Stress and Strain Physics Coursework Example | Topics and Well Written Essays - 2000 words

Stress and Strain Physics - Coursework Example Strain is a measure of any particular change in the shape of an object while stress is a measure of the strength of a particular material. Because of this research problem, we will incorporate the concept of elastic modulus to help understand the problem and address the research question. Elastic modulus is a measure of the amount of the stress required to make a change in the shape of an object (Redman, 2006). The question of research The major research questions that this research seeks to investigate and address are the concepts and the basic terms of stress and strain. The research will also look into various types stress and the mathematical formulae and equations involved in understanding the concepts investigated. Finally this research paper will look into the stress strain curve. This research paper will help us understand the variability and relationship between stress and strain, this will enhance our ability to standardize the equations and the variables involved in the co ncepts of strain and stress. The main objective of this research papers is to shed light on the concepts of strain and stress and to address the relationship between the two terms. The equations and formulae involved are just to help us conceptualize and master the two concepts in addressing our research problem stated in the introduction above. ... On the other hand, strain is a deformation due to a twist of a solid due to the action of stress. This gives the extent to which an object is stretched due to stress. Hence strain in a product of stress or rather stress causes strain. As stated earlier in the introductory part of this research paper, we will look into various types of stress which will be elaborated in the subject of research area. Generally there are three distinct types of stress that results from subjecting an object to stress. If an object is compressed or stretched, that particular object is subjected to what we refer to as a tensile stress. If another object if put under a force a long a whole surface and the volume of the object is altered, then we refer to that particular experience as a bulk stress. Lastly, it acts tangentially to the surface and results into a twist of the object, then we refer to that as a shear stress (Tipler, 1995). As the major objective of this research paper, we are going to investiga te some of the major concepts of stress and strain that will help us as students to understand the two terms. Some of the major concepts that we as students may find challenging when learning about stress and strain include: Deformation of rocks; we often difficult for us to realize that rocks too get broken or bent. It is also challenging to realize the forces responsible for events such as faults and folds. This can be seconded by those who live in areas which are tectonically stable and have never experienced any such thing as tremors. If we have to understand the basic terms of strain and stress, we must therefore rise above this barrier because it will not be easy to understand the conditions and causes of deformation if we cannot comprehend the word deformation itself.

Investigating electric potential Essay Example for Free

Investigating electric potential Essay A graph of V against 1/d gives a straight line with positive slope from x=0. 05m. It shows that the electric potential measured by the probe is inversely proportional to the distance of the probe from the surface of the sphere. Discussion:   A voltmeter or a CRO cannot be used to measure the electric potential at a point in the air because both instruments draw a small current to produce a deflection and this will disturb the electric field.   With no flame, the probe may acquire an induced charge and thus affect the field around it, altering the potential at the needle. Therefore, a flame probe is used. It produces positive and negative ions which discharge the needle so that the needle becomes uncharged due to neutralization. Since the needle is now neutralized, its potential is the same as the original potential. Sources of error: When measuring the distance of the probe from the centre of the sphere, a piece of string with a mass attached was dropped from the sphere for locating the zero mark of the meter ruler. This may not be accurate as the sting may not be vertically below the centre of the sphere   Precautions: 1. The wire which connects the needle and the electroscope cannot touch the bench or any other earthed conductor. This is to prevent charge leakage. 2. The charged sphere must be well away from the walls and the bench top as the induced charges on these objects will upset electric field. Conclusion:   Between two parallel plates: the electric potential remains constant at constant distance from the metal plates the electric potential is proportionally to the distance from the earthed plates   Around a charged sphere: the electric potential remains constant at constant distance from the centre of sphere the electric potential is inversely proportionally to the distance from the surface of sphere

Ugly Ambition in Shakespeares Macbeth :: Macbeth essays

Ugly Ambition in Macbeth       The Bard of Avon saturates the pages of the tragedy Macbeth with ugly feelings of ambition - unprincipled ambition which is ready to kill for itself. Let's thoroughly search out the major instances of ambitious behavior by the husband-wife team.    In "Macbeth as the Imitation of an Action" Francis Fergusson states the place of Macbeth's ambition in the action of the play:    It is the phrase "to outrun the pauser, reason [2.3]," which seems to me to describe the action, or motive, of the play as a whole. Macbeth, of course, literally means that his love for Duncan was so strong and so swift that it got ahead of his reason, which would have counseled a pause. But in the same way we have seen his greed and ambition outrun his reason when he committed the murder; and in the same way all of the characters, in the irrational darkness of Scotland's evil hour, are compelled in their action to strive beyond what they can see by reason alone. Even Malcolm and Macduff, as we shall see, are compelled to go beyond reason in the action which destroys Macbeth and ends the play. (106-7)    Fanny Kemble in "Lady Macbeth" refers to the ambition of Lady Macbeth:      [. . .] to have seen Banquo's ghost at the banqueting table ... and persisted in her fierce mocking of her husband's terror would have been impossible to human nature. The hypothesis makes Lady Macbeth a monster, and there is no such thing in all Shakespeare's plays. That she is godless, and ruthless in the pursuit of the objects of her ambition, does not make her such. (118)    In "Memoranda: Remarks on the Character of Lady Macbeth," Sarah Siddons mentions the ambition of Lady Macbeth and its effect:    [Re "I have given suck" (1.7.54ff.)] Even here, horrific as she is, she shews herself made by ambition, but not by nature, a perfectly savage creature. The very use of such a tender allusion in the midst of her dreadful language, persuades one unequivocally that she has really felt the maternal yearnings of a mother towards her babe, and that she considered this action the most enormous that ever required the strength of human nerves for its perpetration. Her language to Macbeth is the most potently eloquent that guilt could use.

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During adolescents, there is an increased vulnerability for depression due to biological, cognitive, and socio-environmental changes. For this paper, I will be discussing Scarlet, a 16 year old Hispanic female whose parents have divorced two years ago, and because of that Scarlet has been displaying symptoms of Persistent Depressive Disorder and Oppositional and Defiant Disorder. This paper will review literature which supports Cognitive Behavioral Therapy as being an effective form of treatment for depression with adolescents. I will also review literature which supports Family Therapy as being an effective treatment for adolescents with parent-child relational problems. I will also discuss any issues related to culture, ethnicity, and age regarding Scarlet and her family. Client’s Presenting Problems Scarlet is a sixteen year old Hispanic female who resides in Edison with her biological mother. Scarlet is currently a junior at JP Steven’s high school. Scarlet was referred because she is displaying symptoms of depression as evidenced by isolating herself from her family and peers, irritability, excessive sleeping, a history of suicidal ideations, and a loss of interests she used to enjoy. Scarlet also displays oppositional and defiant behaviors as evidenced by constant argumentative behavior, anger outbursts, refusal to follow the rules, and cursing and screaming at her mom on a daily basis. Scarlet was hospitalized at UMDNJ for six days in January of 2013 following an incident where a truant officer picked her off of the street. Scarlet’s mother reported Scarlet was texting her â€Å"I wish I was dead.† Scarlet’s mother reported both parents divorced two years ago and Scarlet’s behavior began to decline shortly... ...e to her age and her issues could not be taken serious simply because she is a â€Å"teenager†. In conclusion, There is an increased vulnerability for depression in adolescents due to biological, cognitive, and socio-environmental changes. For this paper, I discussed Scarlet, a 16 year old Hispanic female whose parents have divorced two years ago, and because of that Scarlet has been displaying symptoms of Persistent Depressive Disorder and Oppositional and Defiant Disorder. I reviewed literature which supports Cognitive Behavioral Therapy as being an effective form of treatment for depression with adolescents. I will also reviewed literature which supports Family Therapy as being an effective treatment for adolescents with parent-child relational problems. Scarlet will most likely benefit from CBT and family therapy given the involvement of her parents in therapy.

Critical Reading and Writing in the Humanities Essay

1. Reflective Essay (Diagnostic) Describe briefly your experiences with writing at the pre-university level. Discuss how any factor or an individual has influenced your approach and/or attitude to writing. Explain your expectations of this course. (300 words) 2. Essay Outline and Annotated Bibliography-20% Annotated Bibliography Compiling a list of annotated references will help you to become familiar with a variety of perspectives on your chosen topic so that you can begin to formulate or strengthen your view about it. Based on information gathered from the library session as well as from class readings and discussions on critical thinking, you will summarise each source’s content and critically evaluate its relevance to your documented essay in no more than 150 words per source. NB. Only four sources are required for this activity. Each of the entries in this single-spaced document will consist of the following three sections: The publication details of the source in M.L.A or A.P.A. format. Paragraph 1 -a succinct summary of the main ideas and supporting points of the source, an explanation of the author’s purpose and a description of the intended audience Paragraph 2 – short discussion of the author’s credibility of the relevance of the source to your topic. 3. The Response Paper -20% The response paper requires students to summarise, explore and critically analyse a written text. This allows for the communication of the students’ perspective on the author’s ideas. 4. The Documented Essay-30% The research and writing processes in which you will engage as you prepare this assignment are outlined on the seminar schedule. Before writing your first draft, you will select a theme/topic that is relevant to your discipline; generate ideas on it; narrow it to a researchable theme/topic that can be reasonably explored in a 1000-word essay for a general academic audience; prepare a short proposal; research the topic and make relevant notes; write an annotated bibliography which evaluates your source materials and prepare your essay outline (with sources included). You are required to show evidence of at least four (4) scholarly/reputable/credible sources which must include at least one journal article and a book. Only one newspaper article (not news item) is allowed. 5. Collaborative Project/Group Presentation- 10% Students will work in groups to present research or analysis of a theme from their discipline. Works of art, songs, poetry, films and written text may be used. 6. Final Reflective Essay -20% Instructions will be given in seminar. FOUN 1012 SEMINAR SCHEDULE for SEMESTER I (2013-2014) LECTURES are given weekly on Wednesdays 12:00-1:00 and 5:00-6:00pm in N1. SEMINAR NUMBER LECTURE TOPICS CURRENT WEEK’S SEMINAR ACTIVITIES PREPARATION and ASSIGNMENTS for NEXT SEMINAR Sept..2 – 6 Critical Reading and Writing in the Humanities and You 1. Enrolment confirmation. 2. Discuss course aims and objectives, teaching structure, assignment and grading schedule, and special requirements for academic reading and writing. 3. Students and tutors share on literacy 4. Discussion of reflective essay Choose and attend a Library OPAC session. Visit the Foun1012 website at http://ourvle.mona.uwi.edu and Watch Shaped by Writing and E-literate (before Week 3). Browse the resources and download the course outline Read chapter 11 of Wadsworth and write a definition of the humanities. Sept 9-13 Researching for Academic Writing The Writing Process Submit the reflective essay. 1.Discussion of features of writing in the humanities 2. Discussion of The Right to Write 3. Brainstorming of documented essay topics and explanation of the proposal ESSAY TOPICS/THEMES: a. Enslavement b. Language and Culture c. Media and Professionalism d. Technology and the Arts Read chapter one of Wadsworth. Revise the reflective essay after feedback and upload to Turnitin. Record the similarity index. Peruse samples of the proposal on OurVLE. Write and submit proposal. Guide questions for your proposal: 1. What are my broad and narrowed topics? 2. How is my narrowed topic related to a sub-discipline in the humanities? 3. What do I already know about this topic? 4. What am I interested in finding out OR sharing with a general academic audience about this narrowed topic? 5. How will I go about gathering additional data on this topic? Sept. 16 – 20 [Deadline for all students to register with TURNITIN.] Communicating in the Academy- Rhetorical Contexts Submit the proposal at the beginning of seminar and collect at the end. [Go to the Main Library for your seminar.] 1. Practise locating information from a variety of sources. 2. Discuss shaping your writing and evaluating sources 3. Visit this website and attempt the multiple choice activity on evaluating sources: http://www.lib.calpoly.edu/infocomp/modules/05_evaluate/index.html. 4. Browse this website for tips on critical thinking: www.library.cornell.edu/olinuris/ref/webcrit.html Visit the â€Å"Foun1012 website at http://ourvle.mona.uwi.edu read and download Critical Reading 1. Manage YOUR Sources: Locate TWO source materials for your Documented Essay- a journal article and book chapter. In addition to taking notes on NOTE CARDS, summarise each source material in a few sentences and record the publication details. Sept. 23 – 27 [Deadline for students with special English language needs to start self-help exercises in the â€Å"Grammar & Mechanics† folder on OurVLE or in the recommended texts.] Critical Thinking and Reading 1. Introduction to Rhetorical analysis- Critical Reading 1 2. Summary writing Elect a class representative Annotate one of your sources and consult your tutor for feedback. Ensure that you have uploaded your reflective Essay to Turnitin. Peruse the model (sentence) outlines on Ourvle, and chapter 2 of Bazerman: The Informed Writer. Sept. 30-Oct.4 Language and Communication 1 1. Summary Writing contd. 2. Writing Workshop: a. Thesis statements and the Introduction b. Writing the formal Outline Read chapter 6 of Wadsworth and prepare your formal outline and your annotated bibliography for submission at the beginning of next week’s seminar. Upload it as a single file to Turnitin. Reminder: All hard copies of the assignment are to be submitted within the first 20 minutes of the seminar Read and download Critical Reading 2 on OurVLE as directed. Oct. 7 – 11 Language and Communication 2 Submit your Outline and Annotated Bibliography along with your accountability statement and rubric. 1.Critical Analysis 2. Response Writing Prepare for the Mid semester exam. Oct. 14 – 18 Students should NOT change Documented Essay topics after this week. Ethics and Academic Writing Critical Analysis contd. a. Organising Principles b. Paragraph Development Mid Semester Exam- One sitting Manage YOUR Sources: Locate TWO more source materials for your Documented Essay In addition to taking notes on NOTE CARDS, summarise each source material in a few sentences and record the publication details. √ Give your tutor, in writing, your group presentation topic (see Week 11), thesis, names of group members and group leader’s name. Oct. 21 – 25 **October 21 is a public holiday. Please attend another seminar during this week if your class is on a Monday.] Working With Sources 1 Class discussion and presentations on The functions of language Caribbean language varieties Language and social status Type and upload your essay draft and references to Turnitin. Record the similarity index, read the report and complete your self -review. Revise the draft based on your self- review and Turnitin report. Bring the revised draft to the next seminar. Visit the OurVLE course website and download and read â€Å"Peer Critique Checklist† & â€Å"Peer Critique Model†. Bring the Peer Critique Checklist to the next seminar. Do not lose your documented essay draft and the accompanying materials! You will need them for final submission of the essay. Oct. 28 – Nov. 1 Working with Sources 2 Using the â€Å"Peer Critique Checklist† as your guide, participate in the IN-CLASS peer critiquing session by allowing TWO of your peers to read and discuss your essay. Afterwards, ONE of your peers will WRITE a critique of your essay draft. Attach the critique and your self- review to your essay draft. Continue revising your documented essay draft based on feedback from your peers and tutor. Bring a copy of your single-spaced revised essay to the next seminar. Nov. 4-8 Revising and Editing 1. Framing/ integration of sources 2. Corresponding reference entry/ies. 3. Style of writing Prepare to submit your double-spaced documented essay for grading (along with your first draft, self-review, peer comments, and accountability statement at the start of your seminar in Week 11 (30%). Reminder: All hard copies of the assignment are to be submitted within the first 20 minutes of the seminar in Week 11. Download â€Å"Group Presentation Guidelines† from the course website and bring it to the next seminar. Nov. 11-15 [Tutors to reserve multimedia equipment for groups] Reflective Writing SUBMIT the hard copy of the final draft of your Documented Essay (30%) along with your draft, self-review, peer comments and accountability statement. Planning for Collaborative Project/ Group Presentations & Performances. Visit the OurVLE course website and read text on reflective writing to prepare for writing the final reflection. Topic for Collaborative Project : Issues in your Discipline Caribbean Realities Nov. 18 – 22 Oral Presentations Discussion on Reflective writing Drafting the Final Reflection Prepare to give the script for your group’s presentation and your assessment of your group members to your tutor at the start of the seminar. All presenters are to be in place within the first 10 minutes of the seminar. Revise your Reflection for submission next class. Upload To Turnitin. Nov. 25 – 29 No LECTURE Collaborative Project/Group Presentations & Performances (10%) Give the script for your group’s presentation and your assessment of your group members to your tutor at the start of the seminar. Submit your Final Reflection and accountability statement. END OF COURSE

Things Everyone Should Know-Chemical and Biological Weapons essays

Things Everyone Should Know-Chemical and Biological Weapons essays In every life time one will experience the effect of a weapon, whether it is that of a car, knife, gun or even the horrors of a bomb or the possible threat of chemical and/or biological agents. No matter what the source of destruction, it causes the downfall of some type. Some believe that a car accident or a gun is more dangerous and destructive to life, however that common person does not understand the unfamiliar hazards and irreversible effects that these viruses and bacterium can cause. Currently the United States has been struggling with the thought of anthrax and other weapons of biological threat infecting their loved ones and our nations world status. Chemical and biological weapons developed by the United States scientists have not only protected the United States against a massive chemical and/or biological attack, but have also cost the United States millions of dollars and thousands of lives in the production and the investigation of chemical and biological weapons. The use of chemical and biological weapons date far back in the history books, even before writing was around. At least 3,000 years ago, chemicals were added to fires to create fumes that would choke and sicken the enemy. Greek fire was a chemical weapon, perhaps invented in A.D. 660 by a Greek engineer named Callinicus (Pringle, pg 14). The Greek fire caused the Arab and Russian enemies to weaken on the port city Constantinople producing a Greek victory. The term biological warfare is a more recent development in the weapons of mass destruction era. Only until the nineteenth century did scientist prove that germs cause infectious disease. (The term germs includes bacteria, viruses, and rickettsia.) In the 19th century, citizens only knew that disease spread through a sick person, a human corpse or an animal carcass. An easy way to poison an enemys population was to simply p...

Short Analysis of Tim Wintons, Cloudstreet

Short Analysis of Tim Wintons, Cloudstreet Analysis of Tim Winton's Cloud Street.Tim Winton's television miniseries, Cloud Street, is about finding one's place in the world, and the search for the meaning of life. It displays the theme of belonging in terms of an individual belonging to; family, community, groups and acceptance and rejection from these communities and groups. It also expresses place as a source of belonging. This relates to identity, alienation and as a result to those things, self-chosen progression. Tim Winton conveys these forms of belonging by using camera techniques, special effects and also conveys these themes through the actions and the purposes of the characters. In the last 3 chapters of the miniseries, Winton begins to unfold the characters, and who they really are. This gives a sense of realization to the audience, but also to the characters themselves, for they have found a place. A character that this story focuses explicitly on is Fish Lamb.Fishing Trip AlbumFish nearly drowned when he was quit e young and that resulted in Fish having brain damage. Form that day, Fish always had a connection to the water that no one else could understand. This connection to the water, gave the audience a sense that the water is another character itself, or, that Fish and the water are the same character. It is evident at the very end of the series, that Fish returns to where he always belonged, the inviting, ever flowing water. A technique used to show Fish's connection with the water, is evident when Fish is in a row boat with Quick. The water seems to surround him, flowing into the sky and reflecting the stars. Fish lifts his hand to the sky and moves it as if through water. The stars move with his fingers, as if they are floating...