Linear Motion Lab Essay Example

Linear Motion Lab Paper 2. LINEAR MOTION In this experiment you will study the motion of an object in one dimension from a number of points of view. You will demonstrate how the variables of motion are related by differentiation and integration and investigate the relationship between potential and kinetic energy. Theory Why Study Motion? Motion is everywhere in the universe. Only at a temperature of absolute zero is the motion in any body truly absent. If motion exists then so also does energy. To the delight of the modern-day physicist the tools that were invented by Galileo Galilei, Isaac Newton and others 200 years ago to describe motion apply everywhere in the universe, from electrons in our own bodies to the farthest galaxy. The study of motion and of energy is at the heart of physics. This experiment deals with motion of the simplest kind, motion in one dimension or motion in a straight line. Kinematics and Dynamics The subject of motion is divided for convenience into the subtopics of kinematics and dynamics. Kinematics is concerned with the aspects of motion that exclude the forces that cause motion. In a manner of speaking, kinematics is focussed on the development of definitions: position, displacement, velocity, acceleration and on the relationships that exist between them. Dynamics widens the study of motion to include the concepts of force and energy. Definitions Position Kinematics begins with the idea of position. Suppose that we photograph an object moving to the left along a horizontal path at two instants of time and superimpose the images for study (Figure 1). We will write a custom essay sample on Linear Motion Lab specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Linear Motion Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Linear Motion Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We examine one image with a ruler and mark off the number of units that separate the object from the ruler’s zero. The zero is a reference or origin at a position of zero units by definition. The position of the object at any another place is, say x units. x is an instantaneous quantity since it applies to a specific clock time—the instant the photograph was taken. Position like length is a basic quantity and is dependent only on the unit used. But position involves direction also. In principle the object could be to our right or to our left. To include the information of direction we use a vector. The magnitude or length of the vector, say r, is r (or perhaps x), while the direction is to the right, meaning the object is to the right of the reference point. We could also agree that, by convention, the sign of x is positive in this particular case. Elapsed Time The two positions of the object in Figure 1 must be described with different vectors and different clock times. The photographs can be said to show two events, an initial â€Å"i† event and a final â€Å"f† event. There is now an elapsed time between the events equal to the simple difference: ?t = t f – t i , †¦[1] unit seconds, abbreviated s). Keep in mind that the concepts of clock time and elapsed time are different; an elapsed time is the difference between two clock times. L2-1 L2 Linear Motion 0 rf clock time tf object ri displacement ? r = rf – ri clock time ti object ? r = v ? t Figure 1. This drawing illustrates an object moving toward the origin (left) â€Å"photographed† at two positions. The corresponding clock times are indicated. Position, displacement and velocity vectors are given different head styles to emphasize their different natures. Displacement Displacement differs from position. In the elapsed time between the events the object moves from one position to another. The displacement is the difference between the two vectors describing the two positions: d. Eq[3] then becomes what is known as the instantaneous velocity ? dr ? =v. dt †¦[4] ? ? ? ? r = rf – ri , †¦[2] (unit meters, abbreviated m). Displacement, being the difference between two vectors, is also a vector. The displacement is negative in this case (according to our convention) since it points towards the origin. Velocity Average Velocity. Another quantity in kinematics is the average velocity. This is the displacement an object undergoes in one second of elapsed time. It is the ratio ? ? This quantity is abstract and tricky to imagine: it can be thought of as the average velocity that might be measured with a superior detection system over an infinitely short elapsed time (or the velocity at a specific clock time). In practice, with equipment available in a first year physics lab, it can be measured only approximately. If the displacement is known as an analytical function of time, r(t), then the instantaneous velocity at some clock time t0 is the tangent to the function at t0, or the first derivative of r(t) at t0. The finding of tangents is one of the objectives of this experiment. Acceleration The velocity of the object in Figure 1 may change with time. The velocity might decrease as a result of a force of friction between the object and the path. Or the velocity might increase if the path were not horizontal and a component of the force of gravity acts on the object. The time rate of change of the average velocity is called the average acceleration and the time rate of change of the instantaneous velocity is called the instantaneous acceleration. Both types of acceleration are defined as in eqs[3] and [4] with â€Å"v† subsituted for â€Å"r â€Å"and â€Å"a† substituted for â€Å"v†. ? ? r rf – ri ? = =v, ? t ? t †¦[3] (unit meters per second, abbreviated m. s–1). The average velocity, being a vector divided by a scalar, is a vector. The average velocity is negative here, too, since it points towards the origin. The magnitude of the average velocity is the speed. The elapsed time in eqs[1] and [3] is a finite interval. What would happen if this interval were infinitely small? Mathematically speaking, this amounts to taking the limit of eq[3] as ? t>0. The increments ? ust be replaced by the differentials L2-2 Linear Motion L2 Motion of an Object Whose Velocity is Constant In this experiment you will mostly be studying the motion of an object whose velocity is changing. However, for purposes of completeness we first consider motion at constant velocity. The case of an object moving t owards the origin on a horizontal plane is drawn in Figure 2. We suppose that the data pairs (t, r), where t is the clock time and r is the position are measurable at regular intervals by some detection system. Two such points when plotted on a graph might appear as shown in the upper half of Figure 3. A computer could be programmed to calculate the â€Å"average velocity† as the slope between the two datapoints and plot it as a point on a graph (lower half of Figure 3). The result is negative, the sign indicating the direction of the velocity vector. The computer software used in this experiment does something similar by finding the average velocity by averaging over the slopes between a number of datapairs (7 by default). Thus if a number of datapoints were measured and the results plotted on a graph, the result might resemble Figure 4. As the glider approaches the origin here the position decreases but always remains positive. The velocity remains at a constant negative value. The velocity is therefore just the derivative or the slope of the displacement versus clock time graph (or the slope of the position versus clock time graph here in one dimension). The velocity is seen to change little (if at all) with clock time and so the acceleration (decceleration) is very small. Motion Detector 0 clock time: tf rf clock time: ti ri positive displacement ? r = rf – ri v = ? r also to the left ? t Figure 2. An object is shown at two positions (events) while moving toward a detector on a horizontal plane. ti , ri ) Position ( tf , rf ) clock time Velocity ( tf , vf ) Figure 3. A graph of the two position-clock time datapoints described in Figure 2. Shown also is a point on the velocity graph as it might be generated from the slope between the two datapoints multiplied by the sign of the velocity vector. L2-3 L2 Linear Motion Figure 4. Typical position and velocity graphs as might be produced for an object mo ving as shown in Figure 2. Can you see how these graphs are consistent with Figure 3? Motion of an Object Whose Velocity is Changing with Time In this experiment you will mostly be ignoring the effects of the force of friction. However, for purposes of understanding it is useful to consider friction briefly. A small force of friction must exist between the glider and the layer of air on which it moves because the glider is seen to slow down. Friction acts opposite to the direction of motion (to the right in Figure 2) and therefore produces an acceleration also toward the right. This acceleration is often described as a decceleration in the sense that it is opposite to the velocity and describes a velocity decrease. (The object is slowing down. The velocity and acceleration versus clock time graphs in this case will resemble Figure 5. It is known from other experiments (â€Å"Simple Measurements†) that the force of friction, though small, has a complicated functional form giving rise to a decceleration that depends on the first (and sometimes the second) power of the speed. Gravity, unlike friction, is a constant forc e and is therefore much easier to deal with; the effect of gravity on motion we consider in the next section. Figure 5. Velocity and acceleration graphs for an object moving as shown in Figure 2 while subject to a small force of friction. Remember, graphed here are the magnitudes of the vectors multiplied by the sign corresponding to the direction of the vectors. Motion of an Object Whose Acceleration is Constant and Nonzero An object moving with constant non-zero acceleration down an inclined plane (neglecting friction) is shown in Figure 6. Its free body diagram is drawn in Figure 6b. Starting from the assumption that the acceleration is constant and nonzero we can develop the mathematics of the object’s motion using successive integration. If friction is negligible, then the L2-4 Linear Motion L2 agnitude of the force giving rise to the object’s movement is the component of the force of gravity along the incline, that is, where C2 is another constant of integration. C2 = r(0), the position at a clock time of 0 seconds; thus F = ma = –mgsin ? , †¦[5] r(t) – r(0) = 1 2 at + v(0)t . 2 †¦[9] where the minus sign means that the force vector points towards the origin. The glider†™s instantaneous speed at some arbitrary clock time t is obtained by integrating a from eq[5]: 1 v(t) = ? adt = at + C1 , where C1 is a constant of integration. C1 is the instantaneous speed at a clock time of 0 seconds, i. . , the quantity v(0); thus We can now make the following correspondence. If at event i we let ti = 0, then ri = r(0) and vi = v(0). Then we can also write for the event f, tf = t, rf = r(tf) and vf = v(tf). Then equations [9] and [7] take on the more familiar forms: rf – ri = and 1 2 at – v it 2 †¦[10] †¦[11] v f = vi + at . v(t) = v(0) + at . †¦[7] The glider’s position at the clock time t is found by integrating v(t) from eq[7]: r(t) = ? v(t)dt , = ? (at + v(0))dt , = 1 2 at + v(0)t + C2 , 2 †¦[8] In this experiment you can test these equations with the detection system and software several ways. Firstly, you can test if the position, velocity and acceleration data you collect really is described by functions of the form of eqs[10] and [11]. In other words, you can perform polynomial â€Å"fits† to the data, finding in the process the value of a. You can test the differential and integral relationships between the variables by invoking the options of slope and integral. These are some of the objectives of this experiment. ti , vi tf , vf Motion Detector rf m g sin ? 0 ? ? r = rf – ri (a) (b) ri posi tive N mg Figure 6. (a) A object is shown at two positions while moving down an inclined plane. The object’s free body diagram is shown in (b). The object is â€Å"pulled† toward the origin by the component of the force of gravity mgsin?. The acceleration is negative here according to the sign convention employed by the detection system. L2-5 L2 Linear Motion Work and Mechanical Energy In Figure 6 the object is shown moving down an inclined plane. It is therefore accelerating. Any time an object is accelerating, work is being done upon it. The concepts of force and energy take us in this section into the area of dynamics. The concepts of work and energy are closely related. The work done on a point mass2 by a net constant force F is defined Work-Energy Theorem the work done on an object goes to increase the object’s mechanical energy. This energy can be either kinetic energy, potential energy, or both. Both types of energy can be defined with reference to Figures 7 where an object of mass m is shown responding to an applied force in two ways. In Figure 7a the object is being moved to the left in our field of view along a horizontal, frictionless surface. In Figure 7b the object is being moved vertically upwards. Figure 7a enables us to define kinetic energy most easily. Figure 7b enables us to define potential energy. We first consider the former in the next section. ? ? W = F †¢ r = Frcos ? , †¦[13] (unit joules, abbreviated J). Here r is the object’s displacement vector and ? is the angle between the vectors F and r. (The †¢ symbol indicates the scalar or â€Å"dot† product of vectors. ) According to the F m hf Fg ? v = 0 F speed vf m ? h = 0 F speed vi m ? h reference position m Fg Figure 7. An object is shown responding to a force in two ways. In (a) the surface is horizontal and frictionless, so the work done by the source of the force F goes entirely into increasing the object’s kinetic energy. In (b) F is greater then the weight | F g | of the object by some infinitesimal amount so the work done by the source of the force goes entirely into increasing the object’s potential energy. F (a) hi (b) L2-6 Linear Motion L2 Kinetic Energy Suppose (Figure 7a) that we are able to measure the instantaneous speed of the object at the clock times ti and tf when the object is at positions ri and rf, respectively. The object is receiving a force F and is being accelerated. In general, F is not constant. The work done on the object between ri and rf is, from a generalization of eq[13] 3 1 1 = m? v 2 – vi2 ? . f ? 2 ? The work done is therefore the difference between two terms: W= 1 2 1 2 mv – mv . 2 f 2 i †¦[14] ? ? ? ? W = ? F †¢ dr = m? a †¢ dr = m? adr , since the vectors a and dr are parallel. Changing the variable of integration from r to v gives 4 If we call the expression mv2/2 the kinetic energy Ek, or the energy of motion, eq[14] can be written W = Ekf – Eki = ? Ek . †¦[15] dv dr ? , W = m? ? ? dt dt dt ? = m? v vdv , i vf In this particular case W is a positive number, i. e. , the kinetic energy of the object is increasing. The work done on the object is therefore equal to this increase in kinetic energy. This is one-half of the Work-Energy Theorem. Potential Energy If we assume in Figure 7b that the magnitude of the applied force F is insignificantly greater than the weight of the object acting downwards then the object moves upwards a distance ? h = hf – hi in some elapsed time at zero speed (thus acquiring negligible kin-etic energy). From the definition, eq[13], the work done on the object is W = E pf – Epi = ? Ep . †¦[17] ? ? W = ? F †¢ dr , = ? h mgdr . i hf Once again the work done is seen to be equal to the difference between two terms: W = mghf – mghi . †¦[16] If we call the expression mgh the potential energy of the object at the position h relative to the position 0 and denote it Ep we can write eq[16] as This is also a positive number. Thus the work done on the object is equal to the increase in the object’s potential energy. This is the second half of the Work-Energy Theorem. The change in kinetic energy is zero here. This energy is potential energy, gravitational potential energy to be exact. This is the energy an object possesses by virtue of its position relative to some reference position in a gravitational field. This energy is the work required (by us) to move the object (very slowly) to the final position from the initial, reference position. Now Figures 7 describe two idealized situations where the object is moving either horizontally or vertically. Should the object be moving on an inclined plane it will be moving at an acute angle relative to the horizontal and will therefore undergo changes in both kinetic and potential energy. One of the objects of this experiment is to study this general case. L2-7 L2 Linear Motion The Experiment Exercise 0. Preparation First Steps Identify the glider stowed on top of your air blower. Find the spacer. Identify the detector (the blue box) mounted just beyond the near end of the track) and the universal interface (ULI) board mounted on the front of the blower box. Simple Measurements You are going to log the glider’s mechanical energy so you need its mass. You can weigh it on one of the electronic balances in the lab. Measure the thickness of the spacer with the vernier caliper. The Air Track The object whose motion you will study is a glider on an air track (Figure 8). An air track is an ideal device for studying the motion of an object like a glider since it supplies a thin film of air on which a glider, having just the right shape, can move with reduced friction. Identify the air track’s two rear feet and its single front foot. Confirm that elastic bands are in place to serve as bumpers for the glider. The detector and associated electronics in the ULI board log the glider’s position at clock times you can select. The detector emits pulses of ultrasound at a frequency of 50 kHz. These pulses travel out from the detector through the air, reflect from the reflector on the glider and then return. Since the speed of ultra-sound in air at room temperature is known, the computer is able to calculate the distance of the glider from the detector (the position) by timing the round trip of the pulse. 5 To get velocity and acceleration, the computer makes several measurements and calculates averages and rates of change. Motion Detector near bumper far bumper single front spacer goes under front footpad ? X = (2. 29  ± 0. 01) m spacer Y Figure 8. The air track shown in an inclined position (scale is exaggerated here). X is the distance between the single front foot and the midpoint of the two rear feet. For all tracks X = (2. 29  ± 0. 01) m. L2-8 Linear Motion L2 Checks to Minimize Friction To ensure that your glider moves with minimum friction check the following: Motion setup should run. The Opening Screen The opening screen shows three narrow graph areas (one of which is shown in Figure 10). The position versus clock time graph should be currently selected (a box should be drawn around it). To select any graph move the mouse to position the cross-hair pointer over the graph and then click the mouse button once. Notice on the clock time axis of the graphs that the program is set by default to record for 10 seconds. The Expected Value of Acceleration Locate the spacer you will be placing under the front footpad of your track. Based on the geometry of Figure 8 what value of acceleration should you expect for your glider? You need this number in the formula for potential energy (next section). Entering Formulas LoggerPro automatically computes velocity and acceleration from the basic values of position it records, but it must be instructed to calculate energy (since energy depends on your glider’s mass). You have to enter the formulas into LoggerPro’s spreadsheet. To do this select Data New Column Formula. Figure 9 shows a fragment of the screen which then appears. On separate calls to New Column enter formulas for kinetic energy, potential energy and total energy as is shown in the figure. Pay attention to the common spreadsheet syntax (â€Å"*† means multiply, â€Å"^† means to the power of, etc. ) Notice that you can select variables and functions from the popdown lists. You enter velocity as â€Å"Velocity† which you can either type in yourself or select from the Variables popdown list. Take your time here. Your TA will help you with these tasks. The formula you will likely have the most difficulty with is potential energy. Convince yourself the formula can be written ? Ep = m x (expected value of a) x position. Or, in LoggerPro notation: ? If ON, turn any and all equipment OFF. ? In order to run properly, the â€Å"V† angle of your glider must match the â€Å"V† angle of your track. Read and follow the instructions on the blower box. Turn the air blower ON. In order to run properly, your glider must be supported by air at sufficient pressure. Read and follow the instructions on the blower box. ? ? Level Check Your air track must be level when you start this experiment otherwise your glider will experience an unaccounted for acceleration. To check for level first remove any spacer that might have been left under the front footpad of the track. Place your glider on the midpoint of the track and look for any drifting right or left. If your glider does drift adjust the screw on the front foot of the track to compensate. When the track is level your glider should not drift appreciably left or right. Setting up the ULI Board Turn the ULI board ON by means of the switch located in its lower right hand corner. A LED on the board should glow red or green. ? Booting LoggerPro To boot the program follow these steps: ? With the computer ON log into your account n the FISSURE server as you learned to do at the Orientation Workshop. (If for any reason you cannot log in you can save your work temporarily in the â€Å"Student Temp Save† folder on the local hard drive. In any case, you can log in and out at any time. ) On the local harddrive â€Å"Macintosh HD†, locate and open folders in this order: â€Å"Physics† †PHYA10 †02. Linear Motion†. Inside â€Å"02. Linear Motion† double click the icon Linear Motion. LoggerPro and the Linear ? ? L2-9 L2 Linear Motion m * (expected value of a) * â€Å"Position†. What is the expected value of â€Å"a† based on a 2 cm spacer? If later, you find you have made a mistake in typing and wish to modify or remove the column go back to Data Modify Column and correct your mistake. When ready click OK. Changing the Graph in an Area By the time you have finished entering these formulas you may observe that the label down the left hand side of the graph has changed (look ahead to the left hand side of Figure 10). You can change what is displayed in a graph area. To do this place the pointer over the label and hold down the mouse button. You can then select the graph you wish from the list of Columns to Plot. Do this now to change the label on the first graph back to r (m). Figure 9. A fragment of the screen which appears when you select New Column. Exercise 1. First Launch, More Options and First Observations The objective of this exercise is to obtain some data from a first launch, to explore a few options of the program and to examine the data qualitatively. First Launch After you have levelled your air track to your satisfaction place the spacer under the front footpad of the track. The track is now inclined by some angle. Now release (don’t push) the glider from the top end of the track. Make sure the glider’s reflector is facing the motion detector. It is suggested that you record data between two bumps of the glider with the lower end of the track. When you are ready, click the Collect button. Repeat a few times to get graphs to your liking. After 10 seconds you should see screens resembling Figure 10. You should have 6 graphs of information altogether: Position, Velocity, Acceleration, Kinetic Energy, Potential Energy and Total Energy (the last three you have to select using Option 1 below). Before you get down to serious business you may wish to investigate one or more of the following options. However, if you wish to bypass the options you can go directly to the section First Observations. Option 1. Changing the Graph in an Area Notice in Figure 10 the label â€Å"r (m)†. You can L2-10 Linear Motion L2 change what is displayed in a graph area. To do this move the mouse to place the pointer over the label and hold down the mouse button. A list of Columns to Plot will then pop down. Select the graph you wish to be displayed in the area from this list. Option 2. Number of Panes You may wish to display one graph at a time or as many as four graphs. To change the number of panes select View Graph Layout†¦. Then click on the number of panes selection you wish. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 10. A Position vs time graph. This is one of the six screens of information you have collected at this stage of the experiment. Option 3. Saving If you wish to save your experiment choose File Save As†¦. Make sure you save your file in your account space on the campus server or in the â€Å"Student Temp Save† folder on the local hard drive. Option 4. Preparing for Printing Eventually, you will want to print your graphs on the laserwriter printers in the physics lab as proof of your work. To prepare for printing, choose File Page Setup. Fill in your name and any comment you wish to have appear beneath your graphs on the printed page and then click OK. Your partner may change this later to print graphs for his or herself. Option 5. Printing Before you attempt to print anything on the laserwriter printers in the physics lab, confirm that your output will go to the printer you expect. Select Chooser LaserWriter 8, then confirm that the correct printer (Physics LaserWriterI or PhysicsLaserWriter2) is selected. If in doubt about a printing issue ask your TA. To actually print a graph choose File Print Graphs. First Observations Before you apply mathematics to your data in any experiment it is often useful to obtain an overall qualitative â€Å"impression† of your data to determine if it is â€Å"reasonable†. To this end consider these questions: Questions: ? With reference to eqs[10] and [11] do you have a graph which is quadratic in time? Linear in time? Which graph describes a constant (between bumps)? ? Your position versus clock time graph resembles the path of a projectile in two dimensional space. Why? ? Explain in your own words why the velocity and acceleration graphs have the form you observe. ? From your velocity versus clock time graph you should be able to find a clock time at which the velocity of the glider was zero. What L2-11 L2 Linear Motion was the acceleration of the glider at this clock time? If the velocity of a body is zero can its acceleration be non-zero? Explain. With LoggerPro’s tools you can call up instantaneous values and tangents. To see instantaneous values choose Analyze Examine. One of the graphs will resemble Figure 11. If you now choose Analyze Tangent the tangent or slope at the position of the cursor will be shown on the graph. By means of the tangent function can you demonstrate to your satisfaction the validity of eq[4] and its counterpart for acceleration? A few tests are sufficient because you will continue this study in Exercise 3. When you wish to turn Analyze OFF choose Analyze Examine a second time. A better test of the validity of eqs[10] and [11] is a polynomial fit. This you will do in the next exercise. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 11. One of the six graph screens with Examine turned on. As you move the cursor with the mouse the position and time are updated at the top left corner of the screen. Exercise 2. Fitting Functions to Data The objective of this exercise is to test the validity of eqs[10] and [11] by seeing if they can be fitted to the appropriate set of your data, position, velocity or acceleration. The result of the fitting will yield the acceleration â€Å"a†. This value you can then compare with the â€Å"expected value† of Exercises 0 and 1. Fitting To fit a function to your data first select (click on) the appropriate graph. Then choose Analyze Examine. Place the cursor at the beginning of the range you wish to fit, hold down the mouse button and drag over the range you wish fitted. Make sure the range you select does not include a bump (after all, you are interested in linear motion and a bump is defnitely non-linear). If you wish to fit a straight line choose Analyze Linear Fit. If you wish a different kind of fit (a quadratic for example) choose Analyze Curvefit. The result of a linear fit might appear as shown in Figure 12. For this process to succeed you must pay close attention to the function to be fitted and the terms to be included. For example, eq[11] is what kind of function of time? Linear? Quadratic? What is the slope? What is the intercept? If you wish more information on the linefit (more digits etc) double click on the bar of the information window. The result will resemble Figure 13. L2-12 Linear Motion L2 Fit Results Find the acceleration â€Å"a† from the results of the fit of all three graphs (position, velocity and acceleration). How do the a alues compare with each other and with the expected value? Comment on the quality of the fits. If the fits are good it can be said that the equations â€Å"describe† the data. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 12. A range of data on a velocity vs clock time graph has been selected (shown by the square brack ets) and fitted to a straight line. To request more information about a fit double click on the bar of the fit information window (Figure 13). Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 13. The graph of Figure 12 showing more information about the linefit. The slope is now seen to be -0. 0897  ± 0. 0001. Cor is the correlation coefficient. Exercise 3. Differentiation and Integration The objective of this exercise is to investigate how the variables of motion are related by differentiation and integration. Differentiation (Slope Studies) Identify the sections on the position versus clock time graph where the glider is moving towards and away from the origin. Explain in your own words why the position increases or decreases and when. Is the value obtained for the slope of the position versus clock time graph at some arbitrary clock time consistent in magnitude and sign with the value given for the velocity? Is the value obtained for the slope of the velocity versus clock time graph consistent in magnitude and sign with the value given for the acceleration? A few tests will suffice. L2-13 L2 Linear Motion Integration (Area Studies) Comparing two variables of motion related by differentiation—when one is the slope of the clock time graph of the other—is easy. But what if the relation is integration? To prepare ourselves we put eqs[9] and [10] in this form: (t 2 ) – r(t1 ) = ? t v(t)dt , 1 t2 †¦[18] where t1 and t2 are, of course, the clock time limits. As preparation for the following studies describe eq[18] in your own words. What does its left hand side mean? What does its right hand side mean? You might wish to include in your word description the phrases â€Å"difference between† and â€Å"area under the curve of†¦ † or other equivalent phrases. Pay attention to the clock time limits. If you understand this expression enough to explain it in your own words you will have no trouble with the following activities. Calculating the area under a curve is easy with the software supplied. LoggerPro will compute the area under a region of a curve you select, i. e. , between two limits. You must first select the region by dragging with the mouse as was illustrated in Figure 12. Pick a region of the velocity versus clock time graph between two bumps (which is linear) and drag over the region to select it. Next choose Analyze Integrate. Your result might resemble Figure 14. Do your best to confirm eq[9]. Repeat in a similar fashion for the relationship between the velocity and acceleration. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 14. A velocity vs clock time graph showing an integration. The area under the curve for the time limits chosen is 0. 222 m/s/s. Other Features and Other Questions There are other features of the graphs whose interpretation involves interesting physics. For example, explain in your own words and with sketches why the features shown in Figures 15a and 15b appear on the velocity and acceleration graphs. Why does the acceleration go from zero to a maximum positive value then drop to zero again? Explain why both â€Å"positive† and â€Å"negative† bumps appear on the acceleration graphs. Does the magnitude of the velocity have the same value after, as before, a bump? What does this say about the kind of collision at the bump? L2-14 Linear Motion L2 Figure 15. Interesting structures in the velocity and acceleration graphs. Exercise 4. Energy The objective of this exercise is to examine as many aspects of energy as time permits. Viewing the Energy Graphs To view the energy graphs follow the procedure of Option 1 of Exercise 1. Your total energy graph may or may not resemble Figure 16. Observations and Questions Explain in your own words the characteristics of the kinetic energy graph. That is, answer or otherwise account for the following (interrelated) questions: Conservation of Energy Questions: ? Is mechanical energy conserved in this experiment? If not, why not? ? Why are the potential energy and kinetic energy graphs curves and not straight lines? Energy Loss Of course, friction is present here and does account (at least partially) for the decline in total energy. Explain how you might calculate the total energy lost per second? Other Questions What might be another source of energy loss besides friction? How would you go about quantifying this loss? ? ? ? What accounts for the â€Å"dips† in the kinetic energy graph? The dips in the kinetic energy graph show that the kinetic energy is zero for a brief instant. How is it possible for the glider to lose all of its kinetic energy and then regain it again? Describe all instances of work being done and by what agent. ? ? Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 16. A total energy vs clock time graph. The energy is nearly a constant here at just under 0. 05 J. It would still be useful to find the energy lost per second from a linefit. L2-15 L2 Linear Motion Physics Demonstrations on LaserDisc There are many physics demonstrations on laserdisc dealing with motion in one dimension. Here are just a few of them: from Chapter 2 Linear Kinematics Demo 01-08 Constant Velocity Demo 01-11 Constant Acceleration from Chapter 3 Linear Dynamics Demo 03-01 Air Track Friction Stuart Quick 2003 End Notes for Linear Motion 1 2 If you can’t follow the calculus here go directly to the main equations [10] and [11]. By point mass is meant an object whose internal structure is to be neglected. Or in other words, a point mass is an idealized object of mass m of infinitely small size. Some of the work done on an object of finite size could conceivably go into increasing the object’s internal energy, something we wish to avoid here. In this guidesheet the word object will mean point mass. 3 If you wish to bypass the calculus go directly to the main results, eqs [15] and [16]. 4 5 This change is effected by putting a = dv and dr = dr dt. This is similar to how a bat sees in the dark using its own kind of ultrasound. It is also how a Polaroid autofocus camera determines the distance to an object to focus properly. Similar principles apply to ultrasound devices used in medicine and to various range-finding devices. dt dt L2-16

Profile of Serial Killer Richard Cottingham

Profile of Serial Killer Richard Cottingham Richard Cottingham was a serial rapist and killer that used the streets of New York and New Jersey as his hunting ground in the 1970s. Known for being particularly cruel, Cottingham earned the nickname The Torso Killer because he would sometimes mutilate the body of his victims, leaving just their torso intact. Early Life Relocating to a new school in the seventh grade proved to be socially challenging for Cottingham. He attended St. Andrews, a co-ed parochial school, and spent a lot of his after-school time friendless and at home with his mother and two siblings. It was not until he entered Pascack Valley High School, that he had friends. After graduating from high school, Cottingham went to work as a computer operator at his fathers insurance company, Metropolitan Life. He stayed there for two years and then moved to Blue Cross Blue Shield, also as a computer operator. First Kill and The Family Man Cottingham abducted Carr  from her apartment parking lot, took her to a hotel where he raped, tortured, and murdered her, and left her body at Ledgewood Terrace. In 1974, Cottingham, who was now the father of a baby boy, was arrested and charged with robbery, sodomy, and sexual assault in New York City, but the charges were dropped. Over the next three years, Janet gave birth to two more children- a boy and a girl. Soon after their last child was born, Cottingham began an extramarital affair with a woman named Barbara Lucas. The relationship lasted for two years, ending in 1980. Throughout their affair, Cottingham was raping, killing and mutilating women. Killing Spree March 22, 1978: New York City- Kidnapped, drugged and raped Karen Schilt, age 31.October 13, 1978: Hackensack, New Jersey- Drugged, tortured and raped prostitute Susan Geiger who was pregnant.December 2, 1979: New York City- Tortured and murdered Deedeh Goodarzi, 23, and â€Å"Jane Doe,† an unidentified woman in her 20s. The two women were found in a room at the Travel Inn Motel Hotel, bound together, raped, tortured and murdered. Cottingham mutilated their bodies, removed their hands and heads, then set fire to the hotel room.May 4, 1980: Hasbrouck Heights, New Jersey- Valerie Ann Street, 19, was found at the Quality Inn Motel, naked, beaten, and with multiple cuts on one of her breasts.May 12, 1980: Teaneck, New Jersey- Drugged, beaten, and with several bite marks on her body, Pamela Weisenfeld was found in a parking lot.May 15, 1980: New York City- Jean Reyner, 25, was raped, stabbed, mutilated and strangled to death in a room at the Hotel Seville in New York City.May 22, 1980: Hasbrouck Heights, New Jersey- Feeling invincible, Cottingham returned to the Quality Inn Motel with Leslie O’Dell, 18, where he raped, beat, tortured and tried to kill her, however, he was interrupted by hotel security. Finally Busted A search of a private room in Cottinghams home turned up various personal items linking him to his victims. The handwriting on hotel receipts was also matched to his handwriting. He was charged in New York City with a triple homicide (Mary Ann Jean Reyner, Deedeh Goodarzi and â€Å"Jane Doe†) and on 21 counts in New Jersey, plus additional charges for the murder of Maryann Carr. Courtroom Drama and Sentence During the New Jersey trial, Cottingham testified that since he was a child he was fascinated with bondage. But this monster who often demanded that his victims call him master showed no backbone when faced with the prospect of spending the rest of his life in prison. Three days after he was found guilty of the New Jersey murders he attempted suicide in his cell by drinking liquid antidepressants. Then a few days before the New York verdict he attempted suicide by cutting his left forearm with a razor in front of the jury. Ironically, this master of mutilation could not master his own suicide Cottingham is currently housed at the New Jersey State Prison in Trenton, New Jersey.

Southwest Washington Essay Example | Topics and Well Written Essays - 250 words

Southwest Washington - Essay Example It is true; the dams are hydroelectric and are possessed and managed by the US Army Corps of Engineers. These four major dams are of great importance in the area since they produce 3033 Megawatts power energy (Whitesell, 2004). More so, they provide navigation, recreation and aquatic conservation. Rivers include The Snake River which flows through the Snake River valley. It is the largest tributary of Columbia River which empties into the Pacific Ocean runs from known for salmon and other aquatic animals. This river is well known for salmon and other aquatic animals. The natives relied on fish, especially salmon, for food and source of income The southeastern Washington has fertile farmland where wheat is grown. The region also has strong, reliable winds suitable for wind energy. The wind power development has boosted the economic potential in the region; there is a tremendous increase in employment opportunities and other social, economic activities. However, the rate of crime has risen in the region. The effects of pollution are also felt in the ecosystem, that is to say there is a decrease in farm produce the number of salmon has also decreased. I agree that this region is a place to be because of its beautiful physical features and lucrative economic development. Energetic (2009, October 4). Lower Monumental Lock and Dam ~ Hydroelectric Energy.  Lower Monumental Lock and Dam ~ Hydroelectric Energy. Retrieved May 23, 2014,

Cost advantage Essay Example | Topics and Well Written Essays - 750 words

Cost advantage - Essay Example Learning: Productivity improves as the process of learning to do a task attains peak level. It provides opportunities - from a complex machine center operation to even routine tasks like collecting stores or selecting a channel for distribution. It is one of the drivers behind the success of suggestion-box schemes, where employees with hands-on experience are rewarded for suggestions for improving efficiency. (your last name) 2 Capacity utilization: Resources of a firm in the form of different assets like men, machinery, money etc. are put to different levels of utilization. It is possible to improve the levels and achieve better balance in order to reduce fixed/variable costs per unit, with better volumes. Linkages: This explains the interrelationship between activities both within and without a firm. At the broadest level, the critical path method (CPM) or project evaluation and review techniques (PERT) can be seen as typical study of linkages in project planning operations. The id ea is to see that wastage and inefficiency is eliminated in completing different tasks that have dependencies. The Japanese inventory control system, just-in-time (JIT), is typical of the examples of deriving cost efficiencies of input supplies, a process in which even suppliers’ value activities are studied and improved upon to create win-win situation for both. Interrelationships: This is the process of identifying interrelationship of activities of the different units of a firm, which are amenable to improved efficiencies e.g., administration, recruitment/training or purchases. Integration: Popularly called backward and forward integration processes, this identifies activities upstream or downstream of the current operations with a view to locate opportunities for (your last name) 3 integration which would result in cost efficiencies/value addition or both. For example, a steel rerolling unit may examine setting up facilities for steel melting (backward) or end-product fab rication (forward). Timing: First-mover or late-mover advantages/disadvantages play a role in operational costs. First-movers gain brand advantage and enjoy premium prices but may be tied up with expensive/obsolete machinery or methods over a time; Late-movers learn from the mistakes of early-movers, employ more modern and efficient machines but have to fight entrenched players to gain market share. Also, market conditions and seasonal factors influence operations and underscore the importance of timing. Finally, a firm’s discretionary policies as per its objectives and goals, and institutional factors of agencies like the local/state/national governments and creditors, drive the cost advantage of a firm. Porter’s analysis also emphasizes the interplay of the different cost drivers and searches for scope for improved efficiencies, going beyond conventional cost accounting method. In other words, for gaining cost advantage, it is less important to know ‘how muchâ €™ an activity costs than ‘why so much’. 2. Analyzing and deciding steps The competitor enjoys an average price premium of 0.6% and lower costs of 0.5% on account of maintenance and scrap, resulting in net higher pre-tax margin of 5.1%, compared to my 4%. These cost benefits accrue to him due to the modern machinery employed by him. Since (your last name) 4 replacing my 30-year old machinery or charging higher prices is ruled out, I have to look for alternative ways to generate

Chemistry Research Paper Example | Topics and Well Written Essays - 1750 words

Chemistry - Research Paper Example the historical background of hydrogen, its chemical formula and elements, as well as its use in compounds that make up the fabric of our very existence. Hydrogen was first produced artificially by a scientist named T. Von Hohenheim in the 16th century. In combining metals and strong acids he created a flammable gas; however he didn’t realize that what he had created was hydrogen. It wasn’t until 1671 that Robert Boyle combined iron fillings and dilute acids that the element was rediscovered. In 1766 Henry Cavendish became the first to understand that the gas produced by these combinations itself constituted a wholly unique substance. Finally, in 1783 Antoine Lavosier gave the element the moniker of hydrogen upon discovering that water was produced when the then unnamed substance was burned. (Rigden 2003) The name is derived from hudur, which means water and and gennan, meaning generate, thus giving it water generator. It was named this because of Cavendishs experiment where he combined oxygen and hydrogen. Hydrogen has the atomic number 1 and the symbol H. Hydrogen is a colorless, odorless, tasteless gas (at room tempe rature) and highly explosive. Hydrogen is the least dense gas known to man. Its melting point is 14o K and the boiling point is 20.28o K. The atomic mass of hydrogen is 1.00794 amu. Because it has only one electron it will react very quickly and, in many cases, violently. To view this, combine hydrogen with fluorine. Hydrogen has three isotopes. The first is H-1, Protium, which is stable. Protium makes up 98% of naturally occurring hydrogen. The second is H-2, Deuterium, which is also stable. Deuterium makes up 1.99% of naturally occurring hydrogen. The third is H-3, Tritium, which is radioactive. Tritium has a half-life of 12.3 years. Tritium makes up about 0.001% of naturally occurring hydrogen. Hydrogen has numerous uses, the most common of those are balloons, metal refining, and production of electricity. Some of those uses are dangerous.

Humanistic Theology and the Educational System

Humanistic Theology and the Educational System The influx of humanistic theology into the educational system has given rise to considerable tension within the Christian community in the recent years. Questions have been asked of what humanism is and where it comes from. Humanism is a methodology that concentrates on the welfare or progress and happiness of all humanity in this alone and only life. Humanism can be traced back to the times of Democritus and Aristotle of Ancient Greece. (Lamont, 1992). Its tie to the Greek culture resulted in pagan features such as glorification of mankind (Dodgen, 1986, 195).). It is said that the Greek set about humanizing everything. They humanized God, nature and daily life, and it is out of these acts that great minded men measured all things and gave a firm and noble body of standards to the human life which came after them (King). The theory of humanism as said has given rise and considerable tension within the Christian community. This brings out curiosity to know what the statement of concern is. Well Humanism is a school of thought that gives primacy to the study of human needs and interest, for instance looking at the theory of Abraham Maslow and his definition of humanism which says â€Å"The focus of the humanistic perspective is on the one self who translates to, â€Å"you† and â€Å"your† perception of â€Å"your† experiences. This view proposed by Maslow argues that you are free to choose â€Å"your† own behaviour rather than react to environmental stimuli or reinforces. This statement is also in contrast to the beliefs of operant conditioning developed by the American research psychologist Burrhus Frederic Skinner. Skinner believed that all behaviour is the result of application of consequences. The theory of humanism emphasized on faith in action. Faith in action but not in a good way. Humanism teaches that it is immoral to wait for God to act for us. It emphasizes that we must act to stop the wars and the crimes and the brutality of ties and future ages. Humanism says we have powers of remarkable kind. We have a high degree of freedom in choosing what we will do. It tells us that whatever our philosophy of the world may be, ultimately the responsibility for the kind of world in which we live in lies with us. All this brings the fact that the issue of concern is that humanism is a philosophy for those who love themselves, a philosophy of imagination and it is focused upon human’s means for comprehending reality. It does not leave any room for God as the Creator of the universe rather it only portrays God as one who ordains the good or bad that we do. Hence Humanism causes tension because it does not preserve the legitimacy of the spiritual world and God being the deity of all things All that left aside the understanding of humanism becomes relevant to the practices of Christian education when one begins to look at the principles of humanistic education or educational humanism. Keep in mind that humanism did not birth in a conference room, educational reform or legislative act. It has been influenced by people of different fields. Perhaps it is the advocacy by the modern or naturalistic humanists that seems to have drawn the ire of religious leaders towards humanism, especially fundamentalist Christians. This is in spite of the fact that modern humanists advocate a strict separation of church and state, especially in the domain of public education. When humanism is applied to education it encompasses a variety of assumptions about the teacher, learner, curriculum and the context of learning. There are a lot of principles and each principle highlights the understanding of humanistic education. Some of the principle and objectives that can be seen as basic are: Teachers should be trusting, sincere and empathetic with their students. They should prize their students and hold them with high regard. This as proposed by Carl Rogers who concludes that such an attitude on the part of the learning leader would set stage for successful experiences and students would become more self accepting and aware of themselves. As proposed by Gage and Berliner(1991) there are five objectives that a teacher must meet which are: promote positive self-direction and independence, develop the ability to take responsibility for what is learned, develop creativity, develop curiosity and lastly create an interest in the arts in students. This can also be known as sponsoring invitational learning. Affective factors should be explored as much as the cognitive dimension of classroom instruction (Beihler, 1986, 399). Research by Bayer (1986) indicates that children who are taught in an atmosphere which is conclusive to effective learning will also have a more positive self concept (130-131). The relationship between the teacher and the pupil has important impact on the learning process. Thomas Gordon (1974) a popular humanist educator, describes a healthy teacher student relationship. He says that the relationship between a teacher and a student is good when it has (1) openness or transparency-so each is able to risk directness and honesty with the other, (2) caring-whereby each know they are valued by the other, and lastly (3) interdependence on one another. William Purky (1978) call attention to the relationship between a student’s self-concept and scholastic achievement and recommends that instructors develop and use skill of invitational learning. Such a skill as learning students names, having one on one contact with them outside of class, praising and affirming them, demonstrating personal and classroom discipline , and being transparent with personal feeling will help the child recognize his/her values and capabilities or in other word influencing self efficacy. That all teachers must always keep in mind that learning is facilitated when the pupil is prized, valued and respected by the teacher who can care without being possessive. This is what Abraham Maslow would call promotion of self actualization which would push students to work very hard. Teachers should use techniques for encouraging students to identify with others, emphasize with them, and relate their feelings to the feeling of others. Teachers are to endorse self determination or self regulation to make students accountable for their action and choices. Looking at those principles of humanistic education it becomes clear that many of them are based upon sound principles of education. It would not be difficult to cite biblical references to demonstrate examples form scripture where many of the principles can be seen. That is not to say that educational humanism has its roots in scripture, because such a statement would be based on faulty methods of hermeneutics. For someone who would study humanism there are a few key terms that would help them understand more about humanism and what it stands for when it comes to education. Some of these are: Self-efficacyis the extent or strength of ones belief in ones own ability to complete tasks and reachgoals. This can be seen as the ability to persist and a persons ability to succeed with a task. As an example, self-efficacy directly relates to how long someone will stick to a workout regimen or a diet. High and low self-efficacy determines whether or not someone will choose to take on a challenging task or write it off as impossible. Self-actualization Maslow explicitly defines self-actualization to be the desire for self-fulfilment, namely the tendency for him [the individual] to become actualized in what he is potentially. This tendency might be phrased as the desire to become more and more what one is, to become everything that one is capable of becoming Self- determination, the process by which a person controls their own life. Invitational learning, William Purky said â€Å"no aspect of education is more important than the feeling on the part of the teacher that the individual student is important, valuable, and can learn in school† However humanism goes much further than modernism in its view towards the bible .the view of the humanist is much more radical. Humanism believes in few things that as Christians we may consider them as blasphemy. Some of which are; â€Å"We believe however those tradition dogmatic or authoritarian religions that place revelation, God or creed above human need do a disservice to the human speciesAs non-theists; we begin with humans, not God, nature not deity†. As Paul Blanshard, an editor of the Humanist (a slick national publication) wrote: â€Å"The evangelists reverently call the Bible â€Å"The Book†, and they say it is God’s word. Let’s be blunt about it. By no stretch of the imagination can the bible be called either the revealed word of God or the errorless work of God. It is not one book, and it is not holy. It is very bad history and even of questionable morals† Looking at this we see that humanism is not indifferent toward the Bible-but is at all out ward against it. The quotations are fully typical and representative of humanistic thinking toward any revelation from God. The only way Christians can combat their vicious and desperate influences of humanism and its war on the bibles, is by being so knowledgeable and conversant in the scriptures that can effectively wield the mighty sword of the Spirit. The essence of positive pride is confidence and contentment, a sense of gratitude and accomplishment in the productive use of your gift (Faw, 134-136). There is a need to have a Biblical perspective of the person and human experiences in order to correctly understand the insights contained in certain theories. The truths about human nature in scripture focus largely on our relationship with God and our need for salvation He alone can provide (Faw, 137). A Christian who meditates upon the word of the lord and keeps in his heart will have no difficulty seeing the vast superiority of Christianity over humanism or any other vain philosophy. The bible has something real and stable. The Bible offers a perfect guide for day to day living: teaching the value of time (Eph. 5:15-16); honesty (Eph. 4:25,28); the putting away of every vice which is harmful to ones self and others (Col. 3:5-9); benevolence and kindness in thought and deed (Col. 3:11-14). The Bible condemns all partiality and prejudice (Col. 3:11; Gal. 3:26-28; James 2:19). The Bible teaches moderation, patience, and peace (Phil. 4:4-8). Humanism stresses that this life is all there is that our existence is extremely brief and ultimately hopeless. The Bible, on the other hand, teaches us that while the outward man perishes, the inward man is renewed day by day. Gods word offers us eternal life and provides the motivation to live an honourable, godly life that we might live eternally with God. The Bible and humanistic philosophy are at war. The battle is bitter, but there is only one way that wickedness can prevail: If Christians fail to study and practice the teaching of Gods word. There is a major difference between the belief system of the messengers of God and those who reject the word of God. Others find their beliefs humanistically upon their evidences form senses, logic, philosophy and observation. Instead of founding their human study upon the word of God, they sought to test the Word of God by their human study. Paul warned: â€Å"As you have therefore received Christ Jesus the lord, so walk in Him, rooted and built up in Him and established in the faith. Beware lest anyone cheat you through philosophy and empty deceit, according to the tradition of men, according to the basic principles of the world, and not according to Christ†(Colossians 2:6-9). The difference between the humanistic system of the world and God’s system is outlined in 1Corinthians 1 and 2. The world bases faith in the wisdom of men. Some seek signs- that which can be measured, seen, touched, tasted, and heard. Others look for Philosophical reasoning. Humanistic and Biblical concepts of faith can be compared in many ways some of which are: The humanism starts with doubt in order to prove assertion while the Bible starts with the gift of God. Humanism relies on the autonomy of humanity while the bible relies upon the word of God. Humanism is based on 5 senses while the bible is based on the power of God rather than the wisdom of men. The comparisons are many but the point still stand that humanism cannot attack the bible because God gave us all our reasoning abilities and our senses too. All this raises the question that, what is the implication for Christian education. The focus of humanism is somewhat curious as other scientific theories regarding humans learning and behaviour also advocate a strictly materialistic view of human’s beings. The general issue of concern is how humanism affects Christian education and somewhat advocates a strictly materialistic view of human beings. Its focus has been on helping the student become ‘’humanized’’ or ‘’ self-actualized therefore helping the student discover, become and develop his or her real self and full potential. This brings us to what implication humanism has on Christian education. Humanistic approach to learning means a process that is inevitable and unique for every individual. Humanistic approach considers human being as the central part of learning by humanistic approach. Place of the child in teaching-learning: According to this approach student plays a central role in whole teaching-learning process. This approach believes in child-centred-education. This approach, considers that we should first understand the needs, interests, abilities, age level, attitudes, aptitude of students then try to organize teaching learning process according to these. It emphasizes on reach, touch and teaches the child according to his nature, and interests. All teaching material and its process must be related to individual characteristics of students. 2. Emphasis on individuality: According to this approach every individual has his own individuality. Teacher should respect and develop this individuality through education. Individual differences should be respected and internal virtues of individual be developed. Teacher should understand this individuality and organize his/her teaching-learning process according to this individuality. 3. Understanding the child: According to this approach, we should understand the child first of all, and then teach him. We, as a teacher, should know our students, their interest, personality, capabilities and background environment and use teaching methods and content accordingly. Because this approach believes in student centred education so before teaching, a teacher should understand students thoroughly. 4. Method of teaching: In this approach teacher should use methods of teaching which are based on psychological principles. Teacher should not use teacher centeredness and traditional methods of teaching in it. Teacher should emphasize on active learning which could consider the learner. Teacher should use the methods which could teach according to needs, interests, abilities and attitudes of learners. Learners readiness, mental set and motivation are considered as basis for deciding the method of teaching to be used. So teacher should use learner centred innovative methods of teaching. 5. Discipline: Teacher should not force student to be disciplined. He/she should encourage self discipline and self-control among students. Students should be given the responsibility of to be disciplined. 6. Place and role of the teacher: According to this approach student plays a central role in teaching learning process. Teacher acts as a guide, friend or helper of the students. Students should freedom to develop and make progress according to their own pace, needs and interests. Teacher should be considered as the milestone in the journey of total development of the child. Teacher should not force his own methods and views on students but he should be only a guide in this development process. Looking at all this we wrap it all up in a nutshell that the implication or consequence that humanism has on Christian education is that it helps Christian educators become better teachers, educators and facilitator. Having discussed all this we see that we come to a conclusion that humanism is a rational philosophy informed by science, aspired by art, and motivated by compassion. System of values and beliefs that is based on the idea that people are basically good and their problems can be solved using reason instead of religion. We have seen what the general issue of concern is on humanism form a Christian perspective. We have also seen why the understanding of the topic is relevant to Christian education and lastly the implications it has for Christian education. That humanism gives primacy to the study of human needs and interests. Bibliography . (n.d.).. Retrieved, from http://www.mc.mancopu.edu/dept/d46/psy/des/fallas. Anthony, M. J. (2001). Humanism.Evangelical Dictionary of Christian Education(ed,). : Baker Book House Company. Bayer. D.L. (1986).The Teaching and Learning Process. Beihler.R. F. and Snowman. J.(1986). Humanism in the classroom: An Eclectic Approach to Teaching and Learning. Blanshard. Paul.(1978). Humanism versus Orthodoxy. Truth Magazine. Dodgen.D.J., McMinn.M.R.(1986). Journal of Psychology and Theology. Dolio .J. (2000).Symposium on the Bible and Adventist Scholarship( ed.). Dominican Republic: Dominican republic publishers. Gage, N., Berliner, D. (1991).Educational psychology(5 ed.). Boston: Houghton,: Mifflin. Lamont. C. (1982). The Humanistic Altenative. Lefrancois, G. R. ().Psychology for Teaching( ed.). Boston: Houghton, : Wadsworth. Moody. T. (). Humanism And The Bible:Truth Magazine. Louisville, Kentucky/ Rogers.C, Freiberg,H.J. (1994). Freedom to Learn(3rd ed). New York: Macmillan/Merrill. Rogers.C. (1969). Freedom to learn(1st ed.). New York: Macmillan/ Merrill. Faw, W. Harold. (1995). Psychology in a Christian Perspective, an Analysis of Key Issues. Baker Books

Lyme Disease Essay -- essays research papers

Lyme Disease Introduction & Symptoms | Causes & Treatments | Recommended Web Sites Lyme disease is transmitted by tiny ticks of the Ixodidae family and afflicts about 10,000 people yearly. Initially identified in a group of children in Lyme, Conn., the disease has now been found in nearly all states and 18 other countries. About 90 percent of cases are reported in three areas: the northeast and mid-Atlantic states (Massachusetts to Maryland), the upper Midwest (Minnesota and Wisconsin), and the Far West (California and Oregon). The first sign is usually a bull's-eye rash that expands to several inches in diameter before disappearing after a few weeks. In some cases, the rash may take a different form or may be absent altogether. Other early symptoms — with or without the rash — are flu-like feelings of fatigue, headache, fever, sore throat, chills or body aches. You may also have vague pains in the joints, without swelling. In about half the patients who are not treated, this joint pain returns in about six months as painful arthritis with swelling, usually in one knee. In about 10 percent of these cases, Lyme arthritis becomes chronic. Some patients also experience a complex range of other symptoms, including stiff neck, headaches, sensitivity to light, memory loss, mood changes, chronic fatigue, recurring rashes, paralysis of one or both sides of the face, disruption of heart rhythm, and areas of tingling or numbness. Because...

Business Concept

Business Concept 1. 1 The Company Siomai You Like is the newest food cart franchising business of this generetion. As its name suggests, it offers siomai one of the most popular Chinese snack products known to Pinoys. This foodcart will served the newest taste of siomai in town. Siomai You Like offers foodcart concepts to aspiring and start-up entrepreneurs who are looking for affordable business of their own. The company will keep growing and improving with the ever increasing market demand through a good comprehensive and good system both franchise and consumers.To be the best service to their clients among Food cart Franchise Business Industry in the Philippines. Mission: †¢ We aim to place ourselves in the A, B, C, and D market. †¢ We provide excellent service to our clients and consumers with the right product on time and a well-trained service staff. †¢ To increase our competetence, we developed Tuna Siomai to give the conventional product a totally different but flavorful twist. †¢ A key to help Filipino engage to a business without having a hard time decision making in Franchising. †¢ To be competitive and we dare to be different.This is the concept of Siomai You Like, for that we will roll more innovative product that the market will readily embrace in the future. 1. 3 The Product The brand name of this is Siomai You Like. Siomai You Like offers variety of siomai such as pork siomai, beef siomai, japanese siomai, and shrimp siomai and also serves tuna siomai and chicken siomai. How does it work? PORK,SHRIMP,BEEF,CHIKEN SIOMAI,TUNA SIOMAI| * 1 kg Lean ground Pork   or 1 kg Prawn (shrimp) peeled or ground beef/chicken chicken breasts or ground tuna * 1/3 cup chopped water chestnuts or turnips (singkamas) 1/3 cup chopped carrots * 2 medium or 1 large minced onion(s) * bunch of spring onions or leeks * 1 egg * 5 tablespoons sesame oil * 1 teaspoon freshly ground pepper * 1 teaspoon salt * 50 pcs. large or 100 pcs. small wanton or siomai wrapper * soy sauce, calamansi (lemon or kumquats), sesame oil and chilli paste (for the sauce) Wrapper: * 1/4 cup water * 1 egg * 1 tablespoon vegetable or corn oil * 1/4 teaspoon salt * 1 1/2 cups all-purpose flour Chilli Paste: * 1/8 kilo Chillies (Siling Labuyo) * 3 tablespoons cooking oil * 2 cloves garlic, peeled and mincedSiomai Cooking Instructions:| * Mix all the ingredients for the filling in a bowl. * Spoon 1 tablespoon of mixture into each wrapper. Fold and seal. * Meanwhile, boil water and brush steamer with oil. * When the water gets to a rolling boil, arrange the siomai in the steamer and let stand for 15-20 minutes, longer for larger pieces. * Serve with soy sauce, calamansi and sesame oil. Chilli paste is optional. Wrapper: * Beat egg and mix with flour till free of lumps. * Bring water, cooking oil and salt to a boil, then pour in flour. Remove from heat and beat until mixture forms a ball. * Divide the dough into 1 1/4 -inch balls. * Roll each ball on a fl oured board until paper thin. Set aside. * Simplest version of chilli sauce would be to chop chillies well and fry them in oil, sesame or vegetable oil, never olive oil if you want it to have a Filipino taste. Chilli Paste:Combine chopped chillies and minced garlic then simmer for around 20 minutes or till most of the water has evaporated. Add oil, simmer and stir well. Table 1 Product Value Product | Description| 1.Newness| A high-quality in an affordable price in franchising. | 2. Functionality/Performance| Help Filipino engage to a business without having a hard time decision making in Franchising. | 3. Flexibility/Customization| Provide excellent service to our clients and consumers with the right product on time and a well-trained service staff. | 4. Quality| Fit for the consumer’s taste buds in an affordable price as well as the franchising system. | 5. Price| Affordable price. | 6. Brand| Siomai You Like| Table 2 Product Description Product Description| Description| . Styling| Steamed, always served fresh and hot. | 2. Quality | Its mouthwatering pork, shrimp, Japanese, tuna and chicken siomai welcomes its loyal customers due to its freshness and fantastic taste. It is always served fresh and moist, always served fresh and hot, we make sure that the steamer is always there to keep the freshness and hotness of the siomai. | 3. Safety| Always served fresh and hot and the ingredients used are always keep refrigerated. | 4. Packaging| Served in an elongated paper plate, with lemon or with hot and spicy paste. | Business Concept CRITIQUE THE BUSINESS CONCEPTS, AND MAKE SUGGESTION IMPROVEMENT 1. The Company Goal Are To Provide A High Quality Dry Cleaning Service That Is Both Reliable And Convenient. Cities targeted are those surrounded by the suburbs where people commute via mass transit. With the ease in which customers will drop-off and pick-up dry cleaning they will be placed at the site where passengers meet their train or bus into the city (i. . , park-and-ride locations and commuter train station). Due to only a few locations can be rented, for other locations that may not have existing facilities and pick-up and drop-off booths will be built to facilitate this service. Improvements must be made in the amount of room in the station building or just need to be wide to accommodate racks for hanging dry cleaning are completion. 2. Hub-And-Spoke System. 3.Most of The Hiring Will Be Targeted To Area College Student. In terms of quality time, college students are the best candidates to be employees, this is because college students have different schedules and classes are sometimes held at noon, 10:00 to 3:00. Thus, the service offers same day service can be implemented. But disadvantages if college students are targets for recruitment, they can only work for 3 hours.To improve the business concept, the supply will get overtime pay and the provision of additional accommodation for the students who want to work overtime. 4. The First Shift Of Drop-Off Station Workers Will Begin At 6. 00 Am And Finish 9. 00 Pm. In the beginning, two shifts of workers will be needed to facilitate the transit station. Only a van driver at any time will be given. In expand their business, additional vans are available and additional drivers will be hired to launch a business.

The magic if drama Essay Example

The magic if drama Essay Example The magic if drama Paper The magic if drama Paper Constantine Stanislavski is a man whom is a great insperation to all aspiring actors. He believes in a variety of techniques which allows the actor to create total realism and focus on stage. I am now going to talk about the Magic If explaining what it is and how it is important for the actor to under-go. If the Magic If were to be studied successfully then as an actor i should be able to make any character I play believable not just to the audience, but to myself. I am aware of the work of Constantin Stanislavski, but Ive never really looked into detail about his System. Stanislavski believed that acting should not be thought of as imitation but as a process. It isnt a matter of external control, technique, and skillfully reproducing an experience but creating and conveying inner life, a sense of being, not playing. As an actor, I have to create organic links between my own personality and the character I am playing. Although I must believe that I am that character, in that time and in that situation, it must be remembered that I mustnt forget who, as an actor, I really am. To help create any role, Ive always found it helpful to attempt many improvisations. In the System this is known as the magic If. The magic If opens up many possibilities for the actor and can no doubt help them to explore new emotions. But to aid the Magic If is the given circumstance. This is the basis for the actor and the role. The given circumstances are: the story of the play, its facts, (the characters in the play, who they are and their purpose); events, (what happens in the play); time and place of action, conditions of life and finally the actors and directors interpretation; the production, the sets, the costumes, the properties; lighting and sound effects. The most important thing needed to create the realism and Magic If is imagination. But of course the most important thing needed to do all this is my imagination. Stanislavski points out: If you speak any lines, or do anything, mechanically, without fully realising who you are, where you came from, why, what you want, where you are going, and what you will do when you get there, you will be acting without your imagination. Some good techniques to develop the imagination are to prepare the body by relaxation and then being taken on a meditation by some else. This can help create a more power imagination, and if you can hold the images and believe them, it can also help in developing your concentration. To aid the imagination of a character i would be undergoing, I would research into the lifestyle he might have had, what he wore, ate, how he may have entertained himself and possibly different aspects of his personality. Relaxation techniques and meditations can also help in focusing and relaxing an actor on stage. Stanislavski created a devise known as Circles of Attention. This can be shown like ripples on a pond. If the actor is in the centre of the pond, the ripples radiating out from the actor in an increasing circumference will eventual embrace the whole pond, or in this case the whole stage. To begin with, I would create a very small circle around me, focusing on myself and character, what Im wearing and what Im doing. Then I would spread the circle farther away, drawing in nearby objects and props or any characters stood by. Finally I would spread the circle around the stage, focusing on everything there and knowing where everything is. To practice this I would stand in a room and go through the procedure of expanding the circle, and being aware of whats in the room Im in. I would practive this in the Art Centre as it is generally a large room and I would have to emphasise my movements and voice so all 3 sides of the stage could hear/see me. Stanislavski also calls for the use of the Emotion Memory; Just as your visual memory can reconstruct an inner image of some forgotten thing, place or person, your emotion memory can bring back feelings you have already experienced. You would think that this would give a more emotional performance and convince the audience that the character is real. However, the use of your emotional memory with a character may end up with you not acting at all, but saying the words from the text as you bring up all your past emotions. I have just recently worked on the Emotion Memory in a workshop. I was called to bring out an emotion at a time when I was at my saddest. This I did, but I dont think that if I was on stage and my character demanded sadness that I could recall that memory I had. I would forget about the character and end up re-living the past. I think that it is important to remember how you felt at that time, without the reasons for it, and then call that up instead. An example of this would be when my character would have to represent sadness on stage. I would think of when my nan was dying from cancer or when my best friend died to bring the required emotions to my head. This would create more realism and make much more sense to the audience on stage. Happiness is easily shown and I feel that so is the sadness. Anger, though, is something that I dont express very often. Im one of those people who bottles everything up and walks away quietly. This is why, when representing anger, I would have to rely on my body movements and voice. Instead of yelling out the words, I would raise my voice but say them slowly, not projecting as far as I normally would do. Id try not to move my body and maybe raise an arm (to reinforce my power over another character on stage. Stanislavski pointed out that all actors need to have a tempo/rhythm in their acting. This tempo/rhythm needed to be external and internal. For example, the character may be worrying about something and could even be panicking and at the same time is in a room where other characters are talking about something as bizzare as the weather. The inner turmoil tends to be conceiled. ase, by a show of calm. This can lead to an interesting performance as the two tempo/rhythms contradict each other and i believe this creates a stronger visual impact on the audience. The whole System was designed to allow characters to become more indepth and Stanislavski spent many years trying to studying and experimenting with his System. Studying it you can initially see where he was heading, the only problem being the length of time needed to complete the system, with a character. Unfortunatly, we havnt got the required length of time available to us, so it is of great difficulty to fully study and complete Stanislavskis techniques. However, Stanislavskis ideas for realism and naturalism were a great influence on this last century, and parts of the System are still used today in rehearsal time when creating a role. The Magic If has had a great impact on all aspiring actors as it has taught us how to develop our roles to create the most realism possible. Stanislavskis techniques are of great importance as they truly indicate to the actor how to portray their characters role by looking at their personality and studying how they move around stage as a person. In conclusion, the Magic If is very important for all actors as all mainstream actors follow the system and Stanislavski has become a big rolemodel to many because of it.

Effeciency of Spanish Conquest essays

Effeciency of Spanish Conquest essays In order to assess the effectiveness and efficiency of Spanish American governance, it is necessary to examine Spains record as an imperial power in the period between 1500 and 1650 when the Spanish empire came under threat from the Northern Europeans. The first few discoveries of new territories for the Spanish crown were credited to Christopher Columbus. Columbuss voyage to the Americas and the Caribbean however was not entirely intentional due to the fact that he was at that time actually searching for a westward sea route to the Far East to gain access to their many treasures. This however, proved to his and Spains advantage as they now had access to an area that had yet to be claimed by other European nations. The result of this was that Queen Isabella of Spain requested that the pope give Spain the sole right to colonize and claim lands they discovered in the new world. This division was made in two halves, the western half (hemisphere) was given to Spain while the eastern half was given to Portugal, who already had a well established trade route and trade agreements in and with the Africans. In addition to these things, the Spaniards also brought with them, new crops and livestock, which were used to cultivate the land and provide food for the colonists. The Spaniards also inadvertently brought with them, diseases that were largely responsible for the wipe out of the Native Americans and Amerindians who had no form of immunity against those diseases. The attraction to the Americas was their potential to increase the wealth of Spain through gold and other treasures, crops and slavery. The Spaniards brought with them into the new world, a new system of governance, new religious beliefs, a new type of economy and economic power and new types of weaponry and machinery, the likes of which were never seen in that part of the world at that time. Over the period 1500-1650, the Spaniards in...

Macro and micro environment of clarks shoe company Essay

Macro and micro environment of clarks shoe company - Essay Example Thus they moved the entire production overseas meanwhile maintain their high standards. Clarks Shoe Company maintained their marketing strategies according to the latest world trends. Their marketing campaigns such as ‘Act your shoe size, not your age’ and ‘Enjoy Every Step’ has upheld the glory of this company (clarks.co 2012). The company adjusted their strategies and made their important decisions keeping in view its micro and macro environment. The micro environment of a company is the ‘internal factors’ that affect a company’s ability to serve their customers. These factors are the company’s departments such as finance, marketing, research and development, accounting and purchasing operations. Others include the suppliers, the marketing intermediaries, competitors, publics and the customer markets. On the other hand the macro environment of a company is the ‘outside factors’ that include the economy, demographics, technology, culture, politics and natural forces. In this essay I will highlight the micro and macro environment of the Clarks Shoe company and how to gain online sales of our shoes. In order to emerge as a successful company, produce a high quality of product, deliver it to the client and receive a positive response from them, every department needs to work together a team. If we want to gain more customers who buy our shoes online we need to start with the marketing depa rtment who has to do effective marketing that can attract online customers. Right now our sales of Clarks Shoes are going very well and the company can put in the finance required for increased marketing. The company needs to keep up with the computer and internet age as it did in the nineties. Nowadays as time becomes a rarity, more and more people are opting for online shopping. According to the latest research the online retail industry will amount to over 270 billion dollars in 2015 (Wauter, 2011). In 2012 more than 242 million Chinese people

Playwright discussion Assignment Example | Topics and Well Written Essays - 250 words

Playwright discussion - Assignment Example It is thus the investigators’ strong assertions that no reputable or successful author will create a story not embedded on a blueprint otherwise disjointed and unstable stories will be arguably inevitable hence attracting reviewers to rip such works to shreds. Based on Lenny Bruce’s Comedy gold Performance, the significant of playwright is revealed with respect to its unique and legacy set up. This performance managed to override other performance culminating to ‘standup comedy’. It is embedded on a proactive blueprint making it organized putting ideas cohesively peddled by some problematic guy on stage and cornered at deadlock with the establishment and solely has his wits as the weapon. Bruce climax is interesting as he is delighted by Carnegie Hall being in his palm, being funny with respect to marriage and brilliantly offers poised introduction to political philosophy. Its working playwright has allowed his ideas not to be disjointed and being stable compared to Living Colour’s,’Cult of Personality.’ In a snapshot, playwright is the blueprint that drives story development layers upon layers to weed out chances of disjointed stories and lack of basis for