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# Sample questions are demonstrated.

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1. During the later portion of the swing phase of a walking stride the knee is extended from 35 degrees (initial) to 10 degrees (final) over a time period of 0.1 seconds. What was the angular velocity?

2. If an object achieves an angular acceleration of 12 rad/s2 from a moment (torque) of 300 Nm, what is the object's moment of inertia?

3. What would be the angular speed of a diver who completed 5 ½ revolutions (i.e., angular distance) in 2s? Convert this speed to degrees/s, and rad/s.

4. Number of degrees and revolutions in 1.4 radians.

5. Number of radians in 80 degrees.

6. Determine the linear distance (along the arc) that an object 1.3m from the axis of rotation spans in 56 degrees.

7. Calculate the moment of inertia of an object consisting of a 30kg mass, located 0.76m from an axis.

8. The moment of inertia about the center of mass of an 60 kg object is 1.4 kgm^2. If the moment of inertia about the object's proximal end is 40 kgm^2, what is the distance between the proximal end and the center of mass?

9. A gymnast takes off with an angular momentum of 60 kgm^2/s. What will be her angular velocity during a somersault, if her moment of inertia in the tucked position is 5 kgm^2. Be careful with the units.

10. If a person pushed on a door with a force of 500 N and a moment arm of 0.75 meter, what would be the moment (torque)?

11. A force is applied to a lever 15cm from the axis of rotation. What happens to the moment (torque) created if the same force is moved closer to the axis and applied a distance of say 5 cm from the axis?

https://brainmass.com/physics/angular-momentum/sample-questions-are-demonstrated-230312

#### Solution Summary

The solution examines the swing phase of a walking stride. The number of degrees and revolution in 1.4 radians.

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## Lit review sample

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Part one

Research Proposal Assignment

Assignment Instructions
This is the first installment of a two-part assignment, (Part one due date is November 12, 2015), with the second part being a 10-page research paper due by the end of Week 4 (by November 30, 2015) (Please see Part two attachment). In this research paper, you will be expected to assess the relative merits of two IR theories in explaining the outcome of a case study of your choice. In this preliminary assignment you will present a research proposal for this research paper. The proposal will consist of:
1. A brief description of the specific case-study that you are interested in examining, and an explanation for why this is an important case to study (for example: the Cold War, the Israeli-Arab conflict, the Kyoto Treaty, the Landmine Ban treaty, European integration, the rise of China, America's potential decline. In short, there are many different topics that you can choose from. Just make sure that the topic that you choose is directly related to international relations).
2. A clear and concise research question (for example: why didn't the Cold War escalate into an actual war between the United States and the Soviet Union? What explains the failure of the Kyoto Treaty? What explains the passage of the Landmine Ban treaty? Why did the United States and the Soviet cooperate during WWII? Why did the League of Nations fail?). Note that a good research question is analytical in nature, and can be answered within the time and space available. In other words, it is not merely descriptive, and should not take a book-length manuscript to answer. A descriptive question is one that seeks to describe an event (i.e. what happened? Example: what did Germany do in September 1939?), an analytical question focuses on why, or how, things happened (see the examples above).
3. A preliminary literature review, of no less than 10 peer-reviewed sources, related to your topic. You must watch this video before doing the literature review. It explains how to do a literature review as opposed to an annotated bibliography. Do NOT provide an annotated bibliography. https://www.youtube.com/watch?v=t2d7y_r65HU

General Instructions for Assignments and Rubric:

All assignments should be written in Word document. Use 12 pt. font and double-space. Insert page numbers. Assignments will be graded using a rubric appropriate for your class level.
Graduate Rubric 500-600 Level (See the attachment named: SSGS+Assignment+Rubric+500-600+Level)

Submission:
Originality of attachments will be verified by Turnitin.

Please read this post and give me your suggestions and opinions on the topic/content of this post.

Part two:
Assignment Instructions
The research paper is your answer to the research question that you submitted in Part one. The paper should include:
1. An introduction, which clearly outlines the topic of the paper, its importance in the context of IR theory, the research question, and a brief overview of the paper (main argument, and an outline of the different sections).
2. A theoretical section that identifies and discusses the theories that you have chosen, and outlines their main causal arguments as they pertain to your particular topic/question.
3. A methods section that outlines the hypotheses, their observable implications, and the way you have tested them.
4. An analysis section that presents your findings.
5. A conclusion that summarizes your findings, and suggests avenues for future research.

General Instructions for Assignments and Rubrics

All assignments should be written in Word document. The paper should be no more, and no less, then 10 pages long (double-spaced, 12-point font), not including the cover page, references, and any appendices. References must be in Turabian format. For more tips on writing a good research paper, see the resources here. http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html

Graduate Rubric 500-600 Level (See the attachment named: SSGS+Assignment+Rubric+500-600+Level)
Submission:
Originality of attachments will be verified by Turnitin.

APUS Assignment Rubric Lower Level
Updated: June 2012
Full Rubric for Classroom Publication

School of Security and Global Studies Rubric Features
• Rubric categories are evenly distributed - 20 points per category.
• Assignment settings equal 100 points for each assignment.
• Grade book is set for weighted categories (not points).
• Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
• Standard forum discussion rubric for all levels.

Quick Table for Insertion in Assignments (within Word document)
Criteria Exemplary 16-20 Accomplished 11-15 Developing 6-10 Beginning 0-5 Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total

Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student's writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.

Exemplary

Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.

____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student's current level of subject matter knowledge.

Exemplary

Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student's ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

_________________________________________________________________________
Application of Knowledge (Critical Thinking Skills)
[Graduate Learning Outcomes Assessment Objective 5]
Beginning
Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.
Developing
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.
Accomplished
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student's above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.

Exemplary

Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.

____________________________________________________________________________
Organization of Ideas/Format
Beginning
Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms.
Developing
Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.
Accomplished
Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with few formatting errors.

Exemplary

Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student's ability to plan and organize research in a logical sequence.

Writing and Research Skill
[Graduate Learning Outcomes Assessment Objectives 1 and 2]
Beginning
Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student's writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student's need for additional help or training in this area. Student needs to review and revise assignment.
Developing
Assignment reflects basic writing and grammar, but with more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student's writing ability is average, but demonstrates a basic understanding of the subject matter. Assignment provides a basic, but borderline perspective of student's research abilities. Student has incorporated fewer source than required by the assignment and does not attempt to cover key elements of assignment.

Accomplished
Student provides an effective display of good writing and grammar. Assignment reflects student's ability to select appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well-written with no more than three-five errors. Student provides a good final product that covers the above-minimal requirements. Student achieves an above average synthesis of research, but interpretation may be narrow in scope and description within assignment. Assignment contains the minimum resources and presents an average overview of key concepts.

Exemplary

Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. The work represents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well- planned research assignment. Assignment is error-free and reflects student's ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal. Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates more than the minimum quality references in the development of the overall thesis. Student incorporates a variety of research resources and methodology in the preparation of assignment.

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