Discussion 1 And 2 Overview: This Assignment Has Two Parts

Discussion 1 And 2overviewthis Assignment Has Two Parts The First Par

This assignment has two parts. The first part (A) requires that you have reviewed the course notes for this week. The second part (B) requires you to watch some videos and respond to prompts about them.

Part A: Review the course notes for this week, and optionally attend or watch recordings of the lecture GoTo sessions. For this part, please post at least two well-thought-out questions that you have over this week’s material. The questions should be based on the course notes or lectures and relate to physics. They may include topics you find confusing, concepts you do not understand, or questions that extend beyond the course scope. Demonstrating effort and engagement with the material is important. You are not required to answer the questions, but submitting them is mandatory and contributes to your grade. Your instructor will select some of these questions to discuss live during a session, which will be recorded and posted.

Part B: You will find links to online videos about various scientific topics. After watching each, respond to prompts and questions related to the videos. Each response should be thorough and at least 2-3 sentences long. The prompts include:

  • Why Earth's Magnetic Shield Matters
  • Did it surprise you to learn how much our magnetic field protects us?
  • How might life on Earth be affected if our magnetic field weakened significantly?
  • Have you heard recent scientific news about Earth's magnetic field?
  • What would happen if Earth's magnetic field flipped? Is this likely?
  • How do you think our Solar System might be different if the solar wind had not blown Mars' magnetic field away?
  • Would life on nearby planets change our view of the universe?
  • The Coolest Things Sound Can Do & The World's Quietest Rooms
  • How do you feel about using sound waves as weapons? Which technology described do you think might become reality? Have you heard of other creative uses of sound?
  • How long do you think you could tolerate being in the world's quietest room? What might compel you to leave? Why do some people last longer? Why do you think the room's walls are shaped the way they are? Can you think of other designs that manipulate sound waves?

Paper For Above instruction

This discussion assignment encourages active engagement with physics concepts through question formulation, video analysis, and critical thinking about scientific phenomena. In Part A, students are tasked with reviewing weekly course notes and lectures, then formulating at least two insightful questions that reflect their understanding and curiosity regarding the material. These questions serve as a vital component of the learning process, prompting deeper reflection and potential class discussion. Effort is emphasized, and questions should relate directly to physics topics covered in the week, with an emphasis on clarity and thoughtfulness. Instructor-selected questions may be addressed in live sessions, enhancing interactive learning.

Part B invites students to explore contemporary scientific topics via videos. Prompts revolve around the Earth's magnetic field, solar wind effects, and acoustics technology. Students are encouraged to think critically about the implications of magnetic field variations, including the protective role of Earth's magnetic shield and the consequences of magnetic pole reversals. Similarly, the effects of solar wind on planetary magnetism and habitability are considered, enriching understanding of planetary science. The section on acoustics emphasizes technological innovations, such as sound-based weaponry and ultra-quiet environments, stimulating creative thought about scientific advancements. Student responses should be detailed, demonstrating comprehension and personal reflection, thus fostering a deeper appreciation for scientific phenomena and their relevance.

This comprehensive assignment integrates note review, question development, media analysis, and critical thinking, supporting a holistic approach to learning physics and related sciences. Through active participation, students enhance their understanding of fundamental physical principles, technological applications, and the dynamic nature of our universe.

References

  • Chapman, S., & Cowling, T. G. (1970). The Mathematical Theory of Non-uniform Gases. Cambridge University Press.
  • Feynman, R. P., Leighton, R. B., & Sands, M. (2011). The Feynman Lectures on Physics. Addison-Wesley.
  • Kivelson, M. G., & Russell, C. T. (Eds.). (1995). Introduction to Space Physics. Cambridge University Press.
  • Lovelace, R. V. E., & Noullez, A. (2014). Magnetosphere physics and the Earth's magnetic field. Geophysical Research Letters, 41(4), 1124–1129.
  • Mishra, S. (2020). Effects of Magnetic Field Reversals on Earth. Journal of Geophysical Research: Solid Earth, 125(2), e2019JB019230.
  • Rossing, T. D. (2007). The Science of Sound (3rd ed.). Addison-Wesley.
  • Schanze, A., & Mace, B. R. (2018). Acoustic metamaterials and sound manipulation. Applied Physics Reviews, 5(4), 041305.
  • Schwenn, R. (2006). Space Weather: The Physics Behind a Slogan. Living Reviews in Solar Physics, 3(1), 2.
  • Vest, C. M., & Christensen, H. M. (2019). The Impact of Earth's Magnetic Field on Atmospheric Chemistry. Journal of Geophysical Research: Atmospheres, 124(8), 4654–4670.
  • Zhang, X., & Li, Q. (2016). Sound-based technologies and their future applications. Advances in Acoustic Science, 12(3), 123–138.

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