Ludwig Van Beethoven Essay Research Paper Education free essay sample

Ludwig Van Beethoven Essay, Research Paper Education in general and in music Beethoven came from a musical household, and his early musical preparation was under his male parent # 8217 ; s counsel. His male parent taught him piano and fiddle. His general instruction was non continued beyond the simple school. He was practically illiterate in math. II. Self averment As a young person of 19, in 1789, Beethoven took legal stairss to hold himself placed at the caput of his household. He petitioned for half his male parent # 8217 ; s salary to back up his brothers. This act of self-assertion is an indicant of his character. III. Surveies with Haydn A. The first contact On one of Haydn # 8217 ; s trips to London, he met the immature Beethoven. Beethoven showed Haydn a oratorio and he received Haydn # 8217 ; s citation. The Voter of Bonn paid for Beethoven # 8217 ; s lessons and expences in to analyze with Haydn in Vienna. We will write a custom essay sample on Ludwig Van Beethoven Essay Research Paper Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page B. The surveies Beethoven arrived in Vienna in 1792 and studied with Haydn for approximately one twelvemonth. The agreement proved to be a dissappointment to Beethoven. C. The relationship Outwardly in public the two were affable, but there were problems with the relationship # 8211 ; possibly professional green-eyed monster caused the jobs. D. Other instructors Beethoven turned to other instructors when Haydn went to London for the 2nd clip. He studied with Albrechtsberger, celebrated as a choir manager at St. Stephens in Vienna and the best-known counterpoint instructor in Vienna. He so studied Salieri, celebrated in Mozart # 8217 ; s life. Salieri helped Beethoven in puting Italian words to music. IV. Establishment as piano player and composer His first undertaking in Vienna was to set up himself as piano player and composer. He achieved both quickly. A. Aristocracy He had worked for a tribunal in Bonn so his first contacts were in arist ocratic circles. He needed financial support from them. B. Public concerts Public concerts were not yet the way of life in Vienna, but Beethoven did begin a series of charity concerts. Later in 1800 he gave his first concert for his own benefit. C. Opus 1 His opus 1, Trios for Piano Violin and Cello, were designed to impress Viennese society. Each trio is in 4 movements. Beethoven created parity among the instruments in these trios. V. Brothers and Nephew A. Fighting with brothers All three brothers lived in Vienna and they often â€Å"came to blows† in the street. B. Fighting for nephew After his brother Carl died in 1815 Beethoven felt responsible for his nephew Karl. He had little difficulty in persuading himself that his sister-in-law was unfit to care for Karl. He went to court requesting guardianship (he won). VI. Deafness A. The secret It is not known for sure when he began to go deaf, but he kept the fact a secret until 1801 when he wrote a Bonn friend about his â₠¬Å"miserably life†. B. Heiligenstadt Testament Having moved out of the city for medical reasons he wrote the Heiligenstadt Testament. C. Total deafness He was totally deaf by 1818. He continued to compose until the year of his death in 1827. Works of Beethoven ? 9 SYMPHONIES ? 1 OPERA â€Å"Fidelio† ? 32 PIANO SONATAS ? 5 PIANO CONCERTOS ? 16 STRING QUARTETS ? 16 SONATAS FOR ONE INSTRUMENT AND PIANO (CELLO,5; VIOLIN,10; FH,1) The Symphonies ? op.21 Symphony No. 1 in C 1800 ? op.36 Symphony No. 2 in D 1801-02 ? op.55 Symphony No. 3 in E flat â€Å"Erocia† 1803 ? op.60 Symphony No. 4 in B flat 1806 ? op.67 Symphony No. 5 in c minor 1807 ? op.68 Symphony No. 6 in F â€Å"Pastoral† 1808 ? op.92 Symphony No. 7 in A 1811 ? op.93 Symphony No. 8 in F 1812 ? op.125 Symphony No. 9 in d minor 1822

Andrew File System essays

Andrew File System essays The Andrew File System (AFS) is a distributed network file system that enables files from any AFS machine across the country to be accessed as easily as files stored locally. It is an enterprise file system designed for use in a distributed environment on multiple computing platforms. AFS allows users on various types of computers to access the same file system. To a casual UNIX user, AFS disk space looks like a regular local disk; to Windows and Mac OS X users, it looks like a normal network drive. So with a single namespace and Kerberos authentication, AFS allows a user to log into any machine participating in the DCI and be presented their files and/or applications. AFS is composed of cells, with each cell representing an independently administered portion of file space. Cells are composed of two types of machines: fileserver and client. Fileservers are machines that typically store and control the files. A client machine accesses the files. Cells connect to form one enormous UNIX file system under the rootafs directory. PSC organizes and maintains the disk space associated with the cell psc.edu. One can access your PSC AFS space from most of PSC's machines, and can also make your directories accessible to users from any other AFS machine at any remote site. Like any network application, AFS has two components, a client and a server. The client component resides on each machine that wants to use AFS. This client asks the server for files stored in AFS and the server sends the file to the client over the network. The client then presents the file to the user as if it were local to the machine. When the user makes any changes in AFS space, such as creating a new file, saving a file or deleting files, the client sends the information to the server where updates occur. AFS speeds this process up by using disk caching. The AFS client keeps pieces of commonly used files on local disk. When the user asks the AFS client ...

Argumentative Essay Example Should High School Be Mandatory

Argumentative Essay Example Should High School Be Mandatory High school students are facing the whole new world of education. Is it worth getting? When you’re in high school, it’s challenging enough to plan for the next week, let alone the next 10, 15, 25 years. But if a high school student had the foresight to look ahead that far in the future, and even further down the road, they would undoubtedly see the importance of having a high school education. Rather than leaving it up to the near-sighted adolescent to decide, a law should be enacted mandating that all American residents and citizens complete a high school education. After all, it’s free to the public (or paid for with taxes) kindergarten to the 12th grade. And it’s probable that most people who drop out before graduating from high school tend to lead lives of struggle, financial hardship, and criminal troubles, too. HIGH SCHOOL YEARS ARE THE MOST MEMORABLE ONES To begin with, a high school diploma should be the standard in America, because a solid high school education lays a solid foundation for the rest of a person’s life. In high school, as well as the years leading up to high school, a student learns the basics, of course – reading, writing, and arithmetic – but also how to do many other skills that will serve them well as working adults. The school prepares a person to be a responsible, resourceful adult. In school, whether a student realizes it at the time, they are developing quite valuable skills and learning important information. When a person finishes high school, they can do just about anything an adult person needs to do to survive and live a good life – read road maps and plan a trip; understand contracts and agreements, as well as read directions on how to assemble something; balance a checkbook, research how to solve a problem. A high school education is imperative for everyone looking to survive adulthood. Ultimately life is disease, death and oblivion. Its still better than high school. Dan Savage Secondly, a high school education provides a person with the knowledge and fundamental skills needed to get a job as an adult; therefore, it should be made mandatory. To survive in America as an adult, one needs a decent-paying job – and to get a job that pays even the minimum wage, a person generally needs a high school diploma. Take, for example, a gas-station attendant. They work with money most of the day, so they must have a strong foundation in math – a skill taught in school from the very beginning, up until the more-advanced math courses in high school, such as algebra and statistics. Even gas-station attendants are generally required to have some basic knowledge of technology to work the money machines. Nowadays, students begin working on computers from a very early age, in elementary school, and they’re taught more advanced computing skills in high school. Also, attendants each day must communicate information to customers and supervisors alike. Communi cation skills are created and developed through one’s schooling, through writing papers, engaging in discussions, reading, researching and conversing. Without a high school education, a person lacks the necessary skills to be successful as an adult. Thirdly,  a high school education should be mandatory for all Americans for another important reason: the entire point of education is to establish the intellectual foundations needed to be self-educated. In other words, when a person graduates from high school, they possess the intellectual and  informational resourcefulness one needs to teach him or herself just about anything. Naturally, there are tons of people with just a high school education who have gone on to become very successful individuals in just about various fields and industries. Due to their educational foundation, however, they are self-learners capable of mastering any task and challenge they face as adults. FRATERNITY VIOLENCE IN HIGHER EDUCATION To conclude, there should be a law that makes a high school education mandatory for all Americans; that is, a person should be penalized for not finishing high school and getting their diploma. A lack of education hinders an individual, which hurts the economy in the long run – which in turn hinders a country from moving forward and flourishing. It gets left behind. One may go as far to argue how Americans should be legally required to have some sort of post-high school education – whether a college degree or at the very least some sort of specialty education, an apprenticeship, if one prefers the less-academic route. Either way, a high school education is necessary for anyone required to work for a living. It’s imperative for success.

Assignment Essay Example | Topics and Well Written Essays - 250 words - 33

Assignment - Essay Example American Airlines has started using an efficient Baggage operation system that ensures efficient working of all systems, as well as accurate processing and handling of passengers’ bags. Another way to resolve the issue of mishandled baggage and improve customer loyalty is to do smarter baggage management. Moreover, the airline can also use IBM software solutions to improve its services in baggage handling. IBM solutions include innovative technologies, such as, built on service oriented architecture (SOA), a robust infrastructure, and full track and trace bar code readers that ensure improved safety and security of passengers’ bags. Summing it up, ensuring safety of passengers’ bags is critical for the success of any airline. American Airlines should take the above-mentioned steps immediately in order to improve baggage mishandling issue, as well as to improve the level of customer satisfaction with the

K-12 national Education Technology Standards for teachers Essay

K-12 national Education Technology Standards for teachers - Essay Example Further they must become aware of the dangers of misusing these tools whether it is for publication purposes or for depending wholeheartedly on the accuracy and possible bias of electronic sources. Technologies available to teachers in K-12 education According to Hannafin and Vermillion (2008) the technologies that are available to teachers to facilitate teaching, learning and communications include ‘educational (nonadministrative) uses of computers, peripherals, curriculum and productivity software, personal digital assistants (PDAs and other wireless devices, as well as all Internet-enabled applications (e.g., e-mail, Web sites, Webquests, wikis, Massively Multi User Virtual Environments (MMUVEs), vidcasts, Web conferencing, online discussion boards, simulations, course management systems, games, simulations, podcasts, blogs, digital storytelling).’ Computers through the use of the Word processor for writing or Excel for Mathematics can be used to enhance reading and w riting, personal digital assistants which offer audio recording, the various Internet applications, and software has been created for almost every imaginable curriculum content therefore they should be available to teachers.

Preparing for the BMAT (biomedical admissions test) Essay Example for Free

Preparing for the BMAT (biomedical admissions test) Essay The biomedical admissions test was created to assist medical and veterinary schools in the admissions process. Some of the universities have much more applications than places and the majority of these applications are strong. The BMAT allows the universities to filter out the strongest candidates based on exam performance. The BMAT exam lasts for 2 hours and is split into 3 sections. The examination test date is 31st October 2008. This article will aim to provide you with some advice and give an overview to students who are planning on taking the BMAT exam. †¢ aptitude and skills (1 hour) †¢ scientific knowledge and application (30 minutes) †¢ writing task (30 minutes) The universities which currently require you to take the BMAT are: †¢ The university of Cambridge †¢ The university of Oxford †¢ Imperial college London †¢ The royal veterinary college †¢ University of central London Aptitude and Skills This section aims to explore your problem solving skills, your ability to understand and interpret data and your analytical skills. It is multiple choice for the most. This is the main reason as to why you should guess intelligently, take a look at the given data and take a guess. Practice is key in this section. For the problem solving element of this section look at all the given data carefully. Here are some techniques to help you. †¢ Divide and conquer technique: Break down any large chunks of data into smaller chunks, making the smaller problems which are easier to solve and then once you have solved them put the data back together and form an answer. †¢ Trial and error: Use different approaches to come to a final conclusion and answer. †¢ Working backwards: start with one of the possible answers and work backwards from it. †¢ Incubation: This is a last resort method which seldom works. Put all of the starting details relating to a problem in your mind picture them and then stop focusing on them and carry on with the examination (take an intelligent guess). Your subconscious mind may come up with an answer during the rest of the examination The understanding and interpreting subset involves using the information in front of you, do not make assumptions unless it is appropriate to the question. Analyse all data given carefully not leaving anything out. The data analysis subset involves extracting certain points out of the data and using these to make suitable conclusions, to give the answer. Depending on the starting data you are provided with this could include using statistical methods, interpreting graphs, curve fitting or even eradicating unwanted information and prioritising said data. Scientific knowledge and application This section attempts to make students utilise their scientific knowledge to help them answer questions. Again this section is multiple choice, so make informed guesses when there is a need using the data given. This section also requires practice and revision of scientific principles in order to score high marks, so we advise you do some revision covering the basics of biology, chemistry and physics. Writing task The writing task is asking you to create an essay from a given question. Here are some general pointers to help you achieve a great score. †¢ Read: Read articles, newspapers, journals and book. This will help you to gain an understanding of how to put forward logical thought and will also help improve your English writing skills †¢ Partake in group discussions/debate forums: By doing this you will develop the skills that allow you to analyse certain situations and statements, in addition to developing the ability to generate a fair argument looking at both sides of the situation and can help you produce good conclusion. †¢ Good structure: Ensure you have an introduction, Main body and conclusion. By having an assigned essay structure your ideas will flow more freely and will follow a logical order that makes it easier for the reader to understand. †¢ Snappy conclusion and introduction: the introduction and conclusion can be the sections of your essay that sell it to the reader. Because these are the first and last things they read and so will remain in their mind the longest. An extremely good conclusion will stick in the readers head and maybe it might help you to boost your mark. Conclusion One key aspect for revision regarding the UKCAT is to sit some mock BMAT examinations; this will allow you to get a feel for the allocated time slot for the exam and thus ensure that you can finish all the questions. Some final general pointers I would like to add are 1. Don’t waste too much time on one question. 2. Generate a short plan for your writing task, just pointing out what you are going to cover and in what order. 3. Make sure you get plenty of rest before the exam. 4. If you have time available at the end of the exam use it to check over your answers.

Andy Warhol Essay -- essays research papers

Andy Warhol Never before have I encountered more intriguing works of art than those done by Andy Warhol. I have been curious about his life ever since I saw his work in Milwaukee. I saw his famous work of the Campbell's Soup Can. By viewing this, one can tell he is not your average artist. I'm sure his life is full of interesting events that shaped him into who he was. As an artist myself, I would like to get to know the background of his life. I may then be able to appreciate his styles and understand why and how his works were created. His life is as interesting as his artistic masterpieces. Andrew Warhola (his original name) was born one of three sons of Czech immigrants, somewhere in Pennsylvania on either August 6, 1928 or on September 28, 1930 (the date on his birth certificate). His father died when Andy was at a very young age. Thus, it forced Andy into a deep depression containing lack of self confidence. Much of his young life has been kept secret. However, he did report being very shy and depressed because he never felt comfortable with his homosexuality. His childhood life may have been full of the torture that children threw at him for being the different person he was. He was able to attend college. After graduating with a Bachelor of Arts degree in pictorial design from Carnegie Institute of Technology in 1949, he went to New York City with Philip Pearlstein, who was a fellow student that later became a well-known realist painter. In 1960, Warhol finally began to paint in earnest and to view art seriously as a career. He began his career with commercial drawings of women's shoes. In 1961, an early manifestation was his Dick Tracy, an enlarged version of the comic strip that was placed in the window of Lord & Taylor's department store. He followed in his own footsteps to keep going in the ever-so-famous "pop art" track. Warhol's use of images are so close to the images themselves, thanks to the photographic silkscreen technique, which is a process of applying the same image over and over again without changing the original. In 1963, he began turning film into his next aesthetic. He was the recorder of the world around him. Warhol saw this world as populated by hustlers of various sorts, motivated largely by money and the goods it would buy. Later that next year, he started to experiment in underground film. In the late 70's he ... ...Amis 1732). Others saw the diaries as a simplistic record of events. "His diaries are more or less just records of who went where and did what with whom, that anybody else who'd been along could have kept" (Plagens 1732). It's too bad he didn't start the diaries earlier in his life, such as the 60's, "when it would have been more interesting to know what he did and whom he was with, instead of waiting until 1976 to begin" (Plagens 1732). Some even complained of the editing job done by Pat Hackett. "One problem with the diaries is their postmodern polish, such as the casual proofreading and editing" (Trebay 1732). The reason the editor didn't fit up to par was the mere fact she wanted it to sound how Andy explained the day. "...still the book is great social history with its lip-smacking tales of loveless, sexless marriages, its gimlet-eyed view of other people's success, and its rampant unclosetings" (Trebay 1732). I, myself, found the book very entertaining and a great nonchalant look at the famous and their everyday lives. It may have been organized better and condensed a bit, but none-the-less it was still interesting and kept me reading.

Stefan’s Diaries: Bloodlust Chapter 21

I arrived at home at dusk and found Lexi perched on the couch, her arms folded over her chest, and her foot rapidly tapping the floor. She looked like a disgruntled mother hen. Hugo and Percy were lounging, cat-like, on chaises in the far corner. Buxton, I noted with relief, was nowhere to be seen. I wondered how long theyd been waiting for me. â€Å"You decided to come back, I see,† Lexi said, a scowl crossing her face. â€Å"So I did,† I said, trying to suppress a smile. â€Å"And somethings changed,† she added. She sniffed the air. â€Å"But you havent fed, thats good.† She knit her eyebrows together. â€Å"Hello,† I said to Hugo and Percy, ignoring Lexis observation. They gazed at me in surprise. Id never made any effort to speak to either of them in the past. â€Å"Hi,† Percy grunted. Hugo just stared at me. Lexi continued to glare at me, her hands on her hips. â€Å"Out with it, Stefan. We dont keep secrets in this house.† â€Å"I have a plan to free Damon,† I said, wincing at the giddy sound of my voice. â€Å"Thats terrific!† Lexi clapped. â€Å"How are you going to do it?† â€Å"Well, uh, it begins with going on a date,† I confessed. â€Å"A date?† Lexis brows flew up. â€Å"With whom?† I cleared my throat sheepishly. â€Å"With Gallaghers daughter, Callie.† â€Å"You have a date with ahuman?!† Percy said just as Lexi blurted out, â€Å"You have a date withCallie Gallagher.† I put my hands up defensively. â€Å"She wants me to take her out on the town tonight. And while were there, Im going to get information out of her on Damon. I cant influence her because of the vervain, but there are other ways to get a woman to talk.† Percy and Hugo looked up, expressions of disapproval crossing their faces like thunderclouds. â€Å"I wouldnt do that if I were you,† Hugo said. I glanced at him in surprise. Apart from the night theyd found me, it was the first time Id ever heard him speak. â€Å"I agree. Youll either want to kill her or kiss her, and neither scenario will end well for you,† Percy said. The sentence sounded out of place coming from his scrawny, baby-faced body. â€Å"Theyre right,† Lexi said urgently. â€Å"Theyve learned their lessons the hard way. Whos to say what youll do when youre alone with that girl, not to mention what shell do to you. You saw her house the weapons she has. I just worry that–â€Å" â€Å"I know, I know. Im young, I cant control my impulses, and Im going to make some sort of mistake,† I interrupted in annoyance. Lexi stood up and gazed at me. â€Å"All of those things are true. Youre strong, but I worry that you might let your emotions get the best of you.† â€Å"I wont,† I protested. â€Å"Im just going out with her to see if I can learn anything more about Damon. If Im going to rescue him–peacefully–shes my best bet.† Lexi set her jaw, but then heaved a sigh. â€Å"Just be careful.† â€Å"If youre going out, you cant wear that,† Hugo said, lumbering up from the chaise. â€Å"Percy, get him something nice to wear.† Percy looked at Lexi beseechingly. She crossed her arms. â€Å"What? You heard the man.† Percy slid off the couch and marched up the stairs. â€Å"If youre going out with a lady, you need to look nice,† Hugo explained gruffly. â€Å"And Lexi, you need to take him shopping.† â€Å"Yes, well go out tomorrow night, Stefan,† she replied. â€Å"Why are you suddenly being so helpful?† I asked Hugo suspiciously. Hugo showed his pointy teeth in a small smile. â€Å"If you free Damon with the humans help, therell be no need for us to get involved. Now, go get dressed!† I rolled my eyes but followed Percy up the stairs. He handed me a white linen shirt and a pair of black trousers. For a moment I wished that I had brand-new clothes and pomade to slick my hair back with. But then I reminded myself of what Id told Lexi: Right now, I just had to focus on getting to know Callie Gallagher, and, subsequently, learn what made Patrick Gallagher tick. But even though I kept telling myself that Damon was my reason for going on this date, I couldnt help but notice that my mind kept drifting back to the moment when Callie kissed my cheek.

Love for One’s Country

Love for one’s own country Loving one’s own country is closely associated with patriotism. Patriotism is a loyal feeling which one has about his own country. one must have a deep and passionate loyal feeling about his country. One of these feelings of one man in a country is upsurge and unhonoured. The feeling has kindled many dormant nations into actions. History is filled up with instances where patriotic people under able leadership have saved their land. Our father of nation Mahatma Gandhi bought for the freedom of our country with a burning patriotic zeal.One must take pride in the culture and beauty of one’s own country, the rivers, mountains, hills, valleys, deltas must inspire one’s patriotic feeling. He has to encourage the art and trade of his country. He must support his country as his duty. He shall never do anything that would bring down the fair name and image of his country. In the present context of the world the narrow patriotism is nearly out moded. country however powerful or rich can stand isolated. The world is shining with the fast mode of communication and no country is too far away.The complex economy of the world has every country dependent on one another. Self-contained condition is only a thing of past, every culture today is what it has rowed from culture. No culture can boast of being pure. so there is no meaning in narrow nationalisation . it is safe to conclude that fantastic patriotism is bad though loving ones country for beherment and good deals is a noble act. Being proud of India is not enough. Resolve to do something in your lifetime that India will be proud of†¦..

Indus Valley Civilization disappearance essays

Indus Valley Civilization disappearance essays There are some theories to explain how the Indus Valley Civilization ended. One theory is by the first excavators, which is that because the Indus Valley Civilization was not warlike society, it was ended by the Aryan invasion. There is no perfect proof to show it really happened but excavators found Jewries left as they were hidden from somebody, skeletons with no head-part, dead bodies in one place as they were hiding and so on. Other theories were by later excavators. One is that flooding caused disappearance of Indus Civilization. Flooding put the end to their agriculture and because their living was depended on agriculture, the Civilization was ended. Another theory is that because the Indus Valley Civilization was growing and population was growing, they needed more bricks to build houses. To make bricks, they needed more woods and they cut down too much trees and they could no longer support their needs. Whatever the reason of the disappearance was, culture in the Indus Valley Civilization was changed. The reason of the culture change could be new people came in or change of people fs thought had changed. Excavators found out that bricks made before the disappearance and after the disappearance was very different. The quality of bricks got worse after the disappearance. Another thing was that before the disappearance, people used to be buried but after, dead bodies were cremated. Because of these factors, it might be the change of the people who lived there. ...

An Experiment to Determine Values for Velocity and Momentum

An Experiment to Determine Values for Velocity and Momentum Abstract In this experiment we determined values for kinetic energy and momentum of a system both before and after elastic and inelastic collisions. Using the values for initial velocity and mass we then calculated values for the final velocities and compared that to our experimental values. Questions Answers In case of elastic collisions, what would happen if m1 is much, much larger than m2? Conversely, what would happen if m1 is much, much smaller than m2? If m1 is much larger than m2 the loss of momentum for m1 will be close to 0. For our experiment m1 will have a final velocity that is very close to it’s initial velocity (consistent with the maintained momentum). The final velocity of m2 will be greater than m1, as it experiences the force of m1. If m1 is much smaller than m2 it will maintain most of it’s momentum from impacting m2, but the velocity of m1 will change directions. The final velocity of m2 will be close to 0 as the force of m1 will not be great enough to overcome static friction. In your lab manual the equations 4.4 and 4.5 give the final velocities of the two objects in terms of the initial velocity and the masses. Now, are the final velocities you found in your trials consistent with these equations? For trial 1 of elastic collision, v0 = 0.3 m/s, and m1 = 250g and m2 = 250g, the formula for final velocity of m1, (v1) is calculated as: v1 = v0*((m1-m2)/(m1+m2)) v1 = 0.3*((250-250)/(250+250)) v1 = 0 v2 is calculated using the formula for v2: v2 = 2*v0*(m1/(m1+m2)) v2 = 2*0.3*(250/500) v2 = 0.3 The experimental value for v1 and v2 of trial 1 were 0 and 0.29 respectively, these values are consistent with the calculated values shown above. For trial 2 of elastic collision, v0 = 0.36 m/s, and m1 = 500g and m2 = 250g, the formula for final velocity of m1, (v1) is calculated as: v1 = v0*((m1-m2)/(m1+m2)) v1 = 0.36*((500-250)/(500+250)) v1 = 0.12 v2 is calculated using the formula for v2: v2 = 2*v0*(m1/(m1+m2)) v2 = 2*0.36*(500/750) v2 = 0.48 The experimental value for v1 and v2 of trial 1 were 0.11 and 0.46 respectively, these values are consistent with the calculated values shown above. For trial 3 of elastic collision, v0 = 0.29 m/s, and m1 = 250g and m2 = 500g, the formula for final velocity of m1, (v1) is calculated as: v1 = v0*((m1-m2)/(m1+m2)) v1 = 0.29*((250-500)/(250+500)) v1 = -0.10 v2 is calculated using the formula for v2: v2 = 2*v0*(m1/(m1+m2)) v2 = 2*0.29*(250/750) v2 = 0.19 The experimental value for v1 and v2 of trial 1 were -0.07 and 0.17 respectively, these values are consistent with the calculated values shown above. Using the velocities, make a TABLE for the momentum and kinetic energy of each PAScar before and after collision? Calculate the percent difference between TOTAL final and initial momenta and kinetic energy in each trial, and comment on the conservation of momentum and conservation of energy. Initial Final % difference Trial p Ke p Ke % difference p % difference Ke Elastic m1=m2 75 22.5 72.5 21.025 3.33% 6.56% Elastic m1m2 180 64.8 170 58.95 5.56% 9.03% Elastic m1m2 72.5 21.025 67.5 15.675 6.9% 25.4% Inelastic m1=m2 115 52.9 105 22.05 8.7% 58.3% For the elastic collision trials momentum and kinetic energy are mostly conserved, ideally they would be completely conserved, but our system is not isolated. Other forces are present which prevent us from obtaining perfect results. In the inelastic collision trial momentum is still conserved (mostly) even though kinetic energy is lost, this is because momentum is not converted as kinetic energy is. The impact of the cars in the inelastic trial converts over half of the kinetic energy into thermal energy. For the elastic collision trials we do not observe this loss except for in trial 3 where the force of the magnets is not strong enough to keep the vehicles from impacting. In the inelastic collision, why do you need to measure only one final velocity? Because the masses are joined together upon impact which quickly equalizes their velocities. As the joined masses travel along the track yielding a single final velocity. In the inelastic collision, why do you think the kinetic energy is not conserved? The energy is converted to another form of energy (thermal) during the collision. Specifically, it is because the two objects are impacting one another that the kinetic energy is converted and not conserved. What physical law(s) predicts the conservation of momentum? Explain briefly and clearly. This is predicted by Newton’s 3rd law which talks about action-reaction pairs. The sum of the forces in a closed system will be 0 as each force has a force that is directly counter to it. For momentum this holds true as well because momentum is essentially a product of force. In the case of inelastic collisions, what would happen if m1 is much, much larger than m2? Conversely, what would happen if m1 is much, much smaller than m2? The formula for the final velocity of an inelastic collision is as follows: v12 = v0*(m1/(m1+m2)) Looking at the formula you can see that as you increase m1 to much larger values, m2 becomes insignificant and m1/(m1+m2) begins to approach 1, this also means that it will approach the final velocity (v12). For our purposes this indicates that the final velocity will nearly equal the initial velocity. If m1 is much smaller than m2 then m1/(m1+m2) will begin to approach 0 as will the final velocity. Imagine the PAScars m1 and m2 are both on the track, at rest, and with their bumpers touching each other. The mass m1 = 2 m2. A firecracker is placed between the bumpers and explodes, sending the PAScars in opposite directions. What was the initial momentum of the system (before the explosion)? What can you say about the final momentum of the system? The initial momentum is 0 as we know that p=mv, and the velocity of cars and firecracker was 0. The final momentum of the system will also be 0 if we were to sum each vector of momentum in the system. Conclusion The calculated values for final velocity and momentum had very low percentage error when compared to theoretical values. This is sufficient enough to illustrate the concepts of the lab. Our system for collisions was imperfect in that is was not a closed system and was therefore susceptible to outside forces.

The Paradox of Thrift Essay Example | Topics and Well Written Essays - 1750 words

The Paradox of Thrift - Essay Example As an individual, saving raises the individual's wealth. But a greater desire to save in the 'whole population' may not increase national wealth. This paradox is often known as the "paradox of thrift" as Keynesian developed it. [2] [7] [12] The paradox of Thrift arises in large part from a basic difference in the effect of saving by an individual and the effect of saving by the whole economic system. Individuals do correctly recognize that saving adds to their monetary wealth. But they fail to see that their act of saving may reduce someone else's monetary wealth. For the economy to prosper as a whole, the way for wealth to rise is through regular investment in plant, equipment and other durables. An act of personal saving makes an individual wealthier, but it will only add to social wealth if the act raises money for current investment. Since it cannot be predicted that regular investment will occur, this can be a source of worry. If an increased desire to save does not generate investment and the creation of social wealth, the standard analysis of saving can lead to incorrect predictions and misleading policy advice. [2] [6] [12] Initially the saving and investment functions are at equilibrium as shown in the graph above. But when the people decide to save, the point of equilibrium changes to the new point where there is more investment as a result of lower interest rates. So according to this theory, a penny saved must necessar... Since additional saving results in lower spending by the saver, the saver lowers someone else's incomes. Looking at the example below can better explain this scenario. Example A person buys everything and spends all his income, $5000, in a specific shop. One day he decides that he cannot spend anymore and saves the money for his children's education. He raises the saving by $5,000 by reduce his spending of an equivalent amount. Although he gets his saving, he involuntarily lowers the sales and income of the shop keeper that had sold goods and services to him. It was not his intention to lower anyone's income, but it is the inevitable result of his decision to save. Those whose incomes fall cannot accumulate personal wealth in the way that they planned; they become, in a sense, the victims of other peoples' saving: their saving falls as the result of increase in saving by others. The shop keeper who receives less income will save less. If that shopkeeper who suffered the $5,000 decline in income keeps his spending exactly the same after his income drop as he did before then his saving must fall by $5,000. Therefore total saving in society will not increase at all, even though the one saves $5,000 more. His voluntary choice to save more forced involuntary adjustments on the shopkeeper that reduced his saving by an offsetting amount. Of course, the shopkeeper who suffered the income reduction may not absorb the entire reduction of his wealth with lower saving. He might also reduce his spending to adjust to lower income, but this action spreads the problem and somewhere down the line some other shop keeper makes up for the decline of $5000. The economy will not reach equilibrium between saving and spending until one or more shopkeepers in the economy have