The Infuence Of Technology On Criminal Behavior

The Infuence Of Technology On Criminal Behavior â€Å"That technology influences criminal behaviour in all its aspects can hardly be disputed. If mobile phones and laptop computers are available for seizure by thieves and robbers, technology in the form of anti-theft devices for vehicles and burglar alarms for buildings have also played their part in deterring the felons.† The advancement of technology clearly alters and extends crime and criminal behaviour and has resulted in new offences coming into existence. In turn, criminal detection and legislation has reacted to the effects of technology upon crime, often by adopting new technology and including reference to technology in legislation and judgments. Offences such as fraud have developed through technological advancement resulting in offences becoming much easier to perpetrate: â€Å"The requirement that a person be outside his place of abode when going equipped [to commit fraud] may have worked in 1968, but in the modern world, with computers, fraud may be perpetrat ed by a person sitting at his computer terminal in his home.† Nicholas Yeo highlights how the adapting legislation attempting to tackle the effects of technology upon crime have resulted in Prosecutors having a â€Å"wide palette of overlapping offences, from which to select†. This demonstrates the extent to which the Criminal Justice system is adapting to accommodate technological advances in crime. But what of offences pertaining to the person such as assault and sexual offences? Technology has greatly extended our understanding of what constitutes a sexual offence predominately through the medium of the internet. This form of technology allows sexual offenders to commit offences against children without having to be in the childs presence. It is arguably the internet which most illustrates the extension of the human body which technology may allow. The internet has implications for other crimes against the person, notably the offence of harassment arguably bordering on assault. This essay will assess the implications of the internet illustrated through the offences of sexual grooming and harassment to demonstrate the extent to which technology effects crimes against the person both the offender and the victim. Where crimes develop, clearly crime detection and control must evolve to match this development. Crime control has developed significantly through time, no more than in recent years, due to the advancement of technology. This essay will focus upon the replacement of traditional â€Å"bobbies walking the beat† with CCTV and Electronic witness statement recording. In addition, the methods used to tackle the modern effects of the internet and other technologies upon crime will be considered. Technology has acted to extend criminal activity beyond what was previously physically possible but it has also extended the capabilities of police officers and criminal agencies beyond what was traditionally achievable utilising man power alone. As Richard Card highlights, â€Å"Paedophiles have not been slow to make use of the internet to gain the trust and confidence of children in â€Å"Chat room conversations† for their own purposes.† In light of this, the criminal justice system has legislated, though the Sexual Offences Act 2003 to protect children form internet grooming. S 15(1) provides that an offence is committed should an adult communicate with a child under 16 and intentionally uses this communication to meet with a child to commission an offence. â€Å"Communication† extends to the use of the internet. Under the 2003 Act, for an offence to be committed, the offender must meet with the child and then commit a further sexual offence. However, of course there is the inchoate offence of attempting to â€Å"groom† a child and this sexual offence can be committed purely through the use of the internet. This is an illustrative example of sex offenders using the internet not only as a tool to commit physical crimes but to gain sexual gratification in and of the act itself. However, the Judgment in R v Bollingbroke demonstrates that the Judiciary is aware of the effect of technology upon sexual offences committed and facilitated through the internet and the potential complexities arising in relation to sentencing. Measures have been taken in recent years to combat the use of the internet in child abuse and attempted child abuse cases. In 2007, the then Home Secretary, John Reid announced the Governments intention to curb internet grooming through measures requiring internet paedophiles to register their online identities with the authorities so as to be more easily tracked. These measures received justified criticism in that they would be useless against any paedophile who desired to hide their identity as alternative computers and email accounts could easily be set up. This provides an example of how difficult, if not impossible it is for the authorities to prevent determined internet offenders. By extending the range of offences and the means of offending, modern sexual offenders and child groomers are far ahead of crime control measures. Another cause of this is that victims of internet grooming are not only arguably easy targets but the majority of children use the internet as a social for um and are readily willing to talk with strangers on the internet: â€Å"70% of young people aged between 16 and 24 are using social networking sites; one in 12 children has met someone offline with whom they initially engaged online; and 31% of young people have received unwanted sexual comment online or by text message.† However, as Andrew Joint highlights: â€Å"The growing frequency of the reporting of such incidents [online grooming] highlights the fact that the UKs existing regulation of this area is inadequate to keep up with the variety of ways in which child abusers are using technology to reach their targets.† A further reason why internet grooming is so difficult to control and detect is the ability for groomers to commit offences internationally. However, though the internet makes the potential for grooming very high, research would suggest that in reality the offences committed are quite low. This may suggest that whilst technology extends offenders ability to converse with children, the progression of this to actually physical abuse is still limited. However, the distribution of indecent images of children is greatly increased by the medium of the internet. This issue will not be widely considered in this work as the distribution of images is more removed from the question of using the internet as an extension of the body. Though the images themselves give sexual gratification to the offender, the victim need not have had direct contact with the abuser (the viewer of the images not the maker of the images) through any technological means. This is supported by appeal judgments overturning sentences for public protection in cases involving indecent images of children but actual physical abuse or grooming of children. Though there are obvious difficulties in controlling internet grooming, the National Hi- Tech Crime Unit has been set up in the UK to work with local units in tackling this issue directly. Clearly specified technology units are required to deal with technology based offences. It has been suggested that as the Government is failing to control and keep up with the technological sophistication of internet offenders, it is beginning to rely on Internet Service Providers to assist them. However, this measure also appears to have little impact on the number of sexual offences committed through the internet. The 2005 Cabinet paper, â€Å"Connecting the UK: the digital strategy† established a multi-agency national internet safety centre attached to the Serious Organised Crime Agency. Some thinkers believed this to be a turning point in the control of internet crime and internet crimes against children in particular. However, in reality this measure was merely an extension of the metho ds already in place and acted to incorporate SOCA into more areas of law rather than progress the tackling of online grooming. Another offence which has been greatly facilitated by the internet is harassment. Like offences relating to the distribution of indecent images of children, this offence is not as physical as other internet offences. However, legislation used to tackle this offence illustrates how the Criminal Justice system is reacting to offenders use of the internet as an extension of more traditional means. The Malicious Communications Act 1988 was amended in 2001 to include electronic communications and s1 of the Harassment Act 1997 applies directly to the internet. The consideration of internet sexual offences has illustrated that whilst criminals are adopting technological methods to extend the range of crimes they can commit, crime control has attempted to adapt to counter this. Whilst we have seen that in the case of internet grooming, technology benefits the criminal more than it benefits the authorities, there are many examples of crime control being greatly developed and enhanced by technology. In the past, crime control was very much in the hands of the police officers themselves. However, the advancement of Closed Circuit Television and other technological breakthroughs have resulted in modern policing relaying ever less on man power and ever more on technology. The UK has more than 4 million CCTV cameras acting throughout the country as the eyes of the constabulary. This has both positive and negative implications and effects. From a positive viewpoint, there is a suggestion that CCTV reduces street crime. However, there is no proof of this and the Home Office has conceded that in fact street lighting is more of a deterrent to criminals than CCTV. There are of course negative implications for the wide spread use of CCTV including the much discussed infringement upon civil liberties. The findings of a research paper by The Centre for Criminological Research in Sheffield suggest that the use of CCTV â€Å"represents a shift from formal and legally regulated measures of cr ime control towards private and unaccountable justice†. This may be an extreme view of the use of CCTV but it certainly highlights the potential breaches of Article 8 of the Human Rights Act 1998. There is clearly some contention between what is a public area to be monitored by the police and the extent of ones right to move about the country as a private citizen. Peck v. Brentwood City Council (2003) ECHR suggests that the widespread use of CCTV in the prevention and detection of crime may be acceptable but any other use, such as the release of footage to the media is breaching the subject of the footages right to a private life. A further example of the Police Authorities use of technology to overcome the limitations of the human body is the use of Electronic witness statement recording technology. It has been argued by many prosecution authorities and prosecutors that the taking of witness statements should always be recorded so as to avoid the much relied upon technique of the defence to question the original statement maker and the accuracy of the statement: â€Å"The accuracy of the written statement as a record of what the witness actually said or intended to say is liable to be impugned by a number of factors, such as misapprehension, presupposition and inattention, mainly on the part of the statementtaker. Moreover, the written word is clearly an inadequate instrument for conveying adequately the nuances of meaning through intonation and inflection. The delay involved in statements composed post facto from notes will clearly increase the risk of inaccuracy.† The implication of the electronic ta king of statements may be more successful prosecutions but in light of very few police authorities using these methods, there is a suggestion that the negative implications outweigh the positive. Electronic means are generally used in relation to vulnerable witnesses and in very serious cases such as murder but clearly in practice, the police resort to the traditional methods of handwriting statements. Funding is evidently an issue but there can be little doubt that should the authorities use widespread electronic methods for recording witness statements, the defence will no longer be able to rely on human error in cross examination and perhaps more convictions could be achieved. In conclusion, there can be no argument that technology has allowed criminal behaviour to expand both in quantity and nature. Internet grooming is the best example of technology extending an offence which was previously limited to the physical but which has been adapted and enhanced by technology. Further, it is apparent that whilst crime detection and prevention authorities seek to limit and uncover internet grooming, technology is making it easier to offend and much more difficult for the detecting of such crimes. Technology has not only extended the body of the abuser in that it has allowed offenders to access victims more readily but it has also extended the physical being of the victim by exposing children to new forms of abuse. Whilst technology has increased sexual offending and sexual offences it has been utilised by the police in detecting and preventing crime. Arguably the need for police officers to physically look for crime through patrolling public places has been usurped by the widespread use of CCTV. Whilst many view this as an infringement upon civil liberties, it cannot be argued that CCTV has not had some positive role to play as evidence. Though it could be argue the police are not using technology to the extent of the more criminally minded, there can be little doubt that technology has radically altered to nature of crime and criminal justice.

directors notebook on a scene :: essays research papers

DIRECTOR'S NOTEBOOK SYNOPSIS As Jon Jon walks in the club, all the attention is drawn on him. The people who are waitin in the line, the people inside , and especially the women. He usually he walks in with his crew but this time he goes to meet up with his long time friend Daquan. They have a quick conversation until JonJon spots one of the most gorgeous women in the club. He uses his deceiving techniques by offering her a drink. She quickly accepts. He then exchanges numbers but then has to leave for unknown reasons. TIMES The Setting takes place in a club where the gang goes every weekend in the downtown area of Manhatten , New York City. It’s July in the summer of 2004. The club is crowded with young adults , inside and out. IMAGERY/TONE The only lights I will have outside the club , are the streetlights and the lights from the cars on the street. I will use dim lights facing toward the characters inside the club to create a real atmosphere with the cameras shooting eye level to make the audience feel as if they were there inside with the characters. THE CORE The crowds or extras will consist of adults between the ages of 18 and 25. Most of the crowd will be mostly young Black and Hispanic men and women. They can all be wearing the latest urban clothing lines to show that this story is believable. The most flashy on them all will be JonJon. On the waiting line I want all eyes drawn on him because he just walks in after greeting to the bouncers. Many women inside wll be drawn to him because of the flattery look on their faces. A couple of women I will use in the background to look at him as if they were talking to each other about the main character. The scene inside the club will be showing the typical club scene that goes on in most cities, which have drinks, bathrooms , bouncers and a V.

The Erotic in Joyces A Painful Case Essay -- Painful

The Erotic in Joyce's A Painful Case      Ã‚  Ã‚   The characters whom inhabit Joyce's world in "Dubliners," often have, as Harvard Literature Professor Fischer stated in lecture, a "limited way" of thinking about and understanding themselves and the world around them. Such "determinism," however, operates not on a broad cultural scale, but works in smaller, more local, more interior and more idiosyncratic ways. That is, the forces which govern Joyce's characters are not necessarily cultural or socioeconomic in nature, but rather, as Prof. Fischer stated, are "tiny," and work on a more intimate level. In any case, as a result of such "forces", these stories often tend to be about something, as Prof. Fischer said, that doesn't happen, about the "romance of yearning and self-disappointment." Joyce's story "A Painful Case" is a perfect example of a story about something that doesn't happen, and more specifically, about "the romance of yearning." It is through such yearning, however, and the various "erotic" for ms that such yearning takes, that Joyce's characters are able to transcend the "forces" which govern their lives. In "A Painful Case" the erotic takes on three separate forms: mental, physical, and what I call, "auditory." Although all three play a role in the story, it is only through "auditory" eroticism that Joyce's protagonist, Mr. Duffy, comes to experience a moment of "self-transcendence."    While "auditory" eroticism may serve, in the end, as the conduit for Duffy's self-transformation, initially it is "mental" eroticism that brings together Mr. Duffy and Mrs. Sinico. Joyce writes, "Little by little he (Duffy) entangled his thoughts with hers. He lent her books, provided her with ideas, shared... ...llowed to shine in full poetic fervor and "reality," although Joyce attempts to escape it, seeps back in through his words and metaphors.    Works Cited and Consulted Bidwell, Bruce and Linda Heffer. The Joycean Way: A Topographic Guide to Dubliners and A Portrait of the Artist as a Young Man. Johns Hopkins: Baltimore, 1981. Gifford, Don. Joyce Annotated: Notes for Dubliners and A Portrait of the Artist as a Young Man. University of California: Berkeley, 1982. Joyce, James. Dubliners. Penguin Books: New York, 1975. Peake, C.H. James Joyce: The Citizen and the Artist. Stanford University: Stanford, 1977. Tindall, William York. A Reader's Guide to James Joyce. Noonday Press: New York, 1959. Walzl, Florence L. "Dubliners." A Companion Study to James Joyce. Ed. Zack Bowen and James F. Carens. Greenwood Press: London, 1984   

the Stranger: Analysis :: essays research papers

"The Stranger": Analysis Author: Albert Camus I. Biographical Insights A. Albert Camus' cultures consist of being a novelist, literature and short story writer of many books. He wrote an essay on the state of Muslims in Algeria, causing him to lose his job and he moved to Paris. Albert Camus also joined the French resistance against the Nazis and became an editor of "Combat", an underground newspaper. He was dissatisfied with the editorial of the Board and left the underground newspaper. B. Albert Camus, son of a working-class family, was born in Algeria in 1913, in an extreme poverty area. He spent the early years of his life in North Africa, where he worked at various jobs in the weather bureau, in an automobile-accessory firm, in a shipping company to help pay for his courses at the University of Algiers. Albert Camus then started journalism as a career. He finished early schooling, majoring in philosophy with a goal to teach. He was married to Simone in 1934 and divorced in 1936. C. The factor that influenced Albert Camus was his parents, who were a working class family. He was determined to make a better life for himself by getting an education and preparing himself to go to college. The fact that he lived in North Africa, he wrote lots of fiction books, dealing with moral problems of universal importance. 1. I think Albert's prospective in life was to just be able to write books for people that actually would deal with the reality and difficulty of people facing everyday life. Also, the difficulty of people facing life without the comfort of believing in God or just having moral standards. 2. He most likely to weave into his writing the ideal of setting moral standards and placing the comfort that an individual would need to have in facing difficulty in his life. He would also set a goal by facing any problems that may exist in every day living and by placing God into your life, no matter what the situation might look like, bad or good, you will always come through it. II. Characters A. The plot concerns a man, an apparently ordinary man, who, without any real compelling reason, commits a murder, and his apparently insensitive reaction to it. This isn't because he is without feelings, but because he is beginning to realize that life isn't everything that he had previously thought it to be. This series of events starts with he death of his mother, and although he loved her, he finds he does not experience much genuine regret at her death, and refuses to

Essentialist and Post Structuralist Theories of Race and Ethnicity Essay

Identity Analysis Toward Productive Pedagogies: An Essentialist and Post Structuralist Perspective Race and ethnicity will be used to analyse the central theme of identity from an essentialist and post structuralist perspective. Definitions of race and ethnicity will be presented and distinctions made between the two categories. The character Eva from the film The Freedom Writers will be used as a medium and present an argument that race and ethnicity are social constructs but not absent of essentialist influences. Following a self reflection of my own identity the similarities between Eva and I show a congruence between essentialist perspectives of race and ethnicity to the existence of ethnic tensions and prejudice. In the context of Post structural theory it will be argued that it offers a more realistic and progressive appraisal of identity as fluid and changing through social contexts. Differences between Eva’s and my own identity serve to highlight the inequality of dominant culture over ethnic minorities. Therefore, pedagogical strategies will be examined from a post structural perspective as a means to promote inclusivity and authentic Indigenous perspectives within the classroom. Essentialist theories about ethnicity and race present these identity themes as fixed and unchangeable. Weber (1978) defines race identity as â€Å"†¦ common inherited and inheritable traits that actually derive from common descent† (p. 368 ). The character Eva from the film The Freedom Writers identities her race as â€Å"†¦ those south of the border†, or specifically Hispanic. Ethnicity from an essentialist perspective differs from race as Zagefka (2008) ascribes to the notion that â€Å"†¦ essentialist accounts of ethnicity maintain that ethnic groups have a certain ‘essence’ which determines their character† (p. 1). Therefore, essentialist ethnicity elaborates on race identity informing that behavioural traits are also biologically determined. Eva’s statement â€Å"We fight over race, pride and respect† illustrates the essentialist nature of fixed, unchangeable boundaries that exist between her group and other ethnic groups. Eva’s racial hatred of the other ethnic groups is evident through her gang affiliations and violent behaviour toward them. An essentialist perceptive would assume that Eva’s racial hatred is determined at birth but as Eva’s character develops throughout the film the essentialist perspective loses validity and Eva’s sense of identity is seen to be socially constructed. Post structural theory maintains that race and ethnicity are socially constructed presenting Eva’s identity as fluid and evolving. However, Morning (2006) concludes that â€Å"†¦ the conception of race as rooted in biological difference endures, at least in the United States today†. Therefore, ethnicity offers a more authentic analysis of Eva’s identity formation from a post structuralist perspective then the residual of essentialism that exists in relation to her racial conceptualisations. In Eva’s formative years her subjectivities about race were essentialised from her fathers’ emphasis of her origins and therefore the â€Å"†¦ need to protect your own†. The violence from other ethnic groups and the arrest of her father because of his ethnic background resulted in an intense hatred for white people. Eva â€Å"†¦ hated white people on sight†. Eva’s hatred developed over time through social contexts involving ethnic and racial violence. Eva’s changing identity is represented from a post structural perceptive through narrative and social interactions in Mrs Gurwall’s classroom. Marra (2005) states that â€Å"Narrative is a powerful means of constructing different kinds of social identity, including ethnic identity†¦. † (p. 2). Using a diary as an artefact Eva is able reflect on her own subjectivities about identity to better understand her beliefs and values (J Nailer, 2005 p. 152). Through social interactions in the classroom under the guidance of her teacher Eva’s ethnic identity is reconstructed to establish a type of class ethnicity involving students from different races. As a self reflection process my own personal identity can be examined through essentialist and post structural perspectives centred on themes of race and identity. During my childhood years race identity was represented from an essentialist perspective. I identified as a member of the white race and was educated from a white, colonial historical perspective. Instilled from an early age was the notion that being black meant being inferior. Not only did I perceive Indigenous people as those who sat in the park and got drunk but I engaged in racist language such as ‘nigger’ and ‘coon’. My prejudice is highlighted by Brickman (2009) who suggests â€Å"Indeed, for social categories based on race, increased endorsement of genetic theories (one component of psychological essentialism) has been linked to increased prejudice† (p. 2). My parents assisted in the facilitation of my racial essentialism as did many other adults and peers of my own racial group. During my formative years my identity based upon being a member of the white race assumed greater intelligence, privilege and more appropriate behaviour than Indigenous peoples. The distinction between race and ethnicity is evident when according to Chandra (2006), an ethnic group is â€Å"†¦ a named human population with myths of common ancestry, shared historical memories, one or more elements of a common culture, a link with a homeland and sense of solidarity† (p.403). This statement relates to when I left my small town and attended an affluent private college whilst undertaking university study. Although surrounded by members of the same white race I identified with an ethnic group in the context of people from my own town. The essentialist and constructiveness theories for identity are distinct yet in practice difficult to separate. Ayirtman (2007) presents constructionist perspectives as â€Å"†¦ the intersubjective formation of individual identities through confrontation and interaction with other(s)† (p.10) whilst Chandra (2006) proposes that changes in ethnicity are constrained by â€Å"descent-based† attributes. In the context of race and ethnicity both statements were appropriate to the way I constructed my own identity throughout my adult years. The immersion in multiculturalism from a large city and university institution influenced me to many different races and ethnic groups. The confrontation of cultural diversity increased fluidity in the boundaries that constituted my identity about themes of race and ethnicity. However, the recognition of cultural differences in relation to my original culture and race still left intact some relatively fixed boundaries around essentialist perspectives. It is evident that Eva and I had different life experiences yet similarities emerge between our two identities. Prominent commonalities between Eva and I relate to the essentialist perspective of race and ethnicity our childhood and adolescence years. Both Eva and I expressed prejudice toward other ethnic groups based on the biological characteristics of race and ethnicity. In relation to ethnicity and race the formative years consisted of seemingly fixed and rigid boundaries around identity groups. Juteau (1996) describes these boundaries as â€Å"†¦ monolithic and static, seen as grounded in common origin, genealogy and ancestry† (p. 57). Similar to Eva the fixed nature of my identity boundaries correlated to racial and ethnic tensions resulting sometimes in violence, in varying degrees. Despite essentialised race and ethnicity in formative years commonalities exist between Eva and me through a post structuralist perspective. Racial prejudice was socially constructed through repeated discourses of conflict between racial groups throughout childhood and adolescence. Narrative through the evolving artefact of a diary allowed both Eva and I to analyse our subjectivities about aspects of our identities and both had the experience of an excellent teacher through which effective social interactions allowed empowerment and progressive reconstruction of identity. A key difference between me and the character Eva in The Freedom Writers is that I identified with the dominant Discourse in society and Eva identified as a member of a minority ethnic group. Thomson states â€Å"A successful school student is one who has acquired much of the dominant ‘habitus’, that is, ways of being in the world, as well as the cultural and symbolic capital derived from their schooling† (p. 8). An analysis of Thomson’s statement works on two levels. At the school level, and identifying as a member of the dominant culture, allowed me to be familiar with school discourse and the knowledge’s valued there in. Eva’s ethnic and racial identity immediately placed her at odds with the school discourse which restricted her acquisition of cultural capital. At the level of society I was able to exert more agency through the social influence that a familiar discourse facilitated. A seemingly natural relationship existed through identification with a common culture, language and physical race attributes. Eva’s race and ethnicity reduced the agency she could exert against the dominant culture. Her common culture and race attributes are at odds in a society where the majority race was white. The similarities and differences evident between Eva’s identity and my own identity offer invaluable understandings to develop positive, productive teacher-student interactions in the classroom. Taking a post structural approach to pedagogy teachers can be aware that their own subjectivities will influence the way they teach. (Nayler 2005). . In a multi-cultural scenario where individual students bring a variety of cultural identities into the classroom a teacher faces the challenge of facilitating inclusive pedagogical practices. Carrington advises that â€Å"†¦ the teacher facilitates a culture of respect and value for all members of the class. † (p. 113). This statement requires student interactions that involve listening to other students and being encouraged to support each other through peer assisted learning. Classroom organisation must allow students to actively participate in whole class, group collaboration, independent and problem- based learning. These student practices must be based around purposeful knowledge that engage what Thomson (2002) refers to as a student’s â€Å"†¦ virtual schoolbag† (p. 1). Through strong relationships between teacher, parent and community what students have learnt at home and in wider society can be transferred into the classroom. Therefore individual student’s â€Å"†¦ knowledge’s, narratives and interests† can be recognised and built upon with high teacher expectations of connecting them to the valued knowledge’s of the school curriculum. (Thomson, 2002). More specifically, is the need to embed Indigenous perspectives into the classroom. When embedding Indigenous studies into the classroom teachers (non-indigenous especially) need to access authentic knowledge and often admit their shortcomings in relation to skills and knowledge required to teach such units. Miller, Troy and Currell (2005) point out the risk that â€Å"as members of the dominant culture (we are all white Australian), perhaps we found it easy to revert to a knowledge base that we had naturally accepted since early childhood† (p. 61). Teachers must be critical about the resources they select to teach Indigenous studies whilst forging strong relationships with Indigenous communities. These factors will ensure that Indigenous studies are taught from an indigenous perspective and not corrupted by social, political and historical perspectives of the dominant culture of which many teachers identify with. The identity categories of race and ethnicity can be analysed from an essentialist and post structuralist perspective. The post structural perspective of race and ethnicity presents a more authentic analysis of identity as being influenced by different social contexts. Whilst the post structural perspective offers a more progressive application to Eva’s and my own identities essentialist influences are not invisible. The commonality of prejudice through race and ethnicity being essentialised offers an excellent reference point to show the usefulness of a post structural approach to productive teacher pedagogies. A post structural perspective offers the opportunity for teachers to critically reflect upon their own subjectivities in the context of their own identities. Teachers can therefore adopt pedagogical strategies that promote inclusiveness in the classroom and embrace the richness of cultural diversity, whilst linking the diverse array of knowledge’s to the value knowledge’s of the school curriculum. References 1. Marra, M (2005). Constructing Ethnicity and Leadership Through Storytelling at Work. Retrieved from http://www. mang. canterbury. ac. nz/anzca/FullPapers/06WorkCommFINALed. pdf 2. Carrington, S. (2007). Classroom relationships, pedagogy and practice in the inclusive classroom. In M. Keeffe & S. Carrington (Eds), Schools and diversity(2nd ed. ). (pp. 108-127). Sydney: Pearson Australia. 3. Miller, M. , Dunn, T. & Currell, K. (2005). Learning and the importance of knowing: Student perspectives on centralising Indigenous knowledge in their preparation as teachers. In J. Phillips & Lampert (Eds), Introductory Indigenous studies in education: The importance of knowing. (pp. 60-79). Sydney: Pearson Australia. 4. Thomson, P. (2002). Vicki and Thanh. In Schooling the rustbelt kids:Making the difference in Changing times (pp. 1-18). Crow’s Nest: Allen & Unwind. 5. Nailer, J. (2005). Understanding ourselves. In J. Austin (Ed), Culture and Identity (2nd end). (pp. 139-154). Sydney: Pearson Australia 6. Morning, A. (2006). Ethnic Classification in Global Perspective: A Cross-National Survey of the 2000 Census Round. Retrieved from http://as. nyu. edu/docs/IO/1043/Morning_2008_Ethnic_Classification_in_Global_Perspective. pdf 7. Brickman, D. (2009). The Implications of Essentialist Beliefs for Prejudice. Retrieved from http://deepblue. lib. umich. edu/bitstream/2027. 42/63752/1/dbrick_1. pdf 8. Chandra, H. (2006). What is Ethnic Identity and does it Matter. Annual Review of Political Science, 9, (pp 397-424. ) Retrieved from http://www. nyu. edu/gsas/dept/politics/faculty/chandra/ars2005. pdf 9. Juteau, D. (1996). Theorising ethnicity and ethnic communalisations at the margins: from Quebec to the world system. Nations and Nationalism, 2(1), (pp 45-66. ) Retrieved from http://onlinelibrary. wiley. com/doi/10. 1111/j. 1354-5078. 1996. 00045. x/abstract 10. Ayirtman, S. (2007). Recognition through Deliberation: Toward Deliberative Accommodation of Cultural Diversity. Retrieved from http://arts. monash. edu. au/psi/news-and-events/apsa/refereed-papers/political-theory/sayirtman. pdf 11. Zagefka, H (2008). The concept of ethnicity in social psychological research: Definitional issues. International Journal of Intercultural Relations, 33(3), (pp 228-241. ). 12. Gruwell, E (Writer), & Lagravenese, R (Director). (2006). In D. Devito, M. Shamberg, & S. Sheer (Producers), The Freedom Writers. Paramount Pictures.

Econ 100a Midterm

Econ 100A–Midterm 2 solutions. Thursday, March 22, 2012. True/False (2 questions, 10 points total) Answer true or false and explain your answer. Your answer must ? t in the space provided. T/F 1. (5 points) Suppose the government wants to place a tax on one of two goods, and suppose that supply is perfectly elastic for both goods. If the government wants to minimize the deadweight loss from a tax of a given size, it should put the tax on whichever good has worse substitutes. False: If the supply curves are identical, the only factor that determines the amount of deadweight loss is the elasticity of demand.Placing the tax on the good that has the lower elasticity of demand will minimize the deadweight loss of the tax. It is true that, holding all else equal, a good without good substitutes will have more inelastic demand than a good with good substitutes. However, this is not the only factor that determines the elasticity of demand. The goods could also di? er in terms of the i ncome e? ect. If the good with worse substitutes happened to be strongly normal while the good with better substitutes was strongly inferior, then the income e? ects might overwhelm the substitution e? cts, causing the good with better substitutes to be more inelastic. T/F 2. (5 points) In a perfectly competitive market with no taxes, if the price consumers are willing to pay for the marginal unit is the same as the price at which producers are willing to produce the marginal unit, then there will be no way to make anyone in the market better o? without making someone else worse o?. True. The price consumers are willing to pay for the marginal unit is the height of the inverse demand curve, and the price at which producers are willing to produce the marginal unit is the height of the inverse supply curve.Thus, when these prices are equal, it must be the case that supply is equal to demand, which is to say, the market is in equilibrium. If the quantity ? rms produce, and consumers co nsume, is more than the equilibrium quantity, then the ? rms’ cost of production will be greater than the consumers’ willingness to pay, and either consumers will have to pay more than the units are worth to them, making them worse o? , or ? rms will have to receive less than the units cost them, making them worse o? , or both.If the quantity is less than equilibrium, then there will be units not produced or consumed for which the cost of production would have been less than consumers’ willingness to pay, meaning that either ? rms have given up pro? table units, or consumers have given up units that generated consumer surplus, or both. In any case, at least one side of the market will have been made worse o?. Thus, from equilibrium there is no way that either ? rms or consumers can be made better o? without someone being made worse o?. 1 Short Answer (2 questions, 20 points total) Your answer must ? t in the space provided. SA 2. 10 points) Explain what we mean when we say that ? rms in long-run equilibrium are earning zero pro? t even though their owners and investors are making an adequate return on their labor and investments. The statement refers to â€Å"economic pro? t†, which is the di? erence between revenue and opportunity cost. The opportunity cost of the labor of the owner of a ? rm is the wage the owner could have earned if he or she chose not to run the ? rm, but to get a job instead. The opportunity cost of the capital investors invest in a ? rm is the rate of return they could have earned by investing their capital in some other ? m in some other industry. Thus, if the owner of the ? rm receives an amount just equal to the opportunity cost of their labor, and the investors receive an amount just equal to the opportunity cost of their capital, we do not include those amounts in economic pro? t, and the ? rm will be said to be earning zero economic pro? t, even though an accountant would say that both the owner and the investors are making an â€Å"accounting pro? t†. The accounting pro? t earned by the owner and the investors is the amount of money that is just adequate to make them choose to put their labor and capital into the ? m. 2 Problem Solving (2 problems, 50 points total) Problem 1. (26 points total) Consider a perfectly competitive ? rm with a production technology 1 1 represented by the production function, y = 10 K 2 + L 2 . Let p, r, and w be the price of the ? rm’s output, the rental rate of capital, and the wage, respectively. (a) (8 points) First let’s consider long-run pro? t maximization. (i) Set up the ? rm’s long-run pro? t maximization problem and compute the ? rm’s pro? tmaximizing demand for labor and capital, and pro? t-maximizing output, as functions of p, r, and w. ii) Is labor a gross complement or a gross substitute for capital, or neither. Prove your answer mathematically and explain what it means. The long-run pro? t maximization pr oblem is, max p  · 10 K,L v K+ v L The ? rst-order conditions are, 5p 5p for L: vL ? w = 0 for K: vK ? r = 0 Solving these for L and K respectively we get L? (p, r, w) = (f rac5pw)2 and K ? (p, r, w) = (f rac5pr)2 . Plugging these pro? t-maximizing levels of capital and labor into the production function we get the pro? t-maximizing output of the ? rm, y ? (p, w, r) = y(K ? , L? ) = 10 5p r 2 , 5p w 2 = 50p r+w rw .To determine whether labor is a gross complement or gross substitute for capital we take the partial derivative of the labor demand function with respect to the rental ? rate of capital, ? L = 0. Since this is zero, labor is neither a gross complement ? r nor a gross substitute for capital. What this means is that when the price of capital changes, the amount of labor the ? rm uses will not change. (b) (8 points) Set up the ? rm’s cost-minimization problem and compute the ? rm’s conditional demand for labor and capital, as functions of y, r, and w. The ? r m’s cost minimization problem is, v min rK + wL K,L K+ L =y ? s. t. 10 Setting up the LaGrangian function, this minimization problem becomes, min rK + wL ? ? 10 v K+ v L ? y ? v K,L,? The ? rst-order conditions are, 5 for L: w ? ? vL = 0 for K: r ? ? v5 = 0 for ? : 10 K the production constraint. v K+ L = y , which is just ? w 2 L. r Taking the ratio of the ? rst two conditions we get this into the production constraint we get, 10 3 v vK = w ? r L v v w r L+ L K= Plugging = y ? L? (y; r, w) = ? y2 r 10(r+w) 2 . Plugging this back into the expression for K that we derived earlier 2 w we get, K ? (y; r, w) = y 2 10(r+w) labor and capital respectively. These are the ? rm’s conditional demand for (c) (10 points) Now let’s consider scale and substitution e? ects. Assume that initially the price of the ? rm’s output, p, the rental rate of capital, r, and the wage, w, are all equal to 10. (i) How much labor will the ? rm use at these prices, and how much output will it produce? (ii) Using only the mathematical results you got in parts (a) and (b), compute e? ect of an increase in the rental rate to r = 20. Plugging the given prices into the pro? t-maximizing labor demand and output supply 2 functions from part (a) we get, L? (p, w, r) = 5 ·10 = 25, and y ? p, w, r) = 50  · 10 10 (f rac10 + 1010  · 10) = 100. ? ? you might have plugged the new prices into the ? rm’s supply function to get y ? (10, 10, 20) = 50 ·10 10+20 = 75. If you then plugged this into the 10 ·20 ? rm’s conditional factor demand at the new prices you would get L? (75; 10, 20) = 75 20 10 10+20 2 = 25. 4 Problem 2. (24 points total) Consider a perfectly competitive industry with 10 identical ? rms, each of which has variable costs of 10y 2 and ? xed costs of 1000. We will de? ne the short run as the time scale in which ? rms cannot enter or exit the industry, and cannot avoid their ? xed costs. In other words, in the short run ? rms must continue to pay their ? xed costs even if they produce zero output. ) In the long run, ? rms can enter or exit the industry, and can avoid their ? xed costs by shutting down. (a) (8 points) Compute the short-run inverse supply curve of the ? rm, and the short-run inverse supply curve of the industry, and graph them on the same graph. [Hint: it matters a lot that ? rms can’t avoid their ? xed costs in the short run. ] Each ? rm’s cost function is C(y) = 10y 2 + 1000, and the marginal cost curve is M C = 20y. Normally we say that the inverse supply curve of the ? m is the upward sloping part of the marginal cost curve, above the minimum of the average cost curve, because if the price is below the minimum of the average cost curve, the ? rm will make negative pro? t and will shut down. However, in this case, in the short run, if a ? rm shuts down it will still have to pay its ? xed cost of $1000. As a result, it will continue to produce output even if it is losing money, as long as it does not lose more than $1000. So we need to ? nd the price below which the ? rm will have lose more than $1000. Pro? t is py ? 10y 2 ? 1000 and we want the price below which this is less than ? 1000.To do this we have to plug in the ? rm’s pro? t-maximizing quantity as a function of price, which we get by solving the ? rm’s marginal cost curve p p p 2 to get y ? = 20 , which gives us p 20 ? 10 20 ? 1000 = ? 1000 ? p2 19 = 0 ? p = 0. 40 The ? rm will continue to produce at any positive price rather than shut down and 5 pay its ? xed cost without any revenue. Thus, the ? rm’s inverse supply curve is simply the entire marginal cost curve, p(y) = 20y. To compute the short-run inverse supply curve of the industry we ? rst have to aggregate ? rm supply to industry supply, and to do that we have to have the direct supply curve of the ? m, which we get by solving the inverse supply curve for y to p p get y(p) = 20 . Short-run industry supply is Y (p) = N yj (p) = 10 20 = f racp2. j=1 Solving for p we get the short-run inverse supply curve of the industry, p(Y ) = 2Y . Your graph should look like this: (b) (6 points) Suppose the demand for the industry’s product is de? ned by pd (Y ) = 700 ? 5Y . (i) What will be the short-run equilibrium price and quantity for the industry? Illustrate this equilibrium on a graph. (ii) Explain why this market outcome is an equilibrium in the short run. [Be sure to make reference to the general de? ition of equilibrium in your answer. ] (iii) Is this industry in long-run equilibrium? Explain why or why not. [Again, be sure to make reference to the general de? nition of equilibrium in your answer. ] The short-run market equilibrium is where the quantity demanded at the price paid by consumers is equal to the quantity supplied at the price received by producers, and since, in the absence of a tax, the price paid by consumers is the same as the price paid by producers, we just solve for the intersection of t he supply curve and the demand curve: 700 ? 5Y = 2Y ? Y ? = 100.Plugging that into either the demand or the supply curve we get p(Y ) = 200. Your graph should look like this: In general, equilibrium means that no individual agent has an incentive to do anything other than what they are currently doing, which means that the system will 6 not move from the point it is at. In the case of short-run market equilibrium this means that at the market price consumers cannot be made better o? by increasing or decreasing consumption, and ? rms cannot be made better o? by increasing or decreasing production. This is clearly the case at the market equilibrium we have solved for.If consumers increase consumption they will have to pay more for the additional units of the good than the value of those units, and if they consume less they will be giving up units that are worth more to them than they are required to pay for them. In either case, they are made worse o? , and thus have no incentive to c hange. For ? rms, roughly the same argument applies. If they produce more, the maximum they will be able to charge will be less than the cost of production, and if they produce less they will be giving up units that they were able to sell at a pro? t. In either case, ? ms are worse o? , so they have no incentive to change what they were doing. The industry is in long-run equilibrium. To see this we need to know whether ? rms are earning zero pro? t, and to determine that we need to know something about the ? rm’s average cost curve, which is AC = 10y + 1000 . If we minimize this we ? nd y that the ? rms’ minimum average cost is minAC = 200. And since this is equal to the price in the current equilibrium, ? rms’ pro? t is (p ? AC)y = 0y = 0. Long-run equilibrium is de? ned as the point at which ? rms will have no incentive to enter or exit the industry. The reason ? ms enter or exit is in response to pro? ts being either positive or negative, so if pro? ts are ze ro in the industry there will be no incentive to enter or exit, which is to say, no ? rm will have any incentive to do anything di? erent from what they are currently doing. (c) (10 points) Suppose the government imposes a tax of $50 per unit on the ? rms in the industry. (i) Compute the short-run after-tax equlibrium quantity, price paid by consumers, and price received by ? rms, and graph them. (ii) Calculate the change in producer surplus caused by the tax in the short-run. Add it to your graph. iii) Compute the long-run after-tax equilibrium quanitity, price paid by consumers, and price received by ? rms. Add this equilibrium to your graph. How many ? rms will exit the industry? (iv) Calculate the change in producer surplus caused by the tax in the long-run. Why is this the same or di? erent from your answer to ii above? To compute the short-run after tax equilibrium we need to ? nd the point at which the quantity demanded by consumers, at the price they pay, is equal to the qua ntity supplied by ? rms at the price they receive. This is the quantity that solves the equation, pd = ps + t, which is to say, 700 ? Y = 2Y + 50 ? YtSR = 92. 9. Plugging this quantity back into the inverse supply curve we get ps = 2  · YtSR = 185. 8, which means the price paid by consumers is pd = ps + t = 185. 8 + 50 = 135. 8. The change in producer surplus is the area to the left of the supply curve between the pre-tax price and the after-tax price received by ? rms. It includes the ? rms’ share of the tax revenue as well as the part of deadweight loss that comes from ? rms. In the case of linear supply it is the area of a parallelagram with height equal to the di? erence between the pre-tax price and the after-tax price received by ? rms, and bases of Y ? nd YtSR , which is ? P SS R = (200 ? 185. 7) 100? 92. 9 = 1379. 2. 2 7 By now your graph should look like this: In an industry with identical ? rms the long-run supply curve is horizontal, which is to say, in long-run equilibrium ? rms will be earning zero pro? t because entry and exit will always drive the price down (or in this case up) to the point where the price is equal to the minimum average cost. Thus, the after-tax price received by ? rms will be ps = 200. Otherwise ? rms would be losing money and would have an incentive to leave the industry, and the industry would not be in long-run equilibrium.Thus, we know that the tax will be passed on entirely to consumers, which means that the price paid by consumers will be pd = ps + t = 200 + 50 = 250. Setting the inverse demand curve equal to that price, we can compute the long-run after-tax equilibrium quantity, 250 = 700 ? 5Y ? YtLR = 90. To determine the number of ? rms in the industry we have to know how much output each ? rm will produce when they are operating at their minimum average cost. We computed the direct supply curve of p the ? rm in part (a), y(p) = 20 , which means that at the minimum of their average cost, minAC = 200, each ? rm will produce 200 = 10 units of output.Since the 20 industry as a whole is producing 90 units, there must be 9 ? rms in the industry. One has exited the industry. Your graph should look like this: In an industry with identical ? rms, by de? nition, the long-run producer surplus is zero. There are two ways to see this. The ? rst is that the long-run supply curve is horizontal, which means that in long-run equilibrium the price is the same as the height of the supply curve, and since producer surplus is the area between the price line and the supply curve, there clearly can be no producer surplus. The other way to see it is to refer to the de? ition of long-run equilibrium in an industry with identical ? rms, which is that all ? rms are earning zero pro? t. The reason this is di? erent from the answer to ii, above, is that in the long-run ? rms can escape the burden of the tax by leaving the industry and going into some other industry that is not taxed. We know that the burden of a tax always falls most heavily on the side of the market that is less able to change it’s behavior to escape the tax, which is to say, the side of the market that is most inelastic. In the long-run, the supply side of the industry is perfectly elastic, and thus bears none of the burden of the tax. 8

Projectile Motion

I. Introduction This study focuses on the different factors that affect the game results of the throwing events namely, javelin throw, discus throw, and shot put throw. It is observed that during athletic meets, the winner is determined by the farthest throwing distance. However, this distance does not sum up the outstanding performance of a winning athlete. Several factors are deemed to be essential in strategically winning a throwing event. For instance, an athlete may need more effort in performing as compared to another because of certain physical or strategic hindrances. These hindrances seem to be inexistent when a game is analyzed using the distance covered only. Thus for the purposes of this study, the competition outcome is defined to be the resulting projectile from the throw. In analyzing the projectile, the research is opened to the influences of strategies beyond throwing the farthest. These factors can be grouped into three aspects: the thrown object’s standard measures, the strategy, and the player’s characteristics. First, the projectile allows us to examine the effects of the thrown object’s standard measures to the throwing ability of a player. These measurements include the weight of the object, and its circumference, in the case of the shot put and the discus, or its length, in the case of the javelin. Second, the projectile exposes the possibility of implementing various strategies that may affect the throwing distance, such as the angle of the throw and the velocity of the turn, in the case of the shot put and discus throw, or run, in the case of the javelin throw. Finally, the projectile also somehow illustrates the advantages or disadvantages of the player’s characteristics like height, weight, and body-build. Consequently, the research will not be tied to the distance results of the throwing events. Rather, it will be concerning thee different projectile elements – distance, height, angle, and force – as they are influenced by the aforementioned groups of variables. At the end of the day, this paper will justify the inevitability of standards with regard to the object’s measured properties, and will recommend the best player profile and playing strategy, as supported by the projectile results of conducted experiments. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object.