I’ll give you the user id and password to login e-campus to

I’ll give you the user id and password to login e-campus to do the onilne test. The time limit 2 hoursThere are multiple questions choice and some short answer that you have to write 1-2 sentences.

Question: 2. TRAVELING WAVE show that any function y-f(x-vt) is

Question Question: 2. TRAVELING WAVE show that any function y-f(x-vt) is a traveling wave. How do i do that?

what is the definition of projectile motion?

Question what is the definition of projectile motion?

Beta oxidation of an 18 carbon fatty acid to a

Question Beta oxidation of an 18 carbon fatty acid to a 16 carbon fatty acid results in the ultimate production of:A. 1 NADHB. 3 NADHC. 4 NADHD. 7 NADH

Answer those questions ATTACHMENT PREVIEW Download attachment attachment_09162019.png Need Help?

Question Answer those questions ATTACHMENT PREVIEW Download attachment attachment_09162019.png Need Help? Read It 14. -2 points SerCP11 2.4.P.054. A baseball is hit so that it travels straight upward after being struck by the bat. A fan observes that it takes 2.80 s for the ball to reach its maximum height. (a) Find the ball’s initial velocity. m/s upward (b) Find the height it reaches. E Need Help? Read It Watch It DELL intel) RE 15 FB F10 MA F12 WHY # m Backspace rivert Home C Print Delete End Tab 3 Enter Caps Lock

Answer those questions please ATTACHMENT PREVIEW Download attachment attachment_09162019.png Printer:

Question Answer those questions please ATTACHMENT PREVIEW Download attachment attachment_09162019.png Printer: NO401LSR04 Blackboard @ UHD | Univer Cengageus – Order Confim WA Homework No.2 X https://www.webassign.net/web/Student/Assignment-Responses/submit?dep#22272616

Movement of potassium ions down a concentration gradient and across

Question Movement of potassium ions down a concentration gradient and across a cell membrane is by:A. primary active transportB. secondary active transportC. facilitated diffusionD. simple diffusionplease explain

answer questions number 9 only If you have any questions

Question answer questions number 9 only If you have any questions let me know ATTACHMENT PREVIEW Download attachment attachment_09162019.png Printer: NO401LSR04 1 Blackboard @ UHD | Univer VA Homework No.2 Y A hockey player is standing 8 https://www.webassign.net/web/Student/Assignment-Responses/submit?dep=22272616

Kinematics. Position, velocity, time, and acceleration, and graphs alt=”IMG_5489 copy.jpg”

Question Kinematics. Position, velocity, time, and acceleration, and graphs alt=”IMG_5489 copy.jpg” /> Attachment 1 Attachment 2 Attachment 3 Attachment 4 ATTACHMENT PREVIEW Download attachment IMG_5489 copy.jpg Kinematics PRE-LAB ASSIGNMENT The purpose of these exercises is to strengthen your ability to translate qualitatively between the x(t), v(t) and a(t) descriptions of motions, without using any equations. All these motions are in one dimension, with positive position numbers being to the right and negative position numbers to the left. Do these these exercises before coming to lab, as they will form the basis for your lab work. Hand in your solutions as part of your lab report. For each of the following graphs of position ( x ) versus time ( t ), sketch the corresponding graph of velocity ( v ) versus time, and then of acceleration ( a ) versus time. In your sketches, be sure to place the velocity and acceleration plots directly over the position plot, so that the corresponding times match up visually; and indicate the plots by writing v(t) and a(t) next to them. Then describe the motion in one or more sentences, using only non-mathematical words: for example,

Hi there.. we collected data from the Atwood machine for

Question Hi there.. we collected data from the Atwood machine for part D-1 but my lab partner and I do not understand what it mean by finding values for Mp and f. Our professor told us we need to use the equation (M1-M2)g=(M1 M2 Mp)a f. He mentioned that we need to linearize this equation to find amp and f but we do not know how to do that please help!!! ATTACHMENT PREVIEW Download attachment attachment_09162019.png Part D: Predicting the Acceleration of the Freely Spun Pulley (optional) D-1 Find the values of m and f. Use your results from Part A and the

answer those question ATTACHMENT PREVIEW Download attachment attachment_09162019.png B m

Question answer those question ATTACHMENT PREVIEW Download attachment attachment_09162019.png B m Need Help? Read It 12. -/4 points SerCP11 2.4.P.048. My Notes As An attacker at the base of a castle wall 3.68 m high throws a rock straight up with speed 8.60 m/s at a height of 1.56 m above the ground. (a) Will the rock reach the top of the wall? Yes No (b) If so, what is the rock’s speed at the top? If not, what initial speed must the rock have to reach the top? m/s (c) Find the change in the speed of a rock thrown straight down from the top of the wall at an initial speed of 8.60 m/s and moving between the same two points. m/s d) Does the change in speed of the downward-moving rock agree with the magnitude of the speed change of the rock moving upwards between the same elevations? Explain physically why or why not. This answer has not been graded yet. Need Help? Read It Submit Answer Practice Another Version 3:54 P a ~ 4X 9/16/20 DELL N401-29 F2

a freely falling object

Question a freely falling object

Consider the scenario shown at right in which a hanging mass is

Consider the scenario shown at right in which a hanging mass is attached to a block. Consider the surface to be nearly frictionless. When the hanging mass is released, one would expect the entire system, which consists of the two objects and the string, to accelerate to the left. System = m1 m2 string a. Brainstorm. Create a list of factors which may impact the acceleration of the system. As you discuss this with your group, consider that the individual masses of the block (m1) on the table as well as the hanging object (m2) can be changed. Record the list in your lab recordsfor later use. b. Select an IV to test.Choose one of the possible factors from your list that is testable in the provided lab setting, which consists of a cart on a track, a base-hanger that can be attached to the string and hold slotted masses, and a set of slotted masses that can be attached to the base-hanger as hanging masses or ride on the glider. Design a controlled experiment to determine how the selected factor may impact the acceleration of the system. Use the template below to communicate the design in your lab records. Experimental Design TemplateResearch Question:How does the acceleration of a system change when ________ changes? Dependent variable (DV): Independent variable (IV): Control Variables (CV): Include actual values once chosen if they are known. Testable Hypothesis:(should contain IV and DV) Prediction:Include a sketch, or description of a sketch, of a graph of the dependent variable (y-axis) vs. the independent variable (x-axis). c. Complete the experimental design. As a group, discuss how many trials will be conducted and what values will be used in each. Remember that good experimental technique involves choosing values for the independent variable (IV) that span the range of possible values in your lab setting; that is, choose values on both the low and high end to fully explore any possible relationship. Checkpoint 1! Have your experimental design checked by your instructor before continuing. Be sure your instructor also checks your plan for the number of trials that will be conducted and the range of values that will be tested for the selected independent variable. Check your lab records for completeness using the rubric below:Excellent (4)Limited (1-3)Missing (0)Brainstorm FactorsComplete list of factors which may impact acceleration is included.List is limited.List is missing. Experimental Design Template(two by lab end)1. Clearly states research question, hypothesis andprediction2. Identifies independent anddependent variables3. Lists control variables along with actual valuesA couple of the parameters are missing.A significant number of parameters are missing or are included with too little detail to be useful.ExperimentalSet-up(two by lab end)1. Includes a sketch or digital photo of the experimental set-up or apparatus; essentialfeatures are included and labeled.Some features and/or labels are missing.Sketch or digital photo is missing. d. Conduct the experiment.Using the provided equipment, conduct the experiment. Be sure to record data in standard metric units, such a meters, kilograms, and seconds. Your instructor should have already discussed how to measure the acceleration of the cart on the track. · Be sure to catch the cart at the end so it does not damage the pulley or itself.· Record all data and accompanying uncertainties* in your lab records. *In order to determine the uncertaintyof the acceleration, remember that the motion sensor, which has an estimated scale error of 0.001 m/s2, measures the cart’s velocity. The acceleration obtained from DataStudio is the slope of the best-fit line through the velocity vs time data points and therefore has randomness. This randomness is reflected in the standard deviation of the slope. However, the uncertainty in the reported slope will be much smaller than the scale error of the sensor so use the sensor’s estimated scale error of 0.001 m/s2for the uncertainty. e. Enter the collected data into Exceland produce the appropriate graph, with both horizontal and vertical error bars, to address your research question. Remember that the IV is typically plotted on the x-axis and the DV on the y-axis. f. Conduct a curve fitfor your graph using the trendline function in Excel. Remember that the purpose of the fit is to smooth out the random error attributed to each data point while providing a mathematical description for how the two variables under study co-vary; that is, how the DV is related to the IV. In order to reduce the time spent on this step, consult the list of possible fits provided at the end of pre-lab 03, which include linear, exponential, and power (square root, inverse, square, and so on) . If you aren’t sure how to tell which fit is best, consult your instructor. g. Save all dataand the graph in Excel on a personal storage device. Cut and paste the data table and the graph, which includes the final selected trendline, mathematical model, and R2, into your lab records. h. Consider the mathematical modelprovided by Excel. Rewrite the equation in terms of the axes from the graph; that is, replace x and y in the equations by new variables which represent the IV and DV in your experiment. Record this new equation in your lab records. Also, include a short description about the relationship between the IV and DV as indicated by the experimental model; that is, what does the model tell you about the behavior of the system when the IV increases or decreases in value? i. Consider the constant(s) in the mathematical model. Remember that the model describes a realsystem. In your lab records, describe what the constant(s) in the mathematical model may physically represent in terms of the lab setting. Hint: Use dimensional analysis to determine the units that the constant(s) must have for the equation to hold. Recall that 1 N (Newton) is equivalent to 1 kg m/s2. j. Discuss other factors. Review your list of possible factors from part (a). Identify those which your group believes may contribute to the mathematical model. In your lab records, explain how changes in each may cause an increase in the values for the constant(s) in the mathematical model. Repeat for how changes in each may cause a decrease in the values for the constant(s).Checkpoint 2! Have your graph and mathematical relationship checked by your instructor. While waiting, be sure your lab records are complete using the rubric below.Check your lab records for completeness using the rubric below:Excellent (2)Limited (1)Missing (0)Data(two by lab end)1. Organizes all measurementsinto a table with labels andunits.Some measurements, tables, or units are missing.A significant amount or all data are missing.Estimation of Uncertainties 1. Gives uncertainty estimatesfor each type of measurement.2. Describes how uncertainties were determined.Several uncertainty values or the description of how uncertainties were determined are missing.A significant number of uncertainty values or description is missing.Graph(s) with Error Bars(two by lab end)1. Graph(s) are included; axes are labelled along with units.2. Error bars included on all graphs (indicate if too small to be seen). Some graphs and/or labels with units are missing; some error bars are missing or are incorrect.A significant number of graphs and/or error bars are missing.Experimental Mathematical Model(two by lab end)1. Writes mathematical modelin terms of the IV and DV; includes a description about the relationship.2. Describes possible physicalmeanings for the constants in the experimental model.The model is written in terms of x and y, or a description of the relationship or possible physical meaning of the constants is missing.A significant amount of the requested information is missing. I. Developing a second experimental mathematical model to describe the behavior of the system a. Select a second IV. Return to the list of possible factors that your group brainstormed earlier. Choose another factor that you are able to test in your lab setting. b. Repeatthe steps in part I and include all requested information in your lab recordsfor this second controlled experime
nt.c. Share your experimental mathematical models. On a whiteboard, write both mathematical models. Be sure they are written in terms of variables other than x and y and that units are included. State the conditions for which these models hold. II. Final Wrap-Up Questions The purpose of this lab was to develop experimental mathematical models to describe the behavior (acceleration) of a system in a reallab setting. Answer the questions below in yourlab recordsto conclude today’s lab. a. Summarize findings into a general conclusion. Your group developed two mathematical models from experimental data. Each describes the behavior of a system’s motion (acceleration) in terms of another variable (IV). Write a sentence or two as a general summary of what your group learned in terms of what factors impact, or do not impact, the acceleration of a system. For those factors that have impact, describe howeach affects the acceleration. b. Cite the evidence that supports your claim. The data collected during lab, as well as known scientific knowledge or theories, can be used as evidence to justify your claim. The questions below serve as a guide for evaluating all evidence that supports your claim. 1. Evaluate the data and any observed patterns or trends i. How confident are you in the numbers obtained for each measurement? Be sure to comment on the ranges of uncertainty (variation) for these measurements. ii. Explain in a few sentences howeachmathematical model was determined, what the model is, and how it led to your claim. iii. How confident are you in the mathematical model provided by Excel? That is, comment on how well the trendline passes through the set of plotted data points. Cite the R2value as well and discuss what this value indicates to you. iv. Cite the data and claims from at least two other groups. You may include a photo of their data and claims from their whiteboards. Discuss whether their data supports or challenges the findings of your group and how that impacts your level of confidence in your claims. 2. Connect your claim to theory or other scientific knowledge In the lecture part of your physics course you learned about Newton’s Second Law (F=ma). The questions in this section serve as a guide to compare and contrast both of your experimental models to Newton’s Second Law. i. Describe how each of your experimental models supports Newton’s Second Law. Also, as part of this discussion, be sure to consider any numerical values in your experimental model and how Newton’s Second Law provides meaning to these numbers. ii.Describe any differences between your experimental models and Newton’s Second Law. Identify what may account for these differences. c. Consider other possible factors. Are there any other factors not tested that might impact your response to the research question regarding what affects the acceleration of a system? If so, what are they and how might they be investigated? What new research question could you ask? If not, explain why you believe you have investigated all possible factors. d. Suggest improvements. If given the opportunity to repeat the investigation, what could be done to improve the collected evidence (data), or strengthen your interpretation of the evidence, which support your general conclusion? You may wish to discuss flaws in your experimental design, how you might employ better controls, address assumptions, and so on. e. Consider a hypothetical scenario. A physics student claims that Newton’s second law() can be used to predict the net force necessary to obtain a desired acceleration. What relationship, correlational or causal, exists between net force and acceleration if mass is constant? Explain. Check your lab records for completeness using the rubric below:Excellent (20)Limited (10-19)Missing (0-9)Responses to the Final Wrap Up QuestionsThoroughly addresses questions and provides evidence, if requested, for:a. Summarize findings for a general conclusion (2)b. Cite evidence that supports claim (2 each)1. Evaluate data and observed patterns i. Discuss confidence in measurementsii. Discuss model

Consider the scenario shown at right in which a hanging mass is

Check your lab records for completeness using the rubric below:Excellent (4)Limited (1-3)Missing

Check your lab records for completeness using the rubric below:Excellent (4)Limited (1-3)Missing (0)Brainstorm FactorsComplete list of factors which may impact acceleration is included.List is limited.List is missing. Experimental Design Template(two by lab end)1. Clearly states research question, hypothesis andprediction2. Identifies independent anddependent variables3. Lists control variables along with actual valuesA couple of the parameters are missing.A significant number of parameters are missing or are included with too little detail to be useful.ExperimentalSet-up(two by lab end)1. Includes a sketch or digital photo of the experimental set-up or apparatus; essentialfeatures are included and labeled.Some features and/or labels are missing.Sketch or digital photo is missing.Check your lab records for completeness using the rubric below:Excellent (2)Limited (1)Missing (0)Data(two by lab end)1. Organizes all measurementsinto a table with labels andunits.Some measurements, tables, or units are missing.A significant amount or all data are missing.Estimation of Uncertainties 1. Gives uncertainty estimatesfor each type of measurement.2. Describes how uncertainties were determined.Several uncertainty values or the description of how uncertainties were determined are missing.A significant number of uncertainty values or description is missing.Graph(s) with Error Bars(two by lab end)1.Graph(s) are included; axes are labelled along with units.2.Error bars included on all graphs (indicate if too small to be seen). Some graphs and/or labels with units are missing; some error bars are missing or are incorrect.A significant number of graphs and/or error bars are missing.Experimental Mathematical Model(two by lab end)1. Writes mathematical modelin terms of the IV and DV; includes a description about the relationship.2. Describes possible physicalmeanings for the constants in the experimental model.The model is written in terms of x and y, or a description of the relationship or possible physical meaning of the constants is missing.A significant amount of the requested information is missing.The purpose of this lab was to develop experimental mathematical models to describe the behavior (acceleration) of a system in a reallab setting. Answer the questions below in yourlab recordsto conclude today’s lab. a.Summarize findings into a general conclusion. Your group developed two mathematical models from experimental data. Each describes the behavior of a system’s motion (acceleration) in terms of another variable (IV). Write a sentence or two as a general summary of what your group learned in terms of what factors impact, or do not impact, the acceleration of a system. For those factors that have impact, describe howeach affects the acceleration.b.Cite the evidence that supports your claim.The data collected during lab, as well as known scientific knowledge or theories, can be used as evidence to justify your claim. The questions below serve as a guide for evaluating all evidence that supports your claim.i.How confident are you in the numbers obtained for each measurement? Be sure to comment on the ranges of uncertainty (variation) for these measurements. ii.Explain in a few sentences howeachmathematical model was determined, what the model is, and how it led to your claim.iii.How confident are you in the mathematical model provided by Excel? That is, comment on how well the trendline passes through the set of plotted data points. Cite the R2value as well and discuss what this value indicates to you.iv.Cite the data and claims from at least two other groups. You may include a photo of their data and claims from their whiteboards. Discuss whether their data supports or challenges the findings of your group and how that impacts your level of confidence in your claims. In the lecture part of your physics course you learned about Newton’s Second Law (F=ma). The questions in this section serve as a guide to compare and contrast both of your experimental models to Newton’s Second Law. i. Describe how each of your experimental models supports Newton’s Second Law. Also, as part of this discussion, be sure to consider any numerical values in your experimental model and how Newton’s Second Law provides meaning to these numbers. ii.Describe any differences between your experimental models and Newton’s Second Law. Identify what may account for these differences. c.Consider other possible factors. Are there any other factors not tested that might impact your response to the research question regarding what affects the acceleration of a system? If so, what are they and how might they be investigated? What new research question could you ask? If not, explain why you believe you have investigated all possible factors. d.Suggest improvements. If given the opportunity to repeat the investigation, what could be done to improve the collected evidence (data), or strengthen your interpretation of the evidence, which support your general conclusion? You may wish to discuss flaws in your experimental design, how you might employ better controls, address assumptions, and so on. e.Consider a hypothetical scenario. A physics student claims that Newton’s second law() can be used to predict the net force necessary to obtain a desired acceleration. What relationship, correlational or causal, exists between net force and acceleration if mass is constant? Explain.Check your lab records for completeness using the rubric below:Excellent (20)Limited (10-19)Missing (0-9)Responses to the Final Wrap Up QuestionsThoroughly addresses questions and provides evidence, if requested, for:a.Summarize findings for a general conclusion (2)b.Cite evidence that supports claim (2 each)1. Evaluate data and observed patterns i. Discuss confidence in measurementsii. Discuss model

Check your lab records for completeness using the rubric below:Excellent (4)Limited (1-3)Missing

# Complete the prelab and all questions associated with each lab (found

# Complete the prelab and all questions associated with each lab (found in the questions section). All lab info in files I posted. Also I posted the table and calculation.there are 9 questions on pre-lab assignment and 4 after lab table.also I need write-up for lab report.# Include the following sections in your lab report write-up:

this is a sample exam of physics class I need perfect answers

this is a sample exam of physics class I need perfect answers only first 7 questions.please show your work and clear writting please.

already have most of the data I just need to organize it

already have most of the data I just need to organize it and put it in one lab report in one word file. no hand written. follow the steps in lab report write up.I need write-up for lab report.# Include the following sections in your lab report write-up: