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## Directions: Go to the Hydrostatic Pressure Simulator Links to an external site.h

Directions:
Click the BIG RED 5
Explore the simulator by moving the pressure gauge to find out how pressure changes in air and water.
Add another gauge to compare the pressure at sea level to the bottom of the pool.
Is this consistent with your previous observations ?
How would your values compare if this pool of water was at a higher elevation in Denver? To answer this question, try dropping gravity a bit and notice what happens. Can you explain your results?
Restore g to 9.8. Turn the atmosphere off and compare the pressure at sea level to the bottom of the pool. Are the values consistent with your data in part 2? If not, explain why they have changed.
How does the shape of the pool affect pressure at the bottom? Try the “slanty” pools. Explain your findings.
How does the density of the fluid affect the pressure at the bottom? Explain what you did to answer this question.
Now try a quick experiment. Fill the pool and shut off the atmosphere.
Measure the pressure of the water at a depth of 1 meter, 2 meters and 3 meters. Explain any patterns.
Put the gauge at a depth of exactly 1 meter (it should read 9.8 kPa). Now change gravity to 4.9 m/s/s and then 19.6. Explain any patterns.
Put the gauge at a depth of 1 meter and set gravity back to 9.8. Change the fluid density to 700 kg/m3 and 1400 kg/m3. Explain any patterns.
Summarize the previous experiments by stating what factors affect pressure and whether the effects are direct or indirect.
Convert your written summary into an equation ( i.e. P = …..). Test your equation to predict the pressure at the bottom of the rectangular tank of seawater of density 1030. Show all of your work including units.
Create a graph showing this relationship between Pressure and Depth. Is this relationship linear? If so, what is the slope?
Turn air pressure back on. Pick the crazy looking tank with a narrow tube and wide pool. Make sure the water is plain water, on the earth. Put a pressure marker on the bottom of the tank. Drop a 250 kg mass in the hole.
Does the water exert a force on the mass? How do you know?
Did the pressure change? By how much?
Remove the mass. Put a second pressure gauge at a depth of 0.5 meters in the wide pool. Drop the mass in again. Did the pressure change? By how much? Compare this to the pressure change you found above.
What happens to the gauges if you use the 500kg mass instead?
Try dropping the 250 mass again but now observe the water carefully (ruler!) to compare the movement of water in the small tube to the movement of water in the wider pool. Why do you think these amounts are different?
Turn off atmospheric pressure. What happened? Explain your results using past observations.

Categories

## Directions: Go to the Hydrostatic Pressure Simulator Links to an external site.h

Directions:
Click the BIG RED 5
Explore the simulator by moving the pressure gauge to find out how pressure changes in air and water.
Add another gauge to compare the pressure at sea level to the bottom of the pool.
Is this consistent with your previous observations ?
How would your values compare if this pool of water was at a higher elevation in Denver? To answer this question, try dropping gravity a bit and notice what happens. Can you explain your results?
Restore g to 9.8. Turn the atmosphere off and compare the pressure at sea level to the bottom of the pool. Are the values consistent with your data in part 2? If not, explain why they have changed.
How does the shape of the pool affect pressure at the bottom? Try the “slanty” pools. Explain your findings.
How does the density of the fluid affect the pressure at the bottom? Explain what you did to answer this question.
Now try a quick experiment. Fill the pool and shut off the atmosphere.
Measure the pressure of the water at a depth of 1 meter, 2 meters and 3 meters. Explain any patterns.
Put the gauge at a depth of exactly 1 meter (it should read 9.8 kPa). Now change gravity to 4.9 m/s/s and then 19.6. Explain any patterns.
Put the gauge at a depth of 1 meter and set gravity back to 9.8. Change the fluid density to 700 kg/m3 and 1400 kg/m3. Explain any patterns.
Summarize the previous experiments by stating what factors affect pressure and whether the effects are direct or indirect.
Convert your written summary into an equation ( i.e. P = …..). Test your equation to predict the pressure at the bottom of the rectangular tank of seawater of density 1030. Show all of your work including units.
Create a graph showing this relationship between Pressure and Depth. Is this relationship linear? If so, what is the slope?
Turn air pressure back on. Pick the crazy looking tank with a narrow tube and wide pool. Make sure the water is plain water, on the earth. Put a pressure marker on the bottom of the tank. Drop a 250 kg mass in the hole.
Does the water exert a force on the mass? How do you know?
Did the pressure change? By how much?
Remove the mass. Put a second pressure gauge at a depth of 0.5 meters in the wide pool. Drop the mass in again. Did the pressure change? By how much? Compare this to the pressure change you found above.
What happens to the gauges if you use the 500kg mass instead?
Try dropping the 250 mass again but now observe the water carefully (ruler!) to compare the movement of water in the small tube to the movement of water in the wider pool. Why do you think these amounts are different?
Turn off atmospheric pressure. What happened? Explain your results using past observations.

Categories

## When stating the evidence, consider the challenges that others may have to your evidence and how you could counter those respectful challenges.

Prompt: You are a doctor and one of your patients, 18-year-old Jane, states that she is plagued by nausea, thirst, and amenorrhea. Jane lacks energy and has difficulty concentrating, although indicates she has been eating and drinking regularly. Her urinary frequency is high and she looks underdeveloped for her age.
Based on these symptoms, choose one disease to diagnose Jane with:
1. Zollinger-Ellison syndrome
2. Fanconi syndrome
3. Swyer syndrome
Through this two-part discussion with your classmates, you will state your diagnosis, explain the normal anatomy of the system the disease impacts the most, explain how the disease disrupts this system, and your ideas for future research, treatment options, etc.
You will then respond to your classmates’ posts to create an interactive conversation involving debating the diseases, comparing evidence, adding detail, asking questions, brainstorming treatment ideas, etc.
Please remember that all of these diseases have merit so keep discussions friendly, or at least civil!
Initial Post (Worth up to 70 points)
• Length: 250-500 words
• 12pt font
• All sources (three required not including your textbook, which must also be cited if you use it) must be properly cited (see APA source citation below)
• State and explain your choice. When stating the evidence, consider the challenges that others may have to your evidence and how you could counter those respectful challenges.
APA Source Citation
You must use at least three reputable scientific references to support your post (not including your textbook- if you use your textbook, you must also cite it). Reputable sources= peer reviewed scientific journal articles, accredited websites, or books. Google, Wikipedia, etc. are not acceptable sources.

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## When stating the evidence, consider the challenges that others may have to your evidence and how you could counter those respectful challenges.

Prompt: You are a doctor and one of your patients, 18-year-old Jane, states that she is plagued by nausea, thirst, and amenorrhea. Jane lacks energy and has difficulty concentrating, although indicates she has been eating and drinking regularly. Her urinary frequency is high and she looks underdeveloped for her age.
Based on these symptoms, choose one disease to diagnose Jane with: 1. Zollinger-Ellison syndrome
2. Fanconi syndrome
3. Swyer syndrome
Through this two-part discussion with your classmates, you will state your diagnosis, explain the normal anatomy of the system the disease impacts the most, explain how the disease disrupts this system, and your ideas for future research, treatment options, etc. You will then respond to your classmates’ posts to create an interactive conversation involving debating the diseases, comparing evidence, adding detail, asking questions, brainstorming treatment ideas, etc. Please remember that all of these diseases have merit so keep discussions friendly, or at least civil!
Initial Post (Worth up to 70 points)
• Length: 250-500 words
• 12pt font
• All sources (three required not including your textbook, which must also be cited if you use it) must be properly cited (see APA source citation below)
• State and explain your choice. When stating the evidence, consider the challenges that others may have to your evidence and how you could counter those respectful challenges. APA Source Citation
You must use at least three reputable scientific references to support your post (not including your textbook- if you use your textbook, you must also cite it). Reputable sources= peer reviewed scientific journal articles, accredited websites, or books. Google, Wikipedia, etc. are not acceptable sources.

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## Physics lab report about centripetal force.

Physics lab report about centripetal force. Data and information is provided in the files. Thank you in advance.

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## This is an additional essay for the common application sent to around 10 universities for admission to 4-year bachelor of science degree in physics.

My response is attached in the file. This is an additional essay for the Common Application sent to around 10 Universities for admission to 4-year Bachelor of Science degree in Physics.

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## What impact do you think the experiences you have described so far had on your knowledge and perceptions about energy storage, transfer, and conservation?

Think back to your previous experiences and prior knowledge of energy. Share what you know about energy.
What did your experiences look like?
What impact do you think the experiences you have described so far had on your knowledge and perceptions about energy storage, transfer, and conservation?
How do you think learning about energy will help increase your science literacy and contributions to a science-literate citizenry?
Think back to the previous week in the course. How might your knowledge about the role of physics in other sciences relate to energy storage, transfer, and conservation? Use specific examples.
This week, consider the terms conservation of energy and motion. For each term, answer the following:
How do people use the term?
What does the term mean in everyday language to people with limited knowledge of physics?
Use examples to help describe your thoughts.

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## What impact do you think the experiences you have described so far had on your knowledge and perceptions about the role of physics in the other sciences?

Read Chapter 4 and write summary of requirements provided.
This week, consider the terms conservation of energy and motion. For each term, answer the following:
How do people use the term?
What does the term mean in everyday language to people with limited knowledge of physics?
Use examples to help describe your thoughts.Think back to your previous experiences and prior knowledge of science. Share what you know about how physics is related to the other sciences. What did your experiences look like? What impact do you think the experiences you have described so far had on your knowledge and perceptions about the role of physics in the other sciences? How do you think learning about the role of physics in the other sciences will help increase your science literacy and contributions to a science-literate citizenry? Think back to the previous week in the course. How might your knowledge about basic physics relate to understanding the role of physics in the other sciences? Use specific examples

Categories

## What does the term mean in everyday language to people with limited knowledge of physics?

Read Chapter 4 and write summary of requirements provided.
This week, consider the terms conservation of energy and motion. For each term, answer the following:
How do people use the term?
What does the term mean in everyday language to people with limited knowledge of physics?
Use examples to help describe your thoughts.Think back to your previous experiences and prior knowledge of science. Share what you know about how physics is related to the other sciences. What did your experiences look like? What impact do you think the experiences you have described so far had on your knowledge and perceptions about the role of physics in the other sciences? How do you think learning about the role of physics in the other sciences will help increase your science literacy and contributions to a science-literate citizenry? Think back to the previous week in the course. How might your knowledge about basic physics relate to understanding the role of physics in the other sciences? Use specific examples

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