Investigating The Factors Which Affect The Resista Essays

Investigating The Factors Which Affect The Resista Essays Investigating The Factors Which Affect The Resistance Of A Piece Of Putty resistance Of a piece of resistance putty Planning: This investigation is designed to look into the resistance of different materials, in this case, resistance putty in the form of wires, and their conducting capability in different shapes. We must bear in mind though that different thickness and length of the putty used to make up the wire itself will affect the electric conduction capability. Therefore, the factors are; The thickness of the putty e.g. 1mm, 2mm, 3mm in diameter or 1 cm in diameter And also The length of the putty e.g.25cm, 50cm, 75cm long. The experiment will require both the readings of voltage and current in order to produce the value of resistance according to the formula; R= V/ I The current flowing through the wire will be recorded to the nearest 0.01A, using an ammeter placed in series with the circuit. The voltage across the putty will also be measured and recorded to the nearest 0.01V, using a voltmeter placed parallel across the putty. To make it a fair test, the cell terminals will be reversed after the first readings, so that the current would flow in the opposite direction, and then be recorded down again to give repeat readings. The 2 readings for (I) or current will then be averaged, and the 2 readings for (V) or voltage will also be averaged. So that I could calculate the resistance by using the formula: R=V / I (resistance = voltage/current) or (resistance potential difference across the wire/current through the wire) The putty will be 20cm long. Making sure that this is a fair test and experiment, the putty will have a diameter of a one-penny coin at all times. We use the one penny coin, because it will keep the putty even, and so that the crocodile clips which will be placed at each end of the putty wont squash the ends of the putty. The experiment will be repeated 10 times altogether, shorting the wire 2cm each time, to give a range of 20cm to 2cm. Safety precautions: Make sure that the circuit is properly connected before turning the power supply on, and do not touch the apparatus, especially the tested wire, in case the putty, until the power is switched off. The changing of the putty should only occur when the power is off. Do not carry out the experiment in wet areas, as water is a very good conductor. Do not switch on the power pack when there is no resistant wire (putty) and do not turn the power supply up too high, because normal laboratory wires may melt, and so might the putty. Do not handle experiment with wet hands. Place asbestos mat underneath putty for safety. Place a variable resistor in the circuit for safety to ensure that the current did not remain too large, but remained set at the same value throughout the experiment to ensure that the test was fair. Prediction: The factor I am investigating for this experiment is the length. The length will change throughout the experiment but not the area. I predict that when the length of the putty increases, so wills the resistance. I also think that the length of the putty will be directly proportional to the resistance of the putty, which means that there will be a direct relationship. So, overall, when the length of the putty gets bigger the resistance will get bigger too. Theory: I chose my prediction because; longer wires will cause an increase in resistance, because the electrons have to travel past more atoms and collisions than they do in shorter wires, in this case the putty. This means that it will take a longer time for electrons to past through a long piece of putty than a short piece of putty, and that is why there will be a big value in resistance. (The longer the putty the bigger the resistance). Also, long thin putty has more resistance than a short thick one of the same material. Also, Ohms law states that for a wire under constant physical conditions, the current is proportional to the voltage. This is also equivalent to stating that resistance is constant. If the current through a conductor is I when the

Chicago vs. Turabian (3 Key Questions)

Chicago vs. Turabian (3 Key Questions) Chicago vs. Turabian (3 Key Questions) There are many referencing systems used in academic writing. And many of these systems look similar at first glance. But possibly the most confusing are â€Å"Chicago† and â€Å"Turabian† style referencing. How do they differ? And does it matter which one you use? Let us explain. 1. What Are Chicago and Turabian Referencing? When people refer to â€Å"Chicago referencing,† they mean the citation style set out in The Chicago Manual of Style. Sometimes known as CMoS for short, this style guide is published by the University of Chicago Press and aimed at professional scholars and publishers. â€Å"Turabian referencing,† meanwhile, refers to the citation style set out in Kate L. Turabian’s Manual for Writers of Research Papers, Theses, and Dissertations. But this is actually a simplified version of the citation style in CMoS, aimed specifically at students and focused on academic writing. Style manuals published by the University of Chicago Press. 2. How Do Chicago and Turabian Differ? In practice, there are no real differences between â€Å"Chicago† and â€Å"Turabian† referencing. You can see this if you look at the examples of Turabian and Chicago book citations from the CMoS site: Chicago 1. Zadie Smith, Swing Time  (New York: Penguin Press, 2016), 315–16. Turabian 2. Katie Kitamura, A Separation (New York: Riverhead Books, 2017), 25. As you can see, the format here is identical in each case. The same is true for other source types. There are some differences between the two style guides as a whole. But these simply reflect the Turabian style guide’s focus on students rather than publishers. As such, the Turabian guide: Is significantly shorter than the full CMoS due to not including information about preparing book manuscripts and journal articles for publication Contains a section on how to write and structure a research paper Features less information on grammar, spelling, and word usage Turabian is therefore much better if you are looking for specific advice on writing a college paper rather than a general style guide. 3. Which Referencing System Should I Use? The Chicago and Turabian style guides are tailored to different audiences, so you may want to use the one most suited to your needs. However, both style guides recommend the same approach to referencing sources, so it does not make a difference from this perspective. In other words, advice on how to cite a source in Chicago referencing will also apply to Turabian referencing. And advice on Turabian referencing will apply to Chicago style, too. The more important question is which version of Chicago/Turabian referencing you’re using: Notes and bibliography style, which requires referencing sources in footnotes as well as giving publication information in a bibliography. Author–date style, which uses in-text citations plus a reference list. As a general rule, footnote referencing is more common in the humanities, while author–date referencing is used in the physical and social sciences. However, make sure to check your school’s style guide or ask a professor if you are not 100% sure about which approach to use in your work.

Put the arguments for and against the idea that motivation (a Essay

Put the arguments for and against the idea that motivation (a learner's factor) plays a major part in second language acquisition) - Essay Example le new language acquiring process is something that we will delve into in detail and for this reason we find the exact basis as to how motivation plays its due part. There are a number of reasons that the students and different language learners offer when they are questioned as to why a new language would just be the order of the day for them. These responses include their willingness to have a sound and prosperous future that is full of growth and advancements. Also the reasons include their liking for a particular language and their incorporation of these languages into the countries in which they intend traveling or living in for a specified period of time. With the addition of more and more people wanting to learn a new language we see that the limited proficiency in English, the instructors are having a hard time making these people learn the new language. There is just so much that can be taught to these individuals. Enormous patience is required on their part as well as a huge amount of understanding and empathy. This is a mighty challenge for the teachers as they have to train the language seekers without having any prior training themselves. This would be done to promote second language development as well as to find out a little bit about the procedure of second language learning. [Favreau, M., & Segalowitz, 1983] The motivational aspects stem from the fact that the second language gives them a better understanding of the ways and means of the people who make use of the same in their day to day lives as well as the international usage of the new and acquired language. English is indeed the international language but learning Ger man, French, Spanish or Chinese on the part of the different language seekers/learners is a positive step and one that should surely be counted as a plus on their curriculum vitae. The focus therefore should not only be on young children but we can also take into consideration the older ones. As we are focusing on people from