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October 8, 2025

Electromagnetic Fields and DNA

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 Electromagnetic Fields and DNA

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

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Part B

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

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Part C

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

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Part D

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

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Part E

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

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Electric Field Hockey ‪‪Electric field hockey‬ 1.0.0-dev.10‬

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

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

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

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

Part A

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

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Part B

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

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Part C

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

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Part D

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

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Part E

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

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

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

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What are the pros and cons of using equipment that produces electromagnetic fields?, What is DNA and what are its four nucleotide bases?, How does electrostatics influence DNA’s structure?, What happens to electric field lines and particles in the Electric Field of Dreams simulation?, How do charged particles behave in the Electric Field Hockey simulation?

October 8, 2025

Home Energy Use and Conservation

By Academic Wizard Blog

Home Energy Use and 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 Home Energy Use and Conservation

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 changes can save electrical energy at home?, What were the differences between low and high usage periods?, How did daily energy usage vary and what caused it?, What methods of saving energy fall under changing behavior or spending money?, What is wasted electrical energy and how do safety devices like grounding, fuses, and circuit breakers work?

October 8, 2025

Electromagnetism and Aurora Phenomena

By Academic Wizard Blog

Electromagnetism and Aurora Phenomena

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

Faraday’s Law

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

Part A

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

Motion Observations

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

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

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

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

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

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

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Part B

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

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

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Electromagnetism and Aurora Phenomena

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 and where can it be seen?, What happens when the magnet is moved in different ways through a coil?, What causes electricity to flow in the coil?, How does a loudspeaker produce sound using electromagnetic forces?, What are the key contributions of Oersted, Ampère, Faraday, and Tesla in electromagnetism?

October 8, 2025

Nuclear Energy and Electromagnetic Applications

By Academic Wizard Blog

Nuclear Energy and Electromagnetic Applications

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 Energy and Electromagnetic Applications

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

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Part B

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

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Part C

Why is it advantageous to produce plutonium-239?

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Calculations

Complete the calculations for each nuclear reaction listed below.

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

Conversions:

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

Question 1

Deuterium-Tritium Fusion Reaction

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

Part A

List the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

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

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Part C

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

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

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Question 2

Uranium-235 Fission

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

Part A

Find the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

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

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Part C

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

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

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Question 3

Plutonium-239

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

Part A

List the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

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

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Part C

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

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

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Analysis and Conclusions

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

Part A

Summarize the results of your calculations from Task 2.

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Part B

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

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Part C

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

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What modern technology employs electromagnetic radiation and how is it explained?, Why is the deuterium-tritium reaction the most promising for fusion?, Why is uranium-235 the most common isotope for nuclear fission?, Why is it advantageous to produce plutonium-239?, What are the pros and cons of fission and fusion and which is the best alternative?

October 8, 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 requirements?, What is the policy for laboratory reports?, What is the late report policy?, What format should laboratory reports follow?, What are the main sections required in each lab report?

October 8, 2025

Physics Lab Experiment

By Academic Wizard Blog

Physics Lab 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)

Explain the theory behind this experiment., State your hypothesis in an If/Then form., Attach your analysis including any table, chart, or plot., Explain what you learned and conclude from the results., Compare the results of the experiment with your hypothesis and explain why.

Answers:

1) Theory (Introduction)
This experiment explores the fundamental relationship between measured variables in a physical system—such as force, mass, acceleration, or energy—and how they conform to established scientific laws. For example, according to Newton’s Second Law of Motion, $F = ma$ , force equals mass multiplied by acceleration. Each term represents measurable quantities: $F$ (force) in newtons (N), $m$ (mass) in kilograms (kg), and $a$ (acceleration) in meters per second squared (m/s²). Understanding this relationship helps explain how objects respond to applied forces and provides a basis for calculating expected outcomes. The experiment’s theory may also involve calculating percent error to evaluate the accuracy of experimental results compared to theoretical predictions, using the formula $Value×100\text{Percent Error} = \frac{|\text{Experimental Value – Theoretical Value}|}{\text{Theoretical Value}} \times 100$ . This helps assess measurement reliability and overall precision.

2) Hypothesis
If the experiment follows the theoretical relationship between force, mass, and acceleration accurately, then the data collected will show that as mass increases (with constant force), acceleration decreases proportionally, confirming Newton’s Second Law.

3) Analysis
In the analysis section, data from tables and plots should display consistent patterns aligning with theoretical predictions. Graphs of force versus acceleration are expected to be linear, indicating proportionality. Any deviations can be attributed to measurement errors, frictional forces, or reaction time during data collection. Percent error calculations help validate accuracy.

4) What I Learned (Conclusion)
From this experiment, I learned how theoretical principles translate into measurable data. The experiment demonstrated how applying controlled conditions allows verification of known physical laws. By calculating percent error, I gained insight into the importance of accuracy and precision in data collection. Overall, the results strengthened my understanding of experimental physics and the relationship between theory and observation.

October 7, 2025

Reflecting on Feedback and Diversity

By Academic Wizard Blog

Reflecting on Feedback and Diversity

Cultural awareness helps you understand and connect with others better. Part of developing your cultural awareness depends on how you give and receive feedback. In this assignment, you will reflect on how you give and receive feedback and how diversity awareness impacts communication and collaboration. (As you may recall, diversity awareness involves recognizing, respecting, and embracing others’ differences.) Reflecting on how you give and receive feedback will help you approach feedback as an opportunity to strengthen your own communication skills and your relationships with others.

Directions

In this journal submission, you will describe how you give and receive feedback. You will reflect on past feedback and how it has shaped your approach to receiving feedback now. You will also discuss the impact that diversity awareness has on communication, collaboration, and feedback situations. Finally, you will describe strategies you can use when interacting with people with diverse backgrounds.

Specifically, you must address the following:

Describe your perceptions regarding receiving feedback.
1. How does receiving feedback make you feel?
2. How can you improve your reaction to feedback?
Describe how you can use past feedback to inform how you give and receive feedback now.
1. What have you learned from past experiences in which you received feedback?
2. How can you apply what you learned to future feedback situations?
Describe the impact that diversity awareness has on giving and receiving feedback when communicating and collaborating with others.
Describe how you can use strategies for interacting with diverse groups of people as you give and receive feedback.

What to Submit

Submit your journal as a 1-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. No sources are required. If sources are used, be sure to include an attribution (or citation) to the source. While you will not be graded on the quality of your citations in this assignment, you may receive guidance from your instructor on how to properly cite sources.

Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2-5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

Module Six Journal Rubric Reflecting on Feedback and Diversity

Criteria	Meets Expectations (100%)	Partially Meets Expectations (75%)	Does Not Meet Expectations (0%)	Value
Perceptions	Describes perceptions regarding receiving feedback	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough description of perceptions regarding receiving feedback with specific examples	Does not attempt criterion	22.5
Past Feedback	Describes how to use past feedback to inform how to give and receive feedback now	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough description of how to use past feedback to inform how to give and receive feedback now with specific examples	Does not attempt criterion	22.5
Diversity Awareness	Describes the impact that diversity awareness has on giving and receiving feedback when communicating and collaborating with others	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough description of the impact that diversity awareness has on communicating and collaborating with others and giving and receiving feedback with specific examples	Does not attempt criterion	22.5
Strategies	Describes how to use strategies for interacting with diverse groups of people when giving and receiving feedback	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough description of how to use strategies for interacting with diverse groups of people when giving and receiving feedback with specific examples	Does not attempt criterion	22.5
Clear Communication	Consistently and effectively communicates in an organized way to a specific audience	Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding	Shows no evidence of consistent, effective, or organized communication	10
Total:	100%

Describe your perceptions regarding receiving feedback,
Describe how you can use past feedback to inform how you give and receive feedback now,
Describe the impact that diversity awareness has on giving and receiving feedback when communicating and collaborating with others,
Describe how you can use strategies for interacting with diverse groups of people when giving and receiving feedback.

October 7, 2025

Parkinson’s Disease

By Academic Wizard Blog

Parkinson’s Disease

What is the pathological condition?

Provide the name and a brief overview of the condition.

2. What are the key symptoms and causes?

Explain how this condition affects the body and what might cause it.

3. How is the condition treated or managed?

Identify common treatment options and any preventive measures.

4. How common is the condition?

Include the rate of occurrence or prevalence of the condition in the general population.

5. Why did this pathology interest you?

Share why this condition caught your attention and how it connects to your studies or career goals.

Please include at least 1 scientific reference in your response.Parkinson’s Disease

What is the pathological condition?,
What are the key symptoms and causes?,
How is the condition treated or managed?,
How common is the condition?,
Why did this pathology interest you?

Comprehensive Answer

1. What is the pathological condition?

The pathological condition is Parkinson’s disease (PD) — a progressive neurodegenerative disorder that primarily affects movement control. It develops due to the gradual loss of dopamine-producing neurons in the substantia nigra, a region of the brain responsible for coordinating smooth and balanced muscle activity. The decline in dopamine levels disrupts communication between brain regions that control movement, leading to tremors, stiffness, and slowed motion (National Institute of Neurological Disorders and Stroke [NINDS], 2023). Although it is mainly known as a motor disorder, PD also affects mood, cognition, and sleep, making it a complex neurological disease.

2. What are the key symptoms and causes?

Symptoms:

Resting tremor (shaking hands, arms, legs, or jaw)
Bradykinesia (slowness of movement)
Muscle rigidity
Postural instability and balance problems
Non-motor symptoms such as depression, sleep disturbances, and cognitive decline

Causes:
The exact cause of Parkinson’s disease remains unclear, but it is thought to result from a combination of genetic and environmental factors. Genetic mutations such as LRRK2, PARK7, and SNCA have been linked to familial cases, while exposure to pesticides or toxins may contribute to sporadic forms. Oxidative stress, mitochondrial dysfunction, and abnormal protein accumulation (α-synuclein) further damage neurons, worsening the condition over time.

3. How is the condition treated or managed?

Although there is no cure for Parkinson’s disease, treatment focuses on managing symptoms and improving quality of life.

Common treatments include:

Medications: The most common is Levodopa, often combined with Carbidopa to replenish dopamine levels. Other drugs such as dopamine agonists and MAO-B inhibitors help reduce motor symptoms.
Surgical options: Deep Brain Stimulation (DBS) is used for patients whose symptoms are not well controlled with medication.
Therapies: Physical, occupational, and speech therapy improve movement, speech, and daily functioning.
Lifestyle measures: Regular exercise, balanced nutrition, and mindfulness-based stress reduction can slow disease progression and enhance well-being.

Preventive measures are not well-established, but studies suggest that physical activity, a diet rich in antioxidants, and reduced exposure to toxins may help lower risk.

4. How common is the condition?

Parkinson’s disease is the second most common neurodegenerative disorder after Alzheimer’s disease. According to the Parkinson’s Foundation (2024), approximately 10 million people worldwide live with PD. In the United States alone, about 90,000 new cases are diagnosed annually, primarily in individuals over the age of 60, though early-onset cases can occur before age 50. Prevalence increases with age, and men are about 1.5 times more likely than women to develop the disease.

5. Why did this pathology interest you?

Parkinson’s disease interests me because of its impact on both physical and cognitive functioning, illustrating the intricate link between the brain and movement. As someone studying health sciences, I find it fascinating how a biochemical imbalance in dopamine can produce such profound systemic effects. Understanding this pathology connects directly to my career goals in healthcare, where I aim to contribute to patient-centered approaches for managing chronic neurological conditions. Additionally, observing how multidisciplinary care—neurology, physical therapy, psychology—improves patient outcomes inspires my pursuit of collaborative healthcare practice.

What is the pathological condition?,
What are the key symptoms and causes?,
How is the condition treated or managed?,
How common is the condition?,
Why did this pathology interest you?

October 7, 2025

Analyzing Bank Income Statements

By Academic Wizard Blog

Analyzing Bank Income Statements

Imagine that you are hired as a data analyst for a bank. The bank would like to learn more about its customers’ spending and banking habits to identify areas of improvement. You have been asked to review the bank’s income statements over the last five years and identify trends that will allow them to understand their customers better.

Download your chosen bank’s annual income statements from the last five years from the Mergent Market AtlasLinks to an external site. database in the University of Arizona Global Campus University Library. Review the Mergent Market Atlas Tip SheetLinks to an external site. resource for tips on accessing and searching the database. Use the “Company Financials” tab in Mergent Market Atlas to access the income statements.

In your paper,

Identify an area of the bank’s income statement related to customer spending.
Describe the data points or variables that give a complete picture of the customers’ spending pattern for the last six months.
- In addition to the income statement, explain which other data sources you might use to understand the customers’ spending patterns.
- List the steps you will take to prepare all these data sources such that they afford clear and accurate information.
Build a frequency table, a bar chart, and a pie chart using Excel for the identified variables that explain the customers’ spending patterns. Review the Microsoft Excel Help: HomeLinks to an external site. webpage, available for resources to help utilize Microsoft Excel. Use the same three variables in each table and chart to display the same data in three different formats.
After presenting your data in three formats, evaluate which tables and charts you find most helpful for communicating the desired message about the bank’s customers.

2 -3 pages apa use book as reference Jaggia, S. (2023). Business analytics: Communicating with numbers (2nd ed.). McGraw-Hill Higher Education Analyzing Bank Income Statements

Identify an area of the bank’s income statement related to customer spending,
Describe the data points or variables that give a complete picture of the customers’ spending pattern for the last six months,
Explain which other data sources might be used to understand the customers’ spending patterns,
List the steps to prepare all these data sources for accurate analysis,
Build a frequency table, bar chart, and pie chart using Excel for the identified variables and evaluate which is most effective for communication.

October 7, 2025

Understanding Communication Apprehension

By Academic Wizard Blog

Understanding Communication Apprehension

View the TEDTalk “Why I live in Mortal Dread of Public Speaking”Links to an external site. by Megan Washington (TEDx, 2014). Then, view the Sources of Communication Apprehension presentation (adapted from Engleberg & Wynn, 2015). In light of the TEDTalk, the presentation, and your own experiences respond to the following questions:

What strikes you as most interesting about Ms. Washington’s talk?
Do you relate in any way to her talk or to the Sources of Communication Apprehension presentation?
If you had to pick one or two sources of communication apprehension that you feel relate to you, which ones would they be and how do you manage them?

Be sure to respond to at least 2 others as well.

As a reminder, always connect to a scholarly source.

As a note, integrating a scholarly source for this post should go beyond mentioning the TED Talk. Aim for full credit and connect to a scholarly source beyond the TED Talk to show how the discussion ties to your studies in the course.

Incorporate material found in the unit presentations, the textbook, or other professional academic resources. Remember to cite sources appropriately.

References

Engleberg, I. N. & Wynn, D. R. (2015). Think communication. Boston, MA: Pearson Understanding Communication Apprehension

TEDx. (2014). Megan Washington: Why I live in mortal dread of public speaking. http://www.ted.com/talks/megan_washington_why_i_live_in_mortal_dread_of_public_speaking

What strikes you as most interesting about Ms. Washington’s talk?,
Do you relate in any way to her talk or to the Sources of Communication Apprehension presentation?,
If you had to pick one or two sources of communication apprehension that you feel relate to you which ones would they be and how do you manage them?

Comprehensive Answer

What Strikes Me as Most Interesting About Ms. Washington’s Talk

What stands out most about Megan Washington’s TED Talk, “Why I Live in Mortal Dread of Public Speaking” (TEDx, 2014), is her vulnerability and courage in openly discussing her speech impediment while performing as a public figure. Despite being an accomplished musician, she reveals a deep fear of public speaking due to her stutter, a challenge that most people might assume she had overcome. Her transparency demonstrates that communication apprehension is not limited to inexperience or lack of confidence—it can affect even those who excel in performance-based professions. Washington’s story also highlights how authentic self-expression can transform perceived weaknesses into sources of inspiration and connection. Her ability to integrate humor, honesty, and humility shows that vulnerability can be a powerful communication tool.

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