# Science

The Frisbee Toss Laboratory

Purpose: To determine the speed, velocity, and acceleration of a Frisbee by measuring the appropriate variables.

Materials:

·

· 1-3 frisbees

· a stopwatch

· a helper

· a measuring tape

· a calculator

Pre-Lab:

For each of the variables given complete the following chart.

 VARIABLE FORMULA UNITS Speed Velocity Acceleration

Procedure:

1. Throw your Frisbee(s) three times. Your partner will time how long the Frisbee is in the air.

2. After throwing the Frisbee use the measuring tape to measure how far the Frisbee went. If your measuring tape measures in feet, multiply that number by 0.305 in order to find the number of meters.

 TOSS DISTANCE(m) TIME(s) 1 2 3

Post Lab Questions

1. Using the collected data, calculate the speed (m/s), velocity (m/s), and acceleration (m/s2), for each Frisbee throw.

2. On your own paper: SHOW THE EQUATION USED AND ALL WORK FOR EACH CALCULATION!

3. Place all answers in the data table below. DON’T FORGET UNITS!

Data Table 3

 TOSS SPEED VELOCITY ACCELERATION 1 2 3

4. What was different about the throw that had the greatest velocity?

Discussion: Diagnosing and Managing Gynecologic Conditions

Gynecologic conditions can be difficult to diagnose for a variety of reasons, including overlapping symptoms, lack of patient knowledge, or even patient fear or embarrassment about sharing information. Your role provides you the opportunity to develop a relationship of trust and understanding with these patients so that you can gather the appropriate details related to medical history and current symptoms. When caring for this patient population, it is important to make these women an integral part of the process and work collaboratively with them to diagnose and develop treatment and management plans that will meet their individual needs. For this Discussion, consider diagnosis, treatment, and management strategies for the patients in the following four case studies:

Case Study 1(Endometriosis)

A 32-year-old African American female is concerned about increasing dysmenorrhea over the past three years. In the past year, this was associated with painful intercourse. She has been in a monogamous relationship with one male partner for the past five years. They tried to have children without success. Menarche was at age 10; menstrual cycles are 21 days apart and last for 6–7 days. The first day of her last menstrual period was 10 days ago and was normal. She denies vaginal itching or discharge. On gynecologic exam there was no swelling, external lesions, or erythema, urethral swelling, or vaginal discharge. Cervix is pink without lesions or discharge. Uterus was small, retroverted, and non-tender. Adnexa were small and non-tender. Nodules are noted along the cul de sac.

To prepare:

·        Review Chapter 27 of the Schuiling and Likis text and Chapter 7 of the Tharpe et al. text.

·        Review and select one of the four provided case studies. Analyze the patient information.

·        Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.

·        Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or nonpharmacologic treatments.

·        Consider strategies for educating patients on the treatment and management of the sexually transmitted infection you identified as your primary diagnosis.

By Day 3

Post at least 250 word (NO INTRODUCTION OR CONCLUSION)

1.     an explanation of the differential diagnosis for the patient in the case study (DO NOT  RESTATE FACTS OF CASE STUDY)

2.     Provide a minimum of three possible diagnoses and list them from highest priority to lowest priority.

3.     Explain which is the most likely diagnosis for the patient and why.

4.     Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments.

5.     Finally, explain strategies for educating patients on the disorder.

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