in nuclear power generation?

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Part C

Why is it advantageous to produce plutonium-239?

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Calculations

Complete the calculations for each nuclear reaction listed below.

Use these resources to better understand the activity at hand and to help in your tasks:

Conversions:

1MeV = 1.6 x 10-13 J
Energy use per person per year in the United States = 3.5 x 1011 Joules
(estimated, varies by source, August 2009)
Approximate population of USA: 310,000,000

Question 1

Deuterium-Tritium Fusion Reaction

Given: energy released = 17.59 MeV per deuterium/tritium reaction pair (mass = 5 amu)

Part A

List the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

Given MeV per reaction, calculate energy in joules per kilogram of reactants.
Consider 1 mole of tritium plus 1 mole of deuterium to be a mole of “reactions” (total molar mass = 5 grams).

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Part C

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years.

Energy use per person per year in the United States = 3.5 × 1011 joules.
Base your calculations on a current population of 310,000,000.

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Question 2

Uranium-235 Fission

Given: energy released = about 200 MeV per individual reaction (mass = 235 amu)

Part A

Find the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

Given MeV per reaction, calculate energy in joules per kilogram of reactants.
Consider 1 mole of uranium-235 to be a mole of “reactions” (molar mass = 235 grams).

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Part C

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years:

Provide the energy use per person per year in the United States = 3.5 × 1011 joules.
Base your calculations on a current population of 310,000,000.

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Question 3

Plutonium-239

Given: energy released = about 200 MeV per individual reaction (mass = 239 amu)

Part A

List the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

Given MeV per reaction, calculate energy in joules per kilogram of reactants.
Consider 1 mole of plutonium-239 to be a mole of “reactions” (molar mass = 239 grams).

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Part C

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years.

Energy use per person per year in the United States = 3.5 × 1011 joules.
Base your calculations on a current population of 310,000,000.

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Analysis and Conclusions

Write a summary of your findings from the calculations section above. Discuss information from your research and the pros and cons of each energy alternative.

Part A

Summarize the results of your calculations from Task 2.

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Part B

Discuss the pros and cons of fission and fusion reactions based on your research.

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Part C

Write your conclusions as to which nuclear reaction is the best alternative energy source.

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Research and discuss at least one modern technology that employs electromagnetic radiation and that can be explained by the wave model the particle model or a combination of the two.,
Why is the deuterium-tritium reaction the most promising nuclear fusion reaction for future energy production?,
Why is uranium-235 the most common isotope for nuclear fission in current use in nuclear power generation?,
Why is it advantageous to produce plutonium-239?,
Complete the calculations for energy released and fuel mass required for the listed nuclear reactions.

November 28, 2025

Title: Physics Lab Guidelines

By Academic Wizard Blog

Title: Physics Lab Guidelines

• Laboratory Preparation: Instructions to all lab experiments are posted on our Blackboard course website. Before performing each lab activity, students must read the instructions, prepare for the laboratory, and study the theory for the experiment. Online lab experiments will be performed by each student as specified in the lab instructions, and a single report will be submitted for each experiment activity. Students can work on the experiments individually or in small groups of 2 or 3 students, but each student must write and submit their own lab report and include a detailed list of contributions from all group members to the lab (see below).

• Laboratory Report Policy: Each lab experiment will span two weeks: The 1st week is devoted to reviewing the activity and collecting the data, while the 2nd week is devoted to completing the lab report. Each student will be responsible for producing a report pertaining to each experiment. Lab reports must be typed and submitted (uploaded as assignments) via Blackboard website using the corresponding link available in the Labs & Reports folder. Lab reports are due on Sunday by midnight (11:59 pm) before your next lab (see course schedule). Lab reports will be graded and returned to you via Blackboard website with feedback and comments. Reports will not be accepted via email. A student must pass the lab portion of the course in order to pass the entire course.

• Late Report Policy: Late laboratory reports will only be accepted in the case of extreme emergency or illness and prior arrangements have been made with the instructor. Students that do not participate in the lab activity or do not submit the required lab report, will not get credit for the lab and will receive a grade of zero (0%). Refer to the course syllabus for more details.

• Format of Laboratory Reports: Laboratory reports must be typed professionally using Microsoft Word (*.doc or *.docx) and in standard font. Plagiarism and copying from the lab instructions or from another student will not be tolerated. Each report must be a single document less than 1 MB in size, and the basic parts of all lab reports must be arranged in the following order:

1. A “Title page” containing your name followed by your partner’s names if any, the title of the report, the

course code, section number, and the date when the experiment was performed.

2. A section entitled “Objectives”, which contains the objective or objectives of the experiment.

3. A section entitled “Theory”, which contains all pertinent theoretical considerations and equations used during the lab or in the calculations. All equations must be explained and typed using Microsoft Word.

4. A section entitled “Equipment and Materials”, which contains a list of the equipment and materials used to carry out the experiment. Also, include a sketch of the lab set-up, equipment, or simulation.

5. A section entitled “Data”, which contains the collected data and results in tabular format. All data tables must be typed using Microsoft Word. Do not include any calculations in this section.

6. A section entitled “Graphs and Screenshots”, which contains any required graphs, diagrams, or screenshots. All graphs must have a title, a well-chosen scale, and properly labeled axes. Curves and straight lines should be drawn smoothly and as close to as many points as possible. Graphs must also display any required slopes or intercepts. Screenshots must be clear and properly labeled.

7. A section entitled “Calculations”, which contains detailed calculations for all trials showing the equations used, algebra, and results rounded to the correct number of significant figures. Include in this section comparisons with expected or standard values (percent error or percent difference). All calculations must be typed using Microsoft Word.

8. A section entitled “Conclusions”, which contains conclusions based on the data, calculations, physical theory, and lab analysis. The conclusions should include: ✓ Summary of final results (values). ✓ Comment on the agreement or disagreement of the results with the theory or expectations. ✓ Answers all analysis questions given in the lab instruction or by the lab instructor. ✓ Discuss what you personally learned from this experiment and your observations/comments.

9. A section entitled “Sources of Error”, which contains a list of the possible sources of experimental errors. There are always errors in any measurement. Identify some of the significant sources.

10. A section entitled “References” that lists all references used. Textbook and lab manual/handouts should always be included.

11. If students worked on the lab as a group, include a section at the end of the report entitled “Contributions” that lists in detail the contributions of all group members to the lab. Remember that each student must write and submit their own lab report for each lab activity or experiment.

What are the requirements for laboratory preparation?,
What is the laboratory report policy?,
What is the late report policy?,
What is the required format of laboratory reports?,
What sections must be included in a lab report?

November 28, 2025

Build an Atom — Assignment

By Academic Wizard Blog

Build an Atom — Assignment

Instructions

For this activity, you will be using the Build an Atom simulation on the PhET website. The web address

for this simulation is given at the beginning of the lab handout under Web Link. You can also click here

to take you to the simulation. During this activity, you are going to find the location of subatomic

particles in an atom. You will also discover which particles affect the name, charge, and mass of an atom.

After starting the simulation, you will be shown three options “Atom”, “Symbol”, and “Game”. Choose

the “Atom” option.

1. After you are on the Atom tab of the simulation. Under “Model” choose “Orbits”. See figure 6 for

where to locate the particles and properties of the created atoms. Drag and drop protons, neutrons,

and electrons onto the atom in the center of the screen.

Figure 1: Screenshot of PhET Build an Atom Simulation Atom Tab

While varying the number of particles, observe how the element, charge, and mass number change.

Explore the simulation, and then answer the following questions.

Questions

1. When you add the following particles, where do they go (the nucleus or in orbits)?

a. Protons

b. Neutrons

c. Electrons

2. What particle(s) determine the name of the element you build?

https://phet.colorado.edu/en/simulations/build-an-atom

https://phet.colorado.edu/sims/html/build-an-atom/latest/build-an-atom_all.html

Build an Atom

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3. What is the name of the following atoms?

a. An atom with 3 protons and 4 neutrons: _____________

b. An atom with 2 protons and 4 neutrons: _____________

c. An atom with 4 protons and 4 neutrons: _____________

4. Think about which particles affected the charge of the atom or ion, and fill in the blanks below to

show your results:

a. Neutral atoms have the same number of protons and electrons.

b. Positive ions have ________________________________ protons than electrons.

c. Negative ions have _______________________________ protons than electrons.

5. Develop a relationship (in the form of a single sentence or equation) that can predict the charge based

on the number and types of particles.

6. Think about which particles affected the mass number of the atom or ion. What is a rule for

determining the mass number of an atom or ion?

Practice applying your understanding by playing 1st and 2nd levels on the game screen.

Build an Atom

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Activity 2: Symbol Screen

For this activity, you will continue using the Build an Atom simulation on the PhET website. During this

activity, you are going to practice using the isotope notation and investigate how the number of each

particle affects the notation.

1. Choose the “Symbol” tab at the bottom of the simulation see figure 7. Explore the simulation by

dragging and dropping protons, neutrons, and electrons onto the atom in the center of the screen and

observing which particles affect each component of the symbol in the isotope notation.

Figure 2: Screenshot of PhET Build an Atom Simulation Symbol Tab

2. After determining how the particles change the element symbol, atomic number, charge, and mass

number of the isotope notation, you will record your data in table 2. For each element property, you

will write the particle(s) used to determine that property and how the value of each property is

determined in table 2. Note: Refer to figure 4 in the prelab for a reminder of the generic isotope

notation. Table 1: Description of Components of Isotope Notation

Generic

isotope

notation letter

Element

Property

Particle(s) How the value is determined

X Chemical

symbol

C Charge

Z Atomic

number

A Mass

number

Build an Atom

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Practice applying your understanding by playing the 3rd and 4th game levels. Play until you can get all the

questions correct on the 4th level.

Questions

1. Create a definition (using a complete sentence) for each of these items based on your data in table 2.

a. Element Symbol

b. Charge

c. Atomic Number

d. Mass Number

2. In addition to the isotope notation, we can represent atoms by name and mass number. For example,

the name of the 𝐶1+6 12 ion is carbon-12, and the name of the 𝐵𝑒4

9 atom is beryllium-9. What is the

isotope name for the following?

a. 𝐿𝑖1+3 6

b. 𝐹9 18

c. 𝐵5 11

d. 𝑂2− 6 12

3. For each pair of atoms listed below. Write whether the atoms are 1) Isotopes, 2) Same Atom, Not

Isotopes of Each Other, OR 3) Different Elements?

a. Atom 1: 𝐶6 12 and Atom 2: 𝐶6

b. Atom 1: carbon-12 and Atom 2: 𝐶6 12

c. Atom 1: argon-40 and Atom 2: argon-41

d. Atom 1: 𝐵5 11 and Atom 2: boron-10

e. Atom 1: an atom with 13 protons & 13 neutrons and Atom 2: an atom with 14 protons & 13

neutrons

Build an Atom

PHSC 1021 online 5 | P a g e

4. As a reminder, here is the figure that contains the first 10 elements, their symbols, and the number of

protons in their nuclei. Use this figure and the information given for each isotope in table 3 to

complete table 3.

Figure 3: Electron Configurations for the First 10 Elements and List of Names and Chemical Symbols

Table 2: Some Isotopes and Their Properties and Components

Name Isotope

Notation

Atomic

number

Mass

Number

Number of

neutrons

Number of

Electrons Charge

hydrogen-2 𝐻1 2 1 2 1 1 0

𝐻1 3

lithium-4 𝐿𝑖1+3 4 2

carbon-12 6

carbon-13 6

carbon-14 6

carbon-12 7

1. When you add the following particles where do they go (the nucleus or in orbits)?,
2. What particle(s) determine the name of the element you build?,
3. What is the name of the following atoms?,
4. Fill in the blanks to show results about charge.,
5. Develop a relationship that can predict charge based on particles.,
6. What is a rule for determining the mass number of an atom or ion?,
Activity 2 Question 1: Create definitions for Element Symbol, Charge, Atomic Number, Mass Number.,

3954

November 28, 2025

Rainbow Physics & Criminal Justice

By Academic Wizard Blog

Rainbow Physics & Criminal Justice

Power Point that explains the physics of a rainbow. What is a rainbow? What will affect if you see a rainbow or two? What do dispersion, refraction, and reflection have to do with rainbows?

Technical violations of parole, such as failing to inform a parole officer about a change in residence, contribute significantly to prison overcrowding. Evaluate the effectiveness of returning parolees to prison for technical violations. Should there be more leniency in handling these cases, or is strict enforcement necessary to maintain public safety and the integrity of the parole system? Discuss the benefits and problems associated with strict enforcement of technical violations, considering the potential impact on recidivism rates, prison overcrowding, and the successful reintegration of parolees into society. Be sure to include examples from the textbook in your answer.

Needs to be 3 paragraphs

Reference Siegel;, Larry.2018.Corrections Today.Boston, MA:Cengage

Victims of violence by intimate partners and family. In your opinion, what are the key issues with this topic?

(Rituals of Strain, IPV, and Familicide) Our argument is that structural factors are often overlooked. After addressing that question, watch the video below. What is your opinion of this “tool” some police departments started using over a decade ago to ID domestic violence victims at greatest risk? What seem to be the advantages? What about disadvantages?

What is a rainbow?,
What will affect if you see a rainbow or two?,
What do dispersion refraction and reflection have to do with rainbows?,
Evaluate the effectiveness of returning parolees to prison for technical violations.,
Should there be more leniency in handling these cases or is strict enforcement necessary to maintain public safety and the integrity of the parole system?

PowerPoint Explanation — Physics of a Rainbow (general guidance)

Slide 1 — What is a rainbow?
A rainbow is a meteorological and optical phenomenon caused by sunlight interacting with water droplets in the atmosphere. When sunlight enters the droplet, it bends (refraction), separates into different wavelengths (dispersion), reflects off the inner surface of the droplet, and then refracts again as it exits. The result is a circular arc of colors typically seen opposite the sun. Primary rainbows show red on the outer edge and violet on the inner edge because each wavelength of light bends at a slightly different angle.

Slide 2 — Why you may see one or two rainbows
A single rainbow results from one internal reflection inside the water droplet. A double rainbow forms when the light reflects twice. The second reflection reverses the color order, so the secondary rainbow appears dimmer and shows red on the inner edge and violet on the outer. Whether you see one or two depends on the number of reflections, droplet size, and viewing geometry. Sun angle matters: rainbows are often visible when sunlight is low (morning or late afternoon).

November 28, 2025

Death Penalty & Victim Compensation

By Academic Wizard Blog

Death Penalty & Victim Compensation

The death penalty remains one of the most contentious issues in the criminal justice system. What do you consider to be the most persuasive argument in favor of the death penalty? Conversely, what is the most compelling argument against it? Analyze how the courts attempt to balance these opposing viewpoints when making decisions about capital punishment. Discuss the ethical, legal, and practical considerations that influence court rulings, as well as the broader social and political context that shapes the debate over the death penalty. Be sure to include examples from the textbook in your answer.

Three (03) Paragraphs

Textbook Resource

Siegel;, Larry.2018.Corrections Today.Boston, MA:Cengage.

Great Advances For Victims

One of the great advances for victims connected to our criminal justice system involves attempts to make people victimized “whole” again to the best extent that we can. Provide a summary of things you find most important from your readings. Afterwards, consider the links below. The first takes you to a video that briefly discusses victim compensation programs. Using the video and any relevant information from your readings, what is good about such programs? What is bad? The second link takes you to information regarding Arkansas. What does it tell us about services Arkansas provides to victims?

Compensation

Securing Restitutions for Victims

What do you consider to be the most persuasive argument in favor of the death penalty?,
Conversely what is the most compelling argument against it?,
Analyze how the courts attempt to balance these opposing viewpoints when making decisions about capital punishment.,
Discuss the ethical legal and practical considerations that influence court rulings as well as the broader social and political context that shapes the debate over the death penalty.,
Be sure to include examples from the textbook in your answer.

Death Penalty Analysis — Three Paragraphs

One of the most persuasive arguments in favor of the death penalty is deterrence and retributive justice. Supporters argue that the most violent and irredeemable offenders—such as those who commit serial murders or extreme acts of brutality—should face the highest possible punishment. They claim that execution protects society by ensuring that such individuals never reoffend and may discourage others from committing similar crimes. Larry Siegel (2018) notes that corrections and punishment historically included incapacitation as a core goal; capital punishment represents the ultimate form of incapacitation as it permanently removes dangerous individuals from society. Proponents often frame the death penalty as a morally justified response to severe harm, delivering closure or symbolic justice for victims and their families.

The most compelling argument against the death penalty is the risk of wrongful conviction and disproportionate application. Opponents contend that once an innocent person is executed, the mistake is irreversible, making errors intolerable within a fair justice system. Siegel (2018) also emphasizes systemic inequities in corrections and sentencing, noting how punishment may be influenced by socioeconomic background, race, and access to legal representation. The death penalty often reflects these disparities, with marginalized groups more likely to receive capital punishment. Additionally, critics argue that the death penalty does not reliably deter crime and that life without parole can protect society while avoiding the moral harm of state-sanctioned killing.

November 28, 2025

Free-fall Lab

By Academic Wizard Blog

Free-fall Lab

1) Introduction: Explain the theory behind this experiment in a paragraph between 150 and 250 words. (2 Points)

Suppose you are using external resources; include the reference. It would be best if you had any relevant formulas and explanations of each term. You may use the rich formula tools embedded here.

2) Hypothesis: In an If /Then statement, highlight the purpose of the experiment.

For instance: If two same shape objects with different masses are dropped from the same height, they will hit the ground simultaneously. (2 points)

Post-lab section:

3) Attach your analysis here, including any table, chart, or plot image. (3 Points)

4) Attach the image of any table, chart, or plot here. (4 points)

Each part is 2 points.

Table 1 and the calculation of the percent error.

Table 2 and the calculation of the percent error.

5) Attach the image of samples of your calculation here. (2 points)

6) In a paragraph between 100 and 150 words, explain what you Learn. What conclusion can you draw from the results of this lab assignment? (2 points)

7) In one sentence, compare the results of the experiment with your Hypothesis. Why? (1 point)

8) Attach your response to the questions in the lab manual here. (4 points)

1) Introduction: Explain the theory behind this experiment in a paragraph between 150 and 250 words. (2 Points),
2) Hypothesis: In an If /Then statement highlight the purpose of the experiment.,
3) Attach your analysis here including any table chart or plot image. (3 Points),
6) In a paragraph between 100 and 150 words explain what you Learn. ,What conclusion can you draw from the results of this lab assignment? (2 points),
7) In one sentence, compare the results of the experiment with your Hypothesis. Why? (1 point),

Comprehensive Answers (general)

1) Introduction (theory — ~180 words)

This experiment explores the kinematics of free-falling bodies and the determination of gravitational acceleration (g) using measured distances and times. For an object released from rest and falling under uniform gravity (neglecting air resistance), the displacement $s$ after time $t$ follows the kinematic equation

$\tfrac{1}{2} a t^2$

where $u$ is initial velocity (here $u = 0$ ), and $a$ is acceleration (for free-fall, $a = g$ ). Thus $\tfrac{1}{2} g t^2$ . Rearranging gives $g = 2s/t^{2}$ . An alternative analysis plots $s$ versus $t^{2}$ : the slope of that linear plot equals $12g\tfrac{1}{2}g$ , so $2\times(\text{slope})$ . Important experimental considerations: measurement uncertainty in distance and time (±∆s, ±∆t), reaction time when using a stopwatch, and air drag which becomes important for low-mass or high-surface-area objects. Percent error is used to compare measured $gexpg_\text{exp}$ with the accepted value $gtheog_\text{theo}$ (standard near Earth’s surface ~9.806 m/s²):

$error=∣gexp−gtheogtheo∣×100%.\%\text{ error} = \left|\frac{g_\text{exp}-g_\text{theo}}{g_\text{theo}}\right| \times 100\%.$

References (example): classical kinematics textbooks or lab manual. Define each term when used (s = displacement in m, t = time in s, g = acceleration due to gravity in m/s²).

2) Hypothesis (If / Then)

If identical-shape objects of different masses are dropped from the same height in the same environment, then they will hit the ground at (nearly) the same time because gravitational acceleration is independent of mass when air resistance is negligible.

3) Analysis (tables, chart/plot, percent error — textual + worked example)

Below is a complete, general analysis you can copy into your report. Replace the sample data with your measured data and attach images of your actual tables/plots where requested.

How to analyze & what to plot

Collect several trials for each drop height (e.g., 0.5 m, 1.0 m, 1.5 m). For each trial record measured time $t$ .
Compute average time $tˉ\bar{t}$ and $t^2$ for each height.
Table distance $s$ (m) vs average $t^2$ (s²). Fit a straight line; slope = ½ g.

Sample Table 1 — raw data and averages (text)

Height $s$ (m)	Trial 1 t (s)	Trial 2 t (s)	Trial 3 t (s)	Average $tˉ\bar{t}$ (s)	$tˉ2\bar{t}^2$ (s²)
0.50	0.32	0.33	0.31	0.320	0.1024
1.00	0.45	0.46	0.44	0.450	0.2025
1.50	0.55	0.56	0.54	0.550	0.3025

Linear fit method
Perform linear regression of $s$ (y-axis) vs $t^2$ (x-axis). For these sample numbers, slope ≈ 4.90 m/s² (this is $\tfrac{1}{2}g$ ), so measured $m/s2g_\text{exp} = 2 \times \text{slope} \approx 9.80\ \text{m/s}^2$ .

Percent error calculation (Table 1 example)
Let $m/s2g_\text{theo}=9.806\ \text{m/s}^2$ , $m/s2g_\text{exp}=9.80\ \text{m/s}^2$

$%error=∣9.80−9.8069.806∣×100%≈0.06%.\%\text{error} = \left|\frac{9.80-9.806}{9.806}\right|\times100\% \approx 0.06\%.$

Table 2 — alternate method (g from each height)
Compute $g$ per height using $2s/\bar{t}^2$ .

Height $s$ (m)	$tˉ2\bar{t}^2$ (s²)	$2s/\bar{t}^2$ (m/s²)	% error
0.50	0.1024	$2×0.5/0.1024=9.772\times0.5/0.1024 = 9.77$	0.37%
1.00	0.2025	$2×1.0/0.2025=9.882\times1.0/0.2025 = 9.88$	0.77%
1.50	0.3025	$2×1.5/0.3025=9.922\times1.5/0.3025 = 9.92$	1.16%

Sample calculation (step-by-step)

For height 1.00 m, avg time $tˉ=0.450\bar{t}=0.450$ s, $tˉ2=0.2025\bar{t}^2 = 0.2025$ s².
$2s/\bar{t}^2 = 2(1.00)/0.2025 = 9.8765\ \text{m/s}^2.$
Percent error = $∣(9.8765−9.806)/9.806∣×100%≈0.72%.|(9.8765-9.806)/9.806|\times100\% \approx 0.72\%.$

Chart/plot instructions

Plot $s$ (vertical axis) vs $t^2$ (horizontal axis).
Add linear trendline and report slope ± uncertainty.
Compute $2\times\text{slope}$ and include uncertainty propagation: if slope uncertainty is $Δm\Delta m$ , then $Δg=2Δm\Delta g = 2\Delta m$ .

Notes about attachments

I cannot attach images here; when you prepare the lab file: include (a) a scanned photo of Table 1, (b) the plotted graph (s vs $t^2$ ) with trendline and equation visible, (c) screenshots of calculation steps. Use high-contrast photos and crop tightly so numbers are legible.

4) (Requested attachment of image of table/chart) — guidance for your submission

Save your spreadsheet table as an image (PNG/JPG) or export the plotted chart as PNG.
Label axes (distance in m, time² in s²), include units and best-fit line equation (e.g., $s = (4.90)\,t^2 + 0.003$ ).
Place these image files into your lab report PDF or upload where required.

November 27, 2025

Compensation and Pay Perspectives

By Academic Wizard Blog

Compensation and Pay Perspectives

Board of Director Compensation

Some experts argue that a corporation’s board of directors should be paid only with stock options. What do you think?

Exempt or Non-Exempt

Remind us of your ideal future career. In that role, would you prefer to be compensated as an exempt employee or a non-exempt employee? Why or why not?

Minimum Wage

What are your thoughts on the minimum wage? Should the federal minimum wage be increased? If it were solely up to you, what would you increase the minimum wage to, and why?

Pay Secrecy

Do you want to know how much your coworkers earn? How eager are you to tell them how much you earn? Is pay secrecy a valid management tool to prevent jealousy and morale problems, or is it an unfair practice that hides discrimination and ineffective compensation policies? Who is best served or protected by the practice of pay secrecy?

Some experts argue that a corporation’s board of directors should be paid only with stock options. What do you think?, Remind us of your ideal future career. In that role, would you prefer to be compensated as an exempt employee or a non-exempt employee? Why or why not?, What are your thoughts on the minimum wage? Should the federal minimum wage be increased? If it were solely up to you, what would you increase the minimum wage to, and why?, Do you want to know how much your coworkers earn? How eager are you to tell them how much you earn? Is pay secrecy a valid management tool to prevent jealousy and morale problems, or is it an unfair practice that hides discrimination and ineffective compensation policies? Who is best served or protected by the practice of pay secrecy?

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Analysis and Conclusions

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PowerPoint Explanation — Physics of a Rainbow (general guidance)

Death Penalty Analysis — Three Paragraphs

Comprehensive Answers (general)

1) Introduction (theory — ~180 words)

2) Hypothesis (If / Then)

3) Analysis (tables, chart/plot, percent error — textual + worked example)

4) (Requested attachment of image of table/chart) — guidance for your submission