University of California Los Angeles Newtons Law of Gravitation and Coulombs Law PPT

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QFNYR

Science

University Of California Los Angeles

Description

The prompts for the physics essay are in the file section below. There are multiple prompts that you get to choose from. Only one prompt is needed to complete the assignment

3-4 minute presentation
Presentation is written out in essay format (~100-150 words/minute of speaking) for documentation.

Present following rubric guidelines attached in the file section

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HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.] HS-PS3–5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.] HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. [Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.] HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. [Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.] HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.] Common Core Aligned Rubric for Presentations Speaking and Listening Standards Organization Comprehension and Collaboration Presentation of Knowledge and Ideas Proficient (2) Developing (1) No Proficiency (0) NA Essay and other presentation materials submitted by deadline Materials not submitted. Plagiarism will result in a loss of 10%, minimum on the course grade for a first-time offense. If student has a cheating contract, student may fail the class. Student came to the presentation prepared, having thoroughly read and researched his/her topic. SL.9-10.1.a SL.11-12.1.a Student came to the presentation prepared. Student did not come prepared to present information. More reading and research could have been completed. Student was able to respond thoughtfully to questions about the topic, justifying responses with evidence from credible sources. SL.9-10.1.c, SL.9-10.1.d SL.11-12.1.c, SL.9-10.1.d Student was able to respond to questions about the topic. Student was able to present information, findings, and supporting evidence clearly, concisely, and logically such that listeners could follow the line of reasoning. Student was able to present information, findings, and supporting evidence. Student presented information naturally and did not rely on notecards and/or reading from product (presentation practice is evident). SL.9-10.4 SL.11-12.4 Student was unable to justify responses with evidence. Presentation of evidence was at times, unclear. Student relied on notecards and/or reading from product in order to present information. Student was unable to respond to questions about the topic. Student was unable to present information, findings, and supporting evidence. Presentation of Knowledge and Ideas The organization, development, substance, and style of the presentation were appropriate to purpose, audience, and task. SL.9-10.4 SL.11-12.4 The organization, development, substance, and style of the presentation were, at times, inappropriate to the purpose, audience, and task. The organization, development, substance, and style of the presentation were inappropriate to the purpose, audience, and task. Student used digital media (textual, graphical, audio, visual, or other interactive elements) in his/her presentation to enhance understanding of findings, reasoning, and evidence and to add interest. Student used some digital media (textual, graphical, audio, visual, or other interactive elements) in his/her presentation. Student did not incorporate any digital media. Digital media and/or decorations did not distract from the purpose of the message. SL.9-10.5 SL.11-12.5 Digital media did not enhance understanding of findings, reasoning, and evidence and/or did not add interest. Digital media and/or decorations distracted from the purpose of the message. Student was able to adapt speech, demonstrating command of formal English. SL.9-10.6 SL.11-12.6 Student demonstrated limited or inconsistent command of formal English. Student demonstrated weak command of formal English. Presentation lasted 3-4 minutes. Presentation lasted 2-3 minutes. Presentation lasted 0-2 minutes. Over 4 minutes 2015 Presentation was uninteresting.
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Explanation & Answer

View attached explanation and answer. Let me know if you have any questions.

NEWTON’S LAW OF GRAVITATION
AND COULOMB’S LAW
Name of the Presenter

School Affiliation

Introduction
• Both coulomb’s law and Newton’s law of
...


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