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August 28, 2025

Big Five Personality Reflection

By Academic Wizard Blog

Big Five Personality Reflection

The link at the bottom will take you to a free online version of Costa and McCrae’s “Big Five” personality test (NEO-PI). This one is titled the IPIP300. There are 300 items, but it’ll go pretty fast, no worries. You’ll see that there’s also a short 44-item version, don’t take it. It doesn’t include the subscales (facets). When you click on the link, you’ll need to create a username and password. I suggest using an email account to join. If you see a “join with Facebook” option, I do not recommend using it. The site is perfectly safe and managed by academics; for privacy reasons, I’m just not a fan of using Facebook, Google, or any other profile as a way to log in to anything. Once you have an account, you’ll be able to go back anytime and view the results of any tests you take. I think it’s interesting to look back on past scores and compare them to new scores. Here’s the task. Please follow each step carefully:1. For this assignment, please take the personality test and save all of the results (some students use a series of screenshots, some copy as jpeg, whatever works for you)2. Copy and paste all results, including details on subscales, aka facets (not just the 5 broad domains) into a Word document. 3. Next, write your response to the results. Begin with a brief intro – summarizing your general impressions about the test. 4. Now review your scores on each of the five domains and facets. Discuss each domain. Do any of the percentile ranks seem unusually high or low or uncharacteristic of how you view yourself? If any overall factor (domain) seems out of line with your view of yourself, dive a little deeper into the subdomains (facets) and you might find more useful information. I’d like your thoughts on whether you agree or disagree with the results, and why you agree or disagree. 5. Tell whether you think the results are useful to you, and if so, how? 6. Consider the many possible applications of this test and discuss when, where, why, and how it might be useful or not useful. Examples: Might the results be useful in relationships? for managers making hiring decisions? for psychologists in clinical settings? etc. 7. Write a conclusion, and you’re done. ______________________________________________
Big Five Personality Reflection

___________________________________Besides the pages allocated for your results, the portion you will write should be about 2 pages. Be sure to write the assignment in a Word document, save it, and upload it (submit file). Please do not type your response directly into the submission box._________________________________________________________________________________Click on the link below to get to the “personality assessor” website. You’ll need to set up an account. Again, I encourage students to sign up using an email account and not the Facebook option (privacy concerns). *** Click IPIP-300 to go to the personality assessor website. Scroll through the tests to find the IPIP-300.Note: You’ll find several other personality tests on this site that are interesting, including an MBTI-like test, and others.

Big Five Personality Reflection

What are your general impressions about the test?,
How do your scores on each of the five domains and facets compare to how you view yourself?,
Do you agree or disagree with the results, and why?,
Are the results useful to you, and how?,
In what settings (relationships hiring clinical etc.) might the test be useful or not useful?

August 28, 2025

Addressing Workplace Social Media Misuse

By Academic Wizard Blog

Addressing Workplace Social Media Misuse

After learning about technology-related social problems at other companies, leadership has tasked you with drafting policy related to use of the technology resources provided to employees. Problems of this nature have not come to the attention of compliance or leadership. Knowing that this does not necessarily mean that there is no questionable behavior leading to legal consequences, you recommend that policy be proactive but motivational rather than punitive.

You agree that the consequences must be communicated, but you recommend that this is done by including descriptions of the impacts misuse and abuse can cause employees and their teams.

Leadership would like to see a draft of your recommendation. You concentrate on one potential problem by writing the following:

Research a technology-mediated social issue related to one of the following:

online bullying
social media interactions
online communications
online purchases
online scams
adolescent use of social media and text messaging
online dating sites and apps Addressing Workplace Social Media Misuse
online gaming

Write a 1,400- to 1,750-word proposal for a solution to this social issue by applying either the social cognitive (Bandura) or cognitive social learning (Rotter & Mischel) personality theories to explain human behavior related to the issue.

Outline your proposed policy including:

Explain the problem.
How it is a social problem that impacts the workplace?
How has technology worsened this human problem?
Summarize the social cognitive or social learning theory concepts to help explain this behavior.
Based on the theory you chose, propose a solution for this issue.
Outline the negative impacts behaviors have on:
Employees
Teams
Company
Customer
Outline the positive outcomes the policy will have for:
Employees
Teams
Company
Customer
Map a training plan for policy roll-out. (Relate it to the theory you have chosen.)
Map consequences for violations. (Relate it to the theory you have chosen.)

Support your explanation with research.

Include a minimum of 3 references. Addressing Workplace Social Media Misuse

What is the problem and how is it a social problem that impacts the workplace? How has technology worsened it?,
How can social cognitive or social learning theory help explain this behavior?,
What policy solution can be proposed based on the theory?,
What are the negative impacts of this behavior on employees teams the company, and customers—and what positive outcomes will the policy have?,
What should a training plan and consequences for violations look like (based on the theory)?

August 28, 2025

Self-Efficacy and Bandura

By Academic Wizard Blog

Self-Efficacy and Bandura

Post 1: Self-efficacy is an important concept in Bandura’s work. If you believe in your capabilities to do something, and if you believe you have some control in a situation or the ability to affect your environment, then you are more likely to act and more likely to succeed.

What is meant by Social Learning Theory (Bandura)?
How does self-efficacy fit in this model?
Give an example (real or fictional) of self-efficacy.

Due Monday

Post 2: Answer: Self-Efficacy and Bandura

What did you learn about personality in this course that you can learn in your work or personal life?
How might it affect your understanding of others?

What is meant by Social Learning Theory (Bandura)?,
How does self-efficacy fit in this model?,
Give an example (real or fictional) of self-efficacy.,
Why does belief in capability increase likelihood of success?,
How can self-efficacy affect behavior in daily life?

Response

1. Social Learning Theory (Bandura)
Albert Bandura’s Social Learning Theory emphasizes that people learn behaviors, attitudes, and emotional reactions by observing others. Unlike strict behaviorism, which focuses only on reinforcement and punishment, Bandura argued that humans can learn indirectly by modeling others’ behavior and considering the consequences they observe. This theory highlights the role of observational learning, imitation, and modeling in shaping personality and actions.

2. Role of Self-Efficacy in the Model
Self-efficacy is central to Bandura’s theory. It refers to an individual’s belief in their own ability to accomplish a task or succeed in a given situation. Bandura argued that self-efficacy influences whether people attempt a behavior, how much effort they put forth, and how persistent they are in overcoming challenges. In short, while modeling provides the blueprint for learning, self-efficacy determines whether the person will actually attempt and maintain the behavior.

3. Example of Self-Efficacy
A practical example could be a student preparing for a math exam. If the student believes they are capable of mastering the material (high self-efficacy), they are more likely to study consistently, practice problems, and ultimately perform well. On the other hand, a student who doubts their ability (low self-efficacy) may avoid studying or give up quickly, leading to poorer results—even if they have the same intellectual capacity.

4. Belief in Capability and Success
Believing in one’s abilities increases the likelihood of success because it strengthens motivation and perseverance. High self-efficacy helps people approach difficult tasks as challenges to be mastered, rather than threats to be avoided. This mindset reduces anxiety, encourages effort, and makes individuals more resilient in the face of setbacks.

5. Self-Efficacy in Daily Life Self-Efficacy and Bandura
In everyday life, self-efficacy shapes choices such as pursuing a promotion at work, starting a fitness routine, or learning a new skill. For instance, someone with high self-efficacy about public speaking will volunteer for presentations, while someone with low self-efficacy may avoid them altogether, missing opportunities for growth. Thus, self-efficacy has a direct impact on personal development and success in real-world contexts.

Post 2: Learning About Personality

Highlighted Questions

What did you learn about personality in this course?
How can you apply what you learned to your work life?
How can you apply what you learned to your personal life?
How might it affect your understanding of others?
Why is studying personality valuable overall?

August 28, 2025

Applying Goal-Setting Theory

By Academic Wizard Blog

Applying Goal-Setting Theory

This assignment is worth 20% of your overall grade . You will choose ONE theory of employee motivation from Chapter 8 of your textbook:

· Needs Theory

· Expectancy Theory

· Self-Efficacy Theory

· Justice Theories

· Goal-Setting Theory

· Control Theory

· Action Theory.

Your task is to apply the theory creatively, show that you understand it, and make it personal — either by connecting it to your own experiences, to organizations you know, or to an imagined scenario.

This is not a research paper. Instead, you will show mastery through analysis, application, and creativity.

The assignment will be open from August 25, 2025 – October 19, 2025. During the final week (October 13–19), this assignment will be your sole focus — no other assignments will be due. Please plan ahead accordingly, as late submissions will not be accepted except for officially documented, university-sanctioned reasons. Note: last-minute Wi-Fi or technology issues do not qualify as university-sanctioned reasons.

Additionally, we will not formally cover these theories in class until Week 5 , but I encourage you to preview the chapter early and begin planning your project. I also encourage you to take detailed notes.

Assignment Objectives

By the end of this project, you should be able to:

· Demonstrate understanding of one motivational theory.

· Apply the theory to a practical, real-world, or personal scenario.

· Think critically about the strengths and weaknesses of the theory.

· Engage creatively, using a format other than a traditional paper.

What You’ll Do

1. Choose a Theory: Pick ONE

· Needs Theory Applying Goal-Setting Theory

· Expectancy Theory

· Self-Efficacy Theory

· Justice Theories

· Goal-Setting Theory

· Control Theory

· Action Theory.

1. Explain the Theory (Briefly)

· Provide a clear, accessible explanation of your chosen theory in your own words. Keep this concise — imagine you’re explaining it to someone who has never heard of it. Additionally, make sure you use terminology from the textbook/ video lecture (paraphrase)

1. Apply the Theory

· Apply the theory in a way that feels meaningful and creative to you. Some options include:

1. Connecting it to your personal experiences (school, sports, volunteer work, jobs, or even family roles).

2. Designing a program or strategy an organization could use (a company, sports team, nonprofit, or even a club you imagine).

3. Showing how the theory could guide someone’s personal goal-setting or self-improvement.

· Your application should include practical examples, not just theory.

1. Critique the Theory

· Every theory has strengths and limits. What works well about your chosen theory? Where might it fall short? Why? (Think about different workplaces, generations, or life situations.)

1. Creative Presentation Format – Please make sure to include a PDF version of your final project and the link (if there is one) in your final submission. Instead of a paper, you’ll present your project in one of these formats.

· Digital infographic

· Magazine or newspaper-style article

· PowerPoint / Canva presentation

· Creative personal reflection journal (with visuals, stories, etc.)

Applying Goal-Setting Theory

1. References and Citations.

· Please be sure to cite the textbook as well as any other sources you use. If you choose to use ChatGPT or another AI tool, ensure that the information aligns with the theories and concepts presented in the textbook. Do not copy and paste directly from the AI tool. Instead, use it as a research aid—paraphrase the information in your own words and cite the source appropriately, including AI-generated content. Moreover, all assignments will be scanned for plagiarism and A.I be careful.

Explain the theory (briefly).,
Apply the theory in a meaningful and creative way.,
Critique the theory—what works well and where does it fall short?,
Present the project in a creative format ,
Cite references appropriately.

August 28, 2025

Psychoanalysis vs. Adlerian

By Academic Wizard Blog

Psychoanalysis vs. Adlerian

Consider the two theories you studied this week (Psychoanalysis and Adlerian) and apply them to the Case Study: Olivia listed under the Discussion Resource below. Then answer the following questions in your Discussion Thread. Please organize your post with subheadings, to show where you answered which question.

must use a minimum of the 3 required course

Psychoanalysis vs. Adlerian

textbooks for scholarly citations. APA

What are the goals with this client when applying a psychoanalytical approach?, What are the goals when applying an Adlerian approach?,
What would be the role of the counselor and the role of the client from the psychoanalytical perspective?, What about an Adlerian perspective?,
What interventions/techniques/procedures might be helpful for this client from a Psychoanalytical approach? What about from an Adlerian approach?
How would you integrate a biblical perspective with this client when applying a psychoanalytical approach? What about with the Adlerian approach? How are these theories compatible (or incompatible) with a biblical worldview when applied to this client?
If you had to choose between the two theories, which one would fit better the needs of this client? Which one are you more comfortable with? Explain briefly.

Psychoanalysis vs. Adlerian
1. Goals of Psychoanalysis and Adlerian Approaches

From a psychoanalytical approach, the primary goal with Olivia would be to bring unconscious conflicts to awareness, resolve unresolved childhood experiences, and reduce anxiety by working through defense mechanisms. The emphasis would be on insight—helping Olivia understand how her past relationships, early family dynamics, and hidden impulses influence her current struggles.
From an Adlerian approach, the goal would be to help Olivia develop a stronger sense of belonging, reframe her mistaken beliefs, and encourage her toward social interest and purposeful living. Adlerian therapy is future-oriented, so the aim would be building new skills and healthier patterns rather than dwelling on unresolved conflicts.

2. Roles of Counselor and Client

In psychoanalysis, the counselor functions as an interpreter of unconscious material, maintaining neutrality while analyzing dreams, slips of the tongue, and transference. The client’s role is to engage in free association, explore inner thoughts, and work through resistance.
In Adlerian therapy, the counselor is a collaborator and encourager—someone who helps Olivia explore her lifestyle, early recollections, and family constellation. The client is seen as an active participant in setting goals, experimenting with new behaviors, and applying insights to daily life.

3. Interventions and Techniques

A psychoanalytical counselor might use free association, dream interpretation, analysis of defense mechanisms, and interpretation of transference to uncover unconscious material.
An Adlerian counselor might use lifestyle assessment, early recollections, encouragement, role-playing, and “acting as if” techniques to help Olivia test out new ways of relating to others. Both approaches could be adapted to fit Olivia’s presenting issues, but Adlerian techniques tend to be more brief and pragmatic.

4. Biblical Integration

From a psychoanalytical perspective, a biblical integration might focus on uncovering hidden sin patterns or unresolved pain, paralleling the biblical call to examine the heart (Psalm 139:23–24). However, psychoanalysis’ deterministic view of unconscious drives may conflict with the biblical view of free will and redemption.
From an Adlerian perspective, biblical integration may align more closely. Adler’s emphasis on community, encouragement, and purposeful living resonates with biblical principles of fellowship, mutual support, and serving others (Hebrews 10:24–25). The focus on belonging and meaning connects with the biblical understanding of identity in Christ and the call to love one another. Overall, Adlerian theory is more compatible with a biblical worldview.

5. Choosing a Preferred Theory

Between the two, the Adlerian approach seems to fit Olivia’s needs more effectively because it emphasizes encouragement, belonging, and purposeful change rather than lengthy exploration of unconscious conflicts. It offers practical tools and a hopeful orientation that could help her move forward. Personally, I would feel more comfortable with Adlerian therapy as it provides a balance of insight, encouragement, and application—while also integrating smoothly with biblical values of growth, relationship, and hope.

✅ This gives you a structured, general response with clear subheadings for each question. You’ll just need to add your three required textbooks into the in-text citations and APA reference list to meet the scholarly requirement.

August 28, 2025

Building Inclusive Workplaces

By Academic Wizard Blog

Building Inclusive Workplaces

Companies that consider diversity and inclusion too often focus on meeting metrics instead of building relationships with people of diverse backgrounds says Starbucks former COO, Rosalind G. Brewer. In this personable and wide-ranging conversation with TED current affairs curator Whitney Pennington Rodgers, Brewer invites leaders to rethink what it takes to create a truly inclusive workplace and how to bring real, grassroots change to boardrooms and communities alike.

I can do question 1 just need you to do the other ones.

Discussion Questions: (Draw from the text and the videos when answering the questions.)

1. Who are you? Introduce yourself to the class. What are the different identities you hold? (race, gender, religion, sexual orientation, groups you belong to that are important to you)? What are the core elements of you as a person? Do you have any intersectional identities (e.g., Mexican woman)?

2. After taking the Diversity Leadership Quiz, determine where you are on the Inclusify Leadership Matrix. Report your scores and answer the following questions: https://drstefjohnson.com/matrix/

Building Inclusive Workplaces
· What was your Meritocracy Manager Score?,

· What was your Optimist Score?,

· What was your Inclusifyer Score?,

· What was your Culture Crusader/ Team Player Score?,

· What was your White Knight/ Shepherd Score?

· What are your initial thoughts about the questions that were asked on this quiz, and how did you respond to them?

· Where do you think you are in your Inclusify journey?

2. Why should creating diversity and inclusion be important to the organization that you work for or are a member of? What is the relationship between diversity and innovation? How can diversity be a competitive advantage?

3. What do you think of the ways leaders go wrong when it comes to uniqueness and belonging? Describe a time when you felt 1) incomplete, 2) invisible, 3) insular, 4) Next, think of others in your organization. Can you imagine any situations where people might feel incomplete, invisible, or insular? What can you do to help people in your office not feel that way? What are the problems with being color-blind? Race-blind? Gender-blind?

4. What did you think of the visualization exercise with the rockstar and the nun? What does that tell you about unconscious bias? How could you implement the ABCs (admit it, block it, count it) in your workplace? What steps do you need to take?

5. What do diversity and inclusion look like in your organization (you can choose to discuss any organization that you are a member of)? What are the visible signs of diversity and inclusion? Do your website, materials, pictures, and signs demonstrate diversity and inclusion? Does the organization include instances of diversity and inclusion in the stories they tell? What are the structural barriers to diversity and inclusion (including the policies, procedures, and practices)? How can your organization foster real, grassroots change?

Building Inclusive Workplaces
Address the above questions with at least one paragraph per question (i.e., a minimum of five paragraphs), and then respond to two of your classmates’ posts.

Full citations are only required for material that is not included as part of the assignment. However, in-text citations are required. An example of an in-text citation is (Johnson, 2020).

August 28, 2025

Predicting School Grades

By Academic Wizard Blog

Predicting School Grades

Find and read a peer-reviewed research journal article using intelligence or achievement testing in research and share what you learned from this article with your classmates. Specifically (and in your own words):

1. Why was the study conducted? What hypotheses were being tested?

2. What test(s) were used?

3. What findings were reported, and what conclusions were drawn Predicting School Grades

Highlighted Questions from the Assignment

Why was the study conducted? ,What hypotheses were being tested?,
What test(s) were used?,
What findings were reported, what conclusions were drawn?

Article Summary (in my own words)

1. Why was the study conducted? What hypotheses were being tested?

The study aimed to evaluate how well several widely used intelligence tests predict students’ future school grades. It focused on German-speaking countries because empirical, independent evidence about the predictive validity of these particular tests was limited. The researchers hypothesized that intelligence test scores would significantly forecast later academic performance—especially averaged school grades—and that some tests might predict subject-specific grades differently.

2. What test(s) were used?

They administered four prominent intelligence assessments:

IDS (Intelligence and Development Scales) – measures fluid intelligence in children aged 5–10.
RIAS (Reynolds Intellectual Assessment Scales) – assesses verbal and nonverbal intelligence across a broad age range.
SON-R 6-40 (Snijders-Oomen Nonverbal Intelligence Test) – nonverbal test for fluid intelligence, ages 6–40.
WISC-IV (Wechsler Intelligence Scale for Children, 4th ed.) – provides a full-scale IQ.
These were individually given to a sample of 103 children (~9 years old), with follow-up grades collected three years later for 54 of them Frontiers.

3. What findings were reported, and what conclusions were drawn?

All four intelligence tests significantly predicted average school grades collected three years later.
The IDS and RIAS also predicted both mathematics and language-specific grades.
The SON-R 6-40 predicted mathematics grades but not language.
Surprisingly, WISC-IV did not show a significant link with mathematics or language grades when analyzed separately Frontiers.

Conclusions: Predicting School Grades
General intelligence, as measured by these tools, can be a valid predictor of later academic achievement, particularly for average performance across subjects. However, not all tests are equally effective predictors for specific subjects, and the WISC-IV in this small sample didn’t show subject-specific predictive power. The authors urged cautious interpretation: results are promising but based on a small sample, so further research is needed with larger, more diverse populations Frontiers.

Comprehensive Answer (General Summary)

This study underscores that intelligence tests can offer meaningful insights into a child’s future academic performance—especially when considering overall grades rather than specific subjects. The IDS and RIAS stood out for their consistent predictive validity across both math and language, while the SON-R 6-40 was predictive primarily for math. The WISC-IV, although widely used, didn’t show subject-level predictive strength here, likely due to sample size or other factors.

In essence, when educators or psychologists use intelligence testing to anticipate academic outcomes, it matters which test they choose. Some instruments may align more closely with certain subjects or overall performance patterns. The study reinforces the importance of evidence-based selection of cognitive assessments, especially in educational planning and interventions. Predicting School Grades

August 27, 2025

Electricity & Life

By Academic Wizard Blog

Electricity & Life

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 & Life

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

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Part B

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

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Electric Field of Dreams

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

Directions:
At any time you may

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

Part A

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

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Part B

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

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Part C

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

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Part D

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

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Part E

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

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Electric Field Hockey ‪‪Electric field hockey‬ 1.0.0-dev.10‬

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

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

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

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

Part A

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

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Part B

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

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Part C

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

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Part D

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

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Part E

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

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

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

Do electromagnetic fields pose public health risks?,
What is DNA and its role in life?,
How does DNA’s structure involve electrostatic forces?,
What are the behaviors of charged particles and field lines in electric field simulations?,
How does the Electric Field Hockey game illustrate electrostatic principles?

August 27, 2025

Preproduction Planning

By Academic Wizard Blog

Preproduction Planning

This activity will help you meet these educational goals:

· Content Knowledge—You will employ planning and time-management skills and create a production schedule and budget.

· Inquiry—You will perform an investigation in which you will communicate your results in written form.

· 21st Century Skills—You will apply creativity and innovation, use critical thinking and problem solving skills, and communicate results effectively.

Introduction

In this activity, you will create the production schedule, create the script, and create the budget for the biographical film based on your icon.

___________Preproduction Planning_______________________________________________________________

Directions and Analysis

Task 1: Identify the Steps for Script Creation

Once your production schedule is ready, list the steps for creating a script. Give a brief explanation about your approach.

Type your response here:

Task 2: Identify the Steps for Creating the Production Schedule

Prepare a production schedule for the narrative element you would like to include in your final biographical film.

Type your response here:

Task 3: Identify the Steps for Creating the Budget

Identify the items required during production and list the cost associated with manpower, equipment, location, food and beverage, transport, and talent. Write a note regarding your preparation.

Type your response here:

__________________________________________________________________________

Evaluation

Your teacher will use this rubric to evaluate the completeness of your work as well as the clarity of thinking that you exhibit.

Total Points: 100

Task 1: Identify the Steps for Script Creation

Task points: [20]

· (05) analyzing the production schedule

· (15) identifying the steps for creating the script

Task 2: Identify the Steps for Creating the Production Schedule

Task points: [40]

· (10) creating a list of crew and equipment

· (10) identifying responsibilities and tasks of crew members

· (05) using mentoring skills to guide the crew

· (15) creating timelines and deadlines

Task 3: Identify the Steps for Creating the Budget

Task points: [40]

· (15) analyzing the script and identifying the different items required for production

· (25) identifying the cost of different items required per the script Preproduction Planning

What steps are needed for script creation, and how will you approach them?,
How should the production schedule be prepared for the biographical film?,
What crew and equipment are needed for production?,
What responsibilities and timelines should be assigned to crew members?,
What items and costs must be included in the production budget?

August 27, 2025

Physics Lab Report Guide

By Academic Wizard Blog

Physics Lab Report Guide

Online Physics Lab Report Outline & Instructions Dr. Nader Copty

• 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.

Physics Lab Report Guide • 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. Physics Lab Report Guide

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

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

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

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

What sections must every physics lab report include?,
How should data graphs and calculations be presented in the report?,
What policies exist for late reports and group work contributions?,
What content should be included in the “Conclusions” and “Sources of Error” sections?,
How should the report be formatted and submitted?

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