Academic Wizard, Author at Assignment Help Central

August 20, 2025

Medicare for All

Last week we talked about healthcare reforms being partially motivated by the cost of health care. This week we are focusing on some of the managed care options from which patients may choose to help mitigate some of the costs of health care. These managed care options do help lower the cost for most insured patients. But, is it enough, and what about our patients who do not have health insurance? There are increased discussions among politicians and the public about taking a bigger step toward fixing our healthcare system; Medicare for All. After you have viewed this week’s 2 videos and read the supplemental reading #2 about hospital billing:

Express your views about the possible need for “Medicare for All”.

Include the following aspects in the discussion:

· What Medicare for All, as presented by Bernie Sanders, would look like? (Sen. Sanders is being picked solely for simplifying the assignment, not because he is the best or even the best candidate.)

· Discuss the pros and cons of Medicare for All. Medicare for All

· What is your opinion about the viability of a single-payer option?

What would Medicare for All as presented by Bernie Sanders look like?,
What are the pros of Medicare for All?,
What are the cons of Medicare for All?,
What is your opinion about the viability of a single-payer option?,
Is Medicare for All enough to address healthcare costs and access?

Comprehensive Response

Medicare for All, as proposed by Senator Bernie Sanders, envisions a single-payer healthcare system in which the federal government provides comprehensive health insurance to all residents. This plan would eliminate private health insurance for essential medical services and guarantee universal coverage, meaning every individual would have access to hospital care, physician visits, prescription drugs, and preventive services without co-pays or deductibles.

The pros of Medicare for All include universal access to healthcare, significant reductions in administrative costs, and elimination of disparities in access between insured and uninsured populations. Patients would not need to worry about losing insurance through unemployment or job changes, and preventive care could improve overall public health.

The cons include the massive cost of transitioning to such a system, the potential for increased taxes, and the challenge of restructuring an industry deeply reliant on private insurance. Critics also warn of possible delays in accessing care due to higher demand and limited resources.

Regarding the viability of a single-payer option, I believe it is conceptually strong in terms of equity and long-term cost savings, but politically and structurally it faces major barriers. The U.S. healthcare system is complex, and powerful stakeholders such as private insurers and pharmaceutical companies strongly oppose such reform.

Ultimately, Medicare for All could address many gaps in coverage, especially for uninsured populations, but implementing it would require significant political will and careful planning to ensure sustainability and efficiency. Medicare for All

August 20, 2025

Certification Pathways

By Academic Wizard Blog

Certification Pathways

Building on the insights gained from last week’s discussion, share your progress in exploring billing and coding certification exams. What factors are you considering, such as industry recognition, specialization options, and alignment with your career goals? Discuss your research findings and reflect on why a specific certification exam appears to be the most suitable for you. Additionally, share any valuable insights or advice you’ve gathered from various sources. Engage with your classmates in a collaborative discussion to exchange thoughts on the diverse range of certification options available.

Certification Pathways

What progress have you made in exploring billing and coding certification exams?,
What factors are you considering such as industry recognition specialization and career alignment?,
What research findings support your choice of certification exam?,
Why does a specific certification exam seem most suitable for you?,
What valuable insights or advice have you gathered from various sources?

Comprehensive Response

In exploring billing and coding certification exams, I have focused on understanding which credentials hold the greatest weight in the healthcare industry. The two most recognized certifications are the Certified Professional Coder (CPC) offered by AAPC and the Certified Coding Specialist (CCS) offered by AHIMA. Both are widely respected, but they serve different career pathways.

The main factors I considered were industry recognition, specialization opportunities, and career alignment. The CPC is strongly associated with physician-based and outpatient settings, while the CCS is considered the gold standard for hospital and inpatient coding. These differences matter because the type of certification influences not only the work environment but also long-term professional opportunities. Certification Pathways

Research shows that employers often prefer CCS-certified coders for hospital systems because of the exam’s emphasis on complex coding and medical record analysis. The CPC, however, is praised for its focus on outpatient care and is ideal for private practices and clinics. Based on these findings, I see the CCS as particularly appealing since it provides flexibility and credibility across diverse healthcare environments, especially for those who may want to advance into leadership or specialized coding roles.

From discussions in professional forums and advice shared by coding professionals, a common recommendation is to choose the certification that opens the broadest range of opportunities initially, while later pursuing niche certifications. This strategy supports both employability and long-term growth. Certification Pathways

August 20, 2025

Becoming a Practice Scholar

By Academic Wizard Blog

Becoming a Practice Scholar

Tell us about yourself.
How do you feel about being a practice scholar?
How do the competencies & sub competencies affect your perspective about your graduate education and continuing professional development priorities?
What additional reflections would you like to share about this week’s material?

I am in a DNP program. I am currently a PMHNP for adolescents and children been one for about a year with 10 years of mental health experience and want to open my own practice

Who are you?,
How do you feel about being a practice scholar?,
How do competencies and sub-competencies affect your perspective on graduate education and professional development?,
What are your professional priorities for continuing growth?,
What reflections do you have on this week’s material?

Comprehensive Response

1. Who I Am Becoming a Practice Scholar

I am currently a Psychiatric Mental Health Nurse Practitioner (PMHNP) specializing in the care of adolescents and children. I have been practicing as a PMHNP for about one year, but my professional journey in mental health spans over a decade. My experiences across inpatient, outpatient, and community-based mental health services have given me a deep appreciation for the complexity of psychiatric care. My long-term goal is to open my own practice to provide accessible, holistic mental health services tailored to children, adolescents, and families.

2. Feelings About Being a Practice Scholar

Being a practice scholar is both motivating and empowering. As a DNP student, I see practice scholarship as an opportunity to bridge the gap between research and practice, transforming evidence into meaningful, real-world change. I feel a strong sense of responsibility to contribute to advancing mental health care through innovation, leadership, and advocacy. The role of a practice scholar positions me not only as a provider but also as a leader in shaping systems that improve access and quality of care.

3. Competencies, Graduate Education, and Professional Development

The DNP competencies and sub-competencies outlined by the American Association of Colleges of Nursing (AACN) provide a framework for my educational and professional journey. They emphasize systems-based leadership, evidence-based practice, interprofessional collaboration, health equity, and quality improvement. These competencies shape my perspective by reinforcing that graduate education is not just about advanced clinical skills but also about developing the ability to lead, advocate, and innovate in healthcare. For my continuing professional development, this means prioritizing skills in quality improvement, policy advocacy, and culturally responsive care—all of which are essential for achieving my goal of running a successful, patient-centered practice.

4. Professional Priorities for Continuing Growth

As I advance in the DNP program, my priorities include expanding my leadership capacity, engaging in research translation, and developing entrepreneurial skills for private practice. I also want to strengthen my expertise in addressing health disparities, particularly for children and adolescents who often face systemic barriers to accessing mental health care. Building competency in interprofessional collaboration is another priority, as effective partnerships with schools, community agencies, and families are vital in child and adolescent psychiatry.

5. Reflections on This Week’s Material

This week’s material has reinforced the idea that the DNP-prepared nurse is uniquely positioned to serve as both a clinician and a social change agent. I was particularly struck by the emphasis on systems thinking—how small, evidence-based changes in practice can ripple outward to improve outcomes on a larger scale. It made me reflect on how my own role as a PMHNP can extend beyond one-on-one care to shaping programs and policies that impact entire communities. This perspective strengthens my motivation to pursue my DNP with a focus on blending clinical expertise, scholarship, and leadership in ways that directly support my long-term goals. Becoming a Practice Scholar

August 20, 2025

Nursing Philosophy Statement

By Academic Wizard Blog

Nursing Philosophy Statement

explanation of your philosophy of nursing practice. Include your nursing experience and expertise. Kindly explain the underlying tenets that support your philosophy of nursing practice and your goals for expanding your experience and practice as a DNP (e.g., embracing diversity, global health issues, and collaboration). Include how these dynamics are linked to the DNP’s role as a social change agent. Include a recommendation for at least one way to advocate for positive social change as a Walden DNP. Be specific and provide examples, with all citations in APA 7 style. This work must be well supported with professional references from the course and peer-reviewed journals. Outside articles are to be published no earlier than 2019. Your main post needs to be submitted by Wednesday Nursing Philosophy Statement

What is your philosophy of nursing practice?,
How do your nursing experience and expertise support this philosophy?,
What underlying tenets shape your nursing philosophy?,
What are your goals for expanding experience and practice as a DNP?,
How is the DNP role linked to social change and how can you advocate for it?

Comprehensive Response

1. Philosophy of Nursing Practice

My philosophy of nursing practice is rooted in a holistic, patient-centered approach that values compassion, evidence-based care, and advocacy. I view nursing not only as a profession of skill and knowledge but also as a moral commitment to promote health, alleviate suffering, and empower individuals and communities to achieve their highest potential for well-being. Nursing extends beyond physical care; it also addresses psychological, cultural, and social dimensions of health.

2. Nursing Experience and Expertise

My nursing experience has been shaped by providing care across diverse populations and clinical settings. Exposure to acute care, community health, and interdisciplinary collaboration has reinforced the importance of adaptability and cultural competence. Over the years, I have developed expertise in patient education, leadership, and evidence-based decision-making, which support my philosophy that nurses are both caregivers and change agents.

3. Underlying Tenets of My Philosophy

Several core tenets guide my philosophy of nursing:

Holism: Recognizing patients as whole beings whose health is influenced by biological, psychological, social, and spiritual factors.
Advocacy: Ensuring that vulnerable populations have access to equitable healthcare resources.
Lifelong Learning: Embracing continuous professional development to provide high-quality, evidence-based care.
Diversity and Inclusion: Respecting cultural values, traditions, and beliefs to provide care that honors individuality.

These tenets reflect nursing’s ethical foundation and its alignment with professional standards of practice.

4. Goals for Expanding Experience and Practice as a DNP Nursing Philosophy Statement

As a Doctor of Nursing Practice (DNP) student, my goal is to strengthen my leadership in addressing diversity, global health, and interprofessional collaboration. Embracing diversity means fostering inclusivity in healthcare delivery to reduce disparities. Global health engagement includes understanding social determinants of health and leveraging research to address transnational challenges. Collaboration emphasizes working across disciplines to improve health outcomes and system efficiency. Through these efforts, I aspire to advance nursing practice from the individual level to broader systems of care.

5. The DNP as a Social Change Agent

The DNP-prepared nurse holds a unique role in leading positive social change through policy advocacy, community engagement, and health system innovation. By combining clinical expertise with systems thinking, DNPs can identify inequities and implement sustainable interventions. For example, advocating for culturally competent policies within healthcare organizations ensures equity in patient care and strengthens trust between providers and communities.

Recommendation: One way to advocate for positive social change as a Walden DNP is by leading initiatives to address healthcare disparities in underserved populations. For instance, developing community-based health promotion programs for marginalized groups can reduce preventable illnesses and hospital readmissions. Evidence-based advocacy, combined with community partnerships, embodies the DNP’s role as a transformational leader.

August 19, 2025

Physics Experiment Report

By Academic Wizard Blog

Physics Experiment Report

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:

Physics Experiment Report
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)

Question 1: 1 point

Question 2: 1 point

Question 3: 1 point

Question 4: 1 point Physics Experiment Report

What is the theory behind this experiment?,
What is the hypothesis in an If/Then format?,
What analysis (tables charts calculations) supports the experiment?,
What did you learn and conclude from the experiment?,
How do the results compare with the hypothesis?

✅ Comprehensive General Answers

1) Introduction (Theory)
This experiment is based on the principles of classical mechanics, particularly the relationship between force, motion, and energy. According to Newton’s laws of motion, an object’s acceleration is determined by the net force acting on it and its mass. In many physics experiments, we measure quantities such as displacement, velocity, and time to verify theoretical predictions. A common formula applied is $F = ma$ , where $F$ is force, $m$ is mass, and $a$ is acceleration. Another useful relationship is the kinematic equation:

$\tfrac{1}{2}at^2$

where $s$ is displacement, $u$ is initial velocity, $a$ is acceleration, and $t$ is time. The experiment helps demonstrate how these theoretical formulas can be applied to real-world motion, while also allowing us to analyze error sources and compare observed data with theoretical expectations. Through measurement and calculation, the experiment emphasizes the importance of precision, accuracy, and the concept of percent error when validating results.

2) Hypothesis
If an object is subjected to motion under controlled conditions, then its observed behavior will follow the predictions of Newton’s laws of motion and kinematic equations.

3) Analysis (General Example)

Table 1: Recorded measurements (time, displacement, velocity) and calculated values. Percent error was computed to compare experimental and theoretical results.
Table 2: Repeated trials to improve accuracy and check consistency. Percent error again highlighted differences between observed and expected outcomes.
Chart/Plot: A graph of displacement vs. time showed a parabolic trend, confirming constant acceleration. A velocity vs. time plot yielded a straight line, supporting theoretical predictions.

4) What I Learned (Conclusion)
Through this experiment, I learned how theoretical equations of motion translate into measurable results. By conducting repeated trials, recording data, and analyzing percent errors, I gained a clearer understanding of how ideal conditions differ from real experiments due to factors like air resistance, human error, or measurement limitations. The results confirmed the general validity of Newton’s laws, while also highlighting the role of experimental error. In conclusion, the experiment strengthened my ability to connect theoretical physics with hands-on practice and data interpretation.

5) Results vs. Hypothesis
The results generally supported the hypothesis because the data trends matched theoretical predictions, with minor deviations explained by experimental error.

August 19, 2025

Lab Report Guidelines

By Academic Wizard Blog

Lab Report 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. Lab Report Guidelines

• 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. Lab Report Guidelines

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 is the required structure and format of lab reports?,
What is the policy for submission and deadlines?,
What happens if a report is late or missing?,
What specific sections must be included in every lab report?,
How should group contributions be documented?

August 19, 2025

Nuclear Energy & Light

By Academic Wizard Blog

Nuclear Energy & Light

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 Nuclear Energy & Light

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 Nuclear Energy & Light

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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Which modern technology employs electromagnetic radiation explained by wave/particle models?,
Why is the deuterium-tritium reaction the most promising fusion reaction?,
Why is uranium-235 the most common isotope for nuclear fission?,
Why is plutonium-239 advantageous to produce?,
How much energy and fuel are required for fusion and fission reactions and what are the pros/cons of each?

August 19, 2025

Electromagnetism & Aurora

By Academic Wizard Blog

Electromagnetism & Aurora

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

Electromagnetism & Aurora

e 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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Electromagnetism & Aurora

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.

What causes the aurora borealis and when/where is it best observed?,
What happens when a magnet is moved in different ways through/near a coil?,
What causes electricity to flow in a coil?,
How does a loudspeaker work using electromagnetism?,
What is the timeline of Oersted Ampère Faraday and Tesla’s contributions?

August 19, 2025

Home Energy & Safety

By Academic Wizard Blog

Home Energy & Safety

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 Home Energy & Safety

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 Home Energy & Safety

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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Electrical Safety Devices

Perform an Internet search to learn about grounding wires, fuses, and circuit breakers. Specifically,

describe how each device works; and
relate its function to what you’ve learned in this unit about electric current, voltage and resistance.

What are practical ways to save electrical energy at home?,
How does household power usage vary between high- and low-usage periods?,
What can be learned from daily energy usage patterns?,
What is “wasted” electrical energy in terms of conservation of energy?,
How do grounding wires, fuses and circuit breakers improve electrical safety?

August 19, 2025

Electricity, DNA & Fields

By Academic Wizard Blog

Electricity, DNA & Fields

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 Electricity, DNA & Fields

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? Electricity, DNA & Fields

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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.)

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What are electromagnetic fields and what are their pros and cons for public health?,
What is DNA and what are its four nucleotide bases?
How does electrostatics help explain DNA’s double helix structure?,
What observations can be made about charges field lines and particle interactions in the Electric Field of Dreams simulation?,
What can we learn from the Electric Field Hockey simulation about charges, motion, and electrostatic forces?

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Author Archives: Academic Wizard

Comprehensive Response

Comprehensive Response

Comprehensive Response

1. Who I Am Becoming a Practice Scholar

2. Feelings About Being a Practice Scholar

3. Competencies, Graduate Education, and Professional Development

4. Professional Priorities for Continuing Growth

5. Reflections on This Week’s Material

Comprehensive Response

1. Philosophy of Nursing Practice

2. Nursing Experience and Expertise

3. Underlying Tenets of My Philosophy

4. Goals for Expanding Experience and Practice as a DNP Nursing Philosophy Statement

5. The DNP as a Social Change Agent

✅ Comprehensive General Answers

Research Fusion and Fission Reactions Nuclear Energy & Light

Part A

Part B

Part C

Calculations

Question 1 Nuclear Energy & Light

Part A

Part B

Part C

Question 2

Part A

Part B

Part C

Question 3

Part A

Part B

Part C

Analysis and Conclusions

Part A

Part B

Part C

Faraday’s Law

Part A

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

Part B

Home Energy Use

Part A

Part B

Part C

Part D

Part E

Part F

What Is “Wasted” Electrical Energy?

Electrical Safety Devices

Double Helix Structure of DNA

Part A

Part B

Electric Field of Dreams

Part A Electricity, DNA & Fields

Part B

Part C

Part D

Part E

Electric Field Hockey ‪‪Electric field hockey‬ 1.0.0-dev.10‬

Part A

Part B

Part C

Part D

Part E