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Submitting Assignment: CQ_1_20.1
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.
This form accepts only text so a text editor such as Notepad is fine.
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.
If you use a word processor avoid using special characters or symbols, which would require more of your time to create and will not be represented correctly by the form.
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.
The situation here is similar to that depicted above, though the distances of the rubber bands from the center are different. The die on which the strap rotates is not visible, but is attached to the tabletop; the blue push pin constrains the system to rotate about a vertical axis through the center of the die. The problem: The metal strap used in the Angular Velocity of a Strap experiment is constrained by a vertical push pin to rotate about a hole in a die. The die is glued in place to a massive tabletop. A rubber band is attached to a point 15 cm from the axis and stretched so that it exerts a force of 3 Newtons, directed perpendicular to the rod. If this force is unopposed it will accelerate the system rapidly. You want to attach a second rubber band 5 cm from the axis to prevent the system from rotating. How much force will that rubber band have to exert? answer/question/discussion: #$&* Once both of these forces are in place and the system is stationary, what (if anything) will happen if the glue holding the die to the tabletop comes loose? answer/question/discussion: #$&*
The situation here is similar to that depicted above, though the distances of the rubber bands from the center are different. The die on which the strap rotates is not visible, but is attached to the tabletop; the blue push pin constrains the system to rotate about a vertical axis through the center of the die.
The problem:
The metal strap used in the Angular Velocity of a Strap experiment is constrained by a vertical push pin to rotate about a hole in a die. The die is glued in place to a massive tabletop. A rubber band is attached to a point 15 cm from the axis and stretched so that it exerts a force of 3 Newtons, directed perpendicular to the rod. If this force is unopposed it will accelerate the system rapidly. You want to attach a second rubber band 5 cm from the axis to prevent the system from rotating.
How much force will that rubber band have to exert?
answer/question/discussion: #$&*
answer/question/discussion:
#$&*
Once both of these forces are in place and the system is stationary, what (if anything) will happen if the glue holding the die to the tabletop comes loose?
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:
You may add optional comments and/or questions in the box below.