Qualitative Analysis

Qualitative Analysis 1. Abstract Qualitative Analysis helps to analysis the ionic compounds ( cations and anions) which are presented in a salt (solid and in a solution). The experimental procedures show the identity of the substance but not the amount of the present agents. 2. Introduction The construction of ionic salt is based on a certain cation and a certain anion. To get to know the two different agents of the salt, the anions and cations has to be separated.For the separation the ionic salt has to be destroyed by chemical reaction to get the single elements and compounds. A physical reaction can only change the conditions of the salt ( solid or fluid) but not the structure of the educt. Every element and compound has characteristic reactions where the identity can be figured out by analyzing the out coming educt by its color, its odor, its precipitation and its solubility. The following experiment is separated in two parts.In the first part of the experiment, it has to be show n the different characteristic reaction with the cations (Na+, K+,NH4+,Mg2+,Cu2+,Ag+,Ba2+,Sr2+) and the anions ( Cl-, Br-, CO32-, SO42-, F-). In the following part there was an unknown ionic salt to analyze which is built out of one cation and one anion from above. 3. Materials and Methods 1. Materials †¢ Test tubes †¢ Bunsen Burner †¢ Test tubes rack †¢ Pasteur pipette †¢ Distilled water †¢ Ionic salts †¢ NaOH †¢ SO4-2 †¢ NH4 †¢ HCl †¢ AgNO3 2. MethodsThere are several experiments to analyze the compounds and elements of an ionic salt [1]: †¢ Flame Test (for solid substance): for visually determine the identity of an metallic agent in the ionic salt by the different color †¢ Heating effect ( for fluid substance): heating can cause the separation of a substance included odor development and color changing. This is given by nitrate, carbonade and sulfite ions †¢ Solubility in water: Almost all of the ionic salts ar e soluble in water †¢ Precipitation ( for fluid substance): A precipitate will form with a certain cation/ anion an insoluble substance.Characteristic precipitate will turned out 4. Results 1. Different characteristic reaction with the cations (Na+, K+,NH4+,Mg2+,Cu2+,Ag+,Ba2+,Sr2+, Ca2+) and the anions ( Cl-, Br-, CO32-, SO42-, F-) †¢ Flame test: o Na+: light yellow flame o K+: violet flame o Cu2+: yellow-orange, darker flame than the flame of Na+ o Ba2+: green flame in the beginning, after a little while the flame is turning yellow †¢ Heating effect: NH4+ + OH- ( NH3 (g) + H2O The ammonia (g) smells cautiously and changes the color of a red litmus paper into blue †¢ Precipitation: o Cl- + AgNO3 ( AgCl (s) + NO3, ( white prec. o Br- + AgNO3 ( AgBr (s) + NO3, ( light yellow prec. ) o I- + AgNO3 ( Agl (s) + NO3, ( yellow prec. ) o Ca2+ + CO32- ( CaCO3 (s), ( white prec. ) o SO42- + BaCl2 ( BaSO4 (s) + 2Cl-, (white prec. ) o CO32- + HCl ( CO2 (g)+†¦. , ( bubbel s can be seen) o Mg2+ + 2NaOH ( Mg(OH)2 (s) + Na+, (white prec. ) o Sr2+ + 2NaOH ( Sr(OH)2 (s) + Na+, (white prec. ) 2. Unknown Determination †¢ Look of the salt: o Shape: little grains o Color: white o Smell: no clear smell †¢ Kation: o Flame test: light yellow (= Na) o Control: X+ OH- ( no prec. (Kation: Na+ †¢ Anion: o X + AgNO3 ( white-brown prec. Control: Br-/ I- + AgNO3 ( yellow prec. ( = I- / Br-) o 1. X + SO42- ( no visually reaction o 2. X + SO42- ( CO2 (g) production ( bubbles visual) o X + HCl ( CO2 (g) production ( bubbles visual) ( Anion: CO32- The unknown salt is Na2CO3 5. Discussion The cation Na+ was easy to figure out because of its unmistakable color of the flame by holding into the Bunsen burner flame. It was more difficult to get to know the anion. The experiment with silvernitrat could be leading to a wrong conclusion. In the table [1] is written that there is no reaction ( precipitation) in the experiment with AgNO3 and CO32-.It could be that the test tube wasn’t clean and there was still some undesirable rest of another element or compound. Even a single grain of I- could cause a precipitation. Another problem to find the right anion was that the amount of our unknown salt was too low in our testing solution with acid sulfur. So there was no visual reaction with our unknown solution. But the second time with a higher amount of unknown salt in our testing solution there was a CO2 development. To be sure that this experiment is positive the experiment was repeated with HCl. There was the CO2 development good visible. Thus in the end the anion CO32- was proved. 6.Conclusion To do the right analyses it is very important not to trust a single experiment. Controls are very important to get the right elements and compounds. Also it’s very important to check wheather the equipment is clean. Any single rest of an undesired substance can imitate the result. But these are good experiments to get to known unknown element s and compounds of an ionic salt. 7. References [1] Handout: Medical & Pharmaceutical Biotechnology, Analytic Chemistry Laboratory, Winter Semester 2011 [2]J. E. Brandy, F. A. Sense, N. D. Jespersen, Chemistry. The Study of Matters and Its changes, International Edition, 5. Edition 2008 Qualitative Analysis Qualitative Analysis 1. Abstract Qualitative Analysis helps to analysis the ionic compounds ( cations and anions) which are presented in a salt (solid and in a solution). The experimental procedures show the identity of the substance but not the amount of the present agents. 2. Introduction The construction of ionic salt is based on a certain cation and a certain anion. To get to know the two different agents of the salt, the anions and cations has to be separated.For the separation the ionic salt has to be destroyed by chemical reaction to get the single elements and compounds. A physical reaction can only change the conditions of the salt ( solid or fluid) but not the structure of the educt. Every element and compound has characteristic reactions where the identity can be figured out by analyzing the out coming educt by its color, its odor, its precipitation and its solubility. The following experiment is separated in two parts.In the first part of the experiment, it has to be show n the different characteristic reaction with the cations (Na+, K+,NH4+,Mg2+,Cu2+,Ag+,Ba2+,Sr2+) and the anions ( Cl-, Br-, CO32-, SO42-, F-). In the following part there was an unknown ionic salt to analyze which is built out of one cation and one anion from above. 3. Materials and Methods 1. Materials †¢ Test tubes †¢ Bunsen Burner †¢ Test tubes rack †¢ Pasteur pipette †¢ Distilled water †¢ Ionic salts †¢ NaOH †¢ SO4-2 †¢ NH4 †¢ HCl †¢ AgNO3 2. MethodsThere are several experiments to analyze the compounds and elements of an ionic salt [1]: †¢ Flame Test (for solid substance): for visually determine the identity of an metallic agent in the ionic salt by the different color †¢ Heating effect ( for fluid substance): heating can cause the separation of a substance included odor development and color changing. This is given by nitrate, carbonade and sulfite ions †¢ Solubility in water: Almost all of the ionic salts ar e soluble in water †¢ Precipitation ( for fluid substance): A precipitate will form with a certain cation/ anion an insoluble substance.Characteristic precipitate will turned out 4. Results 1. Different characteristic reaction with the cations (Na+, K+,NH4+,Mg2+,Cu2+,Ag+,Ba2+,Sr2+, Ca2+) and the anions ( Cl-, Br-, CO32-, SO42-, F-) †¢ Flame test: o Na+: light yellow flame o K+: violet flame o Cu2+: yellow-orange, darker flame than the flame of Na+ o Ba2+: green flame in the beginning, after a little while the flame is turning yellow †¢ Heating effect: NH4+ + OH- ( NH3 (g) + H2O The ammonia (g) smells cautiously and changes the color of a red litmus paper into blue †¢ Precipitation: o Cl- + AgNO3 ( AgCl (s) + NO3, ( white prec. o Br- + AgNO3 ( AgBr (s) + NO3, ( light yellow prec. ) o I- + AgNO3 ( Agl (s) + NO3, ( yellow prec. ) o Ca2+ + CO32- ( CaCO3 (s), ( white prec. ) o SO42- + BaCl2 ( BaSO4 (s) + 2Cl-, (white prec. ) o CO32- + HCl ( CO2 (g)+†¦. , ( bubbel s can be seen) o Mg2+ + 2NaOH ( Mg(OH)2 (s) + Na+, (white prec. ) o Sr2+ + 2NaOH ( Sr(OH)2 (s) + Na+, (white prec. ) 2. Unknown Determination †¢ Look of the salt: o Shape: little grains o Color: white o Smell: no clear smell †¢ Kation: o Flame test: light yellow (= Na) o Control: X+ OH- ( no prec. (Kation: Na+ †¢ Anion: o X + AgNO3 ( white-brown prec. Control: Br-/ I- + AgNO3 ( yellow prec. ( = I- / Br-) o 1. X + SO42- ( no visually reaction o 2. X + SO42- ( CO2 (g) production ( bubbles visual) o X + HCl ( CO2 (g) production ( bubbles visual) ( Anion: CO32- The unknown salt is Na2CO3 5. Discussion The cation Na+ was easy to figure out because of its unmistakable color of the flame by holding into the Bunsen burner flame. It was more difficult to get to know the anion. The experiment with silvernitrat could be leading to a wrong conclusion. In the table [1] is written that there is no reaction ( precipitation) in the experiment with AgNO3 and CO32-.It could be that the test tube wasn’t clean and there was still some undesirable rest of another element or compound. Even a single grain of I- could cause a precipitation. Another problem to find the right anion was that the amount of our unknown salt was too low in our testing solution with acid sulfur. So there was no visual reaction with our unknown solution. But the second time with a higher amount of unknown salt in our testing solution there was a CO2 development. To be sure that this experiment is positive the experiment was repeated with HCl. There was the CO2 development good visible. Thus in the end the anion CO32- was proved. 6.Conclusion To do the right analyses it is very important not to trust a single experiment. Controls are very important to get the right elements and compounds. Also it’s very important to check wheather the equipment is clean. Any single rest of an undesired substance can imitate the result. But these are good experiments to get to known unknown element s and compounds of an ionic salt. 7. References [1] Handout: Medical & Pharmaceutical Biotechnology, Analytic Chemistry Laboratory, Winter Semester 2011 [2]J. E. Brandy, F. A. Sense, N. D. Jespersen, Chemistry. The Study of Matters and Its changes, International Edition, 5. Edition 2008

English Tennyson Essay Essay

How far do you agree with one reader’s view that â€Å"the men in Tennyson’s poems are whining, selfish and arrogant, with little to recommend them†? In Tennyson’s poem Tithonus, some may see him as self pitying. In the first stanza it begins with how man is born, works on the earth, then dies and is buried underground. However, the speaker, Tithonus, is cursed to live forever, â€Å"Me only cruel immortality consumes†. Tithonus then goes on to tell Aurora, goddess of the dawn, â€Å"I wither slowly in thine arms†. He expresses a passionate grief about this while he is now a â€Å"gray shadow† that was once a glorious and beautiful man chosen by Aurora to be her lover. He remembers long ago that he had asked Aurora to grant him eternal life, but the hours that accompanied Aurora were angry at Tithonus as he was able to resist death. Now, though he cannot die, he remains forever old and has to endure waking up to Aurora who is able to renew herself every morning, consequently stays forever young. In the third stanza, just before the sun rises, Tithonus tells us that he can see the â€Å"dark world† where he was born and was a mortal being. Aurora is told by Tithonus that she always grows beautiful, but she then leaves suddenly without having answered his request, â€Å"In silence, then before thine answer given departest, and thy tears are on my cheek† which tells us the sadness he feels about his curse of being old but never dying. He also questions Aurora as to why she must â€Å"scare† him with her look of regret as this makes him fear that an old saying â€Å"The God’s themselves cannot recall their gifts† might not be true. Tithonus then sighs and starts to reminisce about his youth, and remembered how his body used to come alive when he lay down waiting for the dawn, â€Å"..and felt my blood glow with the glow that slowly crimson’d all†. In the final stanza, Tithonus pleads with Aurora to not keep him imprisoned in the East as the sun always rises in the East, so he has to watch her rise anew each morning, because his eternal old age means he has to endure the overwhelming pain of watching Aurora’s eternal renewal. He asks her how it is possible for his nature to continue to mix with hers as they are both so different now. Tithonus wakes up each morning â€Å"cold† and â€Å"wrinkled† whereas  she rises to â€Å"happy men that have the power to die†. He asks Aurora â€Å"release me, and restore me to the ground† because he is miserable and can only appreciate life when he is dead. This way, Aurora can see his grave when he rises, and he who is buried in the earth will be able to forget the emptiness of his present state. Throughout the poem, there is no real sequence or structure to it. Tithonus’ thoughts and feelings jump back and forth; this shows the disorder and confusion in his life as he is immortal and life is a never ending struggle for him. Throughout the whole poem, Tithonus is whining about his immortal curse and how he pleads with Aurora to release him, even though he had asked her to grant him eternal life. This shows how arrogant he really is, because the reason he wanted eternal life was because he had remembered how much of a beautiful man he was. Aurora had given Tithonus what he had desperately longed for, then throughout the poem he had put all his misery, unhappiness and desperation on her as he realised he would stay forever old because the Hours punished him. He is trying to make Aurora feel guilty for what she has done because he has to be in the presence of her eternal youth and beauty. In Tennyson’s poem Ulysses some may view this as another example of how arrogant and selfish men are. Ulysses announces that he sees very little point in him staying at home â€Å"by this still hearth† with his old wife, which shows very little respect for her. He also speaks of his travels and how he intends to live life to the fullest and swallow every last drop of life. He has been exposed to many different types of people and their way of life. They have also exposed Ulysses to the â€Å"delight of battle† as he was fighting the Trojan War with his fellow soldiers. Ulysses says that his travels and what he has seen has shaped who he is, â€Å"I am a part of all that I have met† he explains. Ulysses declares it is boring to stay in one place, â€Å"how dull it is to pause, to make an end† and to remain in one place is to pretend that all there is to life is simply breathing. He yearns for new experiences that will broaden his horizons and grow in wisdom and learning â€Å"to follow knowledge like a sinking star†. Ulysses then speaks to an unknown audience about his son  Telemachus and how he will govern the island while he will continue his travels at sea. He speaks highly of his son Telemachus, praising his dedication and devotion to the gods â€Å"and pay meet adoration to my household gods†. This poem is written as a dramatic monologue and is spoken by a single character, which is Ulysses, and his identity is revealed through his own words. The lines are in unrhymed iambic pentameter which gives a natural and fluid quality to Ulysses’ speech. A lot of the lines in the poem end in the middle rather than the end, which is seen as appropriate for this poem because it is about pushing forward in life. Finally, the poem is split up into four paragraphs or sections that each has a thematic unit to them. In all dramatic monologues the character of the speaker emerges from his own words, and it is clear that Ulysses is incompetent as a ruler as he much prefers to travel the seas and embark on new quests, instead of taking care of his present responsibilities. From one reader’s point of view, Ulysses may be seen as egotistical and selfish as he devotes 26 lines to himself and longing for the travelling life, and another 26 lines to his mariners who travel the seas with him. However, he only devotes 11 lines to his son about how he is to govern his land whilst he is away, and only 2 lines about his â€Å"aged wife†. However, in that era, it was the norm for the males to travel the seas and explore the untraveled world, and for the wives and children they would stay at home waiting for the men to return. So one might say Ulysses was doing his duty and what was expected of him at that time. Another poem by Tennyson is Mariana which is drawn from a line in Shakespeare’s play Measure for Measure: â€Å"Mariana in the moated grange† which is about a woman waiting for her lover Angelo who has abandoned her because of the loss of her dowry. The poem has no real narrative movement and instead is a visual depiction of isolation. One of the most important symbols in this poem is in the fourth and fifth stanzas; the poplar tree can be interpreted as a phallic symbol as it provides a break in a flat and even landscape, â€Å"for leagues no other tree did mark†. The shadow of the poplar tree falls on Mariana’s bed at night when she feels love sick, which may suggest her sexual hunger for lover who has not come for her. The poplar  tree also comes from classic mythology; Ovid describes Oenone addresses the poplar tree in which Paris carved his promise not to desert her. Therefore the tree has become a symbol of a lover and his broken promise. The first, fourth and sixth stanzas are the only stanzas that take place in the daytime. They each show an unending present with no sense of time, light and darkness. These stanzas switch from the descriptions of Mariana feeling restless and sad, she does not sleep or wake but she is in a constant dreamy state of mind. Mariana cries in the morning and evening and awakes in the middle of the night. Going back and forth between a flat day and sleepless night creates a sense of torment and confused time. The poem involves no action or progression, and Mariana is locked in a constant state of longing and isolation. Because of the image we get of Mariana, one view would be that her lover is selfish and arrogant because he only ever wanted her for her dowry, but because she has nothing he no longer sees her as valuable. On the other hand, Tennyson wrote the poem from Marianas point of view, so we do not get a complete picture of what has happened. Overall, one might agree with a readers view that the men in Tithonus, Ulysses and Mariana are whining, selfish and arrogant with little to recommend them. Tithonus is putting guilt on Aurora for giving him immortality, even though he had asked for it. In Ulysses, he is clear that his love of the sea and his travels are greater than that of his wife and child. However, in those days Ulysses was just fulfilling his male role in his society, and this was part of the norm and everyday life for them. In Mariana, we get the impression from the way Tennyson tells the story of Mariana that her lover only really wanted her dowry, but because she has nothing left he is no longer interested and has left her waiting for him, therefore we would sympathise with Mariana. However, the reader is only seeing things from Marianas point of view as Tennyson wrote the poem from her perspective, so we are not getting the full picture of what happened.

Reflective statement for Women At Point Zero Essay

To what extent does the student show how his or her understanding of cultural and contextual elements was developed through the interactive oral ? I think time and place are one of the most important settings in the novel since as we know Cairo have a huge amount of unemployment as women at that time didn’t continou their education so having a secondary school certificate didn’t allow Firadus to find a decent job, after she moved from the village to Cairo which led her to prostitution. On the other some Muslims there misunderstand Islam such that her huspand Sheikh Mahmoud used to go to the mosque for every prayer but in the same time he used to beat her up just because she can eat and he cant or because she lives some food on the plate†¦ Since I come from an Arabic background , it was easy to understand how much she suffered to survive life , but it was a bit difficult to understand her mentality because Firdaus is a Muslim and she became a prostitute which is totally forbidden by Islam , at the same time prostitution is illegal in Egypt but still some police men used to go have sex with her every now and then while their actual job is to put her in prison . A connection that I have found similar to my own culture is that women at the age of 17 or 18 usually get married and stop education and that’s what happened to Firdaus. The most interesting technique used in the novel is flashback since once you start reading the book and you know she has killed a man , you really want to know what happened, why and how she killed a man and why did she spit on the picture of every man in the news paper. What I found also interesting is how she narrated her story with every man she met which led her to loathe the patriarch al society she lives in.

Discuss the ways in which law is changed and assess whether the law Essay

Discuss the ways in which law is changed and assess whether the law responds adequately to changes in technology and changes in - Essay Example It draws on the dominant morals, ethics and values to establish rules that are consolidated into law. Changes in Common Law comes with changes in the dominant culture of England at any point in time. Equity automatically developed after the Crown appointed a distinct unit of courts to handle cases based on the tradition of pardons that was established by in cases. Equity therefore changes with the changes in the dominance practices in the society. Aside Common Law and Equity which forms the basis of law in the UK, there are statutes that are created by Parliament as well as various units with powers arising from delegated legislation. Statutes are changed as and when a bill is presented before parliament and relevant bodies and changed as appropriate. Aside the British parliament, there are also various statutes that are created from the European Union as well as other international bodies that the country is signatory to like the United Nations. Statutes are interpreted by the Judic iary who are empowered as an autonomous body to do so. This is discharged through the various courts. The decisions of a court serves as precedence for other cases that may be presented to courts at its level or with jurisdictions below it. This is known as judicial precedents. Judicial precedents also change when the case at hand is decided in a manner that is quite different from the previous ruling. It can be pointed out that although the Common Law and Equity forms the broad framework within which the law is applied, Statutes are rules that are made and changed from time to time to ensure that the courts get a specific basis for the handling of cases. Changes in Law Rules are converted to laws when they are written down and backed by authority. Laws are created through bills which are discussed before parliament or an appropriate body, accepted, signed into law and enforced. In the UK today, Law is made by parliament – that is the House of Commons and the House of Lords. This therefore means that if a law is to be changed, it needs to go through the House of Lords and the House of Commons before it can be accepted as changed. A change in law can be prompted by a member of parliament, a Royal Commission set up to examine a certain law or situation in the society, a national emergency, the Law Commission or the party manifesto of the ruling government. All these outlets can potentially cause parliament to consider changing an existing statute to reflect situations that exist in the society at a given point in time. In this sense there are three main types of bills, there are the public bills, which affect the general public, the public members' bill which are put forward by an individual member of parliament. There is also a private bill which is a bill meant to create a law that affects a small interest group in the United Kingdom. After a proposition for a new law is raised before parliament, the relevant government department publishes a Green Pape r that outlines the elements of the Bill and engage various interest groups in a consensus building process. When the inputs for all interest groups are taken, the civil servants in the Government department summarizes the advice and comments and present them to the Minister in question. The Minister examines the comments and publishes a White Paper that contains the main ideas of the

Compensation Plan Outline Assignment Example | Topics and Well Written Essays - 1000 words

Compensation Plan Outline - Assignment Example The following is an outline of Kellogg’s compensation plan. Kellogg is the world’s number one producer of cereal, snacks, and frozen food producer including, crackers, cookies, cereal bars, fruits, flavored snacks, toaster pastries, veggie foods, and frozen waffles. In order to motivate its employees, the company has come up with a compensation plan, which provides eligible workers with a competitive form of retirement benefits depending on the years of service and pay and improve the performance of the employees. Kellogg Company uses a variety of equity-based compensation plans to provide long-term compensation to employees (Zoltners, Sinha, & Lorimer, 2006). Currently, the company’s incentives comprise of only stock options and executive performance shares, stock grants, and restricted stock units. In addition, Kellogg Company compensates employees for tax equalization payments, travel and home leave allowances, adjustments for cost of living, moving and relocation allowances, utilities and housing allowances, and hardship pr emiums and foreign service allowances (Harding & Rovit, 2004). Kellogg Company agrees to give compensations and benefits, according to the terms and condition of the Company’s benefit and compensation rules and regulations. Employees warrant and represent that an employee has gone through the compensation plan and understood its application and meaning. For the purpose of the compensation plan, employees in Kellogg Company agree that.A worker shall receive compensation and benefits as according to the compensation plan. According to the compensation plan of Kellogg Company, employees should receive compensation pay, which is equal to two operational years of target bonus and base salary. Such compensation amount shall be paid to employees under equal install aments as from the departure date (Plunkett, Jack, & Plunkett, 2009). According to Kellogg Company, then the

History of the Internet Essay Example | Topics and Well Written Essays - 2000 words

History of the Internet - Essay Example This paper will trace the history, growth and development of internet and how World Wide Web has changed the world which is based on the vision, hard labor and dedication of a few committed people. Internet is a network of networks that joins many government, university and private computers together. It provides an infrastructure for the use of e-mail, bulletin boards, file archives, hypertext documents and other computational resources (Slater, 2002). This network transports data and messages across distances which can be anywhere from the same office to anywhere in the world. The internet today is a widespread information structure and the initial prototype of internet is often called the National Informatics Infrastructure and has a complex history. The history of internet can be traced back to the launch and orbit of Sputnik I in 1957 which sent scientific and psychological shock waves in the science policy community as well as throughout American politics and the American public (Russell, 2001). This formed the basis for fundamental breakthroughs in American science, which resulted in a dramatic increase of federal spending on scientific research. Immediately after this, President Eisenhower created an agency known as Advanced Research Project Agency (ARPA later known as DARPA) which would be responsible for coordinating advanced, high-risk research that could lead to technological breakthroughs for the military at the height of cold war. The idea of ARPA was basically shaped by a group of scientists who feared that the government either misused or misunderstood modern science and technology. Since World War II scientists had been exploring how advanced computing could enhance national security. The SAGE air defense system, funded by the Air Force was developed by the MIT scientists during the 1950s (Russell, 2001). Computers were initially used as batch processing number-crunchers but subsequently they were used to work with people in real time to

Organizational Analysis Assignment Example | Topics and Well Written Essays - 1750 words

Organizational Analysis - Assignment Example Since its commencement in 1911, IBM has transformed as technological leader to presently possess around 433,000 employees and was accredited by Fortune as the second biggest United States based company with regard to employee number. Moreover, it is determined as fourth biggest in terms of market capitalization and ninth ranked in terms of profitability (ClearNexus, 2012). Besides, IBM holds many awards for its business-leading employment procedures and policies (IBM, n.d.). The company generates value for its customers and resolves business problems through rendering many different solutions that pull information technology and deep knowledge of business processes. IBM Global Services enable the company to address the needs of varied individual and organizational customers with the aid of IT consulting and services (IBM, 2012). Mission Statement and Role of HR in IBM IBM, as a company, deeply cherishes three of the most important values that are very much required for a company in o rder to reach exceptionable heights. IBM takes care of its employees and trusts its employees along with enabling the whole organization to follow their personal responsibilities at all levels in order to sustain themselves with the global standards. Thus, the three main mission statements that IBM follow: Devotion towards each and every client’s accomplishment Innovation and creativity that matters-for the organization and for the world Trust and human responsibility in each of its relationships (IBM, n.d.) Role of HR in Fostering IBM’s Mission Statement The role of human resource (HR) manager and department is considered to be one of the most critical constituents, which requires a lot of skills such as recruitment, staffing, brainstorming, designing payrolls, talent management, and employee retention among others. It is a kind of role that requires significant amount of multi-tasking skills and is very challenging (Dessler, 2011). IBM, being a company with a very la rge manpower, functions in a challenging and innovative environment in terms of managing the human assets as its resources. It believes in taking care of its customers and employees through different sections catering to the needs of the different people (Dessler, 2011). IBM follows a different HR aspect which was reorganized by Randy MacDonald, the senior vice president of human resources of the company. He segregated IBM’s 330,000 employees into three segments of customers including executive and technical employees as well as managers along with rank and file. Randy MacDonald has set up separate human resource management teams comprising training, recruitment and compensation specialists who concentrate on addressing the requirements of each staff segment. These particularly trained or specialized teams ensure that all the employees in the different segments get proper training, information and compensation as per the requirement and competency of the employees in order to support IBM’s needs (Dessler, 2011). Thus, IBM strongly believes on segmentation of the teams so that the needs and requirements of the different employees and customers can be taken care of. By following this policy, IBM not only caters to the need of the people but also manages the workplace in a very suitable manner. It also enables the company to dedicatedly meet its

XYZ Scholarship Program Essay Example | Topics and Well Written Essays - 750 words

XYZ Program - Scholarship Essay Example As the telecommunications and communication science fields are quickly evolving, I recognize that it is a driven industry that relies on electrical engineering and computer science.   Bioinformatics, as difficult as it may seem, is also intertwined with computer sciences, algorithms and advanced relational databases and computing.   I am extremely driven to make these endeavors a reality due to my lifelong interest in these areas and my dream is to utilize my gained wealth of knowledge to help give back to others in the future.   When considering what generated this interest in computer science, electrical engineering and telecommunications engineering and my aspirations of working in bioinformatics or advanced communications, I would have to say that I have always been fascinated by tinkering by taking things apart and putting them back together again to see how they work.   Additionally, my father is an electrical and mechanical engineer and I can recall always going to bed late at night after watching my dad work on funny looking drawings, which I know now were blueprints to something bigger and better.    With bioinformatics in mind, this sector influenced my career goals due to my fascination of the human genome project which is being completed under a National Institute of Health (NIH) Nationwide grant at several leading universities.   This type of sophisticated research relies on the rapid and advanced computerized system arrays operating at Peta flops and eventually Hexa flops.

Lab report (exercise physiology unit) Example | Topics and Well Written Essays - 500 words

(exercise physiology unit) - Lab Report Example determine Heart Rate training zones, recovery and much more.   Lactate is a metabolic product that can be measured by taking a drop of blood at a finger tip the same way diabetics monitor their blood sugar level.   The blood lactate level increases with exercise intensity and shows clearly the transition from aerobic to anaerobic activity.   Since the measurement is completely individual it gives a precise method for testing and monitoring training intensity and recovery.   (FaCT Canada Consulting Ltd, n.d.) Two body fat tests were performed on a 22-year old male named Dave. Firstly, skinfold measurement was done. In this case two methods were employed namely, Jackson and Pollack Method (1978) and Durnin and Wormersely Method (1974). Secondly, Dave underwent a Bioelectrical Impedance Analysis (BIA). The table below shows the data gathered from the two body composition tests. Using the formula to calculate the percent body fat for Jackson and Pollack Method and using the table provided for Durnin and Wormersely Method the percent body fats are 5.6 and ~12.9 respectively. The percent body fat calculated showed a discrepancy thus using skinfold method measurements is not a valid predictor of percent body fat; however they can be used as a monitoring device to indicate changes in body composition over time. Dave’s Bioelectrical Impedance Analysis (BIA) provided a percent body fat of 16%. According to the table above Dave fall under the description of ‘Fitness’ thus we can say that his percent body fat is appropriate and acceptable for his age. The table above shows a part of the blood lactate test results of Dave. We can observe the significant increase of heat rate as the time of exercise progressed. Blood lactate concentration, and changes in it, result from the balance between adding lactic acid to the blood, and the clearance of lactate from the blood by muscle and the heart for metabolic purposes. At rest and low exercise intensities, lactic acid’s

Critically analyse the impacts that mega events have on a tourism Essay

Critically analyse the impacts that mega events have on a tourism destination - Essay Example It shall also discuss the strategies that the Chinese government used in order to enhance positive impacts and reduce the negative impacts of these mega events on Beijing, China, and on the Chinese people. The 2008 Summer Olympics held in Beijing, China is the most recent Olympics conducted. China won the bid in 2001 to hold the 2008 Olympics after two rounds of voting by the International Olympic Committee (IOC). It was China’s second bid to host the international games after it failed in its first bid 8 years before to Sydney, Australia (Longman, 2001). The games were declared a success by the IOC during the 13th Olympic Congress last October. The Olympic Games featured participants from 204 IOC member countries with about 80 heads of state attending (Xinhua News Agency, 2008). The city welcomed thousands of tourists who participated, watched the games, and took in the many sites around the country. It was the biggest influx of tourists the country has ever seen; and considering its closed-door policy for so many years, the Beijing Olympics opened China, on so many levels, to the rest of the world. Mega events have the potential of bringing various economic benefits to the place where the event is to be held. Economic analysts claim that they bring macroeconomic benefits which ultimately mean higher economic growth to the country due to increased spending in relation to the mega event. Economics Help.org (2008) also points out that the extra spending seen in mega events helps fuel inflation and boosts the economy of the country in general. With the increased influx of tourists into China, the exchange rate was also expected to increase. CNN’s Nick Hopkins (2001) also points out how the Beijing Olympics would potentially trigger the entry of major international investments into China. The entry of multinational corporations like McDonald’s, Coca-Cola, and Eastman Kodak into China is already a given because these

Buseness Essay Example | Topics and Well Written Essays - 500 words

Buseness - Essay Example A business plan can help in identifying the underlying assets or liabilities of the business and also would bring into light the chances of the future business success or loss. It can also provide Micky McDonald with a financial analysis of the business of the future. A comparative analysis can also be made between owning and dumping the business. Therefore, in true sense Micky McDonald can take the decision on facts and figures rather than deciding whimsically (Saint Vincent College, â€Å"Importance of a Business Plan†). A business plan generally consists of the executive summary of the related ideas, the methodologies, the finances and various other aspects. In relation to the topic, it is very important to prepare a business plan in a very cautious manner. As the firm has been running in losses, it is quite significant to analyze the reasons for the failure of the business. The business plan should be in line with the failures of the firm in the previous period and its chances in the future. Actually the business plan should be based on the learning of the early failures of the business. A SWOT analysis and development of the value chain is very important in the business plan as they would act as a barometer for the success if the plan is accepted. Major emphasis should also be given on the distribution as it is one of the major focuses of a marketing firm. It should also make clear the objectives and the values of the firm. The dimensions to the business plans are infinite but the major focus should be on turning the sick business into a profit making one (Hadzima, â€Å"The Business Plan†). It is very important to have a business plan irrespective of the nature of the business being dynamic or static. In present day scenario, each and every business is operating in a dynamic environment. The business plan actually gives the business the much needed direction. The demand for the apparels used while snowboarding would be fluctuating but the

Pit Bulls Essay Example for Free

Pit Bulls Essay American societies famous bully breeds is too often stereotyped as malicious animals, but that stereotype is false due to evidence that pit bulls can be just as loving as the iconic golden retriever. According to the American Temperament Test, which is a test that focuses on and measures different aspects of temperament such as stability, shyness, aggressiveness, friendliness and self-preservation in the face of a threat shows that Pit Bulls have a temperament of 86.8%, (American Temperament Test Society) a much higher percentage than other breeds which justifies that these animals can withstand a higher tolerance of aggressiveness. If this is the case, why are Pit Bulls one of the most discriminated dog breeds in today’s society? Due to irresponsible owners, Pit Bulls have been labeled cruel and violent animals, leading people to be frightened for themselves, their children, and their pets. By experience and owning a pit bull for oneself, people would begin to understand something entirely different. Pit Bulls are a misunderstood breed; they are one of the most loving and loyal breeds that deserves a fair chance just like any other dog would, but because of irresponsible owners, and their negligence toward teaching their pit bulls the right mannerisms this may never happen. The reputation of the Pit Bull has taken a dramatic downfall in the past few decades due to negative publicity. Originally, Pit Bulls were considered to be   Ã¢â‚¬Å"American darlings†; during WWI they were claimed to be the sweetest and most loving dogs a person could own, but in the 1980’s the view of the â€Å"American darlings† changed due to an illegal â€Å"sport†, dogfighting. Although dogfighting is illegal in all fifty states, inhumane persons who participate in the sport choose pit bulls because of their strong physique and loyal personality, which contribute to the stereotype of all pit bulls being violent due to the public only viewing them as fighters. A famous example of this is the widely known scandal around NFL player Michael Vick, who was convicted of running Pit bull fighting kennels in Smithfield, VA. The outcome of this case brought on more discrimination toward Pit bulls in general. Although Pit Bulls were viewed badly, people still used them as the preferred guard dog not only for the bad as in drug houses and gang members, but also as one would get any dog, to use them as protection for their property. In 1987 an incident regarding a Pit Bull and a two-year-old sent red flags up for this prestigious breed. A pit bull that was under the care of an irresponsible owner had the dog guarding an illegal marijuana crop, in California, when a two-year-old boy who was unsupervised was wandering around and fell victim to the pit bull. This attack was immediately publicized because of the pit bull being involved as the main concern, which made the reputation of Pit Bulls sink even lower. People began to think that Pit Bulls were heartless killers, due to the mis-training of their owners. The public was misinformed; they did not know that the child was wandering around unsupervised in an enclosed area. This situation would create a threat to any guard dog, not just a Pit Bull, and the outcome would have been the same. Because of that horrible mistake, the Pit Bull was killed. In a situation like this, it is in no way the Pit Bull’s fault; he was merely doing his job. Rather, it is the owner’s fault for not clearly training him and the parent’s fault for being careless with their child. This was brought to the courts attention and soon thoughts of a ban against Pit bulls were raised. The public was outraged by this attack and proposed a ban on Pit bulls. This ban was granted throughout 39 or more cities and states without the consent of any animal professionals or the owners of this breed. These bans lead to the death of many innocent Pit Bulls in many areas. Many Cities reportedly spent over two hundred and fifty thousand dollars in rounding up and killing these animals. Devastated owners had their animals confiscated and killed without warning. In Tijeras, New Mexico, the ban was so strictly enforced that animal control officers were allowed to kill any Pit Bull seen on sight without compensation to the owner. Due to their misunderstood reputation, people made rash decisions that affected the lives of many loving Pit Bulls that never stood a chance. They have even become a â€Å"liability† due to their â€Å"overly violent† personalities and because of this have been banned from many areas in the United States. One thing that frightens people the most is a Pit Bulls jaw. While they do have one of the strongest jaws, it is not the strongest. Dr. I. Lerh Brisbin, of the University of Georgia, states, â€Å"The few studies, which have been conducted of the structure of the skulls, mandibles and teeth of Pit Bulls show, that, in proportion to their size, their jaw structure and thus its inferred functional morphology, is no different than that of any [other] breed of dog. There is absolutely not evidence for the existence of any kind of locking mechanism unique to the structure of the jaw and/or teeth of the American Pit Bull Terrier. † There is no evidence to prove that Pit Bulls have unique jaws or any lethal â€Å"lockjaw†. The â€Å"lockjaw† method is learned through training, it is not a special killing tool, and once again the owner creates this issue for the breed. Pit Bulls are not the only kind of dog to be able to do this; most breeds can. The difference is people are already scared of Pit Bulls, so they continue to publicize it much more than the other breeds. Christina Berry, writer for The Lazy Pit Bull states, â€Å"Pit Bulls are the most discriminated dog in the US. This is in part because there are so many myths surrounding them, which makes some people believe theyre not suitable for adoption. This is not true. A rescued Pit Bull can make a wonderful companion. † Once people realize this, then Pit Bull adoption rates will rise and they can be put into good homes. These animals need someone that will take care of them and love them. That is all that is required for a happy dog and no accidents will be encountered. If these animals were provided the rights training and proper care than there would not be any worry about owning one of these animals. There are many precautions that have to be taken when owning these animals. Such as; proper housing and fencing, this contributes to a safe environment where these animals can roam and live without the disturbance of others. Also a calm and secluded area where no one can be around or taunt the animal in its own territory. When these animals are out in the public they should be constantly under supervision, this will allow you to know what the animal is doing at all time and give the proper amount of time to react if the Pit Bull feels threatened. Throughout the awful times many people continue to stand by Pit Bulls, these people are the ones that have experienced owning this loving creature and understand that the bad reputation Pit Bulls have is merely a misconception. I believe that Pit Bulls are the greatest breed a family could have. I have had fourteen Pit Bulls and each one was very special to me. They are very playful, confident, strong, humorous, loving, but most of all loyal. They will do anything for their owners. They are just like any other dog, but unfortunately they are not seen the same. Not one of my Pit Bulls ever harmed or attacked any other animal or human. They continuously proved themselves to being the sweetest animals that many have had the great fortune to meet. What normal, other dogs can do, like jump on somebody or behave like a dog, a Pit Bull can do that and be deemed dangerous, (Kingsbury) Unless people start taking the time to get to know the extraordinary breed that Pit Bulls are, they will never be able to understand their true personality or help them. Pit Bulls need to stop being looked at as monsters and killing machines, they are just like any other dog. They are loving, trusting, loyal, and fun. Pit Bulls are a wonderful versatile breed and are used for many different purposes; Fighting is not the only thing they excel at. They are a breed always focused and determined to please its owner, thus if we start using them for the right purposes these dogs make wonderful therapy, guide, rescue, service, weight pulling, but most of all companion dogs. â€Å"Pit Bulls love people. Although this breed frequently gets a bad rap in the media, if you have ever met a Pit Bull that was raised by a loving, conscientious family then you will understand how much they like to be with people.   All they need is the right kind of guidance, and owner. Pit Bulls are just like any other pet that one takes into their home, these dogs are wrongly named and deceived for the acts they are trained by their owners to do. JRL Solutions states, â€Å"It is in actuality the humans who continue to make a series of hasty or ignorant mistakes that are helping to perpetuate the bad reputation this breed has gained over the last decade. † If a law should pass against these dogs, it should be the law to mandate the right methods of training. To punish these dogs and classify them as malicious or dangerous is a hypocritical judgment as any dog, small, medium, or large could be classified into these categories. After much research and experience as I have had my fair share in taking responsibility and care of this precious breed, it is safe to say that society should rethink their opinions and misconceptions of these dogs. It is proven that they were the â€Å"American darlings† of our time, they have the tolerance to withstand aggressiveness, and they are one of the most loyal companions any man could ask for.

Theories in Nationalism

Theories in Nationalism Introduction Nationalism, a term which has been defined in various ways and still continues to nurture the debate around it, is one of the strongest forces in the world as we know it today. Despite its strong influence during the last centuries, it has remained long neglected by academia (Hutchinson Smith 1994: 3). One of the first scholars to address this academic shortcoming was Elie Kedourie, a British scholar of the Middle East, who offered a conservative challenging theory against nationalism in his thought-provoking book entitled Nationalism. In this sense, it is safe to say that most scholars concerned with this field of study have been influenced, to some extent, by the work of Kedourie and have taken issue with it. Kedourie has dealt with nationalism in a number of books, presenting his passionate dissent against the spread of nationalism as an ideology in Europe. His book Nationalism identifies nationalism as a doctrine invented in Europe at the beginning of the nineteenth century (1960: 9) that divides humanity into separate and distinct nations (1960: 73). As a scholar who spent a large proportion of his life teaching, Kedourie emphasized the importance of understanding the philosophy of history and the value of its practice, and criticized academics for meddling with political affairs (Kedourie, 1998a: 51; Minogue, 2008). A fervent advocate of strong, long-lasting empires, he argued, that nationalism as an ideology had caused global wars, destruction, and great misery (Sieff 2006). The objective of this paper is to critically assess Kedouries contribution to the study of nationalism. For this purpose, this essay is structured as follows; firstly, it sets the context by briefly introducing the life and works of Elie Kedourie. This is important as, growing up an Iraqi Jew, Kedourie personally experienced the negative impacts of Arab nationalism which caused him as most other Jews to flee his home country. Kedourie blamed British policy for the rise of nationalism in the Middle East, a policy he later criticized in his works. The essay then proceeds to identify and explain his concept of, and arguments against nationalism; next, it explores Elie Kedouries dialogue with three theorists who were influenced by and developed Kedouries ideas; and finally, it presents a critique of his theory and concepts. In summary, this paper demonstrates Kedouries unique attitude towards and his innovative theory of nationalism, but also the flaws in his theory based on which led ma ny of his followers and critics to charge him with intellectual determinism (Lawrence 2005: 132). Kedourie and His Works Kedourie was undoubtedly a man of great achievement. An Iraqi-Jew, he was born in Baghdad on January 25, 1926, but migrated to Great Britain as part of the post-1948 Jewish mass departure from the Arab world (Minogue 2008). In his doctoral thesis, England and the Middle East (1956), which he wrote at Oxford University, he, for the first time, systematically criticized the British foreign policy and its inter-war role in Iraq (Kramer 1999). Accordingly, his controversial thesis was not only much debated, but Kedourie was asked to change it. However, Kedourie felt so strongly about his writings that rather than modify it, he withdrew it! Throughout his life, Kedourie offered a seminal analysis that expounded the state of world affairs and exposed the evil of nationalism. Although he published his most important book entitled Nationalism decades ago, Kedouries ideas still resonate today and are being studied by a number of critics and theorists of nationalism. Kedourie was brought back into academia by his colleague Michael Oakeshott, and consequently held a chair in Politics at the London School of Economic for 40 years. He was an expert on Middle Eastern history, founder and editor of the journal Middle Eastern Studies (1964), and the author and editor of many outstanding books, especially on the Middle East. In contrast to many other scholars of and on the Middle East, Kedourie was able to see it in a wider world context (Mango 1993: 375). This interest led him from Arab nationalism to his study of nationalism as a universal phenomenon. The significance of this, was that it changed the traditional thinking of nationalism and brought to awareness its disastrous influence and its major potential in threatening world order. Besides the book Nationalism, his published works also include Afghani and Abduh: An Essay on Religious Unbelief and Political Activism in Islam (1966), the famous The Chatham House Version (1970), Nationalism in Asia and Africa (1970), and Arabic Political Memoirs and Other Studies (1974). Among his later books are In the Anglo-Arab Labyrinth (1980), The Crossman Confessions (1984), Politics in the Middle East (1992), and Hegel and Marx: Introductory Lectures, his posthumous book published in 1995. Kedourie impressed with his sharp intellect and his rather eloquent, clear and coherent writing style. Although English was his third language, his works were written in an excellent English style worthy of one of the greatest orientalists and scholars of our time (Moreh 1998: 2). Especially in his book Nationalism, he manages to draw a clear and red line from the sometimes very abstract explorations of the foundations, on which he then builds his theory, to the explanation of his approac h itself. In addition, Kedouries personality stood out in academia. As opposed to many academics, Kedourie neither locked himself in the so-called academic ivory tower, nor did he fall into the circle of self-adoration. Kedourie, more than anything else, was a mentor and father figure to his students (Salibi 1994)! Although he was sometimes referred to as idealistic, most of his students and scholars alike remember Kedourie as humble, dignified, kind, and a generous scholar with quiet and gentle courtesy which one could always count on (Salibi 1994). Kedouries Concept and Critique of Nationalism After the two World Wars, a grouping of independent states created the United Nations and other international bodies, such as the European Coal and Steel Community (ECSC) or theEuropean Economic Community (EEC), and forged multilateral treaties (for example Treaty of Paris, NATO, Warsaw Pact) to sustain peace and worldwide cooperation in the hope of preventing another global conflict. Kedourie believed that many calamitous global events, such as war, destruction, poverty, famine and genocide, were caused by a doctrine of nationalism, which justified the division of nations. Kedourie (1993b: xiii) viewed nationalism as an ideology and believed that it had been made a contrived religion by governments to justify their actions and to maintain their so-called right to national self-determination (Kelidar 1993: 5-6). Kedourie laid out his controversial theory against the nationalism doctrine in his book Nationalism. In the first chapter, Politics in a New Style, he explains his pessimism about ideological and constitutional politics, which presupposes nationalism as an effective force to strengthen and preserve the identity and authority of a nation (Spencer Wollman 2002: 49). In the following chapters, he tackled the concept of self-determination, which the intellectuals, particularly Immanuel Kant, brandished as the supreme political good (Kedourie 1993a: 22); the relation of state and individual, wherein he criticized the influence of Kant on modern thinkers and the effects of dangerous political ideas on individuals; diversity, which spread the world over as a result of the propagation of nationalism; and national self-determination, which has caused the division of states into nations, disorders and wars. In the last two chapters, he addressed the relationship between nationalism and politi cs and its negative consequences. Kedourie was the first theorist who addressed nationalism systematically and identified it as (an historically erroneous) doctrine. His path-breaking theory introduced new standards to the traditional studies of the phenomenon which saw in granting self-determination the only acceptable way to deal with nationalism. Kedourie relied on historical accounts of global events and on this basis identified three strong arguments against nationalism. Firstly, he claimed that nationalism as a political ideology was impotent and had no significance to reality. Secondly, he asserted that the divisive character of nationalism caused and will continue to cause wars and man-made catastrophes. Finally, he saw nationalism as being about the enshrinement of the concept of sovereignty or self-determination as the fundamental force of global order (Kedourie 1993b: xvi). With regards to his first argument, nationalism was seen as being a political ideology due to its extensive relation to politics. He observed that the doctrine was first conceived and then propagated in Europe in the last century (Deol, 2000: 12). It was an era when nationalism was systematically turned into kind of religion to inspire the people and make them believe that they had a duty and responsibility to serve their homeland. According to Kedourie, the purpose of ideological politics was to impose political culture, legal principles and moral standards on people by means of force (1986: 47-48). When a government seeks to establish an ideology, it can only do so through the use of force and arbitrary powers. He identified the platonic character of this strategy, which posits that a state or society has to eliminate the ideology of the people so as to impose its own political culture or ideology (Kedourie 1993b: xiv). Kedouries argument is clear: ideological politics in the last century has caused many horrific events because of the ideologists attempt to change the status quo and to enforce their own ideology on the masses. As an example he mentioned the case of Yugoslavia. Following its creation after the First World War, Yugoslavia sought to attain unity in order to establish an independent state, but such a national ambition was waylaid when the Yugoslavs fell into the oppressive hands of the Hungarians, Austrians and Ottomans. Another argument he made against ideological politics was that a state that espoused nationalism caused the division of its individual subjects and separation between the government and the governed. Kedourie asserted that a society that adopted certain kinds of principles deprived the people of their rights. A group of people treated as mere ciphers by their rulers would be led to treat their fellow men in the same way. Turning to his second argument nationalism will lead to war and manmade disasters- Kedourie explained that nationalism supports the division of humanity into a number of states and thus also supports the division of men in terms of race, tradition, religion, and political ideology (1986: 71-73). Since nations are divided into many categories, Kedourie argues that wars and disasters are inevitable. He argued that conflicts and chaos ravaged the whole of Europe between 1848 and the end of World War II because of the concept of nationalism (Kedourie 1993b: xvi). However, he rejected the argument that poverty is somehow linked to nationalism. Since most poor countries have prevalent nationalist ideology, he believed that poor economic conditions might bring about social displeasure, which may lead to the propagation of nationalism (Kedourie 1974c: 19). However, he claimed that the rise of nationalism in Czechoslovakia and Italy was not due to evident poverty. Furthermore, Kedourie believed that the development of nationalism in Asia and Africa was basically a reaction to invasion and foreign occupation (1974: 21). Lastly, he criticized socialism as an ideological obsession that caused great destruction in the last century. He states (1993b: xvii) that socialism has produced not happiness or spiritual fulfilment, or even material prosperity, but, on the contrary, unparalleled oppression and misery, and it has sunk by the weight of its own misconceived ideals. Moreover, he suggested that the collapse of Soviet Russia in 1991 had led to a precarious disproportion of power among its former constituents and their neighbours. Hence, he warned that this power vacuum could lead to war. He concluded that nationalist ideology did not evidently ensure economic success or honest and responsible government. Kedouries condemnation of nationalism and by extension his path-breaking theory, was seen by many theorists on nationalism that followed as a milestone in the evolution of the theoretical debate (Ozkirimli 2000: 32). As a consequence, the vast majority of these theorists took issue with his theory in one way or another. Kedouries Influence on other Theorists of Nationalism Kedouries passionate arguments against nationalism gained both the admiration and support of a coterie of loyal followers but also drew some harsh criticism. Undoubtedly, he contributed enormously to the great debate about the origins and nature of nationalism. As a man of exceptional intellectual reputation with exacting standards in his thinking and scholarship, Kedourie was immensely influential on many modern scholars and his students alike (Salibi 1994: 4) and thus, achieved to transform and revolutionize the understanding of nationalism (Minogue 2008; Kelidar 1993: 5-6). Three distinguished theorists of nationalism who admired Kedourie, but took issue with his ideas are Ernest Gellner, Anthony Smith, and Benedict Anderson. All of these theorists built on the works of Kedourie, and this made for a great contribution to the debate about the nature and roots of nationalism that dominated the European community in the nineteenth century (Gellner 1996: xix). Smith openly elaborated on the intellectual depth of Kedouries seminal arguments against the concept of nationalism, saying that the latters works continue to exert a wide influence on modern thinkers like him (2007: 213). Similarly, Gellner credited Kedouries work but also attributed a lot of critique to Kedouries ideas (Gray 2004). This paper will now examine in more depth some of these issues in order to provide a critical evaluation of the strengths as well as limits of Kedouries arguments. Anthony D. Smith For his part, Smith agreed with Kedouries concept of nationalism as an ideological crusade that seeks the achievement and maintenance of national sovereignty, harmony, and distinctiveness, on behalf of a particular group of inhabitants (2007: 214). Smith reiterated Kedouries argument that although nationalism was sparked by the myth of the French Revolution, this ideological movement was inspired by Kant, which then in turn influenced Johann Gottlieb Fichte. Smith claimed that the main proponent of nationalism was Fichte, a Kantian, who, in his Addresses to the German Nation (1808), established an agenda for the creation of a German national education (Choueiri 2000: 6). Smith concurred with Kedourie that this secular ideological movement was inspired by the declaration of independence, which states that sovereignty resides exclusively in the state. Smith (2007a: 217) also regarded nationalism as a secular form of religion, and concluded that traditional religions like Judaism preserve their character and that they contribute to the propagation of nationalism by serving as agents of collective sentiments. Smith thus supported Kedouries statement that Judaism is a religion that accentuates the value of land and language and national feeling (1993b: 76) and suggested that there are cultural similarities between modern nationalism and biblical Israel and its covenant. This being said, in his Theories of Nationalism, Smith criticized Kedourie for selecting only the extreme features of nationalism, thus overlooking the civilizing and empowering influence of the doctrine (Jinadu 1972: 646). Benedict Anderson In his Imagined Communities: Reflection on the Origins and Spread of Nationalism, Benedict Anderson, a modernist theorist like Kedourie, identifies the rise of capitalism at the beginning of industrialization era as the main reason for the emergence of nationalism: peoples literacy level increased due to the emergence of printing press capitalism. No longer were they dependent on the church for getting information. As a result, member of various communities became aware of each other and hence it helped them imagine the nation and the feeling of being a nation (Capmack 2005). In complete contrast to Kedouries hostility to the idea of nationalism, Anderson posits that nationalism contributes to a better society and encourages good behaviour: You follow the laws because they are your laws (2005). However, he agrees with Kedourie on the importance of history, arguing that such doctrines as nationalism or nationality are like cultural relics that can only be understood by tracing their historical roots, nature and motivations (1991: 4). He thus stated that eighteenth century Europe was not simply marked by the beginning of nationalism but by the end of religious forms of thought. Changes in the religious community, according to Anderson, gave rise to the belief that nationalism was a secular solution to the question of continuity that had been answered previously by religious faith. He wrote: What I am proposing is that nationalism has to be understood by aligning it, not with self-consciously-held political ideologies, but with the large cultural systems that preceded it- out of which, as well as against which- it came into being (1991: 11). Hence, in many ways, Anderson simply complements the arguments raised by Smith and Kedourie that the form of nationalism that dominates the world today is a combination of traditional religions and of secular political ideologies based on national self-determination. Another similarity arises by looking at their views on nationalism and language. Anderson suggested that language could be used as a cohesive force to nurture peoples love of their country. For example, songs, poetry, and national anthems are used as effective agents of nationalism (1991: 145). Accordingly, the use of language is a significant reason for the emergence of independent, divided states and the proliferation of print-word (Mar-Molinero Smith 1996: 70). Similarly, though more pessimistic and with almost sad undertones, Kedourie elaborates that language is a strong expression of ones individuality and thus the most important criterion for a nation to be recognized and to exist (1986: 64). The emphasis on language with regards to nations, and by extension of states, has had many negative side-effects among which language has been transformed into a political issue for which men are ready to kill and exterminate each other (1985: 71). Ernest Gellner Gellners Nations and Nationalism was a direct response to Elie Kedouries theory, which Gellner believed lacked any real comprehension of the reality of nationalism, as a result of its overly intellectual focus (Gellner 1983). He dissented on the idealist argument of Kedourie that nationalism was the consequence of a historical anomaly and intellectual blunders, and suggested that it was rather an unavoidable by-product of economic and technical progress (Gray 2004). Moreover, Gellner rejected the premise that the concept of nationalism was based on the philosophy of Kant, and then spread by inept philosophers and intellectuals. He defended Kant, maintaining that there is no relationship, other than a verbal one, between individual self-determination and national self-determination, and that Kant was a very model for that allegedly bloodless, cosmopolitan, emaciated ethic of the Enlightenment which romantic nationalists detested (OLeary 1997: 198). Similar to Kedouries pessimistic view, Gellner perceived nationalism as the strongest principle of political legitimacy in the modem world and stated that nations should be collectively and freely institutionally expressed, and ruled by its co-nationals.Nationalism invents nations where they do not exist. (1964: 168). Apart from nationalism, Gellner (1985: 1) believed that reformism and industrialization were the two enormous forces that were changing the world. This was his main departure from the concept suggested by Kedourie. Gellners derisive arguments against nationalism perturbed secular rationalists, socialists, and conservatives. He agreed with Kedourie that nationalism presupposes that such important concepts as social justice, material progress, utility and reason, rational principles and law are merely consequential doctrines in supporting and imposing an established and justifiable socio-political order, thus inciting unrelenting denunciation from socialists and liberals for about two centuries (OLeary 1997: 192) Although it appears that Gellner presented similar views to those expressed by Kedourie, he did, however, criticize Kedourie for omitting the sociological analysis in his study of nationalism. Gellner believed that nationalism became a sociological necessity in the modern world, whereas Kedourie rejected any sociological explanation as a form of reductionist economism (Kramer 1999: 637-638), and maintained that history has no depths to be plumbed or main lines to be traced out, and that history does not need explanatory principles, but only words to tell how things were (Kramer 1993). I believe that the differences between Gellner and Kedourie are rather of an epistemological nature than of a fundamental one. Although they dissent on origins of nationalism and on the type of their analysis, the basic concepts of their theories, however, do have significant similarities. For instance, they both recognize nationalism as a modern doctrine. Moreover, they both share a pessimistic view of nationalism and point out its dangerous consequences. Perhaps the similar nature between Gellners and Kedouries theories might be attributed to the significant influence that Kedourie had on Gellner. Lawrence (2005: 132) supports this idea when he writes: his focus on the links between nationalism and modernization certainly inspired later theorists such as Gellner and Hobsbawm. Critique / Conclusion Kedouries basic contention was one of enormous skepticism and suspicion especially vis-Ã  -vis third world nationalism, which he perceived as a reaction to European nationalism (1974: 1-153). It appears that his personal experiences greatly influenced his pessimism towards nationalism in general, and more specifically his rather hostile attitude toward a nations self-determination, leading to one of the main flaws in Kedouries theory. He was certain that the idea of national self-determination was not only absurd, but also destructive, immoral and could only lead to violence and discord in domestic politics (Minogue, 2008). Kedourie further postulated that the origins of self-determination were the Age of Enlightenment, which led men to discover the law of nature and rational principles, and its philosophical corollary-the Declaration of the Rights of Man and the Citizen. This declaration states that a nation must exercise autonomy and that no man or group of men can go beyond the ambit of the law. Kedourie (1993: xiv) wrote: The law was universal, but this did not mean that there were no differences between men; it meant rather that there was something common to them all which was more important than any differences. While taking this rather skeptical stance, Kedourie failed to really develop his arguments on this particular issue any further, and thus left himself open to criticism based on philosophical and historical concerns. He successfully presented a path-breaking theory against the perils of nationalism. Historical events tell us that extreme nationalism has caused global disasters, wars, and massive poverty in the past. He was right in arguing that both conservative and socialist governments subscribed to the ideology of nationalism to achieve their national goals. Kedourie and other nationalist critics exposed nationalism as a dangerous political ideology that must be rejected. Smith, Anderson, and Gellner developed Kedouries theory by presenting the causes, historical origins, and consequences of nationalism. Furthermore, today one might argue that some collectivist countries like North Korea, China, Cuba, among others have made nationalism a secular religion. However, Kedouries theory was not flawless as the section above has to some extent already shown. Kedourie may have raised valid arguments against nationalism; however, as Smith pointed out, the relationship between ideology and nationalism is not always a negative one. In fact, for example, in the case of the periphery countries of the former Soviet Union, history has shown that a nationalist ideology enabled and mobilized people to free themselves from factors which enslaved them. Kedouries somewhat one-sided and hostile portrait of nationalism ignores its constructive aspects and its vital role in creating, as well as controlling, social and political change. Another major flaw in his work is of epistemological nature. Throughout his book one question repeatedly comes to mind: How does he know that? For instance, looking at the question of origin, he connects nationalism with the French revolution as mentioned above. However, why, accordingly to Kedourie, was there no nationalism before the modern era? He does not take issue with this and thus fails to give sufficient evidence for his argument and against more primordial views on nationalism. Moreover, Kedourie perceives nationalism as a (secular) form of religion and thus he suggests that it may substitute the traditional religions. According to him, the religious origins of nationalism are used merely for political purposes. However, he neglects the relationship between religion and pre-modern ethnic identities in many areas of the world and then overlooks religious and secular roots of modern nationalism and, thus over-simplifies the relation between religion and modern nationalism (Hutchinson Smith 1994: 70). Finally, it appears that his views on ideology and nationalism were heavily influenced by his personal experiences, as well as the British academic attitudes of that time, which were fundamentally skeptical of any ideology per se (personal conversation with lecturer). For instance, Michael Oakeshott, a mentor and colleague of Kedourie, doubted the political action and questioned the assertions made in defence of political ideology (Kedourie 1998a: 111). Kedourie was exposed to the teachings of early British scholars like Oakeshott who dismissed the notion of a science of politics. This is one of the reasons behind his pessimistic view on ideology and his scorn of the academics interference in politics. In the final analysis, however, I agree with Kedouries skeptical contention as, looking at the world today and how nationalism as portrayed by Kedourie has infected and affected many countries towards the negative, his warning proved to be valid. Bibliography Anderson, B.R 1991 Imagined Communities: Reflections on the Origin and Spread of Nationalism, London: Verso Anderson, B.R 2005, I Like Nationalisms Utopian Elements Interview with Lorenz Khazaleh, CULCOM,[Online], Dec. 15, Available at: http://www.culcom.uio.no/english/news/2005/anderson.html [Accessed 19 November 2009] Choueiri, Y.M 2000 Arab Nationalism: Nation and State in the Arab World, New York: Wiley-Blackwell Deol, H 2000, Religion and Nationalism in India: The Case of Punjab, London: Routledge Gellner, E 1985, Islamic Dillemas: Reformers, Nationalists, and Industrialization, Berlin: Walter De Gruyter Gellner, E 1964, Thought and Change, London: Weidenfeld and Nickolson Gray, J 2004, Book Review, [Online], Available at: http://www.lse.ac.uk/collections/gellner/Gray.html [Accessed 18 November 2009] Hearn, J I 2009,Discussion on Kedourie and nationalism, [Conversation] (Personal communication, 1 December 2009) Hutchinson, J. Smith,D.A. 1994, Nationalism, Oxford: Oxford University Press Jinadu, L.A 1972, Book Review, The Journal of Modern African Studies, [Online], Dec., 10(4), pp. 645-648, Kedouri, S 1998a, Elie Kedouri CBA, FBA, 1926-1992: History, Philosophy, Politics, New York: Routledge . 1993b, Nationalism, Fourth, Expanded Edition. London: Wiley . 1974c, Nationalism in Asia and Africa. London: Routledge . (1960d) Nationalism. First Edition. London: Hutchinson . (1984e) The Crossman Confessions and Other Essays in Politics, History, and Religion. London: Mansell Publishing Kedourie, E., Gammer, M., Kostner, J., and Shemesh, M 2003 Political Thought and Political History: Studies in Memory of Elie Kedourie, London: Routledge Kelidar, A 1993, Elie Kedourie: An Appreciation, Journal of Contemporary History, 28(1), pp. 5-6 Kramer, M 1993, Arab Nationalism: Mistaken Identity, Daedalus, [Online], Summer 1993, pp. 171-206, Available at: http://sandbox.blog-city.com/arab_nationalism_mistaken_identity.htm [Accessed 17 November 2009] . (1999) Elie Kedourie,Encyclopedia of Historians and Historical Writing, [Online], 1, pp. 637-638, Available at: http://sandbox.blog-city.com/elie_kedourie.htm [Accessed 17 November 2009] Lawrence, P 2005, Nationalism: history and theory, Harlow: Pearson Mango, A 1993, Elie Kedourie: An Appreciation, Middle Eastern Studies, [Online], Jul., 29(3), pp. 373-376, Mar-Molinero, C., Smith, A 1996, Nationalism and the Nation in the Iberian Peninsula, Basingstoke: Berg Publishing Minogue, K, 2008, Elie Kedourie, Standpoint, [Online], Aug., Available at: http://www.standpointmag.co.uk/node/291/full [Accessed 16 November 2009] Moreh, S 1998, A Tribute to Elie Kedourie, In Kedourie S. eds. ELIE KEDOURIE, CBE., FBA 1926-1992, [Online], London, Portland-Oregon: Frank Cass Publishers , p. 132 Available at: http://www.dangoor.com/74006.html [Accessed 18 November 2009] OLeary, B 1997, On the Nature of Nationalism: An Appraisal of Ernest Gellners Writings on Nationalism, British Journal of Political Science, [Online], Apr., 27(2), pp. 191-222, Ozkirimli, U 2000, Theories of Nationalism: A Critical Introduction, Palgrave Macmillan Salibi, K 1994, Edie Kedourie: A Tribute, Middle Eastern Studies, 30, Thirty Volume Index 1964-1994, pp. 1-5 Sieff, M 2006, Isaiah Berin and Elie Kedourie: Recollections of Two Giants, Covenant, [internet], Nov., 1(1), Available at: http://www.covenant.idc.ac.il/en/vol1/issue1/sieff.html [Accessed 16 November 2009] Smith, D.A 2007a, Nation and Covenant: The Contribution of Ancient Israel to Modern Nationalism, Proceedings of the British Academy, 151, pp. 213-255 Smith, D.A 1971b, Theories of Nationalism, Michigan: Duckworth Spencer, P. Wollman, H 2002, Nationalism: A Critical Introduction, California: SAGE Publishing

Technology Used In Mobile Wallet Computer Science Essay

Technology Used In Mobile Wallet Computer Science Essay Mobile wallet system is an innovative and revolutionary breakthrough mobile commerce solution that offers the conveniences of cash-less shopping, as well as making remote payments via any mobile phone, where financial and merchandising transactions are done at the touch of the fingertips. Technology used in mobile wallet is known as Near Field Communication (NFC). Near Field Communication is a short range high frequency which enables the exchange of data between devices over about a 10 centimeter distance. Keywords: Mobile wallet, Near Field Communication, mobile commerce, intelliwal, DORIS i.e. Digital online registration and identification system. , RFID i.e. Radio Frequency Identification I. Introduction Mobile wallet also known as wallet phone is a mobile enabled application that will replace a device from your pocket i.e. your wallet. The emerging wireless and mobile networks have extended electronic commerce to another research and application subject i.e. mobile commerce. This creates new opportunities for customers to conduct business from any location at any point of time. One of the significant application of mobile applications is transforming the mobile phone into a mobile wallet with digital cash that supports both as real cash and security [1]. It is a type of mobile payment technology in which instead of paying with cash, checks or credit cards, a consumer can use a mobile phone to pay for wide range of services and digital or goods such as: Music, videos, ringtones, online game purchase, wallpapers and other goods. Transportation fare of bus, train etc Books, magazines, tickets and other goods There are four primary models for mobile payments: Direct Mobile Billing SMS based transactional payments Mobile web payments (WAP) NFC (Near Field Communication) So in the payment models, mobile wallet uses NFC technology II. System Requirement A. Hardware requirement: Mobile Phone that should be NFC enabled. Touch point i.e. NFC enabled machine Doris SD card token for security purpose. B. Software requirement: Intelliwal DORIS Operating system Programming language Intelliwal is a smart running mobile phone application which incorporates and extends all the functionality provided by a conventional physical wallet [8]. History of all the transaction is maintained in this application. Digital online registration and identification system, for short DORIS is mainly for security purpose [8]. Operating system for mobiles should be symbian. Programming language used is C++. III. Technology Used Near Field Communication (NFC) Near Field Communication, for short NFC is a technology for short range communication. It uses magnetic field induction to enable communication between electronic devices based on Radio Frequency Identification (RFID). We have to just bring two NFC enabled devices in close contact for communication .Some examples of what a user can do with an NFC mobile phone in an NFC-enabled environment: Download music or video from a smart poster. Exchange business cards with another NFC enabled phone. Print an image on a printer using your phone. Use a point-of-sale terminal to pay for a purchase, the same way as with a standard contactless credit card. Can pay train or bus fare using your phone. Communication Modes of NFC Active mode Passive mode In active mode devices can communicate with each other. Each device has to generate its own RF field, if it wants to send data. The RF field is alternately generated by one of the two devices. In passive mode a device has to use inductive coupling to transmit data. For battery powered devices, like mobile phone it is better to use in passive mode. In this mode communication takes place between active device and passive device. OPERATING MODES OF NFC NFC devices work in three different operating modes [8]: PEER-TO-PEER MODE READER/WRITER MODE TAG EMULATION MODE IV. System Description While using mobile wallet we should have a mobile phone with NFC enabled in it and one touch point NFC enabled machine. If we want to buy anything just bring our mobile in contact of touch point and we can simply do the transaction using our mobile phone by entering the product code in an application called intelliwal which is present in NFC enabled handset. Intelliwal is a smart running mobile phone application which incorporates and extends all the functionality provided by a conventional physical wallet. History of all the transaction is maintained in this application. Digital online registration and identification system, for short DORIS is mainly for security purpose. DORIS works as tri interface chip is attached to NFC enabled mobile phone which provides authentication. V. Applications Mobile wallet application can be used by anyone having NFC enables handset. Currently nokia is giving this facility in some of its handset. It is more secure than keeping a wallet [9]. Using NFC technology we can exchange data between two devices, pay bus or train fare, print image on printer and lots of other applications. VI. Advantages Mobile wallet provides freedom from keeping your wallet, credit card, debit card etc with you. Using your mobile phone you can shop anywhere you want. NFC has many advantages such as mobile ticketing in public transport, exchange of data etc. VII. Future Application Mobile wallet can be used as : Electronic ticketing à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ airline tickets, concert/event tickets, and others. Electronic money. Travel cards. Identity documents. Mobile commerce. Electronic keys à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ car keys, house/office keys, hotel room keys, etc [3]. Currently it is in use in some countries such as US. Forging a tie-up with ICICI Bank and Bharti Airtel it is expected that nearly half of present Indian population will use this by 2010 [4]. VIII. Conclusion Mobile wallet provides freedom from keeping your wallet, credit card, debit card etc with you. Using your mobile phone you can shop anywhere. Near Field Communication is an efficient technology for communications with short ranges. It offers an intuitive and simple way to transfer data between electronic devices. A significant advantage of this technique is the compatibility with existing RFID infrastructures.

An Investigation into the Enthalpies of the Combustion of Alcohols Essa

An Investigation into the Enthalpies of the Combustion of Alcohols ================================================================== Planning My aim for this experiment is to see the energy produced from different alcohols. This investigation involves burning alcohol in the air. ‘GCSE Chemistry’ by B.Earl and L.D.R Wilford says that "alcohols form, another homologous series, with the general formula Cn H2n+1OH ". The alcohol reacts with the oxygen in the air to form the products water and carbon dioxide. This reaction is exothermic, as heat is given out. This is because the amount reactant energy is more than the product energy the difference between this is ΆH, therefore some energy has been given out in the form of heat. The energy is given out when forming the bonds between the new water and carbon dioxide molecules. This can be shown in an energy level diagram: Reaction co-ordinate ΆH is the heat content, which is the enthalpy, which is negative in exothermic reactions as the diagram shows that energy is 'lost' as heat. Enthalpy is defined as the energy of reaction, or the heat energy associated with a chemical change. For any reaction carried out directly at a constant pressure, the heat flow is exactly equal to the difference between enthalpy of products and that of the reactants. To measure the heat energy given off, we must use this energy to heat something, this will be water. This is assuming that all the heat produced by combustion of the alcohol will equal the amount of heat absorbed by the water (q). So I will measure the amount of energy required to do so. This can be worked out by using the formula: q = mass x specific heat capacity x temperature rise or q = MCΆH. Where q is the quantity of heat. The specific heat capacity is the amount of energy required to heat the substance, and is calculated using the formula: q =energy supplied/ Mass x Temperature, where q is the enthalpy, c is the specific heat capacity and ΆH is the temperature rise. I chose to use water as it is safe, easily obtainable, and has a constant, reliable specific heat capacity of 4.2J/ °C. The bonds which are made in a exothermic reaction are forces of attraction between the atoms or ions in a substance. These can be of two types: covalent, in which the atoms share electrons. Examples of this are water and carbon dioxide, whi... ...low temperature reading to heat the 100cm3 of water. The procedure of the experiment was good enough of finding out the energy gained from the individual alcohols, but changes could have been made to make the reliability of the results more accurate. This could have been done by using a better and more accurate thermometer, such as an electric thermometer, which have gave me a much more pin point set of results. If I were to do this experiment again I would make a number of improvements or changes, I could use a Bomb Calorimeter which submerges the reaction inside an insulated container of water. An electrical heating device starts the reaction inside a sealed reaction vessel and the temperature rise of the water which surrounds it is measured. Bomb calorimeters are often used to find the calorific value of foods. Looking at the experiment I did I thought we could have extended the results we achieved by using different flame lengths, this would have told us how much the alcohol uses its energy when the flame is increased. I could have also changed the amount of water in the copper calorimeter, or even change the concentration of alcohol to see the effect.

Iron :: essays research papers

Iron Iron in its pure state is soft, malleable and ductile (that can be stretched, drawn or hammered thin without breaking ((Webster's Dictionary, 419, 1988)) with a hardness of 4-5. It is easily magnetized at room temperatures and this property disappears when heated above 790 degrees Celsius.. Metal iron occurs in a free state in only a few localities, notably Greenland (Encarta, 1996). One of the physical properties of iron as an ore is its color which can be black, brown or even reddish. Hematite is the most important iron ore, commonly occurs as "kidney ore" - so -called because of its shape (Symes, 1988, 56). Other ores included goethite, magnetite, siderite, and bog iron (Encarta, 1996). Even though iron is tough and hard it is still easy to work. Iron is a active metal and will combine with halogens, carbon, etc. It has an atomic weight 55.847, it's atomic number is 26, it's specific gravity is 7.86, it's melting point is 1535 degrees Celsius, and it's boiling point is 3000 degrees Celsius. It burns in oxygen forming ferrous oxide. When exposed to moist air, iron becomes corroded, forming a reddish - brown, flaky, hydrated ferric oxide, commonly known as rust. (Encarta, 1996) Iron is formed in shallow seas. It comes out of the water and collects on the sea floor. This creates an underwater deposit. This process occurs over billions of years. Through plate movement the whole sea floor is eventually moved up out of the water. Once out of the water, the iron has formed a land deposit. The biggest iron deposit in the United States is in the Great Lakes. Northern Minnesota is often called the Iron Range. There are two ways iron deposits are located. In the first method special machines that detects the iron's magnetism are used ti find a deposit. In the second method a plane with special equipment flies over an area of land suspected of having ore deposits and shoots down sound waves to determine if that area contains iron deposit. The waves come back up to the plane and determined by the pattern one can tell if there is an iron deposit. In the early 1990's annual production of iron ore in the United State exceeded 56 million metric tons (Encarta, 1996). There are two ways in which iron is mined. The two ways are open pit and shaft mining. Open pit mining is used 85% of the time for shallow deposits. Open pit mining is also call strip mining. The way open pit mining works is the top soil is removed with a

Nss Phy Book 2 Answer

1 1 2 3 C Motion I 7 (a) From 1 January 2009 to 10 January 2009, the watch runs slower than the actual time by 9 minutes. Therefore, when the actual time is 2:00 pm on 10 January 2009, the time shown on the watch should be 1:51 pm on 10 January 2009. Practice 1. 1 (p. 6) D (a) Possible percentage error 10 ? 6 = ? 100% 24 ? 3600 = 1. 16 ? 10 % 1 (b) = 1 000 000 days 10 ? 6 –9 It would take 1 000 000 days to be in error by 1 s. (b) Percentage error 9 = ? 100% 9 ? 24 ? 60 = 6. 94 ? 10–2% 4 (a) One day = 24 ? 60 ? 60 = 86 400 s Practice 1. 2 (p. 15) 1 2 3 4 5 C B D D (b) One year = 365 ? 86 400 = 31 500 000 s 5 Let t be the period of time recorded by a stop-watch. Percentage error = 0. 4 ? 100% ? 1% t t ? 40 s (a) Total distance she travels 2 ? ? 10 2 ? ? 20 2 ? ? 15 + + = 2 2 2 = 141 m (b) Magnitude of total displacement = 10 ? 2 + 20 ? 2 + 15 ? 2 = 90 m Direction: east Her total displacement is 90 m east. The minimum period of time is 40 s. 6 (a) Percentage error error due to reaction time = ? 100% time measured 0. 3 = ? 100% 10 = 3% 6 7 His total displacement is 0. With the notation in the figure below. (b) From (a), the percentage error of a short time interval (e. g. 10 s) measured by a stop-watch is very large. Since the time intervals of 110-m hurdles are very short in the Olympic Games, stop-watches are not used to avoid large percentage errors. Since ZX = ZY = 1 m, ? = ? = 60 °. Therefore, XY = ZX = ZY = 1 m The magnitude of the displacement of the ball is 1 m.  © 8 (a) The distance travelled by the ball will be longer if it takes a curved path. 7 (a) Length of the path = 0. 8 ? 120 = 96 m (b) No matter which path the ball takes, its displacement remains the same. (b) Length of AB along the dotted line 96 = 30. 6 m = (c) Magnitude of Jack’s average velocity 30. 6 ? 2 = = 0. 51 m s–1 120 Practice 1. 3 (p. 23) 1 B Total time 5000 5000 = + = 9821 s 1. 4 0. 8 5000 + 5000 = 1. 02 m s–1 Average speed = 9821 Practice 1. 4 (p. 31) 1 2 C B Final speed = 1. 5 ? 1 – 0. 2 ? 1 = 1. 3 m s–1 2 C Total time = 9821 + 10 ? 60 =10 421 s 5000 + 5000 Average speed = = 0. 96 m s–1 10 421 3 A By a = 3 D When the spacecraft had just finished 1 revolution, the spacecraft returned to its starting point. Therefore, its displacement was zero and its average velocity was also zero. v ? u , t v = u + at 36 = + ( ? 1. 5) ? 2 3. 6 = 7 m s–1 = 7 ? 3. 6 km h–1 = 25. 2 km h–1 Its speed after 2 s is 25. 2 km h–1. 4 5 D (a) Average speed 100 = = 10. m s–1 9. 69 (b) Yes. This is because the magnitude of the displacement is equal to the distance in this case. 4 B Take the direction of the original path as positive. Average acceleration of the ball ? 10 ? 17 = 0. 8 = –33. 8 m s–2 The magnitude of the average acceleration of the ball is 33. 8 m s– 2. v ? u By a = , t 100 ? 0 v ? u 3. 6 t= = = 4. 27 s a 6. 5 6 (a) Two cars move with the same speed, e. g. 50 km h–1, but in opposite directions. (b) A man runs around a 400-m playground. When we calculate his average speed, we can take 400 m as the distance and his average speed is non-zero. But since his displacement is zero (he returns to his starting point), his average velocity is zero. 5 The shortest time it takes is 4. 27 s.  © 6 Time / s –1 4 0 2 4 6 17 8 22 D Average speed 80 + 60 = 5 = 28 km h–1 Average velocity = Speed / m s 2 7 12 v ? u 22 ? 2 a= = 2. 5 m s–2 = t 8 The acceleration of the car is 2. 5 m s–2. 7 (a) I will choose ‘towards the left’ as the positive direction. 80 2 + 60 2 5 (b) 5 = 20 km h–1 C Total time 10 10 = + 2 3 = 8. 33 s v ? u , t u = v ? at = 9 ? (? 2) ? 3 = 15 m s–1 –1 (c) By a = Average speed 20 = 8. 33 = 2. 4 m s–1 Her average speed for the whole trip is 2. m s–1. The initial velocity of the skater is 15 m s . 8 (a) The object initially moves towards the left and accelerates towards the left. It will speed up. 6 7 8 9 10 C C C B A Magnitude of displacement = 2000 2 + 6000 2 = 6324. 6 m Magnitude of average velocity 6324. 6 = 4 ? 3600 = 0. 439 m s–1 6000 tan ? = 2000 ? = 71. 6 ° His average velocity is 0. 439 m s–1 (S 71. 6 ° E). (b) The object initially moves towards the right and accelerates towards the left. It will slow down. Its velocity will be zero and then increases in the negative direction (moves towards the left). Revision exercise 1 Multiple-choice (p. 5) 1 2 3 C D B  © 11 C Total time = 13 min = 780 s 840 ? 2 = 2. 15 m s ? 1 Average speed = 780 (b) Displacement from Sheung Shui to Lok Ma Chau 1000 = ? 6. 3 1 = 6300 m Magnitude of average velocity 6300 = 359 = 17. 5 m s–1 (1M) (1A) (1M) (1A) 12 13 D (HKCEE 2003 Paper II Q3) Conventional (p. 37) 1 Total time left for the two players = 4 ? 60 + 9 + 5 ? 60 + 16 = 565 s Total time they have been playing = 2 ? 60 ? 60 ? 565 = 6635 s (= 110 min 35 s = 1 h 50 min 35 s) (1A) 5 (a) Total distance = 1500 + 40 ? 1000 + 10 ? 1000 = 51 500 m Total time = 2 ? 3600 + 3 ? 60 + 8 = 7388 s Average speed 51 500 = 7388 = 6. 7 m s–1 (1M) (1A) 2 (a) 50 m (1A) (b) Ma gnitude of average velocity of Kitty 50 = (1M) 1? 60 + 15 = 0. 667 m s ? 1 (1A) (1M) (1A) (c) Average speed of the coach 5 + 50 + 5 = 1? 60 + 15 = 0. 8 m s ? 1 (b) Swimming: Average speed 1500 = 21 ? 60 + 28 = 1. 16 m s–1 Cycling: Average speed 40 000 = 1 ? 3600 + 1 ? 60 + 53 = 10. 8 m s–1 Running: Average speed 10 000 = 39 ? 60 + 47 = 4. 19 m s–1 (1M) His average speed was the highest in cycling. (1A) 3 (a) Since she measures the time interval based on 1 cycle of the pendulum, the error (0. 3 s) in measuring the cycle of the pendulum accumulates. is from 8 to 14 s. 1A) (1A) The range of the time interval (10 cycles) (b) When finding the time for one pendulum cycle, Jenny should time more pendulum cycles (e. g. 20) with the stop-watch and divide the time by the number of cycles. (1A) 4 (a) Time required 7. 4 ? 1000 = 20. 6 = 359 s (5 min 59 s) (1M) (1A)  © (c) Yes. Since the time interval of this competition is quite long, (1A) using stop-watch will not result in large percentage error as the reaction time for an average person is only 0. 2 s. (1A) (1M) (c) Total time = 5 min 45 s ? 1 min 58 s = 3 min 47 s = 3 ? 60 + 47 = 227 s v? u a= (1M) t 431 ? 0 = 3. = 0. 527 m s–2 (1A) 227 The average acceleration of the train is 0. 527 m s–2. 6 (a) v = u + at =0+6? 4 = 24 m s–1 = 86. 4 km h 86. 4 km h . –1 –1 (1A) The maximum speed of the car is 8 (1M) (a) Total distance = 8000 + 4000 + 5000 = 17 000 m Total time = 1 ? 3600 + 30 ? 60 + 45 ? 60 (b) v = u + at = 24 + (–4) ? 2 = 16 m s –1 –1 = 57. 6 km h (1A) –1 = 8100 s Average speed 17 000 = 8100 = 2. 10 m s–1 (1M) (1A) (c) The final speed of the car is 57. 6 km h . v? u a= (1M) t 16 ? 0 = 6 = 2. 67 m s–2 2. 67 m s–2. (1A) The average acceleration of the car is (b) 7 (a) Average speed 30 000 = 8 ? 60 = 62. m s–1 The average speed of the train is 62. 5 m s–1. (1M) (1A) (b) Maximum speed 430 = = 119. 4 m s? 1 > average speed 3. 6 (1A) The average speed must be smaller than the maximum speed because the train needs to speed up from start and slows down to stop during the trip. (1A) Magnitude of displacement = 3000 2 + 4000 2 = 5000 m Magnitude of average velocity 5000 = = 0. 617 m s–1 8100 4000 tan ? = 3000 (1A) ? = 53. 1 ° His average velocity is 0. 617 m s (N 53. 1 ° E).  © –1 (1A) 9 (a) Distance travelled = 10. 5 ? 3 ? 60 = 1890 m (1M) (1A) 10 (a) Total distance = (120 + 50) ? 1000 = 170 000 m (1M) (1A) b) Circumference of the track =2 r = 2 (400) = 2513 m The distance travelled by Marilyn is 3 1890 m which is about of the 4 circumference. (1A) (b) N ?XYZ is a right-angled triangle. Z ? 50 km 30 ° Y 60 ° X ? ? 120 km Magnitude of displacement (from town X to town Z) = 120 000 2 + 50 000 2 = 130 000 m 120 tan ? = 50 ? = 67. 4 ° Magnitude of displacement AB = 400 2 + 400 2 (1A) (1A) ? = 90 ° ? 67. 4 ° = 22. 6 ° ? = 60 ° ? 22. 6 ° = 37. 4 ° The total displacement of the car is 130 000 m (N 37. 4 ° E). = 566 m Magnitude of average velocity 566 = 3 ? 60 = 3. 14 m s 400 tan ? = 400 ? = 45 ° (S 45 ° E). –1 (c) (1A) Total time 170 000 = = 10 200 s 60 3. 6 Magnitude of average velocity 130 000 = 10 200 = 12. 7 m s–1 Its average velocity is 12. 7 m s (N 37. 4 ° E). –1 (1A) (1A) (1M) (1A) Her average velocity is 3. 14 m s–1  © 11 (a) AC = 60 2 + 80 2 = 100 m 80 tan ? = ? = 53. 1 ° 60 (1M) The total displacement of the athlete is 100 m (S53. 1 °W). (1A) 13 (Correct label of velocity with correct direction (towards the left). ) (Correct label of acceleration with correct direction (towards the right). ) (1A) (1A) (a) The coin moves in the following sequence: B A C C A Therefore, it is at A finally. Displacement of the coin = 15 cm (1A) (1M) (1A) (1M) b) Distance travelled by the coin = 15 + 30 + 30 = 75 cm (b) Time / s v / m s–1 0 –6 1 –4 2 –2 3 0 4 +2 5 +4 6 +6 (1A) (1A) (c) (i) Total time = 2 s ? 4 = 8 s Average velocity 15 ? 10 ? 2 = 8 = 0. 0188 m s? 1 (0. 5A ? 6) (1M) (1A) (c) The car will slow down and its speed will drop to zero. After th at the car will move towards the right with increasing speed (uniform acceleration). (1A) (1M) (1A) (1M) (1A) (1M) (1A) A (ii) Average speed 75 ? 10 ? 2 = 8 = 0. 0938 m s? 1 (1M) (1A) 12 (a) Total distance travelled = 60 + 80 + 80 + 60 = 280 m (d) (i) The coin moves in the following sequence: B A C C A B B b) Magnitude of total displacement = 80 + 80 = 160 m 160 m (west). The total displacement of the athlete is Therefore, it is at B finally. zero. the coin is also zero. (1A) (1M) (1A) (1M) (1A) (1M) (1A) (ii) The displacement of the coin is Therefore the average velocity of (c) Total distance travelled = 280 + 60 + 80 = 420 m 14 (a) Total distance = ? r = 5? ? 60 m C = 15. 7 m Total displacement =5+5 = 10 m 80 m  © The total displacement travelled by her is 10 m. (b) Jane’s statement is incorrect. (1A) Since both girls start at X and meet at Y, they have the same displacement. (1A) Betty’s statement is incorrect. 1A) Since both girls return to their starting point, their displacements are zero. (1A) Physics in articles (p. 40) (a) From 19 January 2006 to 28 February 2007, (1A) It takes New Horizons spacecraft a total of 406 days to travel from the Earth to Jupiter. (1A) (b) (i) Average speed total distance travelled = total time of travel (1M) = 8 ? 108 406 ? 24 (1A) (1M) = 8. 21 ? 104 km h? 1 (ii) Average acceleration change in velocity = total time of travel = (8. 23 ? 5. 79)? 10 4 406 ? 24 = 2. 50 ? 104 km h? 2 (1A) (1A) (c) July 2015  © 2 1 2 3 4 5 Motion II 10 (a) The object moves with a constant elocity. Practice 2. 1 (p. 61) D B D D B 30 ? 10 = 10 m s–1 v= 2 (b) The object moves with a uniform acceleration from rest. (c) The object moves with a uniform deceleration, starting with a certain initial velocity. Its velocity becomes zero finally. The velocity of the car at t = 2 s is 10 m s–1. 6 7 C (d) The object first moves with a uniform acceleration from rest, then at a constant velocity, and finally moves with a smaller uniform acceleration again. (a) Total displacement = 4 ? 5 + (? 5) ? (7 ? 5) = 10 m The total displacement from the staircase to her classroom is 10 m. (e) The object moves at a constant velocity and then suddenly moves at constant velocity of same magnitude in the opposite direction. (b) Classroom C 8 (f) The object moves with uniform deceleration from an initial velocity to rest, and continue to move with the uniform acceleration of the same magnitude in opposite direction. 9 (a) The object accelerates. (b) The object first moves with a constant velocity. Then it becomes stationary and finally moves with a higher constant velocity again. 11 (a) The object moves with zero acceleration (with constant velocity of 50 m s–1). (b) The object moves with a uniform cceleration of 5 m s–2. (c) 12 The object moves with uniform deceleration of 5 m s–2. (c) The object decelerates to rest, and then accelerates in opposite direction to return to its starting point. (a) It moves away from the sensor. (d) The object moves with uniform velocity towards the origin (the zero displacement position), passes the origin, and continues to move away from the origin with the same uniform velocity.  © (b) (c) The greatest rate of change in speed 0 ? 3. 5 = 2 = –1. 75 m s–2 (d) Total distance travelled = area under the graph 3. 5 ? 2 2 ? 6 = + 2 2 = 9. 5 m Practice 2. 2 (p. 71) 1 C By v2 = u2 + 2as, 290 3. 6 2 13 (a) =0+2? 1? s s = 3240 m = 3. 24 km < 3. 5 km The minimum length of the runway is 3. 5 km. 2 B Cyclist X is moving at constant speed. Time for cyclist X to reach finish line displacement 150 = = = 30 s time 5 For cyclist Y: u = 5 m s–1, s = 250 m, (b) Total distance travelled = area under the graph (12 + 6) ? 3 = 2 = 27 m a = 2 m s–2 By s = ut + 1 2 at , 2 1 250 = 5 ? t + ? 2 ? t2 2 (c) Average speed total distance travelled = time taken 27 = 3 t = 13. 5 s or t = ? 18. 5 s (rejected) Y needs 13. 5 s to reach finish line. Therefore, cyclist Y will win the race. 3 B Since the bullet start decelerates after fired into the wall, we could just consider the displacement of the bullet in the wall. To prevent the bullet from penetrating the wall, the bullet must stop in the wall. = 9 m s–1 14 (a) She moves towards the motion sensor. (b) The highest speed of the girl in the journey is 3. 5 m s–1.  © By v2 = u2 + 2as, 0 = 500 + 2 ? (? 800 000) ? s 2 8 By v = u + at, 14 = u + 2 ? 5 u = 4 m s–1 s = 0. 156 m = 15. 6 cm < 15. 8 cm The minimum thickness of the wall is 15. 8 m. By v2 = u2 + 2as, 142 = 42 + 2 ? 2 ? s s = 45 m 4 C When the dog catches the thief at t = 5 s, its total displacement is 30 m. The dog is sitting initially, so u = 0. 1 By s = ut + at2, 2 1 30 = 0 + a(5)2 2 The displacement of the girl is 45 m. 9 (a) v = u + at = 0 + 20 ? 0. 3 = 6 m s? 1 The horizontal speed of the ball travelling towards the goalkeeper is 6 m s? 1. a = 2. 4 m s–2 Its acceleration is 2. 4 m s–2. (b) By v2 = u2 + 2as, 02 ? 62 a= = –22. 5 m s? 2 2 ? 0. 8 The deceleration of the football should be 22. 5 m s? 2. 5 6 D 90 36 ? v? u = 3. 6 3. 6 = 1. 5 m s–2 a= t 10 By v = u + 2as, 2 2 10 (a) The reaction time of the cyclist is 0. 5 s. s= v ? u = 2a 2 2 90 3. 6 36 3. 6 2 ? 1. 5 ? 2 2 = 175 m (b) Braking distance (2. ? 0. 5)? 15 = 11. 25 m = 2 Thinking distance = 15 ? 0. 5 = 7. 5 m Stopping distance = 11. 25 + 7. 5 = 18. 75 m child. 20 m The distance travelled by the motorcycle is 175 m and its acceleration is 1. 5 m s . –2 7 (a) Thinking distance = speed ? reaction time 108 = ? 0. 8 = 24 m 3. 6 Therefore, the bicycle would not hit the (b) Since the car decelerates uniformly, braking distance v+u = ? t 2 108 +0 = 3. 6 ? (3 ? 0. 8) 2 = 33 m 11 By v = u2 + 2as, 0 = 32 + 2 ? (–0. 5) ? s s=9m 8m Therefore, the golf ball can reach the hole. 2 12 (a) (i) By v = u + at, 0 = u + (–4)(4. 75) u = 19 m s–1 The initial velocity of the car is 19 m s–1. (c) Stopping distance = thinking distance + braking distance = 24 + 33 = 57 m  © (ii) By v2 = u2 + 2as, 0 = 19 + 2 ? (–4) ? s s = 45. 1 m 2 3 C For option A, apply equation v2 = u2 – 2gs and take s = 0 (the ball returns to the second floor), v = –u = –10 m s–1 (vertically downwards) The displacement of the car before it stops in front of the traffic light is 45. 1 m. This is the same velocity as the initial velocity of option B. Therefore, in both ways the ball has the same vertical speed when it reaches the ground. (b) By v = u + 2as, 17 = 0 + 2 ? 3 ? s s = 48. 2 m 2 2 2 The displacement of the car between starting from rest and moving at 17 m s is 48. 2 m. –1 4 B Take the upward direction as positive. 1 By s = ut + at2, 2 1 0 = u ? 30 + ? (? 10) ? 302 2 u = 150 m s–1 13 (a) By v2 = u2 + 2as, v2 = 0 + 2 ? 0. 1 ? 500 v = 10 m s–1 His speed is 10 m s . –1 (b) Consider the first section. By v = u + at, v? u t= a 10 ? 0 = 0. 1 = 100 s Consider the second section. 1 By s = ut + at2, 2 1 800 = 10t + ? 0. 5t2 2 t = 40 s or t = –80 s (rejected) The speed of the bullet is 150 m s–1 when it is fired. 5 Speed of stone Equation used t=1s t=2s t=3s t=4s v = u + at Distance travelled by the stone 1 s = ut + at 2 2 m 20 m 45 m 80 m 10 m s–1 20 m s 30 m s –1 –1 40 m s–1 Total time taken = 100 + 40 = 140 s It takes 140 s for Jason to travel downhill. 6 1 By s = ut + at2, 2 1 10 = 0 + (10) t2 2 t = 1. 41 s v = u + at Practice 2. 3 (p. 83) 1 2 D D = 0 + 10(1. 41) = 14. 1 m s–1 It takes 1. 41 s for a diver to drop from a 10-m platform. His speed is 14. 1 m s–1 when he enters the water.  © 7 Take the upward direction as positive. By v = u + 2as, 4 = 0 + (2)(–10)s s = 0. 8 m 2 2 2 Besides, since Y spends a shorter time to reach its highest point, it should be fired after X. 10 (a) By s = ut + The highest position reached by the puppy is 0. m above the ground. 8 (a) Consider the boy’s downward journey. Take the downward direction as positive. 1 By s = ut + at2, 2 1 0. 5 = 0 + (10) t2 2 t = 0. 316 s 1 2 at , 2 1 120 = 8t + ? 10 ? t2 2 t = 4. 16 s or t = ? 5. 76 s (rejected) It takes 4. 16 s to reach the ground. (b) v = u + at = 8 + 10 ? 4. 16 = 49. 6 m s–1 Its speed on hitting the ground is 49. 6 m s–1. 11 (a) Distance between the ceiling and her hands = 6 – 2 – 1. 2 = 2. 8 m Hang-time of the boy = 0. 316 ? 2 = 0. 632 s (b) Let s be her vertical displacement when she jumps. As the maximum jumping speed is 8 m s–1, i. e . u = 8 m s–1. By v2 = u2 + 2as, v2 ? 2 s= 2a 2 0 ? 82 = (upwards is positive) 2 ? (? 10) s = 3. 2 m > 2. 8 m Therefore, the indoor playground is not safe for playing trampoline. 1 (a) By s = ut + at2, 2 1 132 = 0 ? t + ? 10 ? t2 2 t = 5. 14 s The vehicle can experience a free fall in the Zero-G facility for 5. 14 s. (b) Take the upward direction as positive. By v = u + 2as, 0 = u + 2 ? (–10) ? 0. 5 u = 3. 16 m s–1 2 2 2 The jumping speed of the boy is 3. 16 m s–1. 9 Take the upward direction as positive. (a) By v2 = u2 + 2as, 0 = u2 + 2(–10)(200) u = 63. 2 m s–1 The velocity of the firework X is 63. 2 m s–1 when it is fired. 12 (b) By v = u + at, = 63. 2 + (–10)t t = 6. 32 s It takes 6. 32 s for the firework X to reach that height. (c) From (a) and (b), for firework Y to explode at 130 m above the ground, the speed of Y should be smaller than that of X. Therefore, Y should be fired at a (b) By v2 = u2 + 2as, v2 = 02 + 2 ? 10 ? 132 v = 51. 4 m s? 1 The speed of the vehicle before it comes to a stop is 51. 4 m s? 1.  © lower speed. (c) Take the upward direction as positive. By v = u + at, –v = v – gt 2v = gt If the stone is projected with a speed of 2v, let the new time of travel be t?. (–2v) = (2v) – gt? v t? = 4 ( ) g = 2t Its new time of travel is 2t. 6 B Take the upward direction as positive. 1 s = ut + at2 2 1 = (10)(4) + (–10)(4)2 2 = –40 m The distance between the sandbag and the ground is 40 m when it leaves the balloon. Revision exercise 2 Multiple-choice (p. 87) 1 D By v2 = u2 + 2as, 0 = 102 + 2a(25 – 10 ? 0. 2) a = –2. 17 m s–2 His minimum deceleration is 2. 17 m s–2. 2 3 D B Consider the rock released from the 2nd floor. By v2 = u2 + 2as, v2 = 2as floor. Note that s2 = 3. 5s. (v2)2 = 2as2 = 3. 5(2as) = 3. 5v2 v2 = 1. 87v (as u = 0) Then consider the rock released from the 7th 7 8 D C Take the downward direction as positive. u = 200 m s–1, v = 5 m s–1, a = ? 0 m s–2 By v = u + at, 5 = 200 + (? 20)t t = 9. 75 s The rockets should be fired for at least 9. 75 s. Both C and D satisfy this requirement. But for D, after firing for 10. 2 s, v = u + at = 200 + (–20)(10. 2) = –4 m s–1 i. e. it flies away from the Moon with 4 m s–1 upwards. It c annot land on the Moon. Therefore, the correct answer is C. 4 5 A C The stone returns to the ground with the same speed (but in opposite direction). 9 10 D D  © 11 12 13 (HKCEE 2006 Paper II Q1) (HKCEE 2007 Paper II Q2) (HKCEE 2007 Paper II Q33) (b) (i) Conventional (p. 89) 1 (a) The reaction time of the driver is 0. 6 s. (b) v a= t = 0 ? 12 3. 6 ? . 6 (1A) (Correct axes with label) from t = 1. 20 s to 1. 25 s) from t = 1. 45 s to 1. 50 s) (1A) (1A) (1A) (A straight line with slope = 0. 35 m s–1 (A straight line with slope = –0. 35 m s–1 (1A) (1M) = –4 m s–2 The acceleration of the car is –4 m s–2. (c) The stopping distance of the car is the area under graph. Stopping distance 12 ? (3. 6 ? 0. 6) =12 ? 0. 6 + 2 = 25. 2 m The stopping distance of the car is shorter than 27 m. The driver will not be charged with driving past a red light. (1A) (1A) (1M) (ii) 2 (a) The object moves away from the motion sensor with uniform velocity at 0. 35 m s–1 from t = 1. 20 s to 1. 25 s. 1A) From t = 1. 25 s to 1. 45 s, the object moves with negative acceleration. (1A) Then, from t = 1. 45 s to 1. 50 s, the object changes its moving direction and moves towards the motion sensor again with a uniform velocity of –0. 35 m s–1. (1A) (Correct axes with labels) (1A) (Correct graph with the acceleration of ? 0. 35 ? 0. 35 about 1. 40 ? 1. 30 = –7 m s–2 at t = 1. 30 s to 1. 40 s) (1A) !  © 3 (a) (b) Total displacement of the car = area bound by the v? t graph and the time axis 1 1 = (5 ? 5) ? (20 ? 3) 2 2 = ? 17. 5 m (1M) (1A) (c) Yes, the car moves 12. 5 m forwards from t = 0 to t = 5 s. Therefore, it hits the roadblock. 1A) 5 Take the upward direction as positive. (a) From point A to the highest point: (Correct axes with labels) (Correct shape of minibus’ graph) (Correct shape of sports car’s graph) (Correct values) (1A) (1A) (1A) (1A) By v2 = u2 + 2as, 0 = 42 + 2 (–10) s s = 0 . 8 m By v = u + at, 0 = 4 + (–10)t t = 0. 4 s (1M) From the highest point to the trampoline: 1 s = ut + at2 (1M) 2 1 = 0 + (–10)(1. 2 – 0. 4)2 2 = –3. 2 m (1A) 3. 2 m above the trampoline. (1A) The maximum height reached by him is (1M) (b) From the graph in (a), the two vehicles have the same velocity at t ? 2. 3 s after passing the traffic light. (1A) (1M) (c) The area under graph is the displacement of the cars. Consider their displacements at t = 3 s, For the sports car: 1 s = ? 15 ? 3 = 22. 5 m 2 For the minibus: 1 s = ? (7 + 13) ? 3 = 30 m 2 The minibus will take the lead 3 s after passing the traffic light. (1A) (b) Height of point A above the trampoline (1A) = 3. 2 – 0. 8 = 2. 4 m (1M) (1A) 6 (a) Initial velocity v = 90 km h–1 90 = m s–1 3. 6 = 25 m s–1 Thinking distance =v? t = 25 ? 0. 2 =5m The thinking distance is 5 m. (1A) (1M) 4 (a) The car moves forward with uniform acceleration at ? 1 m s? 2 from t = 0 s to t = 5 s. (1A) (1A) Then the car changes its moving direction. From t = 5 s to t = 8 s, it moves backwards with a uniform acceleration of ? 6. 67 m s . ?2 Its instantaneous velocity is 0 at t = 5 s. (1A) †  © (b) By v2 = u2 + 2as, v2 ? u2 a= 2s 2 0 ? 25 2 = 2 ? (80 ? 5) = ? 4. 17 m s–2 4. 17 m s–2. (1M) (c) The slope of the graph is the magnitude of the acceleration of the apple. speed / m s? 1 7. 75 (1A) (1A) Hence, the deceleration of the car is (c) By v2 = u2 + 2as, s= v ? u 2a 0 2 ? 25 2 = 2 ? ( ? 4. 17 ? 2) 2 2 (1M) 0 0. 775 time / s (Correct labelled axes) (2A) (1A) (Straight line with a slope of 10 m s? 2) = 37. 5 m Braking distance = 37. 5 m Stopping distance = 37. 5 + 5 = 42. m (1M) (d) The two graphs have no difference. (1A) (1A) 8 (a) Take the downward direction as positive. By v2 = u2 + 2gs, v = u + 2 gs 2 The driver could not stop before the traffic light. Therefore, his claim is incorrect. (1A) (1M) 7 (a) Take the downward direction as positive. 1 By s = ut + gt2, 2 1 3 = 0 ? t + ? 10 ? t2 2 3? 2 t= = 0. 775 s 10 (1M) = 0 2 + 2 ? 10 ? (40 ? 3) = 27. 2 m s–1 cushion is 27. 2 m s? 1. 1 (b) (i) By s = ut + gt2, 2 1 40 – 3 = 0 + ? 10 ? t2 2 t = 2. 72 s (1A) The speed of the residents landing on the (1M) (1A) The apple travels in air for 0. 775 s. (1A) (b) By v2 = u2 + 2as, v = 2 ? 10 ? 3 (1M) 1A) –1 = 7. 75 m s? 1 The speed of the apple is 7. 75 m s when the apple just reaches the ground. The time of travel in air is 2. 72 s. u+v (ii) By s = t, (1M) 2 2s t= u+v 2? 3 = t 27. 2 + 0 = 0. 221 s (1A) The time of contact is 0. 221 s.  © (c) (b) Slope of the graph from t = 0 to t = 0. 28 s 2. 3 ? 0 = 0. 28 ? 0 = 8. 21 m s–2 The acceleration of the ball due to gravity is 8. 21 m s–2. (1M) (1A) (c) (Correct labeled axes) (Correct shape) (Correct values) (1A) (1A) (1A) (i) 9 (a) t = 2 s: Displacement of the trolley = 0. 7 ? 0. 15 = 0. 55 m t = 3. 4 s: (1A) Displacement of the trolley = 1. 175 ? 0. 15 = 1. 025 m t = 4. 9 s: 1A) Displacement of the trolley = 0. 6 ? 0 . 15 = 0. 45 m (1A) (b) It moves away from the motion sensor with a changing speed from t = 2 s to t = 3. 4 s. (Correct sign) (Correct shape) (1A) (1A) (1A) (1A) (1A) (ii) The method does not work Then it rests momentarily at t = 3. 4 s. After that, it moves towards the motion since ultrasound will be reflected by the transparent plastic plate. (1A) (c) sensor with a changing speed. 1 By s = ut + at2, 2 1 ? 0. 1 = 0. 7 ? 2. 9 + ? a ? (2. 9)2 2 a = ? 0. 507 m s? 2 (1A) (1M) 11 (a) (i) The ball is held 0. 15 m from sensor before being released. The ball hits the ground which is 1. m from the sensor. (1A) (1A) Therefore, the ball drops a height of 0. 95 m. which are 0. 45 m, 0. 65 m and 0. 775 m from the sensor in its first 3 rebounds. (1A) The acceleration of the trolley is ? 0. 507 m s? 2. (ii) The ball rebounds to the positions 10 (a) The motion sensor is protruded outside the table to avoid the reflection of ultrasonic signal from table. (1A)  © At the 1st rebound, the ball rises up (1. 1 ? 0. 45) = 0. 65 m. nd The average acceleration is 66. 6 m s–2. (1A) (1A) (1A) (c) v / m s? 1 6. 32 At the 2 rebound, the ball rises up (1. 1 ? 0. 65) = 0. 45 m. rd At the 3 rebound, the ball rises up (1. 1 ? 0. 75) = 0. 325 m. (b) (i) The ball hits the ground with velocities of 3. 9 m s , 3. 25 m s and 2. 75 m s–1 in its first 3 rebounds. (3A) 3. 9 (1M) 0. 95 ? 0. 55 (1A) –1 –1 t3 t1 t2 t4 t5 t/s (ii) Acceleration = slope of graph = = 9. 75 m s–2 ?6. 32 (3 straight lines) (Correct slopes) (1A) (1A) 12 Take the downward direction as positive. 1 (a) By s = ut + gt2, (1M) 2 1 2 = 0 ? t + ? 10 ? t2 2 2? 2 t= = 0. 632 s (1A) 10 It takes 0. 632 s from t1 to t2. (Correct labels of time and velocity)(1A) 13 (a) Speed v = 70 km h–1 70 = m s–1 3. 6 = 19. 4 m s–1 d Reaction time = v 6 = 19. 4 = 0. 309 s The reaction time of the man was 0. 09 s. (1M) (b) At t2, v = u + at (1A) = 0 + 10 ? 0. 632 = 6. 32 m s –1 –1 (1 M) Shirley’s speed is 6. 32 m s when she lands on the trampoline at t2. At t4, she leaves the trampoline at the same speed. Therefore, from t3 to t4, by v2 = u2 + 2as, a= v2 ? u2 2s (? 6. 32) 2 ? 0 2 = 2 ? 0. 3 (b) By v2 = u2 + 2as, v2 ? u2 a= 2s 2 0 ? 19. 4 2 = 2 ? 48 = –3. 92 m s–2 3. 92 m s–2. (1M) (1M) (1A) The average deceleration of the car was (c) (1A) Speed v = 80 km h–1 80 = m s–1 3. 6 = 22. 2 m s–1 = 66. 6 m s–2  © Thinking distance = vt = 22. 2 ? 0. 309 = 6. 86 m By v = u + 2as, braking distance s v2 ? u2 = 2a 2 0 ? 22. 2 2 = 2 ? ? 3. 92) 2 2 (1A) Take the upward direction as positive. 1 s = ut + at2 (1M) 2 1 = 7 ? 1. 75 + ? (–10) ? 1. 752 2 = –3. 06 m (negative means the water is below the spring board) The spring board is 3. 06 m above the water. Alternative method: (1A) = 62. 9 m Therefore, the stopping distance = 6. 86 + 62. 9 = 69. 8 m (1A) Consider the upward motion and downward motion separatel y. For the upward motion, she takes 0. 7 s to reach the highest point from the spring board. Take the upward direction as positive. 1 By s = ut + at2, (1M) 2 1 s1 = 7 ? 0. 7 + ? (–10) ? 0. 72 2 = 2. 45 m For the downward motion, she takes 1. 5 s from the highest point to enter water. Take the downward direction as positive. By s = ut + 1 2 gt , 2 1 s2 = 0 + ? 10 ? 1. 052 = 5. 51 m 2 (1A) This stopping distance is greater than the initial distance between the car and the boy. (1A) Therefore, the car would have knocked down the boy if the car had travelled at 80 km h? 1 or faster. (d) A drunk has a longer reaction time. (1A) This means that the thinking distance, and thus the stopping distance (sum of thinking distance and braking distance), increases. (1A) (1M) (1A) 14 (a) Take the upward direction as positive. By v = u + at, u = 0 ? (? 10) ? 0. 7 = 7 m s–1 board is 7 m s . 1 Therefore the height of the spring board above the water = s2 – s1 = 5. 51 – 2. 4 5 = 3. 06 m (1A) (1M) (1A) The speed of Belinda leaving the spring (b) Total time taken from the spring board to the water = 0. 7 + 1. 05 = 1. 75 s (c) v = u + at = 0 + (? 10) ? 1. 05 = ? 10. 5 m s–1 is 10. 5 m s–1.  © The speed of the diver entering the water (d) Deceleration of car Y = slope of the graph during 0. 5 s? 8. 5 s = 0 ? 19. 4 = –2. 43 m s–2 8. 5 ? 0. 5 (1A) The deceleration of car Y is 2. 43 m s–2. (c) Thinking distance = area under the graph during 0? 0. 5 s = 19. 4 ? 0. 5 = 9. 7 m (1A) (Correct shape) (Correct times) (Correct velocities) 1A) (1A) (1A) Braking distance = area under the graph during 0. 5 s? 8. 5 s 1 = ? 19. 4 ? (8. 5 – 0. 5) 2 = 77. 6 m distance are 9. 7 m and 77. 6 m respectively. (1A) The thinking distance and the braking (e) (See the figure in (d). ) (Correct slope – parallel to that in (d). ) (1A) (Correct position – above that in (d). ) (1A) 15 (a) Speed 70 km h–1 70 = m s–1 3 . 6 = 19. 4 m s –1 (d) The coloured area is equal to the difference in the stopping distances travelled by cars X and Y. (1A) (e) (1M) Stopping distance of car X = area under the graph during 0? 5 s 1 = ? 19. 4 ? 5 = 48. 5 m 2 Coloured area = 9. 7 + 77. 6 – 48. = 38. 8 m < 50 m Since the difference in stopping distances of the cars is smaller than the initial separation of the cars, the two cars do not collide with each other before they stop. (1A) (1M) (1M) Distance travelled by car Y in 2 s = vt = 19. 4 ? 2 = 38. 8 m < 50 m Since the distance between the cars is greater than the distance that car Y can travel in 2 s, the driver of car Y obeys the rule. corresponding v–t graph. Deceleration of car X = slope of the graph during 0? 5 s (1A) (1M) (b) Deceleration of a car is the slope of their 0 ? 19. 4 = 5? 0 = –3. 88 m s–2 The deceleration of car X is 3. 88 m s–2. (1A) 16 a) From t = 0 s to t = 5 s, the car moves with a uniform acceleration of 17 ? 0 = 3. 4 m s–2. 5 (1A)  © From t = 5 s to t = 20 s, the car moves with a constant velocity of 17 m s–1. (1A) From t = 20 s to t = 28 s, the car moves with a uniform acceleration of 0 ? 17 = ? 2. 125 m s–2. 28 ? 20 at rest. (1A) (b) s = ut + 1 2 at 2 1 = 0 + ? 17. 5 ? (8 ? 60)2 2 = 2 016 000 m (2016 km) (1M) (1A) The Shuttle travels 2 016 000 m (2016 km) in the first 8 minutes. From t = 28 s to t = 30 s, the car remains (1A) 19 (a) (i) The cyclist is using first gear when the acceleration is greatest before braking. shortest time. (1A) (1A) (1M) (1M) (1A) b) (ii) The cyclist uses second gear for the (b) Distance travelled = area under straight line PQ (8 + 6) ? 2 = 2 = 14 m The cyclist travels 14 m in second gear. (c) The acceleration during t = 18 s? 20 s 0? 9 = (1M) 20 ? 18 = ? 4. 5 m s–2 The deceleration is 4. 5 m s . –2 (1A) (Correct shape) (Correct time instants) (Correct accelerations) (1A) (1A) (1A) (1A) (1A) 20 21 (c) Yes. (HKCEE 2 005 Paper I Q1) 1 (a) s = ut + at2 2 1 = 0 + ? 10 ? (500 ? 10? 3)2 2 = 1. 25 m Therefore the minimum height the (1M) The car changes direction at t = 30 s. Its velocity changes from positive to negative, showing a change in its travelling direction. 1A) (1M) (1A) (1A) laptop must fall for it to be ‘saved’ is 1. 25 m. (b) v = u + at = 0 + 10 ? (500 ? 10 ) = 5 m s? 1 the ground is 5 m s–1. ?3 (1M) (1A) 17 18 (HKCEE 2002 Paper I Q8) (a) v = u + at = 0 + 17. 5 ? 8 ? 60 = 8400 m s–1 minutes is 8400 m s–1. The speed of the computer when it hits The speed of the Shuttle after the first 8  © (c) Most falls are likely to be from below this height, effect. (1A) (1A) (1A) so the protection will not have taken Physics in articles (p. 96) (a) 2. 45 m (b) (i) By v2 = u2 + 2as, u = v ? 2as u2 = 0 ? 2(? 10)(2. 45 + 0. 07 ? 1. 09) u = 5. 35 m s? 1 2 2 (1A) (1M) Take the upward direction as positive. 22 (a) Any one from: Rate of change of displacement Displacement per unit time (1A) (b) The velocity of a braking car is decreasing (with time) (1A) so the car has negative acceleration. (1A) Its displacement is (still) increasing with time, so its velocity is (still) positive In this case, the acceleration and velocity are in opposite directions. (1A) (1A) (1A) The vertical speed of Javier Sotomayor is 5. 35 m s? 1 when he leaves the ground. (ii) Take the upward direction as positive. Consider the upward journey. By v = u + at, v ? u 0 ? 5. 35 t= = = 0. 54 s a ? 10 (1M) (c) i) Consider the downward journey. 1 By s = ut + at2, (1M) 2 1 ? (2. 45 + 0. 07 ? 0. 71) = 0 + (? 10) t2 2 t = 0. 60 s The time that he stays in the air = (0. 54 + 0. 60) = 1. 14 s Alternative method: (1A) (Correct graph) (1A) Take the upward direction as positive. 1 By s = ut + at2, (1M) 2 (0. 71 ? 1. 09) = 5. 35t + 1 (? 10)t 2 (1M) 2 t = 1. 14 s or t = ? 0. 07 s (rejected) (ii) Vertical distance travelled = area under the graph from 4. 0 s to 10. 0 s (70 + 130)? 6 = 2 (1M) (1A) The time that he stays in the air is 1. 14 s. = 600 m (1A) The vertical distance travelled by the rocket between t = 4. 0 s and t = 10. s is 600 m.  © 3 1 2 3 4 C C Force and Motion 6 (a) The MTR train is accelerating in the forward direction. The man tends to move at his original speed (smaller speed), so he would move backwards relative to the MTR train. (b) The MTR train is slowing down. The man tends to move at his original speed (greater speed), so he would move forwards relative to the MTR train. (c) The MTR train is moving forwards at constant velocity. The man moves forwards with the same constant velocity, so he would remain at rest relative to the MTR train. (d) The MTR train is turning a corner. The Practice 3. 1 (p. 104) (b), (e), (f) 5 a) Stretching a rubber band (b) Standing on the floor (c) Walking time (e) (f) A compass A rubbed plastic ruler attracts small bi ts of paper (d) Exists in every object on the earth at any 7 man tends to move at his original direction, so he would move outwards relative to the MTR train. In space, the gravitational force acts on the spaceship is negligible. When the rockets are shut down, they do not exert a force on the spaceship. Therefore, no net force acts on the spaceship. By Newton’s first law, the spaceship is in uniform motion and can travel far out in space. 8 Joan moves on the ice surface with a constant velocity. Practice 3. 2 (p. 111) 1 2 3 4 5 C C D C (a) No. Athletes would hit the wall of the stadium if it is too close to the finishing line. (b) The mat is used to protect the athletes if they hit the wall after passing the finishing line. Practice 3. 3 (p. 122) 1 2 3 4 5 D A B A D  © 6 (a) 7 (a) Horizontal component = 40 + 30 cos 30 ° = 66. 0 N Vertical component = 30 sin 30 ° = 15 N Resultant = 66 2 + 15 2 = 67. 7 N Let ? be the angle between the resultant Resultant’s magnitude is 67 N and the angle between the resultant and the horizontal is 13 °. (b) and the horizontal. 15 tan = ? = 12. 8 ° 66 Resultant’s magnitude is 67. N and the angle between the resultant and the horizontal is 12. 8 °. (b) Horizontal component = 40 + 30 cos 45 ° = 61. 2 N Vertical component = 30 sin 45 ° = 21. 2 N Resultant’s magnitude is 65 N and the angle between the resultant and the horizontal is 19 °. (c) Resultant = 61. 2 2 + 21. 2 2 = 64. 8 N Let ? be the angle between t he resultant and the horizontal. 21. 2 tan = ? = 19. 1 ° 61. 2 Resultant’s magnitude is 64. 8 N and the angle between the resultant and the horizontal is 19. 1 °. (c) Resultant’s magnitude is 60 N and the angle between the resultant and the horizontal is 25 °. (d) Horizontal component = 40 + 30 cos 60 ° = 55 N Vertical component = 30 sin 60 ° = 26. 0 N Resultant = 55 2 + 26. 0 2 = 60. 8 N Let ? be the angle between the resultant and the horizontal. 26. 0 ? = 25. 3 ° tan = 55 Resultant’s magnitude is 60. 8 N and the angle between the resultant and the Resultant’s magnitude is 50 N and the angle between the resultant and the horizontal is 37 °. horizontal is 25. 3 °.  © (d) Resultant = 40 2 + 30 2 = 50 N Let ? be the angle between the resultant and the horizontal. 30 tan = ? = 36. 9 ° 40 Resultant’s magnitude is 50 N and the angle between the resultant and the horizontal is 36. 9 °. Hence, the angle between the two 5-N forces is 120 °. Alternative method: By tip-to-tail method, the two 5-N forces and the resultant 5-N force form an equilateral triangle. It is known that each angle of an equilateral triangle is 60 °. Therefore, the angle between the two 5-N forces is 120 °. 8 (a) 10 (b) Resultant force = 2 ? 400 = 800 N The resultant force provided by the cable is 800 N. 11 For the 2-kg mass: (c) 9 R = weight ? cos ? = 20 cos 30 ° = 17. 3 N Suppose the two forces act in the direction as shown. T = 20 N Therefore we have: Vertical component Fx = 5 sin ? Horizontal component Fy = 5 ? 5 cos ? = 5 ? 1 ? cos ? ) (magnitude of the resultant)2 = Fx2 + Fy 2 52 = (5 sin ? )2 + [5 ? (1 ? cos ? )]2 1 = sin ? + 1 ? 2 cos ? + cos ? 2 2 2T cos 45 ° = W 2 ? 20 ? cos 45 ° = W cos ? = 0. 5 W = 28. 3 N ? = 60 °  © 12 (a) 2T sin 10 ° = 500 T = 1440 N The tension of the string is 1440 N. 3 4 5 6 B C A Net force = ma = 40 ? 0. 5 = 20 N C By v2 – u2 = 2as, 0 à ¢â‚¬â€œ u2 = 2a(20) ? u2 = 40a u2 a=? 40 Resistance = ma = 12 ? ? u2 = –0. 03u2 40 (b) Component of force = T cos 10 ° = 1440 ? cos 10 ° = 1420 N The component of the force that pulls the car is 1420 N. 13 (a) 7 8 ‘A bag of sugar weighs 10 N. ’ or ‘A bag of sugar has a mass of 1 kg. By F = ma, F 800 000 a= = = 2 m s–2 m 4 ? 10 5 (b) As the mass is stationary, the net force acting on it is zero. When it flies horizontally, its acceleration is 2 m s–2. 100 ( )? 0 v? u (a) a = = 3. 6 = 4. 63 m s–2 t 6 The acceleration of the car is 4. 63 m s–2. (c) (i) y-component of F1 = weight of mass = 10 N 9 y-component of F1 = F1 sin 30 ° F1 sin 30 ° = 10 N F1 = 20 N x-component of F1 = F1 cos 30 ° = 20 cos 30 ° = 17. 3 N (b) F = ma = 1500 ? 4. 63 = 6945 N The force provided by the car engine is 6945 N. 10 (a) (ii) y-component of F2 = 0 x-component of F2 = x-component of F1 = 17. 3 N