Homework Help for Physics

1) different between the conservative and non conservative forces 

2) defne sufficient of restitution 

3) law of conservation of energy 

4) various types of potential energy and explain formulae 

5) explain power and velocity 

6) explain triangulation method 

7) explain radar method 

8) rounded-off

9) dimensionless quantity 

 1) (a) Rounding - off

(b) Dimensionless quantities 

2) write about the types of physical quantities?

3) Define precision and accuracy with one example 

4) how will you measure the diameter of the moon using parallel method

5) write the rule of determining significant figures 

6)write the limitations of dimensions Analysis 

7) principles of homogeneity of dimensions 

8) write note on triangulation method and radar method 

An object with a height of 5 cm is placed 40 cm in front of a convex lens with a focal length of 20 cm.
a) What is the image distance?
b) What is the size of the image?
c) Is the image inverted or upright?

formulas

m= di/do = si/so

1/f =1/do =1/di

What is the meaning of thermodynamics?

What is the difference between mass and weight?

What is thermodynamics second law 

JEE MAINS 2025 (29 JAN SHIFT 1) 

Two projectiles are fired with same initial speed from same point on ground at angles of (45∘−α) and(45∘+α), respectively, with the horizontal direction. The ratio of their maximum height attained is :

Write the formula for calculate the total resistance in series and also in parallel

PLEASE HELP ASAP

Directions: Choose one lab from the list below to complete at home. Follow the steps on the experiment page and use the Lab Report template below. You will submit your Lab Report for grading.

*Please review the materials list on the experiment page before choosing your experiment. All experiments listed below have a materials list that is either under $20, uses materials from around your home, or is free.

**Please review and follow ALL safety guidelines and suggestions on the experiment page.

• The Height Limits and Linearity of Bouncy Balls
• Measuring the Speed of 'Light' with a Microwave Oven
• How Long Will My Sleepy Yo-yo Sleep?
• Mixing Mystery: Why Does Tumbling Sometimes Separate Mixtures?
• Extreme Sounds: Lessons in a Noisy World
• Build a Raft Powered by Surface Tension
• Hit the Slopes: Build Your Own Ski Lift
• Marble Roller Coaster: How Much Height to Loop the Loop?

Note: You may submit answers in the submission box and attach a document with graphs or charts in the same lesson. Just be sure to attach your document AND enter your answers in the submission box before you click on Submit for grading.

We strongly encourage you to complete your work in a wordprocessing document and save it on your computer or in the cloud in case of technology failure. Then copy/paste your answers into the submission box or upload your file. Use the Draft Status to save your work often.

Lab Report Format

Lab Title:

1. Guiding Questions - Create 2 questions you could ask either before, during, or after your experiment. Include the answer to the question, too!

2. Purpose: What is the purpose of the lab? What question is this lab trying to answer?

3. Hypothesis: Create a testable hypothesis to guide your experiment. Write your hypothesis in the “If…, then…” format.

4. Materials: List all materials required for this lab. Include quantities when applicable.

5. Procedure: Create a detailed numbered list of steps describing how to complete the experiment.

6. Data & Observations: Record the observations and data you collected during the experiment. Your data should be presented clearly. You should include a graph of your data or pictures/drawings to represent your observations.

7. Conclusion: Your conclusion should be 3 paragraphs, with 5-7 sentences in each paragraph. Include any sources used for research.

Paragraph 1: Summarize the experiment. Include the question, a brief review of the materials and steps, and your observations/data. If you observed something new, include this in your summary.

Paragraph 2: Review your hypothesis. Do your results support or fail to support your initial hypothesis? Provide evidence from the experiment to explain your answer. Did anything happen that you didn’t expect?

Paragraph 3: Discuss your next steps. Would you do anything differently in this experiment? Include at least one change or update you would make, now that you have your results. Additionally, identify one way the information or concepts from this lab are used in Earth Science applications.

PLEASE HELP ASAP

Part A

Part B

Lesson Review

Directions: Use the "Comparing constant acceleration in 1-dimension and rotational kinematics" and "Disk on a turntable" simulations to answer the questions in both parts below. Use complete sentences when appropriate.

Part A: Comparing constant acceleration in 1-dimension and rotational kinematics

In this simulation, you can compare the motion of a ball, which is influenced by gravity alone, to that of a disk, which has a constant angular acceleration directed counter-clockwise.

You can see the ball's motion diagram, with the position marked at 0.5 s intervals. You can also see the disk's motion diagram, with the position marked at 0.5 s intervals. You can then either see graphs of the ball's position, velocity, and acceleration, all as a function of time, or graphs of the disk's angular position, angular velocity, and angular acceleration, all as a function of time.

Go to the Comparing constant acceleration in 1-dimension and rotational kinematics simulation. Play with the simulation for a couple of minutes and explore what you can do.

1. The ball in the simulation is accelerated by the force of gravity, with the acceleration set to 10 m/s2 down. What do you think could cause the constant angular acceleration of the disk?

2. Compare the motion of the ball and the disk, and compare the graphs. What are some things that are the same for these motions/graphs?

3. What are some things that are different for these motions/graphs?

Part B: Disk on a Turntable

This is a simulation of a disk on a turntable. The turntable starts from rest, and then experiences a uniform angular acceleration. The disk on the turntable keeps up with the turntable for a while, but then slides off the turntable. Note that the disk's motion after it starts to slide is something of an approximation.

Go to the Disk on a Turntable simulation. Play with the simulation for a couple of minutes and explore what you can do. Adjust the sliders for "mu" and "radius." Let the simulation run for a few minutes after each adjustment.

4. How does the radius (the distance of the disk from the center of the turntable) and the coefficient of static friction (mu) affect when the disk begins to slide on the turntable?

5. Why does the graph of the actual force of friction have the shape it does?

6. What determines the value of the maximum possible force of static friction?

When you press Play, the turntable starts to rotate, its rotation rate increasing steadily as time goes by. While the disk rotates with the turntable, without sliding, the speed of the disk (v) increases linearly. Note the shape of the graph of the force of friction acting on the disk while this is happening.

Once the static force of friction needed to keep the disk moving with the turntable exceeds the maximum possible force of static friction, the disk starts sliding, and the friction force acting on the disk is kinetic (at least until the disk flies off the turntable).

7. Of the choices below, what slider settings will keep the disk moving with the turntable (not sliding) for the longest amount of time?

a. Maximum friction coefficient and maximum radius

b. Maximum friction coefficient and minimum radius

c. Minimum friction coefficient and maximum radius

d. Minimum friction coefficient and minimum radius

8. Using the settings you chose in question 13, what is the longest amount of time you can get the disk to move with the turntable in the simulation, without sliding?

a. about 5 s

b. about 8 s

c. about 9 s

d. a little over 14 s

e. a little under 20 s

9. Note that the simulation does not have a slider to adjust the mass of the disk. If it did have such a slider, what impact would reducing the mass of the disk have on the amount of time the disk moved with the turntable without sliding? Would time increase, stay the same, or decrease? Why do you think this?

Lesson Review

Directions: Use the Projectile Motion Phet Simulation to answer the questions in the parts below.

Part A: Intro to Projectile Motion

Go to the Projectile Motion Phet Simulation. Click "Intro". Take a few minutes to click through the sim and explore the components. Practice using all the features.

1. Name all of the factors you think affect projectile movement (try to list at least five factors):

2. Experiment 1:

Choose one of the factors you listed in Question #1 and use the sim to test that factor. Your goal is to hit the target!

• Factor:
• Write your hypothesis regarding how the factor you’ve chosen will affect your ability to hit the target (If…then…because):
• What is your independent (test) variable?
• What is the dependent (outcome) variable?
• What variables will you keep constant?
• Once you have put all variables in place, fire away!
• Did you hit your target? Write three (3) conclusion sentences explaining your results.

3. Experiment 2

Choose one of the factors you listed in Question #1 and use the sim to test that factor. Your goal is to hit the target!

• Factor:
• Write your hypothesis regarding how the factor you’ve chosen will affect your ability to hit the target (If…then…because):
• What is your independent (test) variable?
• What is the dependent (outcome) variable?
• What variables will you keep constant?
• Once you have put all variables in place, fire away!
• Did you hit your target? Write three (3) conclusion sentences explaining your results.

With your lab partner, choose a different factor than the one above and propose a question to test that factor. Your goal is to hit the target!

4. Experiment 3

Choose one of the factors you listed in Question #1 and use the sim to test that factor. Your goal is to hit the target!

• Factor:
• Write your hypothesis regarding how the factor you’ve chosen will affect your ability to hit the target (If…then…because):
• What is your independent (test) variable?
• What is the dependent (outcome) variable?
• What variables will you keep constant?
• Once you have put all variables in place, fire away!
• Did you hit your target? Write three (3) conclusion sentences explaining your results.

5. Which factor appears most important in projectile motion? Explain your answer.

Part B: Projectile Vectors

From the main menu, click on “Vectors.”

Uncheck the “air resistance box”. Set the following: diameter = 0.8m, mass = 5 kg, initial speed = 18 m/s and the cannon angle = 45º. Click the “slow” button at the bottom to watch the simulation more carefully.

Click the box that says “acceleration vectors.” Fire the cannon. You will see the cannonball leave the cannon, with an acceleration vector.

6. What is the direction of the vector?

7. What does this vector represent?

8. What do you observe about the length of the vector throughout its flight?

9. What does this tell you about the direction and magnitude of the acceleration acting on the cannonball throughout its duration of flight?

10. What do you predict will happen to the acceleration vector if we change the angle of the cannon? Why do you think that?

Change the angle of the cannon to 65º. Fire the cannon at this new angle. Keep everything else the same. (Remember, click on the “slow” button to slow the simulation down)

11. What did you notice about the acceleration vector at this new angle?

12. What was different about the vector (if anything) compared to the 45º angle. Move the cannon back to 45º if you need to check or verify.

13. Was your prediction correct about the acceleration vector at this new angle?

Change the angle of the cannon to 90º. Fire the cannon at this new angle. Keep everything else the same. (Remember, click on the “slow” button to slow the simulation down)

14. What did you notice about the acceleration vector at this new angle?

15. What was different about the vector (if anything) compared to the 45º or 60º angle? Move the cannon back to 45º or 60º if you need to check or verify anything.

16. Summary: What have you discovered about the acceleration due to gravity of an object in flight with regards to the angle of launch?

Change the angle of the cannon to 45º. Click the “slow” button. Fire the cannon and observe the acceleration vector. Now change the initial launch speed to 25 m/s. Fire the cannon again.

17. What did you observe about the acceleration vector when you fired it at the new speed? Was it any different from the initial speed?

Click the yellow erase button and unclick the acceleration vectors box. Click the “velocity vectors” box. Click on “components” just above it. This will track velocity in both the x and y directions.

Set the cannon to 60º and the initial velocity to 15 m/s. Click “slow” if you haven’t already. Fire the cannon. Click erase and fire multiple times if necessary.

18. What do you notice about the velocity vector in the y direction? Describe what happens to its length and direction throughout the flight? Be specific.

19. At what point does it seem like there is no velocity vector in the y direction?

20. Describe in your own words what is happening to the velocity in the y direction as the cannonball leaves the cannon and flies through the air.

21. What do you notice about the velocity in the x direction?

22. Why do you think this isn’t changing? (Hint: What is affecting the velocity in the y direction, but not the x direction?)

HELP ASAP

Lesson Review

Directions: Use the My Solar System Phet Simulation to answer the questions in the parts below.

Go to the My Solar System Phet Simulation and click "Lab."

Look over the start screen. The simulation controls and settings are on the right. Check the Path and Grid boxes. The simulation inputs are at the bottom left. Check the More Data box.

1. Click Play and write down at least 2 observations about this simulation below.

Click Reset. Configure the Mass, Position, and Velocity of Body 1 (yellow) and Body 2 (magenta) as shown below.

2. Write down your prediction for the motion of each body BEFORE clicking Play.

Body 1 (Yellow) motion:

Body 2 (Magenta) motion:

3. Were your predictions correct? Explain.

Use the same Mass, Position, and Velocity measurements from question #2. Click "Velocity" and "Gravity Force" on the right-hand panel (see below). This will show the direction and size of the gravitational force and of the velocity with arrows. Longer arrows means more gravitational force or more velocity.

4. Click Play and watch the orbit for 5 simulation years. How did the blue Gravity Force arrows change in both direction and size? How did the green Velocity arrows change in both direction and size?

Click Reset. Configure the Mass, Position, and Velocity of Body 1 (yellow) and Body 2 (magenta) as shown below. Click Play.

5. What is different about the motion of Body 1 and Body 2? Why do you think this is?

6. Using the same mass measurements and same velocity measurements for Body 2, adjust the initial velocity of Body 1 so that it collides with Body 2. What was the velocity setting for Body 1 that allowed for this collision?

Click Reset. Configure the Mass, Position, and Velocity of Body 1 (yellow) and Body 2 (magenta) as shown below. Click Play.

7. Describe the motion of Body 1 (yellow) and Body 2 (magenta).

Click Reset. Without changing any measurements, click Play. Observe Body 2 (magenta) carefully during the first half of its orbit. (Hint - click the "Speed" box to see the speed of each body, quantitatively.)

8. What happens to its distance from Body 1 (yellow) as it travels this part of the orbit? What happens to its speed?

Observe Body 2 (magenta) carefully during the last half of its orbit.

9. What happens to its distance from Body 1 (yellow) as it travels this part of the orbit? What happens to its speed?

For an elliptical orbit like that travelled by Body 2, the point closest to the central body (Body 1) is known as the periapsis and the farthest is the apoapsis.

10. Reset the simulation. Adjust the mass and/or position of Body 2 until you get an elliptical orbit. Click Play. When Body 2 is at its max velocity, is the location the periapsis or apoapsis?

PLEASE HELP ASAP

Part A: Exploration

1. For each of the circuit elements that can be found on the left-hand side of the simulator, describe them and explain what you think each of them are for.

Circuit Element

Description

Purpose

Wire

Battery

Light Bulb

Switch

Fuse

Resistor

1. Underneath the lefthand panel, select the symbol key (pictured below):

Draw in the symbol for each circuit element.

Wire

Battery

Light Bulb

Switch

Fuse

Resistor

Part B: Building a Circuit

Switch the circuit elements back to lifelike representations by clicking this button:

Select a wire. What can you change about the wire?

Select a battery. What can you change about the battery?

Select a light bulb. What can you change about the light bulb?

Select a resistor. What can you change about the resistor?

1. Drag and drop elements onto the workspace and connect them together to make a working circuit. How do you know that the circuit is working?
2. What conditions must be true for the electrons to move?
3. Either draw a schematic diagram or describe with words the order of objects in your working circuit.
4. What could you change about your circuit and still get it to work?

Part C: Identifying Relationships

Create a circuit like the one shown below. Make sure you click the switch to put it in the down position.

1. In which direction do the blue circles flow around the circuit?
2. Why do they flow in that direction?
3. Prediction - How will changing the voltage affect their flow?
4. Prediction - How will changing the resistance affect their flow?
5. Based on your observations, what do you think each of the following measures?
6. Current
7. Voltage​​
8. Resistance

Using the ammeter record how a change in voltage or resistance affects the current flowing through the circuit. The image below outlines how to measure voltage and current. Then, graph the relationship. For each data set, choose a fixed value for your constant variable and record it.

Data Set 1 – Voltage vs. Current

Constant Variable: Resistance = Ohms (Ω)

1. Change the voltage by adding batteries to your circuit in a stack. Then, fill out the table below using five (5) different measures of voltage.

Voltage

Units: Volts (V)

Current

Units: Amps (A)

Test 1

Test 2

Test 3

Test 4

Test 5

1. Graph your data. You do not need to submit your graph. Use 3-5 sentences to describe your data and your graph, including any patterns and relationships that you see in your data table and graph.
2. Refer back to your prediction in question 9. Was your prediction correct? Explain why or why not, citing data from your table or graph.

Data Set 2 – Resistance vs. Current

Constant Variable: Voltage = Volts (V)

1. Change the resistance by adding resistors to your circuit in a stack. Then, fill out the table below using five (5) different measures of resistance.

Resistance

Units: Ohms (Ω)

Current

Units: Amps (A)

Test 1

Test 2

Test 3

Test 4

Test 5

1. Graph your data. You do not need to submit your graph. Use 3-5 sentences to describe your data and your graph, including any patterns and relationships that you see in your data table and graph.
2. Refer back to your prediction in question 10. Was your prediction correct? Explain why or why not, citing data from your table or graph.

Unit of charge :- In S.I system current is a fundamental quantity and charge is derived quantity.

PLEAE HELP ASAP ANYONE PLEASE 

Part A: Understanding Diffusion

Go to the Phet Diffusion Lab. Open the lab and explore all the variables you can manipulate.

Select all the variables and analysis tools (data, stopwatch, scale, center of mass) so your screen matches the image below.

1. Make a prediction about what will happen when you remove the divider.

2. Now, remove the divider. Was your prediction correct? Explain.

3. How did you know when the simulation was “finished.” In other words, if you were to time how long it took for the molecules to move from one side of the divider to the other, how would you know when to stop the timer?

4. Do the molecules ever stop moving? Explain.

5. Can you describe how and why the molecules move from one side to the other?

The process described above is called diffusion. It is the concept behind passive transport in cells. It explains why molecules move from one side of the cell membrane to the other. Essentially, molecules will move from a region of high concentration to a region of low concentration until equilibrium is reached. It doesn’t mean molecules stop moving, it means that there is at equilibrium which means there is no net movement of molecules from one side of the barrier to the other.

Part B: Factors that Affect Diffusion

Let’s experiment with some of the factors that affect the rate of diffusion; that is, how quickly will molecules reach equilibrium.

Click the Reset button. Add 50 blue molecules. Remove the divider and start the timer at the same time. Stop the timer when the number of blue molecules on the left side of the divider is the same as they are on the right (click "more data" to see the counter).

6. Record the time in the table below. Then complete the table by increasing the number of molecules as described in the table

Number of Molecules on the Right

Time to equilibrium

50

100

150

200

7. How did the number of particles affect the rate affect diffusion?

Now put the number of blue particles at 100.

8. Change the initial temperature (given in Kelvin) to 100 and find the time to equilibrium.

Temperature (K)

Time to equilibrium

100

200

300

400

9. How did the temperature affect the rate of diffusion?

10. Experiment with at least two (2) other factors such radius (size) and mass of particles. Write two sentences about how the factor you chose affects the rate of diffusion (one sentence per factor).

Now we will test the question: how will two different particles affect diffusion?

Set up the simulation using two different particles. Place 100 particles on each side as shown below:

11. Notice there are now the same number of particles on the left as on the right. Predict if there will be a net movement. Explain your reasoning.

12. Remove the divider. Explain what happened.

Change the temperature to the settings below.

13. Now, there are still the same number of particles on the left as on the right, but the temperature is different. Predict what you think will happen when you remove the divider. Explain your reasoning.

14. Remove the divider. Explain what happened.

15. Summary: In one paragraph (5-7 sentences), explain how diffusion can apply to the movement of particles in your cells. Do all cell particles move using diffusion? How does the cell move particles against diffusion? Cite specific examples from the simulation.