The infuence of goverment on globalisation Essay

The infuence of goverment on globalisation - Essay Example The development thrust of globalisation arresting the movement of people is to be controlled in terms of its speed only. Such control is in the hands of the political forces. Involvement of politicians and their policy decisions play an important role in global trade. Considering the cultural and social implications of globalisation in every country the political top brass either exercise complete control or allow free flow of foreign trade. This fluctuation has its impact on globalisation creating restriction of movement of people and their labour. Since movement of people is their fundamental right, placing hands of pressure on it will retard development of a nation. As far as speed is concerned, globalisation helps much in the development of a country in a speedy manner, lubing the economic friction within the nation. The entire global population is divided into two on globalisation. One group defends and the other opposes the new phenomenon. Defenders are filled with only speed of implementation while opposing group has so many cards in their chest. Economists doubt whether globalisation brings wealth at the price of inequalities. Cultural Marxists worry about the capital drift and historians assume that globalisation will not acquire any archival importance. (Arjun Appadurai, 2001, pp1) The first large scale 'denationalisation' programme of the post-war era occurred in 1961 in Federal Republic of Germany during Konard Adenauer's regime. Major stocks of Volkswagon were sold through public share issue. When Mrs.Thatcher came to power again in 1983 re-election, privatisation programme accelerated dramatically and annual proceeds from asset sales approached 5 billion. (Sudir Naib, 2004, pp138-139) Productivity certainly brings about self-reliance. However the essence and fragrance of it can be felt only at the completion of production and its usage. During the process of production, mobility of labour and individuals tend to reduce the speed of production. This makes the executives and administrators to resort to modalities such as throwing sops and doles to citizens with a view to divert their attention only to the business. Albeit enjoying the tastes of such free aids, restriction on their movement causes mental imbalance in individuals leading to upsurge. People and political parties of leftist ideologies make use of this situation to their advancement. They paint the entire globalisation as something unwanted or misleading. Globalisation has to be conceived correctly first. Allowing globalisation effects on the economy is secondary. As a hypothesis globalisation is a device, which can be harnessed by any country for the internal and international development. Since trade i s the main aspect of globalisation, interaction between nations becomes plausible. Hardships arising at the hour of social and cultural mingling generated by globalisation must be dealt with separately. While handling such issues it should be borne in mind that globalisation is not the crux of the problems but the problems are the spin-off of its implementation. Outright application of globalisation in all fields naturally leads to some problems. Following IMF regulations, the Mexican government reduced many of its food subsidies in 1982. This landed in the increase of 180% of minimum wage and 224% increase in basic food price. During 1984

Presentation Planning (written presentation) PowerPoint

Planning (written ) - PowerPoint Presentation Example One definition, which is presented by Bailey, Hunsberger and Hayden (1998), is literacy involves a "complex set of skills that allow learners to express, explore, question, and understand the flow of ideas among individuals and groups" (p. 120). In the context of Scribner statement's this set of skills vary from one society to another and from one time period to another. Nevertheless, in spite of the differences in society, there appears to be a common literacy skill, mainly, reading and writing. The elements of assessment, reception, instruction, and analysis can present a cohesive and well-rounded reading and writing experience as regards adolescent education. A. functional literacy- The term functional literacy refers to the level of learning at which one is able to read well enough to negotiate life's everyday activities and demands. In recent generations, however, the criteria for functional literacy have made it a moving target" (Manzo, 2003, 654). B. variety of learning styles- There are visual learners, kinesthetic learners, auditory learners, gifted learners, disabled learners, avoidant learners, etc. This is important- but not as important as their strategies of personal learning (du Boulay, 1999) 1. 1. TV and internet- Heavy viewing linked to lower assessment scores (Mokhtari, Reichard, & Gardner, 2009) C. secondary to higher education transition- Less parental involvement in education produces less research and, in turn, less change (Mokhtari et al., 2009) D. deep reading strategies (du Boulay, 1999) III. Instruction A. PISA lessons (Brozo, Shiel, & Topping, 2007) 1. developed recommendations after research: common leisure reading text types be incorporated into classroom activities, display a love for reading such as is requested of the student, embrace social literary clubs, include diverse reading materials, and incorporate a level of choice in readings, projects, and other large creative literary units (Pitcher, S., Albright, L., DeLaney, C., Walker, N., Seunarinesingh, K., Mogge, S., et al., 2007). a. similar American recommendations: common leisure reading types be incorporated, teacher modeling reading, embrace social literary clubs, include diverse reading materials, and incorporate a level of choice in readings, projects, and other large creative literary units (Pitcher, Albright, DeLaney, Walker, Seunarinesingh, Mogge, et al., 2007). B. predictability (Lynch, 2008) C. student interest (Manzo, 2003, Mokhtari et al., 2009) 1. creating interest (Simon, 2008) IV. Analysis A. inner argument (du Boulay, 1999) 1. as social constructivism (Falk-Ross, 2001) B. Hermida's (2009) deep reading strategies: questioning of the overall purpose of the text, the context, the thesis, the detailed

Speed Velocity And Acceleration

Speed Velocity And Acceleration In this chapter we will look at the concepts of speed, acceleration, and velocity. As we all know gravity is a large factor in the acceleration of an object. For the purposes of this chapter we will differentiate between linear and vertical acceleration as being objects that move linearly or horizontally i.e. linear acceleration, versus objects that fall, fly, or are thrown etc. i.e. vertical acceleration. Vertical acceleration is much more governed by the force of gravity and is covered in greater detail in chapter 12 Newtons Laws. A short section at the end of the chapter addressing vertical acceleration is however included to put the area into context. You may have heard the old adage Speed kills. And you know whether you are driving your car or playing sport its a dangerous variable. Fast athletes are very difficult to handle, as are fast cars. However, having speed is of vital importance in sports. In this chapter well look at speed, velocity and acceleration and the factors that influence them. Speed, acceleration and velocity are all different. If you have ever watched a 100 meter race, you will notice that some athletes start faster than others, so their acceleration is different. Athletes finish the race at different times so their speed is different and athletes reach top speed at different stages so their velocity is different. The key terms to be covered in this chapter are speed, acceleration, velocity, distance, displacement, vertical and horizontal acceleration and velocity. The variables of speed, acceleration, displacement, etc. are about linear kinematics. Kinematics is a general term related to describing motion. Kinematics is also a branch of mechanics (specifically dynamics) that evaluates moving objects. In order to accurately describe kinematics there are certain terms that we must fully understand. They include the terms mentioned above (speed, acceleration, and displacement) and distance, velocity and position. Accurate understanding of these terms will allow us to accurately describe the movement of any object. There is often a lot of confusion about the terms acceleration, speed, and velocity. We often use the term speed in everyday language to imply all three terms and the word fast is an even more general term. Consider the following: A person can be moving fast and not be accelerating. A person can accelerate fast and not have a high velocity or high speed. A nice sporting example was the great Boston Celtics player Larry Bird. Larry Bird was very quick to accelerate over three or four steps, was not very fast at his top speed. So while Larry was very quick and dangerous over 3-4 steps, he would not make a good sprinter because his top end speed was not high. So if an object is accelerating, it is changing its velocity. Acceleration has to do with the change in how fast an object is moving. Therefore, if an object is not changing its velocity, it is not accelerating. We know that distance and displacement have different meanings. The same is true for speed and velocity. Speed can be considered as the rate at which an object covers a certain distance. Objects that move slowly cover distances in long periods of time, i.e., low speed. An object moving quickly covers distance in shorter amounts of time, i.e., high speed. If an object is not moving at all it has zero speed, zero velocity and zero acceleration. Let us consider some of these simple terms in more detail. Position: Position is simply the location of an object in space. You could consider it using coordinates on a map for example, or on a field, or gymnasium. Displacement: Displacement is simply the straight line distance an object has travelled. Distance: Distance is how far an object has travelled in any direction. It is also viewed as the total amount of displacement (regardless of ending position). Look at this simple example. Lets say a basketball court from baseline to baseline is 25m. If a player runs baseline to baseline and back what is his displacement and distance? Distance. This is the easy one since he ran up and down the court so that is 25m + 25m = 50m. Displacement. Since the player ran down the court and back again he ended up in the same place he started. So even though he covered a distance of 50m his displacement is actually zero, since he is back where he started. Lets say the player now runs up and down the court twice. His distance covered would be 25m + 25m + 25m +25m = 100m. Since he ended up back where he started his displacement is still zero. Finally, lets say the player runs from one baseline to the other and stops. In this case both his displacement and distance are the same at 25m. For the most part we use distance rather than displacement to describe movements as it is difficult to correctly measure displacement as we make a lot of turns when we travel. You say displacement is really like the old saying as the crow flies which means straight line. For example, the distance you travel in a car from New York City to Boston might be 250 miles (but your displacement is only 175 miles). When you drive in a car you get on the highway and follow the roads around the coast, over bridges, around hills, around towns etc. However, when you fly the plane flies right over everything in a straight line and you end up only travelling 175 miles (your displacement). Speed Speed is a very general term. Speed is a scalar quantity and is described as Distance divided by time (D/T, where D=distance and T=time). Scalar implies that speed has magnitude but not necessarily any direction, for example temperature or volume. People often use speed and velocity interchangeably but they are different. Speed relates to the distance an object has traveled, while velocity refers to the displacement that has taken place. So, the speed of an object tells us how far an object has traveled in a given amount of time but doesnt tell us anything about the direction in which it traveled. It all sounds a little heavy on the definitions but these are important. Therefore: Average speed = Distance traveled (m) Time (s) Now there are also different types of speed. We refer to them as average speed versus instantaneous speed. When an object is moving it often changes its speed (or direction) during its motion. When there is a change in speed we can alter our definitions. Instantaneous speed is the speed at any given instant, while average speed is the average of all the instantaneous speeds. For example, lets say a runner runs 400m in 60 seconds and crosses the line at 18 kmh or 5 m/s. This means his average speed over the 400m was 6.66 m/s even though he crossed the line at 5 m/s which is his instantaneous speed at the finish line. In other words, he was slowing down as he was getting to the end. If you have ever ran a 400m race then you will now how tired you are at the end and are definitely slowing down. How did we do these calculations? Average speed = Distance/time 400m/60 seconds 6.66 m/s The instantaneous speed recording of 5 m/s would have been measured with a radar or timing device. You could also look at various split times for different portions of the race. Many coaches do in fact do this, so a 400m coach might look at each 100m split and look at both the acceleration and deceleration patterns and average speeds during each of the four separate 100 meters. Here is another problem for you to try. Can you calculate the average speed of a swimmer that completes the 200m butterfly in 2.15 seconds? Answer: 2.15 seconds = 135 seconds. So 200m/135 seconds = 1.48 m/s A 400m freestyler swims the race in 4.10 seconds. The 200m split was 2.02 seconds. Can you calculate the following? a. What was the swimmers average speed for the race? b. What was the difference in speed for the first 200m versus the second 200m? Answer: a. 400m/250 seconds = 1.6 m/s b. First 200m split = 1.64 m/s Second 200m split 1.56 m/s As you can see, the swimmer slowed down over the second 200m. Velocity Velocity is somewhat similar to speed but velocity involves both direction and speed. So, whereas speed is a scalar quantity, velocity is a vector quantity, that is, it has both magnitude and direction. Velocity also uses displacement as opposed to distance. Remember displacement is measured as the straight line distance an object travels from starting to ending position. Velocity is direction sensitive since it is dependent upon displacement. Therefore, when you calculate velocity, you must also keep track of direction. Therefore, if you say an airplane has a velocity of 600 kmh, you would actually be a little vague. You should really say the airplane has a velocity of 600 kmh North. So, speed doesnt worry about direction, velocity does. Velocity is a positive number as we dont have negative velocity. So to summarize, a airplane traveling at 600 kmh as a speed of 600 kmh. The same airplane has a velocity of 600 kmh, North. Finally, the same airplane probably had little acceleration in the middle of its trip as it would only need positive acceleration and negative acceleration during take off and landing. Here is an interesting and challenging little problem for you to solve. Can you fill in the following table with acceleration, speed, and velocity data? We know the following, the direction of travel is south and acceleration doubles every second. If youre feeling confident you can also try and calculate the total distance that was covered over the 6 seconds. Hint! You can use the velocity for each second to help you. Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 2 2s 7 3s 8 4s 31 5s 3 6s 64 Answers Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 3 2 1.5 2s 7 4 3.5 3s 15 8 5.0 4s 31 16 7.75 5s 63 32 12.6 6s 127 64 21.16 *Average speed through that time period So: Average velocity = Displacement Time Let try some additional calculation examples: For example, if an athlete runs around a 400 meter track in 50 seconds we can calculate numerous factors. What was the distance traveled? What was the displacement? What was the average speed? What was the average velocity? 1. What was the distance traveled? Answer: Easy enough = 400 meters 2. What was the displacement? Answer: Since the athlete ended up in the same place as they started, displacement is equal to zero. 3. What was the average speed? Answer: Speed = Distance/Time = 400 m/60 seconds = 6.66 m/sec 4. What was the average velocity? Answer: Velocity = Displacement/Time = 0/60 seconds. In this case we end up with a value of zero and in this scenario average speed is a better indicator of overall performance. In many situations we actually calculate average velocity as speed because we cant gather the correct information to calculate speed. For example, if a punt returner catches the ball on the 20 yard line and then avoids a few tackles to ultimately score a touchdown twelve seconds later, we assume the punt returner ran 80 yards. In fact, they may have run 100 yards with all the turning and weaving but we cant accurately calculate the true distance traveled and instead use displacement. For our purposes in sports, thats okay. You try the following problem. Review Problems Can you accurately calculate average speed, velocity, distance and displacement for each of the following situations? Hint: You may not be able to calculate them all accurately. Problem: 1. A punt returner catches the ball on his own 40 yard line and scores a touchdown nine seconds later. 2. A 100 meter sprinter runs the 100 meter in 10.0 seconds flat. Acceleration The law of acceleration is Newtons second law and basically states The change of motion of an object is proportional to the force impressed and occurs in the direction in which the force is impressed. So far we have talked about speed and velocity and performed some calculations. However, while speed and velocity are valuable components, they tend to provide us with summary information and very little about specific detail. For example, if we consider the data for a 200 meter race run in 20 seconds we know that average speed was 10 m/sec. However, we would not know any information about who accelerated the fastest or who was leading after 100 meters. This information is also important as it helps with identifying strength and weaknesses in athletes and in developing training programs for particular athletes. The measurement of acceleration is important. Acceleration is the rate of change in velocity. Therefore, when acceleration is zero, velocity is constant. So when an object changes speed either by slowing up or down, or changes direction, it is accelerating (or decelerating). We can calculate acceleration by measuring the difference in velocity over the time it took for that ch ange in velocity to occur. Consider this: If you were to watch a 100M race the person leading at the 50M mark doesnt always win the race. The reason for this is that runners have different acceleration and deceleration rates, in other words their speed changes. Athletes vary dramatically in their acceleration. Some athletes are very fast over 40M but not over 100M and vice versa. So: Acceleration (a) = Velocity2 Velocity1 Where V2 is velocity at T2 Tim Where V1 is velocity at T1 Sometimes you will see this presented as the change in velocity (Delta sign à ¢Ã‹â€ Ã¢â‚¬  ) or the change in time (à ¢Ã‹â€ Ã¢â‚¬  T) A = à ¢Ã‹â€ Ã¢â‚¬  V à ¢Ã‹â€ Ã¢â‚¬  T Look at the following acceleration example. Question: A sprinter leaves the starting block at 2.5 m/s. One second later they are traveling at 5.5 m/s. What is the acceleration rate? Answer: V2 V1 = 5.5 m/s 2.5 m/s = 3 m/s squared T 1 You will note that we end up with meters per second squared as our answer would really be presented as 3 m/s/s. Heres another problem to try. Question: A punt returner catches the ball standing still and begins to return. Two seconds later his velocity was 5 m/s. What was his average acceleration over the first two seconds? Answer: V2 V1 = 5 m/s 0 m/s = 3.5 m/s squared T 2 So far we have looked at relatively straightforward examples of speed, acceleration and velocity in that they have all been examples of horizontal movement. Now let us discuss the vertical components of projectile acceleration, speed and velocity. Factors Affecting Acceleration Linear acceleration is affected by many factors and you will recall from chapter ? that the mass of an object is a very important one. Heavier objects accelerate more slowly with a given force. This has to do with both inertia and mass. Heavier objects are harder to both accelerate and decelerate. Think about how easy it is to throw a basketball versus a medicine ball. There are some other points to consider when looking at acceleration, speed, and velocity. First, we now know the units for velocity are meters per second (m/s) and meters per second squared for acceleration (m/s/s). For speed they are also m/s. Since acceleration (like velocity) is a vector quantity, it also has direction associated with it. The direction of acceleration depends on two factors: a. Whether the object is speeding up or slowing down b. Whether the object is moving in a negative (upwards) or positive (downward) direction We can simplify this by saying that if an object is slowing down then its acceleration is in opposite direction of its motion. If it is speeding up then its acceleration is in the same direction as its motion. Therefore: Acceleration (m/s2) = mass (kg)/force (newtons) Vertical speed, acceleration and velocity If you were to throw a ball up in the air and then catch it again at the same height as you released it, how would the ending velocity be? Would it be greater, less, or the same as the release speed? If you guessed the same you would be correct. You see, all objects, whether traveling vertically or horizontally, are subjected to the constant force of gravity (9.81 m/s2). This means that as soon as the ball left your hands it started to negatively (de)accelerate at 9.81 m/s2 until it had no more velocity. Then, it started to positively re-accelerate over the same distance (and time) at a rate of 9.81 m/s2 until you caught it again. This is a very neat relationship as it allows us to make many calculations based on this constant acceleration force. Projectiles are subjected to both vertical and horizontal components in their motion. The horizontal components are affected by the mass of the object and the acceleration force as previously mentioned. The vertical components are also affected by these two factors plus gravity. Consider this statement: A ball shot horizontally (at zero degrees) has the same vertical component as a ball that is simply dropped with no horizontal velocity. What this means is that if you were to throw a pass from your chest and it hit the ground 15 meters away 1.5 seconds later, and at the same time drop a second ball straight down from the same height, they would both hit the ground at the exact same time. What this is showing us is that the force of gravity component is acting consistently regardless of whether the ball has a horizontal component or not. In other words adding a horizon tal acceleration component does not affect in any way the force of gravity. Remember also that gravitational acceleration is a vector quantity comprising both magnitude and direction and acceleration is a squared variable to the magnitude of the force of gravity. This means that for every second an object is in free fall it will accelerate by ad additional 9.81m/s2. Thus the total distance travelled is directly proportional to the square of the time. Or we could say that if an object travels twice the time it will travel four times the distance. If an object travels for three seconds it will cover nine times the distance, for four seconds it is sixteen times the distance travelled in the first second. Look at the following. A coin is dropped from a cliff. The table shows how fast it is travelling at different time points. Time Speed m/s 1 sec 9.81 2sec 19.62 3 sec 29.43 4 sec 39.24 5 sec 49.05 6 sec 58.86 7 sec 96.23 Consider this simple math problem: Question: A boy drops a ball from a balcony and records a time of 3 seconds for the ball to hit the ground. At what velocity did the ball hit the ground? Answer: 29.43 m/s How do we get this answer? Well, remember that gravity acts as a constant 9.81 m/s2. What this means is that for each second the ball is in flight it accelerates an additional 9.81 m/s. So: Insert schematic to demonstrate after 1 second = 9.81 m/s after 2 seconds = 9.81 m/s + 9.81 m/s = 19.62 m/s after 3 seconds + 19.62 m/s + 9.81 m/s = 29.43 m/s This is a simple illustration of the concept. Next question, what velocity would the ball have to be released at ground height for the boy to catch it on the balcony? Answer: A minimum of 29.43 m/s. The answer is the same because gravity and acceleration (or deceleration) is working to the same effect when the ball is moving upwards. This is sometimes referred to a negative acceleration. Question. A boy is standing on a balcony and is curious about how high the balcony is from the ground. The boy drops a ball and records the time it takes to hit the ground. It took 3.2 seconds for the ball to hit the ground. The boy concludes that the balcony is 66.7m high. How did he work it out? Well at the end of the first second the ball was travelling 9.81m/s, at the end of the second the ball was travelling 19.62m/s, at the end of the third second the ball was travelling 29.43m/s. If you add these three distances together you get 58.86 meters travelled after three seconds. If the ball travelled another full second it would travel another 39.24m, but it only travelled in this zone for 0.2 sec. So, 39.24m x 0.2sec =7.84m. Now we add the 58.86m + 7.84m = 66.7m, and thats our answer. There are some other factors to consider with vertical projectiles. The pattern of change in vertical velocity is symmetrical about the apex of the trajectory. So not only does the object land at the same speed it was released, it also follows the reverse flight path on the way down. Using these constant parameters we can now extend our calculations into more complex situations. For example, lets say you are watching a volleyball game in a high school gym with a 10 meter high ceiling. An opponent spikes the ball over the net and a player digs the ball at ground level at which time the ball has a velocity of 15 m/s. The question is will the ball hit the ceiling? To solve for this we can use an equation that combines several variables we talked about already. Where: V2 = velocity at time 2 V1 = velocity at time 1 a = acceleration t = time In order to answer this question we need to look at what we know and what we want to know. Well, we want to know the distance (d) the ball travels. We already know a = 9.81 m/s2 and we know V1 = 15 m/s. We also know that at the apex the velocity is zero, so V2 can be set to zero. So now our formula looks like this: 1. 0 = V1 squared + 2ad 2. 0 = (15 m/s) squared + 2 (-9.81 m/s squared) x d Now if we rearrange to solve for d our formula looks like: = (19.62 m/s squared) x d = 225 m/s squared = d = 11.47 m The answer is yes! The ball will hit the ceiling as it will travel 11.47 m. Heres another similar problem: A ball is deflected vertically at 18 m/s and the ceiling height is 11 meters. Will the ball hit the ceiling? Factors affecting projectile motion We have discussed several factors that affect the movement (or acceleration) of an object. The factors that affect vertical acceleration are the mass of the object, the force (speed) of release and gravity. Horizontal acceleration is affected only by mass and force of release (application). Gravity is of course a factor but not in determining its horizontal component. But sometimes we want to throw objects e.g. discus, hammer, etc. and while these projectiles are influenced by force and mass, there are other factors that influence how far the projectile will travel. We generally recognize three other factors that influence how far a projectile will travel when a constant force is applied. They are: 1. Angle at which projectile is released. 2. The speed of release. 3. The height of release. The optimum angle of release to increase horizontal displacement is 45 °. Projectiles released at over or below this angle will not reach their greatest distance. Look at Table 1 to see how distance traveled varies with changing angles of release. You will see from table 1 that the optimum angle of release is 45 ° and after that the decrease in distance traveled is symmetrical as height compromises distance (I.e. follows the same pattern as increasing angle of release up to 45 °). The greater the speed of release the greater the distance a projectile will travel. This holds true simply because there is a greater acceleration force applied in the first place. Simply put, if you want to throw a ball further you need also to throw it harder. The greater the height of release the greater the distance a projectile will travel. If you consider field sports in athletics you will notice that most successful hammer, discus and javelin throwers are taller, giving the mecha nical advantage over shorter competitors in that event. If you were to throw a ball from the top of a building it would strike the ground much further away than it would if you were to throw it from standing on the ground. Table 1: Distance a Projectile travels at a constant speed and height of release with change in angle of release. (need the reference) Speed of release Release angle Distance Travelled 10m/s 10 3.49m 10m/s 20 6.55m 10m/s 30 8.83m 10m/s 40 10.04m 10m/s 45 10.19m 10m/s 50 1.04m If you have watched a discuss competition or a hammer throw you might notice that these athletes are quite tall (often over 1.9m). The reason for this is that these athletes have an advantage over their shorter counterparts as their angle of release is already several centimeters higher. Summary This chapter has provided a basic introduction to the concepts of speed, acceleration and velocity. We have also looked at how differentiating between these variables is important and sometimes difficult. Using some known constants, such as the accelerating force of gravity (9.81 m/s2) allows us to calculate and even predict the speeds, velocities and flight paths of selected projectiles. We have also discussed other factors that affect projectile motion such as height and speed of release. While this information is very important, it is a basic introduction as there are many other more complex factors affecting speed, acceleration and velocity. We did not talk about shape or design or, indeed materials which also play a role in the way particular objects react to forces. The factors are extremely important but for now are beyond the scope of this text. Following this section are additional problems for you to solve and practice. Review Problems Can you provide a one sentence definition for each of the follow terms? Distance Displacement Acceleration Velocity Speed Position Scalar Vector A ball rolls with an acceleration of -.5 m/s 2. If it stops after 7 seconds, what was its initial speed? A wheelchair marathoner has a speed of 5m/s after rolling down a small hill in 1.5sec. If the wheelchair underwent a constant acceleration of 3 m/s 2 during the descent, what was the marathoners speed at the top of the hill? A runner completes 6.5 laps of a 400m track in 12 mins (720 secs). He starts half way around the bend. Can you calculate the following? a. Distance covered: b. Displacement after 12 minutes: c. Runners average speed: d. Runners average pace: min/mile = A soccer ball is rolling across a field. At T = 0, the ball has an instantaneous velocity of 4 m/s. If acceleration occurs at a constant -0.3 m/s2 how long will it take to stop? A batter strikes a ground ball with an instantaneous velocity of 18m/s. If acceleration occurs at -0.7m/s2 how long will it take to stop?

Magnetic Disks :: essays research papers fc

Magnetic Disks (Hard Disk)   Ã‚  Ã‚  Ã‚  Ã‚  The topic of magnetic disks is one that involves many physics related phenomenon. The intricate structure and design of â€Å"Magnetic Disks† (or hard disks) in computers include the principles of Fluid Flow, Rotational Motion, Electromagnetism, and more. This paper will focus mainly on the previously listed physics occurrences, and the design that goes into engineering the magnetic disk to include them. These physics principles are utilized in such a way that makes the hard disk a very common and useful tool, in this day and age. To most people, the magnetic disk is the most important, yet most mysterious, part of a computer system. A hard disk is a seal unit that holds computer data in the form of magnetic patterns.   Ã‚  Ã‚  Ã‚  Ã‚  Before understanding the physics principles, one must understand the physical design that induces them. A magnetic disk is a flat, circular, rigid sheet of aluminum coated with a layer of magnetic material (can be double sided). The material usually is a form of iron oxide with various other elements added. The disk rotates upon a central axis and a movable read/write head writes information along concentric tracks (circular paths traced out by motion of the disk) on it. Multiple disks can be stacked to store more information. Typically (1985) 11 disks with 22 surfaces, of which 20 are used (minus top/bottom), are manipulated to read/write data.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"head†, or device used to transmit data onto the magnetic disks, is an important part of the hard disk and composes most of the physics happenings. Current is passed through the head or in the physic’s case, the conductor, to produce a magnetic field around the conductor. This magnetic field then can influence the disk’s magnetic material. The head is driven by an electric motor, using electromagnetism, to exert pushing and pulling forces on magnets to the rotating shaft. In some cases the head moves to a required area on the disk, and the motion of the magnetized surface induces tiny voltage. This voltage is concentrated in the coil of the read head, and can be interpreted as the data stored on the magnetic disk. When the direction of the flow of electric current is reversed, the magnetic field’s polarity is reversed.   Ã‚  Ã‚  Ã‚  Ã‚  The head is mounted in a â€Å"slipper† (or holder) positioned above the disk at 0.5-2.5 microns from the surface. When the disk is revolving around its axis, an air current creates a velocity gradient with the surface and air.

Population Health Knowledge And Principles Health And Social Care Essay

Health and Illness from a Population Health PerspectiveNowadays pull offing wellness and unwellness of a state people had become a cardinal precedence of state governments as with this they may face terrible negative heath results. Every state and its officials are concentrating on the direction of their population wellness as it has become critical for achieving long-run being ( Sheffield, 2008 ) . A state ‘s population wellness position pertains to the wellness results of a group of persons, acknowledging the division of such results within the group. Population wellness position is a important attack to wellness that directs to progress the wellness of whole population. From a population wellness position, wellness can be defined a province that is free from disease every bit good as the ability and capacity of persons to accommodate to, respond to, or pull off life ‘s inquirings and changes ( A Population Health Approach, 1999 ) . On the other, from a population wellness perspective unwellness can be defined as a province of hapless wellness of group of persons. As good, it may besides specify as an inability of group of persons to accommodate to, react to and form life ‘s challenges and alterations due to their wellness jobs. In modern epoch jobs related to persons ‘ wellness are increasing twenty-four hours by twenty-four hours and due to this concern towards population wellness has attained significant growing.Social and Structural Determinants of HealthEvery state ‘s functionaries are seeking to keep their population wellness but it is non every bit easy as it seems. All of us have important population wellness cognition and rules but non able to use it in world ( Novick, 2007 ) . For its successful executing it is indispensable to understand the relationships between behavior and wellness results. By understanding this, one can easy develop preventative schemes and rules to forestall unwellness and advancing single and community wellness ( Swinburn & A ; Egger, 2002 ) . Using population wellness cognition and rules will go easy if person well understand the societal and structural determiners of wellness ( Turnock, 2008 ) . This could besides be understood with an illustration of population wellness job that is increasing fleshiness. This population wellness job is increasing in about every portion of the universe that needs to be resolved in an effectual mode. The job of fleshiness is increasing in about all high- and low-income states. To curtail and eventually invert the addition in obesity-preponderance rates, all inclusive population wellness based attacks and schemes are required ( Swinburn & A ; Egger, 2002 ) . As good, for this it is besides indispensable to understand the societal and structural determiners of wellness so that with that this job of fleshiness can be resolved ( A Population Health Approach, 1999 ) . Designation of wellness determiners is indispensable to develop bar schemes. The cardinal determiners of persons and populations ‘ wellness are the conditions, in which people are born, develop, unrecorded and work. These conditions are so influenced by the societal and economic environment ( Khoury, 2010 ) . All these facets together become a significant cause of disease and agony. Similar is the instance with fleshiness that is besides the consequence of several determiners ( Dean & A ; Fenton, 2010 ) . These wellness determiners can be classified in two important groups that are as follows: Social Determinants Structural Determinants Understanding the multilevel and overlapping nature of present epidemics every bit good as their societal and structural determiners, is significant in the design and executing of more effectual bar plans for commanding increasing fleshiness jobs. Equally good, it is besides the consequence of individual-level determiners that may include bad behaviors such as unhygienic eating wonts and eating more and more debris nutrients ( Novick, 2007 ) . All these patterns of persons are chief drivers of fleshiness. The forms and distribution of these movable diseases in the population are later affected by a vivacious interplay among the preponderance of the morbific agent, the effectiveness of prophylactic and control interjections ( Dean & A ; Fenton, 2010 ) . As good, it is besides affected with a scope of societal and structural environmental factors. Structural determiners of wellness include those physical, economic, societal, organisational, cultural, community, legal, or policy related facets of the environment that obstruct or aid efforts to debar disease spreading ( Semenza & A ; Giesecke, 2008 ) . On the other manus, societal determiners of wellness include the economic and societal conditions of a state that influence the wellness of people and communities ( Raphael, 2006 ) . As good, it besides include stipulations for early childhood development, acquisition, work, income and occupation security, wellness services, nutrient security, and entree to basic services like lodging, societal segregation, and stigma ( Dean & A ; Fenton, 2010 ) . By understanding the general societal and structural determiners of wellness one can easy develop effectual disease bar and control attempts for increasing job of fleshiness. The cognition and apprehension of diverse societal and structural determiners of increasing fleshiness will decidedly help in the development of its bar schemes ( Swinburn & A ; Egger, 2002 ) . By developing bar strategies the jobs and diseases related to fleshiness can be controlled efficaciously.Relationship between Behaviour and Health OutcomesThe treatment of societal and structural determiners of wellness groundss that the increasing diseases and wellness results are due to some patterned behavior of persons and populations. Individual ‘s wonts are affected by societal determiners that in bend are affected by structural determiners ( Khoury, 2010 ) . This in bend consequences in terrible wellness results. By understanding these relationships between behaviors and wellness results one can develop effec tual population wellness bar schemes ( Tulchinsky & A ; Varavikova, 2009 ) . Individual hazard behaviors determine the opportunity of contact with other contaminated or morbific persons. Although, these behaviors do non take topographic point in a vacuity and it could be understood in concern to fleshiness ( Population based Public Health Practice, 2003 ) . For increasing fleshiness the built or physical environment are responsible that are increasing debris nutrient wonts among population all age groups. This environment is delighting persons to hold nutrient that is ready to eat and at just monetary value. All of us besides want to hold nutrient outside from place without understanding its negative effects on our wellness ( Dean & A ; Fenton, 2010 ) . Our ain behaviors are driven by increasing figure of fast nutrients and eating houses in each and every metropolis. Both of these determiners are increasing incorrect eating wonts among kids and childs that in bend are ensuing in fleshiness due to their inappropriate diet and consumption of tonss of fats. By understanding relationships among behaviors and wellness results different fleshiness bar schemes like structural and policy or legal can be developed easy ( Raphael, 2006 ) . All these different bar attacks can be implemented by alining with behavioral or medical interjections directed at persons. As good, with an nonsubjective to manage factors that affect single behavior in malice of directing their behavior ( Dean & A ; Fenton, 2010 ) .Application of Population Health Knowledge and Principles to Obesity PreventionWith the aid of population wellness cognition and its important determiners, it can be applied efficaciously in the development of diverse illness bar schemes, welln ess publicity and community capacity edifice. Development of a bar scheme is based on the factors due to which a disease or unwellness is increasing in population injuries ( Egger, Swinburn & A ; Rossner, 2003 ) . Designation of these factors is indispensable for forestalling a disease or unwellness every bit good as for advancing population wellness. The treatment of fleshiness and its societal and structural determiners provide a model through which preventative schemes against weight addition and fleshiness can be developed. Although there are several others diverse factors that are involved in the etiology of fleshiness and weight addition but the most significant factors are social and environmental ( Egger & A ; Swinburn, 1997 ) . These factors affect energy consumption and outgo that in bend is affected by familial and other biological factors like age, sex and hormonal activity on which there is small or no control ( World Health Organization, 2000 ) . A state facing job of fleshiness can easy develop effectual bar schemes by concentrating on these rules: Social, political, cultural, structural and physical environment elements that together impact the weight position of population ( Bray & A ; Bouchard, 2004 ) . By developing processs and programmes to manage those persons and groups who are at high hazard of weight addition and fleshiness. Appropriate direction protocols ( World Health Organization, 2000 ) . In add-on to the concentration on these above discussed facets, it is besides indispensable that fleshiness bar schemes are determined in a manner that should avoid precipitating and the development of eating upsets. In add-on to this for successful bar schemes it is indispensable to set about thorough analysis of different states fleshiness direction attacks ( World Health Organization, 2000 ) . With this, it will go easy to place a coherent and comprehensive attack to pull off fleshiness and job of weight addition ( Eckel, 2003 ) . As good, it is besides believed that the attitude of wellness professionals towards fleshiness is non appropriate that can be made more effectual by supplying them developing and larning. For effectual declaration of increasing fleshiness job a high national committedness is required. This committedness should be a shared duty of consumers, authoritiess, nutrient industry & A ; trade and the media ( World Health Organization, 2000 ) . Support from all these groups play a significant function in commanding fleshiness by advancing effectual alterations in present diet forms and mundane physical activity degrees ( Bray & A ; Bouchard, 2004 ) . By following all these rules one can easy develop effectual fleshiness bar schemes. Till now, fleshiness bar and fleshiness direction were seen as two different facets. Obesity bar was aimed at forestalling weight addition whereas fleshiness direction was aimed at weight loss. In present, these two are non different from each other as obesity direction includes all short-run and long-run schemes ( World Health Organization, 2000 ) . These schemes vary from bar, weight continuation, and direction of fleshiness comorbidities to burden loss ( Eckel, 2003 ) . In present one can easy pull off job of weight addition and fleshiness by concentrating on following schemes: Prevention of weight addition Promotion of weight care Management of fleshiness comorbidities Promotion of weight loss ( World Health Organization, 2000 ) . These schemes entirely can non be used until or unless degrees of preventative action are non determined. In instance of fleshiness job that is distributing all over the universe the preventative schemes need to be applied on these degrees of bar:Community Health Prevention:Through these bar programmes, schemes can be directed at the population or community. With this plan, the degree of fleshiness in the population can be stabilized efficaciously. These community based bar schemes can be introduced through different community plans related to population diet forms betterment, weight care and regular wellness check-ups. A state may follow diverse community-based intercessions in the way of bettering its population dietary forms and direction of associated hazard factors like BMI or serum cholesterin degrees ( World Health Organization, 2000 ) . These plans may include big communities like more than 100 000 people and may be implemented for longer periods like for 10 old ages or more than 10 old ages. Several these sorts of intercessions are implemented in Europe and North America ( World Health Organization, 2000 ) . Other states are besides implementing community based bar schemes but merely some of them have attained success. This is due to the deficiency of planned and comprehensive attack that is most indispensable for the success of long community based bar schemes. In present every states should develop specific community based bar schemes as with this lone it is possible to command diet forms of its population. If, a state functionaries will non take any introductory stairss in forestalling fleshiness its other governments and scene will besides non work in this way ( Swinburn & A ; Egger, 2002 ) . Working in this way is most indispensable in present epoch as the job of weight addition and fleshiness is increasing well and ensuing in several other related diseases.Selective Prevention:These bar steps can be directed at specific groups of population who are really at high hazard of increasing fleshiness. Selective bar schemes may be inducted through different scenes like schools, montages, community Centres, place environments, vicinities, workplaces, shopping mercantile establishments and primary attention ( World Health Organization, 2000 ) . With the aid of this preventative scheme one can easy progress the cognition and abilities of groups of peoples so that they can cover more efficaciously with the factors that may put them at important hazard of turning fleshiness. Schools, colleges and community Centres are portion of a natural scene that can be used to impact the nutrient and physical activity environments for kids and childs. By doing alterations in these educational institutes policy related to athleticss engagement and physical instruction clip the job of fleshiness among pupils and kids can be decreased significantly. As good, alterations related to active manners of conveyance to and from school will besides necessitate effectual policy. By making this the job of fleshiness can be managed at significant degree ( Swinburn & A ; Egger, 2002 ) . In add-on to educational scenes, vicinities can besides be targeted for active diversion. Changes in the walking web that includes pathwaies and walking paths, the cycling web that includes roads and rhythm waies will ease diversion. Increase in the figure of informal and formal diversion infinites like Parkss, metropolis nines, athleticss evidences and diversion Centres ( Swinburn & A ; Egger, 2002 ) . Addition in the figure of these infinites and recreational Centres will better physical activity degree of persons that in bend will command their weight and overall job of fleshiness. Another specific country of population that can be targeted is home environment. It is the most of import scene in concern to changing kids ‘s feeding and physical activity behaviors. By developing good feeding wonts and physical activities among households the job of fleshiness can be resolved well ( Swinburn & A ; Egger, 2002 ) . Work environment is another topographic point through which feeding and physical wonts of persons can be improved. By developing effectual plans and advertisements, the eating wonts of a house ‘s employees can be improved. They may supply day-to-day column in their organisation magazine and newspapers that employees read daily every bit good as they can develop different postings and messages on their corporate site. All these attempts will decidedly convey alterations in employees ‘ eating wonts that in bend will command their weight addition and fleshiness related jobs ( Kopelman, 2001 ) .Environmental Prevention:The most recent fleshiness bar scheme emerged are environmental bar schemes. These schemes include obesity direction attacks related to environment. These schemes analyze the whole factors of environment in which single or group of persons live. It focuses on the direction of these different environmental factors so that the job of fleshiness and weight addition can be resolved efficaciously ( Swinburn & A ; Egger, 2002 ) . These environmental schemes do non merely make to populations with hapless wellness results but it besides targets them differentially. These schemes include betterment of school nutrient programmes and active diversion and physical activity comfortss. Equally good as regular wellness check-ups and weight check-ups at authorities infirmaries and associations. With these schemes poorer countries wellness results can be improved well ( Fletcher & A ; Grundy, 1999 ) . This scheme can besides be directed with the alteration in physical environment for diversion, nutrient Torahs, local authorities conveyance policies, etc. This whole procedure will convey a significant alteration into a state ‘s system that is indispensable to command fleshiness and its associated diseases ( O'Dea, 2005 ) .Targeted Prevention:One of the other significant bar schemes that can be used to forestall weight addition and fleshiness is targeted bar. These schemes are directed at persons who are already over weight and those who are non over weight but devouring tonss of fats daily without sing its hereafter consequences ( World Health Orga nization, 2000 ) . With the aid of these schemes persons can be controlled in their weight addition. As good, it besides assists in diminishing the figure of people who develop fleshiness associated comorbidities ( Fletcher & A ; Grundy, 1999 ) . All these bar schemes offer a long-run attack to cover with the jobs of weight addition and fleshiness but it is non sufficient as there is besides a demand of diverse intercessions and bar schemes. Every state is required to develop influential and sustainable schemes in concern to burden care and fleshiness direction ( Swinburn & A ; Egger, 2002 ) . As good, high investings in different media runs are critical along with systemic alterations. Nowadays media is the most influential tool for pull offing present terrible diseases through effectual messages and by exposing its injuries ( Egger, Swinburn & A ; Rossner, 2003 ) . For pull offing fleshiness related jobs it is besides indispensable to alter people societal attitudes along with important policy alterations. Food sector related policies requires significant alterations like: Changes in financial nutrient policies for diminishing demands of some debris nutrients. Constitution of nutrition information panels. Nutrition signposting programmes Development of diverse wellness and nutrition claims. Ad prohibitions on kids ‘s Television ( Swinburn & A ; Egger, 2002 ) . In add-on to this, it is besides indispensable that the more general authorities policies that influence income distribution, employment, lodging and societal services adopt important alterations from clip to clip. All these facets are extremely influencive on people eating wonts. Everyone needs to follow a changed attack if wants to cover with fleshiness and salvage its state with future problems and terrible diseases ( Andersen, 2003 ) . The publicity of healthy feeding and physical activity guidelines and messages is besides indispensable to command increasing fleshiness problems. With the aid of different advanced mass-media runs and other communicating schemes public of state can be educated sing healthy eating wonts and physical activity degree. The USA runs like the ‘Healthy Eating Pyramid ‘ , the ‘5-a-day for better wellness ‘ and ‘National Cholesterol Education Program ‘ are rather good known and every bit good as effectual ( Swinburn & A ; Egger, 2002 ) . Effective media runs and publicities will hold a important impact on population cognition, attitudes, apprehension, and purpose. By following all the above discussed bar schemes and other policies the problem of fleshiness and weight addition can be handled efficaciously and expeditiously ( Andersen, 2003 ) .DecisionWith the aid of this elaborate treatment of population wellness cognition and rules, it can be said the job of fleshiness is increasing due to incorrect eating wonts of populations. By following effectual bar schemes on community and single degree this job can be resolved efficaciously. Understanding of societal and structural determiners is besides rather helpful in the development of effectual weight addition and fleshiness bar schemes ( Kopelman, 2001 ) . Management of this job is indispensable as otherwise it may direct persons to severe wellness jobs like diabetes. By using old population wellness cognition and principles the job of increasing fleshiness can be handl ed efficaciously.

Water analysis

Students are tested for their knowledge of basic titration technique and proper usage of specific-use probes (those used for conductivity, alkalinity, and pH, chloride, nitrate and hardness detection) on Logger Pro software. The purpose of this comprehensive lab is to determine the chemical properties of public drinking water found at four specific locations in the Toledo Ohio area.Students test the various repertories of this drinking water by subjecting it to the following tests: pH tests, conductivity tests, total and phenolphthalein alkalinity tests, total hardness, chloride tests, and nitrates tests. With respect to the data collected In this lab, students also use conversion factors to calculate the parts per million. Following directions carefully and prudently Is crucial for the success of the experiment and as well to the fact that the testing will be finished during the lab period.Tests like these are perform daily by industrial water treatment plant in order to ensure the Toledo such the EPA to report its findings within a written deadline. Obviously reports of water quality that are not up to the government's standards, (all of the standards will be listed at a later section in the report) will be subjected to further testing and isolated from public access until the standards are met.This lab mimics the daily routines of employed chemists at these facilities on a smaller scale. Students that chose to enter such profession will be held responsible for using the techniques learned in this lab. Safety Information: Most of the chemicals used in this lab are dangerous. Avoid bodily contact, ingestion or any type of spills. Assume that all of the reagents used in the lab are poisonous.Rinse the pH probe thoroughly with distilled water. Place the probe into a small beaker that contains one of the two calibration buffer solutions. B. Choose Experiment, Calibrate†¦ , and select the Sensor Setup tab. With the button for Port 1 (or Channel CHI) depressed , confirm or choose the Sensor: pH probe and Calibration: PH. Select the Calibrate tab and click on Calibrate Now. C. Gently stir the buffer with the pH probe. When the voltage reading of the pH probe is stable. Enter the pH value of the buffer solution (read off of the bottle of buffer solution) to the nearest 0. 01 intoValue 1 and press Keep. D. Rinse the probe with Del water and then place it in a small beaker that contains the second calibration solution. When the reading is stable, enter the pH value of the buffer solution to the nearest 0. 01 into Value 2 and press Keep. Press K to store the calibration. E. Check that the calibration worked by placing the probe back into the buffer solution. If the displayed value does not match the value of the buffer, exit out of Logger and reopen the window. The displayed probe in pH 7 buffer until it is later needed. 4. ) Obtain a suitable size of sample to determine the PH. Ml is suitable for this experiment. Measure this amount of sample using a graduated cylinder. Transfer the sample too ml glass beaker. 5. ) Place the pH probe into the beaker containing the sample. Record the pH of the sample on your Data sheet. 6. ) Rinse the probe with Del water and dry it. Immediately place the probe back into the pH buffer. Conductivity Test: 1 . ) The experiment should already be open on the laptop. If not, select the Expo. 14 Conductivity icon that is on the desktop. 2. ) Double check that the switch box is set to 0-Phipps/CM. This corresponds to 0-magma/L TTS (Total Dissolved Solids).If necessary, you may change this setting to match your sample's value. A high range standard is available if needed. 3. ) Calibrate the conductivity probe using a two- point calibration. Use the low-and mid-range solutions to perform the calibrations. A. Initiate the calibration procedure in the software b. Place the Conductivity Probe into a standard solution with a low conductivity value (this should be between O – IPPP/CM or O- MGM/ L TTS†¦ Say 1 moms/CM). Be sure the entire elongated hole with the electrode surfaces is submerged in the solution ND that there are no air bubbles along the electrode surface.Wait for the displayed voltage to stabilize. C. Enter the value of the standard solution in the appropriately chosen units. D. Repeat the calibration using the medium conductivity (this is between O – Phipps†¦ Say mass/CM) 4. ) Analyze the sample's conductivity a. Using a rinsed ml graduated cylinder, measure ml of the sample. B. Transfer this amount to anther clean and dry beaker. C. Place the probe into the beaker containing the sample. D. Wait for the reading to stabilize. Record the conductivity on your data sheet. E. Convert the reading into MGM/L and pimp. Source: Conductivity Probe, Fernier Software and Technology via their website www. Fernier. Com/support/manuals/) Total and Phenolphthalein Alkalinity Tests: 1 . ) Measure 50 ml of your sample in a graduated cylinder. Transfer the samp le into a mall volumetric flask. 2. ) Add three to five drops of phenolphthalein solution to you sample. 3. ) Set up a titration apparatus (where the clean burette is clamped too ring stand). 4. ) Obtain about mall of sulfuric acid (HASPS) into a larger beaker. 5. ) Full the burette with HASPS up until a point above the calibration mark (Mol).Place a waste beaker under the burette. Open the stopcock and release the remaining HASPS to get rid of air bubbles. 6. ) Record the exact concentration of the HASPS into your data sheet. Record the initial burette reading to the nearest 0. 01 ml. Replace the waste beaker with the flask containing the sample. 7. ) Titrate the sample too colorless endpoint. The solution will be barely pink Just before the endpoint of the solution. Add a few drops of 10% tessellate solution to the sample (do this Just before the endpoint of your titration! ) Record the final volume of the HASPS used. A.Use the mixed indicator brochures green/methyl red) this samp le should be green at the beginning and the endpoint should be a yellow-straw color. B. If needed, refill the burette with more HASPS. Record the initial value into your data table. Sample will become colorless and then the next drop should give you the straw color. 8. ) Record the phenolphthalein alkalinity and total alkalinity in militarily and pimp. Total Hardness Test: 1 . ) Obtain ml of your water sample measured on a graduated cylinder. Transfer the sample too mall volumetric flask. 2. ) Add one scoop of Universe indicator to your sample.The color of the solution should be reddish pink. 3. ) Obtain bout mall of DEED. Record the concentration of your iterant. 4. ) Set up a similar titration thingy. Rinse a burette with Del and then with DEED. 5. ) Fill the burette with DEED up until the calibration mark. Place the waste beaker under the burette. Open the stopcock to remove air bubbles. Record the initial volume of DEED on your data sheet to the nearest 0. 01 ml. 6. ) Titrate th e sample until the color of the solution changes to light blue. 7. ) Report the total hardness in militarily and pimp. (Other Sources: Water Chemistry, ANAL ERROR, Kippering, Edith.CHEMICAL Lab Manual. 2013-2014) Results: pH and POOH values per each sample tested Total alkalinity and phenolphthalein alkalinity Carbonate, Hydroxide, or Bicarbonate alkalinity present? Carbonate, Hydroxide, and or Bicarbonate alkalinity Total Hardness and Non-Carbonate hardness of each sample Nitrates/Chlorides present Conductivity tests per each sample Sample Calculation used in Sample 4: pH: Value collected from pH probe: 6. 42 pH [H+} = (1. Owe-14)/ (3. 8+7) = 2. 6+8 M POOH = -log[OH-] = -log(2. E-8) = 7. 58 Total alkalinity: When a 100. 0 ml sample is titrated with 0. 010 M [HCI], 0. ml acid is the equivalent of 1. 0 pimp Cacao (source). Total Volume of acid titrated (for both phenolphthalein and brochures green methyl red indicators): 5. 21 ml 0. Ml acid/l . 0 pimp Cacao -? 5. 21 ml acid/ x pimp C acao 52. 1 pimp cacao Phenolphthalein alkalinity: *Due to a shortage in the amount of sample available for immediate testing only ml was used for the titration using phenolphthalein indicator. The calculations below are doubled in order to compensate for variables used in the proportion) * of 1. 0 pimp Cacao (source). Volume of acid titrated: 1. 51 ml 2(o. Ml pimp cacao) = 2(1. 51 ml acid)/xx 5. pimp cacao Carbonate Alkalinity Present? Carbonate alkalinity is present when phenolphthalein alkalinity is not zero, but is less than half of the total alkalinity (source). Half of Total alkalinity = 15. 1/2 = 26. 05 pimp cacaos o 15. 1 pimp cacaos 26. 05 pimp cacao Yes carbonate alkalinity is present because the phenolphthalein value (15. 1 pimp Cacao) is a nonzero number that is less than half of the total alkalinity of the sample (26. 05 pimp Cacao). Carbonate Alkalinity: Carbonate alkalinity = 2 (phenolphthalein alkalinity) = 2(15. 1) pimp (CO)2- = 30. 2 pimp (cacao)2- Anton Hydroxide A lkalinity Present?Hydroxide alkalinity is present if phenolphthalein alkalinity is more than half of the total alkalinity. 15. 1 pimp cacaos 226. 05 pimp cacaos This statement is false thereby proving that no hydroxide alkalinity is present in this sample of water. Hydroxide alkalinity: N/A Bicarbonate Alkalinity Present? Bicarbonate alkalinity is present if phenolphthalein is less than half of the total alkalinity (source). 15. 1 pimp Cacao 26. 05 pimp Cacao Yes bicarbonate alkalinity is present in this sample because the phenolphthalein alkalinity value (15. 1 pimp Cacao) is less than half of the total alkalinity of the sample 26. 5 pimp Cacao). Bicarbonate Alkalinity: Bicarbonate Alkalinity = T-UP = 21. 9 pimp HCI- Total Hardness of Sample: When a 100. 0 ml sample is titrated with 0. MM DEED, 0. 10 ml of DEED is the equivalent of 1. 0 pimp Cacao (Kippering, Lab Manual). *Due too shortage in the amount of sample available for immediate testing only ml was used for the titration us ing phenolphthalein indicator. The calculations below are doubled in order to compensate for variables used in the proportion) * Volume of DEED titrated: 5. 25 ml 2(0. 1 ml pimp cacao) = 2(5. 25 ml DEED)/XX pimp cacao x = 52. 5 pimpNon-Carbonate hardness of the Sample: This is the difference between the Total Hardness and the Total Alkalinity (52. 5 pimp cacao) – (52. 1 pimp cacao) = 0. 4 pimp cacao Observations: Each of the four samples collected were visually similar. Each were colorless, and mostly free of suspended particles. None exhibited any odors. The test done on sample 4 for hardness were dissimilar to the tests done on the previous samples because it form an orange complex with the Universe indicator rather than the more commonly found red color. This may have been due to improper cleaning of glassware.The phenolphthalein alkalinity test done for sample 3 was peculiar in that addition of large amounts of iterant did not produce a visible endpoint. Upon further inve stigative assistance from the TA it was confirmed that the water sample was already at its most acidic state recognizable by the phenolphthalein indicator. Discussion: The purpose of this lab was to simulate the government-run procedures done to analyze public drinking water, an important event that is mandated by the Environmental Protection Agency (EPA). Understanding the underlying methods for success at these series of experiments is what the main idea is.The series requires students to recall and implement various laboratory techniques in order to process the sample of water. It is a comprehensive review on the following: using computer software such as Logger Pro, calibration technique using various specific probes, titration, understanding the basics of geochemistry in chemical expressions, understanding the effects of pH on solutions, and overall safety awareness. Chemists use these techniques to tackle more complex problems. For now, the simpler â€Å"mint† experimen ts listed above are up for discussion. The first experiment done was the total hardness test.This involves the iterant, DEED which forms a dark red complex with the indicator Universe. Adding this iterant to the sample-indicator mixture causes the red color to fade. This is the result of the unknown metal action in the sample reacting with the DEED and getting rid of the red complex formed. Thus the solution color turns blue, which signals the student that the endpoint has been reached. Essentially the amount of DEED titrated determines the amount of unknown metal present in the sample. These metals are Ca+ and Approximation of the specific action present is heavily reliant upon the pH of the ample water.If the pH is above 12, then only the Ca+ action can be detected. The total hardness of sample 1 was reported at 119. 9 pimp Cacao. The extent to how hard the water is, is denoted by a scale of water hardness. The scale used here was taken from the Fairfax County Water Authority, a w ater treatment facility. It states that: soft water has less than 17. 1 pimp of metal particles, slightly hard water has 17. 1 – 60 pimp metal particles, hard water has 120-180 pimp metal particles, and very hard water has over 180 pimp metal ions present (â€Å"Explanation of Water Hardness†, www. Face. G The water in sample 1 is therefore moderately hard to hard. Sample 2, 3, and 4 contain slightly hard water. In addition the Non- carbonate hardness was also calculated. The results from both the total and non-carbonate hardness tests for each sample are shown in the graph titled, â€Å"Total Hardness and Non-carbonate Hardness of each sample†. The non-carbonate hardness tests accounts for different anions other than the carbonates that may be responsible the presence of dissolved salts in drinking water. Such anions include certain types of sulfates, chlorides, and nitrates (Kippering, Lab Manual).The non-carbonate hardness of each sample cannot be determined until a full assessment of the total alkalinity of each sample is done. Thus these calculations are held for the third section of this paper. The EPA does not have a standard or hardness of water. In fact, the National Research Council states that hard drinking water generally contributes a small amount of calcium and magnesium human dietary needs (â€Å"Explanation of Water Hardness†, www. Face. Org). How can we tell what ions are present in each sample? This is entirely dependent on the relative pH of the samples which is discussed in the next section.Determining the pH of all four samples is a simple procedure. As long as the pH probe is calibrated using the correct buffers each determination should give an accurate result. PH is a measure of the concentration of protons (H+) in a sample. Solutions containing large exponentially small concentration of hydrogen ion give a large value pH and the opposite is true for higher concentrations. This phenomenon occurs because measu rement of pH is measured on a logarithmic scale. The pH values given by the computer can be converted into hydrogen ion concentrations by taking the negative log of the pH of the sample.Chemists use the ion- product of water theory to convert hydrogen ion concentration to hydroxide ion (OH-) concentration. Simple use the equation: K = [HUH+] *[H+] and [HUH+] can be used interchangeably Using these equations students can effortlessly convert the pH of their samples into their corresponding hydroxide concentrations as noted in the graph titled, â€Å"pH and POOH values per each sample tested,† The pH of sample 1 is 5. 5, which is highly acidic. Sample 2 has a pH of 6. 02. Sample 3 has a pH of 6. 49, whereas sample 4 has a pH of 6. 42 all of the samples tested here contained slightly acidic eater.The EPA does not have a standard for pH because it is considered a secondary drinking water contaminant, which is aesthetic (pH, www. Odd. Ohio. Gob). Although the EPA does not regulate this property of water, the Ohio Department of Health does provide additional causes and effects of unnatural pH levels. They claim that the our water, the soil composition that the surface water runs though and a host of others (pH, www. Odd. Ohio. Gob). These causes are most relevant as they have a direct impact on the quality of our drinking water, which comes primarily from surface waters.As a result from continued use of basic water (pH above 7) people report bitter tasting water, and buildup of minerals in plumbing (pH, www. Odd. Ohio. Gob). As a result from continued use of acidic water, residents will have sour tasting water, and metallic staining (pH, www. Odd. Ohio. Gob). Extreme cases will undoubtedly cause bodily harm Just as the reagent used in lab. As stated earlier, both calcium and magnesium ions can be detected in samples at a pH lower than 12. Since all of the tested sample have lower pH values, we can conclude that there are both calcium and magnesium ions presen t.The following experiment tested each sample for total and phenolphthalein alkalinity. Alkalinity is a measure f the amount of basic ions in a sample (Kippering, Lab Manual). The procedure for alkalinity is titration. Students find the phenolphthalein alkalinity first by titrating the sample with the phenolphthalein indicator to a clear endpoint and recording the amount of iterant (HCI) used. A second indicator, (brochures green methyl red) is added to the sample and further titrated to a straw yellow color. Students use the amount of HCI added in the first titration to calculate the phenolphthalein alkalinity.Then they use the total amount of HCI titrated to calculate the total alkalinity. The following expression was used to calculate all of the entries for total and phenolphthalein alkalinity: when a 100. 0 ml sample is titrated with 0. 010 M [HCI], 0. 10 ml acid is the equivalent of 1. 0 pimp Cacao (Kippering, Lab Manual). Each calculation can be seen in the graphs titled, â₠¬Å"Total alkalinity and Phenolphthalein alkalinity'. All of the measurements are calculated in pimp Cacao. Sample 1 produced a phenolphthalein alkalinity of pimp Cacao and a total alkalinity of 181 pimp Cacao.Sample 2 reduced a phenolphthalein alkalinity of O pimp Cacao and a total alkalinity of 18. 9 pimp Cacao Sample three gave a phenolphthalein alkalinity of 10 pimp Cacao and a total alkalinity of 54 pimp Cacao. Lastly Sample 4 gave a phenolphthalein alkalinity of 15. 1 pimp Cacao and a total alkalinity of 52. 1 pimp Cacao. In addition to these two measurements, students were also required to calculate the carbonate, hydroxide, and bicarbonate alkalinity if at all present in the samples. The results table for these variables are found under the table titled, â€Å"Carbonate, Hydroxide, or Bicarbonate alkalinity present?If the samples met a certain criteria, then they tested positive for the three possible alkalinity's. Students could then use the three equations listed in their procedure and calculations sheet to calculate the alkalinity of the corresponding anion present. A trend can be note in the tables above. Samples that had no hydroxide alkalinity tested positive for carbonate and bicarbonate alkalinity respectively. Samples 3 and 4 both shared carbonate and bicarbonate alkalinity. Thus sources of carbonate solids are the main contributors to their alkalinity. Sample 1 is the only one that is positive for hydroxide alkalinity.Thus salts of hydroxide must be the main contributor to its alkalinity. PH and alkalinity are treated similarly by the EPA, as they are both regarded as secondary standards. They are not regulated. In general alkalinity is treated much the same as basic solutions are. Total alkalinity is needed to calculate the non-carbonate hardness. Now the values for total alkalinity done. Students simply subtract the total hardness by the total alkalinity. The values given show the amount of dissolved solids that are not carbonates (such as sulfate, nitrate and chloride salts). The last three tests are the most simple.They involve the usage of specific probes Just as in the experiment for pH determination. The next experiment tested the conductivity of the four samples. Conductivity is a measurement of electrical activity in a sample. After proper calibration of the software, students place the conductivity probe into the sample and enter the value on the data sheet. The standard value of water conductivity is given in as/CM. All of the entries for the four samples are located under the table titled, â€Å"Conductivity tests per each sample,† Distilled water has a conductivity of about 0. as/CM to 3 as/CM whereas many rivers along the U. S. Have conductivities as large as 50 to 1500 as/CM (Conductivity, water. EPA. Gob). The results from the four samples tested show that the drinking water in the Toledo area is much similar to that of the water in all of the U. S. Waterways. The high voltage could be due to the dense population of dissolved ions present in each sample. Such quantities could produce a small electrical gradient. The very last two experiments were Just like the last experiment. This time students tested their sample for nitrates and chlorides present.A nitrate-specific probe was seed for the nitrate analysis and the chloride specific probe was used or the chloride analysis. After properly calibrating the probes, students immersed the probes into each sample at a time and collected the data displayed on the computer. The entries for these two experiments are located below the table titled, â€Å"Nitrates/Chlorides present†. Each value is expressed using the standard units of MGM/L. According to the Ohio EPA, the standard amount or nitrates in public water is MGM/L (Water Quality Standards Program, www. EPA. Tate. Oh. Us). A value higher than this standard violates he sanctions set forth by the EPA and leads to further investigation of the problematic water. Each of the four samples had a value much less than the standard, proving that the public drinking water from the Toledo are is partially free from nitrates. Why are nitrates so bad? We must look way back to the original source of our drinking water- surface water. Surface waters from rivers and lakes can easily become tainted with contaminants such as pesticides, wastes, and fertilizers (rich in nitrates).Although presence of nitrate to us may not be a bad thing to us, it most certainly is to the environment. Sudden increase in such nutrient bound runoff causes extreme algal blooms consume large amounts of oxygen in the water. This in turn suffocates aquatic organisms. And pesticide in our drinking water obviously poses as a health concern. The maximum amount of chloride allowed in public drinking water is OMG/L according to the United States EPA (â€Å"Basic Information about Disinfectants in Drinking Water: Chlorine, Chlorine and Chlorine Dioxide†,water. Pa. Gob). All four samples abi de by this regulatory standard. If the opposite had occurred the government would shut off the publics access to this eater. The chloride ion is very reactive, so in nature it is usually found attached to a group IA or AAA metal or to itself. By itself it can become dangerous. Error Analysis The probability of human error for this series of experiment is multiplied due to Mistakes were undoubtedly made; solutions were over-titrated, and probes were used that were not calibrated properly.One such example of human error is the source of the large difference between sample Xi's total alkalinity compared to the other three samples. This is a sign that a student over-titrated the solution. This exults in a volume of hydrochloric acid titrated that is larger than the actual value needed. Thus alkalinity value is higher because the calculation shows that a larger amount of acid was needed to neutralize the water sample. It gives the false impression that the sample was very alkaline/basic to begin with.To fix this, students should add iterant by the ml until resistance to color change takes longer, then add drop wise. Calibration of the probes was always an issue. Although the samples tested positive for the standards governed by the Environmental Protection agency, the results from the conductivity tests were a little high. Thus to FL this problem, he probes must be properly calibrate. To properly calibrate a probe means to immerse he sensitive head into the solution (so the small white dot is Just below the liquid surface) and enter the value of the corresponding standard into the computer.The one step that catches mot students is the waiting time. Impatience lead to improper calibration. Cross contamination of the probes by dipping them in the samples without cleaning them with denizen water and wiping them off with a clean towel could also have adversely affected the results from the experiment. Misinterpreting he values displayed on measurement instruments such as the graduated cylinder and the values on the computer could have led to tremendous error. Misuse of significant figures was a drawback caused by both the student and the computer.This applies mostly to the calculation of hydrogen ions and hydroxide ions from pH values. The computer at lab showed pH values using both two one and two significant figures. Constant rounding up of number during calculations ay have alter the actual value of the hydroxide concentration slightly. Conclusion: The purpose of this series of experiment was to provide students a real-life application of nearly all of the techniques they have learned in their first year of general chemistry lab.The concept of the entire procedure was to show student how certain chemical species (like dissolved actions, anion, and organisms perhaps) interact in aqueous solution. The results from the series of experiments show that the various techniques used in college lab are similar to the ones used by employed chemists in w ater treatment plant. Where's the proof? Well by looking at the results from this lab and comparing them to the standards produced by the Environmental Protection Agency, one could say that they are quite similar.