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 Jedo's School Help Thread Goto page Previous  1, 2, 3, 4, 5, 6  Next
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CrystyB
Misunderstood Guy

 Posted: Sun Feb 06, 2005 9:57 am    Post subject: 81 Yikes. It finally happened to me. (that guest above was me) Seems that i got careless with the lifespans of the cookies or something...
Jedo
Guest

 Posted: Mon Feb 07, 2005 9:21 pm    Post subject: 82 Alright, I've got another problem that I don't quite understand. It's just a bonus question, so I don't need an answer immediately, but I do have a test coming up on Thursday that it would be beneficial to know the answer for. Alright, a penguin is sitting on a sled that is being pulled horizontally across the snow. The penguin has a Force weight of 70 N and the sled has a Force weight of 60 N. The coefficient of friction between the penguin and sled is 0.7 and the coefficient of friction between the sled and snow is 0.1. What is the maximum horizontal Force that can be exerted on the sled before the penguin begins to slide off?
The Ragin' South Asian

 Posted: Mon Feb 07, 2005 10:45 pm    Post subject: 83 if i was going to guess i'd say 10.9N, but physics isn't really my strong suite.
CrystyB
Misunderstood Guy

 Posted: Mon Feb 07, 2005 11:01 pm    Post subject: 84 Mine neither. But here are my thoughts anyway: Traction-Force -- Max-Friction-between-Sledge-and-Snow = Mass-of-System * Max-Acceleration-of-Movement Acceleration-of-Movement transfers to the Penguin into Inertial-Acceleration (with its direction reversed). In order for the penguin to not slide, we need: Max-Friction-between-Penguin-and-Sledge = Mass-of-Penguin * Max-Inertial-Acceleration Answer: 120 N
Neo
Daedalian Member

 Posted: Mon Feb 07, 2005 11:44 pm    Post subject: 85 Looks like a Sum of the Forces type problem. I'll work on this later if I can._________________ Ad Astra
guest_austinap
Guest

Posted: Tue Feb 08, 2005 3:10 am    Post subject: 86

 Jedo the Jedi wrote: Well, it turns out that Physics gets harder as the year goes on. This was news to me. Anyway, I need some help with one of my problems. An avalanche is traveling down a mountain with a coefficient of friction of 0. The acceleration due to gravity is 9.8 m/s 2 . If you were on a 21.4 o slope and an avalanche started 483 m up the slope, how much time do you have to get out of the way? (Assuming that the 483 m is the distance between yourself and the avalanche, and that initial velocity is 0 m/s.) That's all of the relevant information, I think. These problems are usually quite easy, but my teacher added some new stuff in to the lesson yesterday so the...less understanding people might understand it. Unfortunately, this extra info confused me. Just could someone please tell me the answer to 6 significant figures, and explain how you got it. Thanks.

It would be inappropriate and you should lose points for reporting this answer with 6 sig figs. 9.8 only has 2, and is not an exact value! F!!

Anyways... get used to drawing pictures, and lots of them for physics. You can become quite an artist that way. And learn to use free-body diagrams... they're your friend... really.

Anyways, your answer to 6 sigfigs is 16.4462 seconds. Remember units... always remember units. Well.. anyways, Im going to go grade some physics papers now.
Jedo the Jedi
Paragon in Training

Posted: Tue Feb 08, 2005 4:53 am    Post subject: 87

 Quote: It would be inappropriate and you should lose points for reporting this answer with 6 sig figs. 9.8 only has 2, and is not an exact value! F!!

I know. We usually do sig figs properly, but for homework that we submit online, we do that to be more accurate to the answer they have.
guest_austinap
Guest

 Posted: Tue Feb 08, 2005 5:10 am    Post subject: 88 Oh ok, fair enough. Make sure you dont use sigfigs for intermediate steps or you can end up with some HUGE errors (big roundoff errors), just use them in your final answers. A lot of people mess that up often, especially beginning physics and chemistry students. I just got done grading some physics I papers, and that was probably the #1 error made, after that came mistakes in sigfigs, then major things (like, using wrong formulas, incorrect dimensional analysis, or just plain bad [read: wrong] algebra). If you're using a calculator, just keep the numbers that you get from previous results and THEN round the final answer to the correct sigfigs.
Jedo the Jedi
Paragon in Training

 Posted: Tue Feb 08, 2005 9:33 pm    Post subject: 89 Well, my phyics teacher said that the correct answer is 104 N. I don't know how, but that's apparently the correct answer. (That's invised in case Neo still wants to do the problem.)
CrystyB
Misunderstood Guy

 Posted: Tue Feb 08, 2005 9:59 pm    Post subject: 90 Have you asked him what's wrong with my approach?
mith
Pitbull of Truth

 Posted: Tue Feb 08, 2005 10:02 pm    Post subject: 91 Here's how it works, if you don't want to wait on Neo: The friction between the sled and the snow is 13 N (130*.1). The friction between the penguin and the sled is 49 N (70*.7). In order for the penguin to not slide, the force acting on the penguin must be less than this; however, this is not F - 13 N, as some of that force is acting on the sled; instead it is 7/13 (F - 13). So F - 13 = 49*13/7 = 91, and F = 104 N. Even though the frictional force is only dependent on the weight of the penguin, since the applied force is also acting in part on the sled, the answer only depends on the combined weight. Maximum applied force = Total weight * Sum of Friction Coefficients.
CrystyB
Misunderstood Guy

 Posted: Tue Feb 08, 2005 10:14 pm    Post subject: 92 Ahhh... Geez! I can't believe i've been through three years of a minor in Mathematics and 70 + 60 is still 150...
Jedo the Jedi
Paragon in Training

Posted: Wed Feb 09, 2005 2:28 am    Post subject: 93

 CrystyB wrote: Have you asked him what's wrong with my approach?

My teacher? No, and he is a she, just for your information. Besides, I think mith has answered it for you.

Thanks a lot, mith. It seems that I was on the right track in my own calculations, in the first place. I think the problem was that I got distracted by my lab partners who were constantly asking for my help, and I just got frustrated with this problem.

All of you are a BIG help. Thanks for explaining things so clearly and helping me understand the process better.
Jedo the Jedi
Paragon in Training

 Posted: Thu Feb 10, 2005 8:41 pm    Post subject: 94 Well, I was the first person to finish my Physics test, and the only one to do so before the bell. I hope that means that I did well rather than poorly.
Quag
Guest

 Posted: Fri Feb 11, 2005 8:52 pm    Post subject: 95 I could use some help on CHapter 11, considering I don't know what the hell I'm doing. A tire has an initial volume of 12.5 liters and pressure of 2.0 Atm., at a temperature of -35 degrees Celsius. What is the pressure in the timre if the temperature rists to 45 degrees Celsius and the colume increases to only 12.55 liters? And also, An aluminum pan with m=400g has a 600g piece of ice placed in it. How much energy would have to be put into the pan to change all the ice to steam?
CrystyB
Misunderstood Guy

 Posted: Fri Feb 11, 2005 9:06 pm    Post subject: 96 The first one should be easy for me, considering i used to love Chemistry. It should go like this: pV/nT = constant, and since no gas is supposed to be leaking, n = constant too. So 2atm*12.5L/(273-35)K = ?atm*12.55L/(273+45)K, so answer = 2.66 atm.
Guest

 Posted: Fri Feb 11, 2005 11:54 pm    Post subject: 97 It's been a long time since I've had chemistry, but it seems like you need a little bit more to solve #2 (specifically the temperature of the ice and the pan when you first start adding energy). If you make the assumption that the ice is exactly at 0 degrees celsius, the amount of energy needed to turn just the ice into steam would be the sum of: The amount of energy needed to melt the ice (334 Joules/g for water *600 g) The amount of energy required to raise the now melted water from 0 to 100 degrees celsius (4.180 joules per gram per degree times 600 grams times 100 degrees change in temperature). The amount of energy needed to turn the now 100 degree water into steam (2250 joules/gram *600 grams). However, some of the energy also needs to go into heating the aluminum pan, which has a specific heat of 0.900 joules/gram/degree . The mass is 400 grams, but I don't see any way to calculate the temperature change without knowing more information.
Jedo
Guest

 Posted: Sat Feb 26, 2005 5:10 pm    Post subject: 98 Alright, two questions, for now. 1) You and your friend throw ballons filled with water from the roof of a several story apartment house. You simply drop a balloon from rest. A second balloon is thrown downward by your friend 2.3 s later with an initial speed of 45.08 m/s. They hit the ground simultaneously. The acceleration fo gravity is 9.8 m/s 2 . You can neglect air resistance. How high is the apartment house? Answer in units of meters (m). 2) A camera falls from a blimp that is 289 m above the ground and rising at a speed of 16.9 m/s. The acceleration of gravity is 9.8 m/s 2 . a) Find the maximum height reached by the camera with respect to the ground. Answer in in units of meters (m). b) Find the speed at which it hits the ground. Answer in units of cm/s. For the first question, I'm just unsure how to go about finding it. For the second question, I have no idea what it's asking, much less how to find it. Thanks for the help.
+1

 Posted: Sat Feb 26, 2005 5:28 pm    Post subject: 99 1. You need to find the +t where distance is equal. 2. The camera has an initial acceleration of (9.8m/s 2 -16.9m/s 2 )
Daedalian Member

 Posted: Sat Feb 26, 2005 5:42 pm    Post subject: 100 1.) Samadhi got it. 2.) Samadhi didn't get it. When you let go of the camera, it's going up at the same speed as you (i.e. 16.9m/s). The only acceleration is due to gravity (32ft/s 2 ). Find its max height and the time before it hits the ground.
Jedo the Jedi
Paragon in Training

 Posted: Sat Feb 26, 2005 7:16 pm    Post subject: 101 So, the maximum height is 289 m? And the initial velocity is just 0 m/s?
Daedalian Member

 Posted: Sat Feb 26, 2005 8:12 pm    Post subject: 102 Well, its initial velocity relative to you is 0, but relative to the ground, it's 16.9 m/s.
+1

 Posted: Sun Feb 27, 2005 3:34 am    Post subject: 103 Misread it.
Courk
Daedalian Member

 Posted: Sun Mar 06, 2005 7:57 pm    Post subject: 104 I need help thinking of a word. I tried the reverse dictionary, but it didn't help. I need a word that means that something is similar to one thing, while at the same time also being different from it. I could use ambiguous, but I'm hoping there's a different word.
Chuck
Daedalian Member

 Posted: Sun Mar 06, 2005 8:26 pm    Post subject: 105 quasi-similar?
extropalopakettle
No offense, but....

Posted: Mon Mar 07, 2005 12:48 am    Post subject: 106

 Quote: I need a word that means that something is similar to one thing, while at the same time also being different from it.

The word is 'similar'. If they're not also different, the word would be 'identical' or 'same'.
Coyote

 Posted: Mon Mar 07, 2005 2:50 am    Post subject: 107 'analogous' might work too. Plus it's a cool looking word. But extro may have the right idea here--if a regular word like similar fits the bill, just go ahead and use it._________________Hard work may pay off in the long run, but laziness pays off right now.
Chuck
Daedalian Member

 Posted: Mon Mar 07, 2005 3:20 am    Post subject: 108 Maybe 'similar' is too strong because the differences are large and that fact needs to be made clear by whatever word is chosen.
Courk
Daedalian Member

 Posted: Mon Mar 07, 2005 3:38 am    Post subject: 109 I have three sections to my paper. One is for similarities, one is for differences, and the other is for things I couldn't really put into either category. I need a label for that third category.
Chuck
Daedalian Member

 Posted: Mon Mar 07, 2005 3:42 am    Post subject: 110 miscellaneous?
extropalopakettle
No offense, but....

Posted: Mon Mar 07, 2005 8:16 am    Post subject: 111

 Courk wrote: ... and the other is for things I couldn't really put into either category. I need a label for that third category.

If I weren't so puzzled about what's in the third category, I might be able to think of a word for it.
Courk
Daedalian Member

 Posted: Mon Mar 07, 2005 8:30 pm    Post subject: 112 My paper is about South America and how it can be thought of as part of European civilization and also how it can be thought of as separate from Western civilization. Some things, such as land distribution, are very similar for the time period I'm looking at. Other things, such as economy, are very different. And yet other things are similar and differnet - such as the revolutionary slogans. Mexico: Tierra, Libertad y Pan (Land, Liberty and Bread). US: Life, Liberty, and the Pursuit of Happiness. Both want liberty, but the US says nothing about bread and Mexico says nothing about pursuing happiness. Some goals are the same, but some are different.
tigerbalm
Daedalian Member

 Posted: Mon Mar 07, 2005 8:45 pm    Post subject: 113 I think perhaps you miscorrealated there, Courk. Bread = Life. It is Land and Pursuit of Happiness that do not quite match up. Both modify the original phrasing (by Locke) of "Life, Liberty, and Property." The implication seems rather clear - the US founders deliberately did not want to mention property as an indivisible right, and Mexico not only mentioned it, but defined it very clearly. I would say the US founders felt that happiness was the core idea, and that property was not the core means to achieve it. The Mexicans, I can only guess, saw owning land as the only real way to have happiness. How else can one feed oneself? What else can one pass on to one's children? What stake does one have in a nation if one doesn't own a part of it?
tigerbalm
Daedalian Member

 Posted: Mon Mar 07, 2005 8:52 pm    Post subject: 114 Also, I agree with extro. There is no third category. Similar and Different are a one-dimensional spectrum. You can fall between them by being similar in some ways and different in others, but there's nothing outside the line they define.
+1

Posted: Mon Mar 07, 2005 9:31 pm    Post subject: 115

 Quote: I would say the US founders felt that happiness was the core idea, and that property was not the core means to achieve it.

The right to land, unless clearly defined, has connotations of being a positive right as opposed to a negative right. That is what they wanted to steer away from.
Courk
Daedalian Member

 Posted: Mon Mar 07, 2005 11:04 pm    Post subject: 116 I'm going more for a tangible vs. intangible approach. You can see the land you want, you can hold a loaf of bread, but you can't get a loaf of pursuit of happiness. And please don't discuss my paper. If I get any ideas from you I'd have to source it, and sourcing things is not fun.
+1

 Posted: Tue Mar 08, 2005 4:26 am    Post subject: 117 I'll have a slice of liberty and some freedom fries, to go!
Jedo the Jedi
Paragon in Training

Posted: Thu Mar 10, 2005 12:12 am    Post subject: 118

Just a quick question, nothing that really needs to be answered.

We were practicing for the new SAT today, and one of our practice essay questions was 'Is art ever made for just beauty, or does it always have a function/purpose/etc.?' (In a nutshell.)

WTF?! How can it be made to have a specific function/purpose/etc. when beauty is in the eye of the beholder? For instance, a piece of abstract art (like a statue) could look like an elephant rolling around in the mud to the artist, but to me it looks like two monkeys fighting over a coconut. In this instance (and there are many like it) the author's function/purpose/etc. was not what I saw it to be. However, we both saw it as beautiful. Does that make sense?

I think it was a stupid question anyway, but as my teacher always says,
 Jedo's teacher wrote: There are no stupid questions, only stupid answers.
and
 Jedo's teacher again wrote: How can something that doesn't have intelligence be stupid?

*rolls eyes*
Guest

Posted: Thu Mar 10, 2005 1:18 am    Post subject: 119

 Jedo the Jedi wrote: We were practicing for the new SAT today, and one of our practice essay questions was 'Is art ever made for just beauty, or does it always have a function/purpose/etc.?' (In a nutshell.)

Having taken the precaution of reading the whole post before commenting here, I have to ask just what you mean by 'in a nutshell'. Are you giving us the actual question that was given to you, or giving your own personal summation of what you believe the question to be? If it's the former case, I woulld answer that beauty is just as valid a function/purpose as anything else. If it's the latter case, I would ask you to give us the actual question being asked. No offense, but I don't trust your nutshells.

 Quote: WTF?! How can it be made to have a specific function/purpose/etc. when beauty is in the eye of the beholder? For instance, a piece of abstract art (like a statue) could look like an elephant rolling around in the mud to the artist, but to me it looks like two monkeys fighting over a coconut. In this instance (and there are many like it) the author's function/purpose/etc. was not what I saw it to be. However, we both saw it as beautiful. Does that make sense?

Frankly, no. Are you really trying to tell us you think two monkeys fighting over a coconut is beautiful?
Incidentally, where did you ever get the idea that Art and Beauty were synonymous? Did your Teacher specifically tell you this, or did you 'nutshell' it down from what was actually said?

Quote:
it was a stupid question anyway, but as my teacher always says,
 Jedo's teacher wrote: There are no stupid questions, only stupid answers.
and
 Jedo's teacher again wrote: How can something that doesn't have intelligence be stupid?

*rolls eyes*

I won't go so far as to defend your teacher's views here, since they really have nothing whatsoever to do with your initial question. Perhaps you should devote less energy towards mocking your teacher's viewpoints, and more energy towards developing some of your own. It just may be that that's what the original question was meant to encourage.
extro...
Guest

Posted: Thu Mar 10, 2005 1:52 am    Post subject: 120

 Jedo the Jedi wrote: ... one of our practice essay questions was 'Is art ever made for just beauty, or does it always have a function/purpose/etc.?' (In a nutshell.)

Like the other guy said: "In a nutshell"?

 Quote: How can it be made to have a specific function/purpose/etc. when beauty is in the eye of the beholder?

I can't make any sense of that question. For instance, a painting can (many do) depict an historical event, calling attention to it. That can be a function/purpose, despite that beauty is subjective.

 Quote: For instance, a piece of abstract art (like a statue) could look like an elephant rolling around in the mud to the artist, but to me it looks like two monkeys fighting over a coconut. In this instance (and there are many like it) the author's function/purpose/etc. was not what I saw it to be. However, we both saw it as beautiful. Does that make sense?

Is it supposed to make sense? If so, how?

Besides, if a piece of art is made just for beauty, isn't that a function/purpose?
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