Remote Sensing Assignment Example | Topics and Well Written Essays - 250 words

Remote Sensing - Assignment Example The assignment "Remote Sensing" talks about the topography maps and what colours are used to describe different areas on this kind of maps. The bright color of the area A on a map shows an area on the earth surface without vegetative cover. Featured area A is possibly a snow-capped area in the landscape. Featured area A may also represent a well that has liquids such as natural gas or body of water. The feature A is visible around mountain areas in a streaming shape that shows the flow in the direction towards low altitude areas. Featured area A reflects light to produce a different color from the area B and C. Assuming Landsat scale resolution of 1800 by 1200, the length of the feature at A is 3 miles. The Bright dots beside B show areas of that do not have vegetation cover. Exposed areas appear brown in the satellite image compared to areas at B that have vegetation cover. Although the bright spots do not appear very similar to feature A, they depict relations. Bright dots are a small representation of feature A. The white color suggests C is an area at the mountaintop; the bright color is because of sunlight reflection. The area at the tip of the mountain has no vegetation. The region consists of bare rocks that reflect back sunlight. The topography of the area is mountainous the altitude rises towards C with region C suggestively mountain top with no vegetation characterized by the bright colors. Towards regions A and B, the altitude falls with regions B representing a flat base of the low altitude region.

Martin Luther's Eucharist Research Paper Example | Topics and Well Written Essays - 1750 words

Martin Luther's Eucharist - Research Paper Example This essay will argue that Luther’s adherence to sola scriptura shaped his sacramental theology of the Eucharist in The Babylonian Captivity of the Church. This paper will demonstrate Luther’s dependence on the Bible for his theology of the Eucharist by exploring the way he employs the Scriptures to do three things. First, Luther argues that the Eucharist is one of the three sacraments of the Church. Second, he declares that the bread and wine should both be made available to the congregation. Thirdly, he advances an argument against transubstation. All three of these arguments, as will be demonstrated, are rooted in Luther’s interpretation of the Scriptures. Criticizing the adoption of pagan practices by the Church, Martin Luther’s the Babylonian Captivity attempts to point to the pagan practices that Luther denoted were not founded on scripture. Some of these included the way in which indulgences were sold and/or the way in which the Pope was understood as the vicar of the Son of God; elements that were clearly not founded on scripture and the earthly teachings of Christ or His disciples.2 This particular treatise was published in 1520 after a period earlier in that year when Pope Leo X had published a bull that expressed disapproval of his teachings against the corruption that had become rampant in the Church. The papal bull also gave Luther some sixty days to repudiate what were alleged to be his heresies, and if he did not do as the pope demanded, he would be excommunicated.3 Historians have widely speculated concerning whether Luther saw the actual bull, but the fact that he mentions it in the later parts of the Babylonian C aptivity means that he may have had some knowledge of and most likely ignored it. What followed was that the pope officially excommunicated Luther and the possible reason behind his excommunication was not only

Lease Versus Purchase Option Essay Example for Free

Lease Versus Purchase Option Essay In this essay I will try to explain or compare and contrast lease versus purchase option. In this explanation I will talk about what is deb financing, and will provide two examples. I will also talk about what is equity financing and provide two examples and last which alternative capital structure is more advantageous and why. In order to give two examples of what is debt financing I will give a brief description of what is debt financing. Debt financing is when a company borrows money that must be repaid but with interest. This does not dilute the ownership of the company. With that being said the two examples are Issue Bonds and Line of Credit. In the line of credit, this is a bank loan where a business can draw out funds whenever money is needed. In issue bonds the business can issue bonds as for of debt financing these bonds are marketable securities. (ehow.com 2013) Now equity financing is according to ychange.com (in equity financing, money is exchanged for a share of ownership in the business). The business in returns raises funds and does not incur in debt. The two types of equity financial is employee stock ownership and private investors. The employee stock is when a company sells stock to the employee. The private investors are possible investor willing to invest their money in the company. Which alternative capital structure is more advantageous? In my opinion and according to the definitions on my e-book I would have to say energetic-middle the reason for this would be because it is more advantageous for small business. It balances the return and risk of capital. After looking at all the definitions and examples, trying to compare and contrast lease vs. buying is not that difficult. This all depends on what do you want and if it is in a companies perspective then one must take into consideration the companies cash flow. For example if a company has lots of cash flow then buying is the option now if it wants to conserve capital for the near term then leasing is the best option. It all depends on what the company need at that particular time.

Newtons Law Of Motion

Newtons Law Of Motion In this assignment, I will learn about the outcome two that is Newtons law and harmonic oscillation. Newtons law can be divide by three types that is 1st law, 2nd law and 3rd law. It is teach about the motion in our real life. Thus, harmonic oscillation can be divided by three types that are pendulum oscillation, damped oscillation and mechanic oscillation. All of these oscillation are useful in our life especial is use in different type of mechanics. Question One Research on the Newtons Laws of motion, and make a report that provide detail explanation and examples on Newtons 3 laws of motion. You report should include relevant and useful formula. Answer Newtons law of motion can be divided by three types that is 1st law, 2nd law and 3rd law and it is law of gravity. The three laws are simple and sensible. The first law states that a force must be applied to an object in order to change its velocity. When the objects velocity is changing that mean it is accelerating, which implies a relationship between force and acceleration. The second law, the acceration of an object is directly proportional to the net force acting on it and is inversely proportional to its mass. The direction of the acceleration is in the direction of the acceleration is in the direction of the net force acting on the object. Finally, the third laws, whenever we push on something, it pushes back with equal force in the opposite direction. Forces A force is commonly imagined as a push or a pull on some object, perhaps rapidly, as when we hit a tennis ball with a racket. (see figure 1.0). We can hit the ball at different speeds and direct it ionto different parts of the opponents;s court. This mean that we can control the magnitude of the applied force and alos its direction, so force is a vector quantity, just like velocity and acceleration. Figure 1.0: Tennis champion Rafael Nadal strikes the ball with his racket, applying a force and directing the ball into the open part of the court. Figure 1.1: Examples of forces applied to various objects. In each case, a force acts on the object surrounded by the dashed lines. Something in the environment external to the boxed area exerts the force. Newtons 1st law Newtons 1st law of motion states that if a body is at rest it will remain at the rest and if a body is moving in a straight line with uniform velocity will keep moving unless an external force is acted upon. For example, consider a book lying on a table. Obviously, the book remains at rest if left alone. Now imagine pushing the book with a horizontal force great enough to overcome the force of friction between the book and the table, setting the book in motion. Because the magnitude of the applied force exceeds the magnitude of the friction force, the book to a stop. Now imagine the book across a smooth floor. The book again comes to rest once the force is no longer applied, but not as quickly as before. Finally, if the book is moving on a horizontal frictionless surface, it continues to move in a straight line with constant velocity until it hits a wall or some other obstruction. However, an object moving on a frictionless surface, its not the nature of an object to stop, once set in motion, but rather to continues in its original state of motion. This approach was later formalized as Newtons first law of motion: An object moves with a velocity that is constant in magnitude and direction, unless acted on by a nonzero net force. For example: In the figure 1.2, the string is providing centripetal force to move the ball in a circle around 3600. If sudden the string was break, the ball will move off in a straight line and the motion in the absence of the constraining force. This example is not have other net forces are acting, such as horizontal motion on a frictionless surface. Figure 1.2 Inertia Inertia is the reluctance of an object to change its state of motion. This means if an object is at rest it will remain at rest or if its moving it will keep moving in a straight line with uniform velocity. Force is needed to overcome inertia. For example In figure 1.3, it is an experiment to prove the concept of inertia. In experiments using a pair of inclined planes facing each other, Galileo observed that a ball would up the opposite plane to the same height and roll down one plane. If smooth surface are used, the ball is roll up to the opposite plane and return to the original height. When it is starting to roll down the ball on the degree place, it is will return the ball at the same height from original point. Figure 1.3 If the opposite incline were elevated at nearly a 0 degree angle, then the ball will be roll in an effort to reach the original height that is show in the figure 1.4. Figure 1.4: If a ball stops when it attains its original height, then this ball would never stop. It would roll forever if friction were absent. Other example Figure 1.5: According to Newtons 1st law, a bicycles motion wasnt change until same force, such as braking makes it change. Newton 2nd law Newtons first law explains what happens to an object that has no net force acting on it. The object either remains at rest or continues moving in a straight line with constant speed. Newtons second law is the acceleration of an object is directly proportional to the net force acting on it and is inversely proportional to its mass. The direction of the acceleration is in the direction of the acceleration is in the direction of the acceleration is in the direction of the net force acting on the object. Imagine pushing a block of ice across a frictionless horizontal surface. When you exert some horizontal force on the block, it moves with an acceleration of the 2m/s2. If you apply a force twice as large, the acceleration doubles to 4m/s2. Pushing three times as hard triples the acceleration, and so on. From such observations, we conclude that the acceleration of an object is directly proportional to the net force acting on it. Mass also affects acceleration. Suppose you stack identical block of ice on top of each other while pushing the stack with constant force. If the force applied to one block produces an acceleration of 2m/s2, then the acceleration drops to half that value, 1 m/s2, When 2 blocks are pushed, to one-third the initial value. When three block is pushed, and so on. We conclude that the acceleration of an object is inversely proportional to its mass. These observations are summarized in Newtons second law: The acceleration of an object is directly proportional to the net force acting on it and inversely proportional to its mass. Units of Force and Mass The SI unit of force is the Newton. When 1 Newton of force acts on an object that has a mass of 1 kg, it produces an acceleration of 1 m/s2 in the object. From this definition and Newtons second law, we can see that the Newton can be expressed in terms of the fundamental units of mass, length and time. 1 N = 1 kg.m/s2 A force is a push or a pull. Hence a force can change the size, shape, and state of rest or motion, direction of motion and speed / velocity. The symbol for force is F and the S.I. unit is Newton (N). An object of mass m is subjected to a force F, its velocity changes from U to V in time t. The above condition can be stated as: F = Where a = is acceleration, thus F = ma. For example Figure 1.6: An airboat. An airboat with mass 3.50x102Kg, including passengers, has an engine that produces a net horizontal force of 7.70x102N, after accounting for forces of resistance (see figure 1.6). (a) Find the acceleration of the airboat. (b) Starting from rest, how long does it take the airboat to reach a speed of 12.0m/s2? (c) After reaching this speed, the pilot turns off the engine and drifts to a stops over distance of 50.0m. Find the resistance force, assuming its constant. Solution (a) Find the acceleration of the airboat. Apply Newtons second law and solve for the acceleration: Fnet = ma a = = = 2.20m/s2 (b) Find the time necessary to reach a speed of 12.0m/s. Apply the kinematics velocity equation: If t = 5.45s V = at + V0 = (2.20m/s2) (5.45) = 12.0m/s (c) Find the resistance force after the engine is turned off. Using kinematics, find the net acceleration due to resistance forces V2 = 2a Άx 0 (12.0m/s)2 = 2a(50.0m) = -12 / 100 = -0.12m/s2 Substitute the acceleration into Newtons second law, finding the resistance force: Fresistance= ma = (3.50 X 102kg) (-144m/s2) = -504N Impulse and Impulsive Force The force, which acts during a short moment during a collision, is called Impulsive Force. Impulse is defined as the change of momentum, so Impulse = MV MU, since F = , thus impulse can be written as: Impulsive force is Force = Impulse/Time. Unit is Newton (N). The applications of impulsive force In real life we tend to decrease the effect of the impulsive force by reducing the time taken during collision. Gravitational force or gravity Gravity exists due to the earths mass and it is acts towards the center of earth. Object falling under the influence of gravity will experience free fall. Assuming no other force acts upon it. Object experiencing free fall will fall with acceleration; gravity has an approximate value of 10m/s2. The gravitational force acting on any object on earth can be expressed as F=mg. This is also as weight. For example Find the gravitational force exerted by the sun on a 79.0kg man located on earth. The distance from the sun to the earth is about 1.50 X 1011 m, and the suns mass is 1.99 X 1030kg. Solution Fsun = G = (6.67 X 10-11 Kg-1m3s2) = 0.413N Newtons third law The action of one body acting upon another body tends to change the motion of the body acted upon. This action is called a force. Because a force has both magnitude and direction, it is a vector quantity, and the previous discussion on vector notation applies. Newtons third law is the amount of force which you inflict upon on others will have the same repelling force that act on you as well. Force is exerted on an object when it comes into contact with some other object. Consider the task of driving a nail into a block of wood, for example, as illustrated in the figure 1.7(a). To accelerate the nail and drive it into the block, the hammer must exert a net force on the nail. Newton is a single isolated force (such as the force exerted by the hammer on the nail) couldnt exist. Instead, forces in nature always exist in pairs. According to Newton, as the nail is driven into the block by the force exerted by the hammer, the hammer is slowed down and stopped by the force exerted by the nail. Newton described such paired forces with his third law: Whenever one object exerts a force on a second object, the second exerts an equal and opposite force on the first. This law, which is illustrated in figure 1.7(b), state that a single isolated force cant exist. The force F12 exerted by object 1 on object 2 is sometimes called the action force, and the force F12 exerted by object 2 on object 1 is called the reaction force. In reality, either, either force can be labeled the action or reaction force. The action force is equal in magnitude to the reaction force and opposite in direction. In all cases, the action and reaction forces act on different objects. For example, the force acting on a freely falling projectile is the force exerted by earth on the projectile, Fg, and the magnitude of this force is its weight mg. The reaction to force Fg is the force exerted by the projectile on earth, Fg = -Fg. The reaction force Fg must accelerate the earth towards the projectile, just as the action force Fg accelerates the projectile towards the earth. Because the earth has such a large mass and its acceleration due to this reaction forces is negligibly small. Figure 1.7: Newtons third law. (a) The force exerted by the hammer on the nail is equal in magnitude and opposite in direction to the force exerted by the nail on the hammer. (b) The force F12 exerted by object 1 on object 2 is equal in magnitude and opposite in direction to the force F21 exerted by object 2 on object 1. Newtons third law constantly affects our activities in everyday life. Without it, no locomotion of any kind would be possible, whether on foot, on a bicycle, or in a motorized vehicle. When walking, we exert a frictional force against the ground. The reaction force of the ground against our foot propels us forward. In the same way, the tired on a bicycle exert a frictional force against the ground, and the reaction of the ground pushes the bicycle forward. This is called friction plays a large role in such reaction forces. Figure 1.8: In the figure 1.8, when a force pushes on an object, the object pushes back in the opposite direction. The force of the pushing back is called the reaction force. This law explains why we can move a rowboat in water. The water pushes back on the oar as much as the oar pushes on the water, which moves the boat. The law also explains why the pull of gravity doesnt make a chair crash through the floor; the floor pushes back enough to offset gravity. When you hit a baseball, the bat pushes on the ball, but the ball also on the bat. Figure 1.9 Question Two Research and illustrate the various characteristics of Damped Oscillations, your answer should also include graphical display of these characteristic. Answer In the real life, the vibrating motion can be taken place in ideal systems that are oscillating indefinitely under the action of a linear restoring force. In many realistic system, resistive forces, such as friction, are present and retard the motion of the system. Consequently, the mechanical energy of the system diminishes in time, and the motion is described as a damped oscillation. Thus, in all real mechanical systems, forces of friction retard the motion, so the systems dont oscillate indefinitely. The friction reduces the mechanical energy of the system as time passes, and the motion is said to be damped. In the figure 2.0, shock absorbers in automobiles are one practical application of damped motion. A shock absorber consists of a piston moving through a liquid such as oil. The upper part of the shock absorber is firmly attached to the body of the car. When the car travels over a bump in the road, holes in the piston allow it to move up and down in the fluid in a damped fashion. (b) Figure 2.0: (a) A shock absorber consists of a piston oscillating in a chamber filled with oil. As the piston oscillates, the oil is squeezed through holes between the piston and the chamber, causing a damping of the pistons oscillations. (b) One type of automotive suspension system, in which a shock absorber is placed inside a coil spring at each wheel. Damped motion varies with the fluid used. For example, if the fluid has a relatively low viscosity, the vibrating motion is preserved but the amplitude of vibration decreases in time and the motion ultimately ceases. This process is known as under damped oscillation. The position vs. time curve for an object undergoing such as oscillation appears in active figure 2.1. In the figure 2.2 compares three types of damped motion, with curve (a) representing underdamped oscillation. If the fluid viscosity is increased, the object return rapidly to equilibrium after it is released and doesnt oscillate. In this case the system is said to be critically damped, and is shown as curve (b) in the figure 2.2. The piston return to the equilibrium position in the shortest time possible without once overshooting the equilibrium position. If the viscosity is greater still, the system is said to be overdamped. In this case the piston returns to equilibrium without ever passing through the equilibrium po int, but the time required to reach equilibrium is greater than in critical damping. As illustrated by curve (c) in figure 2.2. Active figure 2.1: A graph of displacement versus time for an under damped oscillator. Note the decrease in amplitude with time. Figure 2.2: Plots of displacement versus time for (a) an under damped oscillator, (b) a critically damped oscillator, and (c) an overdamped oscillator. Damped oscillation is proportional to the velocity of the object and acts in the direction opposite that of the objects velocity relative to the medium. This type of force is often observed when an object is oscillating slowly in air, for instance, because the resistive force can be expressed as R = -bv, where b is a constant related to the strength of the resistive force, and the restoring force exerted on the system is -kx, Newtons second law gives us = -kx bv = max -kx b = m ~(i) The solution of this differential equation requires mathematics that may not yet be familiar to you, so it will simply be started without proof. When the parameters of the system are such that b < so that the resistive force is small, the solution to equation is X = ( Ae-(b/2m)t) cos(wt + ) ~(ii) Where the angular frequency of the motion is = ~(iii) The object suspended from the spring experience both a force from the spring and a resistive force from the surrounding liquid. Active figure 2.1 shows the position as a function of time for such a damped oscillator. We see that when the resistive force is relatively small, the oscillatory character of the motion is preserved but the amplitude of vibration decreases in time and the motion ultimately creases, this system is known as an underdamped oscillator. The dashed blue lines in active figure 2.1, which form the envelope of the oscillatory curve, represent the exponential factor that appears in equation (ii). The exponential factor shows that the amplitude decays exponentially with time. It is convenient to express the angular frequency of vibration of a damped system (iii) in the form = Where = à ¢Ã‹â€ Ã… ¡k/m represents the angular frequency of oscillation in the absence of a resistive force (the undamped oscillator). In other words, when b=o, the resistive force is zero and the system oscillates with angular frequency, called the natural frequency. As the magnitude of the resistive force increases, the oscillations dampen more rapidly. When b reaches a critical value bc,so that bc/2m = , the system does not oscillate and is said to be critically damped. In this case, it returns to equilibrium in an exponential manner with time, as in figure 2.2. Question Three: Simple Harmonic Motion (SHM) is a dynamical system typified by the motion of a mass on a spring when it is subject to the linear elastic restoring force given by Hookes Law. The motion is sinusoidal in time and demonstrates a single resonant frequency. What is the relationship between the tension and weight in the system? What is Hookes law when applied to the system? Answer Oscillation of motion is has one set of equations can be used to describe and predict the movement of any object whose motion is simple harmonic. The motion of a vibrating object is simple harmonic if its acceleration is proportional to its displacement and its acceleration and displacement are in opposite direction. The second bullet point mean that are acceleration, and therefore the resultant force, always acts towards the equilibrium position, where the displacement is zero. Common examples of simple harmonic motion include the oscillations of a simple pendulum and those of a mass suspended vertically on a spring. The diagram shows the size of the acceleration of a simple pendulum and a mass on a spring when they are given a small displacement, x, from the equilibrium position. Figure 3.0 In the figure 3.0, the numerical value of the acceleration is equal to a constant multiplied by the displacement, showing that acceleration is proportional to displacement. Then, the negative value of the acceleration shows that it is in the opposite direction to the displacement, since acceleration and displacement are both vector quantities. Simple harmonic in a spring If you hang a mass from a spring, the mass will stretch the spring a certain amount and then come to rest. It is established when the pull of the spring upward on the mass is equal to the pull of the force of gravity downward on the mass. The system, spring and mass, is said to be in equilibrium when that condition is met. If the mass is up or down from the equilibrium position and release it, the spring will undergo simple harmonic motion caused by a force acting to restore the vibrating mass back to the equilibrium position. That force is called the restoring force and it is directly proportional to magnitude of the displacement and is directed opposite the displacement. The necessary condition for simple harmonic motion is that a restoring force exists that meets the conditions stated symbolically as Fr = -kx, where k is the constant of proportionality and x is the displacement from the equilibrium position. The minus sign, as usual, indicates that Fr has a direction opposite that of x. For example Figure 3.1 The crank rotates with angular velocity w. Then, the slide will slide between P1 and P. V2 = W2 (P2-X2) P = Amplitude or maximum point. V= Velocity of the slider. X = Distance from centre point due to velocity, v. W = Angular velocity of crank. = 2à Ã¢â€š ¬f f = = 1/T a = -w2x Simple pendulum A simple pendulum is just a heavy particle suspended from one end of an inextensible, weightless string whose other end in fixed in a rigid support, this point being referred to as the point of suspension of the pendulum. Obviously, it is simply impossible to obtain such an idealized simple pendulum. In actual practice, we take a small and heavy spherical bob tied to a long and fine silk thread, the other end of which passes through a split cork securely clamped in a suitable stand, the length (à ¢Ã¢â‚¬Å¾Ã¢â‚¬Å") of the pendulum being measured from the point of suspension to the centre of mass of the bob. In the figure 3.2, let S be the point of suspension of the pendulum and 0, the mean or equilibrium position of the bob. On taking the bob a little to one side and then gently releasing it, the pendulum starts oscillating about its mean position, as indicated by the dotted lines. At any given instant, let the displacement of the pendulum from its mean position SO into the position SA is ÃŽÂ ¸. Then, the weight mg of the bob, acting vertically downwards, exerts a torque or moment mg/sin ÃŽÂ ¸ about the point of suspension, tending to bring it back to its mean position, the negative sign of the torque indicating that it is oppositely directly to the displacement (ÃŽÂ ¸). Figure 3.2 If d2ÃŽÂ ¸/dt2 be the acceleration of the bob, towards 0, and I its M.I about the point of suspension (S), the moment of the force or the torque acting on the bobn is also equal to I.d2ÃŽÂ ¸/dt2. I = -mgà ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"sinÃŽÂ ¸ If ÃŽÂ ¸ is small, the amplitude of oscillation be small, we may neglect all other terms except the first and take sin ÃŽÂ ¸ = ÃŽÂ ¸. I = -mgà ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"ÃŽÂ ¸, Whence, = Since M.I of the bob about the point of suspension (S) is mà ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"2. We have = = =  µÃƒÅ½Ã‚ ¸, Where =  µ The acceleration of the bob is thus proportional to its angular displacement ÃŽÂ ¸ and is directed towards its mean position 0. The pendulum thus executes a simple harmonic motion and its time period is given by T = 2à Ã¢â€š ¬ = 2à Ã¢â€š ¬ = 2à Ã¢â€š ¬ It being clearly understood that the amplitude of the pendulum is small. The displacement here being angular, instead of linear, it is obviously an example of an angular simple harmonic motion. Hookes law Vibration motion is an object attached to a spring. We assume the object moves on a frictionless horizontal surface. If the spring is stretched or compressed a small distance x from its equilibrium position and then released, it exerts a force on the object as shown in figure 3.3. From experiment the spring force is found to obey the equation F = -kx ~(iv) Where x is the displacement of the object from its equilibrium position (x=0) and k is a positive constant called the spring constant. This force law for springs is known as Hookes law. The value of k is a measure of the stiffness of the spring. Stiff springs have large K value, and soft springs have small K value. In the equation (iv), the negative sign mean that the force exerted by the spring is always directed opposite the displacement of the object. When the object is to the right of the equilibrium position, as in figure 3.3 (a), x is positive and F is negative. This means that force is the negative direction, to the left. When the object is to the left of equilibrium position, as in figure 3.3 (c), x is negative and F is positive, indicating that the direction the force is to the right. Of course, when x = 0, as in figure 3.3 (b), the spring is unstretched and F =0. Because the spring force always acts toward the equilibrium position, it is some time called a restoring force. A restoring force always pushes or pulls the object toward the equilibrium position. The process is then repeated, and the object continues to oscillate back and forth over the same path. This type of motion is called simple harmonic motion. Simple harmonic motion occurs when the net force along the direction of motion obeys Hookes law When the net force is proportional to the displacement from the equilibrium point and is always directed toward the equilibrium point. Figure 3.3: The force exerted by a spring on an object varies with the displacement of the object from the equilibrium position, x=0. (a) When x is positive (the spring is stretched). (b) When x is zero (the spring is unstretched), the spring force is zero, (c) When x is negative (the spring is compressed), the spring force is to the right. Conclusion As my conclusion, Newtons law was a very useful in nowadays because it is can use the 3 type of law to prevent any accidents in now generation. Firsts law is states that a force must be applied to an object in order to change its velocity. Seconds law is acceration of an object is directly proportional to the net force acting on it and is inversely proportional to its mass. Thirds law is whenever we push on something, it pushes back with equal force in the opposite direction. Second, harmonic oscillation is a type of forced and damped oscillation that is amplitude of a real swinging pendulum or oscillating spring decrease slowly with time until the oscillation stop altogether. This decay of amplitude as a function of time is called damping.

Discussion on the Problems of Quantum Theory :: Physics Essays

Discussion on the Problems of Quantum Theory The early 1930s gave us quantum theory, and along with that came many new physical and philosophical arguments. Many problems exist in quantum physics, and many brilliant scientists have spent their lives trying to understand. Heisenberg gave us The Uncertainty Principle, the idea that nothing is certain, just within a probability of certain. It also questioned the scientific method of observation, arguing that no measurement can show an object’s true nature. This brought the idea of quanta, different states, and the question of objects existing in more than one state, or having a dual nature. Scientists, physicists and mathematicians alike have all pondered and questioned these theories for many years and yet there are still problems left unresolved. One of the problems with quantum theory and The Heisenberg Uncertainty principle is the reliance on probabilities. This is to say that nothing can be exactly predicted, just predicted within a certain probability. This implies that nothing can be certain; that there is an uncertainty associated with every statement, even those we consider facts. â€Å"This uncertainty leads to many strange things. For example, in a Quantum Mechanical world, I cannot predict where a particle will be with 100 % certainty. I can only speak in terms of probabilities. For example, I can say that an atom will be at some location with a 99 % probability, but there will be a 1 % probability it will be somewhere else (in fact, there will be a small but finite probabilty that it will be found across the Universe). This is strange† (Heisenberg). This problem is especially troubling at the microscopic level because there still are many uncertainties involved. Scientific technologies have not yet bec ome omniscient. There are still limitations to what can be observed and measured. â€Å"It is important to understand that this is not simply a philosophical question or a rhetorical debate. In QM one often must model systems as the superposition of two or more possible outcomes. Superpositions can produce interference effects and thus are experimentally distinguishable from mixed states. How does a superposition of different possibilities resolve itself into some particular observation?† (Quantum Measurement). This measurement brings up another issue with quantum theory. There was a great debate among scientists as to whether it was possible to measure things without changing them.

International Adoption Essay -- Social Issues, Adoption

The necessity of adoption in the world is astounding. Currently, there is an estimated 143 million orphans worldwide (Wingert, vol.151). As of 2007, there were 513,000 children living in foster care within the United States alone (Rousseau 21:14). International adoption in the United States was jumpstarted post World War II as a way of helping those children who were left homeless, after war had taken their parents. Although there are thousands of healthy children awaiting adoption in the United States, several American couples still turn to foreign adoption when seeking potential children. Americans often fail to realize the need for intervention within their own country and their duty to take care of domestic affairs before venturing to other countries to attempt to rescue foreigners in need. International adoption in the United States must be abolished, since it is detrimental to prospective parents and their potential children. Injustices surrounding international adoption often results in a harmful impact on the children involved. Hollingsworth examines the harmful implications that are associated with international adoption: The adoption of children from other countries by U.S. families presents the risk that these children will be deprived of an opportunity to know and have access to their birth families- an infringement on the basic rights of these children compared with more advantaged children in their country of origin or in the United States. (48:209) International adoption can result in a lost connection to a child’s culture. This loss of culture confuses the child who is now forced to grow up in an American society that is so different than what they are used to. Children, who can be domest... ...at is only seeking to profit, instead of to unite children with families who care. For young children â€Å"to be removed from one’s family of origin or be killed or forever ostracized is not a choice that should be imposed on the world’s children† (Hollingsworth 48:209). Just because the faces of the neglected youth of America are not flashed across the television screen or plastered on posters, does not mean they do not exist. The ignored youth of America need people to care for them as if they were born into their family. Hollingsworth expresses his realization that â€Å"children’s rights to be raised in a safe healthy environment by their biological families and in their cultures of origin are primary and should be equally available to all children†(48:209) especially those in the United States, where the protection of the youth is crucial.

Evaluate the Assessments You Have Carried Out, Stating Whether You Believe They Were Fair, Valid and Reliable

Evaluate the assessments you have carried out, stating whether you believe they were fair, valid and reliable. During the Skype assessments I carried out on 2 learners, who are studying the nvq level 2 in customer services. My job was to observe the 2 learners and assess their ability, and then match against the criteria set for the units which I was observing them for. For both of my learners there are a number of assessment methods I have tried, in order to understand their learning ability. From doing these assessments I have understood where my weaknesses, strengths are, along with the learners. Personal Statement I started off by asking them to write in their own words, how do you maintain a positive and customer friendly attitude, and how you communicate effectively with customers? By them completing these personal statements, it gives me an understanding that they know what their job role is. As these two points which they have written about in their words, are the two units. Basically what I have asked them to do is sum up in their own words what they have understood from the units. I believe that by assessing learners through this method, it is a fair, valid, and reliable. This is because I know the learners, and the information which they have written about is valid because it is in their own words, from their own understanding. However there may also by the disadvantage of doing a personal statement. This is because I believe that there may be a possibility that a personal statement could be written by someone else, as there is no validity and proof of this being created by the learner him/herself. However I have followed these personal statements with questions which brought me to the conclusion, that my learner’s personal statement is valid, fair and reliable. Observation I also used the observation method to assess my learners. I asked my learners to carry out tasks which they have to do, in conjunction with their daily work routine. I observed my learners as they made calls externally and internally, which showed me how good their communications skills are. They called customers and discussed issues which they were having, whilst I was observing their quality of assistance. I believe that this method is fair, valid and reliable, because I can see, hear and also take notes whilst they are carrying out the tasks. From my experience I think that this method of assessment is very good as it gives the assessor a wider choice of observing. But at the same time I would say that it also is not so good, as the results may not be correct. Sometimes the learners may not respond accurately, as they may feel embarrassed, they may not feel too well, and there are other various reasons. Oral questions At the end of the assessment, and also during the assessment, I stopped my learners and asked various questions. Sometimes I asked questions relating to what they were speaking of, for example, one of my learners was talking about CRM, and I had no idea regarding this. So I asked her to explain about it. In a similar way I asked them questions relating to the course. I think the assessments are fair, valid and reliable as they are put on the spot, and answering these questions shows their understanding and capability of the course. Written Questions/Case Study As part of the assessment, I sent a couple of questions which they had to answer in a time limit of 20 minutes. These questions were to determine their skills around the course and their practicality of work. I selected these questions from the criteria of the units which I was assessing them on. These questions are knowledge based, which means that they had to answer in detail, explaining their views and choices. In a same way I set a case study for the learners, where I gave them a scenario, and at the end asked them questions regarding the scenario. Whatever the answers were, the learners had to explain why they chose this answers. I believe this method of assessment is fair, valid and reliable, this is because the learners must write answers from their own understanding of the unit. But along with this, many times learners get the feeling to cheat. However I have carried out some questions which made me believe that the answers were valid. Discuss whether the assessments went well and what would you do differently next time I believe that the overall assessment itself went well, as I came to conclusion after carrying out each method of assessment. I asked my learners to do a personal statement, writing in their own words relating to the unit. Although this is a good way to get an understand of the learners ability, I strongly feel that rather, I should ask them the question, and they answer me, which I could then write down. I believe both observations are really good method of assessing the learner, as i just watched and noted what they were doing, and didn’t need to interfere with their task. But I believe that a Skype method may not be so well, as I felt the learner may not have been so comfortable with this. This is because I could see her, where as she could not see what I was doing. This then becomes a barrier to both sides communicating effectively. So I think that next time when an assessment takes place, both sides should be able to see what both sides are doing. I don’t think my oral questions were so good, I believe they were straight forward and easy to answer. This is because I had less time to prepare the actual assessment itself. And I believe that if I had more time then I could have constructed these questions more complex, which then could be more challenging for the learners. I think that next time I plan for these methods of assessments, I should create a good series of questions, which could give me a better understanding of the learner’s knowledge. As for the written question and the case study, although I believe they are strong methods of assessment, as they allow the assessor to evaluate the learner’s knowledge. I also think that sometimes learners may take advantage of being distant and cheat. I believe that these methods of assessments should be carried out whilst the assessor is watching via Skype. Identify any learning points for your own development. From the feedback received from my tutor, I believe there are two main points which need to be developed before the next assessment, as they relate directly to assessments. The first learning and development point that I need to work towards is the grammar and spelling of my work. I need to make sure that all my work is proof read before sending of for marking. Although this has been my weakness, and I have been advised to always keep this in mind. I believe that this happens due to me rushing through everything. So I believe that if take everything one step at a time, it could reduce the grammatical errors. I could also reduce this by always proofreading work, which would highlight the errors. On a development note which has come to me newly, is the selection of words. I have been told by my tutor that the feedback you gave included the term ‘sweet’ to describe the communication of one of the candidates. My tutor advised me that I must be on the safe side and avoid these terms, as they are deemed offensive. I believe that this is true and I could work towards improving this, where next time I should think of the words I select before giving feedback. Explain how you will continue your professional development to ensure current expertise and competence in your own vocational area as well as assessing. I will use my CPD plan in order to ensure that my current expertise and new experiences are brought to real practice. Every time my tutor, or my colleagues who monitors my every lesson gives me feedback on what I can improve, I put that in my personal development plan. I then try and implement those, and once I have achieved this I tick on the plan. For example, I have been informed more than twice by my colleagues to always go back to lesson objective whilst teaching. I also have been informed by my tutor about my grammar and proof reading my work. So I have created a note on my plan, and now that I have put this action into practice I have ticked off this note. Now until I bring proofreading fully into practice, i will not tick this off. I will be using my CPD plan to note any improvements which I need to make, and then as an outcome assess if that objective has been met. I will continue to practice until this objective has been met, and once it has I will tick this objective off. By following this CPD plan, it will enhance me in my expertise and advance my skills.