Universe - Definitions
Quasars Possibly extremely dense neutron stars giving off radiation. Once thought to be the bright centre of other galaxies. Pulsars These are neutron stars that emit an enourmous amount of radiation. They spin hundreds of times a second and we pick up the radio waves on Earth. Neutron Stars Formed from very large stars collapsing. Between 10 and 100 km in diameter a they can have a mass many times that of the sun. A star 8 times that of the sun creates a neutron star 1.5 times that of the sun. The rest of the mass is blown into the space. Black Holes Black holes that are worth considering are only found at the centre of galaxies. The centre of every galaxy has a black hole. It keeps the galaxy together with its immense gravity and is 10 times denser than what would be expected if there were just stars at the centre of our galaxy. Nothing escapes, not even light. Photons are captured and added to the gravity. 0 point field No dimensions. Cells take light from it to tell other cells where to go in growing. Where does gravity come from? There is infinite energy from gravity so in theory it could be converted into infinite
rate of reaction
Katie Whitmore 10H Year 10 coursework Investigate how concentration affects the rate of reaction What is meant by rate of reaction? Chemical reactions can take place at different speeds. An explosion, such as the reaction of hydrogen and oxygen together to produce water vapour, is a very fast reaction - it is over in a tiny fraction of a second. The rusting of iron and the souring of milk are very slow reactions. A reaction which is over in a fraction of a second is a very fast reaction. We say it has a high rate of reaction. As the time taken for the reaction to be completed increases, the rate of reaction decreases. What factors affect the rate of reaction? The effect of increasing concentration on the rate of reaction is relatively easy to predict qualitatively. It is not possible to be sure of a quantitive relationship without carrying out experimental studies. In some cases doubling the concentration of one of the reactants doubles the rate of reaction. However, it is possible to find reactions where increasing the concentration of one of the reactants has no effect at all on the rate of reaction. Which factor are you investigating? Rate of reaction is how fast or slow the rate of reaction is. The factors that affect the rate of reaction are tempreture, concentration, pressure and light. I am investigating concentration, the reaction between
Depreciation of fixed assets.
Depreciation Fixed assets are used again and again over a long period of time. During this time the value of many assets falls. This is called depreciation. Each accountants must work how much depreciation to allow each fixed assets. This can then be used in the balance sheet and profit and loss account. The balance sheet will show the book value the book value of assets. This is their original value minus depreciation. Depreciation is shown in the profit and loss account under expenses. This indicates that part of the original value is 'used up' each year. Eventually the entire value of the assets will appear as expenses, when the assets depreciate fully. This process of reducing the original value by the amount of depreciation is known as writing off. There are good reasons why a firm should allow for depreciation each year in its accounts-: * If it dose not, accounts will be inaccurate. If the original value of the assets were placed on the balance sheet this would overstate the value. Each value of the assets falls each year as they depreciate. * Fixed assets generate profit many years. It seems logical to write off the value of the assets over a whole period of time rather than when it is first bought. This matches the benefits from the assets more closely with
The purpose of this lab is to observe the effects of different osmosis (hypertonic, hypotonic) on a living plant cells through a microscope.
Lab Group Members: Pooja Hattangdi and Carmen Chong Name: Tiffany Sun Period 7 Mrs Mulligan Sept 29th 2009 Lab 5.2 Water Balance in Living Plant Cells Purpose: The purpose of this lab is to observe the effects of different osmosis (hypertonic, hypotonic) on a living plant cells through a microscope. Materials: 5% NaCl Solution (Salt Solution) Distilled Water (dropper) small piece of an Onion Cutter ( to get only the skin (epidermis)of the onion) Microscope (also cord to connect to computer) 2 Microscope Slides 2 Cover slips Computer (Lab Top) Paper Towel Forceps (Tweezers) Procedure (Method): . Cut the onion 2. Break off a small chunk of onion 3. Break and peel of a small piece of onion skin 4. Use 'cutter' to cut of that small piece of skin 5. For hypotonic: Flood cells with NaCl solution For hypertonic: Flood cells with Distilled Water 6. Cover each microscope slides with cover slips 7. Use paper towel to draw the water and salt solution 8. Put each slide under the microscope -Start with a lower objective then move to the greater objective -Get to 400x -Observe the difference between the two slides 9. Capture both shots on computer Results: Plasmolysed Onion Cell (Hypertonic Solution) 400x Turgid Onion Cell (Hypotonic Solution) 400x Discussion . All plant cells have a cell wall of cellulose and a semi
Opposite Corners Maths investigation.
Opposite Corners Maths investigation Introduction For this investigation I am going to try and develop a formula to work out the difference between the products of the numbers in the opposite corners of any rectangle that can be drawn on a 10 x 10 grid composing of 100 squares. I shall use tables to present my findings; I shall be making predictions and proving my predictions right or wrong with examples. I will be using algebra to prove any of the rules I manage to create by analysing my results. Method To begin with I shall first find the difference between the products of the numbers in the opposite corners of 2x3 rectangles. . 34 x 26 = 884 24 x 36 = 864 20 Do all 2x3 rectangles have a difference of 20? 2. 58 x 50 = 2990 48 x 60 = 2880 20 It appears that they do. I predict that all 2x3 rectangles have a difference of 20. To prove this I shall calculate the difference between the products of the number in the opposite corners of one more 3x2 rectangle. 3. 85 x 77 = 6545 75 x 87 = 6525 20 Yes, it appears my prediction is correct. All 2x3 rectangles on the grid have a difference of 20. However what if the rectangle is aligned differently on the grid, so the shorted sides are at the top and bottom? Will the difference for that still be 20? . 46 x 65 = 2990 45 x 66 = 2970 20 Nope, it is still 20. I will now try rectangles with the same height of two,
SA - Milgram - 1963
SOCIAL APPROACH Milgram - 1963 Aim of study: * To investigate what level of obedience participants would show when an authority figure told them to administer electric shocks to another person. Participants: Obtained from advertisements + direct mailing. Self selected or volunteer sample. * 40 males: 20-50 yrs old from New Haven area in the United Stated of America. * Job ranges Included: postal clerks, HS teachers, salesmen, labourers, engineers, etc. * Education: one had not finished HS to some who a have degree + qualification in various subjects. * Paid: $4.50 regardless of what happened after and before they arrived. This is called COERCIAN. Method and Design: * Method: Lab experiment. * Observer observed participants for signs of tension/nervousness: "sweat, tremble, biting of lips, nervous laughter" I.V./D.V. * I.V. - There was NO I.V. * D.V. - Level of obedience; how far they'd go with the voltage to shock the learner. Procedure: LEARNER TASK * The teacher (participant) was asked to read a series of word pairs to the learner (confederate), and then read the 1st word of the pair along with the 4 other terms. * Learner (confederate) had to indicate which 1 of the 4 terms was originally paired with the 1st word. SHOCK GENERATOR * The shock generator perceived to be real - professionally made + model printed. * There were 30 switches - labelled
I have chosen to investigate how the amount of force used to propel the margarine tub will affect the speed. I predict that as the force used to
A Formula 1 Margarine Tub I think the following factors will affect the speed at which the tub travels: * The weight of the tub * The amount of force used to propel the margarine tub * The friction caused by the surface the tub travels on * The surface area of the margarine tub I have chosen to investigate how the amount of force used to propel the margarine tub will affect the speed. I predict that as the force used to draw back the elastic band increases, so will the speed at which the margarine tub travels. I believe the speed of the margarine tub will increase as the force does because the amount of energy input has increased therefore the elastic potential energy is increased and when the elastic band is released there is a higher amount of kinetic energy transferred and the tub will go faster. This can also be shown by the equation Energy transferred = force x distance The kinetic energy will be equal to the energy transferred, and so the speed will be affected because Kinetic energy = 1/2 mass x speed(squared but I can't find the sign) This proves that speed is affected by force, mass and distance. Results table Force (N) Speed Test 1 (m/s) Speed Test 2 (m/s) Average (m/s) 0.21 0.23 0.22 2 0.49 0.50 0.495 3 0.56 0.66 0.61 4 0.745 0.78 0.7625 5 0.93 0.95 0.94 6 .06 .12 .09 7 .14 .20 .17 8 .99 .89 .94 9 2.45 2.30
Defenders of situation ethics would argue that one of its key strengths is its flexibility; it allows for pragmatic decisions to be made where rule-based ethical systems follow their own absolute commandments.
(ii) How far do the weaknesses lead to a rejection of the theory? 9 marks Defenders of situation ethics would argue that one of its key strengths is its flexibility; it allows for pragmatic decisions to be made where rule-based ethical systems follow their own absolute commandments. It takes the circumstances into account where they ignore them, disallowing some actions 'whatever the circumstances.' The frequent attempts to sidestep them are a tacit acknowledgment that this is the case, and can lead to some very confused situations. For example, the removal of the Fallopian tube, with its indirect result of the death of a foetus which would otherwise cause the mother's death, is permissible, but the modern scientific technique of just removing the foetus, which has the significant advantage of letting the mother still bear children, is not. Opponents would say that doing something like murdering Hitler brings you down to his level, and point out that it is against our consciences. But the phrase 'bringing you down to the same level' which disguises the fact that most people just find killing uncomfortable. This is a gut reaction, not in itself a reason for saying that killing is automatically wrong any more than the fact that some people are instinctively racist shows that racism is right. Its supporters would also claim that situation ethics focuses on humans rather than
French Dialog/RolePlay - Au Restaurant
FRENCH ROLE PLAY - AU RESTAURANT -Rohan M XB IN THIS ROLEPLAY: -Getting a place at a restaurant -Giving where you want the place at the restaurant to be. -Ordering food -Ordering drinks STORY BEHIND THE FRENCH PLAY: 2 people order food and one is a vegan and the other is a non vet eater. The problem arises when the dishes are swapped and there is chaos. ASKING FOR A PLACE AT A RESTAURANT: Vous avez une réservation --Non Fumeur ou non-fumeur? --non-fumeur s'il vous plait. Je deteste le fume Suivez-moi --Ah oui ORDERING FOOD : Un menu a prix fixe ou a la carte. Une terre de vin est compris en prix fixe --à la carte, prix fixe est très cher Voila. Le menu Vous avez choisi --Oui, je voudrais ... Comme entrée, qu'est-ce voulez-vous ? --Comme entrée...Le potage avec le poulet est bon ? C'est une spécialité Monsieur ! C'est très bon --Donnez-moi le potage. Ah, oui ! Je vous recommande le plateau de fromage aussi... --Pourquoi ? Parce qu'il est le plat du jour --D'accord, donnez-moi le plat du jour Comme plat principal ? --Je voudrais la pizza au fromage Oui monsieur. Vous voulez quelles garnitures ? -- Ah oui, des champignons, du poulet, et des haricots-verts. Voulez-vous prendre un apéritif ? --Je voudrais boire house winner. Oui, quel d'autre chose. Comme dessert ? --... Non, je ne mange pas dessert D'accord. Bon appétit! TO A VEG
Indian Musical Instruments
Indian Musical Instruments Tabla: a pair of finger-played kettledrums, the main accompanying instruments in the classical music of the northern Indian sub-continent, with an extremely elaborate technique. The right-hand drum, tabla, a cylindrical kettledrum made of hollowed wood, is tuned to the tonic of the raga; the left-hand drum, baya, a metal or occasionally pottery bowl, is untuned, the pitch being controlled by pressure with the heel of the hand in performance. Both have a patch of tuning paste on the drumhead to eliminate the out-of-tune overtones so audible on European drums. Sitar: one of the most important musical instruments of the classical music of the northern Indian sub-continent, a long-necked lute with four main plucked strings and three plucked as a rhythmic drone; twelve sympathetic strings are plucked occasionally. The strings can be pulled sideways along the curved metal frets, varying the pitch up to a fifth. The strings vibrate on a flat area of the bridge, which enriches the sound. A bass sitar, the surbahar, is also often used. The sitar was created as a conflation of the Persian setar and the Indian vina. Sarangi: a musical instrument, the principal fiddle of north Indian classical music. The body, carved from a block of wood, has a skin belly. The three bowed gut strings are stopped with a fingernail from the side, often with a glissando from
