Resistance of a wire Essay Example for Free

Resistance of a wire Essay George Ohm discovered that a circuit sometimes resists the flow of electricity. He called this resistance. The rule that George Ohm came up with for working out the resistance of a wire is as followed: V/I = R V Volts I Current R Resistance This is known as Ohms Law Prediction The purpose of this experiment is to investigate the factors that affect the resistance of a wire. The hypothesis that I intent to prove or disprove is resistance will increase as the length of the wire increases, and resistance will decrease as the wire gets thicker. The experiment to come to this conclusion will be conducted as follows: firstly we attached three wires to nails that were held in place by a wooden board. The wires were attached o the nails by crocodile clips. The wires were all of different thickness, i. e. thick thin and medium circumferences. Electricity was supplied from a mains point,(in the form of volts) and from this high medium and low currents were passed through each of the wires. After all of the various currents had been passed through all of the wires, the resistance will be recorded using an ohm metre. After all of the initial measurements have been taken, the ohm metre will be moved 10 cm further away from the power supply for each of the wire, and will be further repeated in intervals of 10 cm to see if the length of the wire has any bearing on the resistance of the wire. All of the results will then be recorded in a table and then illustrated graphically to assist in the analysis of the end results. It is my prediction that as the current increases, and the length of the wire becomes longer; the resistance (measured in ohms) will increase as well. It is also my belief that as the wire gets thicker, the resistance will decrease. I also believe that the relation ship will prove to be linear and proportional between length and resistance . I devised this prediction after some careful and well thought out use of my scientific knowledge; the reasons I give for my prediction are as follows. The voltage travelling through the wires is a driving force, which effectively pushes the current around, acting as a kind of electrical pressure. A simple analogy to explain this would be to use the example of a hosepipe, i.e. a hosepipe with a greater circumference will offer less resistance than one with a smaller circumference, and also there is less surface area on a short piece of hosepipe, once again creating a smaller resistance. Also inline with my earlier analogy I believe that it will be a proportional relationship because if u double the length you double the available area for atoms within the wire The same principle can be used to explain resistance of a wire. The voltage is trying top push the current around the circuit, and the resistance is opposing it. The relative size of the voltage and resistance decide how big the current will be. So therefore if you increase the voltage, more current will flow, or more voltage will be needed to keep the same current flowing. So as a consequence I believe that a long thin wire, and the smallest will offer the greatest resistance by a thick short wire. Below is a diagram taken from the SEG physical processes revision guide (Richard Parsons 1998) that will graphically explain my above analogy. The independent variable of the wire is its length and the dependant variable of the wire is the resistance. The factors that will be kept constantly the same throughout the experiment are as followed: The thickness of the wire. The type of wire. The temperature. Safety precautions This experiment is relatively safe. The only two safety precautions that need to be taken into consideration during this experiment are: Make sure the surface you are carrying the experiment out on is dry, as a water is a conductor of electricity, and is very dangerous if they react together. Whilst the multimeter is turned on make sure you do not touch the wires, because they become very hot throughout the course of the experiment. Obtaining Firstly I attached the wire to a meter ruler with sticky tape. Then I switched the multi-meter on. The multi-meter is connection to the wire via the crocodile clips. I then recorded the resistance, lengths ranging from 0 100cm. Increasing by intervals of 10cm each time. Thick wire Low Current Medium Current High Current Length (cm) Volts (V) Ohms (R) Volts (V) Ohms (R) Volts (V) Ohms (R) Average Resistance Medium wire Low Current Medium Current High Current Length (cm) Volts (V) Ohms (R) Volts (V) Ohms (R) Volts (V) Ohms (R) Average Resistance. Thin Wire Low Current Medium Current High Current Length (cm) Volts (V) Ohms (R) Volts (V) Ohms (R) Volts (V) Ohms (R) Average Resistance 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.

John F. Kennedy Essay -- essays research papers

John Fitzgerald Kennedy was born May 29, 1917, in Brookline, Massachusetts, into one of the wealthiest families in the United States. Universally called "JFK," he became a millionaire at the age of 21 when his father gave him one million dollars, but politics and sports were of much more importance to him. He loved touch football, tennis, golf, sailing, and swimming. JFK attended Princeton University and Harvard, graduating from there cum laude. He attended Stanford University business school before serving in the U.S. Navy. He was a naval hero during World War 11 when his PT boat was cut in half and he helped to save the lives of his crew. Returning after the war, he was elected to Congress in 1946 and to the Senate in 1948 and was popular, well-liked, and handsome. He had a fine sense of humor and was a good orator. On September 12, l953, JFK married Jacqueline Lee Bouvier. They had three children, but one, Patrick, born during Kennedy's term of office, died in infancy. JFK gained national prominence when he gave the keynote address at the 1956 Democratic National Convention. In 1960, when the Democrats nominated JFK over Lyndon Baines Johnson, Kennedy asked Johnson to be his Vice President. Kennedy and his opponent, incumbent Vice President Richard M. Nixon, ushered in a new era with a series of four televised Presidential debates. In November 1960, JFK became the youngest man ever elected President. (Theodore Roosevelt was 42 when he took over after McKinley's ...

Docu: Meaning of Life and Affirmative Team Essay

I DEFINITION â€Å"Substantial† means considerable or to a large degree — this common meaning is preferable because the word is not a term of art Arkush, 2002 (David, JD Candidate – Harvard University, â€Å"Preserving â€Å"Catalyst† Attorneys’ Fees Under the Freedom of Information Act in the Wake of Buckhannon Board and Care Home v. West Virginia Department of Health and Human Resources†, Harvard Civil Rights-Civil Liberties Law Review, Winter, 37 Harv. C. R. -C. L. L. Rev. 131) IIVIOLATION IIISTANDARDS A. Limits: The debate must be limited to interpretations that are predictable, fair, and debatable. 1. Predictability: The negative must be able to accurately predict what is to be debated. If we cannot, all fairness and educational value is lost. 2. Contextual: The definition is taken from a source, which represents an expert in the field. This is the definition we should look at to accurately interpret the meaning of the resolution. IVVOTING ISSUES A. Topicality is a rule of the game. Life all games, rules are established to ensure fairness and integrity of the game. Topicality does this. B. Topicality is an affirmative burden. The affirmative plan must be topical. Otherwise, the negative team wins the debate. C. Topicality is A Priori and a jurisdictional issue. The judge has the right and responsibility to vote against the affirmative team if they are not topical. The judge should not look at any other argument or reason to vote for the affirmative if they are non-topical. D. Topicality maintains educational value. By requiring the affirmative team to be topical, the negative can prepare and requiring the affirmative team to be topical preserves the education value of debate. E. Topicality ensures clash. Debate cannot occur if the affirmative team is allowed to debate non-topical cases. It is the negative responsibility to clash, just as it is the affirmative teams to be topical. I DEFINITION â€Å"Substantial† means considerable or to a large degree — this common meaning is preferable because the word is not a term of art Arkush, 2002 (David, JD Candidate – Harvard University, â€Å"Preserving â€Å"Catalyst† Attorneys’ Fees Under the Freedom of Information Act in the Wake of Buckhannon Board and Care Home v. West Virginia Department of Health and Human Resources†, Harvard Civil Rights-Civil Liberties Law Review, Winter, 37 Harv. C. R. -C. L. L. Rev. 131) IIVIOLATION IIISTANDARDS B. Limits: The debate must be limited to interpretations that are predictable, fair, and debatable. 3. Predictability: The negative must be able to accurately predict what is to be debated. If we cannot, all fairness and educational value is lost. 4. Contextual: The definition is taken from a source, which represents an expert in the field. This is the definition we should look at to accurately interpret the meaning of the resolution. IVVOTING ISSUES F. Topicality is a rule of the game. Life all games, rules are established to ensure fairness and integrity of the game. Topicality does this. G. Topicality is an affirmative burden. The affirmative plan must be topical. Otherwise, the negative team wins the debate. H. Topicality is A Priori and a jurisdictional issue. The judge has the right and responsibility to vote against the affirmative team if they are not topical. The judge should not look at any other argument or reason to vote for the affirmative if they are non-topical. I. Topicality maintains educational value. By requiring the affirmative team to be topical, the negative can prepare and requiring the affirmative team to be topical preserves the education value of debate. J. Topicality ensures clash. Debate cannot occur if the affirmative team is allowed to debate non-topical cases. It is the negative responsibility to clash, just as it is the affirmative teams to be topical. Maya Garabedian Boise High School INCREASE *to make greater IDEFINITION IIVIOLATION IIISTANDARDS A. Limits: The debate must be limited to interpretations that are predictable, fair, and debatable. 1. Predictability: The negative must be able to accurately predict what is to be debated. If we cannot, all fairness and educational value is lost. 2. Contextual: The definition is taken from a source, which represents an expert in the field. This is the definition we should look at to accurately interpret the meaning of the resolution. IVVOTING ISSUES A. Topicality is a rule of the game. Life all games, rules are established to ensure fairness and integrity of the game. Topicality does this. B. Topicality is an affirmative burden. The affirmative plan must be topical. Otherwise, the negative team wins the debate. C. Topicality is A Priori and a jurisdictional issue. The judge has the right and responsibility to vote against the affirmative team if they are not topical. The judge should not look at any other argument or reason to vote for the affirmative if they are non-topical. D. Topicality maintains educational value. By requiring the affirmative team to be topical, the negative can prepare and requiring the affirmative team to be topical preserves the education value of debate. E. Topicality ensures clash. Debate cannot occur if the affirmative team is allowed to debate non-topical cases. It is the negative responsibility to clash, just as it is the affirmative teams to be topical. Maya Garabedian Boise High School TRANSPORTATION *movement from one place to another. IDEFINITION IIVIOLATION IIISTANDARDS A. Limits: The debate must be limited to interpretations that are predictable, fair, and debatable. 5. Predictability: The negative must be able to accurately predict what is to be debated. If we cannot, all fairness and educational value is lost. 1. Contextual: The definition is taken from a source, which represents an expert in the field. This is the definition we should look at to accurately interpret the meaning of the resolution. IVVOTING ISSUES A. Topicality is a rule of the game. Life all games, rules are established to ensure fairness and integrity of the game. Topicality does this. B. Topicality is an affirmative burden. The affirmative plan must be topical. Otherwise, the negative team wins the debate. C. Topicality is A Priori and a jurisdictional issue. The judge has the right and responsibility to vote against the affirmative team if they are not topical. The judge should not look at any other argument or reason to vote for the affirmative if they are non-topical. D. Topicality maintains educational value. By requiring the affirmative team to be topical, the negative can prepare and requiring the affirmative team to be topical preserves the education value of debate. E. Topicality ensures clash. Debate cannot occur if the affirmative team is allowed to debate non-topical cases. It is the negative responsibility to clash, just as it is the affirmative teams to be topical. Maya Garabedian Boise High School INFRASTUCTURE *basic, underlying framework or features of a system IDEFINITION IIVIOLATION IIISTANDARDS A. Limits: The debate must be limited to interpretations that are predictable, fair, and debatable. 1. Predictability: The negative must be able to accurately predict what is to be debated. If we cannot, all fairness and educational value is lost. 2. Contextual: The definition is taken from a source, which represents an expert in the field. This is the definition we should look at to accurately interpret the meaning of the resolution. IVVOTING ISSUES A. Topicality is a rule of the game. Life all games, rules are established to ensure fairness and integrity of the game. Topicality does this. B. Topicality is an affirmative burden. The affirmative plan must be topical. Otherwise, the negative team wins the debate. C. Topicality is A Priori and a jurisdictional issue. The judge has the right and responsibility to vote against the affirmative team if they are not topical. The judge should not look at any other argument or reason to vote for the affirmative if they are non-topical. D. Topicality maintains educational value. By requiring the affirmative team to be topical, the negative can prepare and requiring the affirmative team to be topical preserves the education value of debate. E. Topicality ensures clash. Debate cannot occur if the affirmative team is allowed to debate non-topical cases. It is the negative responsibility to clash, just as it is the affirmative teams to be topical. Maya Garabedian Boise High School INVESTMENT *putting money in something offering profitable returns. IDEFINITION IIVIOLATION IIISTANDARDS A. Limits: The debate must be limited to interpretations that are predictable, fair, and debatable. 1. Predictability: The negative must be able to accurately predict what is to be debated. If we cannot, all fairness and educational value is lost. 2. Contextual: The definition is taken from a source, which represents an expert in the field. This is the definition we should look at to accurately interpret the meaning of the resolution. IVVOTING ISSUES A. Topicality is a rule of the game. Life all games, rules are established to ensure fairness and integrity of the game. Topicality does this. B. Topicality is an affirmative burden. The affirmative plan must be topical. Otherwise, the negative team wins the debate. C. Topicality is A Priori and a jurisdictional issue. The judge has the right and responsibility to vote against the affirmative team if they are not topical. The judge should not look at any other argument or reason to vote for the affirmative if they are non-topical. D. Topicality maintains educational value. By requiring the affirmative team to be topical, the negative can prepare and requiring the affirmative team to be topical preserves the education value of debate. E. Topicality ensures clash. Debate cannot occur if the affirmative team is allowed to debate non-topical cases. It is the negative responsibility to clash, just as it is the affirmative teams to be topical. Maya Garabedian Boise High School TRANSPORTATION INFRASTRUCTURE *framework related to all modes of transportation IDEFINITION IIVIOLATION IIISTANDARDS A. Limits: The debate must be limited to interpretations that are predictable, fair, and debatable. 6. Predictability: The negative must be able to accurately predict what is to be debated. If we cannot, all fairness and educational value is lost. 1. Contextual: The definition is taken from a source, which represents an expert in the field. This is the definition we should look at to accurately interpret the meaning of the resolution. IVVOTING ISSUES A. Topicality is a rule of the game. Life all games, rules are established to ensure fairness and integrity of the game. Topicality does this. B. Topicality is an affirmative burden. The affirmative plan must be topical. Otherwise, the negative team wins the debate. C. Topicality is A Priori and a jurisdictional issue. The judge has the right and responsibility to vote against the affirmative team if they are not topical. The judge should not look at any other argument or reason to vote for the affirmative if they are non-topical. D. Topicality maintains educational value. By requiring the affirmative team to be topical, the negative can prepare and requiring the affirmative team to be topical preserves the education value of debate. E. Topicality ensures clash. Debate cannot occur if the affirmative team is allowed to debate non-topical cases. It is the negative responsibility to clash, just as it is the affirmative teams to be topical.

King Lear Act 4, Scene 6 Analysis

The plot really heats up in the final scenes of  Act 4, Scenes 6 and 7. This  study guide  delves into the breathtaking drama that concludes Act 4. Analysis: King Lear, Act 4, Scene 6 Edgar takes Gloucester to Dover. Edgar pretends to take Gloucester up a cliff and believes he can cure him of his wish to commit suicide. Gloucester announces to the gods that he intends to commit suicide. He feels dreadful about his treatment of his son and thankful to his beggar companion for helping him. He then throws himself off the imaginary cliff and pitifully falls on the ground. Gloucester is still suicidal when he revives and Edgar, now pretending to be a passerby tries to convince him that he has been saved by a miracle and that the devil had pushed him to jump. He says that the kind gods have saved him. This changes Gloucester’s mood and he now resolves to wait until life gives up on him. King Lear enters wearing his crown of flowers and weeds. Edgar is shocked to see that Lear is still mad. Lear is railing about money, justice, and archery. He uses fighting talk saying he is prepared to defend himself against anyone. Gloucester recognizes Lear’s voice but Lear mistakes him for Goneril. Then Lear appears to mock Gloucester’s blindness. Gloucester responds to Lear with pity and begs to kiss his hand. Obsessed with social and moral justice Lear reaches the radical conclusion that he wants to defend the poor and give them power. Lear tells Gloucester that it is man’s lot to suffer and endure. Cordelia’s attendants arrive and Lear runs off fearing them to be the enemy. The attendants run after him. Edgar asks for news of the impending battle between the British and the French. Gloucester appears to have rallied following his encounter with Lear; he seems to realize that his own suffering is not so unendurable in comparison with what Lear is going through. Edgar says he will lead Gloucester to a safe place. Oswald is pleased to find Gloucester and Edgar in order that he can claim Regan’s reward for Gloucester’s life. Gloucester welcomes Oswald’s sword but Edgar poses as a country bumpkin and challenges Oswald to a fight. Oswald is fatally wounded and asks Edgar to deliver his letters to Edmund. He reads the letters and discovers Goneril’s plot against Albany’s life. He decides to tell Albany about this plot when the time is right. Gloucester is concerned about Lear’s state of mind but wishes he could be mad to distract him from his guilt. Gloucester finds it difficult to be cheerful. Edgar goes to escort his father to the French camp. A drum roll signifies imminent battle. Analysis: King Lear, Act 4, Scene 7 Lear has arrived at the French camp but is sleeping. Cordelia tries to encourage Kent to reveal his true identity to Lear but he says he still needs to maintain his disguise. The King is carried in on a chair as the Doctor says it is time to wake him. All the characters on stage prostrate themselves before the king. Cordelia kneels by her father’s chair hoping that her kiss will make up for some of the wrongs done to him by her sisters. Lear wakes and is bewildered. He does not seem to recognize Cordelia who asks for his blessing. Lear falls to his knees before his daughter full of regret. Cordelia says she does not feel bitter towards him and asks him to walk with her, they leave the stage together. Kent and the Gentleman remain to discuss the battle. Edmund has been put in charge of Cornwall’s men. A bloody battle is expected.