Explain why you think scientists make such a big deal about significant digits. Why should we not, for example, just write down all the digits on your calculator screen as an answer to a math-based science problem?

4. Watch Segment B  and Segment C  of the Physics in Motion series https://www.gpb.org/physics-in-motion and compute and write answers to the following questions.
a) If a hockey puck of mass Y grams (g) is moving at Z centimeters per second (cm/s), what is the momentum of this puck in units of kilogram meters per second (kg m/s)?
b) If a child with mass Y kilograms (kg) is being accelerated in a car at 0.89 meters per second squared (m/s2), then how much force is being exerted on that child? You may choose what units to use to express that force; in this instance, your answer is significant to only two digits.
c) In 20-40 words, explain why you think scientists make such a big deal about significant digits. Why should we not, for example, just write down all the digits on your calculator screen as an answer to a math-based science problem?
5. Create a question about a person experiencing X newtons of force that uses Newton’s Third Law of Motion to answer it. Then answer it. You will be evaluated on both the appropriateness of the question and the correctness of the answer.
PHY 114 Study Guide Assignment Sheet — Lecture 04 Name Last 4 digits of Student 1D#

You should read through this study guide first before you start watching the lecture video.
In the space below, handwrite the following statement and sign it:
“On my honor, I attest that I will follow the letter and spirit of all of this assignment’s rules.”

As presented in this video, what is physics? Is it consistent with your experiences with physics to date, and why?Explain your answer.

For the following questions, handwrite all your answers on a separate sheet of paper. You may use any resources you wish to answer them. You must write your solutions by hand, cite all your references, and show all your calculations.
[a] Watch the video https://youtube.com/watch?v=GOuZkYDQjpc . As presented in this video, what is physics? Is it consistent with your experiences with physics to date, and why?
[b] Watch the video https://www.youtube.com/watch?v=G2vpZR_q-CI . How does the defmition of physics presented in this video compare to that from the video in Question 4 above? Based on this definition, give an example of physics in your own life.
[c] In the OpenStax College Physics online textbook, read the “Section Summary” parts of Chapter 1 and Chapter 2 . In a roughly 30-50 word answer, write down which concepts and equations in these two summaries are familiar to you from previous science courses, and which are new to you. Remember, don’t worry if a lot of this is new to you — that’s what this course is all about. It’s all good!
4. Video Assignment for Lecture 01 After you have read the course syllabus and first day handout, make a short  video of yourself saying your name your student ID number the date. day. and time and the following sentence:

Do you know or have you read about anyone who has had radiation treatments for cancer? If not, fmd such a story on the intemet about such a person. Briefly, what course of treatment did they experience? How does that information relate to what you read in Section 32.3 of the text?

In the OpenStax College Physics textbook, read the first part of Chapter 32 up through and including Section 32.4. Based on that reading, answer each of the questions below, in about 30-50 words each.
[a] What do you think is the longest half-life of a radioactive isotope that could be used for medical imaging? Explain your answer, and write down one or two other interesting things you learned in Section 32.1 of the text.
[b] How do the units rem, rad, and Ci mathematically convert to the units Sv, gray, and Bq  respectively? Also, write down one or two other interesting things you learned in Section 32.2 of the text.
[c] Do you know or have you read about anyone who has had radiation treatments for cancer? If not, fmd such a story on the intemet about such a person. Briefly, what course of treatment did they experience? How does that information relate to what you read in Section 32.3 of the text?
[d] If you eat food from supermarkets or restaurants, then you have almost certainly eaten irradiated food throughout your life. What one or two interesting things did you read about in Section 32.4 might affect how you feel about eating irradiated food in the future?
PHY 114 Study Guide Assignment Sheet — Lecture 10 Name Last 4 digits of Student ID# You should read through this study guide first before you start watching the lecture video. In the space below, handwrite the following statement and sign it: “On my honor, I attest that I will follow the letter and spirit of all of this assignment’s rules.”

Briefly summarize, in your own words, the aircraft accident based on your research. In your summary, highlight the causes of the accident based on the results of the accident investigation.

Putting it All Together: The Role of Flight Planning in General Aviation Aircraft Accidents
Initial Post
Research an accident or incident involving a general aviation aircraft o where the cause was at least partly due to improper flight planning. Consider using keywords related to the steps involved in flight planning in conducting your search for accident summaries and reports.
Construct an engaging 3-paragraph initial post that addresses the following points:
•Briefly summarize, in your own words, the aircraft accident based on your research. In your summary, highlight the causes of the accident based on the results of the accident investigation.

•Discuss one or more ways that the article is directly tied to the topics covered in this module regarding the science of flight planning.

• Give us “your take” on the relevance and importance of the summarized accident or incident, and the importance of flight planning in general, by providing personal points of view or related experiences.

Complete the Unit IV Problem Solving Assignment worksheet. This assignment will allow you to demonstrate what you have learned in this unit.

Unit IV problem solving worksheet

For this assignment, you will complete the Unit IV Problem Solving Assignment worksheet. This assignment will allow you to demonstrate what you have learned in this unit.

Instructions for completing this assignment are located on the worksheet.
Use the Unit IV Problem Solving Assignment worksheet for this assignment. Save all of your work directly to the worksheet, and submit it in Blackboard for grading.

Review the video PhET Gravity & Orbits to familiarize yourself with the various functions of the simulation before beginning your assignment.

Unit III problem solving

Virtual Simulation Assignment
We are going to explore the orbital motion of the five different gravitational systems, A through E, through a virtual simulation provided by PhET. You will fill out the masses of the star and the planet. You will also measure the orbital radius and the period of the system in the Excel worksheet .

You will learn about the properties of orbital shape, escape velocity, and Kepler’s third law.
View the PhET “Gravity and Orbits” Interactive Simulation.
Review the video PhET Gravity & Orbits to familiarize yourself with the various functions of the simulation before beginning your assignment.
Use the Unit III Virtual Simulation Assignment Excel Worksheet for this unit. Save all of your work directly to the worksheet, and submit it in Blackboard for grading.
See the Unit III Assignment Instructions to access the details for this activity.

What is the magnitude of the force in Newtons?What is the mass of the water?

Unit VI Problem solving worksheet

Solve the problems below. Each question is worth 10 points. You must show your work with as much detail as possible. Answer the questions directly in this template. Before doing so, it is highly recommended that you thoroughly review the Unit VI Lesson in the study guide.

1. If the mass of air inside a room is 1 kg, what is the volume of the air? Use Table 11.1 on page 290 in the textbook. Hint: Review Sample Question 1 in the Unit VI Lesson.

2. A massless cube container holds water whose density is 1000 kg/m3. The length of the side of the cube is 7 meters. What is the mass of the water? Hint: The volume of a cube is obtained by R x R x R, where R is the length of the side of the cube. Use the formula mass = density x volume.

3. A 10-kg piece of metal displaces 0.002 m3 of water when submerged. What is the density of the metal? Hint: Use the formula mass = density x volume.

4. The pressure acting on a floating piece of wood is measured by 12345 Pascal, and its surface area is 0.6789 m2. What is the magnitude of the force in Newtons? Hint: Review Example 2 on page 292 in the textbook.

5. A boy’s height is 1.76 meters. The vertical distance from his head to his heart is measured as 0.39 m. Find the blood pressure difference between the blood pressure in the anterior tibial artery at the foot and the blood pressure in the aorta at the heart. What is the blood pressure difference between them? The density of blood is 1060 kg/m3, and the blood is assumed as being a static fluid. Hint: Review Sample Question 2 in the Unit VI Lesson.

Write your own vector problem that requires you to add vectors that are parallel to each other but going in opposite directions. Solve the problem and include both the algebraic solution and a diagram for your solution.

Physics

1. Write your own problem that requires you to add vectors that are parallel to each other and going in the same direction. Solve the problem and include both the algebraic solution and a diagram for your solution.
2. Write your own vector problem that requires you to add vectors that are parallel to each other but going in opposite directions. Solve the problem and include both the algebraic solution and a diagram for your solution.
3. Write your own vector problem that requires you to break at least two vectors into components, add them together and find the resultant vector. Solve the problem and include both the algebraic solution and a diagram for your solution.

Does wave speed really equal frequency times wavelength?Explain your answer.

Physics Lab: Waves on a String (Due 07.15.22)

Introduction

Waves are a familiar part of everyday life. You have probably seen water waves and waves on a string. You hear sound waves and see light waves.

Waves have a wavelength, λ, a frequency, f, and a speed, v. These three quantities are related by:

v = fλ

In this lab you will look at a simulated wave on a string – a transverse wave. You will set the frequency of the wave and then measure the wavelength and speed. We will use these to try to answer the question: “Does wave speed really equal frequency times wavelength?”.

Write your own vector problem that requires you to add vectors that are parallel to each other but going in opposite directions. Solve the problem and include both the algebraic solution and a diagram for your solution.

Physics

1. Write your own problem that requires you to add vectors that are parallel to each other and going in the same direction. Solve the problem and include both the algebraic solution and a diagram for your solution.
2. Write your own vector problem that requires you to add vectors that are parallel to each other but going in opposite directions. Solve the problem and include both the algebraic solution and a diagram for your solution.
3. Write your own vector problem that requires you to break at least two vectors into components, add them together and find the resultant vector. Solve the problem and include both the algebraic solution and a diagram for your solution.