Introduction to MasteringPhysics https://session.masteringphysics.com/myct/assignmentPrintView?assign...

Introduction to MasteringPhysics
Due: 11:59pm on Tuesday, June 5, 2018
You will receive no credit for items you complete after the assignment is due. Grading Policy

A message from your instructor...

The purpose of the following exercises is to familiarize you with the system you will be using for the rest of your course. These exercises are not intended to
teach or test your knowledge of any specific subject material. Therefore, you will not be penalized for using hints or submitting incorrect answers.

A Welcome to Mastering!

Mastering presents homework items assigned by your instructor and works with you to answer them. Homework items typically have an introduction, possibly
figures, and one or more parts for you to answer.

Type of help offered

Mastering tells you immediately whether or not your answers are correct. Usually, you will have multiple chances to arrive at the correct answer.
Your instructor will determine how many tries you have available.
In many items, hints are available to help you if you get stuck. If you don't need the hints to solve the problem, you can still use them for review
later on.
If you submit an incorrect answer, Mastering often responds with specific, helpful feedback.
Mastering is forgiving of many typos and formatting mistakes. If it can't figure out what you entered, it will let you know and give you another
chance.

These exercises were chosen specifically to lead you through the key features of Mastering and are not intended to test your knowledge of any specific subject
material. Therefore, on this item you will not be penalized for using hints and submitting incorrect answers. In fact, you should submit incorrect answers and use
the hints to see what happens!

Part A
How many squares are in this grid ? Note that the figure link lets you know that a figure
goes along with this part. This figure is available to the left.

Enter your answer as a number in the box below and then submit your answer by clicking
Submit.

ANSWER:

Number of squares =

Grading

See the help file available by clicking the Help link at the top right corner, if you want to know more about how grading works in general. Here is the most
important information you'll need.

You must complete every part to get credit for an item. To complete a part, either answer the main part question correctly or click the Request Answer button.

In a graded homework item, each part counts equally toward your score on the overall item. If you get full credit on each part, you will receive full credit for the
problem. You may lose a fraction of the credit for a part when you submit an incorrect answer. Whether you do lose credit and how much you lose are set by
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your instructor. However, you won't lose credit for most types of formatting mistakes or for submitting a blank answer.

As you might expect, you will receive no credit for a part if you use the Request Answer button. If you just can't figure out a question, there is a way to get
partial credit by using hints, as the following part will illustrate.

Part B
What is the magic number? Note that there is a figure also associated with this part. However, the
figure for Part A may still be visible on the left. To view the figure associated with Part B, click on
the figure link. A new figure should appear on the left.

You could try to guess the magic number but you would probably use up all your tries
before getting the answer. Notice the View Available Hint(s) link underneath the
question statement for this part. Clicking this link will open up a list of hints that will guide
you to the correct number.

Hint 1. Different types of hints and their impact on grading

Notice that there are three hints for this question. You are not required to use all of the hints or to use them in order. Each hint has a tagline that
describes its contents. Based on the tagline you can decide whether or not a particular hint will be useful to you.
There are two kinds of hints. Some hints, such as Hint 2 below, just provide you with information. Other hints, such as Hint 3 below, give you an
opportunity to answer a simpler question that is related to the main question you are solving. These hints either have questions in the tagline or tell
you to do something (e.g., Find..., Determine..., Identify..., etc.). There are two ways that this type of hint can help you:

Answering the simpler question gives you a chance to check that you are on the right track.
If you correctly answer the simpler question, you will receive partial credit for the part even if you are unable to answer the main
question.

Your instructor may choose to give you a bonus for not using hints or to deduct a small penalty for using hints. If you are stuck, using the hints will
usually result in a higher score than simply trying to guess because you may lose fewer points for opening a hint than for getting the answer to the
main question incorrect. There is a more detailed explanation of how hints are graded in the help available by clicking the Help link at the top right
corner of your screen in the main Mastering window. In this problem, however, you will not lose any credit for using the hints.

Now, open up the second hint for some help finding the magic number.

Hint 2. How to approach the problem

Although you could try to guess the magic number you would most likely exhaust your tries before getting the correct answer. To help you, the magic
number is , where is a number between 1 and 10.

Hint 3. What is ?
Recall that the previous hint stated that the magic number is , where is a number between 1 and 10. Specifically is an even number
between 1 and 10. Try to guess the value of .

You may submit as many guesses as you need. Enter each guess into the answer box that follows.
ANSWER:

ANSWER:

magic number =

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Part C
Multiple-choice questions have a special grading rule determined by your instructor. Assume that your instructor has decided to grade these questions in the
following way: If you submit an incorrect answer to a multiple-choice question with options, you will lose of the credit for that question. Just like
the similar multiple-choice penalty on most standardized tests, this rule is necessary to prevent random guessing.If a multiple-choice question has five
answer choices and you submit one wrong answer before getting the question correct, how much credit will you lose for that part of the question?

ANSWER:

100

50

33

25

20

Introduction to Numeric Answers

This exercise is not intended to test your knowledge of any specific subject material. Therefore, on this problem you will not be penalized for using hints or
submitting incorrect answers.

Overview

When an assignment question requires that you enter a numeric answer, you will see an answer box like the one illustrated here.

To answer this type of question, you will need to type the numeric value for distance in the rectangle between the quantity you are solving for (distance) and the
units (meters).
In addition to typing alphanumeric values from your keyboard, you can enter non-numeric information by using either

the menu tabs above the rectangular answer box (for more information click (Help) button) or
the equivalent key strokes. (click (Keyboard shortcuts) button for the list)

Grading
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Tolerance

For grading, your numeric answers often (but not always) can be within a tolerance range of the official answer. For example, if the answer to a
numeric problem with a tolerance of 2% were 105, answers between 103 and 107 would be graded as correct.
If you submit an answer that is rounded to within the grading tolerance but is not the exact answer, you will receive full credit. If this value is
needed in future parts use the full precision value for subsequent parts.

Significant figures

Most questions with numeric answers will require your answer to be given to at least three digits or significant figures.
Your answer may be graded as incorrect if you have calculated correctly but then rounded your final answer to too few digits. If a different number
of significant figures is required, this will be part of the question's answer instructions.
When you need to do multiple calculations to get an answer, use more significant figures than required in each calculation and round at the end
only. Rounding too early can cause your final answer to be outside the tolerance range.

Part A
For most answers, you will simply enter your numeric answer directly into the space provided to the right of the equal sign. Answer the following question by
typing the numeric answer into the answer box.

If you have a gross of items, you have 144 items. If you buy a gross of eggs, how many dozen eggs do you have?
Express your answer in dozens. Do not enter the units; they are provided to the right of the answer box.

Hint 1. How many items are in a dozen?

If you have a dozen items, how many items do you have?

ANSWER:

6 items

12 items

13 items

ANSWER:

number of eggs = 12

Part B
When entering large numbers in the answer box, do not use commas. For example, enter 1276400 for the number 1,276,400. Do not enter 1,276,400. If
you accidentally enter commas, you will get a message that your answer is incorrect. Answer the following question by typing the numeric answer into the
answer box. What is the sum of 9260 and 3240?
Express your answer numerically to at least three significant figures.

Hint 1. How to compute the sum

Recall that the sum of two numbers is the result you obtain by adding the two numbers together.

ANSWER:

sum = 12500

Scientific notation

You may want to enter 367,000,000 in scientific notation as . There are two ways to do this.
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To use a template, click the button found under the menu.

To use the keyboard,

Instead of the symbol, use a multiplication dot ( ) by typing the keyboard multiplication symbol * (usually Shift + 8).
To input the exponent for numbers written in scientific notation, do either of the following:

Click the button found under the menu.

Type ^ (Shift + 6) from your keyboard.

For example, can be entered in the answer box by typing 3.67*10^8.

Part C

Practice entering numbers that include a power of 10 by entering the diameter of a hydrogen atom in its ground state, , into the
answer box.
Express the diameter of a ground-state hydrogen atom in meters using a power of 10. Do not enter the units; they are provided to the right of the
answer box.
ANSWER:

= 1.06×10−10

Part D
If you are asked to provide a set of two or more numeric answers, separate them with commas. For example, to provide the year that Sputnik (the first
satellite to be sent into orbit around the Earth) was launched and the year humans first walked on the Moon, you would enter 1957,1969 in the answer
box. A rectangle has a length of 5.50 and a width of 12.0 . What are the perimeter and area of this rectangle?
Enter the perimeter and area numerically separated by a comma. The perimeter should be given in meters and the area in square meters. Do not
enter the units; they are provided to the right of the answer box.

Hint 1. How to find the perimeter

The perimeter of a two-dimensional shape is the distance around the outside edge of the shape. In the case of a rectangle, there are two sides of
length and two sides of width . Therefore, if you were to walk around the outside of a rectangle, you would walk a distance of or
.

Hint 2. How to find the area

The area of a rectangle is given by the product of its length and width : .

ANSWER:

perimeter, area = 35.0,66.0 ,

Introduction to Numeric Answers with Units

This exercise is not intended to test your knowledge of any specific subject material. Therefore, on this problem you will not be penalized for using hints or
submitting incorrect answers.

Overview
When an assignment question requires that you enter an answer consisting of a numeric value and its units, you will see an answer box like the one illustrated
here.
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To answer this type of question, you will need to type the numeric value and the appropriate units in the boxes provided.

To enter a numeric value, click in the Value box and then type in the value. You can enter only numeric values, including scientific notation. You
can’t enter calculations or algebraic expressions. The same grading, tolerance, and significant figure rules apply to the numeric value of your
number and units answer as apply to numeric answers.
To enter units, click in the Units box and then enter the abbreviated unit. You can enter any of the following:

A single unit such as , , , , or .

A single unit with a prefix such as or .
A compound unit such as or . Note that you must use explicit multiplication in compound units. For example, newton-
meters can be entered as either or , but not .
A compound unit with a prefix such as .
To undo your work, click . To redo your work, click .
To clear your work (restart), click .
To view a list of keyboard shortcuts, click . Here are some of the most common shortcuts:

Compound unit multiplication: Type * (Shift + 8) or Type - (a hyphen).

Exponent: Type ^ (Shift + 6).
Fraction: Type / (a forward slash).
Degree symbol: Type \deg.
For more information, click ( ). To identify the purpose of any icon, simply place your cursor over it. For instance, here is an example showing

the degree symbol:

Part A
Answer the following question by entering the numeric value with appropriate units.

If the length of one side of a square is 12.0 , what is the perimeter of the square?

Express the perimeter with the appropriate units.

Hint 1. Definition of a perimeter

The perimeter of a square is the sum of the lengths of all four sides of the square.

ANSWER:

perimeter = 48.0

Part B
When numbers are very small or very large, it is convenient to either express the value in scientific notation and/or by using a prefix with the unit.

A pain-relieving pill has a mass of 0.005 . Express the pill’s mass in grams using scientific notation or in milligrams.

Express your answer in scientific notation to one significant figure or use a prefix on the unit.
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Hint 1. How to interpret the prefix milli

The prefix (milli) implies multiplication by ; thus, a milligram is .

ANSWER:

mass = 5×10−3

Part C
You can also enter units that are combinations of other units. Keep in mind that you have to indicate the multiplication of units explicitly either with a

multiplication dot or a dash. You can add a multiplication dot by selecting the dot from the Templates menu.

The weight of an object is the product of its mass, , and the acceleration of gravity, (where ). If an object’s mass is , what is
its weight?

Express the weight with the appropriate units.

Hint 1. The units for weight

To calculate the weight of an object, you must multiply its mass by the acceleration due to gravity:

Because you are multiplying a value with the units by a value with the units , find the resulting units by multiplying both units together:

ANSWER:

weight = 98

Part D
You can enter units that are combinations of units with prefixes. However, you must maintain the same unit system given in the problem. For example, this
question uses the SI unit system. Therefore an answer in U.S. customary units, such as miles per hour would not be accepted as correct.

A car traveling with constant speed travels 150 in 7200 . What is the speed of the car?
Express the speed with the appropriate units.

Hint 1. The equation for computing speed

If an object is moving with constant speed, its speed is given by

ANSWER:

2.1×10−2

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Part E
You can enter compound units that are combinations of other units that are multiplied together. To enter the explicitly, type (shift + 8) on the keyboard, or

use the template in the Templates menu.

Torque can be calculated by multiplying the force ( ) applied at to the lever arm at a distance ( ) from the pivot point (point of rotation), the compound
SI unit for the torque is . If the force (at to the lever arm) applied is and it is applied at from the pivot point (point of rotation), what is
the torque on the lever?
Express the torque with the appropriate units.

Hint 1. The equation for computing torque

If a lever has a constant force applied at to the lever arm at a fixed distance from the pivot point (point of rotation), the torque on the lever is
given by

ANSWER:

30

Introduction to Significant Figures

This exercise is not intended to test your knowledge of any specific subject material. Therefore, on this problem you will not be penalized for using hints or
submitting incorrect answers.

Overview

Many questions in Mastering require you to enter your answer to a specified number of significant figures (for questions where it is not specified, simply follow
the standard rules for significant figures as presented in your textbook). For grading purposes, some numeric answers must be exact. Suppose you are asked
"How many days are in a week?" The answer must be "7." Other numeric answers may be graded as correct not only when they match the exact answer but
also if they fall within an acceptable range of the exact answer. This range is known as the grading tolerance. Suppose you are asked "How many days are in a
year?" The precise answer is 365.24 days. However, a calendar contains 365 days, so the Mastering system will also accept that as correct.

An answer that falls within the Mastering grading tolerance will also be marked as correct and you will be given full credit. You will see a feedback box that looks
like the one below:

Because you rounded differently than the system did, your rounded answer might affect your work on further calculations in the same item and could cause your
next answer to fall outside of the tolerance. To prevent this, you will be asked to use the unrounded answer for all future parts.

Part A

Suppose you are asked to find the area of a rectangle that is 2.1- wide by 5.6- long. Your calculator answer would be 11.76 . Now suppose you
are asked to enter the answer to two significant figures. (Note that if you do not round your answer to two significant figures, your answer will fall outside of
the grading tolerance and be graded as incorrect.)
Enter your answer to two significant figures and include the appropriate units.
ANSWER:

12

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To calculate an answer to the correct number of significant figures, you must complete all calculations first and then round your final answer as the very last step.
In Part C, you are asked to calculate the volume of a rectangular prism that has a length of 5.6 , a width of 2.1 , and a height of 6.6 . You can calculate
the volume of a prism by multiplying the area of the base times the height. You already calculated the area of the base as in Part A.

Part B
What value should you use as the area of the base when calculating the answer to Part C?
ANSWER:

11.76

12

11.8

Part C
Using the correct answer from Part B, calculate the volume of a rectangular prism with a length of 5.6 , a width of 2.1 , and a height of 6.6 .

Enter your answer to two significant figures and include the appropriate units.
ANSWER:

78

Part D
Would an answer that generated the response below be considered correct and give you full credit?

ANSWER:

No.

Yes.

It is impossible to tell.

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Introduction to Symbolic Answers

This exercise is not intended to test your knowledge of any specific subject material. Therefore, on this problem you will not be penalized for submitting incorrect
answers.

Overview
The type of answer box illustrated here lets you build a symbolic expression just as it would look in your textbook or as you might write it by hand.

You use the same answer box and menu tabs to enter numeric and symbolic answers.

To insert a formatting template, such as an exponent, square root, or fraction, click and then select the appropriate template.

To insert Greek letters, (hbar) and (EMF), click and then select the letter you want.
To undo your work, click . To redo your work, click .
To clear your work (restart), click .
To view a list of keyboard shortcuts, click . Here are some of the most common shortcuts:

Subscript: Type _ (an underscore).

Exponent: Type ^ (Shift + 6).
Fraction: Type / (a forward slash).
Square root: Type \sqrt.
Greek letters: Type a backslash (\) and the name of the Greek character. For example, to display , you would type \delta. For
uppercase Greek letters, begin the name with a capital letter. For example, you would type \Delta to display .
For more information, click ( ). To identify the purpose of any icon, simply place your cursor over it. For instance, here is an example showing

the Greek letter Omega: .

Grading
Your answers are graded according to the standard order-of-operations conventions for evaluating mathematical expressions, as follows:

1. Perform any calculations inside parentheses.

2. Perform all multiplications and divisions, working from left to right.
3. Perform all additions and subtractions, working from left to right.

For example, in the expression , first you should multiply by and then add to the total. In other words, the correct expression is a + b \cdot c = a +
(b \cdot c) \neq (a + b)\cdot c.

Part A
Similar to what you see in your textbook, you can generally omit the multiplication symbol as you answer questions online, except when the symbol is
needed to make your meaning clear. For example, 1 \cdot 10^{5} is not the same as 110^{5}. When you need to be explicit, type * (Shift + 8) to insert the
multiplication operator. You will see a multiplication dot (\cdot) appear in the answer box. Do not use the symbol \times. For example, for the expression ma,
typing m \cdot a would be correct, but mxa would be incorrect.

Enter the expression ma.

ANSWER:

ma = ma

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All trigonometric functions assume angles are in radians by default, unless the use of degrees is specified.

Part B
Enter the expression 2{\rm cos}^2(\theta)-1, where \texttip{\theta }{theta} is the lowercase Greek letter theta.
ANSWER:

2{\rm cos}^2(\theta)-1 = 2 {\cos}^{2}\left({\theta}\right)-1

Part C
Enter the expression {\rm asin}(x)+15, where {\rm asin}(x) is the inverse sine function.
ANSWER:

{\rm asin}(x)+15 = {\asin}\left(x\right)+15

Part D
Enter the expression \large{\sqrt \frac {2 g \Delta y}{m}}, where \texttip{\Delta }{Delta} is the uppercase Greek letter Delta. Note: the term \Delta y represents
a single variable, not two separate variables multiplied together.
ANSWER:

\large{\sqrt \frac {2 g \Delta y}{m}} = \large{\sqrt{\frac{2g{\Delta}y}{m}}}

Part E
Enter the expression N_0e^{-\lambda t}, where \texttip{N_{\rm 0}}{N_0} is N-naught (an N with a subscript zero) and \texttip{\lambda }{lambda} is the
lowercase Greek letter lambda.
ANSWER:

N_0e^{-\lambda t} = N_{0} e^{-{\lambda}t}

Introduction to Sorting Questions

This exercise is not intended to test your knowledge of any specific subject material. Therefore, on this question you will not be penalized for using the hint or
submitting incorrect answers.
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Overview

1. Sorting questions require you to place objects into different categories or bins. There will always be at least two bins and each bin is labeled
according to the category it represents.
2. An object can only belong to one bin.
3. A bin can remain empty.
4. Before an answer is submitted, it is possible to rearrange the objects by dragging them to new locations. To start over, click Reset.
5. Once you're satisfied with your sorting, click Submit.

Part A
Correctly classify the given food items as either a fruit or a vegetable. If you need help, look at the hint available by clicking View Available Hint(s).
Drag the foods into the appropiate bins. Fruits should be placed in the left bin. Vegetables should be placed in the right bin.

Hint 1. How to distinguish fruits from vegetables

Botanically speaking, anything that grows from a flower and bears seeds is considered a fruit. For example, oranges, grapes, and strawberries are all
fruits. True vegetables are those that come from a part of the plant that is not the flower, such as leaves, stems, and roots. Thus lettuce, cabbage,
and radishes are all vegetables.

ANSWER:

Reset Help

Introduction to Ranking Questions

This exercise is not intended to test your knowledge of any specific subject material. Therefore, on this question you will not be penalized for submitting incorrect
answers.

Overview

1. Rankings are usually ordered from left to right. Check the problem instructions to be sure.
2. To rank two (or more) objects that are equivalent, drag one object into the ranking bin then drag the second object to overlap it. These objects will
then automatically align to be slightly offset (so you can see both of them at once). You will know they are equal because a vertical gray bar will
appear behind them to indicate an equivalent ranking group.
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3. Sometimes, it will be impossible to rank the objects based on the information given. In such a case, click on the box labeled "The correct ranking
cannot be determined" below the ranking window.
4. Before an answer is submitted, it is possible to rearrange the objects by dragging them to new locations. To start over, click Reset.
5. Once you're satisfied with your ranking, click Submit.

Part A
Each of these geometric shapes has a different number of sides. Arrange the shapes in order from the shape with the greatest number of sides to the shape
with the fewest number of sides.
Rank these shapes from greatest to fewest number of sides. To rank items as equivalent, overlap them.
ANSWER:

Reset Help

The correct ranking cannot be determined.

Introduction to Graphing Questions

This exercise is not intended to test your knowledge of any specific subject material. Therefore, on this problem you will not be penalized for using hints or
submitting incorrect answers.

Overview
When an assignment question requires that you answer by plotting a graph, you will see the following buttons:

To add a new graph, click . You will first be prompted to select a label. Then you can add points. (After adding your first point, the
tool automatically changes to add points mode.) You can create as many "unlabeled graphs" as you like -- these will not be graded.
To add or edit points on a graph, select or . This button toggles between these two modes.

About adding points:

Your cursor appears as a crosshair with +(x, y) coordinates next to it. To add a point, click a location. To add multiple points at a time, click and
drag your mouse.

About editing a graph:

Using a mouse: To move a point, click to select the point and then drag it to the new location. To move the entire graph to a new location, click
between points on the graph and then drag.
Using your keyboard: With a point or graph selected, press any arrow key to reposition.

About
Typesetting selecting/deselecting
math: 63% points and graphs: Click on any point to select it. To select a graph, click between points. Actively selected points

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and graphs are highlighted. To deselect a point or graph, click an empty area of the workspace.
To delete a selected point or graph, click or . To delete using your keyboard, press Delete or Backspace after
selecting a point or selecting a graph.
To change the graph label for the active graph, click .
To reset your graphs to the most recently submitted answer (restart), click .
For help with graphing, click .

Part A
Create a graph of y = 2x-6.
Construct a graph corresponding to the linear equation y = 2x - 6.

Hint 1. Identify a point to graph

You need to create a plot of
y = 2x - 6.
To identify points on this graph you must solve for the values of \texttip{y}{y} when \texttip{x}{x} takes on different values. What is \texttip{y}{y} when x
= 5?
Express your answer numerically.
ANSWER:

\texttip{y =}{y =}

ANSWER:

Introduction to Vector Drawing Questions

This exercise is not intended to test your knowledge of any specific subject material. Therefore, on this problem you will not be penalized for using hints or
submitting incorrect answers.

Overview

When an assignment question requires that you answer by drawing vectors or moments, you will see the following buttons.

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To draw a new vector, click and select the label for the vector that you want to draw. You can draw the vector by clicking on the start point
and dragging your mouse to the end point.
To edit an existing vector, click to select either the vector, its start point, or its end point. Drag the selected vector or point to a new location.
Some questions will ask you to mark moments. To mark a moment, click once to add a clockwise arrow, again to add counterclockwise arrow, and
a third time to return to a state of no moment/torque (no directional arrow).
To deselect a vector or moment, click on any empty area of the workspace.

To view the sum of all the vectors in your drawing, click . This option is not available in every problem.

To delete a selected vector or moment, click . To delete using your keyboard, press Delete or Backspace after selecting a vector or moment.
To view the information about or change the properties of a vector or moment, select the vector or moment, which will display properties (if
they are needed for the problem) such as:

\;\;

Vector properties (length, angle, and coordinates for start/end points) or moment properties (position and direction) can be edited directly in this
display. Here, you can also change a label by selecting another vector or moment.

To reset your vectors or moments to the most recently submitted answer (restart), click .

For help with drawing vectors or moments, click .

Part A
Every morning Ann walks her dog through the park, shown as a green square on the diagram below. They start at point 1, walk one block up the street, take
a turn at the corner labeled 2, and walk diagonally through the park to point 3. To return home, they walk two blocks down the street and turn right at the
corner labeled 4. Draw the path 1 \rightarrow 2 \rightarrow 3 \rightarrow 4 \rightarrow 1 taken by Ann as she walks her dog. Represent each segment of
Anna's walk with a vector.
The vectors should start and end at the centers of the red dots located on the image.

ANSWER:

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Part B
Now imagine that instead of walking along the path 1 \rightarrow 2 \rightarrow 3 \rightarrow 4 \rightarrow 1, Ann walks 80 meters on a straight line 33^{\circ}
north of east starting at point 1. Draw Ann's path. Represent Ann's walk with a vector of length 80 meters.
Draw the vector starting at point 1. The length given in the display is in meters.
ANSWER:

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Part C
The diagram below shows a force being applied on a beam. Mark the direction of moment at the fulcrum by clicking on the dot indicated by M.
Recall that you click once to add a clockwise arrow, again to add counterclockwise arrow, and a third time to return to a state of no
moment/torque (no directional arrow).
ANSWER:

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Reviewing the Fundamentals

This exercise is not intended to test your knowledge of any specific subject material. Therefore, on this problem you will not be penalized for using hints or
submitting incorrect answers.

Try this final item to review some of the key concepts you've learned.

Part A
You are starting a new item and after reading the first part you realize you have no idea how to go about answering it. What should you do?

ANSWER:

Request the solution immediately.

Guess randomly and hope for some useful feedback.

Use the available hints.

Part B
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You have been working on an item for a while and after a few missteps you've come up with an answer. However, there is one particular thing that you're
not 100\% sure of. What should you do?
Select all that apply.
ANSWER:

Check for any hints that address the part of the calculation you're unsure about.

Submit your answer and then adjust it according to any feedback you receive.

Return to the question after you've spoken with an instructor or classmate.

None of the above.

Part C
You've just solved a problem and the answer is the mass of an electron, m_{\rm e} = 9.11\times 10^{-31}\; {\rm kilograms}. How would you enter this number
into the answer box?
Enter your answer in kilograms using three significant figures. Note that the units are provided for you to the right of the answer box.

Hint 1. Multiplication and superscripts

You may use the scientific notation template to enter your answer, or type the following: 9.11*10^-31.

The keyboard multiplication symbol * (Shift + 8) will appear as a multiplication dot, and the carat symbol ^ (Shift + 6) will allow superscript. Another

way to get an exponent is by clicking in the menu.

ANSWER:

\texttip{m_{\rm e}}{m_e} = 9.11×10−31 {\rm kilograms}

Part D
A friend in your class tells you that she never uses hints when doing her Mastering homework. She says that she finds the hints helpful, but when the hint
asks another question it increases the chance that her score on the problem will go down. She feels like it isn't worth the risk.You reassure her that there is
nothing to fear about opening a hint that asks a question. Which of the following are good reasons for your friend not to worry?
Select all that apply.
ANSWER:

The only way to lose additional partial credit on a hint is by using the "Request Answer" button or entering incorrect answers. Leaving the
question blank will not cost you any credit.

Getting the correct answer to the question in a hint actually gives you some partial credit, even if you still can't answer the original question.

As an incentive for thinking hard about the problem, your instructor may choose to apply a small hint penalty, but this penalty is the same
whether the hint simply gives information or asks another question.

None of the above.

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Getting Started: Dynamic Study Modules

Some Mastering courses include Dynamic Study Modules. To learn more, watch the video, Getting Started: Dynamic Study Modules, and answer the questions
below.

Part A
What is the primary function of Dynamic Study Modules?
ANSWER:

Assess what a student already knows, and where he or she may want to focus additional study

Give students real-life applications of the concepts they are currently learning in class

Normalize student learning so the teacher knows what to focus on in lecture

Allow students to collaborate with each other on assignments in Mastering

Part B
What is required to access Dynamic Study Modules?
ANSWER:

A current Mastering username and password

Previously signing in from a desktop, if using DSM on the mobile app

Enrollment in a course that uses Mastering with Dynamic Study Modules

All of the above

Mastering Your Mindset

Mindset is an idea proposed by Stanford University psychologist Carol Dweck based on her research in motivation and development. According to Dweck,
people generally have a tendency to think with one of two different mindsets: a fixed mindset or a growth mindset. As you start this semester, it can be useful to
think about some ideas and strategies that will help you to succeed. In these materials, we will describe some ideas about motivation, based on cutting-edge
research, and offer some suggestions for how to get the most out of Mastering and your course.
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Watch the following videos and answer the accompanying questions to learn more.

Do You Have a Growth Mindset?

Part A
Which of the following describes a growth mindset, as opposed to a fixed mindset?

ANSWER:

Challenging yourself by persisting longer with problems helps to grow your mental muscle

Believing your talents, abilities, and intelligence can be developed in different ways

Learning and growing your brain helps performance in school

All of the above

Part B
What is neuroplasticity?

ANSWER:

The inability to change intelligence, which is fixed from birth

Having a fixed mindset in some ways, and a growth mindset in others

The ability to make new and stronger connections between the neurons in our brain as we learn

The Power of Making Mistakes

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Always wear protective clothing, appropriate gloves, and eye gear when in the chemistry lab.

Part C
How do students with a growth mindset see their mistakes?
ANSWER:

As opportunities to learn and improve their brain

As something that shouldn't happen in proper learning

As reasons to give up and avoid further challenges

Part D
How do you develop a growth mindset and embrace your mistakes?
ANSWER:

Question what went wrong and fix the problem in a new strategy

Repeat the question without changing your approach

The Power of “Yet”

Part E
Why is the word "yet" powerful in developing a growth mindset?
ANSWER:

It encourages you to continue along your learning journey, as you have not yet reached the final destination.

It encourages you to skip steps necessary to learn difficult concepts quickly.

It encourages you to stop trying when you fail because you are not smart enough.

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Part F
Which is NOT an element in developing expertise in a field?
ANSWER:

Putting forth effort

Giving up

Asking for help

Trying new strategies

Embracing Challenges

Part G
How do people with a growth mindset view and respond to challenges?
ANSWER:

They see challenges as opportunities to learn and push their abilities.

They see challenges as signs their brains are getting weaker.

They see challenges as a waste of effort and are embarrassed.

Introduction to Vector Notation

Some problems in MasteringPhysics require answers in the form of a single vector or an expression involving multiple vectors. This problem will show you how
to enter vector answers in MasteringPhysics.

Throughout the problem, refer to , which shows a two-dimensional coordinate system and four
vectors: \texttip{\vec{A}}{A_vec}, \texttip{\vec{B}}{B_vec}, \texttip{\vec{C}}{C_vec}, and \texttip{\vec{D}}
{D_vec}.
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Component notation

One common way of expressing vectors is in terms of their components. For example, the x component of \texttip{\vec{A}}{A_vec}, written \texttip{A_{\mit
x}}{A_x}, is equal to 2.5 (since that is its length along the x axis). Likewise, the y component of \texttip{\vec{A}}{A_vec}, written \texttip{A_{\mit y}}{A_y}, is 3. You
can express a vector in terms of its coordinates as follows: \vec{A} = (A_x,A_y)= (2.5, 3). What this means is that if the tail of the vector \texttip{\vec{A}}{A_vec}
is at the origin, then its tip is at the coordinates (x,y)=(2.5, 3).

When a problem in MasteringPhysics requires a vector answer in component form, the answer instructions will typically read something like "Enter your answer
as a pair of vector components, separated by a comma." In this case, you would enter your answer to the above scenario as 2.5,3. The surrounding
parentheses should not be entered.

Part A
Using component notation, enter the vector \texttip{\vec{B}}{B_vec} in the answer box.
Enter your answer as a pair of vector components, separated by a comma. You should not enter any parentheses.

Hint 1. Components of \texttip{\vec{B}}{B_vec}

The x component of \texttip{\vec{B}}{B_vec} is 2, and the y component of \texttip{\vec{B}}{B_vec} is -3.

ANSWER:

B_x, B_y = 2,-3

Unit vectors
As the name suggests, unit vectors are vectors of unit length (1). It is common and often convenient to write vectors in terms of a unit vector in the x direction
(\texttip{\hat{x}}{x_unit}) and a unit vector in the y direction (\texttip{\hat{y}}{y_unit}). In three dimensions, there is an additional unit vector in the z direction
(\texttip{\hat{z}}{z_unit}). Some textbooks use the unit vectors \texttip{\hat{i}}{i_unit}, \texttip{\hat{j}}{j_unit}, and \texttip{\hat{k}}{k_unit} in place of \texttip{\hat{x}}
{x_unit}, \texttip{\hat{y}}{y_unit}, and \texttip{\hat{z}}{z_unit}, respectively.

For example, you can express the vector \vec{A} in terms of unit vectors as follows: \vec{A} = 2.5 \hat{x} + 3 \hat{y}.

When a problem in MasteringPhysics requires a vector answer in terms of unit vectors, the answer instructions will typically read something like "Enter your
answer in terms of the unit vectors \texttip{\hat{x}}{x_unit} and \texttip{\hat{y}}{y_unit}."

Part B
How would you express \texttip{\vec{B}}{B_vec} using unit vectors?

Express your answers in terms of the unit vectors \texttip{\hat{x}}{x_unit} and \texttip{\hat{y}}{y_unit}. Use the \; \; button under the \;

\; menu in the answer box to create unit vectors.

ANSWER:

\texttip{\vec{B}}{B_vec} = 2 \hat{x}-3 \hat{y}

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Regular vectors

Sometimes, instead of using components and/or unit vectors, you may need to express a vector in terms of another vector or vectors. As a simple example, in
the figure provided, \vec{D} = \vec{B}. If the reason for this is presently unclear, don't worry; you will learn more about vectors in class. Here we just want to be
sure you know how to enter them in MasteringPhysics.

When a problem in MasteringPhysics requires a vector answer in terms of other vectors, the answer instructions will typically read something like "Enter your
answer in terms of the vectors \texttip{\vec{A}}{A_vec} and \texttip{\vec{B}}{B_vec} ."

Part C
Enter the expression -2\vec{C} + 6\vec{D} in the answer box using the notation just described.

Express your answer in terms of \texttip{\vec{C}}{C_vec} and \texttip{\vec{D}}{D_vec}. Use the \; \; button under the \; \; menu in
the answer box to create vectors.
ANSWER:

-2\vec{C} + 6\vec{D} = -2 \vec{C}+6 \vec{D}

Score Summary:
Your score on this assignment is 100%.
You received 13 out of a possible total of 13 points.

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