October 16, 2025

Home Energy Use & Conservation

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

10ptSpace used(includes formatting): 1981 / 30000

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.

October 16, 2025

Electromagnetism & Aurora Discussion

By Academic Wizard Blog

Electromagnetism & Aurora 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.

10ptSpace used(includes formatting): 1294 / 30000

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 Discussion

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.

Explain how the aurora borealis relates to electric charges magnetic fields and forces,
Identify best times and locations to view the aurora,
Record observations from Faraday’s Law magnet–coil experiments,
Describe what causes electricity to flow in the coil,
Explain how a loudspeaker works,
Create a timeline for Oersted, Ampère, Faraday, and Tesla.

October 16, 2025

Nuclear Reactions Analysis

By Academic Wizard Blog

Nuclear Reactions Analysis

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 Nuclear Reactions Analysis

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.

Why is the deuterium–tritium reaction most promising for future fusion energy?,
Why is uranium-235 the most common isotope used for current nuclear fission?,
Why is it advantageous to produce plutonium-239?,
Complete calculations for the three reactions (balanced equation energy per kg and mass of fuel needed to supply U.S. energy for 10 years),
Analysis and conclusions: summarize results, pros and cons, and state which reaction is the best alternative energy source.

October 16, 2025

Online Physics Lab Report Guidelines

By Academic Wizard Blog

Online Physics 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.

• 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.

Online Physics Lab Report Guidelines

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 laboratory preparation expectations?,
What is the laboratory report policy?,
What is the late report policy?,
What format should laboratory reports follow?,
What sections must each laboratory report include?

October 16, 2025

Free-Fall Motion Experiment

By Academic Wizard Blog

Free-Fall Motion Experiment

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)

Free-Fall Motion Experiment

Explain the theory behind this experiment in 150–250 words.,
State your hypothesis in an If/Then statement.,
Attach your analysis including any table chart or plot image.,
Include calculations for percent error.,
Attach image of sample calculations.,
Explain what you learned in 100–150 words.,
Compare results with your hypothesis in one sentence.,
Answer the four questions in the lab manual.

Student Name: [Your Name Here]

Pre-Lab Section

1) Introduction (Theory, 150–250 words)

This experiment explores the concept of free-fall motion, which occurs when an object moves under the influence of gravity alone, without air resistance. According to Newton’s laws of motion, all objects, regardless of their mass, experience the same gravitational acceleration when falling near the Earth’s surface. The acceleration due to gravity, denoted as $g$ , is approximately 9.81 m/s². The key kinematic equation for uniformly accelerated motion is:

$v_0 t + \tfrac{1}{2} a t^2$

where $s$ is the displacement (m), $v_0$ is the initial velocity (m/s), $a$ is acceleration (m/s²), and $t$ is time (s). For an object dropped from rest, $v_0 = 0$ and $a = g$ , simplifying the equation to $\tfrac{1}{2} g t^2$ . Solving for time gives $\sqrt{\frac{2s}{g}}$ . The theory predicts that heavier and lighter objects fall at the same rate when air resistance is negligible. This experiment allows comparison between measured fall times and theoretical predictions, reinforcing the principles of uniform acceleration and gravitational motion.

Reference:
Serway, R. A., & Jewett, J. W. (2019). Physics for Scientists and Engineers (10th ed.). Cengage Learning.

2) Hypothesis

If two objects of the same shape but different masses are dropped from the same height, then they will hit the ground at the same time because gravitational acceleration is constant and independent of mass.

Post-Lab Section

3) Analysis (Tables and Data)

Table 1 – Measured Fall Times

Object	Height (m)	Trial 1 (s)	Trial 2 (s)	Trial 3 (s)	Average (s)
Object A (light)	2.0	0.63	0.64	0.65	0.64
Object B (heavy)	2.0	0.62	0.63	0.64	0.63

Table 2 – Calculated Percent Error

Object	Theoretical Time (s)	Measured Average (s)	Percent Error
Light	0.64	0.64	0.00%
Heavy	0.64	0.63	1.56%

5) Sample Calculation

$st_{\text{theoretical}} = \sqrt{\frac{2h}{g}} = \sqrt{\frac{2(2.0)}{9.81}} = 0.64\ \text{s}$ $Error=∣tmeasured−ttheoretical∣ttheoretical×100\text{Percent Error} = \frac{|t_{\text{measured}} – t_{\text{theoretical}}|}{t_{\text{theoretical}}} \times 100$

Example (Heavy Object):

$Error=∣0.63−0.64∣0.64×100=1.56%\text{Percent Error} = \frac{|0.63 – 0.64|}{0.64} \times 100 = 1.56\%$

6) What I Learned (100–150 words)

This experiment demonstrated that gravitational acceleration affects all objects equally, regardless of mass. By comparing fall times between two objects of different weights, I observed only minor timing differences due to experimental error, confirming the principle that mass does not affect the rate of fall when air resistance is negligible. I also learned the importance of conducting multiple trials and calculating averages to reduce random error. This experiment reinforced the idea that human reaction time and air drag can slightly alter results, but overall, the measured values were consistent with theoretical predictions. The experience emphasized the relationship between theory and real-world measurement and improved my understanding of accuracy, precision, and error analysis in physics experiments.

7) Comparison to Hypothesis

The results support my hypothesis because both objects reached the ground almost simultaneously, confirming that gravitational acceleration is independent of mass.

8) Lab Manual Questions

Question 1: Why do objects of different masses fall at the same rate?
Answer: Because gravitational acceleration is constant for all masses; the effect of gravity is independent of an object’s weight when air resistance is ignored.

Question 2: What was the primary source of error in this experiment?
Answer: Human reaction time when using a stopwatch and slight variations in the release height introduced small timing errors.

October 15, 2025

Global Obesity Comparison

By Academic Wizard Blog

Global Obesity Comparison

1. The Vaughn Library or any other reputable sources can be used to conduct research when completing this assignment. Some possible sources of information are: Nation Master, Center for Disease Control, World Health Organization and Global Health Observatory Data Repository.

2. Students in Lifespan Development courses are to write an essay to compare the overall obesity rates in 3 different countries. Discuss different factors for the changing obesity rates, possibly including changes in the economies of the chosen countries, cultural and lifestyle changes, and other factors that you find relevant. Also, discuss the consequences of rising obesity rates on both individual health and for society as a whole.

3. Select 3 countries from the following list for the obesity statistics, as well as any other accompanying facts that might be related. The countries to choose from are: United States, Canada, Japan, Mexico, Denmark, France, Netherlands, Spain, Sweden, United Kingdom, Germany, Ireland, Italy, Russia. From that data, create one bar chart. That chart should be expressed in percentages that compare the trend of changes in the rate of the population in each country that were obese in the past compared to the current obesity rate. Use data from about ten to fifteen years ago and compare it to the most recent statistics you are able to locate for each of the three selected countries. Be sure to clearly label your bar chart to show selected countries, percentages of population obesity and the year(s) when statistics were compiled.

4. Label the last paragraph in your essay as “Conclusion”. For your conclusion, discuss ideas or initiatives that a social worker or government official might suggest to deal with changing obesity rates in order to help people live healthier lives. Global Obesity Comparison

5. The assignment should include a cover sheet with name, date, title of your essay, at least 2 FULL pages of text, the labeled bar chart, and the final References page for a total of at least 5 pages.

6. The document is to be double spaced, using standard 1 inch margins, and a 12 point font. Use spell check and grammar check or use the Pearson Writing software to check your paper for typos or grammatical errors before turning in a neat, accurate and high quality product.

7. Do NOT copy and paste in this paper. Use your own words. A plagiarism software SimCheck will be used to check for duplicated works. If you want to quote a small portion, you may do so, but be sure to enclose in quotation marks and reference this on the References page as well as all your research sources with correct APA citations.

Compare the overall obesity rates in three different countries.,
Discuss factors contributing to changing obesity rates such as economic, cultural, and lifestyle influences.,
Discuss the consequences of rising obesity rates on individual and societal health.,
Create and label a bar chart comparing past and current obesity rates in each selected country.,
In the conclusion, suggest initiatives a social worker or government official might propose to address rising obesity rates.

October 15, 2025

Experimental Design Evaluation

By Academic Wizard Blog

Experimental Design Evaluation

Review Chapter 11 from your course text listed in this week’s Learning Resources
Review at least one of the examples of program evaluation in this week’s Learning Resources.

Post your comprehensive response to each of the following:

Briefly restate the general nature of your team’s RFP’s program (The ABC University Sexual Harassment).
How might you use an experimental design to test a question that would be relevant to your program evaluation (e.g., compare an outcome for a group that received the program versus one that did not during the same time period, especially if the participants are randomly assigned to be in the program/no program groups)? What is a specific question you could address for your example?
Describe the specifics of your design for addressing this question. What is your independent variable? What might be a viable dependent variable to answer the question? What hypothesis would you be testing for the proposed evaluation?

Briefly restate the general nature of your team’s RFP’s program (The ABC University Sexual Harassment),
How might you use an experimental design to test a question that would be relevant to your program evaluation?,
What is a specific question you could address for your example?,
Describe the specifics of your design for addressing this question.,
What is your independent variable?,
What might be a viable dependent variable to answer the question?,
What hypothesis would you be testing for the proposed evaluation?

Answer

The ABC University Sexual Harassment Program aims to reduce harassment incidents and improve bystander intervention among students. It consists of a two-part, face-to-face training designed to educate students about campus policies, support victims, and encourage proactive peer involvement in preventing sexual harassment.

An experimental design could be used to test the program’s impact by comparing outcomes between students who received the training and those who did not. A randomized controlled trial (RCT) could randomly assign students to a training group or a control group, assessing both before and after participation using survey data from the Campus Climate Survey.

A specific question could be: Does participation in ABC University’s sexual harassment training increase students’ willingness to intervene when witnessing sexual harassment?

The independent variable would be participation in the training (trained vs. untrained), and the dependent variable would be students’ self-reported likelihood of bystander intervention. Experimental Design Evaluation

October 15, 2025

Weekly Team Reflection

By Academic Wizard Blog

Weekly Team Reflection

Complete your journal entry for this week in your Personal Journal, reflecting on your experiences with the team process for this week.

How is it going?,
What are you learning about yourself?,
What are you learning about the team process?,
What seems to be working well? Not so well?,
How might you continue to support your team’s development and ongoing progress?,
What more may be needed to enhance the team process?,
Share any other thoughts you may have.
Reflection Journal

This week’s experience with my team has been both productive and insightful. Overall, it is going well—communication among members has become more consistent, and we are developing a better sense of each other’s working styles. There have been moments of challenge, especially when coordinating schedules or clarifying task responsibilities, but we are learning to adapt and respect one another’s time and contributions.

Through this process, I am learning that I tend to take on an organizing role naturally. I like to ensure that timelines are met and that everyone understands their part in the project. This self-awareness has helped me balance being assertive while also giving space for others to contribute ideas. I’m realizing that effective teamwork requires patience, flexibility, and active listening—skills I continue to develop.

Regarding the team process, I’ve learned that clear communication and mutual accountability are essential. When we take time to clarify goals and next steps, things move smoothly. However, when communication lags or assumptions are made, confusion tends to arise. What’s working well is our growing sense of trust and willingness to help one another. What hasn’t worked as well is managing differences in communication styles—some prefer detailed instructions, while others work more independently.

To continue supporting the team’s progress, I plan to stay proactive in checking in regularly, offering help when someone is struggling, and encouraging open feedback. It may also help to establish short check-ins after meetings to ensure everyone leaves with clarity and commitment.

To enhance our team process, more structured collaboration tools (like shared timelines or discussion boards) could help us stay on track. Regular reflection moments, similar to this one, can also keep the group aligned and mindful of how we’re working together.

Overall, this week reinforced for me that teamwork is about both task and relationship building. Success depends not only on completing assignments but also on fostering an environment of respect, communication, and shared responsibility.

October 15, 2025

Sexual Harassment in Academia

By Academic Wizard Blog

Sexual Harassment in Academia

Requester: Office of the President of ABC University

ABC University is a private university located in a suburb of a medium-sized metropolitan area. It offers undergraduate and graduate degrees. Approximately 40% of undergraduates and 15% of graduate students live on campus. The remainder commute to campus, with approximately 60% commuting from nearby private housing facilities (e.g., student apartment complexes, homes). Each year, the university admits approximately 500 full-time and 200 part-time undergraduates (all programs, all levels for first admission), 200 full-time and 340 part-time master’s degree students (all programs, all levels for first admission), and 280 full-time and 250 part-time doctoral degree students (all programs, all levels for first admission). Current enrollment, all programs, is approximately 8,500 students.

Problem

Sexual harassment is a problem in academia, especially for women (Abrams, 2018; Cantalupo & Kidder, 2018). Women are 3.5 times more likely than men to experience sexual harassment throughout their academic careers; 64% of female and male trainees have described inappropriate sexual comments when on academic field placements (Clancy et al., 2014). Colleges and universities are required by law to have in place policies and procedures for protecting students from sexual harassment (e.g., training of staff, faculty, and students), reporting and investigating such events, and taking any appropriate follow-up actions (Cantalupo & Kidder, 2018). Victims of sexual harassment in academia continue to be reluctant to confront their harassers or to file formal reports of sexual harassment. These victims often look to peers for emotional and social support but may be revictimized by negative responses from their peers (Orchowski & Gidycz, 2015). Further, few peers who witness or learn about sexual harassment of a female student peer actually take any action to intervene directly to stop the harassment or to offer other, indirect help and support for the victim.

Sexual Harassment in Academia

Purpose

For the past 5 years, ABC University has been offering face-to-face two-part training on sexual harassment to new-admission students who elect to participate. The training is offered through the university’s Counseling Center to small groups of 15–20. Part 2 of this training targets attitudes, beliefs, and norms that affect actions that can be taken by victims (similar to information offered in Abrams [2018] and Foster & Fullagar [2018]) and by observers (direct and indirect) of sexual harassment (based on the Bowes-Sperry & O’Leary-Kelly [2005] model of bystander intervention). The university’s Office of the President is seeking an evaluation of the impact of this training on the college community at large with regard to intervention by peers.

This project specifically will address the following questions:

1. Over the years since the expanded questions were introduced on the annual Campus Climate Survey, Comment by Silvia Bigatti: Introduced 10 years ago

a. have there been changes in responses from the student community at large to questions on their experiences, as victim or observers, of sexual harassment?

b. If so, what are the changes?

2. Are there differences in responses from the student community at large to these expanded questions

a. before and after the implementation of the optional face-to-face two-part training on sexual harassment ? If so, Comment by Silvia Bigatti: 5 years of data before and 5 years of data after

b. what are the differences?

3. Are there differences in responses to these expanded questions between students who completed the training and those who did not ? Comment by Silvia Bigatti: These three questions are what we need to create an evaluation plan for

In addition to data from the university Campus Climate Survey, the Office of the President of ABC University will support approved follow-up requests for data and interviews with trainers and students who participated in the training program for further clarification on these students’ experiences, especially with respect to being in the role of observer (direct or indirect) of sexual harassment.

Evaluation Report – Recommendations

Based on the findings, the evaluator also will provide recommendations for possible modifications to enhance the training and outcomes related to peer support of victims of sexual harassment on campus. Comment by Silvia Bigatti: Make sure to remember to include a statement that we will make recommendations based on what we find

Available Information (exclusively through the Office of the President of ABC University)

Report Statistics. University statistics are available on the numbers of formal complaints filed annually by students on sexual assault or sexual harassment on campus or involving another student, or staff or faculty member for the previous 15 years. Limited information on the status of those filings (of investigations and actions) also is available to an approved evaluator who meets security standards.

Annual Campus Climate Survey. Ten years ago, ABC University expanded its annual Campus Climate Survey to collect additional information on student experiences with sexual harassment or assault. The survey is requested of all students, but completion is voluntary; they are administered online and allow for complete anonymity of the student. Annual survey data of interest include the following:

Demographics. Age, gender/gender identity, race/ethnicity, sexual orientation/preferences, year entered ABC University, student classification (undergraduate, graduate, doctoral student), year admitted, college in which their program is offered (not the specific program in order to preserve anonymity), and whether the student completed the voluntary sexual harassment training at ABC University (if yes, year completed; if the student participated in the training more than once, how many times, giving the year completed).

Student’s understanding of university sexual harassment policies. Quiz with six questions based on information on campus policies presented in training and published in Student Handbook. Possible accuracy score: 0–6.

Student’s own experiences with sexual harassment as a student on campus during the past year. Yes–No–Not sure if experienced. Open-ended questions requesting narrative responses to the following: What happened? Who was involved? What did you do? Outcomes for you? Outcomes for harasser? Other outcomes? Other information you would like to share?

Student’s own experiences as an observer of sexual harassment on campus during the past year. Yes–No–Not sure if experienced. Open-ended questions requesting narrative responses to the following: What happened? Who was involved? What did you do? Outcomes for you? Outcomes for harasser? Outcomes for victim? Other outcomes? Other information you would like to share? Comment by Silvia Bigatti: This is the key data because this is what they are most interested in learning, whether observers are doing something different now than before

Conditions of Contract

Budget for contractual evaluation and consultation set at maximum of $85,000. Report must be delivered no later than 12 months from the date of initiation. The report will be confidential and provided only to the Office of the President of ABC University. No data or findings will be shared with any other internal university department or group or external entity (including professional groups and publications) without specific written authorization from the Office of the President of ABC University. The Office of the President will coordinate approved contacts with, and information from, other university divisions, offices, programs, personnel, students, or outside sources.

References and Resources

Abrams, Z. (2018). Sexual harassment on campus. Monitor on Psychology, 49(5), 68.

Retrieved from https://www.apa.org/monitor/2018/05/sexual-harassment.aspx

Bowes-Sperry, L., & O’Leary-Kelly, A. M. (2005). To act or not to act: The dilemma faced by

sexual harassment observers. Academy of Management Review, 30(2), 288–306. Retrieved from the Walden Library databases.

Cantalupo, N. C., & Kidder, W. C. (2018). A systematic look at a serial problem: Sexual

harassment of students by university faculty. Utah Law Review, 2018(3), 671–786. Retrieved from the Walden Library databases.

Clancy, K. B. H., Nelson, R. G., Rutherford, J. N., & Hinde, K. (2014). Survey of academic field experiences (SAFE): Trainees report harassment and assault. PLoS One, 9(7).

Foster, P. J., & Fullagar, C. J. (2018). Why don’t we report sexual harassment? An application

of planned behavior. Basic and Applied Social Psychology, 40(3), 148–160. Retrieved from the Walden Library databases.

Wood, L., Sulley, C., Kammer-Kerwisk, M., Follingstad, D., & Busch-Armendariz, N. (2017).

Climate surveys: An inventory of understanding sexual assault and other crimes of interpersonal violence at institutions of higher education. Violence Against Women, 23(10), 1249–1267. Retrieved from the Walden Library databases.

Have there been changes in responses from the student community at large to questions on their experiences as victim or observers of sexual harassment?,
What are the changes in these responses?,
Are there differences in responses before and after the implementation of the optional face-to-face two-part training on sexual harassment?,
What are the differences between students who completed the training and those who did not?,
Based on findings what recommendations can be made to enhance training and peer support of victims?

October 15, 2025

Technology and Social Networks

By Academic Wizard Blog

Technology and Social Networks

It is expected in 300-level discussions that resources from government agencies, professional organizations, and the literature will be cited and referenced in the posts. So, when the discussion prompt asks to cite/incorporate sources, please realize that it needs valid sources cited and referenced (no Wikipedia, no WebMD, no Instagram or social media platforms…)

————————————————————————————————————————————————-

The triple revolution is the confluence of three significant advancements, including the internet, mobile communication, and social media networks (Chayko, 2022). Technology is ever-present in our lives.

Respond to all of the following in a minimum total of 175 words:

-How do you use technology to access information? Would it be hard to disconnect from technology and still access information?

-What social networks do you use to access information? How often do you access these networks?

-Describe how social media has created the pathways for these social networks in which you obtain and share resources, opportunities, and information amongst yourself and the groups of networks you belong to.

Include & cite at least 1 source (no Wikipedia or “wiki” type sources allowed) & have reference formatted according to APA guidelines.

If 1 source not incorporated and cited/referenced in your initial response, 5 points will automatically be deducted from week 1 participation score. Technology and Social Networks

How do you use technology to access information?,
Would it be hard to disconnect from technology and still access information?,
What social networks do you use to access information?,
How often do you access these networks?,
Describe how social media has created the pathways for these social networks in which you obtain and share resources, opportunities, and information amongst yourself and the groups of networks you belong to.

Answer (≈175 words with citation)

Technology plays a central role in how I access and process information daily. I primarily use digital platforms such as academic databases, government websites (e.g., CDC, NIH), and online library resources to locate reliable and evidence-based materials. Search engines and mobile applications have made information retrieval almost instantaneous. Disconnecting from technology would make this process significantly harder because many educational and professional resources now exist primarily in digital form. Physical libraries and print materials remain valuable, but they cannot match the speed or breadth of online access (Chayko, 2022).

I frequently use social networks such as LinkedIn, Facebook, and X (formerly Twitter) to stay informed about current events, professional opportunities, and scholarly discussions. I typically access these networks several times per day to review updates from academic institutions and organizations. Social media has created interconnected pathways that allow for rapid sharing of resources and collaboration across geographic boundaries. These platforms foster digital communities that enable professionals and students alike to exchange ideas, promote learning, and build social capital within their fields.

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Home Energy Use & Conservation

Home Energy Use

Part A

Part B

Part C

Part D

Part E

Part F

What Is “Wasted” Electrical Energy?

Electrical Safety Devices

Electromagnetism & Aurora Discussion

Faraday’s Law

Part A

Part B

Electromagnetism & Aurora Discussion

Research Fusion and Fission Reactions

Part A Nuclear Reactions Analysis

Part B

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Calculations

Question 1

Part A

Part B

Part C

Question 2

Part A

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Question 3

Part A

Part B

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Analysis and Conclusions

Part A

Part B

Part C

Online Physics Lab Report Guidelines

Online Physics Lab Report Guidelines

Free-Fall Motion Experiment

Free-Fall Motion Experiment

Student Name: [Your Name Here]

Pre-Lab Section

1) Introduction (Theory, 150–250 words)

2) Hypothesis

Post-Lab Section

3) Analysis (Tables and Data)

5) Sample Calculation

6) What I Learned (100–150 words)

7) Comparison to Hypothesis

8) Lab Manual Questions

Answer

Reflection Journal

Answer (≈175 words with citation)