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SCI 214 Week 1 iLab Biotechnology For more classes visit www.snaptutorial.com SCI 214 Week 1 iLab Biotechnology **********************************************************

SCI 214 Week 3 iLab Electric Fields For more classes visit www.snaptutorial.com Lab: Electric Fields (40 Points) Introduction One way to deal with electric forces is to calculate explicitly the force in Newtons between pairs of particles using Coulomb’s Law. That works fine when there are just two particles, but what happens when there are three, or four, or a thousand? In that case, it often helps to consider an electric field: a vector quantity that has a magnitude of strength and direction at all points in space. The field describes the force that a particle with one Coulomb of charge would feel at that point. A cousin of the electric field is the electric


potential: a scalar quantity which describes the amount of energy it would take to move a particle with one Coulomb of charge from an infinite distance to any particular location in space. The purpose of this interactive is to give you a feeling for how electric charges create electric fields and electric potentials. You can place unmovable (or Fixed) charges of varying strengths and movable (or Test) charges of specified strengths and observe the effect of the fixed on the test charges. Define the strength and location of the fixed charge(s) and then place the test charge(s) on the test grid and watch what happens. Data Analysis (3 questions-4 points per question) How would you interpret the above results in light of the following questions? Make sure to use the data to make your point. Question 1: Based upon your data, what happens to potential and the electric field as you move the test charges closer to the fixed charge? Question 2: Based upon your data, what kinds of changes do you see in the velocities, kinetic energies, potential energies and total energies of the test particles once you start the simulations? Question 3: Is there relationship between the charge of the test particle and its velocity as it moves away from or toward the fixed charge? **********************************************************

SCI 214 Week 4 iLab HR Diagram For more classes visit www.snaptutorial.com


Lab 4: H-R Diagram – Gain practical understanding of the HR Diagram and investigate different classes of stars and their evolutionary paths. Instructions: Investigate the simulation with different stars to find out more about their lifetimes and paths. Follow the specific sub activities in the questions below. PreLab Questions: (2 points each) Question 1: Why does the night sky have many different brightness stars but when we look at a HR diagram they are plotted with very similar magnitudes Question 2: Why are there some stars that do not fall on the main sequence? 1.The main sequence lifetimes of stars follow a particular relationship. A consequence of this relationship is that whenever you double the mass of a star, its main sequence lifetime increases by a fixed amount. Let us test this simulation against that relationship. Set the mass of the star to 1.0 solar masses. a) What is the total main sequence lifetime of a 1 solar mass star? (Recall that the main sequence lifetime is the age that the star has at the left-most point on its curve on the HR diagram.) b) What is the total main sequence lifetime of a 2 solar mass star? c) What is the total main sequence lifetime of a star that is 4 solar masses? d) What is the ratio of the main sequence lifetime of a 1 solar-mass star to that of a 2 solar-mass star? (Show your work for full credit.) e) What is the ratio of the main sequence lifetime of a 2 solar-mass star to that of a 4 solar mass star? f) Did you get the approximately the same number? (What does approximately mean in this context **********************************************************


SCI 214 Week 5 Daily Energy Balance For more classes visit www.snaptutorial.com SCI 214 Week 5 Daily Energy Balance **********************************************************

SCI 214 Week 5 iLab The Effects of Acid Rain For more classes visit www.snaptutorial.com Week 5 Lab: The Effects of Acid Rain Instructions Read the lab instructions provided with the interactive lab. Record your data on the data table below and answer the lab questions. This lab exercise/worksheet is valued at a maximum of 40 points. PreLab Questions (3 Points Each)


Question 1. What is an acid? Question 2. How is acid rain produced? In which parts of the United States has acid rain been more of a problem? Post Lab Questions (3 points each) Answer the following five questions with as much detail as possible by entering your response in the box below the question. Question 1: What are the names of the species used in this experiment? Which of these species was the most tolerant of increased acidity in the aquarium? Which species was the least tolerant? Question 2: Describe how acid precipitation affects ecosystems. Question 3: What is an indicator species? How are indicator species used to assess pollution levels in the environment? Question 4: Suppose you are an ecologist studying the effects of acid precipitation on plant life. Describe an experiment you would perform in order to determine which plant species would be a useful indicator species for acid rain pollution. Question 5: How do the data represented on the Population Bar Graph compare to the data represented in the line graph titled Populations of Aquatic Invertebrates at Various pH Levels? **********************************************************

Sci SCI 214 Possible Is Everything--snaptutorial.com  

For more classes visit www.snaptutorial.com SCI 214 Week 1 iLab Biotechnology

Sci SCI 214 Possible Is Everything--snaptutorial.com  

For more classes visit www.snaptutorial.com SCI 214 Week 1 iLab Biotechnology

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