Circuit Lab Report Essay Example for Free

Circuit Lab Report Essay Ohm’s Law is V = I * R or in some cases I = V / R. The next two laws were established by a German physicist by the name of Gustav Kirchhoff. Kirchhoff’s first law is his voltage law. Kirchhoff’s Voltage Law (KVL) states that around any loop in a circuit, the voltage rises must equal the voltage drops. The next law that Kirchhoff introduced was his current law. Kirchhoff’s Current Law (KCL) states that the total current entering a junction must equal the total current leaving the junction. These laws, however, cannot be proven or tested without the aid of a multimeter. A multimeter is an instrument designed to measure electric current, voltage, and usually resistance, typically over several ranges of value. The multimeter has different programs to measure voltage, current, resistance, etc. produced from one of two types of circuits. The first type of circuit is a series circuit. A series circuit is a circuit in which the components are arranged end to end in such a way that the electric current flows through the first component, through the next component, and so on, until it reaches the source again. In contrast, a parallel circuit is a circuit in which the has more than one resistor and has multiple paths to move along. The main purpose of this lab was to prove the laws of Ohm and Kirchhoff. On another note, being able to take part in this lab taught my partner and I the fundamental skills of constructing series and parallel circuit and using a multimeter to calculate the current and voltage of a circuit. I believe that if we only have the basic materials to conduct electricity (such as resistors, alligator clip, cords, a multimeter, and a power source), then we can still prove the that the laws that Ohm and Kirchhoff established are in fact reliable sources for calculating data regarding certain electrical circuits. I’ve reached this hypothesis because Ohm’s laws and Kirchhoff’s two laws are supposed to be laws used for any electrical circuits. Based on this, these three laws should be able to be validated with this experiment. Materials Power Source Alligator Clips 1,000 Ohms Resistor 10,000 Ohms Resistor Multimeter Methods Ohm’s Law 1. Assemble circuit as seen in figure 1 and set the multimeter to current 2. install series in the circuit and set the power supply to 3, 4.5, 6, 7.5 3. record number on multimeter and compare to the calculated current using Ohm’s law Kirchhoff’s Voltage Law 1. assemble circuit as seen in figure 2 and set multimeter to volts 2. install in parallel over both resistors and set the power supply to 3, 4.5, 6, 7.5 3. record number on multimeter and see if the total voltage dropped equals voltage added Kirchhoff’s Current Law 1. Assemble circuit as seen in figure 3 and set multimeter back to current 2. install at all three points at both junctions 3. see if the current entering the junction is equal to the current leaving the junctions Discussion Our lab in general, went fairly well. We took our time and did not rush through this lab, so we could get the best results, but we did have some trouble with our Multimeter on more than one occasion. For example, while we were attempting to prove Ohm’s Law and Kirchhoff’s Voltage Law. The Multimeter, at first was acting up and completely just not working, but we then realized that it was not set on the correct measuring task. Then, on the same two labs, we were getting readings from the Multimeter that made no sense. It told us that the current for the circuit was 967.83 Ohms which for the type of circuit that we built, was impossible. After fixing the problem with the Multimeter and proving Ohm’s Law and Kirchhoff’s Voltage Law, we moved onto the Current Law that Kirchhoff established. This time, the problem wasn’t the Multimeter, or the resistors, or the power supply, or anything else. It was us. We were overall a bit confused on how the circuit was created and it took a long time to eventually construct and then prove. Even though the problems were an annoyance, the lab was very insightful and taught us a lot about electric currents and circuits. Conclusion At the conclusion of this experiment, our results supported our hypothesis greatly even though our numbers were not a hundred percent on point. But there is room for error, like the fact that the power supply was not great quality and doesn’t give exactly 3 volts or 4.5 volts or any of that. Also, the resistors are not high-quality resistors and are also worn down from years of use, so they don’t give exactly 1,000 / 10,000 Ohms like we were looking for. Other sources of error included the Multimeter, which was not exact because the Multimeter rounds numbers, the Alligator clips, which are (like the power supply and resistors) not the best and shed energy, and our calculations, which could have suffered from any addition or multiplication or division error.

Comparative Economics: U.K. vs. Japan :: Economics Essays

The economy of a nation is a major indication of its success. One aspect of a nation's economic success or failure is the system of government. Whether a nation is socialistic, communistic, ruled by absolute sovereignty, or based on capitalistic principles can be a key factor in a country's economic success or failure. Government is the foundation of an economy but it is not what determines its success. Issues that determine a nation’s economic success include growth strategies, improved or increased resources, investment and savings, government policies, trade, foreign direct investment, income distribution, labor allocation, innovations in technology, and several other economic issues. I feel that economic growth is the main indicator of economic success. Additionally, innovations in technology, improving human capital, and improving foreign direct investment (FDI) are three issues that can lead to economic growth. In the following essay I will try to compare two highly developed economies, Japan and The United Kingdom. I will emphasize the success of their economies and how human capital, advancing technology (innovation), and FDI have contributed to their current success or failure. I will briefly discuss the contemporary history of each country, thoroughly cover their current conditions, and end with expectations for their future. Introduction: Comparison of Japan and the United Kingdom The U.K. and Japan seem natural subjects for comparison. British and Japanese observers alike have long been fascinated by the many parallels (and the even more numerous divergences) in the histories of these two island nations. Particularly interesting about these two was the "economic role reversal† which occurred between Japan and Britain over the course of the twentieth century. In 1900, the United Kingdom was the world's dominant colonial, financial and naval power, as well as a center of industrial production and technological innovation. Japan was a mere up-start, a precocious and aspiring, but still unthreatening, economic competitor in East Asia. The beginning of the twentieth century, and more accurately the 1950s, saw Japan and Great Britain’s economic â€Å"role† reverse. Although Britain has enjoyed healthy growth rates and rising standards of living over the past 100 years, it has been progressively eclipsed by Japan as an economic superpower an d an international model. Indeed, Britain's accomplishments have paled in comparison to Japan's meteoric rise: while Japan has emerged as the outstanding economic "success story" of the twentieth century, Great Britain's relatively modest performance has been both discouraging and confounding. Brief Contemporary History:

Gender and Educational Achievement

Gender and Educational Achievement a) Explain what is meant by â€Å"peer-group status†. (2 Marks) Peer-group status is being seen as â€Å"big† or important in the eyes of friends and other people around you. b) Suggest three ways in which teaching might be altered to favour boys. (6 Marks) Three ways in which teaching can be altered to favour boys are:- * Include practical work to make sure they understand the work. offering extra credit or chances unequally between males and females, favouring the males * School Topics that the school teaches such as Maths, Design Technology, Physical Education and many more are more male based subjects. c) Outline some of the factors outside the education system that have affected gender differences in school. (12 Marks) There are many factors outside the school education system that have affected gender differences in school.Firstly it can be said that parents expect more from their children to be hardworking, have responsible over their actions and behaviour towards others, to be tidy and neat. This is known as Parental Aspiration. Compared to girls, boys are more Laddish behaved which leads them to disrespect teachers in schools. Furthermore peer pressure can also affect gender difference in school; this is suggested in some case where boys impress their friends by acting like a â€Å"Cool† person, in the end not paying attention in class or to their studies.Whereas most girls are more likely to achieve better in their studies, this is more likely they stay away bad influenced people. According to Francis (2000) â€Å"boys no longer likely to consider themselves more able than girls†, this is considered to the subject choices that boys undertake, which do not require academic success, however girls think more realistic which do require academic success such as becoming an Engineer or a teacher, this makes them seem to work harder in school’s to go to University and to pursue the profess ion job.Additionally other external factors that may affect gender difference in school are crises in masculinity where women and males have equal rights to work and more women get into the well-paid jobs. d) Using information from Items A and B and elsewhere, assess sociological explanations of why girls achieve better results than boys. (20 Marks) Throughout the past years girls are improving and getting better results than boys. Reasons behind these achievements that explain are â€Å"Soft and hard subjects†, parental aspiration, girls aim higher and many more reason.These examples give some idea of why the girls perform better than boys. In this essay I am going to compare on why girls achieve better results than boys. For the past many years studies have been conducted to find out the girls achievements are better than boys, also in the recent studies have been concluded as girls and young women’s attitudes towards education, marriage and work have been changed ov er the years. Sue Sharpe who is a sociologist conducted a study on working-class girls in London and their attitudes towards education.Sue Sharpe compared the attitudes of working-class girls in London schools in the early 1970’s and 1990’s. She found that the 1990’s girls were more confident, more assertive, more ambitious and more committed to gender equality. Sharpe found that the main priorities of the 1970’s girls were ‘love, marriage, husbands and children’. By 1990’s this had changed to ‘job, career and being able to support them with education being the main route to a good job. In 1994, Sue Sharpe found that girls were increasingly wary of marriage.They had seen adult relationships break up around them, and had seen women coping alone, in a ‘man’s world’. Girls were more concerned with standing on their own two feet and were more likely to see education as a means to financial independence. Furthermor e both male and female parents expect more from them in their studies; however boys now tend drift more into large peer groups and involve into gang violence, this makes the boys seem as poorly behaved in school and underachieve in their studies. On the other hand girls are more organised and meet their deadline for their given coursework.Additionally a recognition that girls were put off by what were traditionally seen as â€Å"boys subjects† or also known as hard subject such as maths, technology, physics and chemistry. This led to the introduction of equal opportunity initiatives such as Girls into Science and Technology. But Girls tend to take soft subject for A- level such as Biology, Sociology, textiles and many more, this is because they more easy subject to do. A recent report was on the new which was regarding less than 50% girls are undertaking the subject physics, which is known as a â€Å"manly subject† for A-level.In addition early research on peer-group s tatus states that the development of antischool subculture that tended to be developed by some working-class boys, particularly those placed in lower streams, bands and sets. Studies by Hargreaves (1967) and Willis (1977), for example, showed how such boys were either fatalistic in accepting school failure as inevitable and so developed anti-educational coping strategies, or sought to compensate for status frustration by gaining credibility in the eyes of their peers.To conclude girls in school achieve higher than boys in school, this is because to some of the factors in school and out of school which may affect many boys with their studies and their behaviour. Overall girls seem to be more able to concentrate in class whereas boys are more practical type and choose hard subjects such as physics, maths, Physical Education and many more.

The Genetics And Environment On The Intelligenece Through...

Navdeep Kalia General Psychology (064) 03/01/2015 Assesment of The Genetics and Environment on the Intelligenece Through Twin Studies The primary source scientific experiment to be analyzed for this paper is the â€Å"A Twin Study into the Genetic and Environmental Influences on Academic Performance in Science in nine-year-old Boys and Girls† (Haworth, Claire M.A., Philip Dale, and Robert Plomin. â€Å"A Twin Study into the Genetic and Environmental Influences on Academic Performance in Science in Nine-Year-Old Boys and Girls.† International journal of science education 30.8 (2008): 1003. PMC. Web. 27 Feb. 2015.). There are many different variables one can look at in order to answer the question of how identical are the identical twins. In this study intelligence is selected as a variable to be analyzed. The study explores the impact of environment, genetics and sex on intelligence. What influences intelligence has been studied as part of health and development for a long period of time? This study provides with data on genetic factor and environment effect on development. Also it will help us understand how identical twins can or cannot be different regardless of their similar genetic makeup. With the introduction of the theory of evolution came the debate of nature vs nurture or genes vs environment. According to theory of evolution, organisms adapt to the changes in their environment. Indicating that the environment causes genetic changes ultimately changes in phenotype