Physics Lab Report Centripetal Force Essays

Physics Lab Report Centripetal Force Essays Physics Lab Report Centripetal Force Paper Physics Lab Report Centripetal Force Paper Sketching of the set-up Theory Centripetal force F is the net force causing the centripetal acceleration of an object performing uniform circular motion. Its magnitude is given by the equation: = Mrs.. When an object is whirled in horizontal circular motion in mid-air with a piece of string (as shown in figure 1 above), the centripetal force on the object is provided by the horizontal component of tension in the string: 2 =>2 (since r = L) Procedure 1 A triple beam balance is used to find the mass of the rubber bung, the screw nuts and the wire hook respectively. The total weight of the screw nuts and the wire hook provided the tension T in the nylon thread. 2 The centripetal force apparatus is set up (Figure 2). The paper marker is used to set the length L of the nylon string between the rubber bung and the glass tube to 0. 2 m. 3 Hold the glass tube vertically and whirl the rubber bung around in a horizontal circle. Increase the speed of the rubber bung gradually until the paper marker is just below the lower end of the glass tube (Figure 3). 4 The time of 50 revolutions of the rubber bung is measured and record the exults. Calculate the angular velocity w of the rubber bung and the tension T in the nylon string. 5 The steps 1, 2 and 3 is repeated for several times with different lengths L (0. Mm, 0. Mm and 0. Mm) of the nylon string. The results are recorded and the mean tension T in the nylon string is calculated. 6 Compare the mean tension (2) found in circular motion and the weight of screw nuts and wire hook (MGM). Explain their difference (if any) briefly. It the two values are close to each other, it could be concluded that the equation for centripetal force is verified. We have, By y = mix + c, slope of the graph plotted The experimental value of Tension = 41. 5 x 0. 0155 = 0. 644 N, where the theoretical value of Tension = 0. 653 N It is noted that the experimental value of is slightly lower than the theoretical one due to the several sources of error made in the experiment. Percentage error = (0. 653 x Sources of error: 1 . There is friction existing between the string and the glass tube, and there is air resistance. Thus, the motion of the circulation may be affected and the measurement of angular velocity might not be accurate. Secondly, constant speed or constant angular velocity of the rubber bung may not be maintained during the whirling. Thus, the measurement of angular velocity might not be accurate. 3. The radius of the circular motion and thus the length of nylon string L cannot be kept constant throughout the circular motion because there may be a variance of the force applied to keep the paper marker on the level of glass tube. Thus, t he string and paper marker may move up and down and the accuracy of the tension T may be affected. 4. The stopwatch is controlled by human hands. Thus, the reaction time of human brain (around 0. As) may lead to inaccuracy and affect the measurement of time taken and hence the accuracy of angular velocity is affected. 5. There may be miscounting in the number of circulations, because the time for 50 revolutions is quite long and students may be distracted. The accuracy of the experimental results can be improved by the following suggestions: 1. The experiment was carried out with the range of L 0. Mm, 0. Mm, 0. Mm, 0. Mm. Further experiments can be carried out beyond this range to increase the accuracy.

How Writing About My Hardships and Sharing My Weaknesses is Leading to My Success

How Writing About My Hardships and Sharing My Weaknesses is Leading to My Success Ive written, published, and received monetary compensation about my bipolar illness since 1995. Though risky to divulge my shortcomings, its also rewarding. My bipolar material first appeared in literary magazines. Kaleidoscope, udsakron.org/kaleidoscope.aspx, specializing in both mental and physical disability, printed The Prodigal Daughter, the first bipolar story I ever wrote. The Missouri Review, missourireview.com/, and The North American Review, http://northamericanreview.org/, picked up my fictional stories with mentally ill main characters, formulated on my personal experiences with the illness. Having Anne, published in The Missouri Review, was shortlisted for an O. Henry Prize in 2000. A big, mental health publication bp Magazine is completely devoted to discussing bipolar illness. I wrote a few humor pieces for these folks. I turned to venues on the internet. Â  In EmpowHER, empowher.com/, I wrote about my early years with bipolar illness, and how I came down with the disease, how I was first treated, how I struggled to adjust, and how my friends and family reacted. I received more positive feedback for that gig. People liked how I made my mental illness experiences funny through lite bipolar personal essays. At Author, authormagazine.org, I wrote specifically about how my bipolar illness affected my writing career. Then I blogged about bipolar illness at PsychCentral, http://psychcentral.com. Â  Since January, Ive written ten blog posts for PsychCentral. Â  Some of the posts included A Tribute to Patty Duke, Living Through a Medication Change, The Good Family Myth, Is Your Diagnosis a Deal-breaker? Â  How to Survive an Adoption Home Study, and Which is Worse, Mental or Physical Illness? Here are three other paying publications that I have personal experience with that specialize in health issues: Womans World (see masthead of actual magazine for contact information) - This weekly magazine readers can pick up in their grocery checkout line prints beautiful stories about women whove dealt with difficult health issues. Â  And they do it in a very upbeat way. Â  (I like this magazine so much that I have a yearly subscription to it.) Â  Im currently working closely with an editor there who is considering publishing a story about my experience with cancer. You Me Magazine, youandmemagazine.com - The Worlds Medical Magazine, You Me publishes nonfiction articles, preferably in first person, about dealing with all medical issues. Â  You Me published a story of mine about lithium usage and pregnancy. Pentimento, pentimentomag.org/ - This Journal of All Things Disability lists itself as a disability-themed literary magazine. Â  They accept poetry, fiction, nonfiction and art and photography. Â  This is a great little journal. Â  Ive been trying to break into it for years. Â  Thats another story. Through writing about my hardships and sharing my weaknesses, Im thoroughly enjoying myself, and I know from the feedback Ive received that Im aiding others. In being sincere about your trials and tribulations, you can find acceptances for your material because editors discern that youve been there, and you know what youre talking about. Â  In a way, youre an expert on misery. Â  Then theres always write what you know. In reality, my life is problematic and often tough, but its also filled with joy because suffering ultimately brings empathy for people, and thats what its all about. So if life has dealt you a difficult hand, consider creating articles, short stories, blog posts, essays, about your experiences. This is not a new concept. We all know that all good writing addresses human problems. Now, go make some lemonade.

The Civil War in Syria Coursework Example | Topics and Well Written Essays - 250 words

The Civil War in Syria - Coursework Example The current issue or trend to write about is the revolution in Syria that would help bring peace and reduces the mass casualties of innocent citizens due to increased civil war. The audience for my commentary includes but not limited to the course instructor, the students, peer counselors, the institution management team and other nations involved in the civil war at large. 1. Through revolution, a country like Somalia in East Africa has stabilized its government with a reduction in the number of al-Qaeda. Therefore, the revolution in Syria is no exception to a possibility. 2. Syria is one of the most oil productive nation worldwide and with the existence of civil war, it cannot be able to enjoy its absolute and comparative advantages of the other countries in oil production. 3. The political instability of a nation leads to poor economic performance, lack of democracy, the high number of refugees and increased number of civil war that rise number of casualties hence the need for the revolution in Syria. 4. A country in war can be described as a fallen country as people are divided, however, the revolution will help to unite people together. This can be summarized as, â€Å"together we are united, divided we fall.† 5. There is need to have effective rules and regulations governing people and this can only be possible via revolution where the amendment can be made. However, with existence of civil war, this cannot be achievable hence the need for revolution

Review the Capstone case Chaplinsky v New Hampshire on pages 310-311 Essay

Review the Capstone case Chaplinsky v New Hampshire on pages 310-311 of your textbook. Briefly discuss the issue the court had t - Essay Example 135). The court said it did not contribute to any meaningful benefit to a healthy discussion of ideas and that social order and morality are much more important than allowing someone to use profanity to castigate one type of religion by using free speech. The court’s ruling – the judge ruled that profanity has no place in society because it is a different matter altogether as compared to mere obscenity. Profanity already involved God’s name being used in a disparaging or unflattering manner and should therefore be disallowed. Although previous court rulings had nullified anti-blasphemy laws in the United States before this case (such as Cantwell v Connecticut), the judge in this capstone case drew the line as it pertains to certain acts not allowed under guise of the First Amendment protection (ibid.). The rationale – a justification behind this precedent-setting case is that there are limits to First Amendment rights. Profanity is not allowed in the same manner obscenity is outlawed and protection under First Amendment extends only to legitimate political, religious or social discussion of ideas in the spirit of free and open dialogue. It does not allow derogatory words. Moreover, the larger implication of this ruling was it reinforced the separation of the Church and State in that no single religion is favored over other religions (Christianity was favored in earlier times being the majority religion).

Gothic conventions Essay Example for Free

Gothic conventions Essay Dracula, as described in the play, can take many forms of different creatures. Ranging from a wolf to a mist. These creatures are described well in the play and create an atmosphere of suspense for the reader. It also shows just how strong Dracula is. This vampire which is amongst us is of himself so strong in person as twenty men This quotation shows us just how strong Dracula is and Bram Stoker describes this well by comparing Dracula to a living thing such as man. It gives us a good idea of just how strong Dracula is/becomes. In the play it describes the many forms that Dracula can take: The storm, the fog, and the wolf; he can grow and become small; and he can at times vanish and come unknown. This describes very well the different forms that Dracula can take and the last bit of the sentence just creates that extra bit of suspense, which can take this play to the next level. and he can at times vanish and come unknown This is the phrase which kicks in that extra bit of suspense and gets the reader wondering what this means and how Dracula does it. It overall draws a better picture of the creature himself and what is achievable for him. He can transform himself to wolf, as we gather from the ship arrival in Whitby, when he tear open the dog; he can be as bat He can come in mist which he create This is another of the forms that Dracula can take and as you progress on with the story you get a better and better image of Dracula and the powers that he has within him. Another one of the conventions is the weirdness of Dracula and how different he is in relation to the rest of mankind. He eat not as others. Even friend Jonathan, who lived with him for weeks, did never see him to eat, never! This is very weird, as we all know because every living thing needs to consume something in order for its body to keep functioning and to stay alive. But it seems as though Dracula is very different compared to humans as Jonathan, who had lived with him, had never seen him eat. This must mean that there is another way in, which Dracula consumes which has not yet been discovered. This part of the story creates suspense and gets the reader thinking about what Dracula exactly is and how he differs humans. It gets the reader thinking about how Dracula survives and what he survives on. He throws no shadow; he make in the mirror no reflect This is another phrase, which creates suspense for the reader and shoes just how weird Dracula is and once again it gets the readers thinking just what Dracula is. As we know everything and anything can throw a shadow as long as it is solid. The laws of physics tell us that. But Dracula somehow doesnt throw a shadow. This means that he is defying the laws of Physics, which once again shows how unusual and how inhuman like Dracula is. The last quotation which gets the reader wondering about Dracula is He can see in the dark-no small power this It isnt a small power indeed as no human can do this, which ultimately confirms just how inhuman Dracula is. The convention of the journal will be looked at next. Minas journal has a lot to reveal about Dracula and her encounter with him. The first quotation I will take is the parted red lips, with the sharp white teeth showing between; and red eyes This is a quote which strikes fear into the mind of the readers and it gives a fairly good description of Dracula. The sharp teeth instantly gets you thinking and gives u a sense of fear as u begin to picture what this person may look like. The red eyes also instantly puts fear into the minds of the readers as it describes Dracula in a very fiery/inhuman way. The word monster may come into the readers minds as they read this phrase. Silence! If u make a sound I shall take him and dash his brains out before your very eyes Here we are getting pretty gruesome as the writer takes a more graphic approach to the threat that Dracula makes to Mina. The very thought of someones brains being dashed before you instantly sends a shiver up your spine and gets you very involved in the passage as your brain instantly gathers an image of what it would look like if you were to be there. This slowly paints a better picture of Dracula and what he is capable of and what he has done before. Another chilling quote from Dracula is: You may as well be quiet; it is not the first time your veins have appeased my thirst This is a very chilling quote, which refers to the blood in Minas body. It gets the reader thinking about whether or not Dracula is about to do what they think he is about to do. But straight after there is another quote, which describes just how unusual and powerful Dracula is: strangely enough I did not want to hinder him. I suppose it is a part of the horrible curse that this happens when his touch is on his victim This quote gives an image of Dracula to be very inhuman like just like the others. It gets the reader into the story line and makes the reader believe more and more that Dracula is truly supernatural. But it seemed that a long time had passed before he took his awful sneering mouth away. I saw it drip with the fresh blood This can only be the action of a supernatural, as no human would even think of consuming someone elses blood. Dracula is a natural vampire as this sentence finally suggests and just shows what lengths the supernatural go to. Once again here a monster like image is created of Dracula and the instant feeling of fear kicks in as you read the sentence. The main reason that this sense of fear is created by the writer is because of how graphic the script becomes and how detailed it is and once again this instantly creates a picture in your mind of Dracula commencing with these gruesome acts. When my brain says Come! to you, you shall cross land or sea to do my bidding This describes a sense of power, which comes from Dracula. This is typical as power is one of the Gothic conventions, which is used in this story to good effect as Dracula commands his presence and shows his power. Straight after this we go from power to the gruesome side of Dracula: With that he pulled open his shirt and with his sharp nails opened a vein in his breast This is very gruesome and creates a sense of sickness for the reader but its all in the nature of Dracula as the story shows and Bram Stoker makes this very graphic once again which sends shivers up the readers spine. But even this is not enough. The writer goes one step further here as he goes into more graphic content When the blood began to spurt out, he took my hands in one of his, holding them tight, and with the other seized my neck and pressed my mouth to the wound, so that I must suffocate or swallow This once again is very sickening as it goes into great detail of how she is made to press her mouth against the blood spurting breast of Dracula. This creates a sickening image, which causes the reader to react in a way where he/she just wants to put the book down. As we move on to another extract in the story. We come to the part of the story where the Professor encounters Dracula himself.

Violence: A Means to an End? Essay examples -- Politics Government Lat

Violence: A Means to an End? The use of violence to further various political and social movements occurs throughout Latin America and its history. Its long-term effectiveness in a social context, however, is dubious. Although many of these revolutions proved initially successful in accomplishing their stated purpose, especially in the political arena, eventually the drastic changes cause regression or create a sort of culture of instability within the nation. The Haitian Revolution and the Mexican War of Independence exemplify this standard. Seen as huge successes in their time, these historical revolutions have caused deterioration in the current state of affairs in the respective nations. Despite the lasting changes they have brought about in the system of power in the country, they affected the masses little. Nations such as Cuba have seen a forceful removal of the government, which in its very purpose was designed to alter the structure of society. In these cases, violence alone is not enough to cause chan ge, but may serve to build momentum that in turn, makes change possible. Instead of the sole use of violence and intimidation tactics to force submission and support, widespread popular backing is exactly what is needed for a successful movement; a small but loyal constituency of oppressors, a significant number of oppressed, and a large amount of firepower may accomplish goals in the short-run, but will fall short of achieving lasting change. The effectiveness of a large movement by the people also lessens the success of violence in counter-revolutionary attempts. These missions, to keep control of power and subdue so-called subversives, tend to be fiercer and disregard issues such as personal freedoms and human right... ... Krause, Enrique. â€Å"The Vision of Father Morelos.† Problems in Modern Latin American History. Ed. John Charles Chasteen and James A. Wood. Wilmington: Scholarly Resources Inc., 2004. 27-30. â€Å"The Mothers of the Plaza de Mayo.† The Vanished Gallery. http://www.yendor.com/vanished/madres.html. (15 April 2005) Stein, Barbara and Stanley. â€Å"The Racial Heritage of Colonialism.† Problems in Modern Latin American History. Ed. John Charles Chasteen and James A. Wood. Wilmington: Scholarly Resources Inc., 2004. 3-6. â€Å"United States World Report 2003.† Human Rights Watch. http://www.hrw.org/wr2k3/us.html#conditions. (15 April 2005). â€Å"When the people rule.† Fidel Castro History Archive. http://www.marxists.org/history/cuba/archive/castro/1959/01/21.htm. (15 April 2005) Wucker, Michele. â€Å"The Massacre River.† Why the Cocks Fight. New York: Hill and Wang, 1999. 37.

Behavior Management of Exceptional Children

BEHAVIOR MANAGEMENT OF EXCEPTIONAL CHILDREN: TRANSITION SERVICES Transition Services is defined by the 1997 Amendments to the Individuals with Disabilities Act (IDEA) as a coordinated set of activities for a student, designated within an outcome-oriented process, which promotes movement from school to post-school activities including: post-secondary education, career training, adult services, independent living, community participation, and integrated employment (including supported employment. The coordinated set of activities shall be based upon the individual needs of each student, taking into consideration his/her preferences and interests. IEP goals and objectives are required for the following areas: * Instruction * Related Services * Community Experiences * Development of employment and other post-school adult living objectives * Daily living skills and functional vocational evaluation are required. â€Å"The importance of the transition specialist, or career education specia list, in the types of projects cannot be underestimated. The relationships these staff members maintain with the participants are crucial to the structure and success of these services†(Bullis and Cheney, 1999). Vocational Assessments Vocational Evaluation is a comprehensive process that systematically uses work activities, (either real or simulated), as the focal point for assessment of capabilities, vocational exploration and guidance. The purpose of vocational evaluation is to assist individuals in vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, cultural, and economic data into the assessment process to determine realistic vocational areas. Transition Planning Transition planning begins at a very early age. It continues through each educational phase of the student's life, culminating with adult living. A continuum of services focuses upon a student's preparation for transition through participation in career awareness activities, career exploration, vocational training and employment. A continuum of Transition Services has been developed to serve as a guideline for transition planning. The continuum begins at preschool and ends at age 22. Transition planning is documented in the Individualized Education Program (IEP) beginning at age 14. â€Å"There is a lack of student and parent output, little documentation of transition plan specifics for each student, and IEP that were almost exclusively academically focused with no obvious links between goal/objectives and transition outcomes. Indeed, these weaknesses in the use of the IEP process and document planning for transition directly affect the implementation of transition services†(Collet-Klingenberg, L. L. , 1998). It is the responsibility of the IEP chairperson – usually the special education teacher – to arrange IEP / transition planning meetings for students at age 14 and older. The IEP notice to parents must include the following information: * The purpose of the IEP meeting is to develop / review the IEP and to consider Transition Services for inclusion into the IEP. * The student is invited to attend the IEP meeting. * Appropriate agency representatives have been identified and invited to the IEP / transition planning meeting. The IEP transition meeting must include all required IEP participants, plus two other representatives, as follows: * Parents or Legal Guardians * Special Education Teacher * Regular Education Teacher * Public Agency Representative (if appropriate) * Student * Other Individuals at the discretion of the parent or agency * Interpreter, when the parent or legal guardian is deaf or not proficient in the English language. * Career Education Teacher / Coordinator If the student does not attend the meeting, steps should be taken to ensure that his/her preferences and interests are considered. If an invited agency representative is unable to attend the meeting, other steps shall be taken to obtain participation. The IEP /Transition Planning meeting participants will provide input for expected outcomes. The following questions may be discussed. * What are the interest, preferences, and goals of the student after graduating or exiting school? * What support would be required to reach post-secondary goals? * Will the student be referred to an adult agency? * What type of adult agency service(s) is needed after graduation, if any? Who will be responsible for the referral(s) (i. e. special education teacher, the school based staff, parent, student, others? * Who will follow-up to ensure that the linkage between the school and adult agency(ies) was established? The IEP Team will develop transition goals and objectives that focus on the desired adult outcomes (long range transition goals). Students' preferences, strengths and limitations, career / vocational skills development, n eeded support services, job availability, medical and transportation requirements are also considered. Parents' expectations of desired student outcomes should be obtained and considered. What exactly is the Transition Plan? The Transition Plan is a part of the IEP. It includes long-range transition goals, indicating the students' preferences and interests after exiting school, are identified. â€Å"The skills needed to be successful in post secondary educational and vocational; settings, such as self-awareness, awareness of appropriate career options, and the ability to engage in self-advocacy when necessary, takes many years to develop† (Janiga,s. , J. ; Costenbader, V. 2002). Transition Services needed to achieve the long-range goals are determined. Agencies involved in transition planning while the student is still in school should be identified. That involvement is considered â€Å"agency linkages†. Transition goals and objectives are written. Agency responsibilities should be recorded in the IEP on the Transition Plan. Transition activities (objectives), persons re sponsible for the activities, and timelines are recorded. If an agency fails to fulfill its responsibilities, the IEP Team must reconvene to identify alternative strategies. Transition plans are reviewed, discussed and developed annually. The special education teacher, who completes the Transition Checklist, maintains a summary of transition planning. The Transition Checklist is reviewed and updated annually at the IEP meeting. A copy of the Transition Checklist is provided to the parent / guardian for further reference and planning. To assist in the development of transition plans at the IEP meeting Guidelines for transition services agenda is used. The guidelines outline what should be done before, during and after the IEP meeting. Records Keeping The special education teacher maintains a portfolio for each student, beginning at age 14, or grade 9. The portfolio documents a collection of evidence of the student's skills, abilities, and employment competencies (see your school's Special Education Coordinator or your school-based Transition Coordinator to obtain the portfolio). The student is responsible for participation in the development and maintenance of his / her transition portfolio. Portfolios are maintained as documentation of transition services activities. Adult Agencies An adult agency representative can attend IEP / Transition meetings for students who are 16 years of age, or in the 11th grade, and thereafter, if considered necessary by the IEP Team. An agency representative may attend IEP / Transition meetings for student's age 14 or younger, if considered necessary by the IEP Team. Some students will move from school to adult life requiring little or no more involvement with adult agencies than their non-disabled peers. Examples of such agencies or services are community colleges, vocational technological schools, other post-secondary educational institutions and the military. Other students may require time-limited adult services, such as the Rehabilitation Services Administration (RSA). There are also students who will need ongoing support from adult agencies such as the Mental Retardation and Developmental Disabilities Administration (MRDDA). The IEP Team will determine which services may be appropriate for such students. Adult agencies may include, but are not limited to, the following: * Rehabilitation Service Administration Mental Retardation and Developmental Disabilities Administration * Commission on Mental Health Services * Others Private agencies representation may be invited by parent / guardian or student of appropriate: * College / Community College * Vocational Technical Schools * Adult Education Services/ Training * Armed Forces * Others Transportation for Special Education Transport ation is a related service for special education students when it is necessary in order for a student with a disability to participate in an appropriate educational program. The Multi-Disciplinary Team (MDT) makes individual decisions about transportation during the development of the Individualized Education Program (IEP) and placement. The MDT must consider the following: * Determine a need for specialized transportation and reflect the need in the student's IEP * Review the student's need for transportation at any IEP review * Qualifications for transportation include the following: * Limited sensory or physical endurance Significantly reduced intellectual development; and/or reduced problem solving skills Parents must do the following in order for transportation to be provided for their children: * Provide accurate address information to the Division of Special Education and ensure that it is updated if necessary during the school year * Call your child's principal of any address changes during the school year. It can take 3 to 10 school days to make transportation changes during the school year * Have your child ready when the bus arrives in the mor ning * Meet the school bus in the afternoon. BIBLIOGRAPHY Bullis, M. , ; Cheney, D. (1999). Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders. Focus on Exceptional Children, 7, 1-24. Collet-Klingenberg, L. L. , (1998). The Reality of Best Practices in Transition: A Case Study. Exceptional Children, 1, 67-78. Janiga, S. , J. ; Costenbader, V. , (2002). The transition from High School to Postsecondary Education for students with Learning disabilities: A Survey of College Service Coordinators. Journal of Learning Disabilities, 5, 462-8, 479.