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When an “Individual Response Writing” is DUE, you will choose ONE of the readings from the “Selected Reading” Type your response directly in the forum and make sure to cover all categories. Your response should be in paragraph format and aim for a minimum of 200/250 words.
Readings:
· Hemingway, “A Clean, Well-Lighted Place”
· Flannery O’Connor, “A Good Man Is Hard To Find”
Read, Respond, Summarize, Analyze, Interpret, and Draw Conclusions.
When you begin to think about the essays you will write in this course, it will not be enough to summarize the work. You will need to think critically about the writing and this reading strategy will help you move beyond a summary. Each response should be a minimum of 250 words.
Each response writing should provide the following—
1) An Honest Response to the Writing—Write a few sentences about how the work made you feel (ex. “Angry because… “Or “joyful because…” or “confused because…” There is no right or wrong answer here. These few sentences should be honest and capture your initial response to the piece of writing.
2) A Summary of What You Read—Summarize what happened in the writing. Who were the characters? What happens in the story or poem? What is the story about?
3) An Analysis or Close Reading—This is the part of the response writing that really begins our critical thinking. Does something appear symbolic? Are there any metaphors and similes that expand meaning? Does there appear to be a common theme? What details seem relevant? You will not find every literary device in every reading. In this section of the response writing, you should begin to decide what seems to have meaning or purpose? Be sure to pay attention to the form, the title, the content and the rhythm.
4) An Interpretation—This is the part of the response writing that will allow you to pull the “clues” together and offer a statement on what you think the story is really about? You will combine your summary and analysis to provide an argument about the text.
5) Drawing Conclusions—This part of the response writing will require that you incorporating the above process and integrating some direct quotes from the actual work of study to support your findings and interpretations
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*1) Summarize, but also engage with, the argument in question from your Critical Article of choice. Present his or her argumentative stance fairly while also evaluating the merit of the argument being offered. Emphasize at least a section or two of the article. Does the author make a credible case? Why or why not?
*2) How does the critic approach the author and text in question? In other words, does the critic offer a particular type of approach (biographical, historical, psychological) towards O’Connor or Hemmingway? Try to address this question of orientation/methodology in your essay.
*3) Discuss whether your initial impressions of the reading in question were complicated or changed by the critical article in question. Be specific, and reference specific sections from both readings. This section should be your next to-last paragraph.
*4) Consider where your reading and the critical article may fit in with course goals and themes. For example, how might your assigned reading and the article fit in with our readings in short fiction and late-19th-century American literature? On the other hand, how might the story and article venture off from course subject matter and readings in American literature? This section should comprise your concluding paragraph.
Unite these questions into a coherent, “flowing” essay with transitions, topic sentences, textual evidence, a thesis, and other such devices of expository writing. Use direct textual evidence, which is subsequently paraphrased, in each body paragraph to substantiate your points.
The majority of your discussion should be based upon the critical article that you’ve found, not mere summary of the story. Feel free to use the first person in your essay.
Length: 3-4 pages. Double-spaced. “Works Cited” provided. Cite any and all sources that you use. Format: MLA citation (both in-text and end-of-text citations)
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1. Answer both questions on the exam paper. Each question will be graded out of 25 marks.
All answers should be in standard essay format: Start with a thesis, develop a critical discussion in the body paragraphs, provide specific and appropriate examples, then end with a conclusion. Analyze and discuss the examples, and define all important terms.
Refer to relevant critical theory to support your argument.
The word count for each essay should range from 650-700 words.
Edit your answers paying attention to grammar, punctuation, and spelling.
Cross out any notes you make which you do not want to be considered.
Answer the following questions: Q1. Percy Shelley is a second generation Romantic poet who was deeply interested in radical politics and in reforming society. Discuss the above statement in light of your critical analysis of two of his selected poems in the textbook, The Romantics and the Victorians.
Q2. In Hoffmann’s story ‘The Sandman,’ the difficulty of distinguishing reality from illusion is an important theme. Discuss it in relation to Nathanael’s delusion and his fatal memory. Provide critical insight throughout your discussion. Support your discussion with specific examples from the text.
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Approximately 40 billion kilograms of sulfuric acid, H2SO4 is produced annually in the United States. Express this rate of production in units of pounds per day.
The density of lead (Pb) is 11.34 g/cm3. Find the density of Pb in kg/km3.
The fastest fish is the black marlin, which can reach a top speed of 129 km/hr. How many centimeters a second is that?
For the reaction below:
Determine the limiting reagent
Calculate the maximum number of grams of product possible
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CO1: Develop analytical and critical thinking skills through the study of the modern model of the atom
Prompt:
Describe the Manhattan Project and why it was so important to our country at that time. Describe the personalities of the scientists involved and comment on the underlying science that was being tested for the first time. Your essay should be at least 500 words with two or more academic references in APA format.
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1. MEASUREMENTS, CONVERSIONS, AND MANIPULATIONS NAME : . SECTION : PARTNER(S): DATE:
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2. Pre-Lab Query: What is the meaning of “measurement”? What are you finding out when you measure something?
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3. Pre-Lab Query: How could you measure the dimensions of a sheet of notebook paper? Be specific
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4. Some Practical Measurements
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{5C22544A-7EE6-4342-B048-85BDC9FD1C3A} 5. Match each measurement with its most probable qualifier/description: 80 gallons 2. 250mg/dL 22inches 4. 1200 calories 5. 16 ounces 6. 9 teaspoons 7. 130/85 mmHg 8. 10 feet probably diabetic b. a nice steak c. sugar in a can of soda d. height of an NBA basketball rim e. a tub of water f. a slice of pineapple upside down cheesecake g. a big foot h. probably hypertensive
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6. Procedure: Let’s explore some simple measurements and measuring devices. When you record any measurement be sure to include the units! If you are doing 80 on the beltway, are you in trouble? If it’s 80 kilometers per hour the answer is no; however, if it’s 80 miles per hour there could be flashing red lights!
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7. Matter and energy have so many attributes that we cannot qualify or quantitate/measure them all. Daily we discover new attributes . For example, we can quantitate/measure a) height— 6 feet b) blood sugar— 4.8 mmol/L c) weight— 150 pounds d) blood pressure— 116/75 mmHg e) vision— 20ft/200ft Likewise, we can qualify those attributes. For example, a person—a type of matter– can be/have a) tall b) nondiabetic c) heavy/thin/normal weight depending on height. d) non-hypertensive e) poor vision/legally blind
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8. What does it mean to make/take a measurement When you take a measurement you quantitate/determine how much of a property/characteristic/aspect/attribute of matter or energy is present. Some examples of measurable aspects of matter and energy: a person’s blood pressure the concentration of heat (temperature) in a person the height of a person the quantity of electricity a household uses in a month the volume of gasoline a car takes the speed of a car
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9. What is the difference between qualifying and quantifying/quantitating matter or energy? Qualifying: Quantitating/quantifying:
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10. What are the two parts of a measurement?
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11. What is a unit? What information does a unit give us?
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12. submit What is the smallest graduation/calibration mark on the upper ruler shown above? there are no graduations 1 decimeter 1dm 0.1dm 0.1m What is the smallest graduation/calibration mark on the lower ruler above? there are no graduations 1 decimeter 1dm 0.1dm 0.1m
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13. In your own words define the term(s) “calibration marks/graduations”.
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14. Perhaps you have a meter stick at home. If not, spend some time Googling to become familiar with what a meter is. Below are a series of units that are fractions of a meter and appear on the meter stick. You will notice that the sizes are indicated by means of a prefix in front of the base unit (meter). Complete the following table using these units. submit {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Portion of a Meter decimal Scientific notation fraction percentage word mm cm dm
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15. Contemplation question: What is meant by “a count is exact; a measurement is not exact.”
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16. Count the number of worms in the picture below? Answer: There are exactly 6 worms.
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17. How to properly record a measurement: In any visual measurement you are allowed all the digits you are certain about (that is, you can be sure of from the markings) plus one digit that is an estimate. The last digit you write in any measurement (visual or digital) is a reasonable guess; you must be certain of the next to last digit
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18. Measure each worm using the nearest ruler submit {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Ruler Calibration on stick Reading in the units on the stick Conversion to Meters 1 (upper) 1dm 2 (middle) 1cm 3 (lower) 1mm A measurement of .35 could not be made with the upper ruler. Why not? A measurement of .0325 could not be made with the lower ruler. Why not?
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19. Measure each worm using the nearest ruler After reading the following comments determine whether or not you made your measurements correctly. If not, make the appropriate corrections to your technique. To make a measurement, the tip of the worm is placed at the zero of the ruler. The top ruler has no graduations. After the zero, the middle ruler has ten equally scaled graduations; the lower ruler has 100 equally scaled graduations. With the upper ruler, 0.3dm, 0.4dm, 0.5dm would be acceptable measurements—each is correct. With the middle ruler, acceptable measurements are 0.31dm, 0.32dm, 0.33dm With the lower ruler, acceptable measurements are 0.325dm, 0.326dm, 0.328dm, 0.329dm
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20. Measure each worm using the nearest ruler Submit A measurement of .35 could not be made with the upper ruler. Why not? A measurement of .0325 could not be made with the lower ruler. Why not?
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21. Details of measurements Precision has to do with refinement/detail in a measurement. The more detail a measurement gives, the more precise it is. Some measuring devices placed in order of decreasing precision are a meter stick with mm graduations > a meter stick with cm graduations >a meter stick with dm graduations > a meter stick with no graduations. A visual measurement is one you make using graduations as your guide. A digital measurement is a readout given by an instrument/machine.
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22. Determine the diameters in mm of the pennies shown below. Convert them to centimeters, decimeters, and meters. submit {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Diameter: mm cm dm m Penny A Penny B Penny C Penny D Penny E
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23. Determine diameters in mm of the pennies shown below. Convert them to centimeters, decimeters, and meters. submit {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Thickness: mm cm dm m Penny A Penny B Penny C Penny D Penny E
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24. Using the data you collected above, calculate the average diameter, the average radius, and the average thickness (height) of a penny. Show your work. submit {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} mm cm dm m average diameter average radius average thickness
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25. Using the geometric formula for the volume of a cylinder ( π r 2 h), the average radius, and the average thickness (height), calculate the volume of a penny. submit {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Show your calculations for the average volume of a penny, based on the average diameters and thicknesses of pennies A, B, C, D, and E. mm 3 cm 3 dm 3 m 3
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26. Reading volume
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27. How many decimal places? submit Look carefully at the markings on a 10mL graduated cylinder. Referring back to your experience with the rulers, how many decimal places will this measuring device provide a) if the bottom of the meniscus is directly on an integer line (such as 5, 6 or 7). b) if the bottom of the meniscus is directly on a non-integer line? c) if the bottom of the meniscus is between two lines. (Remember you are allowed one estimated place beyond what you are sure of from the markings.)
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28. How many pennies? submit
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29. How many pennies? submit
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30. How many pennies? submit
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{5C22544A-7EE6-4342-B048-85BDC9FD1C3A} 31. Data Table submit Mass (grams) Erlenmeyer flask Charcoal
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32. Substances A, B, C, D, and E have the characteristics listed in the table below. The possible identities of A, B,C, D, and E are Zinc iron, aluminum, copper, and cork, densities (g/cm 3 which is the same as g//mL): 7.140, 7.86, 2.71, 8.96, and 0.24, respectively. Using the data given outline a method for identifying these substances, then identify them. submit {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Diameter (cm) Height (cm) hardness magnetic color Identifying factor ? A 2.821 0.80 hard magnetic silver B 4.26 0.3500 compressible non brown C 1.875 1.810 hard non silver D 2.58 0.96 hard non silver E 1.7088 2.18 hard non gold
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33. Identify the following rocks/minerals according to their densities: periodite (3.4g/cm 3 ), pumice (0.641g/cm 3 ), pyrite (5.02g/cm 3 ), shale (2.45g/cm 3 ), slate (2.74g/cm 3 ). Enter your data and results on the next slide
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34. Identify the following rocks/minerals according to their densities: periodite (3.4g/cm 3 ), pumice (0.641g/cm 3 ), pyrite (5.02g/cm 3 ), shale (2.45g/cm 3 ), slate (2.74g/cm 3 ). Extract your data from the information given on the previous slide; enter it and your results (show all calculations) in the table below. submit {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} F G H I J Mass Final volume Initial volume density identity
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35. Some Important terms The volumes of the rocks were measured by “ water displacement ”. Density is an intensive property , meaning it is a characteristic that does not depend on mass. Both volume and mass are extensive properties , because they depend on the amount of material.
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36.
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37. Match each mixture of the compound in the left column with water, to the correct test tube (1,2,or 3) from the previous slide {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Water soluble Density (g/mL) Test tube when mixed with water (1, 2, or 3) CCl 4 No 1.587 C 2 H 6 O Yes 0.789 C 6 H 14 No 0.659 water XXXX 1g/mL XXXX
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38. Certain vs Uncertain portions of measurements The certain portion of a visual measurement is the portion you read without guesswork. The uncertain portion of a measurement is the portion you guess (it is the rightmost number in a digital measurement). Together, the certain and uncertain portions of a measurement are significant .
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39. How to treat zeros in measurements 10) When evaluating a measurement, use the following rules to determine whether or not zeros are significant: Preceding zeros are not significant e.g., 00.000345 has only 3 significant figures: 345. The zeros are space fillers aka space holders . Sandwiched zeros are significant e.g., .345000678 has 9 significant figures. Trailing zeros that occupy decimal places are significant .345000 has six significant figures. Trailing zeros that are digits are significant only if they are followed by a decimal point e.g., 1,000m is a measurement with one significant figure (the zeros are space fillers ); whereas, 1,000.m is measurement with 4 significant figures. 11) When putting measurements into scientific notation only significant figures are used. Example: 450 = 4.5*10 2 ; whereas, 450. = 4.50*10 2 and 450.0 = 4.500*10 2
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40. Performing operations with measurements: a. When rounding off numbers begin with the digit or decimal to the right of the digit you’re rounding to. If this digit (the one to the right) is 5 or greater round up, otherwise the number remains the same e.g., rounding 1.2345 to two decimal places: a) start with the 4 in the thousandths place. It is less than 5; therefore, the number rounds off to 1.23. The number 1.2367 would round off to 1.24. For multiple step calculations, it is best to complete all steps before rounding off. b. When adding or subtracting measurements, the answer (sum or difference) will only be as precise as the addend or subtrahend with the least precision i.e., the answer will have only as many decimal places as the measurement with the fewest decimal places. c. When multiplying or dividing measurements, the answer (product or quotient) will have only as many significant figures as the measurement with the least number of significant figures. d. When performing an operation, a number that is a count/exact number or a definition is ignored when determining the number of significant figures in the answer. 32.789 miles * 1.61 kilometer mile The definition 1.61km/mile although it is used in making the calculation, is not used in determining the number of significant figures i.e., the answer (52.790 km) has five significant figures.
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41. Standards A standard is a reference ; it can be a measuring device or an object or substance used for comparison. The National Bureau of Standards maintains standard weights and measures for the country. Copies of standard devices are made and used throughout the nation/world; these copies can be good or bad. The accuracy of a measuring device (and any measurements made with it) is its agreement with a standard measuring device. If the measuring device is a good copy of the standard, the measurements made with it will be accurate. If the measuring device is a poor copy of the standard, measurements made with it will be inaccurate. An error in accuracy is called a “built in” or systematic error . Prior to making measurements, inaccuracies in instruments should be corrected; this process is called standardization or calibration .
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42. Measure each worm using the nearest ruler. Submit {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Ruler Calibration on stick Reading in the units on the stick Conversion to Meters Standard mm 2 dm 3 Cm 4 mm
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43. Error submit Which ruler(s) agree(s) with the standard ruler? Which ruler(s) give(s) inaccurate measure? Which ruler(s) has/have built in error?
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44. More about Error When making measurements, error is always a factor. Error can arise from many sources such as inaccurate measuring devices (systematic errors), human error e.g., misreading a device, massing a cold substance (masses of cold objects tend to be inflated), massing a hot substance (masses of hot objects tend to be deflated), leaving the balance windows open (wind currents change the masses), using contaminated materials, etc. Several methods exist for quantifying or indicating how much error is in a measurement.
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45. Above, on one edge, there is a simulation of a one-foot ruler calibrated in English units of inches. The other edge is a metric ruler. Use them to answer the questions below. No textbooks allowed! Explain how you get your answers . submit How many millimeters (mm) are in an inch (in or “)? How many centimeters (cm) are in an inch (in or “)? How many inches (in or “) are in a decimeters(dm)? How many millimeters (mm) are in a foot (ft or ‘)? How many centimeters (cm) are in a foot (ft or ‘)? How many decimeters(dm) are in a foot (ft or ‘)?
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46. Other Types of measurements Length is a type of measurement; it is a 1-dimensional assessment of how long an object is. Some common English units of length: inch, foot, yard, mile. The basic metric unit of length is the meter. the length of the average adult human arm is approximately one meter. Useful length Conversion factors: 12 inches = 1 foot, 3 feet = 1 yard, 5,280 feet = 1 mile, 1 inch = 2.54 cm, 1.61 km = 1 mile, 39.370 inches = 1 m, 1 m = 1.0936 yards. Perimeter : a measurement of the distance around an object. Circumference: a measurement of the perimeter of a circle = 2 π r Area : 2 dimensional (the amount of two-dimensional space the surface of an object occupies), units = length 2 . General geometric formula for area: L*W*geometric shape factor. Some useful area formulas: square: s 2 rectangle L*W circle π r 2 triangle 1/2bh
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47. Post Lab Questions submit Be sure to show all calculations. List any sources of error in your measurements. How many pennies (using the average diameter used in lab) would you need to form a line of pennies between the College and the US Air Arena, a distance of 1.4 miles?
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ppt/embeddings/oleObject2.bin
ppt/media/image2.wmf
decimeter (dm)
decimeter (dm)
ppt/notesSlides/notesSlide3.xml
13
ppt/embeddings/oleObject3.bin
ppt/embeddings/oleObject4.bin
ppt/media/image3.wmf
ppt/notesSlides/notesSlide4.xml
18
ppt/embeddings/oleObject5.bin
ppt/media/image4.wmf
decimeter (dm)
0
centimeter (cm)
0
10
20
30
40
50
60
70
80
90
millimeters (mm)
0
ppt/notesSlides/notesSlide5.xml
19
ppt/embeddings/oleObject6.bin
ppt/media/image5.wmf
decimeter (dm)
0
centimeter (cm)
0
10
20
30
40
50
60
70
80
90
millimeters (mm)
0
ppt/notesSlides/notesSlide6.xml
20
ppt/embeddings/oleObject7.bin
ppt/media/image6.wmf
ppt/embeddings/oleObject8.bin
ppt/media/image7.wmf
ppt/embeddings/oleObject9.bin
ppt/media/image8.wmf
height/thickness
diameter
ppt/notesSlides/notesSlide7.xml
26
ppt/embeddings/oleObject10.bin
ppt/media/image9.wmf
ppt/notesSlides/notesSlide8.xml
27
ppt/embeddings/oleObject11.bin
ppt/media/image10.wmf
10
09
08
07
06
05
04
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01
ppt/notesSlides/notesSlide9.xml
28
ppt/embeddings/oleObject12.bin
ppt/media/image11.wmf
10
09
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07
06
05
04
03
02
01
When a penny is dropped into a liquid, it will
displace a volume of the liquid that is equal
to its volume–that is the liquid level will rise
by the volume of the penny.
10
09
08
07
06
05
04
03
02
01
Calculate the number
of pennies that were
dropped into the 10mL
graduated cylinder.
with no pennies
with ?pennies
ppt/notesSlides/notesSlide10.xml
29
ppt/embeddings/oleObject13.bin
ppt/media/image12.wmf
10
09
08
07
06
05
04
03
02
01
10
09
08
07
06
05
04
03
02
01
Calculate the number
of pennies that were
dropped into the 10mL
graduated cylinder.
with no pennies
with ?pennies
ppt/notesSlides/notesSlide11.xml
30
ppt/embeddings/oleObject14.bin
ppt/media/image13.wmf
10
09
08
07
06
05
04
03
02
01
10
09
08
07
06
05
04
03
02
01
Calculate the number
of pennies that were
dropped into the 10mL
graduated cylinder.
with no pennies
with ?pennies
ppt/notesSlides/notesSlide12.xml
31
ppt/embeddings/oleObject15.bin
ppt/media/image14.wmf
ppt/notesSlides/notesSlide13.xml
32
ppt/embeddings/oleObject16.bin
ppt/media/image15.wmf
ppt/media/image16.jpg
ppt/notesSlides/notesSlide14.xml
34
ppt/embeddings/oleObject17.bin
ppt/media/image17.wmf
ppt/notesSlides/notesSlide15.xml
37
ppt/embeddings/oleObject18.bin
ppt/media/image18.wmf
ppt/notesSlides/notesSlide16.xml
40
ppt/embeddings/oleObject19.bin
ppt/media/image19.wmf
ppt/embeddings/oleObject20.bin
ppt/media/image20.wmf
ppt/notesSlides/notesSlide17.xml
46
ppt/notesSlides/notesSlide18.xml
47
ppt/changesInfos/changesInfo1.xml
docProps/core.xml
What is the smallest Graduation/calibration mark on Ruler A? housernr Grace Aloba 397 2005-09-01T14:56:58Z 2021-05-26T19:11:05Z
docProps/app.xml
11625 3222 Microsoft Office PowerPoint On-screen Show (4:3) 368 47 18 0 0 false Fonts Used 2 Theme 1 Embedded OLE Servers 1 Slide Titles 47 Arial Calibri Default Design ChemSketch 1. MEASUREMENTS, CONVERSIONS, AND MANIPULATIONS PowerPoint Presentation PowerPoint Presentation 4. Some Practical Measurements PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation 8. What does it mean to make/take a measurement 9. What is the difference between qualifying and quantifying/quantitating matter or energy? 10. What are the two parts of a measurement? 11. What is a unit? What information does a unit give us? 13. In your own words define the term(s) “calibration marks/graduations”. 14. Perhaps you have a meter stick at home. If not, spend some time Googling to become familiar with what a meter is. Below are a series of units that are fractions of a meter and appear on the meter stick. You will notice that the sizes are indicated by means of a prefix in front of the base unit (meter). Complete the following table using these units. submit 15. Contemplation question: 16. Count the number of worms in the picture below? 17. How to properly record a measurement: 18. Measure each worm using the nearest ruler submit 19. Measure each worm using the nearest ruler After reading the following comments determine whether or not you made your measurements correctly. If not, make the appropriate corrections to your technique. 20. Measure each worm using the nearest ruler Submit 21. Details of measurements 22. Determine the diameters in mm of the pennies shown below. Convert them to centimeters, decimeters, and meters. submit 23. Determine diameters in mm of the pennies shown below. Convert them to centimeters, decimeters, and meters. submit 24. Using the data you collected above, calculate the average diameter, the average radius, and the average thickness (height) of a penny. Show your work. submit 25. Using the geometric formula for the volume of a cylinder (πr2h), the average radius, and the average thickness (height), calculate the volume of a penny. submit 26. Reading volume 27. How many decimal places? submit 28. How many pennies? submit 29. How many pennies? submit 30. How many pennies?submit PowerPoint Presentation 32. Substances A, B, C, D, and E have the characteristics listed in the table below. The possible identities of A, B,C, D, and E are Zinc iron, aluminum, copper, and cork, densities (g/cm3 which is the same as g//mL): 7.140, 7.86, 2.71, 8.96, and 0.24, respectively. Using the data given outline a method for identifying these substances, then identify them. submit 33. Identify the following rocks/minerals according to their densities: periodite (3.4g/cm3), pumice (0.641g/cm3), pyrite (5.02g/cm3), shale (2.45g/cm3), slate (2.74g/cm3). Enter your data and results on the next slide 34. Identify the following rocks/minerals according to their densities: periodite (3.4g/cm3), pumice (0.641g/cm3), pyrite (5.02g/cm3), shale (2.45g/cm3), slate (2.74g/cm3). Extract your data from the information given on the previous slide; enter it and your results (show all calculations) in the table below. submit 35. Some Important terms 36. 37. Match each mixture of the compound in the left column with water, to the correct test tube (1,2,or 3) from the previous slide 38. Certain vs Uncertain portions of measurements 39. How to treat zeros in measurements 40. Performing operations with measurements: 41. Standards 42. Measure each worm using the nearest ruler. Submit 43. Error submit 44. More about Error PowerPoint Presentation 46. Other Types of measurements 47. Post Lab Questions submit Prince George’s Community College false false false 16.0000
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1. Introduce your movie – what is the name of the movie, which year it came out, actors, director, genre – a drama, a triller, a sci-fi, a comedy, animation, and brief movie content.
2. Show a clip, series of pictures or any other visuals and explain what we are looking at. DO NOT yet explain what is wrong or impossible. Simply describe the scene(s) in as much details as possible. Direct attention to the most important. You can use up to 3 scenes from a movie if they have the same or similar concepts (the 3 clips cannot be longer than 3 min. TOTAL).
3. Here is the most important part – using Physics terminology, explain which Physics laws are broken, why what we looked at is wrong, impossible, ridiculous, and so on. Be very specific, use step by step calculations, detailed descriptions, explanations, research, and anything else to prove that Hollywood is out of touch with reality.
4. This part is a little flexible. You need to either explain what the scene would look like realistically, show how it was done or in any other way give the actual outcome of what was done unrealistically. If you are showing a clip here, it is part of the 3 total clips for a total of 3 min. In other words, if you already showed 3 clips in number 2, you cannot show another one here.
5. Engage the class. Ask questions, short survey, a game, your choice. Please refer to the rubric for more information
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Use the link above to watch the video. This video discusses three INCORRECT laws of physics, followed by three incorrect statements. There is a short clip of a man on a skate board with a fire extinguisher followed by another incorrect statement. The last clip is of a class with students attempting to break eggs by throwing them at a wall of bedsheet with another incorrect statement.
The statements in the video (and listed below) are all misconceptions. Pick one statement. Indicate which statement you have chosen. Explain why it is wrong and what the correct scientific explanation is for the scenario. Then give a different real-world example that illustrates the same concept. Be sure to use your real-world example to explain the science again.
When you push a full grocery cart at a steady speed down an aisle in the grocery store you need to push with significantly more force than when you push the same cart when empty (assume the forces of friction (air, tire, etc.) are essentially the same for both the full and empty cart.
When you are driving a car at a constant speed and then press on the gas pedal (increase the force due to the engine), the car will speed up to a new higher constant speed (assume all the forces of friction (air, tire, etc.) remain essentially the same)
When a game of tug of war is played on a very smooth wooden floor between 10 strong dads in socks and their 10 small 5-year-old children in sneakers, the children can never win because the men will be able to pull so much harder on the rope than their children.
When the man uses the fire extinguisher, the gas from the extinguisher pushes against the wall causing the man on the skateboard to get pushed backwards.
When the egg hits the sheet it doesn’t break because the students are unable to through the egg with enough force to cause it to break
For this discussion you must post one main discussion post and reply to one other student’s post.
Your main post must include:
1. State which of the 5 statements you are going to discuss. (5 points)
2. Explain why the statement is wrong, including insights as to why we might think this way. Then include the correct statement and apply it to the example to explain what is shown and why it happens using the correct science. (15 points)
3. Think of something you experience in your daily life that is related to one of these examples. Share this with your fellow students, be sure to explain the science of your example and how it is related to these misconceptions. (10 points). Try to pick an experience that you feel other students can relate to as well.
In addition to your main post, you must provide a substantive reply post to another student’s post. Be respectful, but if the student’s explanation is missing anything, add what you think is missing, or if there are errors, suggest the correct explanation. Include a comment on how you might relate to the experience you share. Consider adding something to this experience that takes the discussion farther or in a new direction… For example, if a student uses a seat belt example, you might add a new, but different seat belt example, or a situation that might be different but still relates to that example such as an experience in an accident (or a near accident)….
Think of it this way… if you were in a group setting how would you add something to a conversation on this topic and keep the conversation going. It must be something more than “I can relate to your experience”… or “I had the same experience”. These examples aren’t substantive. But stating something to the effect that “I had a similar experience but I experienced the following thing (with your details that are related, but different) ” does.
All posts must be posted byMidnight Sundayof the week the post is due; late posts will not be accepted. Your main post is worth 30 points Your reply post is worth 10 points
Your post will be graded on both content and grammar
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