|the ultracentrifuge is an important tool for separating and analyzing proteins. because of the enormous centripetal accelerations, the centrifuge must be carefully balanced, with each sample matched by a sample of identical mass on the opposite side. any difference in the masses of opposing samples creates a net force on the shaft of the rotor, potentially leading to a catastrophic failure of the apparatus. suppose a scientist makes a slight error in sample preparation and one sample has a mass 10 mg larger than the opposing sample. if the samples are 12 cm from the axis of the rotor and the ultracentrifuge spins at 70,000 rpm, what is the magnitude of the net force on the rotor due to the unbalanced samples

The net force on the rotor due to the unbalanced samples : 64.4 N

Centripetal force is a force acting on objects that move in a circle in the direction toward the center of the circle  

F = centripetal force , N

m = mass , Kg

v = linear velocity , m/s

r = radius , m

The speed that is in the direction of the circle is called linear velocity  

Can be formulated:  

r = circle radius  

f = rotation per second (RPS)  

The sample has a mass of 10 mg larger than the opposing sample. If the samples are 12 cm from the axis of the rotor and the ultracentrifuge spins at 70,000 rpm  

Known  

RPM = 70,000, convert to RPS = 70,000: 60 = 1166.6  

r = 12 cm = 0.12 m  

m = 10 mg = 10⁻⁵ kg  

then  

Linear velocity :

Centripetal force :

the average velocity

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resultant velocity

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velocity position

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Keywords: ultracentrifuge, samples, Centripetal force, linear velocity

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step-by-step explanation:

sin(7pi/6 - pi/3)  

= sin(7pi/6 - 2pi/6)  

= sin(5pi/6)  

= sin(pi - pi/6)  

= sin(pi/6)  

= 1/2  

sin 7pi/6 - sin pi/3  

= sin (pi + pi/6) - sin pi/3  

= -sin pi/6 - sin pi/3  

= -1/2 - sqrt(3)/2  

= -(1+sqrt(3))2

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation: