Physics Lab Report

/in /by

I need someone do my physics lab reports.

Expression of the experimental results is an integral part of science. The lab report should have the following format:

 Cover page (10 points) – course name (PHY 132), title of the experiment, your name (prominent), section number, TA’s name, date of experiment, an abstract. An abstract (two paragraphs long) is the place where you briefly summarize the experiment and cite your main experimental results along with any associated errors and units. Write the abstract after all the other sections are completed.

The main body of the report will contain the following sections, each of which must be clearly labeled:

  • Objectives (5 points) – in one or two sentences describe the purpose of the lab. What physical quantities are you measuring? What physical principles/laws are you investigating?
  • Procedure (5 points) – this section should contain a brief description of the main steps and the significant details of the experiment.
  • Experimental data (15 points) – your data should be tabulated neatly in this section. Your tables should have clear headings and contain units. All the clearly labeled plots (Figure 1, etc.) produced during lab must be attached to the report. The scales on the figures should be chosen appropriately so that the data to be presented will cover most part of the graph paper.
  • Results (20 points) – you are required to show sample calculation of the quantities you are looking for including formulas and all derived equations used in your calculations. Provide all intermediate quantities. Show the calculation of the uncertainties using the rules of the error propagation. You may choose to type these calculations, but neatly hand write will be acceptable. Please label this page Sample Calculations and box your results. Your data sheets that contain measurements generated during the lab are not the results of the lab.
  • Discussion and analysis (25 points) – here you analyze the data, briefly summarize the basic idea of the experiment, and describe the measurements you made. State the key results with uncertainties and units. Interpret your graphs and discuss what trends were observed, what was the relationship of the variables in your experiment. An important part of any experimental result is a quantification of error in the result.  Describe what you learned from your results. The answers to any questions posed to you in the lab packet should be answered here.
  • Conclusion (5 points) – Did you meet the stated objective of the lab? You will need to supply reasoning in your answers to these questions.

Overall, the lab report should to be about 5 pages long.

Each student should write his/her own laboratory report.

Duplicating reports will result in an “E” in your final grade.

All data sheets and computer printouts generated during the lab have to be labeled Fig.1, Fig. 2, and included at the end of the lab report.

Lab report without attached data sheets and/or graphs generated in the lab will automatically get a zero score.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Phy191 Exam

/in /by

Rotational Energy & Static Equilibrium

3/30/2108

1

A Summary So Far

Kinematics:

Dynamics:

Energy:

Momentum:

2

Constant Acceleration

Rotational Kinetic Energy

Consider our old pal the uneven dumbbell…

What kinetic energy does the system have?

So, rotational kinetic energy must then be:

3

Energy of a Rigid Body

The energy for a cluster of masses can be generalized to a continuous object:

4

Axis of Rotation

Whiteboard Problem 12-12

A 300g ball and a 600g ball are connected by a 40cm long massless, rigid rod to form a dumbbell. The dumbbell rotates around its center of mass at 100rpm.

What is the rotational kinetic energy of the dumbbell? (LC)

5

Static Equilibrium

For objects that aren’t points, equilibrium is a bit different.

This is a future you problem.

15

FBD:

x

y

Previously in PHY191…

6_2, slide 15

6

Static Equilibrium

A body is in static equilibrium if:

Torque about any point must be zero.

Side note: forces acting at a pivot point produce 0 torque.

7

A note on Gravity

Gravity can exert a force, but what about a torque?

Gravity acts over the entire body.

Whenever you’re solving a problem, know that gravity will effectively act at the center of gravity of an object.

This is the same location as the center of mass for all of the objects we will consider in this class.

8

Solving Static Equilibrium Problems

Picture

Reference Frame

Including rotation direction (CCW +)

Draw a FBD

Sum the forces in all directions

They sum to zero

Sum the torques about a point (usually a pivot)

They sum to zero

Solve

9

A beam of mass M and length L is resting on a pivot as shown below:

What must the force F be in order to keep the beam still?

Example

10

Whiteboard Problem 12-10

The two blocks of citrine shown below have uniform density and are balanced on the pivot.

Draw Free Body Diagrams for both blocks. What is the force of the upper block on the lower block?

Use the FBD of the lower block to find the distance d. (LC)

11

That’s about 15,000$ of citrine.

11

Whiteboard Problem 12-11

In the figure below, an 80kg construction worker sits down 2.0m from the end of a 1450kg steel beam to eat his lunch. The cable supporting the beam can withstand a maximum tension of 15,000N.

Draw a FBD of the beam.

Determine the tension in the cable (LC) – does the cable break?

12

Live Action Science

What is the mass of a meter stick?

On Canvas, find the assignment labeled Meter stick mass, make a copy of the google document and share it with your group.

Using the materials on the wire rack on the East side of the room, determine a method using what we’ve learned so far this week to determine the mass of a meter stick. Record your process on the google doc.

13

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

DC Circuit Lab Report

/in /by

Report for Experiment 4

Newton’s Second Law

Name: Your name here

Lab partner: Your partner’s name here

TA: Your instructor’s name here

The date of the experiment here

Abstract

Acceleration is the coupling strength between the mass of a system and the force acting on it. By

comparing the gravitational pull on a . One hanging mass of variable weight is attached to either one

puck (Investigation 1) or two (Investigation 2) on a frictionless air table. A spark timer gives a direct way

to measure velocity and time of the system, calculating acceleration for three hanging weights. Plotting

acceleration vs. the reduced mass of the hanging weights gives a value for gravity. Using one puck, the

data within uncertainty is equal to the standard value of gravity. Using two pucks, the data was not equal

to gravity within error, as rotational and frictional forces were not included in the linear model.

Introduction

This experiment will test Newton’s second law and how it relates to different forces. The law can be

summarized by the equation, F = ma. It is the point of this experiment to find an acceleration of an object

based on a given force and mass of that object. This will effectively solve Newton’s second law in the

form a = F/m. In the first investigation we measured the displacement of an air hockey puck as it was

pulled by three differing weights, using a spark timer. We calculated the velocity of the puck and graphed

velocity vs. time for each weight combination, which gave the acceleration of the puck. To verify

Newton’s second law we graphed the accelerations vs. the reduced mass of the system and then compared

the slope of that graph to the known value of gravity, 9.81 m/s^2. The second investigation used two

pucks strapped together, thereby changing the reduced mass ratio, but otherwise worked the same way as

Investigation 1 to calculate the known value of gravity.

Investigation 1

Setup & Procedure

The air table is set up with a pulley attached to a side. Two pucks are connected to a High Voltage (HV)

source to create a circuit for the spark timer. Carbon paper is laid on the table with white paper laying on

top of this carbon paper. The second puck is to the side but still on the paper so as not to interfere with

the motion of the puck under observation. Weights of either 50, 100, or 200 grams is attached to the puck

by the pulley and string. When the HV is on, the weight is dropped and the puck generates a spark every

30 ms. The spark will leave a black carbon dot from the carbon paper on the white paper, which can be

measured for displacement. The spark timer is set to 30 Hz, so the time between each dot is 0.0333 s.

Ten dots are counted and the displacement between them measured. Using this data, the velocity is

calculated and used to graphically find the acceleration of the system.

Data & Analysis

Table 1 – Displacement and time data from a single puck with different weights

hanging down. (a) Data from the 50g hanging weight; (b) Data from the 100g

hanging weight; (c) Data from the 200g hanging weight.

hanging weight 50 g

puck (g) 548

displacement # Δx (cm) Δt (s) t (s) δΔx (cm) v (cm/s) δv (cm/s)

1 1.9 0.0333 0.033 0.3 28.528 4.504

2 2 0.0333 0.066 0.3 30.030 4.504

3 2.1 0.0333 0.1 0.3 31.531 4.504

4 2.2 0.0333 0.133 0.3 33.033 4.504

5 2.4 0.0333 0.166 0.3 36.036 4.504

6 2.5 0.0333 0.2 0.3 37.537 4.504

7 2.6 0.0333 0.233 0.3 39.039 4.504

8 2.8 0.0333 0.266 0.3 42.042 4.504

9 2.9 0.0333 0.3 0.3 43.543 4.504

hanging weight 100 g

puck (g) 548

displacement # Δx (cm) Δt (s) t (s) δΔx (cm) v (cm/s) δv (cm/s)

1 2.3 0.0333 0.033 0.3 34.534 4.504

2 2.5 0.0333 0.066 0.3 37.537 4.504

3 2.8 0.0333 0.1 0.3 42.042 4.504

4 3.1 0.0333 0.133 0.3 46.546 4.504

5 3.5 0.0333 0.166 0.3 52.552 4.504

6 3.6 0.0333 0.2 0.3 54.054 4.504

7 3.8 0.0333 0.233 0.3 57.057 4.504

8 4.2 0.0333 0.266 0.3 63.063 4.504

9 4.5 0.0333 0.3 0.3 67.567 4.504

hanging weight 200 g

puck (g) 548

displacement # Δx (cm) Δt (s) t (s) δΔx (cm) v (cm/s) δv (cm/s)

1 2.1 0.0333 0.033 0.3 31.531 4.504

2 2.7 0.0333 0.066 0.3 40.540 4.504

3 3.2 0.0333 0.1 0.3 48.048 4.504

4 3.5 0.0333 0.133 0.3 52.552 4.504

5 4 0.0333 0.166 0.3 60.060 4.504

6 4.4 0.0333 0.2 0.3 66.066 4.504

7 5 0.0333 0.233 0.3 75.075 4.504

8 5.6 0.0333 0.266 0.3 84.084 4.504

9 5.9 0.0333 0.3 0.3 88.588 4.504

On the paper, each trail of dots was labeled for the specific weight used on the pulley. Our TA helped

pick a starting dot, and the dots were numbered 1-10. We measured the displacement between two

consecutive dots and labeled it Δx. For example, for displacement #1, we measured the distance between

dots 1 and 3. For displacement #2 we measured the distance between dots 2 and 4, etc. The next column

in the data, Δt (s), is the time between each carbon dot. The column after that is the total time elapsed

from the first dot. The uncertainty of the displacement was determined by the difficulty to accurately

measure the middle of the dot, the size of the dot, and the fact that the ruler could not touch the paper

directly. The relative uncertainty of the time measurement has been pre-determined to be 0.1%. This is

effectively negligible in comparison to the uncertainty of the physical measurements.

The velocity of the puck was calculated using the equation 𝑣 = Δ𝑥/(2Δ𝑡). The uncertainty to the

velocity was calculated in Eq. (1),

δv = δ∆𝑥

∆𝑥 × v (1)

From this, we created a graph of velocity vs. time for each weight, seen in Fig. (1). Error bars and an

equation of the trend line were added. We imputed the data into the IPL error calculator and found an

uncertainty of the slope of 17.4 cm/s^2 for each graph.

Figure 1 – Acceleration from pucks using different weights. (a) Puck acceleration from hanging 50g weight;

(b) Puck acceleration from hanging 100g weight; (c) Puck acceleration from hanging 200g weight.

y = 57.808x + 26.068

0

10

20

30

40

50

60

0 0.05 0.1 0.15 0.2 0.25 0.3 0.35

V e

lo ci

ty (

cm /s

)

Time (s)

y = 123.12x + 30.03

0

10

20

30

40

50

60

70

80

0 0.05 0.1 0.15 0.2 0.25 0.3 0.35

V e

lo ci

ty (

cm /s

)

Time (s)

y = 213.21x + 25.192

0

10

20

30

40

50

60

70

80

90

100

0 0.05 0.1 0.15 0.2 0.25 0.3 0.35

V e

lo ci

ty (

cm /s

)

Time (s)

The slope of each graph is the acceleration of the puck. Newton’s second law states that the sum of all

forces equals mass times acceleration. Since gravity acting on the weight is the only force acting on the

puck (as long as friction is negligent), then Newton’s law can be written as

𝑚𝑤𝑔 = (𝑚𝑝 + 𝑚𝑤)𝑎, (2)

where mp is the mass of the puck, mw is the mass of the weight, a is the acceleration, and g is gravity. If

acceleration is graphed against mw/(mp+mw), then the slope of the line will be equal to the acceleration of

gravity. This is done in Fig. (2).

Table 2 – Reduced mass and acceleration data.

Weight added (g)

Reduced mass

mw/(mp+mw) a (cm/s^2) δa (cm/s^2)

50 0.154 57.8 17.4

100 0.214 123.1 17.4

200 0.313 213.2 17.4

Figure 2 – Average gravitational acceleration of the three trials.

The slope of our graph is 971.64 cm/s^2. We used the IPL calculator to get the uncertainty of our

calculated gravity, 153.36 cm/s^2. This means our value of gravity 971.64 cm ±153.36 cm is equal to

9.81m/s^2, so Newton’s second law is verified.

Investigation 2

Setup & Procedure

We used the same set up as Investigation 1, but instead of one puck we used both pucks Velcroed

together. All setup, procedures, equations, and graphs were the same as before.

y = 971.64x – 89.683

0

50

100

150

200

250

0 0.05 0.1 0.15 0.2 0.25 0.3 0.35

A cc

e le

ra ti

o n

( cm

/s ^

2 )

Reduced mass

Table 3 – Displacement and time data from two pucks with different weights

hanging down. (a) Data from the 50g hanging weight; (b) Data from the 100g

hanging weight; (c) Data from the 200g hanging weight.

hanging weight 50 g

puck (g) 1096

displacement # Δx (cm) Δt (s) t (s) δΔx (cm) v (cm/s) δv (cm/s)

1 2 0.0333 0.033 0.3 30.030 4.504

2 2.1 0.0333 0.066 0.3 31.531 4.504

3 2.2 0.0333 0.1 0.3 33.033 4.504

4 2.3 0.0333 0.133 0.3 34.534 4.504

5 2.4 0.0333 0.166 0.3 36.036 4.504

6 2.5 0.0333 0.2 0.3 37.537 4.504

7 2.4 0.0333 0.233 0.3 36.036 4.504

8 2.5 0.0333 0.266 0.3 37.537 4.504

9 2.7 0.0333 0.3 0.3 40.540 4.504

 

hanging weight 100 g

puck (g) 1096

displacement # Δx (cm) Δt (s) t (s) δΔx (cm) v (cm/s) δv (cm/s)

1 1.5 0.0333 0.033 0.3 22.522 4.504

2 1.7 0.0333 0.066 0.3 25.525 4.504

3 1.8 0.0333 0.1 0.3 27.027 4.504

4 2.1 0.0333 0.133 0.3 31.531 4.504

5 2.2 0.0333 0.166 0.3 33.033 4.504

6 2.4 0.0333 0.2 0.3 36.036 4.504

7 2.6 0.0333 0.233 0.3 39.039 4.504

8 2.6 0.0333 0.266 0.3 39.039 4.504

9 2.7 0.0333 0.3 0.3 40.540 4.504

 

hanging weight 200 g

puck (g) 1096

displacement # Δx (cm) Δt (s) t (s) δΔx (cm) v (cm/s) δv (cm/s)

1 3.6 0.0333 0.033 0.3 54.054 4.504

2 3.7 0.0333 0.066 0.3 55.555 4.504

3 4 0.0333 0.1 0.3 60.060 4.504

4 4.2 0.0333 0.133 0.3 63.063 4.504

5 4.4 0.0333 0.166 0.3 66.066 4.504

6 4.7 0.0333 0.2 0.3 70.570 4.504

7 4.8 0.0333 0.233 0.3 72.072 4.504

8 5.1 0.0333 0.266 0.3 76.576 4.504

9 5.3 0.0333 0.3 0.3 79.579 4.504

We use the same equations for calculation of velocity and uncertainty as Investigation 1. Velocity vs.

time was graphed for each of the three weights used, as seen in Fig. (3).

Figure 3 – Acceleration from pucks using different weights. (a) Puck acceleration from hanging 50g weight;

(b) Puck acceleration from hanging 100g weight; (c) Puck acceleration from hanging 200g weight.

Since the uncertainty of velocity did not change at all, the uncertainty for each slope is still 17.4 cm/s^2.

The acceleration of the pucks was again graphed against mw/(mp+mw) and error bars and an equation of

the trend line were added.

 

y = 34.535x + 29.446

0

5

10

15

20

25

30

35

40

45

50

0 0.05 0.1 0.15 0.2 0.25 0.3 0.35

V e

lo ci

ty (

cm /s

)

Time (s)

y = 70.571x + 20.938

0

10

20

30

40

50

0 0.05 0.1 0.15 0.2 0.25 0.3 0.35

V e

lo ci

ty (

cm /s

)

Time (s)

y = 98.348x + 50.008

0

10

20

30

40

50

60

70

80

90

0 0.05 0.1 0.15 0.2 0.25 0.3 0.35

V e

lo ci

ty (

cm /s

)

Time (s)

Table 4 – Reduced mass and acceleration data for the double puck configuration.

Weight added (g)

Reduced mass

mw/(mp+mw) a (cm/s^2) δa (cm/s^2)

50 0.084 34.5 17.4

100 0.120 70.6 17.4

200 0.186 98.3 17.4

Figure 4 – Average gravitational acceleration of the three trials using two pucks.

Since uncertainties did not change, the uncertainty to Fig. (4) is again 153.36 cm/s^2. Our graph shows

that our value for gravity of 601.37 ± 153.36 cm/s^2 is not equal to 9.81 m/s^2. There are many reasons

why our value is not equal. It could be off because of the pucks turned while they were pulled down the

table, which would change some of the linear force into rotational force and thus reduce acceleration.

Also, the pucks weren’t secured very well with the string and Velcro tied to it, so that one puck always

lurched forward instead of both pucks traveling together smoothly. This would greatly affect the spacing

of the spark data points on the table. There may have also been enough friction on the string against the

pulley to affect the acceleration of the system.

Conclusion

In our first investigation we measured gravity as 971.64 ± 153.36 cm/s^2, which is equal the given value

of 9.81m/s^2. But in our second investigation our gravity of 601.37 ± 153.36 cm/s^2 is not equal to 9.81

m/s^2. Extra forces that we didn’t account for, or rotational effects, could have decreased the acceleration

of the pucks. Newton’s second law tells us no matter the amount of weight our gravity should still equal

9.81m/s^2, but that was not the case in our second investigation. A different method of tying and

Velcroing the two pucks together might alleviate the rotational effects if the experiment was performed

over again.

y = 601.37x – 10.324

0

20

40

60

80

100

120

140

0 0.02 0.04 0.06 0.08 0.1 0.12 0.14 0.16 0.18 0.2

A cc

e le

ra ti

o n

( cm

/s ^

2 )

Reduced mass

Questions

1. In each investigation, you measure mass and acceleration. Which measurement has the greater

percent error? Don’t just say yes or no. Be quantitative in your answer.

The answer to Question 1 goes here, including all relevant calculations.

2. Assume that the spark timer error is 1%. Can it be neglected compared to the error in x?

Explain!

The answer to Question 2 goes here, including all relevant calculations.

3. What is the acceleration of the system if the hanging mass is doubled and the puck’s mass is

doubled?

The answer to Question 3 goes here, including all relevant calculations.

4. What is the acceleration if the hanging mass is doubled and the puck’s mass is halved?

The answer to Question 4 goes here, including all relevant calculations.

Acknowledgements

This experiment would not have been possible without the help of my lab partner, Kevin. I’d also

like to thank my TA, Andrew Taylor, for the valuable help in understanding how to calculate uncertainty

for both velocity and acceleration.

References

[1] H.Young and R.Freedman, University Physics, 13th edition, Pearson Education.

[2] O.Batishchev and A.Hyde, Introductory Physics Laboratory, pp 31-36, Hayden-McNeil, 2015.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Ball Toss Report

/in /by

Grading Rubric:

Format of report is worth 1 point

Objectives are worth 2 points

Preliminary Questions are 1 point each, for a total of 3 points

Method is worth 2 points

Data is worth 3 points. You need the Data Table as well as the plots of position, velocity, and acceleration vs. time

Data Analysis is worth 3 points

Questions are 1 point per question, but for this assignment, Question 1 has 7 parts, worth total of 7 points, total overall of 16 points for questions

Conclusions are worth 3 points. The conclusions normally describe what you learned in the lab, and if it succeeded. Start by looking at the objectives of the lab. Were they satisfied? If they were, in the conclusions, state something like: In the ball toss lab, a basketball was tossed above a motion detector, and displacement, velocity, and acceleration were plotted vs. time. Each plot was studied. For the free fall section of each plot, a best fit curve, line, or statistics were used. A quadratic curve fit for the displacement plot, a linear curve fit for the velocity plot, and mean was used for the acceleration plot. Each fit was used to compare with the acceleration of gravity, and each parameter fit within a few percent error of the acceleration of gravity.

You can make it less technical, or longer or shorter.

The “Lab 4 Ball Toss ON 2 Report Template.docx” attached file is your template, with the data curves included. The “Notes Ball Toss Lab.pdf” file includes the notes I took as we went through the lab. The Lab 4-ball_toss.pdf” file is the description of the lab.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Gravitation And Keplers Laws

/in /by

Lab 05 – Gravitation and Keplers Laws Name: _____________________

Why everyone in this class is attracted to everyone else.

https://phet.colorado.edu/en/simulation/gravity-force-lab

Adapted from Chris Bier’s Collisions PhET Lab Creative Commons LicenseOPTION A: CREATIVE COMMONS – ATTRIBUTION

 Introduction:

Every object around you is attracted to you. In fact, every object in the galaxy is attracted to every other object in the galaxy. Newton postulated and Cavendish confirmed that all objects with mass are attracted to all other objects with mass by a force that is proportional to their masses and inversely proportional to the square of the distance between the objects’ centers. This relationship became Newton’s Law of Universal Gravitation. In this simulation, you will look at two massive objects and their gravitational force between them to observe G, the constant of universal gravity that Cavendish investigated.

Important Formulas:Procedure: https://phet.colorado.edu/en/simulation/gravity-force-lab 

1. Take some time and familiarize yourself with the simulation. Notice how forces change as mass changes and as distance changes.

2. Fill out the chart below for the two objects at various distances.

3. Rearranging the equation for Force, you can CALCULATE the value of G using the values given below for m1, m2, and d, and the value for the Force that you obtain in the simulation. Record the force between the two object and then solve (calculate G) for the universal gravitation constant, G and compare it to values published in books, online, or your text book. The numbers you calculate for G will vary slightly from row to row. Remember significant digits! 15 pts

 

Mass Object 1 Mass Object 2 Distance Force Gravitation Constant,G

50.00 kg 25.00 kg 3.0m    
50.00 kg 25.00 kg 4.0m    
50.00 kg 25.00 kg 5.0m    
50.00 kg 25.00 kg 6.0m    
50.00 kg 25.00 kg 9.0m    

What do you notice about the force that acts on each object? 3 pts

[Answer Here]

Average value of G: _________________2 pts Units of G: _______________2 pts

Published value of G: ________________2 pts Source: _______________2 pts

How did your average value of G compare to the published value for G that you found? 3 pts

[Answer Here]

Conclusion Questions and Calculations: Bold and Underline the correct answer to each question.

1. Gravitational force is always attractive / repulsive. (circle) 2 pts

2. Newton’s 3rd Law tells us that if a gravitational force exists between two objects, one very massive and one less massive, then the force on the less massive object will be greater than / equal to / less than the force on the more massive object. 2 pts

3. The distance between masses is measured from their edges between them / from their centers / from the edge of one to the center of the other. 2 pts

4. As the distance between masses decreases, force increases / decreases. 2 pts

5. Doubling the mass of both masses would result in a change of force between the masses of 4x / 2x / no change / ½x / ¼x. 2 pts

6. Reducing the distance between two masses to half while doubling the mass of one of the masses would result in a change of force between the masses of 8x / 4x / no change / ½x / ¼x. 2 pts

7. What is the gravitational force between two students, Dylan and Sarah, if Dylan has a mass of 75 kg, Sarah has a mass of 54 kg, and their centers are separated by a distance of .45 m? 2 pts ________________ N

8. What is the gravitational force between two students, John and Mike, if John has a mass of 81 kg, Mike has a mass of 93 kg, and their centers are separated by a distance of .62 m? 2 pts ________________ N

9. Imagine a 4820 kg satellite in a geosynchronous orbit. If an 85 kg piece of space junk floats by at a distance of 3.5 m, what force will the space junk feel? 2 pts ________________ N

10. With what acceleration will the space junk move toward the satellite? 2 pts ______________ m/s2

11. With what acceleration will the satellite move (if any)? 2 pts ______________ m/s2

12. The gravitational force on the moon by the earth. 2 pts ________________ N

13. The gravitational force on the earth by the moon. 2 pts ________________ N

Show your calculation for 12 and 13 here.

The lab is continued on the next page.

Follow the directions carefully before answering the following questions.

Click http://phet.colorado.edu/en/simulation/gravity-and-orbits and Run Now

1) Run the Simulation, Keep all the default settings, but select the Earth and Satellite option. Turn on all of the options in the “Show” menu, then run and play with the simulation for a while. Which is experiencing a greater gravitational force: The satellite or the earth? 3 pts

[Answer Here]

2) Pause the Simulation. Hit “Reset”. (not “Reset All”). Alter the mass of the Satellite. Does the mass of the satellite have any impact on its Orbit? Explain. 3 pts

[Answer Here]

3) Pause the Simulation. Hit “Reset.” Click and drag the “v” at the end of the red velocity in order to decrease the satellite’s velocity.

a. What happens when you hit play? Why? 3 pts

[Answer Here]

b. Why doesn’t this happen to satellites normally? 3 pts

[Answer Here]

4) Pause the Simulation. Hit “Reset.” Click and drag to increase the satellite’s velocity. What happens when you hit play? Why? 3 pts

[Answer Here]

5) Pause the Simulation. Hit “Reset.” Click and drag the satellite itself to move it further away from earth. What happens when you hit play? Why? 3 pts

[Answer Here]

6) Try to create another stable orbit that is further or closer to earth. What other very important variable would you need to alter with this new orbit? 3 pts

[Answer Here]

7) Just for fun. Click and drag earth to create a very small velocity for earth. Can the satellite still orbit a moving planet? 3 pts

[Answer Here]

8) Pause the Simulation. Hit “Reset.” On the top left tabs, change your view so that you are to scale. In the Show menu, you can now also turn on the “Tape Measure”. Run the simulation, with the path shown.

How far out is the satellite? 3 pts

[Answer Here]

How long does it take for the satellite to orbit earth? 3 pts

[Answer Here]

9) Switch modes, so that you are now looking at just the earth and the moon.

How far is the moon? 3 pts

[Answer Here]

How long does it take for the moon to orbit the earth? 3 pts

[Answer Here]

10) Again Switch modes, so that you are now looking at just the earth and the sun.

How far is the earth from the sun? 3 pts

[Answer Here]

How long does it take for the earth to orbit the sun? 3 pts

[Answer Here]

11)

According to Kepler’s third law, the time it takes for one complete orbit is proportional to the mean distance between the centers of two bodies. T2 ≈ r3. When a constant is included, the equation is . Use the adjustable mass controls on the simulation of just the earth and sun to determine what mass the “m” in Kepler’s equation must refer to. Is it the mass of the orbiting object or the mass of the central object?12) Kepler actually proposed three laws.

Kepler’s Laws of Planetary Motion

First Law: Each planet travels in an elliptical orbit around the sun, and the sun is at one of the focal points.

Second Law: An imaginary line drawn from the sun to any planet sweeps out equal areas in equal time intervals.

Third Law: The square of a planet’s orbital period ( T2 ) is proportional to the cube of the average distance ( r3 ) between the planet and the sun, or T2 r3 .

An Illustration of Keplers 1st and 2nd Laws is Shown here: A1=A2. In this case you can see that when a planet is closer to the sun then it must cover more distance in the same time. It must move faster.

Reset all. Select the Earth and Sun. Choose to show only the path and velocities. Manipulate the Simulation until you achieve an elliptical orbit. The speed of the earth increases slightly as it orbits closer to the sun but decreases slightly when it is further from the sun. (hint: move the sun itself.) Do a print screen. Then paste it below into this document. 8 pts

Page 1 of 5

 

r

v

a

c

2

=

c

c

ma

F

=

2

2

1

d

m

m

G

F

=

2

23

4

Tr

GM

p

æö

=

ç÷

èø

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Resistivity Experiment .. Introduction And Conclusion

/in /by

1

Resistivity Equipment

Qty Item Parts Number

1 Voltage Source

1 Resistance Apparatus EM-8812

1 Sample Wire Set EM-8813

1 Voltage Sensor UI-5100

2 Patch Cords

Purpose The purpose of this activity is to examine how the resistance of a resistor is determined via geometry of

the resistor, and the material which it is made of. Also, to further the student’s understanding of the

difference between resistance, and resistivity.

Theory Ohm’s Law describes the relationship between the resistance R of a wire, the voltage drop across it V,

and the current through the wire I. This is formally given by the equation;

𝐼 = 𝑉

𝑅

The resistance of the wire is a function of both the geometry of the wire, and the material that the wire

is composed of. This is formally given by the equation;

𝑅 = 𝜌 𝐿

𝐴

Where here L is the length of the wire, A is the cross-section area of the wire (in this simple equation we

are assuming the cross-section area is constant along the entire length of the wire), and 𝜌 is the

resistivity of the material the wire is composed of. The SI units of resistivity are Ohms·meters, Ω·m, and

it is a quantification of how difficult it is to move a current through a length of the material. This

equation shows us that resistance is a property of the object, while resistivity is a property of the

material the object is made of. Due to this distinction it is really incorrect to say things like, “Copper has

a low resistance.” Because Copper has a ‘low’ resistivity. If you take a Copper wire and double its length

you double the

resistance of that

wire, but the value

of the resistivity of

the copper in that

wire doesn’t

change.

2

Setup

1. Open the Capstone software. On the left side of the main screen is the Tool Bar. Click on the

Hardware Setup icon. This will open the Setup window.

 Click on Analog Channel A of the picture of the 850 Universal Interface in the Setup

window, and then scroll down, and add the ‘Voltage Sensor’.

 Click on Output Channel 1 of the picture of the 850 Universal Interface in the Setup

window, and then scroll down, and add the ‘Output Voltage-Current Sensor’.

2. On the bottom center left of the main screen the Sample Rate Tab should now say ‘

Common Rate’.

 Set the Sample Rate to 1 Hz.

3. In the Tool Bar, now click on the Signal Generator Icon. This will open the Signal Generator

window.

 In the Signal Generator window click on the tab “850 output 1” tab. This will open up

the options window for the output generator 1.

 Set the Waveform to a “DC”.

 Set the DC Voltage to 2 volts.

 Set the Voltage Limit to 2 volts.

 Set the Current Limit to 1.1 A.

 Set the Generator to “Auto”, so that it will start and stop automatically when you start

and stop collecting data.

4. Close the Tool Bar.

5. In the main window click on the ‘Two Displays” option. (Bottom left option). A two display

window should appear.

6. In the Display Bar, on the right side of the main screen, click and hold down the ‘digits’ icon,

then drag it out to the top display, and then release. Repeat for the bottom display as well.

7. For the top digits display click on ‘select measurement’ and select ‘Voltage Ch A (V)’

8. For the bottom digits display click on ‘select measurement’ and select ‘Output Voltage, Ch 1 (V)’.

9. Putting a wire in the Resistance Apparatus.

 Move the Reference Probe, and the Slider Probe to their “parked” positions.

 Twist the two black handles counterclockwise to open the clamps to allow the wire to

slide into position.

 Slide the 0.050 inch diameter Brass wire into position such that each end passes

underneath both a probe, and one of the clamps.

3

 Tighten the clamps to hold the wire in place, but don’t tighten too much. As soon as you

get a little resistance stop tightening.

10. Plug in the Voltage sensor to Analog Ch A, then plug the two ends of the voltage sensor into the

two slots on the probes of the apparatus. Black into black, and red into red.

11. Plug to patch cords into Output Ch 1, (top right of the 850 Universal Interface). Then plug one

patch cord into each of the power slots on the apparatus. Again, black into black, and red into

red.

12. On the main widow select the ‘Two Large Digits’ template.

 Click on the top ‘Select Measurement’ tab, and select Voltage, Ch A(V).

 Click on the bottom ‘Select Measurement’ tab, and select Output Current, Ch 01(A).

4

Procedure

1. Move the Reference Probe to the 0.0 cm position, and move the Slider Probe to the 5.0 cm

Position.

2. Click on Record, at the bottom left of the main screen.

 The Record tab should now be a Stop tab. Immediately click stop.

 Record the values for Voltage, and current in Table “Copper, 0.127cm”

3. Then repeat step two for the Slider Probe in positions 10.0 cm, 15,0 cm, and 20.0 cm.

4. Return both the Reference Probe, and the Slider Probe to their parked positions.

5. Then untighten the two black handles, and remove the brass wire.

6. Now repeat for the following wires: Brass 0.040 in, 0.032 in, 0.020 in.

5

6

Analysis Brass 0.050 inch Diameter Cross-Section Area__________________

L(cm) L/A(cm-1) V(V) i(A) V/i=R(Ω) R(µΩ)

1. Complete the chart. Show work. (10 points)

2. In Excel plot Resistance (µΩ) vs Length/Area, and show the treadline on the graph. What are the

units of the slope of this graph, and what physical quantity does it represent? (8 points)

7

Brass 0.040 inch Diameter Cross-Section Area__________________

L(cm) L/A(cm-1) V(V) i(A) V/i=R(Ω) R(µΩ)

3. Complete the chart. Show work.(10 points)

4. In Excel plot Resistance (µΩ) vs Length/Area, and show the treadline on the graph. What are the

units of the slope of this graph, and what physical quantity does it represent? (8 points)

8

Brass 0.032 inch Diameter Cross-Section Area__________________

L(cm) L/A(cm-1) V(V) i(A) V/i=R(Ω) R(µΩ)

5. Complete the chart. Show work. (10 points)

6. In Excel plot Resistance (µΩ) vs Length/Area, and show the treadline on the graph. What are the

units of the slope of this graph, and what physical quantity does it represent? (8 points)

9

Brass 0.020 inch Diameter Cross-Section Area__________________

L(cm) L/A(cm-1) V(V) i(A) V/i=R(Ω) R(µΩ)

7. Complete the chart. Show work. (10 points)

8. In Excel plot Resistance (µΩ) vs Length/Area, and show the treadline on the graph. What are the

units of the slope of this graph, and what physical quantity does it represent? (8 points)

9. Calculate the average value of your slopes, then calculate the % error between it, and the

accepted value. (8 points)

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Physics Homework

/in /by

Solve the equation on the far right for v. Then substitute this expression for “v” into the first set of equations. Now solve for “r,” the radius of the discrete orbit.

Calculate the orbital radius of the hydrogen atom for the first principal quantum number. Use the general expression given in the test to calculate this value. (Hint: Quantum numbers are not significant digits and should not be counted as such in determining your final answer. Thus, this answer should have 2 significant digits.)

[removed] A

Calculate the speed of an electron in the innermost orbit of a hydrogen atom.

[removed] x 10[removed] m/sec

Use the Energy Levels for Hydrogen chart in the text to calculate the wavelength corresponding to the following electron transition. (Due to significant figure rules, energy answers should be written to the nearest tenth and wavelengths should have 2 significant figures.)

Transition Energy in ev’s Emitted wavelengths in m
3  1 [removed]a0 [removed]a1 x 10[removed]a2

 

Calculate the orbital radius of the hydrogen atom for the second principal quantum number.

[removed] A

Calculate the orbital radius of the hydrogen atom for the fifth principal quantum number.

[removed] A

Assume that the radius of the hydrogen nucleus is 1.4 · 10-15 meters. How much larger than the nucleus is the entire hydrogen atom? (Calculate the atomic radius for n = 1. Round answer to nearest tenth.)

[removed] x 10[removed] times larger than the nucleus.

A pure sample of atomic gas has atoms with six principal quantum numbers that can yield several emission lines. What is the number of possible electron shell transitions for which energy is radiated? (Hint: if an electron has jumped form n = 1 to n = 6, it can have these transitions: n=6 to n=5, n=6 to n=4, n=6 to n=3, n=6 to n=2, n=6 to n=1. That’s 5 of them – can you find the rest? Remember, the electron didn’t have to jump all the way to the n=6 level to start out with.)

[removed]

Use the Energy Levels for Hydrogen chart in the text to calculate the wavelength corresponding to the following electron transition. (Due to significant figure rules, energy answers should be written to the nearest tenth and wavelengths should have 2 significant figures.)

Transition Energy in ev’s Emitted wavelengths in m
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

PHYICS

/in /by

1. You and a friend are moving a very heavy and irregular piece of furniture across a room. You are lifting it to prevent it from scratching your wooden floor. Your friend lets you pick where you are going to hold it and your friend will hold it at the other end (or some other place you tell your friend to hold it). To make it easier on yourself, you would:

A. Hold the end closer to the center of mass (your friend holds the other end). B. Hold the end farther from the center of mass (your friend holds the other end). C. Hold it at the center of mass and have your friend hold it from one of the other ends. D. It doesn’t matter where you pick – you’ll both have to exert the same force no matter where

you hold it. E. Hold either end since you have to exert the same force no matter which end you pick.

2. Two acrobats flying through the air grab and hold onto each other in midair as part of a circus act. One acrobat has a mass of 60 kg and has a horizontal velocity of 5 m/s just before the grab. Another acrobat has a mass of 50 kg and has a horizontal velocity of -3 m/s just before the grab. Their horizontal velocity immediately after they grab onto each other is:

A. 1.4 m/s B. 3.0 m/s C. 0.6 m/s D. 2.0 m/s E. 4.1 m/s

3. Your kid sister is making a mobile representing the earth, moon, and sun for her grade school science fair. The ruler is provided below to help you determine positions of the three hanging balls, of mass 15 g, 5 g, and 30 g, respectively. Of the five options provided, where would you connect a string to this mobile so that it would remain balanced when you hung it from the string? (The rods and strings all have negligible mass compared to the balls.)

1 2 3 4 5 6 7 8 9 10 11 12

15 g 5 g

30 g

A B C E D

Page 1

4. An 60-kg diver stands at the edge of a lightweight diving board, which is supported at two locations, as shown in the figure below. Determine the strength and direction of the force exerted on the diving board by the right-most support.

2.0 m 1.2 m

60 kg

A. 100 N downard B. 360 N upward C. 360 N downward D. 980 N downward E. 980 N upward

5. What additional torque must your bicep muscle exert around your elbow if you are holding a 4.5 kg (10 lb) weight horizontally? (Assume your forearm is 0.30 meters long.)

A. 3 Nm B. 11 Nm C. 13 Nm D. 4 Nm E. 1 Nm

6. Two children are riding on a merry-go-round. Child A is at a greater distance from the axis of rotation than child B. Which child has the larger angular speed?

A. They have the same angular speed. B. In order to find the speed we need to know the masses. C. child A D. In order to find the speed we need to know the radii. E. child B

7. A karate student throws a round kick to a target pad during her workout in the dojo. Her foot moves at 15 m/s just before landing the kick and is in contact with the pad for 0.02 seconds until it comes to rest on the pad (for an instant). If the effective combined mass of her foot & lower leg is 8 kg, with what average force does she hit the pad?

A. 6000 N B. 1200 N C. 225 N D. 80 N E. 1800 N

Page 2

8. Swimmers at a water park have a choice of two frictionless water slides (see figure). Although both slides drop over the same height h, slide 1 is straight while slide 2 is curved, dropping quickly at first and then leveling out. How does the speed v1 of a swimmer reaching the end of slide 1 compare with v2, the speed of a swimmer reaching the end of slide 2?

A. v1 < v2 B. v1 = 2 v2 C. v1 = v2 D. v1 > v2 E. We cannot compare the two speeds without knowing the swimmers’ masses.

9. An object of mass 10.0 kg is initially at rest. A 100 N force causes it to move horizontally through a distance of 6.00 m along a frictionless surface. What is the change in the kinetic energy of this object?

A. 200 J B. 60.0 J C. 0.00 J D. 20.0 J E. 600 J

10. A constant force is applied to an object. If the angle between the force and the displacement is 90°, the work done by this force is:

A. negative. B. positive. C. 0 J. D. Can’t answer without knowing the speed of the object E. Can’t answer without knowing the exact angle.

Page 3

11. The drive chain in a bicycle is applying a torque of 0.945 N m to the wheel of the bicycle. Treat the wheel as a hoop with a mass of 0.740 kg and a radius of 35.0 cm. What is the angular acceleration of the wheel?

A. 7.30 rad/s2 B. 10.4 rad/s2 C. 4.20 rad/s2 D. 3.64 rad/s2 E. 20.8 rad/s2

12. A piece of dirt (0.01 kg) is stuck in the tread of a spinning bicycle wheel. If the wheel is spinning at 60 RPM (rev/min) and the wheel has a radius of 0.35 meters, what is the magnitude of acceleration of the piece of dirt?

A. 2 m/s2 B. 5 m/s2 C. 10 m/s2 D. 18 m/s2 E. 14 m/s2

13. A metal bar has a frictionless axle going through its center of mass. You notice that the bar is not level (flat), but that it is tilted at a 30 degree angle (the right end is below the horizontal and the left end is above the horizontal) and that the bar is not rotating away from this orientation. You can say that:

A. The net force isn’t zero and the net torque is counter-clockwise on the bar. B. The net force is zero but the net torque is counter-clockwise in the bar. C. The net force is zero but the net torque is clockwise on the bar. D. The net force isn’t zero and the net torque is clockwise on the bar. E. The net force is zero and the net torque is zero on the bar.

14. Mars has about 1/10 the mass of the Earth and a radius 1/2 that of the Earth. Approximately, what is the acceleration of gravity (g) on Mars?

A. 25 m/s2 B. 10 m/s2 C. 4 m/s2 D. 2 m/s2 E. 12 m/s2

Page 4

15. Mars has a radius 3.41 x 106 m and a mass of 6.42 x 1023kg. What is the acceleration due to gravity on the surface of Mars?

A. 3.7 m/s2 B. 9.8 m/s2 C. 14.7 m/s2 D. 15.9 m/s2 E. 1.26 x 107 m/s2

16. An object of mass 7.0 kg is released from rest a certain height above the ground. Just before it strikes the ground it has a kinetic energy of 1750 J. From what height was the object dropped? Ignore air resistance and use g = 10 m/s2.

A. 0.0 m B. 30 m C. 15 m D. 10 m E. 25 m

17. Below, a set of five dumbbells are shown, where the weights have been moved around to different locations along the bar. The mass of the dumbbell in each case is the same as in all the others. Which dumbbell would require the greatest torque in order to rotate it about the axis indicated by the dashed line with a constant angular acceleration of 5 rad/s2?

A. B. C.

D. E.

Page 5

18. A firecracker, initially at rest on a level, frictionless table, explodes into three fragments. The momentum vectors of two of the fragments are shown, as viewed from above. What would the momentum vector of the third fragment have to be? Each grid unit represents one kilogram-meter- per-second (kg·m/s).

x

y 1p 

2p 

A.    3 ˆ ˆ2 kg m/s 1 kg m/sp x y    

B.    3 ˆ ˆ6 kg m/s 1 kg m/sp x y      

C.  3 ˆ7 kg m/sp x   

D.    3 ˆ ˆ2 kg m/s 5 kg m/sp x y      

E.    3 ˆ ˆ2 kg m/s 5 kg m/sp x y    

19. In a particular case, to stretch a relaxed muscle 2.6 cm requires a force of 25 N. Find the Young’s modulus for the muscle tissue, assuming it to be a uniform cylinder of length 0.24 m and cross-sectional diameter of 8.2 cm.

A. 12500 N/m2 B. 25040 N/m2 C. 53500 N/m2 D. 43700 N/m2 E. 35050 N/m2

Page 6

20. A 0.100 kg rubber ball is thrown horizontally with a speed of 10 m/s at a vertical wall. The ball rebounds with the same speed. The force of the collision on the ball is shown in the graph below.

( )t s

( )F N

maxF

0.010 s What is the value of the maximum force?

A. 2 N B. 20 N C. 2000 N D. 200 N E. Impossible to tell.

Page 7

Answer Key for Test “Sample MT2Fa15.tst”, 10/13/2015 No. in

Q-Bank No. on

Test Correct Answer 26 8 1 B 23 28 2 A 25 4 3 D 26 5 4 D 22 18 5 C 21 1 6 A 20 20 7 A 16 1 8 C 15 3 9 E 14 7 10 C 22 2 11 B 13 11 12 E 26 9 13 E 8 3 14 C

38 2 15 A 16 8 16 E 22 17 17 B 23 9 18 B 32 1 19 D 20 6 20 D

Page 1

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Physics Lab Report

/in /by

I need some one do my physics lab reports. Do not copy from other lap report, please. 

Each student should write his/her own laboratory report.

Duplicating reports will result in an “E” in your final grade.

•Lab Manuals (contained within each week)

•KET simulations: http://virtuallabs.ket.org/physics/. Students will receive an e-mail from the KET Virtual Physics Labs with an invitation to enroll into the class.

•PhET Interactive simulations: http://phet.colorado.edu/en/simulations/category/physics.

Expression of the experimental results is an integral part of science. The lab report should have the following format:

• Cover page (10 points) – course name (PHY 132), title of the experiment, your name (prominent), section number, TA’s name, date of experiment, an abstract. An abstract (two paragraphs long) is the place where you briefly summarize the experiment and cite your main experimental results along with any associated errors and units. Write the abstract after all the other sections are completed.

The main body of the report will contain the following sections, each of which must be clearly labeled:

•Objectives (5 points) – in one or two sentences describe the purpose of the lab. What physical quantities are you measuring? What physical principles/laws are you investigating?

•Procedure (5 points) – this section should contain a brief description of the main steps and the significant details of the experiment.

•Experimental data (15 points) – your data should be tabulated neatly in this section. Your tables should have clear headings and contain units. All the clearly labeled plots (Figure 1, etc.) produced during lab must be attached to the report. The scales on the figures should be chosen appropriately so that the data to be presented will cover most part of the graph paper.

•Results (20 points) – you are required to show sample calculation of the quantities you are looking for including formulas and all derived equations used in your calculations. Provide all intermediate quantities. Show the calculation of the uncertainties using the rules of the error propagation. You may choose to type these calculations, but neatly hand write will be acceptable. Please label this page Sample Calculations and box your results. Your data sheets that contain measurements generated during the lab are not the results of the lab.

•Discussion and analysis (25 points) – here you analyze the data, briefly summarize the basic idea of the experiment, and describe the measurements you made. State the key results with uncertainties and units. Interpret your graphs and discuss what trends were observed, what was the relationship of the variables in your experiment. An important part of any experimental result is a quantification of error in the result.  Describe what you learned from your results. The answers to any questions posed to you in the lab packet should be answered here.

•Conclusion (5 points) – Did you meet the stated objective of the lab? You will need to supply reasoning in your answers to these questions.

Overall, the lab report should to be about 5 pages long.

Each student should write his/her own laboratory report.

Duplicating reports will result in an “E” in your final grade.

All data sheets and computer printouts generated during the lab have to be labeled Fig.1, Fig. 2, and included at the end of the lab report.

Lab report without attached data sheets and/or graphs generated in the lab will automatically get a zero score.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

OIS Homework (Statistics)

/in /by

OIS 3660 Homework 1, Fall 2016

4-1

University of Utah

David Eccles School of Business

OIS 3660: Fall 2016: HW1

Due Monday September 19th, 11:59PM

Q1. Cruz runs a bakery. She has an oven that bakes 20 cookies at a time. It takes 40 minutes on average

for her to bake a cookie. What is the average number of cookies Cruz bakes an hour?

Q2. Clare works at the front desk of DESB. Between 10:30am and 11:00am, 10 students stop by to ask

questions on average. It usually takes 3 minutes to answer a question. What is the average number of

students either waiting or asking questions to Clare at the front desk? (Be careful when you find the

flow rate for this question!)

Q3. Hayden commutes to school from Park City. It usually takes her 40 minutes to get to school. She

finds that there are, on average, 60 cars that travel to school each hour from Park City. What is the

average number of cars on the way to school from Park City?

Jake’s Beer, Bait, & Tackle Co. (Q4-Q6)

Jake’s Beer, Bait, & Tackle Co. is a small chain of fishing tackle stores in northern Minnesota. In 2009,

the company’s revenue was $4,300,000 and its cost of goods sold was $3,200,000. Assume 52 weeks and

365 days per year. Assume that the annual inventory holding cost for Jake’s is 40%.

Q4. Jake keeps only 5.5 days-of-supply of inventory on average because much of his inventory is live bait

and micro-brew beer, both of which have a short shelf life. What is his annual inventory turns? (Round

your answer to two decimal places)

Q5. Given that he has 5.5 days-of-supply of inventory on average, how much inventory does Jake

have on average (in $)?

Q6. What is the inventory holding cost (in $) of an item that costs Jake $20 and is sold to his customers

at $30? (Round your answer to two decimal places)

OIS 3660 Homework 1, Fall 2016

4-2

B&K Consulting (Q7-Q9)

B&K is a strategy consulting firm that divides its consultants into three classes: Associates, Managers,

and Partners. The firm has been stable in size for the last 30 years, and on average, there have been 200

Associates, 60 Managers, and 20 Partners.

The work environment at B&K is rather competitive. After four years of working as an Associate, a

consultant goes “either up or out”; that is, becomes a Manager or is dismissed from the company.

Similarly, after working as a Manager for six years, a Manager either becomes a Partner or is dismissed.

The company recruits MBAs as Associates; no hires are made at the Manager or Partner level.

Q7. How many new MBA graduates does B&K hire every year? (Hint: Think of the Associate stage

itself as a process and use Little’s law to find the number of MBA graduates that are hired each year.

The following picture may help.)

Q8. What percentage (in %) of new hires at B&K will become Managers (as opposed to being

dismissed after 4 years of working as an Associate)? (Hint: Think of the Manager stage itself as a

separate process and find how many managers should be appointment each year. The following picture

may help.)

Q9. Every year, 2 Managers are promoted to Partner level. How many years on average does a

Partner stay in the company as a Partner?

4 years

200 Associates ? Associates/year

6 years

60 Managers ? Managers/year

OIS 3660 Homework 1, Fall 2016

4-3

A Simple Process (Q10 – Q13)

Consider the following process that makes customized suits. When an order is placed, measurement is

taken, which takes 30 minutes to complete. After taking the measurement, materials are prepared and

cut, and this takes one hour. Once the materials are prepared and cut, the materials are sewed. Sewing

takes 2.5 hours on average per order. The process operates for 10 hours a day. The following picture

summarizes the process.

Q10. What is the capacity of the process in [suits/day]?

Q11. Assume that the demand for the customized suit is 0.2[suits/hour]. What should the flow rate of

the process be in [suits/day]?

Q12. Assume that the demand for the customized suit is 0.5[suits/hour]. What is the implied utilization

(in %) of the Sewing stage?

Q13. Assume that the demand for the customized suit is 0.5[suits/hour]. What is the utilization (in %)

of the Measuring stage?

Howard County Hospital (Q14-Q19)

The Howard County Hospital is assessing its Emergency Department (ED) capacity so it knows how to

expand as the county population grows. The hospital has the following information about the ED:

Resource Number

Nurses 12

Physicians 5

X-ray Technicians 4

Examination rooms 10

Trauma bays 3

On average, nurses need to spend 35 minutes with each patient that comes in. Additionally, physicians

need to spend an average of 19 minutes with each patient. Each technician can X-ray up to 5 patients

per hour. All patients have to go through one nurse, one physician and the X-ray.

Preparing/cutting Materials

30 minutes 1 hour 2.5 hours

Taking Measurement

Sewing

OIS 3660 Homework 1, Fall 2016

4-4

Q14. What is the total capacity of Nurses, as in the maximum number of patients the Nurses can see in

one hour? Round your answer to one decimal place.

Q15. What is the total capacity of the X-Ray Technicians (max number of patients that can be X-rayed

in one hour)? Round your answer to one decimal place.

Thereafter, the patients are parsed into two categories: 20% of all patients that come into the ED are

trauma victims that need to be placed in a trauma bay. The other 80% of the patients go into normal

examination rooms. Each trauma patient spends an average of 30 minutes in a trauma bay before

leaving the ED (usually then being admitted to the main part of the hospital), whereas non-trauma

patients spend an average of 45 minutes in an examination room before leaving the ED.

Q16. Suppose on average 50 patients come to the emergency department every hour. What is the

implied utilization (in %) at the trauma bays? (Recall there are 3 trauma bays.)

Q17. Suppose on average 50 patients come to the emergency department every hour. What is the

implied utilization at the examination rooms (in %)? (Recall there are 10 examination rooms.)

Q18. Which resource is the bottleneck?

a) Nurses b) Physicians c) X-Ray Technicians d) Examination Rooms e) Trauma Bays

Q19. Suppose we hired one more physician so that the total number of physicians becomes 6. What will

be the capacity of the process, as in the maximum number of patients the Emergency Department can

treat in one hour? Round your answer to one decimal place

Q20. Which of the following statements is TRUE?

a. Implied utilization of a bottleneck stage is always greater than 100%. b. Utilization of a bottleneck stage is always equal to 100%. c. A non-bottleneck stage has excess capacity compared to the bottleneck stage, and the implied

utilization of a non-bottleneck stage is always less than 100%.

d. A non-bottleneck stage has excess capacity compared to the bottleneck stage, and the utilization of a non-bottleneck stage is always less than 100%.

e. It is possible for utilization of a stage to exceed 100%.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!