Thermodynamics HW Due In 2 Hours!!

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EGME 304 Thermodynamics Fall 2014

Homework 2, Due on 10/1 Problem 1. (15’) A closed rigid tank whose volume is 1.5 m3 contains Refrigerant 134a, initially a two phase liquid vapor mixture at 10 °C. The refrigerant is heated to a final state where temperature is 50 °C and quality is 100%. Locate the initial and final states on a sketch of the 𝑇 − 𝜈 diagram. Determine the mass of vapor present at the initial and final states, each in kg. Problem 2. (15’) Refrigerant 134a is contained in a piston-cylinder assembly, initially as saturated vapor the refrigerant is slowly heated until its temperature is 160 °C. During the process, the piston moves smoothly in the cylinder. For the refrigerant, evaluate the work per unit mass, in kJ/kg. Problem 3. (40’) A horizontal piston-cylinder assembly (closed system) contains 0.1 kg of water, initially at 1 MPa, 500 °C. The water undergoes two processes in series: Process 1-2: Constant-pressure cooling by compression until the volume becomes half of the initial volume. And point 2 is a mixture of vapor and liquid. Process 2-3: Constant-volume cooling by heat transfer until the water cools to 25 °C. (1) Sketch process 1-3 on a T-υ diagram. (5’) (2) Neglect change of kinetic and potential energy, find the work (𝑊1−2) and heat transfer (𝑄1−2) in kJ for process 1-2. (10’+10’) (3) Neglect change of kinetic and potential energy, find the work (𝑊2−3) and heat transfer (𝑄2−3) in kJ for process 2-3. (5’+10’)

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Problem 4. (10’) A closed, rigid tank is filled with a gas modeled as an ideal gas, initially at 27 °C and a gage pressure of 300 kPa. If the gas is heated to 77 °C, determine the final pressure, expressed as a gage pressure in kPa. The local atmospheric pressure is 1 atm. Problem 5. (20’) A piston-cylinder assembly whose piston is resting on a set of stops contains 0.5 kg of helium gas, initially at 100 kPa and 25 °C. The mass of the piston and the effect of the atmospheric pressure acting on the piston are such that a gas pressure of 500 kPa is required to raise it. How much energy must be transferred by heat to the helium, in kJ, before the piston starts rising? For the helium, assume ideal gas behavior with a constant 𝑐𝑝 =

5 2 𝑅. Assume 𝑐𝑣 is a constant at all

temperatures.

 
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LAB 3

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Sound and Resonance Carolina Distance Learning

Investigation Manual

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Table of Contents

Overview……………………………………………………………………………………. 3

Objectives …………………………………………………………………………………………. 3

Time Requirements ……………………………………………………………………………. 3

Background ………………………………………………………………………………………. 4

Materials ……………………………………………………………………………………………. 9

Safety ………………………………………………………………………………………………. 10

Preparation ……………………………………………………………………………………… 10

Activity: Standing wave in a tube open at one end ………………………. 10

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Overview

In this activity, students will use a tuning fork to generate standing waves in a tube that

is open at one end and identify the length of tube necessary for the sound of the tuning

fork to be amplified through resonance, which is an increase in the amplitude of a

wave at a specific frequency. Through an understanding of the properties of waves

and the conditions necessary to establish standing waves in this scenario, students will

calculate the speed of sound in air at room temperature and the wavelength of sound

generated by the tuning fork.

 

Objectives

 Develop an understanding of the properties of waves

 Calculate the speed of sound in air at room temperature

 Generate a standing wave and demonstrate the property of resonance

 

Time Requirements

Preparation …………………………………………………………………………………..5 minutes

Activity 1 …………………………………………………………………………………….10 minutes

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Background

Waves can transmit energy over a great distance. Seismic waves generated by

earthquakes can cause extensive damage; scientists use their knowledge of seismic

waves to locate the epicenter of an earthquake. Sound and light are transmitted

through waves. Waves can also carry complex information over a long distance, for

example, radio waves. Some radios can send and receive complex signals and

broadcast over great distances. In this activity you will calculate the speed of sound in

air and apply some basic knowledge of waves to determine the wavelength of sound

generated by a tuning fork.

A wave is a propagation of energy due to a rhythmic disturbance in a medium or

through space. A medium is the material through which a wave travels. Mechanical

waves, such as waves in water, can only travel through a medium composed of some

form of matter. Sound waves are mechanical and can travel through a gas, such as

the air in earth’s atmosphere, liquid, and solid matter, but not through a vacuum.

Electromagnetic waves can travel through a medium, such as light waves through

glass, or through the vacuum of space, such as a radio signal.

 

A mechanical wave is transmitted when the molecules of a medium, such as air or

water, move or vibrate in a repeating or oscillating motion. The particles of the medium

generally remain in their original positions and vibrate back and forth, but the energy of

the wave travels outward from the wave source.

 

Mechanical waves can be classified as transverse or longitudinal. In a transverse wave

the particles of the medium move or vibrate in a direction that is perpendicular to the

direction of the wave. A group of people performing “the wave” in a stadium is a good

example of a transverse wave. People move their arms up and down (vertically), and

the wave travels horizontally around the stadium. When a string on a musical

instrument, such as a guitar or piano, is plucked or struck, the molecules in the strings

vibrate in one direction, whereas the energy in the wave travels along the length of the

string.

 

Sound travels in a longitudinal wave, also called a compression wave. When a sound

wave is generated, the molecules of the medium vibrate in a direction parallel to the

direction of the wave, but do not travel with the wave, remaining in the same location.

When a sound is generated, e.g., by the tuning fork in this activity, the air near the

source vibrates, causing a disturbance in the surrounding air molecules that travels

outward in all directions, but the air molecules near the source and along the wave

generally remain in their original locations.

 

Longitudinal mechanical waves travel through solids, liquids, and gases; however

transverse waves only travel through solid or liquid matter.

 

The intensity and frequency of a wave are functions of the wave source, whereas the

speed of the wave is determined by the medium through which the wave travels. To

better understand waves, consider the diagram in Figure F1.

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Figure F1.

 

The horizontal line is called the rest position. This is where the particles in the medium

rest until disturbed by the energy from the wave. The distance labeled A is the

amplitude of the wave. The amplitude of the wave is directly related to the intensity, or

acoustic energy, of the sound. For a sound wave, greater amplitude means louder

sound. The amplitude is the distance from the rest position to the position of greatest

displacement. The position of greatest displacement above the rest position, the

highest point on the wave, is the crest. The position of greatest displacement below the

rest position is the trough. The wave height (WH) is twice the amplitude. The distance

between any two identical points (i.e., two crests or two troughs) on a waveform is the wavelength and is represented by the Greek letter lambda (λ). In depictions of

waveforms the wavelength is usually depicted between two crests, as in Figure F1.

 

 

The waveform in Figure F1 can represent any kind of wave. The amplitude and

wavelength provide enough information to analyze the wave. You may have seen

sound waves represented by this type of waveform on an oscilloscope or computer

screen.

 

In a sound wave, which is a compression wave, the air molecules move together in

regions called compressions, and spread apart in regions called rarefactions (Figure F2).

 

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Figure F2.

 

Another important property of waves is frequency. The frequency is the rate at which

the particles in the medium vibrate. Frequency is measured in Hertz (Hz; cycles per

second, cycles/s, cycles × s-1). Try tapping an object, such as a pencil, on a surface, such

as a table, at a rate of one tap per second. That is a frequency of 1 Hz. The inverse of

wave frequency is the period of the wave. If you tap the pencil at a frequency of 2 Hz

or two taps per second, the period, or time between taps is 0.5 s. What is the highest

frequency at which you can tap the pencil? The tuning fork in this kit has a frequency of

2048 Hz. Humans can hear sounds in a frequency range of 20–20,000 Hz. Anything above

the range of human hearing is called ultrasound, and anything below is called

infrasound. A dog whistle makes an ultrasonic sound that is too high for humans to hear,

but within the audible range for dogs. As people age, the ability to hear the higher

frequencies diminishes.

 

The velocity, or speed, of a wave is related to the wavelength and frequency as

described in the equation:

v = fλ

 

where v is velocity in meters/s; f is frequency in Hz, and λ is wavelength measured in

meters.

 

For example, consider a wave with a wavelength of 0.5 m and a frequency of 27 Hz.

𝒗 = (0.5𝑚)(27 𝐻𝑧)

𝒗 = 13.5 𝑚/𝑠

Waves exhibit many phenomena:

 

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 Echo Waves reflect off solid objects.

 

 Diffraction Waves diffract, or bend, around solid objects. An example of this is

waves bending when passing through a gap, such as ocean waves passing

between barrier islands.

 

 Interference Waves interact with other waves. Imagine two instruments, such as

trumpets, that are slightly out of tune, or have a slightly different pitch. Both

trumpets play the same note, but the wave forms leaving each instrument are

out of sync. The result is an oscillation in the intensity or loudness of the sound.

Two sound waves result in a tone that has “beats” of higher and lower volume.

 

 Standing waves: At certain frequencies, a wave source may create waves that

reflect back from one end of a medium and interfere with waves emanating

from the source. A wave pattern is established where every point on the wave

has a constant amplitude. A simple demonstration of a standing wave can be

created with a rope or string. Tie a rope to a post or other immovable object.

Pull the rope tight and then move it rhythmically up and down. Vary the speed

of movement until the rope generates a constant wave form similar to that

shown in Figure 4. The wave pulses travel from the wave source, your hand, to

the post and reflect back. At a particular frequency, the wave appears to stand

still. In this example, the frequency depends on the linear density of the rope

(mass per unit length; g/cm) and the tension. If you are having trouble setting up

a standing wave with a rope, try adjusting the tension.

Where the wave forms cross, there is no displacement of the rope. These points

are called nodes. The rope is maximally displaced halfway between two nodes.

These points are called antinodes. Because you are moving the rope at one

end, that end is an antinode. The end at which the rope is anchored is a node.

Try changing the frequency of the wave. Each new frequency will be

associated with a different standing wave pattern, with different numbers of

nodes and antinodes. These frequencies and the associated wave patterns are

called harmonics.

 

Figure F3 shows how standing waves are established in an air column in a tube

that is open at both ends. Each harmonic is an integral multiple of the first

harmonic, or fundamental frequency. If the velocity of air is known and the

length of the column can be measured, the frequency of each harmonic can

be calculated.

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Figure F3.

 

Figure F4 shows how standing waves are established in a tube that is closed at

one end. There will be a node at the closed end of the tube and an antinode at

the open end. Whenever the frequency of the wave is an odd-numbered

integral of the fundamental frequency, a standing wave will be established in

the tube.

Figure F4.

 

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Materials

 

 

Included in the Sound and Resonance kit:

Tuning fork, 2048 Hz

Plastic tube, open at both ends

 

 

Needed from the Central Materials set:

Graduated cylinder, 2 parts, unassembled

Ruler, metric

 

Needed, but not supplied:

Calculator

Permanent marker

 

Reorder Information: Replacement supplies for the Sound and Resonance investigation

can be ordered from Carolina Biological Supply Company, kit 580406.

Call 1-800-334-5551 to order.

 

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Safety

 

Read all instructions for this laboratory activity before beginning. Follow the

instructions closely and observe established laboratory safety practices, including

the use of appropriate personal protective equipment (PPE) described in the Safety

and Procedure sections.

Do not eat, drink, or chew gum while performing this activity. Wash your hands with

soap and water before and after performing the activity. Clean up the work area

with soap and water after completing the investigation. Keep pets and children

away from lab materials and equipment.

 

Preparation

 

1. Go to a quiet location with enough workspace to place the graduated cylinder on

a flat surface. Strike the tuning fork against your hand and hold it at arm’s length. If

you cannot hear the tuning fork, move to a quieter location.

2. Use your ruler and permanent marker to mark the entire length of the clear plastic

tube at 1-cm intervals. Allow time to dry.

 

In the following activity you will measure the speed of sound in air. Using the tuning fork

as a sound source and a tube, one end of which is submerged in water in a graduate

cylinder, you will adjust the length of the air column in the tube until a standing wave is

established. When the standing wave is set up, the tube will resonate, which amplifies

the sound slightly. You will then be able to calculate the wavelength of the standing

wave.

 

Activity: Standing wave in a tube open at one end

1. Calculate the speed of sound in the surrounding atmosphere. Measure the

temperature of the room using the thermometer, and use the following equation.

𝑣𝑠 = 331.4 + 0.6𝑇𝐶

 

where vs = the speed of sound in meters per second (m/s), 331.4 m/s is the speed of

sound in air at freezing temperatures, and Tc = the temperature of the room in

degrees Celsius. 0.6 is a constant with dimensions of, m/s/°C.

Record TC and vs values in the Data Table.

2. Assemble the graduated cylinder by placing the cylinder in the base.

3. Fill the graduated cylinder to the top with water.

 

 

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4. Place the plastic tube in the cylinder. The submerged end is the closed end of the

resonance tube, and the end above the surface of the water is the open end.

5. Strike the tuning fork on the palm of your hand or a book and hold the vibrating

tuning fork about 2 cm (~¾ in) above the mouth of the plastic tube.

6. Raise the plastic tube, increasing the length of the air column in the tube, while

keeping the tuning fork about 2 cm above the mouth of the tube.

7. Listen for the point at which the plastic tube amplifies the sound from the tuning fork.

It may be necessary to strike the tuning fork again during the experiment if the

sound becomes too faint, and it may be necessary to move the tube up and down

to reach to find the exact point where the sound from the tuning fork is amplified.

8. Measure the distance from the open end of the tube to the water. This is the length

of ¼ of one wavelength. Record this value (L1) in Data Table.

9. Continue moving the tube upward, further extending the length of the air column,

until you reach the next point where the sound from the tuning fork is amplified. This

is the length of ¾ of one wavelength. (See Figure 6) Record this value (L2) in Data

Table.

10. Move the tube upward again until you reach the next point where the sound from

the tuning fork is amplified. This is the length of 5/4 of one wavelength. Record this

value (L3) in Data Table.

11. Complete Data Table, using the speed of sound in the air (vs) to calculate the

length of the wavelength, λ.

12. Calculate the percent difference between the values you calculated for the

speed of sound using the closed tube and the equation from step 1 using the

equation:

 

𝑣𝑠 = 331.4 + 0.6𝑇𝐶 v = fλ

% 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 = | 𝑓𝑖𝑟𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 − 𝑠𝑒𝑐𝑜𝑛𝑑 𝑣𝑎𝑙𝑢𝑒

( 𝑓𝑖𝑟𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 + 𝑠𝑒𝑐𝑜𝑛𝑑 𝑣𝑎𝑙𝑢𝑒

2 )

| 𝑥 100%

 

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Figure 6

 

 

Data Table

Temperature

(°C)

vs*

(m/s)

f

(Hz)

Length (L)

(m)¶

Calculate

λ§

(m)

Vs**

(m/s)

2048

L1

(L1=λ/4 and λ=4L1)

 

L2

(L2=3λ/4 and λ=4L2/3)

 

L3

(L3=5λ/4 and λ=4L3/5)

 

*Speed of sound in air (vs) = 331.4 + 0.6TC.

**Speed of Sound in air (vs) = fλ ¶Convert cm measurements to m. §Using equation vs = fλ and/or λ = vs/f.

 
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PHY 101 Qualitative Description Of Your Rube Goldberg Device Step

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Must use algodoo and create a simple step or stage and describe.

Prompt:

The final project for this course is the creation of an Analysis Report. For Milestone One you will submit the Qualitative Description of your Rube Goldberg Device Step.

This milestone is due in Module Three and you will provide a basis for the development of the final project by using the concepts from the class to describe in words the interactions that explain the motion observed in the selected stage of your device. If you have not begun the design of a device, provide a reference to a device that you have found. Your submission will describe qualitatively what is going on during the selected step and at the transitions to/from the neighboring steps.

Specifically, the following critical elements must be addressed:

I. Step Selection: Select a step or stage in the Rube Goldberg device. Provide a concise description of the step.

II. Selected Step A. Initial Velocity: Calculate the initial velocity of the object in the selected step. What does the initial velocity of the object tell you about the behavior of the object? B. Velocity and Force Calculations: Calculate the change in velocity that would be observed based on kinematics and force principles. Then, use Newton’s Second Law to calculate the force acting on the object.

Guidelines for Submission: Your paper should be submitted as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Step Selection Selects and concisely describes step in Rube Goldberg device Selects and describes step in Rube Goldberg device but description is wordy or vague Does not select and describe step in Rube Goldberg device 20 Selected Step: Initial Velocity Accurately calculates the initial velocity of the object in the selected step and clearly explains how the initial velocity can be used to analyze the behavior of the object Calculates the initial velocity of the object in the selected step and explains how the initial velocity can be used to analyze the behavior of the object, but calculation contains inaccuracies or explanation lacks detail or clarity Does not calculate the initial velocity of the object in the selected step

35 Selected Step: Velocity and Force Calculations Accurately calculates change in velocity and force acting on an object Calculates change in velocity and force acting on an object but with gaps in accuracy Does not calculate change in velocity or force acting on an object 35

Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

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Earned Total 100%

 
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Astronomy Assignment

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NAME:_________________

Lab # 6 : Colour – Magnitude Diagram for M 45 (Pleiades)

Introduction: The Pleiades is a relatively close open cluster. The six or seven stars visible to the naked eye form a tight grouping of stars (an asterism) near the even closer Hyades cluster. They are easily visible in the summer months from the southern hemisphere. In this exercise, you will determine the colour of many cluster members and plot them on a Colour-Magnitude diagram. This is just a type of Hertzsprung-Russell (HR) diagram in which we plot Colour Index rather than Spectral Class on the horizontal axis; and use the apparent visual magnitude, V, for the vertical axis.

Procedure: Photometric measurements of the Pleiades cluster can be used to determine the age of the cluster and its distance. By taking images of the stars through separate blue (B) and visual (V) filters we can measure the apparent magnitude of each star in each waveband colour. In this exercise this stage has already been done, presenting you with a table with two magnitude values for each star. You may recall that a visual or V filter approximates the spectral response of the human eye and is most sensitive in the yellow part of the spectrum. A blue filter, B, which corresponds to the sensitivity of photographic film (hence photographic magnitude).

The data reductions and plotting below can be done either manually or using a spreadsheet.

1. Calculate and record the Colour Index for each star in table below, the other two columns will be done later. The colour index or CI is found by the following equation:

CI = B – V

Photometric Data for Pleiades (M45):

Star no. V mag

(mV) B Mag CI = B – V

Abs V

(MV)

1 10.44 11.06 2 7.52 7.62 3 6.60 6.57 4 7.97 8.15 5 5.09 5.01 6 3.64 3.56

7 8.12 8.34 8 11.35 12.13 9 6.95 7.07 10 10.91 11.77 11 9.05 9.54 12 10.02 10.58 13 8.27 8.63 14 9.25 9.80 15 9.88 10.42 16 7.66 7.87 17 10.48 11.12 18 6.81 6.87 19 2.87 2.78 20 6.29 6.31 21 8.25 8.51 22 8.69 9.15 23 7.26 7.31 24 6.99 7.02 25 6.82 6.84 26 12.61 13.79 27 9.46 9.93 28 8.37 8.67 29 9.29 9.75 30 12.12 13.14 31 11.71 12.58 32 10.42 11.06 33 11.34 12.20 34 12.89 13.68 35 7.35 7.45 36 7.96 8.28 37 4.18 4.12 38 9.70 10.25 39 5.76 5.72 40 6.43 6.41 41 8.60 8.95 42 11.27 12.19 43 3.88 3.81 44 7.18 7.34

45 9.45 9.97 46 10.55 11.22 47 10.13 10.75 48 8.04 8.25 49 7.85 8.05 50 4.31 4.20 51 10.39 11.02 52 5.46 5.42 53 8.58 8.92 54 11.40 12.25 55 3.71 3.60 56 10.81 11.61 57 11.93 12.87

2. Plot your results as an “X – Y” scatter plot, using “V mag” for the vertical axis and “B – V” for the horizontal axis. Remember to draw your vertical scale so that the lower the value of “V mag”, the higher up the axis it is (in spreadsheet reverse order of values). Ensure that you have clearly marked the scales. Give yourself enough room above and below your vertical scale values to add additional data later.

Questions after done the plot:

1. What is the trend of the majority of stars in the Pleiades cluster?

2. In blue, circle the most massive star/s on your Colour-Magnitude plot, these are to the left.

3. In red, circle the least massive group of stars on the diagram, these are to the right.

4. Draw a curve to the trend of these stars, name this trend “Main Sequence” (it should look like an “S” shape)

5. Look on the Internet for a color image of the Pleiades Cluster (M45). Comment on the neatness of the image. Are they young or old? How can you tell? Explain: (hint: see the presence of molecular dust/gas around them)

6. Look at the photo of the Pleiades below.

The Pleiades Open Cluster, M45.

Is there any visible evidence to support your answer to questions 5? What does

this evidence suggest about the origin of stars? (think on molecular clouds)

7. In this exercise, you have plotted apparent magnitude V-mag (or mv), rather than absolute magnitude, Mv, or Luminosity on the vertical axis. Let’s make a strong assumption about the stars in the Pleiades cluster that it is about 126 parsecs away from us (observers). Results from the European astrometry satellite, HIPPARCOS, gave a distance of 116 parsecs to the Pleiades. So, using the distance modulus equation:

𝑀 = 𝑚 − 5   ∙   log ( ! !” )

Calculate the Absolute (visual) Magnitude, M of each of the Pleiades stars, in table above (5th column)

8. Make a new plot with the vertical axis (the scale) using the Absolute Magnitude (5th column entries). Again, lower number up and higher numbers down (reverse axis values – flip).

9. The value ”m – M” is called the distance modulus. What is the value for all the Pleiades stars? (calculate the distance modulus for five rows in table above)

10. Would the value of the distance modulus for a more distant cluster be higher or lower? (Example: use distance 200 pc equation above). Explain:

11. The relationship between Colour Index (CI) and Spectral Class for Main Sequence stars (ie those of Luminosity Class V) is shown in the table below. Use it to mark in the values for spectral class beneath those of colour index values on your plots (x-axis) from steps 2 and 8.

Spectral Class B – V

B0 -0.31

B5 -0.16

A0 0.00

A5 +0.13

F0 +0.27

F5 +0.42

G0 +0.58

G5 +0.70

K0 +0.89

K5 +1.18

M0 +1.45

12. On your plot, write in the colour (eg, red) beneath the corresponding spectral class (see charts in textbook chapter 13)

13. Using the capital letter SUN, mark in where the Sun would be on your plot (use plot in step 8).

14. Draw and label three regions on your plot to show where red giants, red supergiants and white dwarfs would be found in both plots

15. Below is a colour-magnitude diagram for the globular cluster, M5.

Credit: SEDS (C-M diagram) and AAO (image)

Is the globular cluster older or younger than the open clusters? Justify your answer:

 
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Physics Homework

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Make sure you include given, all the steps of the solution, units, correct sigfigs together with diagrams and the right solutions if you expect full credit!

Momentum

1.

A 30 cm spring with constant 70 N/m is compressed to 10 cm and placed between two carts. Cart A has mass = 5kg and is unknown. Initially the system is at rest. After it is released it is observed that cart A has three times the velocity of cart B.a) What force must be exerted initially to keep the spring compressed?

b) What is the work done to compress the spring?

c)

By considering conservation of momentum determine the massd) By considering conservation of energy find the velocities of the carts A and B after the spring is released.

2. A 0.30 kg ball is dropped onto a concrete driveway. The ball’s velocity before impact is 4.5 m/s and after impact is 4.2 m/s. What is the change in the ball’s momentum?

3. A 1.5 kg ball falls onto a floor. Just before it strikes the floor, its velocity is 12 m/s. The ball bounces up with a velocity of 10 m/s. Find the impulse on the ball.

4. A soccer player kicks a soccer ball initially at rest setting it in motion at a velocity of 30 m/s. If the ball has a mass of 0.50 kg and the time of contact is 0.025 s, what is the force exerted on the player’s foot?

5. A 1000 kg car traveling east at 20 m/s collides head-on with a 1500 kg car traveling west at 10 m/s. The cars stick together after the collision. What is their common velocity after the collision?

6. A 0.240 kg glider moving with a velocity of 0.600 m/s collides head-on with a 0.260 kg glider moving along the same line in the opposite direction with a velocity of 0.200 m/s. The collision is perfectly inelastic. What is the final velocity of the combined gliders?

7. A 15,000 kg railroad freight car is coasting at a speed of 2.0 m/s. It collides and couples with another car with a mass of 50,000 kg, which was initially not moving. What percentage of the initial kinetic energy of the system is preserved after collision?

8. A ballistic pendulum is a device used to measure the speed of a bullet. A bullet is fired at a block of wood hanging from two strings. The bullet embeds itself in the block and causes the combined block plus bullet system to swing up. If the bullet is fired at 530 m/s and its mass is 6.5 g, what is the speed of the block and the embedded bullet after collision? The mass of the block is 2.2 kg.

9. Using the same data from question 8, and the answer to question 8, how high will the pendulum’s block and the embedded bullet rise?

10. A bumper protects a car during a collision because it:

a) increases the time of impact

b) decreases the time of impact

c) increases the force of impact

d) increases kinetic energy transfer

Rotation

1. A Ferris wheel with a radius of 27.5 m makes one complete revolution in 25.0 s.

a) What is the linear speed of a rider on the wheel?

b) What is the magnitude of the centripetal acceleration of a rider?

2. A 1.5 kg ball on a 0.9 m long string is spun in a circle with a velocity of 8 m/s. What is its centripetal force and centripetal acceleration?

3. A wrench is used to loosen a bolt. If a torque of 55 Nm is required to loosen the bolt and the person is only capable of exerting a maximum of 70 N, what is the minimum lever arm needed to loosen the bolt?

4. If an ice skater spins three times each second with her arms straight out and tucks them in to cut her rotational inertia in half, how many rotations per second will result? Support your answer.

5. A passenger on a Ferris wheel moves in a vertical circle of radius R=8.0m with constant speed v. If the wheel makes one revolution in 10.0s, what is the linear speed v? What is the angular speed ω?

6. A small car with mass m and a large car with mass 2m drive around a highway curve of radius R with the same speed v. As they travel around the curve, their accelerations are (explain the answer with detailed explanation or calculations!): (a) equal (b) along the direction of motion (c) in the ratio of 2 to 1 (d) zero

7. Nancy has a mass of 60 kg and sits on the very end of a 3.00 m long plank pivoted in the middle. How much torque must her co-worker provide on the other end of the plank in order to keep Nancy from falling on the ground?

8. What is the linear velocity of the center of a circle of radius 1 m rotating with angular velocity 2 rad/s?

9. An object moving in a circle of radius 2 m accelerates at a rate of 10 m/s2. What is the angular acceleration of the object?

10. An object travels a distance of 2 m, making a complete revolution around a circle. What is the radius of the circle?

Newton’s Law of Universal Gravitation

1) Two students are sitting 1.50 m apart. One student has a mass of 70.0 kg and the other has a mass of 52.0 kg. What is the gravitational force between them?

2) What gravitational force does the moon produce on the Earth is their centers are 3.88×108 m apart and the moon has a mass of 7.34×1022 kg?

3) If the gravitational force between objects of equal mass is 2.30×10‐8 N when the objects are 10.0 m apart, what is the mass of each object?

4) Calculate the gravitational force on a 6.50×102 kg that is 4.15×106 m above the surface of the Earth?

5) The gravitational force between two objects that are 2.1×10‐1 m apart is 3.2×10‐6 N. If the mass of one object is 55 kg what is the mass of the other object?

6) If two objects, each with a mass of 2.0×102 kg, produce a gravitational force between them of 3.7×10‐6 N. What is the distance between them?

7) What is the gravitational force acting on a 70.0 kg object standing on the Earth’s surface?

8) What is the gravitational force on a 35.0 kg object standing on the Earth’s surface?   (You can use your answer from #7 to reduce your calculations)

9) What is the gravitational force on a 70.0 kg that is 6.38×106 m above the Earth’s surface? (You can use your answer from #7 to reduce your calculations)

10) Three objects each with a mass of 10.0 kg are placed in a straight line 50.0 cm apart. What is the net gravitational force on the center object due to the other two?

11) Three objects A, B, C are placed 50.0 cm apart along a straight line. A and B have a mass of 10.0 kg, while C has a mass of 15.0 kg. What is the net force on B due to A and C?

(Thermodynamics) Specific Heat

Use q = (m)(ΔT)(Cp) to solve the following problems. Show all work and units.

1. A 15.75-g piece of iron absorbs 1086.75 joules of heat energy, and its temperature changes from 25°C to 175°C. Calculate the specific heat capacity of iron.

1. How many joules of heat are needed to raise the temperature of 10.0 g of aluminum from 22°C to 55°C, if the specific heat of aluminum is 0.90 J/g°C?

1. To what temperature will a 50.0 g piece of glass raise if it absorbs 5275 joules of heat and its specific heat capacity is 0.50 J/g°C? The initial temperature of the glass is 20.0°C.

1. Calculate the heat capacity of a piece of wood if 1500.0 g of the wood absorbs 6.75×104 joules of heat, and its temperature changes from 32°C to 57°C.

1. 100.0 mL of 4.0°C water is heated until its temperature is 37°C. If the specific heat of water is 4.18 J/g°C, calculate the amount of heat energy needed to cause this rise in temperature.

1. 25.0 g of mercury is heated from 25°C to 155°C, and absorbs 455 joules of heat in the process. Calculate the specific heat capacity of mercury.

1. What is the specific heat capacity of silver metal if 55.00 g of the metal absorbs 47.3 calories of heat and the temperature rises 15.0°C?

1. If a sample of chloroform is initially at 25°C, what is its final temperature if 150.0 g of chloroform absorbs 1.0 kilojoules of heat, and the specific heat of chloroform is 0.96 J/g°C?

1. How much energy must be absorbed by 20.0 g of water to increase its temperature from 283.0 °C to 303.0 °C? (Cp of H2O = 4.184 J/g °C)

10. When 15.0 g of steam drops in temperature from 275.0 °C to 250.0 °C, how much heat energy is released?

(Cp of H2O = 4.184 J/g °C)

11. How much energy is required to heat 120.0 g of water from 2.0 °C to 24.0 °C? (Cp of H2O = 4.184 J/g °C)

12. How much heat (in J) is given out when 85.0 g of lead cools from 200.0 °C to 10.0 °C? (Cp of Pb = 0.129 J/g °C)

13. If it takes 41.72 joules to heat a piece of gold weighing 18.69 g from 10.0 °C to 27.0 °C, what is the specific heat

of the gold?

14. A certain mass of water was heated with 41,840 Joules, raising its temperature from 22.0 °C to 28.5 °C. Find the

mass of the water, in grams. (Cp of H2O = 4.184 J/g °C)

15. How many joules of heat are needed to change 50.0 grams of ice at -15.0 °C to steam at 120.0 °C?

(Cp of H2O = 4.184 J/g °C)

16. Calculate the number of joules given off when 32.0 grams of steam cools from 110.0 °C to ice at -40.0 °C.

(Cp of H2O = 4.184 J/g °C)

17. The specific heat of ethanol is 2.46 J/g oC. Find the heat required to raise the temperature of 193 g of ethanol

from 19oC to 35oC.

18. When a 120 g sample of aluminum (Al) absorbs 9612 J of energy, its temperature increases from 25oC to 115oC.

Find the specific heat of aluminum.

Fluids

1. A hydraulic lift is used to lift heavy machine pushing down on a 5 square meters piston with a force of 1000 N. What force needs to be applied on the 1 square meter piston to lift the machine.

1. A water tower has a vertical pipe that is filled with water. The pipe is open to the atmosphere at the top. The pipe is 22 m high. What is the pressure at the bottom?

1. The Mariana trench is in the Pacific Ocean and has a depth of approximately 11,000 m. The density of seawater is approximately 1025 kg/m3. What force would someone experience at such depth?

1. How deep do you need to go under water to double the atmospheric pressure of 1 atm? Water density is exactly 1000 kg/m3.

1. A tennis ball has a density of 0.084 g/cm3 and a diameter of 3.8 cm. What force is required to submerge the ball in water?

1. Eddie is driving his car and gets a flat tire. He pulls out his hydraulic jack to lift his car.  If he exerts a force of 83 N on the handle of the jack and the diameter of the input piston is 125 mm, then what must the diameter of the output piston be if his car is 1100 kg?

A

m

B

m

 
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Physic Work

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1. Distinguish between constructive and destructive interference. Please use 3 content related sentences. (ref: p.394-399)

2. Explain how surface waves can have characteristics of both longitudinal waves and transverse waves. Please use 3 content related sentences. (ref: p.388-393)

3. A lifeguard on a beach observes that waves have a speed of 2.60 m/s and a distance of 2.50 m between wave crests. What is the period of the wave motion? Please show all work. (ref: p.382-387)

4. What will happen to the pitch of a sound as that sound’s source approaches an observer? Explain why this happens, based on what you have learned about wave properties. Please use 3 content related sentences. (ref: p.382-387)

5. If a musical instrument such as a trumpet or flute is “flat”, should the pipe be lengthened or shortened? Explain with at least 2 content related sentences. (ref: p.418-427)

6. A train is moving at 23 m/s due east when it sounds a blast on its horn, frequency = 164 Hz. What frequency is heard by the driver of a car moving due east at 15 m/s along a road parallel to the tracks? Use 343 m/s for the speed of sound. Please show all work. (ref: p.410-417)

Enter the appropriate word(s) to complete the following statement.

7. A green object will absorb ____________________ light and reflect ____________________ light.

(ref: p.447-455)

8. A laser beam from Earth is reflected back from a mirror on the Moon in 2.60 s. If the distance between Earth and the Moon is 3.85 × 108 m, calculate the speed of light. Please show all work. (ref: p.438-446)

9. Explain how the diffraction of light shows that light behaves like a wave. Please use 3 content related sentences. (ref: p.447-455)

10. A 20.0 cm tall object is placed 50.0 cm in front of a convex mirror with a radius of curvature of 34.0 cm. Where will the image be located, and how tall will it be? Please show all work. (ref: p.471-481)

11. Explain why convex mirrors can only produce virtual images. Please use at least 2 content related sentences. (ref: p.471-481)

12. A mirror has a magnification of –2.5. Explain what this means in terms of the object produced. Please use at least 2 content related sentences. (ref: p.471-481)

13. Tom’s father is 48 years old. He is not able to see nearby objects clearly. (ref: p.508-511)

a. What may be the reason for his vision problem?

b. Where are images formed in this type of defected vision?

c. How is this defect corrected?

14. Why does chromatic aberration occur? Please use 3 content related sentences. (ref: p.500-507)

15. Light passes from air into water at an angle of 40.0° to the normal. What is the angle of refraction? Please show all work. (ref: p.492-499)

16. Why does the pattern of colors repeat in a thin soap film? Please use 2 content related sentences. (ref: p.522-530)

17. Radio waves can bend around buildings. An X-ray technician stands behind a wall during the use of her machine. What does this tell you about the relative wavelengths of these two types of invisible light? Please use 2 content related sentences. (ref: p.531-539)

18. What does it mean when white light is diffracted and at a particular location the color seen is blue? Please use 2 content related sentences. (ref: p.531-539)

Identify each of the following as a conductors or insulators. (ref: p.548-552)

19. cloth

20. dry wood

21. tap water

22. glass

23. A positively charged light metal ball is suspended between two oppositely charged metal plates on an insulating thread as shown below. After being charged once, the plates are disconnected from the battery. Describe the behavior of the ball. Please use 3 content related sentences.

(ref: p.553-561)

24. Air is an insulator. However, in winter you might experience a spark when your fingers touch a doorknob. Briefly explain why this happens. Please use 2 content related sentences. (ref: p.548-552)

25. Three positive charges A, B, and C, and a negative charge D are placed in a line as shown in the diagram. All four charges are of equal magnitude. The distances between A and B, B and C, and C and D are equal. (ref: p.553-561)

a. Which charge experiences the greatest net force? Which charge experiences the smallest net force?

b. Find the ratio of the greatest to the smallest net force.

26. A rubber rod can be charged negatively when it is rubbed with wool. What happens to the charge of the wool? (ref: p.548-552)

27. The electric field around a positive charge is shown in the diagram. Describe the nature of these lines. Please use 2 content related sentences. (ref: p.570-576)

28. Why is it a good idea to touch a metal pole, or similar conductor, before filling up a car with gas? Please use 2 content related sentences. (ref: p.577-587)

29. Compare and contrast electric potential energy and electric potential difference? Please use 2 content related sentences. (ref: p.577-587)

30. What is electrical power in terms of current and potential difference? (ref: p.598-608)

31. Generate an explanation for the following formula: P = I2R (ref: p.609-613)

32. Holiday lights are often connected in series and use special lamps that short out when the potential difference across a lamp increases to the line voltage. Generate an explanation why and explain why these light sets might blow their fuses after many bulbs have failed. Please use 3 content related sentences. (ref: p.624-634)

33. Three 15.0-W resistors are connected in parallel across a 30.0-V battery. Please show all work. (ref: p.624-634)

a) Find the current through each branch of the circuit.

b) Find the equivalent resistance of the circuit.

c) Find the current through the battery.

34. What happens to the polarity of an electromagnet when the direction of the current passing through it is reversed? (ref: p.650-657)

35. Generate a description of the right hand rule for finding the magnetic field around a current carrying wire and tell how it is used to determine the direction of a magnetic field around a straight, current carrying wire. Please use 2 content related sentences. (ref: p.650-657)

36. If you hold a bar magnet in each hand and bring your hands together, will the force be attractive or repulsive if the magnets are held: (ref: p.650-657)

a) with the two north poles together?

b) with a north pole and south pole together?

37. A sample of 4 g of cobalt isotope is produced. If the half-life of is 30 years, what will be the mass of the cobalt remaining after 90 years? Please show all work (ref: p.808-813)

38. Name the three different types of radiation and describe how they are different in their penetrating abilities. Please use 3 content related sentences. (ref: p.808-813)

39. The transmutation of a radioactive uranium isotope, , into a radon isotope, , involves a series of three nuclear reactions. At the end of the first reaction, a thorium isotope, , is formed and at the end of the second reaction, a radium isotope, , is formed. In both the reactions, an alpha particle is emitted. Write the balanced equations for the three successive nuclear reactions. Please show all work. (ref: p.808-813)

40. Determine the amount of time for polonium-210 to decay to one fourth its original quantity. The half-life of polonium-210 is 138 days. Please show all work. (ref: p.808-813)

 
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Physics HW – Only Experts Contact Me

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Name: Lab Day/Time:

Homework 3 Field Maps

Homework is due at the beginning of the Wednesday lecture. It must be handwritten, not typeset. The multiple- choice answers must be circled. In the space after the problem, a short justification of each multiple-choice the answer must be included. The open-response answers must be worked out clearly using good physics presentation and will be graded on correctness and how carefully the work is explained. The problems should be worked in the space after the problem on the assignment printout; additional paper may be used if needed. No credit will be given for answers without appropriate supporting work. Minimum good presentation requires the following: (1) Symbolic expression for any formula, (2) Manipulation of symbolic expressions, not numeric expressions, (3) Substitution of numbers with units, (4) Reporting final answers with correct units and vector expressions, (5) Enough English description to allow the reader to have some idea what you are doing without looking at the math.

Early Questions

The questions in this section are over material that will be covered by Friday. These may be worked before the other questions.

Homework Problem 3.1 A negatively charged pith ball is sus- pended by a string between two equally, but oppositely charged plates. In what direction will the pith ball swing when released?

Select One of the Following:

(a) The ball will swing to the right.

(b) The ball will swing to the left.

(c) The ball will not swing at all.

_

-Q

+

+

+

+

+ _

_

_

_

_

1

 

 

Homework Problem 3.2 The figure to the right shows an object with charge +2Q and an object with charge −Q. If four field lines exit a +Q charge, how many field lines pass through the dashed surface?

Select One of the Following:

(a) zero lines

(b) two lines

(c) four lines

(d) eight lines

(e) sixteen lines

+2Q -Q

Homework Problem 3.3 Select the one of the following that best describes the relationship between the direction of an electric field line and the velocity of a positively charged particle.

Select One of the Following:

(a) The velocity must ALWAYS be perpendicular to the electric field lines.

(b) The velocity must ALWAYS be in the direction of the electric field lines.

(c) The velocity can be, but is not limited to, the same direction as the field lines.

(d) The velocity will NEVER be in the direction of the electric field line.

(e) The velocity will always be opposite the direction of the electric field line.

Homework Problem 3.4 The figure to the right shows an electric dipole placed in an electric field. Which of the following best describes the dipole’s initial motion if it is fixed to pivot about its center?

Select One of the Following:

(a) rotates clockwise

(b) rotates counterclockwise

+

_

2

 

 

Homework Problem 3.5 Two electric dipoles are oriented so their moments are aligned with(point in the same direction as) the y-axis and their centers lie on the y-axis. Is the force between the dipoles attractive, repulsive, or zero?

Select One of the Following:

(a) attractive

(b) repulsive

(c) zero

Homework Problem 3.6 A spherical balloon has a surface charge density of σ on its outer surface and has radius a. What is the electric field outside the balloon at all points in space?

Select One of the Following:

(a) σ

ε0 r̂

(b) aσ

ε0r r̂

(c) a2σ

ε0r2 r̂

(d) σ

4πε0r2 r̂

(e) 0

Homework Problem 3.7 What relative orientation must two vectors ~A and ~B have so that the dot-product is maximum?

Select One of the Following:

(a) The vectors must point in the same direction.

(b) The vectors must point in opposite directions.

(c) The vectors must be perpendicular.

(d) The angle between the vectors must be 45◦.

(e) The angle between the vectors does not affect the value of the dot product.

3

 

 

Homework Problem 3.8 A closed surface has zero net electric flux exiting the surface. Is the electric field necessarily zero at all points on the surface?

Select One of the Following:

(a) yes

(b) no

Homework Problem 3.9 A cube has a uniform electric field normal to all six faces. The strength of the field is 6N C

outward on face 1, 6N C

outward on face 2, 3N C

inward on face 3, 6N C

outward on face 4, 6N C

inward on face 5,

and 10N C

inward on face 6. Does the cube contain a net charge? If it does, what is the sign of the net charge in the cube?

Select One of the Following:

(a) positive

(b) negative

(c) The net charge in the cube is zero.

Homework Problem 3.10 The world’s largest Van de Graaff generator produces an electric field of 4.4× 105 N C

using an electrode that is a sphere of radius 4.5m. How much total charge must be on the surface of the sphere to produce this field?

Select One of the Following:

(a) 2.2× 10−4C

(b) 9.9× 10−4C

(c) 4.5× 10−3C

(d) 3.2× 10−2C

(e) 1.1× 10−1C

4

 

 

Homework Problem 3.11 The figures below show two concentric spherical shells. The inner shell has total charge −Q and the outer shell +Q. Select the figure that correctly represents the electric field of the system.

Select One of the Following:

(a) Figure (a) (b) Figure (b) (c) Figure (c) (d) Figure (d) (e) Figure (e) (f) Figure (f)

Figure (a) Figure (b) Figure (c)

Figure (d) Figure (e) Figure (f)

Homework Problem 3.12 A hula hoop of radius 1.0m is in a uniform electric field with magnitude 1.0× 102 N C .

Its normal is perpendicular to the field (careful here). What is the flux through the hoop?

Select One of the Following:

(a) 310N C m2

(b) 620N C m2

(c) 1.0× 102 N C m2

(d) 0

5

 

 

Homework Problem 3.13 A 20cm radius sphere is filled with a uniform volume charge density 3.2×10−6C/m3. Calculate the electric flux out of the surface of the sphere.

Select One of the Following:

(a) 12, 000Nm2/C

(b) 36, 000Nm2/C

(c) 60, 000Nm2/C

(d) 180, 000Nm2/C

(e) 260, 000Nm2/C

Homework Problem 3.14 The figure to the right shows two charged spherical shells. The inner shell has radius a and charge density σa = −σ. The outer shell has radius b and charge density σb = +2σ. Calculate electric field at points in Region I inside the inner shell, at a radius of r < a.

Select One of the Following:

(a) 0

(b) − σ

4πε0r2 r̂

(c) + σ

4πε0r2 r̂

(d) − 4πa2σ

4πε0r2 r̂

(e) + 4πa2σ

4πε0r2 r̂

(f) −4πa2σ + 8πb2σ

4πε0r2 r̂

a

x

y

b

Air

Air

Air

I

II

III

6

 

 

Homework Problem 3.15 An electric dipole is located at the center of each of the following figures. Which of the field maps drawn below best represents the field of the dipole if the dipole moment points to the top of the page?

Select One of the Following:

(a) Figure (a) (b) Figure (b) (c) Figure (c) (d) Figure (d)

Figure (a) Figure (b)

Figure (c) Figure (d)

7

 

 

Open Response Questions

All questions in this section must be worked. One of the questions will be graded.

Homework Problem 3.16 Draw the electric field map for four charges arranged in a square. Three of the charges are +q and one is −q. Select four points on the map and draw the direction and relative magnitude of the electric field at each point. Read this information from your map.

8

 

 

Homework Problem 3.17 Consider the system of three point charges at the right. All charges are positive. The center charge has charge +2Q while the other charges each have charge +Q.

(a)On a separate sheet of paper, draw the field map of the system of charges at the right using 2 lines per Q. Locate the points A and B as carefully as possible on the your field map.

(b)At point A draw the electric field vector based on your

map. Label the vector ~EA.

(c)At point A draw the direction of the force a positive charge would feel if placed at the point. Clearly label this vector ~FA.

(d)At point B draw a barbell dipole with dipole moment pointing to the bottom of the page.

(e)Indicate direction of initial rotation of the dipole.

+Q

+Q

+2Q

A

B

9

 

 

Homework Problem 3.18 A +2.0nC charge is located at (−1.5m, 0, 0). An −2.0nC charge is located at (+1.5m, 0, 0). The point P is located at (0, 2.6m, 0).

(a)Draw the above system, and draw the individual and resultant electric field vectors at point P .

(b)Find the electric field at point P .

(c)A −10µC charge is placed at point P , find the electric force on this charge.

10

 

 

Homework Problem 3.19 Three concentric thin spherical shells have charges−Q, +3Q, −Q, and radii a < b < c, respectively. Calculate the electric field everywhere. Draw the electric field everywhere using 4 lines per Q.

11

 
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Hi can anyone do these probs in next few hours

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h14_wire_loop

A rectangular loop of wire with sides H = 38 cm and W = 57 cm carries current I2 = 0.361 A. An infinite straight wire, located a distance L = 27 cm from segment ad of the loop as shown, carries current I1 = 0.735 A in the positive y-direction.

Top of Form

1)

What is Fad,x, the x-component of the force exerted by the infinite wire on segment ad of the loop?

N

Bottom of Form

Top of Form

2)

What is Fbc,x, the x-component of the force exerted by the infinite wire on segment bc of the loop?.

N

Bottom of Form

Top of Form

3)

What is Fnet,y, the y-component of the net force exerted by the infinite wire on the loop?

N

Bottom of Form

Top of Form

4)

Another infinite straight wire, aligned with the y-axis is now added at a distance 2L = 54 cm from segment bc of the loop as shown. A current, I3, flows in this wire. The loop now experiences a net force of zero.

h14_wire_loopD

What is the direction of I3?

along the positive y-direction

along the negative y-direction

Bottom of Form

Top of Form

5)

What is the magnitude of I3?

A

Bottom of Form

 

 
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Physics With Calculus 1 Lab Report Application Of Newton’s Laws Of Motion

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http://www.thephysicsaviary.com/Physics/Programs/Labs/ForceFriction/index.html   (link for experiment)

https://mech.subwiki.org/wiki/Angle_of_friction  (link for extra info)

 

How to write lab reports for my instructor:

Write the sections of your lab report in the following order.  For  instance it makes no sense to write an introduction paragraphs before  one knows how to write a summary of three other paragraphs.

General Principles:
A good theory section begins with  a discussion of the concepts and physical principles to be addressed in  this laboratory activity. The introduction then moves on to a  mathematical formulation of these same ideas and a derivation of the  actual formulas to be used in the activity. Consult you text on both  issues.  Shoot for a full page for this section.
Methods:
Broadly describe the conduct of the actual experiment. Specific details  should be limited to non-obvious tips for working with the  laboratory equipment or experimental simulation. A step by step lab  procedure, if available, should be referenced but not reproduced in this  section. In other words do not cut and paste the instructions. Have mercy on your grader!
Results:
Give the numerical result of your measurement along with an uncertainty.

Provide any supporting analysis with data tables, the calculations, graphs.

Tell me what you confirmed or did not confirm in this activity. If  you were to show that free fall acceleration is constant then  references your result and STATE whether or not your results support or  fail to support a constant value of free fall acceleration.

Introduction:
Summarize the General Principles, Methods  and Results sections of the lab report.  A good rule of thumb is to  include one sentence per paragraph of the already written General  Principles, Methods, and Results sections of the lab report.  The aim  here is to summarize everything you have already written.

Conclusion:
Where the introduction was a preview of  the entire lab report, the conclusion is a review of the lab report. The  conclusion is also a summary, but where the introduction was forward  looking, the conclusion looks back on the same material.  Typically the  difference lies in word choices such as “We will show” as opposed to “we  have shown.”
References: Cite any references and  outside resources used in preparing this lab. At a minimum this should  include your class text and the PHET Colorado website if a simulation is  used.  Any commonly acceptable citation format is acceptable.  Just be  consistent.

Title Page and Abstract:
Use a standard heading  format in order to identify yourself, the class you are taking, and the  subject of the experiment. Below and on the same page, you will place  the abstract.  This is an 8 – 10 sentence summary of the entire lab and  is written in a manner that will intended to convince a reader to read  the rest of your report.  The form of this section is typically, “I did  _____ and then I proceeded to _____.  The result was a measured value of  _____, and from this I conclude  _______.”  An abstract is always written in italics.

Now assemble your lab report in the following order:

Page 1:  Title page with abstract.

Page 2 – 4:  Begin the body of your  report with the Introduction, General Principles, Methods, Results, and  finally the Conclusion.

Last Page :  Include references, all properly cited on the last page.

A grading rubric is included so that you can know how your work is going to be evaluated.

 
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ICD-PCS Coding

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M132 Module 02 Coding Assignment

Find the correct code and explain your rationale for each case study below.

1. Case Study:

PREOPERATIVE DIAGNOSIS:

1. Gangrene right foot.

POSTOPERATIVE DIAGNOSIS:

1. Gangrene right foot.

OPERATION:

1. Right below the knee amputation.

ANESTHESIA: General LMA.

PROCEDURE: The patient was brought to the operative suite where a general LMA anesthesia was induced.

A Foley catheter was inserted. The right foot was s secluded in an isolation bag and the right lower extremity circumferentially prepped and draped in its entirety. Beginning on the right side the skin was marked with a marking pen 4 fingerbreadths below the tibial tuberosity anteriorly with a long posterior flap. The skin was incised circumferentially and the anterior musculature sharply divided exposing the tibia The tibia was cleaned with a periosteal elevator and then transected with the Stryker saw. The fibula was exposed and transected with the bone cutter and the amputation completed by sharply incising the posterior musculature. Bleeding vessels were ligated with 2-0 silk Ligature. There appeared to be adequate bleeding at this level for primary healing. The tibia was then cleaned with a bone rasp and the fibula with a rongeur. The wound was irrigated and ultimately closed without significant tension utilizing interrupted 2-0 vicryl sutures for reapproximation of the fascia and skin staples for reapproximation of the skin.

The right side was dressed with sterile gauze fluff dressings and a Kerlix roll. Estimated blood loss throughout the procedure was approximately 150 mL. The patient received one unit intraoperatively of packed cells because of preoperative anemia. She was transported in stable condition to the recovery room.

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2. Case Study:

PROCEDURE: Open reduction and internal fixation of bilateral tibial plateau fractures.

INDICATIONS: This 23-year old was involved in a serious accident and sustained bilateral tibial plateau fractures

DESCRIPTION OF OPERATION: The patient was brought to the operating room and placed on the operating room table in the supine position. General anesthesia was induced, and after this both lower extremities were prepped and draped in the usual sterile fashion. Attention was first directed towards the left tibial plateau. A standard lateral procedure to reduce the lateral tibial plateau fracture was performed. After a submeniscal arthrotomy was performed, the joint was visualized via the lateral approach. The posterolateral fragments were reduced and the lateral tibial plateau was elevated, restoring the articular surface. K-wires were placed to provisionally hold this reduction. C-arm fluoroscopy was used to confirm good reduction of the joint surface. Next, a 6-hole lateral plateau locking plate from the Stryker sets was selected. This locking plate was advanced down the tibial shaft. Screws were placed to secre the plate to the bone. Four screws were placed in the distal shaft fragments and 4 locking screws in the proximal fragment. A kickstand screw was also placed in the locking mode. After all screws were placed, x-rays exhibited good reduction of the fracture, as well as good placement of all hardware. Next, the wound was thoroughly irrigated with normal saline. The meniscal arthrotomy was closed with the 0 PDS suture, including the capsule. Next, the IT band was closed with 0 Vicryl suture, followed by 2-0 Vicryl sutures for the skin and staples. Attention was then directed toward the right tibial plateau. A similar procedure was performed on the right side. Then, the lateral approach to the lateral tibial plateau was performed, exposing the fracture. The incision was approximately 4 cm on the right side. A 6-hole LISS plate was advanced down the tibial shaft. Four screws were placed in the distal fragments followed by four screws in the locking mode and proximal metaphyseal fragment. Excellent fixation was obtained. The C-arm fluoroscopy was used to confirm excellent reduction of the fracture on both the AP and lateral fluoroscopic images. Next, the wound was thoroughly irrigated and closed in layers. Sterile dressings were applied All wounds were dressed with sterile dressing and the patient was placed into knee immobilizers. The patient was then awakened from anesthesia, and transferred to recovery. The patient will be nonweightbearing for approximately three months on bilateral lower extremities. The patient will receive DVT prophylaxis during this time.

ICD-10-PCS Code: Click here to enter text.

3. Case Study:

PREOPERATIVE DIAGNOSES:

1. Pelvic pain.

2. History of previous pelvic surgery and ovarian cyst.

POSTOPERATIVE DIAGNOSES:

1. Pelvic pain.

2. History of previous pelvic surgery and ovarian cyst.

OPERATION PERFORMED: Laparoscopic adhesiolysis.

SURGEON: Susan Smith, MD

ANESTHESIA: General endotracheal.

ESTIMATED BLOOD LOSS: Less than 10 mL.

URINE OUTPUT: 70 mL.

IV FLUIDS: 750 mL.

DESCRIPTION OF OPERATION: After informed consent was obtained, the patient was taken to the operating room. She was placed in the dorsal supine position and general anesthesia was induced and prepped and draped in the usual sterile fashion. A Foley catheter was placed to gravity and speculum was placed in the posterior and anterior vagina and the cervix was grasped with a single-toothed tenaculum. A Hulka clamp was then inserted through the cervix into the uterus for uterine manipulations and the tenaculum was removed and attention was then turned to the abdomen.

A supraumbilical incision was made with a scalpel and elevated up with towel clamps. A long Veress needle was then placed and CO2 gas was used to insufflate the abdomen and pelvis. A 10-12 trocar and sleeve were then placed and confirmed via the laparoscope. The dense greater omental adhesions to the anterior abdominal wall were noted immediately. At this time, we were not able to see into the pelvic region. A second 5 mm trocar and sleeve were placed in the left mid quadrant under direct visualization. The ligature device was then placed developing a plane between the omentum and the anterior abdominal wall.

The adhesiolysis took place and it took approximately 25 minutes to release all of the omental adhesions from the anterior abdominal wall. We were then able to visualize the pelvis and a blunt probe was placed through the port. The ovary was visualized and photos were taken with no evidence of any ovarian cyst or ovarian pathology or of pelvic endometriosis. The uterus also appeared normal and the left tube and ovary were surgically absent. The appendix was easily visualized and noted to be noninflamed, normal in appearance, and there were no adhesions in the right lower quadrant. The upper abdominal exam was unremarkable. The procedure was terminated at this time. The ports were removed. CO2 gas was allowed to escape. The incisions were closed with 4-0 Vicryl suture. The Hulka clamp was removed. The vagina was noted to be hemostatic. The patient’s anesthesia was awakened from anesthesia, the Foley catheter was removed, and she was taken in stable condition to the recovery room.

ICD-10-PCS Code:

 
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