1.) A particle is uncharged and is thrown vertically upward from ground level with a speed of 20.1 m/s. As a result, it attains a maximum height h. The particle is then given a positive charge +q and reaches the same maximum height h when thrown vertically upward with a speed of 27.3 m/s. The electric potential at the height h exceeds the electric potential at ground level. Finally, the particle is given a negative charge −q. Ignoring air resistance, determine the speed with which the negatively charged particle must be thrown vertically upward, so that it attains exactly the maximum height h. In all three situations, be sure to include the effect of gravity.

2.) A moving particle encounters an external electric field that decreases its kinetic energy from 9190 eV to 6350 eV as the particle moves from position A to position B. The electric potential at A is -51.0 V, and the electric potential at B is +26.7 V. Determine the charge of the particle. Include the algebraic sign (+ or −) with your answer.

3.) Identical +2.22 µC charges are fixed to adjacent corners of a square. What charge (magnitude and algebraic sign) should be fixed to one of the empty corners, so that the total electric potential at the remaining empty corner is 0 V? .

4) A charge of -2.75 µC is fixed in place. From a horizontal distance of 0.0465 m, a particle of mass 6.85 10-3 kg and charge -7.40 µC is fired with an initial speed of 59.5 m/s directly toward the fixed charge. How far does the particle travel before its speed is zero?

5.) The inner and outer surfaces of a cell membrane carry a negative and a positive charge, respectively. Because of these charges, a potential difference of about 0.062 V exists across the membrane. The thickness of the cell membrane is 8.80 10-9 m. What is the magnitude of the electric field in the membrane?

6.) A spark plug in an automobile engine consists of two metal conductors that are separated by a distance of 0.65 mm. When an electric spark jumps between them, the magnitude of the electric field is 5.30 107 V/m. What is the magnitude of the potential difference ΔV between the conductors?

1. The correct mathematical models for the first four seconds of the motion map below are: ( can have multiple answers)

http://tinypic.com/view.php?pic=20u4v4o&s=8#.U62fWF6aL1o << graph that goes to the question

A) x(m)=1/2(-10m/s^2)t^2(s^2)+(10m/s)t(s), 0 < t <3s

B) v(m/s)=(-10m/s^2)t(s)+(20m/s), 0 < t <3s

C) x(m)=(-10m/s) delta t(s) +5m ,3 < t <4s

D) v^2(m^2/s^2) = 2(-10m/s^2) delta x(m) +(400m^2/s^2), 0 < t <3s

2. Examine the velocity versus time graph below. Select the mathematical models that COULD describe the graph from the choices below. COULD is the operative word - is there any information about the starting point in the velocity versus time graph? (could have muliple answers)

http://tinypic.com/view.php?pic=2j3jipi&s=8#.U62g3F6aL1o <<imagae of graph

A) x(m)=1/2(+4m/s/s)t^2(s^2)-(10m/s)t(s)+5m

B) v(m/s)=(+4m/s/s)t(s)+(-10m/s)

C) delta x(m)=1/2(v(m/s)-10m/s)t(s)

D) v^2(m/s)^2=2(4m/s/s) delta x(m)+100(m/s)^2

3. A mountain goat starts a rock-slide and the rocks crash down the slope 196 m. Down hill is the positive x direction. If the rocks reach the bottom in 3 s, what is the acceleration of the rock-slide? Please remember to include units but do NOT use "^" for "raise to the power". Use ratios only.

4.NBA player Michael Jordan had one of the longest hang times in the league, about 0.92s. In general if a person has a hang time of 0.93 how high do they jump? Please use 9.81m/s/s to solve this problem.

Im trying to figure out the errors as to why these test case will not work for myvector.h. The issue I have with these test cases is the fact that when I implement these test cases into a grader the program declares that it is not working. So I need help in myvector.h to make the test cases work for my function.

myvector.h

#pragma once

#include // print debugging
#include // malloc, free

using namespace std;

template
class myvector
{
private:
   T* A;
   int Size;
   int Capacity;

public:
   // default constructor:
   myvector()
   {
       Size = 0;

       Capacity = 1000;

       A = new T[Capacity];
   }

   // constructor with initial size:
   myvector(int initial_size)
   {
       Capacity = initial_size;

       Size = initial_size;

       A = new T[Capacity];
   }

   // copy constructor for parameter passing:
   myvector(const myvector& other)
   {
       //
       // we have to make a copy of the "other" vector, so...
       //
       A = new T[other.Capacity]; // allocate our own array of same capacity
       Size = other.Size; // this vector is same size and capacity
       Capacity = other.Capacity;

       // make a copy of the elements into this vector:
       for (int i = 0; i < Size; ++i)
           A[i] = other.A[i];
   }

   int size()
   {
       //
       //
       //
       return Size;
   }

   T& at(int i)
   {

       return A[i]; // this is WRONG, but compiles
   }

   void push_back(T value)
   {
       if (Size >= Capacity) {

           int *temp = new int[2 * Capacity];

           for (int i = 0; i < Size; i++)

               temp[i] = A[i];

           A = temp;

       }
       Capacity = 2 * Capacity; // Correction in your code

       A[Size] = value;

       Size++;
   }
  
   T erase(int i)
   {
        T temp = A[i]; // copying data from ith index
       for (int j = i; j < Size-1; j++)
       {
           A[j] = A[j + 1];   // moving data forward
       }
       Size--; // size reduction
       return temp;
   }
  
   T& operator[](int i)
   {
       return A[i];
   }
  
   T* rangeof(int i, int j)
   {
       int sz = j - i + 1;
       T* arr = new T[sz]; //dynamically array allocation.
       for (int k = i; k <= j; k++)
       {
           arr[k - i] = A[k];
       }
       return arr;
   }

};

.rangeof for int vector

test case 12.cpp

#include <iostream>

#include <string>

#include <cstdlib>

#include <cmath>

#include "myvector.h"

#include "catch.hpp"

using namespace std;

TEST_CASE("Test 12", "[Project01]")

{

  myvector V;

  int N = 100;

  for (int i = 0; i < N; i++)

    V.push_back(i * 10);

  REQUIRE(V.size() == N);

  // range of 10 elements [0..9]:

  int* A = V.rangeof(0, 9);

  for (int i = 0; i < 10; ++i)

    REQUIRE(A[i] == (i * 10));

}

test15.cpp

#include <iostream>

#include <string>

#include <cstdlib>

#include <cmath>

#include "myvector.h"

#include "catch.hpp"

using namespace std;

TEST_CASE("Test 15", "[Project01]")

{

  myvector V;

  int N = 100;

  for (int i = 0; i < N; i++)

    V.push_back(i * 10);

  REQUIRE(V.size() == N);

  // range of 10 elements [2..12]:

  int* A = V.rangeof(2, 12);

  // just one element:

  int* B = V.rangeof(99, 99);

  // all 100 elements:

  int* C = V.rangeof(0, 99);

  for (int i = 2; i <= 12; ++i)

    REQUIRE(A[i-2] == (i * 10));

  REQUIRE(B[0] == (99 * 10));

  for (int i = 0; i <= 99; ++i)

    REQUIRE(C[i] == (i * 10));

}

test20.cpp

#include <iostream>

#include <string>

#include <cstdlib>

#include <cmath>

#include "myvector.h"

#include "catch.hpp"

using namespace std;

TEST_CASE("Test 20", "[Project01]")

{

  myvector V;

  int N = 10;

  for (int i = 0; i < N; i++)

    V.push_back(i*2);

  REQUIRE(V.size() == N);

  // remove them all:

  for (int i = 0; i < N; ++i)

  {

    int x = V.erase(0); // keep erasing the first element:

    REQUIRE(x == (i*2));

  }

  REQUIRE(V.size() == 0);

  V.push_back(123);

  REQUIRE(V.size() == 1);

  REQUIRE(V[0] == 123);

  V.push_back(456);

  REQUIRE(V.size() == 2);

  REQUIRE(V[1] == 456);

  REQUIRE(V[0] == 123);

  V.push_back(999);

  REQUIRE(V.size() == 3);

  REQUIRE(V[1] == 456);

  REQUIRE(V[0] == 123);

  REQUIRE(V[2] == 999);

}

Answer the following with regards to the preparation of a haloalkane from an alcohol:

In the experiment performed, the reaction was of tert-butyl alcohol with concentrated hydrochloric acid resulted to tert-butyl chloride and water as a by-product was observed:

A. Why do primary and secondary alcohols undergo S_N1 reaction mechanisms while tertiary alcohols react via S_N2 reaction mechanisms? Explain.

B. Will the reaction between hydrochloric acid and phenol produce chlorobenzene? Why, or why not? Explain.

C. What products would you expect from the reaction of t-butyl chloride with each of (i) methanol; (ii) butanethiol; (iii) acetic acid?

D. In the experiment, why was there a need to wash the solution with sodium bicarbonate, water and saturated sodium chloride? A flow chart may be used to present the answer.

Answer the following questions with regards to kinetic vs thermodynamic control of reaction pathways:

In this experiment, the reaction of cyclohexanone with semicarbazide giving off cyclohexanone semicarbazone and the reaction of 2-furaldehyde with semicarbazide giving off 2-furaldehyde semicarbazone were observed:

E. Which of the semicarbazones is the kinetic product and which is the thermodynamic product? What experimental evidence supports this?

F. Draw a simplified reaction coordinate profile to depict the energy pathways of the cyclohexanone versus furfural reaction with semicarbazide.

G. If you repeated the conditions for the competitive semicarbazone formation from cyclohexanone and 2-furaldehyde under thermodynamic control but place the flask in the freezer for 1 week rather than in a dry place, what would you expect the result be?

(4 pts) Determine the volume of 0.75 M stock solution needed to prepare 50.0 mL of a 0.15 M solution. Show the complete calculation with units. *Note ‐ If you struggle with this calculation, refer to experiment 5.

(8 pts) Write out a complete, detailed experimental procedure that you (or anyone else) could follow to carry out the solution preparation you have described above. Your procedure must follow these restrictions and guidelines:

 You must prepare the 50.0 mL in one container.

 You must use the most precise glassware possible out of the options discussed in the previous

lab.

 Your procedure must include detailed information about the exact size of equipment to use

(e.g. 5.0 mL pipet vs 25.0 mL pipet, etc.) as well as the exact volumes/quantities to be

measured.

 The steps in your procedure should be detailed enough that another student could follow the

procedure’s instructions to complete the experiment, even if the student had never previously seen the included experiment or activities.

(4 pts) If a sample started as a mixture of powder rather than a solution, write the additional steps that would be needed to prepare a 0.75M stock solution from solid powder. Be sure your expanded procedure includes the same detailed information about exact size of equipment and any quantity information (mass/volume/etc.) that you would need to be measured to make an accurate and precise stock solution.

An antacid tablet, with magnesium hydroxide as the active ingredient, was dissolved in 20.00 mL of 1.0686 M hydrochloric solution. After the tablet completely reacted, the excess hydrochloric acid was titrated with 10.65 mL of 1.0825 M sodium hydroxide. At the completion of the titration, the solution was dark pink. Phenolphthalein was used as the indicator in this experiment. The labeled mass of the magnesium hydroxide is 311 mg per tablet. Show all work.

a) Write the molecular, ionic and net ionic equations for the reactions in this experiment.

b) Calculate the mass of magnesium hydroxide in the antacid tablet using the experimental data

c) Calculate the % recovery [(experimental value/label value) x 100]

d) Is the percent recovery consistent with the experimental error, as indicated by the final solution being dark pink? (In other words, what does it mean experimentally when the final solution in this titration with phenolphthalein as the indicator is dark pink? What impact does this titration error have on the final results, in this case, the calculated mass of the magnesium hydroxide in the antacid tablet?)

e) 10.00 mL of the sodium hydroxide solution used in this experiment diluted to 100.00 mL and this new solution was used to determine the molar mass of a monoprotic acid, HX (where X is some anion). 0.402 g of the monoprotic acid (HX) was dissolved in 100.0 mL of DI water and the solution was titrated with 18.20 mL of the dilute sodium hydroxide solution to a phenolphthalein endpoint. What is the molar mass of the acid?

f) Are any of the reactions in this problem redox reactions? Why or why not?

Please show all work :)

For the experiment described below, do the following:

A drug made by Company A for preventing coccidiosis in chickens is being compared to two different generic competitors made by Companies B & C. Each company's drug can be given at equivalent high and low doses. There are 56 cages which were placed in 8 different rooms with 7 cages per room. Six 1-day-old chicks were placed into each cage. One cage in each room was assigned at random to get no drug in its feed. The remaining six cages in each room received medicated feed where each combination of drug (A, Br C) & dose level (high or low) was randomly assigned to one cage in each room. After two days, each chick was infected with an organism known to cause coccidiosis. At the end of the study, each bird was euthanized and given an intestinal lesion score of 0, 1,2, 3 or 4 where each score corresponds to degree of intestinal damage observed (0 no damage, 1 minor damage..., & 4 - most severe damage including death).

1/ Describe the treatment structure of the experiment including the treatment factor(s) and their corresponding levels

2/ Identify the experimental unit(s) and the observational unit. Specify the total number of (each size of) experimental units used in the experiment

3/ Identify the design structure and any factors associated with the design e structure (e.g. blocking factors).

4/ Classify the response on the OU as nominal, ordinal, interval or ratio

Exercise 7: Experimental Variables Determine the variables tested in the each of the following experiments. If applicable, determine and identify any positive or negative controls. Observations 1. A study is being done to test the effects of habitat space on the size of fish populations. Different sized aquariums are set up with six goldfish in each one. Over a period of six months, the fish are fed the same type and amount of food. The aquariums are equally maintained and cleaned throughout the experiment. The temperature of the water is kept constant. At the end of the experiment the number of surviving fish is surveyed. A. Independent Variable: B. Dependent Variable: C. Controlled Variables/Constants: D. Experimental Controls/Control Groups: 2. To determine if the type of agar affects bacterial growth, a scientist cultures E. coli on four different types of agar. Five petri dishes are set up to collect results: ? One with nutrient agar and E. coli ? One with mannitol-salt agar and E. coli ? One with MacConkey agar and E. coli ? One with LB agar and E. coli ? One with nutrient agar but NO E. coli All of the petri dishes received the same volume of agar, and were the same shape and size. During the experiment, the temperature at which the petri dishes were stored, and at the air quality remained the same. After one week the amount of bacterial growth was measured. A. Independent Variable: B. Dependent Variable: C. Controlled Variables/Constants: D. Experimental Controls/Control Groups:

In an​ experiment, 18 babies were asked to watch a climber attempt to ascend a hill. On two​ occasions, the baby witnesses the climber fail to make the climb.​ Then, the baby witnesses either a helper toy push the climber up the​ hill, or a hinderer toy preventing the climber from making the ascent. The toys were shown to each baby in a random fashion. A second part of this experiment showed the climber approach the helper​ toy, which is not a surprising​ action, and then the climber approached the hinderer​ toy, which is a surprising action. The amount of time the baby watched the event was recorded. The mean difference in time spent watching the climber approach the hinderer toy versus watching the climber approach the helper toy was 1.05 seconds with a standard deviation of 1.85 seconds. Complete parts a through c.

​(a) State the null and alternative hypotheses to determine if babies tend to look at the hinderer toy longer than the helper toy. Let mu Subscript dequalsmuhindererminusmuhelper​, where muhinderer is the population mean time babies spend watching the climber approach the hinderer toy and muhelper is the population mean time babies spend watching the climber approach the helper toy.
​(b) Assuming the differences are normally distributed with no​ outliers, test if the difference in the amount of time the baby will watch the hinderer toy versus the helper toy is greater than 0 at the 0.05 level of significance.

State the conclusion for this hypothesis test.

​(c) What do you think the results of this experiment imply about​ babies' ability to assess surprising​ behavior?