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Submitting Assignment: CQ_1_16.1
Your course (e.g., Mth 151, Mth 173, Phy 121, Phy 232, etc. ):
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The purpose and the process of answering 'seed' questions:
In cloud seeding small crystalline particles (the 'seeds') are scattered throughout a cloud, so that water vapor in the cloud will build up on the 'seed' and eventually fall in the form of rain. These questions are posed without any previous explanation. You are expected to use what you already know, along with common sense, to answer the questions. It is standard practice in many courses to an instructor to give explanations and examples before asking students to answer questions, and you will see plenty of examples and explanations in this course. However the goal here is to first experience and think about a situation. Whether you think correctly or incorrectly, your thinking gets you started on an idea and forms a 'seed' on which understanding can accumulate. You are expected to answer it to the best of your ability, based on what you know at the beginning of this assignment. You are not expected to research this question until after you have submitted your best response. You are not penalized based on whether your answer is 'right' or 'wrong', but you are expected to think as clearly and deeply as you can about the question. You are not, however, expected to spend hours thinking about the question or agonize unduly about your answers. A rule of thumb is to give it up to 20 minutes, half for thinking and half for typing in your answers (maybe a little more for the typing if you don't have good keyboard skills). Your answers should consist of your best attempt at a solution, and/or one or more questions about the situation. If you think you know the answer or can make a reasonable attempt to answer, then give your answer along with a concise outline of your reasoning. If you aren't sure what the question is asking, make your best attempt to interpret and answer it, and consider including one or more questions. If you are very sure you don't know what the question is asking, then break it down phrase-by-phrase or even word-by-word and explain what you think each key phrase or word might mean. A question consists of a complete but concise statement of what you do and do not understand about the situation. There are two ways you can spend an excessive amount of time explaining your solutions and/or asking questions. One is to type a lot more than what is necessary, and another is to spend a lot of time worrying about what is and is not necessary. Balance the two in the way that works best for you. Remember that the 'concise' part is more for your benefit than mine. I can read a lot more quickly than you can type, and don't mind reading through a lot of words to understand your meaning. You are invited but not required to include comments and/or discussion. You are welcome to use reasonable abbreviations in your work.
In cloud seeding small crystalline particles (the 'seeds') are scattered throughout a cloud, so that water vapor in the cloud will build up on the 'seed' and eventually fall in the form of rain.
These questions are posed without any previous explanation. You are expected to use what you already know, along with common sense, to answer the questions. It is standard practice in many courses to an instructor to give explanations and examples before asking students to answer questions, and you will see plenty of examples and explanations in this course. However the goal here is to first experience and think about a situation. Whether you think correctly or incorrectly, your thinking gets you started on an idea and forms a 'seed' on which understanding can accumulate.
You are expected to answer it to the best of your ability, based on what you know at the beginning of this assignment.
You are not expected to research this question until after you have submitted your best response.
You are not penalized based on whether your answer is 'right' or 'wrong', but you are expected to think as clearly and deeply as you can about the question.
You are not, however, expected to spend hours thinking about the question or agonize unduly about your answers. A rule of thumb is to give it up to 20 minutes, half for thinking and half for typing in your answers (maybe a little more for the typing if you don't have good keyboard skills).
Your answers should consist of your best attempt at a solution, and/or one or more questions about the situation.
If you think you know the answer or can make a reasonable attempt to answer, then give your answer along with a concise outline of your reasoning.
If you aren't sure what the question is asking, make your best attempt to interpret and answer it, and consider including one or more questions.
If you are very sure you don't know what the question is asking, then break it down phrase-by-phrase or even word-by-word and explain what you think each key phrase or word might mean.
A question consists of a complete but concise statement of what you do and do not understand about the situation.
There are two ways you can spend an excessive amount of time explaining your solutions and/or asking questions. One is to type a lot more than what is necessary, and another is to spend a lot of time worrying about what is and is not necessary. Balance the two in the way that works best for you.
Remember that the 'concise' part is more for your benefit than mine. I can read a lot more quickly than you can type, and don't mind reading through a lot of words to understand your meaning.
You are invited but not required to include comments and/or discussion.
You are welcome to use reasonable abbreviations in your work.
Copy the problem below into a text editor or word processor.
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You might prefer for your own reasons to use a word processor (for example the formatting features might help you organize your answer and explanations), but note that formatting will be lost when you submit your work through the form.
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As you will see within the first few assignments, there is an easily-learned keyboard-based shorthand that doesn't look quite as pretty as word-processor symbols, but which gets the job done much more efficiently.
You should enter your answers using the text editor or word processor. You will then copy-and-paste it into the box below, and submit.
A rubber band has no tension until it reaches a length of 7.5 cm. Beyond that length its tension increases by .7 Newtons for every additional centimeter of length. What will be its tension if its endpoints are at the points (5 cm, 9 cm) and (10 cm, 17 cm) as measured on an x-y coordinate system? answer/question/discussion: #$&* What is the vector from the first point to the second? answer/question/discussion: #$&* What is the magnitude of this vector? answer/question/discussion: #$&* What vector do you get when you divide this vector by its magnitude? (Specify the x and y components of the resulting vector). answer/question/discussion: #$&* The new vector should have magnitude 1. When you divide a vector by its magnitude the result is a vector with magnitude 1. We call a vector of magnitude 1 a unit vector. What vector do you get when you multiply this new vector (i.e., the unit vector) by the tension? answer/question/discussion: #$&* What are the x and y components of the new vector? answer/question/discussion: #$&* This new vector is called the tension vector. It is a force vector which represents the tension. A force vector can be specified by its components, or equivalently by its magnitude and direction.
A rubber band has no tension until it reaches a length of 7.5 cm. Beyond that length its tension increases by .7 Newtons for every additional centimeter of length.
What will be its tension if its endpoints are at the points (5 cm, 9 cm) and (10 cm, 17 cm) as measured on an x-y coordinate system?
answer/question/discussion: #$&*
answer/question/discussion:
#$&*
What is the vector from the first point to the second?
What is the magnitude of this vector?
What vector do you get when you divide this vector by its magnitude? (Specify the x and y components of the resulting vector).
The new vector should have magnitude 1. When you divide a vector by its magnitude the result is a vector with magnitude 1. We call a vector of magnitude 1 a unit vector. What vector do you get when you multiply this new vector (i.e., the unit vector) by the tension?
What are the x and y components of the new vector?
This new vector is called the tension vector. It is a force vector which represents the tension. A force vector can be specified by its components, or equivalently by its magnitude and direction.
Copy and paste your work into the box below and submit as indicated:
Your instructor is trying to gauge the typical time spent by students on these questions. Please answer the following question as accurately as you can, understanding that your answer will be used only for the stated purpose and has no bearing on your grades:
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