Hello. I have discussion board to be done , everything is explained below .
Read the Discussion Board Instructions before addressing the following questions.
Discussion Board InstructionsThe Return of Zumanjaro!
In Week 4, we learned that the Zumanjaro drop was not truly a free fall, if for no other reason than they have to stop the fall (Six Flags’ legal department can be such a buzzkill). This week we’ll break the descent into two parts. From the maximum height of 415 ft (position A), we will assume the gondola drops in a free fall until the instant the braking starts (position B). Once the gondola reaches 90 mph at position B, the braking system quickly decelerates the gondola until it comes to rest on the ground (position C). See the figure below for reference.
Your Initial Post :
n the following, express your answers in terms of the mass (m) of the gondola (plus riders) , the heights above ground level (e.g. xA ), and the velocities of the gondola (e.g.vA ). Be concise by, for example, plugging in zeroes, but don’t plug in other known values.
Write an equation for the total mechanical energy of the gondola EA at the instant of the drop.
Write an equation for the total mechanical energy of the gondola EB at the instant the braking begins.
Write an equation for the total mechanical energy of the gondola EC after it comes to rest at the bottom.
Without performing any calculations, predict whether total mechanical energy should be conserved during the drop. In other words, given the conditions as stated, should EA = EB? What about EB=EC? EA=EC?
Using the kinematic free-fall equations, determine the height xB at which the gondola reaches 90 mph (express your final answer in units of m).
(Do not provide your answer in an attachment. You can type your answer in a Word document and then copy and paste it into the reply box. It’s not a good idea to type directly into the reply box in case you accidentally delete everything that would require you to start over. You can save a Word document often to avoid this kind of situation.)
Your Reply Post:
( I’ll send my classmate reply later , i can’t see their answers unless i post mine first )
Select a classmate who does not have a reply and do not reply on the same day as your initial post. In your reply to this classmate, correct any misconceptions in their initial post or commend them on an excellent post. Now you will check their work.
Determine, using their expressions, the values of EA, EB, and EC. Use the known values for the different positions and velocities given in the problem (converted to SI units) and your classmate’s value for xB. You may assume the mass of the gondola is m = 500 kg .
Comparing these values of total mechanical energy, do they match your classmate’s predictions from step 4? If not, what went wrong? Were the expressions for total mechanical energy incorrect, or were the predictions incorrect? If they do match, still verify that the expressions and predictions were correct (i.e. make sure it wasn’t just a coincidence).
Finally, why isn’t the total mechanical energy conserved at point C?
Complete part A of Circular Motion Lab.
Some things to watch out for in particular are:
Your lab report should be neat and easy to read.
Provide written descriptions of values and calculations.
Data table should have descriptive titles.
All values, and and data tables in the spreadsheet should have labels, and units.
Make sure all values have appropriate units.
Make sure you have correct significant figures.
Make sure your final values are correct. Watch out for rounding errors that occur when you round intermediate results too much. Normally I keep an extra significant figure in intermediate results.
please watch it first and then start the lab as it is very essential to watch the video first. then u need to answer the questions in the worksheet.
Students should investigate a contemporary example of how science interacts with society. This may focus on one or more of the key concepts of science as a human endeavour (as shown on the next page), and may draw on a context suggested in the topics or relate to a new context.
Students select and explore a recent discovery, innovation, issue or advancement linked to one of the topics in physics. They analyse and synthesise information from different sources to explain the science relevant to the focus of their investigation, show its connections to science as a human endeavour, and develop and justify their own conclusions.
Based on their investigation, students prepare a scientific report, which must include the use of scientific terminology and:
An introduction to identify the focus of the investigation and the key concept(s) of science as a human endeavour that it links to
Relevant physics concepts or background
An explanation of how the focus of the investigation illustrates the interaction between science and society
A discussion of the purpose, potential impact, or application of the focus of the investigation, eg further development, effect of quality of life, environmental implications, economic impact, intrinsic interest
Citations and referencing
The report should be a maximum of 1500 words if written, or a maximum of 10 minutes for an oral presentation, or the equivalent in multimodal form.
The four possible key concepts of science as a human endeavour in the study of Physics homework help are:
Communication and Collaboration
Science is a global enterprise that relies on clear communication, international conventions, and review and verification of results.
Collaboration between scientists, governments, and other agencies is often required in scientific research and enterprise.
Development of complex scientific models and/or theories often requires a wide range of evidence from many sources and across disciplines.
New technologies improve the efficiency of scientific procedures and data collection and analysis. This can reveal new evidence that may modify or replace models, theories, and processes.
Advances in scientific understanding in one field can influence and be influenced by other areas of science, technology, engineering, and mathematics.
The acceptance and use of scientific knowledge can be influenced by social, economic, cultural, and ethical considerations.
Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions, make discoveries, design action for sustainability, evaluate economic, social, cultural, and environmental impacts, offer valid explanations, and make reliable predictions.
The use of scientific knowledge may have beneficial or unexpected consequences; this requires monitoring, assessment, and evaluation of risk and provides opportunities for innovation.
Science informs public debate and is in turn influenced by public debate; at times, there may be complex, unanticipated variables or insufficient data that may limit possible conclusions.
Application and Limitation
Secondly, you can download the images “LabManual1-8” and read them for the lab report.
also provide a 14 minutes YouTube video that my teacher goes full-on
depth on how the assignment should be. Please make sure you watch this
Additionally, this 1 video below will do the actual lab live on the video and explain how it’s done.
need the report to follow the “task” image, video of the lecture, and
the instructions I give below. (they are mostly the same thing)
1) the First page just cover
The second page will be the introduction, All you have to do for this
page is to put the INTRO on the lab manual in your own words. DO NOT
COPY AND PASTE
3) the Third page will be similar to the second
page however you have to put the procedure section in the lab manual in
your own words. DO NOT COPY AND PASTE
4) please follow the “task” image, the part about Data/Analysis, and or the youtube video
5) please follow the “task” image, the part about Conclusion, and or the youtube video
I will tip base on the amount of work you have done and your great writing skills. I like to think I tip decently.
You will need to do an experiment in order to complete this assignment, and there will be an excel should be completed, too. Watch and read the instructions and attached videos to do it.
Measuring the acceleration of gravity close to the Earth’s surface “the hard way”
(Try to get three significant digits using your digital phone as a timer and your measuring device to determine your drop height)
In this lab activity, you will become familiar with the simple free-fall approximation. By the end of this activity, you will be able to:
Identify the need for minimize random error in measuring a well-known constant.
Develop skills in analyzing data of multiple trial runs.
Determine the reliability of a result from your result of the data analysis.
Make sure you read the activity instruction carefully and follow the steps to complete this activity. Use the first Excel-practice-analysis (OPTIONAL) sheet to practice the analysis from steps 5-17 or so. Then, use the other sheet to place YOUR DATA (your collected drop times). Note: A distance, which is kept fixed throughout the lab, should be as much as possible without getting hurt!! You will drop the ball from the same height as instructed and measure the drop times. NOTE: This is not a task where you are expected to get everything perfect. The idea here is to recognize and minimize error to get the (best) result you can.
Download and the read (THE LAB INSTRUCTIONS BEGIN ON PAGE 4):
Analysis of free-fall experiment-STUDENT DATA COLLECTION.pdf
Excel 2-student template.xlsx
Activity will be graded on thoroughness, thoughtfulness, and completeness. Links for the videos:
Read Sections 13 through 17 (up through “How the Sphere, Having in Vain Tried Words, Resorted to Deeds”) and discuss on the Discussion Bulletin Board.
For our third discussion, please read sections 13 – 17 of Flatland and discuss your views on the Discussion board as usual under “Flatland Discussion #3”. Try to imagine what we as 3-dimensional creatures might see if we could suddenly see/experience four spacial dimensions (not counting “time” as a dimension). Could we see inside our bodies? What would a “building” be like in four dimensions? How would we move differently? How might our communications systems differ? (I don’t know any of these answers – just trying to get you to think about these things in preparation for the String Theory discussions at the end of the semester.) Once you have contributed to the discussion, please type “completed this assignment” and hit “submit” within this assignment so that I can give you credit
A car engine moves a piston with a circular cross section of 7.400 ± 0.006 cm diameter a distance of 3.270 ± 0.001 cm to compress the gas in the cylinder. (Express your answers to the correct number of significant figures.)
By what amount is the gas decreased in volume in cubic centimeters?
Find the uncertainty in this volume.
SCENARIO: Sugar Honeycomb game is a traditional children’s game in Korea, and actually played in real life. In
the Sugar Honeycomb game that Player 067 participated in, each is instructed to cut out the shape
with a needle, without cracking or breaking the sugar honeycomb. Player 067’s hand is exerting a
force of 0.85 N at a 75° angle. The amount of force that can break the brittle honeycomb by
piercing is 0.80 N while tracing is 0.20 N.
1a. Show the FBD of forces acting on the Needle-Sugar Honey Comb system.
1b. How much force is exerted by Player 067’s hand
for her to be able to pierce through the sugar
honeycomb? How about the force that allows her
to follow the outline of the shape? Would she break
the brittle sugar honeycomb?
1c. If Player 067 will change the needle with a
toothpick, will she still be able to cut out the shape
without cracking or breaking the sugar
honeycomb? The toothpick’s coefficient of friction
on a brittle surface while using it for tracing is