Bruce believes that male students in his physics course spend more time working on homework than female students. his teacher and classmates are skeptical, so they asked him for proof. which of the following would be the best way for bruce to prove his point? a. survey the class over a week’s time, asking if they did or did not work on physics homework b. make a class data table, and ask the class to record hours spent on homework each day when they enter the classroom c. have students record homework time in a class data table every day, tally up the time, and make a bar graph contrasting male and female homework times d. ask students to estimate hours spent on homework for the first semester, and tally up the time for males and females

This question relates to the best way to scientifically test Bruce's hypothesis: "that male students in his class spend more time than female students doing physics homework."

Given the options available, the best way to Bruce to prove his point involves a visual representation of male vs female homework time. This is articulated by option C, which involves daily tallying up of homework time by all class students, production of a table and then a graph. 

Option A is not effective as it is simply a yes/no response to whether students did homework.

Option B involves a  daily class data table which would allow a break down to be calculated, but is not as good as option C.

Option D involves students estimating total homework hours for a semester, which is far too long a time to yield an accurate response. Option's B and C involving the daily input of homework are superior, with C as the best complete approach.

When the ball is rising up, it gains kinetic energy. when the ball reaches the very top, it will have all potential energy, until it falls back down and gains it kinetic energy. finally when you catch the ball or it falls back down, it would have gained its potential energy back.