Factors That Affect Resistance and Electric Power

Factors That Affect Resistance and Electric Power A report into the electricity practical investigation and problems Samerah Mansha Abstract: This experiment was regarding electricity and its features. The experiment determines factors that affect resistance and electric power. The results showed that by increasing the number of bulbs within the electric circuits affected both electric power and resistance value in both series and parallel circuits. Introduction: The scope of the investigation was to find out the factors that affect resistance within a circuit by constructing series and parallel circuit’s whilst varying the amount of bulbs used. Additionally, a voltmeter was connected within to measure the electrical potential difference in volts between two points within the circuit. An ammeter was also used to measure the current in amps within the circuit. Direct current is known as the continuous movement of electrons from areas surrounded with negative charge to areas surrounded with positive charges through a conducting material such as metal wire. Whilst the intensity of current can vary the general direction of movement stays the same throughout. A common example of a direct current is a battery. Parallel circuits and series circuits are two basic types of electric circuits that can be found within electrical devices. They both differ in terms of where the components are placed within circuit In series circuits there are no branches present thus components are connected one after another in a single pathway, allowing current to follow the circuit from one side to the other side of cell passing through each of the components, one after the other. In a series circuit, if a lamp breaks or even a component is disconnected, the circuit is broken causing all the components within to stop working. The current found in series circuit is found to be the same anywhere within the circuit, whilst the voltage is shared in ratio to resistance. Figure: 1 an example of series circuit. In a parallel circuit, there are multiple pathways between circuit’s beginning and end, whilst different components are connected into different branches of the wire. Therefore the electric current has more than one route to take, thus circuit has the potential to still function even if one path fails, for example if a lamp breaks or a component is disconnected from one parallel wire, the components on different branches are still able to work therefore parallel circuits are more commonly used in household applications. Regardless of how many different paths the circuit has, the total voltage stays the same, as the voltage across each pathway equals to the supply voltage. The current through parallel circuits splits up as it passes through the passageways. Figure: 2 an example of a parallel circuit Electromotive force abbreviated as e.m.f is when charge flows through a cell or battery, it is given energy.The number of joules of energy given to each coulomb of charge that passes through the cell is known as called e.m.f. of cell and is measured in volts (V). It is equal to the potential difference across the terminals of the cell when no current is flowing. Examples of sources of e.m.f are cells, batteries and generator Potential difference (p.d) is known as the amount of electrical energy that is changed into other forms of energy per coulomb of charge. In circuits there are components that put energyinto the circuit and components that take energyout. Any device putting energy into circuit is providing an e.m.f whilst any device taking energy out has p.dacross it.The p.d across an electrical component is needed to make current flow in it. Cells or batteries usually are responsible for the p.d needed. P.d is measured in volts using a voltmeter. Electrical cells are made from materials and chemicals, which have some sort of resistance. Therefore, a batteries and cells must have resistance known asinternal resistance which ismeasured in ohms. When electricity flows round a circuit the internal resistance of the cell itself causes a drop in soruice of voltage whilst resisting the flow of current thusthermalenergy is wasted in the cell itself. Ohms law is commonly used to portray that current flowing through a metal wire is proportional to the potential difference across it, providing that temperature remains constant. Resistance is measured in ohms.ÃŽ ©rthus greater the number of ohms, the greater the resistance. The relationship between voltage, current and resistance is V= IR, Potential difference (volt, V) = current (ampere, A) Ãâ€" resistance (ohm,ÃŽ ©). Figure: 3 – Graph showing the relationship between current and voltage following Ohms Law that electric current is proportional to voltage and inversely proportional to resistance Electric power is the rate of energy consumption and the way electric energy is transferred n within an electrical circuit. The electric power is measured in watts. Planning: Equipment: Locktronics electricity kit Bulbs Ammeter Voltmeter Wires Electric Source Safety Measures: As the mains voltage electricity was used throughout the experiment, it was dangerous. Thus significant risk of electrocution may occur if mains voltage electricity is allowed to pass through the body. The mains voltage was made sure it was switched of when connecting wires and components together. There could be a risk of fire and explosion if electricity is not cabled and fused correctly and if near water. Therefore precautions were taken when mains electricity was. Before any equipment was used they were checked to see any visible damage to the leads and equipment. Method: Firstly a simple series circuit was conducted out using an locktronics electricity kit is which simplifies the process of learning electricity using wires, mains source, voltmeter, ammeter and one light bulb. Secondly, 3 other simple series were conducted out in the same way each increasing the amount of light bulbs used. Lastly, 3 apparel circuits were constructed using the same method as above each increasing the amount of bulbs used within. In each of the series and parallel circuits, the voltage and current was measured. Using the measurements of voltage and current, the values of resistance and electrical power was calculated. Results: See figures 5,6,and 7 The results for the series circuits show that as the number of bulbs increase, the value current and voltage decrease. Apart from 3 bulbs for series circuit the value of amperes should be less as it doesn’t fit in with the general trend. Whereas the in the parallel circuits as the number of bulbs increase the current decrease, whilst the voltage remains the same. Analysis: The values of resistance and electrical power have been calculated. (see figure). The findings show that for the series circuits show that as the number of bulbs increases the value of power and resistance both decrease. However, when there were 3 and 4 bulbs within the circuit the value of resistance remained the same within the circuit which doesn’t fit in with the general trend, therefore figure 3 or 4 may be an anomaly. The calculations show for the parallel circuits show that as the number of bulbs increase the value of electrical power increases, whilst the value of resistance decreases. This graph shows that ohms law has been obeyed as the current flowing through is quiet proportional to the potential difference across. Evaluation: There may have been one anomaly that was recorded within the series circuits between the 3 and 4 bulbs experiment as the current should have decreased but stayed the same. However this could have been because a needle ammeter was used, therefore is subject to one’s opinion thus not entirely accurate, in order to improve this a digital ammeter could have been used to improve reliability. Also the ammeter scale couldn’t be accurately read as there was no gradation between the 1 and 2 values. In order to improve the method more number of bulbs could have been used to show more of an overall trend which would improve validity and reliability of conclusion. In order to improve the reliability and validity of the method a repeat should be conducted of the experiment to achieve average results. Overall, the results match theory thus portraying the results achieved are reliable.

Benchmarking as a powerful total quality management tool

Like all other management concepts and principles, Benchmarking has also gone through the tests of time and efficiency. In fact, it was not until Xerox implemented it in the late 70’s that Benchmarking has proven itself in the field of business management (Brown, 1992). During this time, Xerox was losing market share and feeling pressure from its competitors. In an attempt to get back into the game, Xerox compared its operations to its competitors'.After comparing its quality standards to others', Xerox began one of the greatest trends in the business world today (Rogers, 1991). Although there have been issues on whether Benchmarking has to be considered as a stand-alone management concept from that of Total Quality Management (TQM), this paper would argue that Benchmarking is rather an ingredient and an efficient tool in the implementation of a successful TQM process. This paper also would argue that benchmarking applies not only to manufacturing but also to service industrie s.In fact, it has even pointed out that benchmarking has been beneficial in the financial management of Higher Education institutions (Tang and Zari, 1998). OVERVIEW OF BENCHMARKING The principle of benchmarking has been defined in several ways depending on the area of TQM where its values and contributions have been stressed. The European Foundation for Quality Management (EFQM) defines it as: â€Å"The process of systematically comparing your own organizational structure, processes and performance against those of good practice organizations globally, with a view to achieve business excellence.Benchmarking provides the key interface between identifying and understanding the key criteria for change and attuning these to the reality of specific organizations in the global economy† (Waston, 1993). The famous adherent of TQM and benchmarking Mohamed Zairi defines it as â€Å"emulating the best by continuously implementing change and measuring performance† (Zairi, 1996). In both cases, benchmarking has its own mark: allowing change for the best.Industry practitioners of benchmarking consider a benchmark is the standard of excellence against which to measure and compare wherein benchmarks are performance measures: How many? How quickly? How high? How low? (APQC, 1995). Benchmarks are facts; benchmarking enables real improvement (Ammons, 1999). Benchmarking is actually the process of learning lessons about how best performance is accomplished by the strict implementation and employment of best practices (APQC, 1995).Clearly, benchmarking goes beyond data gathering, comparison and measurement. Benchmarking is an ingredient in any total quality management movement. Firms that want to know why or how another firm does better than theirs follow the benchmarking concept (Greengard, 1995). Its use is accelerating among U. S. firms that have adopted the TQM philosophy. Benchmarking is about improving competitive position, and using ‘best practice' to s timulate radical innovation rather than seeking minor, incremental improvements on historic performance (Certo, 1994).Due to changes in economic factors, technology, market demands and other social factors, benchmarking as a TQM tool does not tolerate merely comparing past business practices to present in order to gain business excellence, rather it requires an organization to embrace these changes. In this case, benchmarking in line with TQM is a perfect business tool toward global competitiveness (Saxl, 1992). This claim has been proven by benchmarking practitioners who were considered as best among the best in the world of business.

Separation Anxiety Disorder

Separation anxiety disorder is a mental health disorder that begins in childhood and is characterized by worrying that is out of proportion to the situation of temporarily leaving home or otherwise separating from loved ones. Approximately 4%-5% of children and adolescents suffer from separation anxiety disorder. Separation Anxiety Disorder is more common in children with family histories of anxiety. Also, children whose mothers were stressed during pregnancy with them tend to be more at risk for developing this disorder.A majority of children with separation anxiety disorder have school refusal as a symptom and up to 80% of children who refuse to go to school qualify for the diagnosis of separation anxiety disorder. Approximately 50%-75% of children who suffer from this disorder come from homes of low socioeconomic status. The Physical effects and symptoms of Separation Anxiety Disorder are: orepeated occurrence of physical symptoms (nausea, stomachache, headache, vomiting, etc. on occasions that involve separation from a major attachment figure, such as leaving home to go to school; opersistent reluctance or refusal to go to sleep without being near or next to a major attachment figure; oExcessive, recurrent distress (as shown by anxiety, crying, tantrums, misery, apathy, or social withdrawal) in anticipation of, during, or immediately following separation from a major attachment figureSocial effects and symptoms are: persistent reluctance or refusal to go to school because of fear about separation There are no immediate effects on the spiritual dimension of health Psychological effects and symptoms of separation anxiety are: orepeated nightmares about separation; opersistent inappropriate fear of being alone at home during the day; oan unrealistic, preoccupying worry about possible harm befalling major attachment figures or a fear that they will leave and not return; oan nrealistic, preoccupying worry that some untoward event, such as the child being lost, k idnapped, admitted to hospital, or killed, will separate him or her from a major attachment figure; If left untreated, Separation anxiety disorder puts its sufferers at risk for depression and anxiety problems as adults, as well as personality disorders, in which anxiety is a major symptom. Teenage separation anxiety is not as common as separation anxiety in younger children, however, it does exist.Most cases of teenage separation anxiety have an earlier onset that went undiagnosed, but some recent case studies suggest there are some teens and young adults that have all the symptoms and a later onset. You can imagine how disruptive this could be to a teen’s life! Not only may these feelings prevent them from going to school, but from working, having normal social and peer relationships, and accomplishing the everyday activities of normal adolescents.

Questions On Higher Education Budget Cuts - 1006 Words

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