Blog Archives - Assignment Help Central

August 13, 2025

Race & Representation

Reflect: Reflect upon the themes that the disciplines covered this week explore and the methods that they use to explore these topics. How do these different approaches and themes help contribute to the larger understanding of society, culture, and human behavior? Based upon your understandings of these disciplines, how might their approach to topics be helpful to other disciplines within the social sciences? Other academic disciplines outside of the social sciences? To the general public?In addition, think about the strategies used by practitioners of these disciplines to avoid bias. Do these differ from the social science disciplines that you read about last week? If so, how? Can these approaches be adapted for use outside of the social sciences?Write: In an initial post of at least 250 words

Select one of the three disciplines examined this week, and discuss why you selected the discipline you did and how this discipline is distinct from other disciplines in the social sciences (Think about methods topics explored, etc.).
Examine the topic discussed by the source linked above for your discipline.
- Describe how your selected topic is related to the concepts of the individual, society, and culture. Race & Representation
- Note the main points of the article, its conclusion, and assess how the questions asked by the social scientist in question are related to their discipline’s practice.
- Discuss the methodology used within the article and relate the authors’ approach to specific examples in the text.
Assess any potential connections between the discipline you examined this week and the disciplines explored in week 3 with regard to the source you examined.
Postulate potential applications for your selected discipline and its approaches to everyday life.

Please use in-text APA citations within your post, as well as full APA references at the end of your post. If you need APA assistance, review the APA StyleLinks to an external site. resources. Race & Representation

Why did you select this discipline, and how is it distinct from others in the social sciences?,
How is the selected topic related to the concepts of the individual, society and culture?,
What are the main points conclusion and related questions from the article?,
What methodology was used in the article?,
What are the potential applications of this discipline to everyday life?

August 13, 2025

Dynamic Models & Circular Motion

By Academic Wizard Blog

Dynamic Models & Circular Motion

In this activity, you’ll use a video measurement and analysis tool called Tracker. Tracker enables you to create two different types of mathematical models: analytical and dynamic. In an analytical model, you can enter mathematical expressions for x and y positions as a function of time. That’s sometimes useful, but from a physics perspective, a dynamic model is much more flexible and powerful.

With a dynamic model, you can set the initial conditions for a particular system (initial positions and velocities); then you can mathematically define any forces acting on that system. Once those are set up, the model becomes like an object in space, responding to the forces you’ve imposed on it. It might continue moving forever, if that’s what the forces would do to an object in real life. By visually matching a marker for your model to the real motion on the video, you can define and refine a mathematical model for a wide range of real-world situations.

In this activity, you’ll use Tracker to observe the displacement, velocity, and acceleration of a mass on a spring. Tracker is a free scientific tool available through the Open Source Physics Project.

Preparation – Creating a Dynamic Particle Model
If you’ve never built a dynamic model before using Tracker, you’ll need to prepare a bit and find out where you can get help in creating your models. In Tracker, you can always access illustrated Help. For this project, you’re going to need to check out the Tracker Help instructions for creating a dynamic model.

In Tracker, just click on the Help menu, then, click Tracker Help. In the Tracker Help window, click Particle Models. This short, illustrated document tells you everything you need to know to create a dynamic particle model in Tracker. You can print this Help document, but it is available from Tracker anytime you need to refer to it.

Instructions – Building your Dynamic Model
Start your activity by opening this Tracker experiment: Spring Wars model

Click play to watch the video. The other video controls allow you to rewind the video or step forward or backward one frame at a time.

You’ve seen the motion of a mass on a spring where the motion is largely “undamped”; that is, it continues for a very long time at about the same amplitude. There are two common ways to slow down an object in harmonic motion:

kinetic friction – directly proportional to weight and opposite the direction of velocity
Dynamic Models & Circular Motionspring damping – directly proportional to velocity and opposite the direction of velocity

Both of these damping forces are at work in this video, but the frictional force is by far the most significant here.

A dynamic model is already started for you in this file. Follow the two steps in the screen captures below to open the model setup and begin your modeling work.

Select the point mass Model.
(from the blue pull-down control in the top menu)

Dynamic Models & Circular Motion

Open the Model Builder.
(from the “Model” mass pull-down menu)

Once you’ve opened the Model Builder screen, use the Tracker Help documentation to begin filling out the basic information about this motion. You only have complete data table information starting at time t = 0.00 seconds, so use that as your initial time. Enter data in each of the three sections:
- parameters –Set m = 0.250 kilograms. Add a parameter k for the spring constant and a parameter mk for the coefficient of kinetic friction.
- initial values – From the data table, enter those that apply to this x-direction motion: t, x, and vx.
- force functions – It will be easier and cleaner to enter the force function as a sum of two forces, the spring force and the frictional force: fx: Fs + Ff. (Notice that this section turns red after you enter the force functions, since you have not defined Fs and Ff yet.)
- Add a new force function for Fs, the spring force. Note that the equilibrium point is at x = 0, so this force law should be pretty easy for you.
- Add a new force function for Ff, the frictional force.

Frictional force is defined as Ff = µkmg, where µk is the coefficient of kinetic friction. Since this force has to be opposite the direction of motion, though, and since the direction of motion keeps changing, you must use a little creativity to define it. You basically just need something that will output +1 or -1, depending on the direction of your velocity.

v⁢x|v⁢x|can be your “magic factor” here: +1 if velocity is (+) and -1 if velocity is (-).

So, you just need to figure out how to write the following expression into the Tracker model:

Ff=−μk⁢m⁢g⁡(v⁢x|v⁢x|)

Finally, to make your model work, you’ll have to find values for the spring constant k and the coefficient of friction μk. You’ll just have to play around with μk, but you can get close to the spring constant value by looking at some of your data. The first question below will help you with that.

Part A

Calculate the spring constant.

Look at the graph of x vs. t graph. (You may want to double-click on it to examine it in the Data Tool view.)
From the graph, determine the period T.
The first video frame lists the mass.
Use the equation below to solve for the spring constant k. Show your work below.

T=2⁢π square root ⁢mk

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Part B Dynamic Models & Circular Motion

Enter into the table your calculated value for the spring constant, then play with different values of mk until you get a close match to the motion. (Note: It will never be perfect. Remember that there are two kinds of spring damping. Both are at work here, but we are not going to model both.) Once you’re satisfied with your model, record your model values in the table below.

Variables Expression

parameter: m

parameter: k

parameter: mk

initial value: t

initial value: x

initial value: vx

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Part C

Describe how your model works compared to the actual spring motion. When are they close together? When are they not so close?

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Part D

Now that you’ve had some experience with damped harmonic motion, describe two different real-world harmonic motions you’ve seen—one with very little damping and the other with noticeable damping. Describe how those two motions differ and are the same.

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Amusement Park Physics

Amusement parks provide many hours of fun, but did you know you can also practice your physics there? Yes, parks rides rely on physics to function. Let’s look at rides that travel in a circular path, such as a roller coaster or carousel. These rides illustrate the concept of centripetal force. We will also consider the sensation of being pulled to the outside of these rides, which we call centrifugal force.

Part A

Why do we experience centripetal force and acceleration on a carousel?

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Part B

Many people believe that it is centrifugal force that causes the sensation of being pulled to the outside on a carousel. What accounts for this common misconception?

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Part C

Research how a centrifuge works. Relate the mass of an object to its centripetal force, and give examples of how centrifuges are used. Include at least two authoritative research sources to support your response. Record these sources at the end of your response.

How do you calculate the spring constant from oscillation data?,
How does your dynamic model compare to the actual spring motion?,
What are two real-world examples of harmonic motion, one with little damping and one with noticeable damping?,
Why do we experience centripetal force on a carousel?,
How does a centrifuge work, and how is centripetal force related to mass?

August 13, 2025

Thermodynamics & Climate Impact

By Academic Wizard Blog

Thermodynamics & Climate Impact

Imagine you’re driving along a road and you approach a bridge. You notice a sign that reads, “Bridge freezes before road.” Why do bridges become covered with ice before roads do? Research this question and respond in depth, writing a full paragraph. Be sure to include examples. At the end of your response, provide at least two authoritative sources that you used in your research.

Thermodynamics

Thermodynamics is the branch of physics concerned with a system’s energy and work. Scientists became interested in thermodynamics back in the eighteenth and nineteenth centuries, with the birth of the Industrial Revolution. Use online or print resources to answer the following questions about the importance of thermodynamics. Cite at least three authoritative resources to support your responses.

Part A

You’ve learned about the laws of thermodynamics. Using examples, explain why the first and second laws are significant for living organisms.

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Part B

Heat engines were first envisioned and built during the Industrial Revolution. Explain the thermodynamics of a heat engine, commenting on its efficiency.

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Part C Thermodynamics & Climate Impact

Heat pumps and refrigerators are modern conveniences that came from the study of thermodynamics. In a paragraph, explain how they work.

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Global Warming

Scientists are actively studying what amount of the greenhouse gases present in the atmosphere is a result of human activity. Research greenhouse gases and global warming to answer the questions below. Document at least three authoritative sources.

Part A

What evidence is there that the use of fossil fuels, which produce carbon dioxide, is causing climate change?

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Part B

Describe how computer climate models help scientists understand possible future climate changes. How reliable are these computer models in making predictions about global warming? Discuss any limitations in these models.

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Part C

What can you do? Read up on the issue and discover ways you can reduce the human “carbon footprint” on the planet. Include four examples of what can be done in homes and in the community. Cite your sources.

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Part D

Many people believe that if the human race continues to use energy as we are now, without change, we’ll witness a significant worldwide environmental impact in this century. Research this topic and discuss this possibility. Include concrete examples of specific environmental consequences of global warming.

15px Thermodynamics & Climate Impact

Why do bridges freeze before roads?,
Why are the first and second laws of thermodynamics important for living organisms?,
How does a heat engine work, and what affects its efficiency?,
What evidence links fossil fuel use to climate change?,
How can individuals reduce their carbon footprint?

August 13, 2025

Comparison of Wave Properties

By Academic Wizard Blog

Comparison of Wave Properties

The three most common types of waves that we encounter in our daily life are water, sound, and light waves. While water and sound waves can only travel through a medium, light waves don’t need one. In this activity, you’ll study the similarities and differences among water, sound, and light waves.

To begin your activity, open this simulation: Wave Interference.

There are three tabs, Water, Sound, and Light. Observe these waves and then draw conclusions from your observations.

Question 1

Water: Start with the Water tab. Note that light areas represent places where the water is high (crests). Dark areas represent low points (troughs).

The water drops should already be dripping from the faucet. You can increase their frequency by using the Frequency slider. You can expand or decrease the size of your “sink space” by clicking the green +/- sign in the upper right corner of the sink. Using the controls on the far right, you can add measuring tools, add a wall, add another faucet, or insert a single-slit or two-slit barrier.

Part A

What kind of wave patterns do you observe in the sink in the top view?

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Part B

Comparison of Wave Properties

Click on the Show Graph button at the bottom of the window. (If you have expanded your sink, you’ll probably need to decrease its size again to see this graph.) The graph shows the moving water level, which is the actual amplitude of the waves.

What general mathematical graph function does this look like? What pattern do you observe in the amplitude of these waves? Provide a hypothesis to explain this pattern in the amplitude.

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Part C

What happens when you increase the frequency of the water drops? What happens to the wavelength of the waves on the surface of water?

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Part D

If you increase the frequency, what happens to the velocity of the wave?

In answering this question, describe how you determined the velocity as well as the result you arrived at. Then, provide a scientific explanation for this result, based on your knowledge of waves.

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Part E

What happens when you add a second drip and space both the drips close together? Describe the pattern they form and explain the cause for this pattern in detail.

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Part F

Turn off the second drip and then add a barrier with one slit. What do you observe on the right side of the wall? What do you observe on the left side of the wall? From a physics perspective, explain your observations of what is happening on both sides of the barrier.

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Question 2

Sound: Now click the Sound tab.

Part A

On the Sound tab, investigate briefly all the phenomena you explored with water waves above and describe any similarities in your results for sound. Specifically, describe

wave pattern as seen on the screen
shape and amplitude of the graph
effect of frequency on wavelength
effect of frequency on velocity
pattern with two sources
wave pattern with a single-slit barrier

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Part B

Sound and water waves obviously have many similarities, but they are not exactly the same. Describe all the differences you can think of between sound waves and water waves.

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Question 3

Light: Now click the Light tab.

Part A

On the Light tab, once again investigate briefly all the phenomena you explored with water and sound above. Describe any similarities in your results for light. Specifically describe

wave pattern as seen on the screen
shape and amplitude of the graph
effect of frequency on wavelength
effect of frequency on velocity
pattern with two sources
wave pattern with a single-slit barrier

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Part B

Light waves have some similarities with water and sound waves, but they are not exactly the same. Describe all the differences you can think of between light waves, sound waves, or water waves.

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Comparison of Wave Properties

In this activity, you will research and discuss the motion of ocean waves. Do online research on both ocean waves and tsunamis, then answer the following questions. Here are two sources to start with:

Part A

Which factors affect the speed of ocean waves?

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Part B

How do the shape, path, and speed of ocean waves change when they move towards shallow water?

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Part C

What is a tsunami? How is it formed?

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Shock Waves

In this activity, you’ll explore shock waves in air and sonic booms. Conduct online research on shock waves, sonic booms, and breaking the sound barrier. Then answer the following questions. Here are two sources to start with:

Part A

What are shock waves? How are they produced?

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Part B

Explain the meaning of the word supersonic.

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Part C

What is a sonic boom?

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Part D

How do supersonic flights create sonic boom? Please explain in detail.

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What happens to wavelength when frequency increases in water waves?,
What similarities exist between sound and water waves?,
How do light waves differ from water and sound waves?,
Which factors affect the speed of ocean waves?,
What are shock waves and how are they produced?

August 13, 2025

Electricity & DNA Connections

By Academic Wizard Blog

Electricity & DNA Connections

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 Electricity & DNA Connections

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

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Part B

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

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Electric Field of Dreams

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

Directions:
At any time you may

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

Part A

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

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Part B

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

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Part C

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

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Part D

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

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Part E

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

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Electric Field Hockey ‪‪Electric field hockey‬ 1.0.0-dev.10‬

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

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

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

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

Part A Electricity & DNA Connections

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 is DNA and what is its role in life? List DNA’s four nucleotide bases.,
Explain DNA’s structure specifically noting the role electric fields and forces play in it.,
Do electromagnetic fields pose a public health risk? Discuss pros and cons.,
In Electric Field Hockey, what happens when you place a red charge and start the puck?,
What principle explains changes in puck speed when mass changes?

August 13, 2025

Home Electricity Use & Savings

By Academic Wizard Blog

Home Electricity Use & Savings

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 Home Electricity Use & Savings

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 Home Electricity Use & Savings

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.

Which household change is reasonable and worthwhile for saving energy?,
What differences exist between low-usage and high-usage electricity periods?,
What explains variations in daily household electrical usage?,
What is “wasted” electrical energy in terms of conservation of energy?,
How do grounding wires, fuses, and circuit breakers work?

August 13, 2025

Electromagnetism & Applications

By Academic Wizard Blog

Electromagnetism & Applications

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 Electromagnetism & Applications Observations

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

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

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

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

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

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

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Part B

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

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

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

Include at least the four major scientists covered in this unit: Oersted, Ampère, Faraday, and Tesla.
Include key contributions of each scientist and provide a year, if possible, for those contributions.
Note any relationships among these and other scientists, especially if one developed something based on the work of another.
Arrange the scientists chronologically by their first key contribution, not by their birth date.
Electromagnetism & Applications
What causes the aurora borealis, when and where is it best seen?,
What causes electricity to flow in a coil?,
How do loudspeakers produce sound using electromagnetism?,
What are the key contributions of Oersted Ampère Faraday and Tesla?,
How are these scientists’ works related chronologically?

August 13, 2025

Nuclear Reactions & Applications

By Academic Wizard Blog

Nuclear Reactions & 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 Reactions & 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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Nuclear Reactions & Applications

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 Nuclear Reactions & Applications

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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Why is the deuterium–tritium reaction promising for future energy production?,
Why is uranium-235 the most common isotope for nuclear fission?,
Why is it advantageous to produce plutonium-239?,
What are the balanced nuclear reactions for each case?,
Which nuclear reaction is the best alternative energy source and why?

August 13, 2025

Physics Lab Report Guidelines

By Academic Wizard Blog

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. Physics Lab Report Guidelines

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

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

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

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

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

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

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

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

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

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

What are the objectives of the experiment?,
What theory and equations are used?,
What equipment and materials are required?,
What conclusions should be drawn based on the data and analysis?,
What are the possible sources of experimental error?

August 13, 2025

Lab Report Guidelines

By Academic Wizard Blog

Lab Report Guidelines

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)

Lab Report Guidelines

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)

Lab Report Guidelines

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 in 150–250 words.,
State the hypothesis in an If/Then format.,
Provide the analysis including tables charts or plots.,
Explain in 100–150 words what you learned and your conclusion.,
Compare the results with your hypothesis in one sentence and explain why.

Comprehensive General Answer:

1. Introduction
This experiment investigates the principles underlying the observed physical phenomenon, applying relevant scientific laws and mathematical relationships. The theory section should discuss the scientific concepts being tested, supported by formulas and definitions of each variable involved. For example, if the experiment measures motion, Newton’s laws, kinematics equations, and variables like displacement (s), time (t), velocity (v), and acceleration (a) would be described. The goal is to establish the theoretical basis for the experiment, enabling a clear understanding of why and how the observed results occur. References should be provided for any external resources used, following proper citation standards.

2. Hypothesis
If the experiment is conducted under the specified conditions, then the measured outcome will align with the theoretical prediction due to the consistency of the physical laws being applied.

3. Analysis
The analysis should contain processed experimental data, organized into clear tables and visualized through charts or plots. Percent error calculations for each dataset compare experimental results with theoretical values, providing insight into measurement accuracy and experimental reliability.

4. Conclusion (What You Learned)
From the experiment, it can be concluded that the observed results generally support the theoretical framework, though minor deviations may occur due to measurement errors, environmental factors, or instrument limitations. This reinforces the importance of accurate measurement and control of variables in experimental science.

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Category Archives: Blog

Part A

Part B Dynamic Models & Circular Motion

Part C

Part D

Amusement Park Physics

Part A

Part B

Part C

Thermodynamics

Part A

Part B

Part C Thermodynamics & Climate Impact

Global Warming

Part A

Part B

Part C

Part D

Comparison of Wave Properties

Question 1

Part A

Part B

Comparison of Wave Properties

Part C

Part D

Part E

Part F

Question 2

Part A

Part B

Question 3

Part A

Part B

Comparison of Wave Properties

Part A

Part B

Part C

Shock Waves

Part A

Part B

Part C

Part D

Double Helix Structure of DNA

Part A Electricity & DNA Connections

Part B

Electric Field of Dreams

Part A

Part B

Part C

Part D

Part E

Electric Field Hockey ‪‪Electric field hockey‬ 1.0.0-dev.10‬

Part A Electricity & DNA Connections

Part B

Part C

Part D

Part E

Home Energy Use

Part A Home Electricity Use & Savings

Part B

Part C

Part D

Part E

Part F

What Is “Wasted” Electrical Energy?

Electrical Safety Devices

Faraday’s Law

Part A

Part B

Research Fusion and Fission Reactions

Part A Nuclear Reactions & Applications

Part B

Part C

Calculations

Question 1

Part A

Part B

Part C

Question 2

Part A