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Name: Nitya Canakapalli Short Answer 1. In the United States, we often use the imperial system of measures. In the imperial system, distance, for example, is measured in units of inches, feet, yards, and miles. Explain how the metric system, with its standardized prefixes, make unit conversions simpler. The metric system allows for unit conversations to become simpler because it allows for a name for anything for a number or unit to be equal to anything else that is named a different unit, it allows for conversions between different units because there are fixed measurements for all of the units. 2. Give an example of a time when it is helpful to use scientific notation, and an example of time when it is not. It is helpful to use scientific notation when the number is so large such as millimteres converted to inches since a 1000 mm to inches when the conversion rate is 0.039370 converted 1000 times is a hefty number. It is not beneficial to scientific notation when the number is small and can be converted easily such as centimeters into meters since it is a only difference of 1 meter= 100 cm which is a easy number. 3. Why are scatter plots helpful in quickly determining a qualitative relationship that may exist in a data set? The scatter plots are able to show the visual strength of the relationship between the variables, since the concentration of the strength is based on how together the dots are together on the line if the dots are in a more organized and closer together pattern it is stronger, if they are further apart there is a looser fit of appeal on the variables strength and signifies lesser strength. It also allows for the dots to be determine on the direction they go such as a positive or negative direction of the dots as relative variables are depicted on the scatter plots. Physics A Module 2 Homework Directions: Complete the following problems showing all of your work. Turn in your completed worksheet to your teacher.

4. Anthony and a friend from physics class are talking about scalars and vectors. Anthony argues that scalars are not useful, because they always contain less information than vectors. Is this an accurate statement? Explain your answer. Anthony's answer could be true to some possibility because it is a common fact that vector quantities have more information than scalar quantity. As vectors have 2 dimensions which are associated with the scalar which is magnitude and direction. 5. Clarence is taking his dog for a walk around town. After wandering around for an hour, his mother calls him, telling him dinner will be served soon, and asks him how far away he is. What value would be more helpful for him to give, his distance or his displacement? Explain your answer. His distance would be a better answer to give his mom because his displacement means how far he will be from his starting point such as if he is at 15 m and he needs to go to 1 m he will be displaced -14 meters from where he is at, so the difference between the starting and ending point will be spoken of when it is the displacement his mother is asking him how far he is currently and how much he needs to go for him to displace to his house, so distance is a better representation of how far he is currently since distance is how much far he is to the point of destination. 6. Sheila received a speeding ticket when she was driving to her job. Was this ticket issued due to her average velocity during her drive or her instantaneous velocity. Explain your answer? The ticket which was mostly issued due to Sheila's instantaneous velocity during the drive, she was most likely speeding at one point through her drive and not through her whole drive as instantaneous velocity refers to the velocity which occurs at one specific instant in the time period, and average velocity is the misplacement over the time period so it is the instantaneous velocity which caused her to get a speeding ticket. 7. Does a negative value for acceleration always mean that the object is slowing down? Explain your answer. It doesn't mean that the object is slowing down since the acceleration being negative could mean that is speeding up in the negative direction so it doesn't mean that it is slowing down. Practice

8. The tesla is an SI-derived unit for the strength of a magnetic field. A scientist measures a magnetic field of strength 12.4 microteslas. Express this value in the base unit of teslas, writing your answer in standard notation. The given value on the 12.4 micro teslas, you need to convert it into the Tesla as it follows 12.4 micro teslas x 10^-6 which becomes 0.0000124 teslas as the magnetic field of strength of 12.4 microteslas in base unit of teslas, so the magnetic field of strength becomes 12.4 microteslas as the base unit of teslas is 0.00000124 T. 9. Express the value 12.4 microteslas in the base unit of teslas, but write your answer in scientific notation. The value of 12.4 microteslas as the base unit of tesla is kg x s^-2 x A ^-1 which means one kg per second squared per ampere so 12.4 microteslas are 0.0000124 kg x s ^-2 x A ^-1. 10. Cory is studying the relationship between the temperature (T) of water, and the volume (v) of a certain gas that can dissolve in the water. He comes up with the following equation that describes the relationship: v = 0.036T+0.21. What is the qualitative relationship that describes this quantitative relationship? The relationship which is able to implement this is the explanation of the gas which doesn't dissolve into water at a temperature below -5.83 units, with the slope of 0.036 the volume which varies linearly with the temperature of T the volume grows by 0.036 units for each unit increase in temperature as the result, as the volume of gas dissolved in water is 0.21 units since the water's temperature is 0, as the smallest volume which is feasible is 0 since the volume cannot become negative as in the certain temperature that occurs which at the temperature at the time which in Tc it becomes -0.21/0.036 which is equal to -5.83 which means that the gas which does not dissolve into the water below the temperature of -5.83 units. —Go on to next page— 11. Regina has been monitoring the daily high temperature at her home for several years. Looking at the data, she sees that there is a very clear pattern of temperatures being high in the summer, decreasing during the fall, being low in the winter, and increasing during the spring. Based on this, what type of correlation is there between time and daily high temperature? The relationship which occurs between the time of year and high temperatures in the cases which is described as the cyclical correlation that is a pattern which repeats over the predictable interval. 12. Leslie’s cat walks 4 meters east, 3 meters south, 2 meters west, and 9 meters north. What is the cat’s distance and displacement at the end of this walk?

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The displacement becomes 18 meters since it is the total of how much he went so add up all those numbers and Leslie's cat displaced 18 meters. 13. Yesenia is driving her car north. In a period of 12.0 minutes, she covers a distance of 17.6 km. What is Yesenia’s average velocity in meters per second? With the formula for average velocity which is distance/displacement over time you can calculate the answer as v= 17.6 km/ 12 min which is equal to 1.46 repeating km/min. 14. Victor is driving south. He is travelling at 12 m/s, when he enters an area with a new speed limit. Aver a period of 6 seconds, his speed increases from 12 m/s to 29 m/s. What is Victor’s acceleration during this period? The formula for acceleration is basically final velocity- initial velocity/time a= v- u/t which becomes 29-12/12 which is 17/12 and acceleration becomes 1.417 m/s squared. 15. Lucile throws a water balloon off of the edge of a building. She throws it downward with a speed of 4.1 m/s. After 1.5 seconds, what is the balloon’s velocity? 16. A rock breaks loose from the top of a 119 m cliff. How fast is the rock going when it reaches the ground below? —Go on to next page— Application A group of physics students are on a bridge that is an unknown distance above the river below. They are dropping objects from the bridge platform and recording their results. Answer the following questions about their experiment. 17. The students want to calculate how high the bridge is above the water. They are able to measure time accurate to the tenth of a second. How will this limit the precision of their height calculations?

18. The students measure that it takes an object approximately 3.1 seconds to travel from the bridge to the water below. What is the height of the bridge? 19. For the second part of the project, the students attach small paper parachutes to the objects. They find that the larger the area of the parachute, the longer it takes the objects to reach the water below. What is the qualitative relationship exhibited? 20. The students want to draw a graph showing the velocity of the object with respect to time. What will the graph’s shape and slope be?

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