A piece of wire Essay Example for Free

A piece of wire Essay Using this graph, we can predict the resistance of any length up to 100cm. To test if these results are accurate, we can compare the experiment we have performed, with those of previous resistance experiments. The book value, in ohms, for the resistance of a 100cm length of 28swg wire is 4. 4?. This convinces me that these results are accurate as our result of 4? is very similar. It may seem a way off the mark but considering the difference in resistance a couple of swg makes (e. g. the resistance of a 30swg wire is around 7. 5? ) the similarity ensures success. The slight deviation may have been caused by a number of factors, like the variations of the power packs used and variations in the actual wire. I have recorded these results in a graph. From this graph, we can immediately see a few things. The line of best fit is a straight line through the origin with a positive correlation. This means that the resistance and voltage are directly proportional to one another, and that length of wire and resistance are directly proportional. This ties into ohms law. We can also measure the gradient of the graph. This is done by taking a y value under the line of best fit, and dividing it by the corresponding x value. On my graph, the y value I have chosen is 0. 9? , and the x value 23cm. The formula for this is: G = ? y ?x So G = ? y ?x = 0. 2 5 = 0. 04 So the gradient is 0. 04. We can examine the results further by referring to the resistivity formula: Resistance, R = Resistivity, p (? m) x length, l (m) or R = p l (? ) Cross-sectional area, A (m2) A The diameter of a 28swg wire is 0. 367mm, so, using the formula: A = ? r2 We can figure out the cross sectional area. Therefore, the cross sectional area is 0. 105784493mm2. Converting this to metres squared, this is 0. 000105784493m2 And, since we know that the resistance is 4. 0? , we can rearrange the formula to find the resistivity of the wire: We rearrange from this: R = p l to this: p = R A A l Now we can find out the resistivity (p) of the wire, in ohm meters (? m). Resistivity is a useful figure to have (much like resistance) but can also be used to check our work. To check the gradient of the graph, we can divide the resistivity of the wire, by the cross-sectional area. So Gradient   04 is the same value I got for the gradient directly off the graph, I can rest assured that it is the correct value. As this is the correct value, I can work backwards to see that the previous calculations were correct. In order to obtain this gradient value, I used resistivity, cross-sectional area, and resistance. So we can be sure that the calculations for these is correct as the outcome is the same as the separate calculation for gradient, using the graph. So, from these results we can see that:   Resistivity = 0. 00000423137972 ? m.   Gradient = 0. 04.   Cross-sectional area = 0. 000105784493m2.   Voltage is directly proportional to the length of the wire.   Resistance is directly proportional to the length of the wire.   As the length of the wire doubles, so does the voltage and so does the resistance. Conclusion From the consistency of the results I have gained, and the fact that proving the results using the gradient was successful, I can conclude that these results are reliable. The values that I noted were also very similar to the catalogued book values, which further supports the reliability of the experiment. The drawn line of best fit is accurate as the gradient drawn from it is identical to the one I figured out using the formula. If I were to repeat this experiment, I would change it only slightly. I would allow more class time for the analysis and possibly allow a shorter time for the practical as it is very quickly finished (in fact, to do all the results in one lesson minimises the chances of getting irregular results, because you know that the conditions are the same). The whole thing worked very well. The experiment went smoothly, and the inclusion of a preliminary experiment helped a great deal. The actual physics of this assignment were challenging, but understandable. It was a very well rounded task. Extension work that could be included may be to test the resistance of other wires and compare them, or to go up to 200cm and see if theres any difference. Also, by using another wire, other than constantan, we could see how temperature affects resistance, although, one would need to have done a constantan experiment in order to understand the dynamics of the other factors, otherwise the experiment would be to complicated. Daniel Moffat H11NF 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Parallel Voices in Braided Lives Essay -- Braided Lives

Parallel Voices in Braided Lives The parallel voice is a device which is present in Marge Piercy's novel, Braided Lives. This technique enforces the effect of Jill's past life on her future life and views. A gauge of the protagonist's growth is given by parallel voices, a technique which enables the reader to see how the protagonist has developed from teenager to adult. The parallel voices of the young and adult narrator give insight to the changes that have occurred in her life. According to one critic, "Jill is survivor, and she chooses to examine her own past out of a strong commitment to the present" (Gold 378). The novel is a memoir by the adult Jill. It shows " the beginning and the fruits of her political growth," but it leaves the events in the middle up to the reader's imagination (Schwartz 379). She writes of her past experiences and how they effected her. She describes her experiences with objectivity. In her flashback, she can examine why she acted in a certain way. The elapse of time provides her with this objectivity. Since she is looking...

Aging Literature

This literature review addresses several issues related to the study of aging. Theoretical perspectives, research methods, and current controversies are reviewed. One issue that has beset the development of research on aging is a definition of old age (Scanzoni & Scanzoni, 1988, p. 549). Research in the United Kingdom and the United States has found that the older a person is in a chronological sense, the later is the chronological age at which that person tends to think old age begins. The concept of old age also is affected by social stratum: lower-status persons, as an example tend to think that old age begins in the fifties, while higher-status persons tend to think that old age begins around age 65. Advances in medical science and technology have led to increased life spans for an increasing proportion of the population; however, social development has not kept pace (Scanzoni & Scanzoni, 1988, p. 549). Thus, many among the growing numbers of older people lead increasingly less rewarding lives. Further, the increasing numbers of persons in the population aged 65 or older demand that research into aging develop methods that address the differences among age groupings within the 65 and over classification. There also is a subjective context to aging (Scanzoni & Scanzoni, 1988, p. 550). Younger people tend to perceiving old age differently from older people, at a general level, and at a specific level all persons do not age . . . ehavior will be evaluated in the context of one's basic beliefs. If these basic beliefs are unrealistic or irrational, one's expectancies will likely also tend to be unrealistic and irrational. Adaptation enables an individual to understand the surrounding environment (McDougall, 1995, pp. 26-27). Adaptation occurs through the functioning of the mental processes of assimilation and accommodation. Assimilation involves the perception and interpretation of new information within the context of existing knowledge and understanding. Accommodation is a more advanced process that involves the restructuring of mental organization in order to include new nformation. The ecological approach to psychology is a functional approach. In this approach, psychological problems are construed as instances of adaptation. Ecological science defines perception as an awareness of one's environment. The focus in on a being's vertical experience. Vertical experience implies that an environment permits a being to both live and reproduce. The environment is integral to thi s definition of perception, because varieties of meaningful experience cannot be studied as instances of perception unless an environmental component is integral to the being

Jay Gatsby is a Sympathetic Character in Fitzgeralds...

In F. Scott Fitzgerald’s The Great Gatsby, Jay Gatsby provides the reader with a unique outlook on the life of the newly rich. Gatsby is an enigma and a subject of great curiosity, furthermore, he is content with a lot in life until he strives too hard. His obsession with wealth, his lonely life and his delusion allow the reader to sympathize with him. Initially, Gatsby stirs up sympathetic feelings because of his obsession with wealth. Ever since meeting Dan Cody, his fascination for wealth has increased dramatically. He even uses illegal unmoral methods to obtain hefty amounts of wealth to spend on buying a house with â€Å" Marie Antoinette music-rooms, Restoration Salons, dressing rooms and poolrooms, and bath rooms with sunken baths.†Ã¢â‚¬ ¦show more content†¦Ultimately, it is his obsession with wealth that leads to his tragic end. Secondly, the reason of the readers’ sympathy is Gatsby’s loneliness. Gatsby is perpetually enveloped by solitude . Despite the â€Å"Hotel de Ville† (11)mansion, the car and the luxuries that would overwhelm most people, Jay finds no sense of belonging amongst those objects. â€Å" Gatsby, standing alone on the marble steps and looking from one group to another† (51) does not mingle with his guests. Even at his own party, surrounded by glamour and people, he is still alone. In fact, he is a stranger. Only handful of his guest knows what he actually looks like, to others, he is a mystery. Equally important, Gatsby enclose himself in isolation, â€Å"he [gives] a sudden intimation that he [is] content to be alone†¦ he [is] trembling.†(25) He has a whole mansion to himself yet he chooses to stand outside and ponder. Perhaps he is trying to find a way to unlock himself from the life of solitude. Finally, Jay Gatsby’s delusions draws more pity for him. Daisy comes from a rich family and chances of her ending up with Gatsby, a poor soldier, is totally unrealistic. Furthermore Gatsby wants Daisy to â€Å" go to Tom and say: ‘I never loved you’† (105) but Daisy asserts that â€Å" [she] can’t say [she] never loved Tom†¦It wouldn’t be true.†(126) Jay cannot grasp the present reality that Daisy could not leave Tom permanently, especially when the fruit of their love is already three years of age.Show MoreRelatedF. Scott Fitzgerald s The Great Gatsby1518 Words   |  7 PagesF. Scott Fitzgerald’s novel, The Great Gatsby, (1925) depicts the story of Jay Gatsby, a self-made millionaire, who has moved to West Egg, New York to reunite with his former love, Daisy Buchanan. Through the novel, the representation of class and gender embody the social views on either subject during the 1920’s. Fitzgerald has used the charac ters within the novel to exemplify the social stratas and also the decades view on men and women. 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