Cat do not allway lod on their feet

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I had a bout 4 or 5 years old and at the time I was living in a flat on the fifth floor. My favorite T.V show was the animal kingdom I was amused by all the facts and amusing animals.

One day I was watching my favorite shows and show was on cats, I remembered a fact that cats always lend on their feet. After that show every time I saw a cat I used to pick it up and throw it in the air

One particular day as I was walking towards my apartment I came across my next-door neighbors cat. The cat had long white hair and it was as clean as my white school shirt, it had a pink ribbon around its neck and it was my neighbor's favorite cat. I did not care, I grabbed the cat and ran to the balcony of my flat.

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I wanted to experiment and see if the cat would land on its feet if I threw it from the fifth floor. I threw the cat and it flipped and flipped and flipped, I then ran to check if the cat had landed on its feet or on its back. Wouldn't you know it, the cat looked as if it was ling on its back. I think it was the back but I could not make out the cat was as flat as a pancake.

Then I realized what I have done I killed my neighbors favorite cat and to make things worse the cat landed on the windscreen of my neighbors car. I panicked and ran home, I don't know why but I did not tell me parents what I have just done.

A couple of days later a bill come home for the damage done to the windscreen of my neighbor's car. Of course my parents had no idea of what was going on, so they went to have a talk with my neighbors. Now I was scared but not of what I have done but because I did not tell my parents the true. I didn't know what to do, so I hid under my bed, soon I was asleep.

The next day when I woke up, I walked into the living room there was my mum showing the police man my photo and describing how I looked. I then walked over to see what was going on suddenly my mum started hugging and kissing me.

Later that day I found out that my parents thought that I was so scared and I decided to run away from home. As for the cats there was no fear anymore I never chucked cats in the air, I didn't need to I knew that cats do not always land on their feet.

Story by Armin Sabanovic 11D

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Of mice and men

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OF MICE AND MEN

Of Mice and Men is a book about a strong relationship between two friends. They do all their traveling together and watch out for each other. In this story they run into many difficult times, but manage as best they can. They find jobs wherever they can, and often find themselves living hand-to-mouth. Not only do they help each other out financially, but they help each other out emotionally and spiritually.

The story is centered around two characters mainly. George is a man who doesnt prefer to show emotion. He is stern with Lennie and basically just tries to keep him out of trouble. He takes care of his friend, Lennie, because of a promise he made to Lennies aunt. He does his best to take care of Lennie and even loves him, but it is very difficult for him to do so. His patience with Lennie is often tested. Lennie is really innocent and naive to the way the world works. He doesnt understand how some people can be deceiving or treacherous. Part of his understanding (or lack thereof) is due to mental problems. Lennie is mentally hadicapped. Despite Lennies handicap he is very big in heart. He is like a child. He looks up to George very much.

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The way George and Lennie became a team was a promise that George made to lennies aunt Clara. She was dying and George

promised her hed take care of Lennie. They set off together to find work. Because of Lennies handicap it is hard for them to find work. Finally Lennie is quiet in an interview and he and George score jobs They do farm labor. During their work their people come to find out about Lennies state but dont really pay attention to it. The one who does bring things up is the boss son Curly. He makes things as hard for lennie as he can.

Then One day when all the workers are playing horseshoes Lennie is sitting in the barn. He was petting a puppy,and he tends to

pet things really hard because he is so bi. He loves to feel things that are soft. Then Curlys wife came in. She is a girl that flirts with all

the men and doesnt present herself very well. Then she tells Lennie how soft her hair is and asks if he would like to feel it. He did. Then when he started to pull her hair she screamed and scared him. Because he was so scared he got kind of violent and broke her neck. Then they found her body. Everyone was looking for him after he ran away. George remembered where he told Lennie where to go if he was in trouble. He found Lennie there. Lennie told him what happened then George began to talk about life whan they would own acres of land. Then Lennie began talking about it to. When Lennie began to get really into it George pointed a gun to the bak of his head and shot him.

The point the author was trying to get across was that friendship is one of the most important things in our lives. He was trying to show that side of people that expresses compassion, loyalty and love for eachother. This story teaches us that despite the hardships and trials in life there are always those things or people in life pushing us and trying to get us through. It shows that no matter our situation we always have people in our lives that care so much about us that they will do whatever they can to help us no matter how much it hurts them. It also showed that we as humans arent all bad, but have a compassionate side.

What I liked about the book was the relationship George and Lennie had with each other. George took care of Lennie and loved him like a brother. He felt bad about Lennie having life so hard. I think the thing that showed how much he ached for the trouble in Lennies life is when he shot him at the end.That hurt him a lot, but he felt that was Lennies only way out. Then Lennie completely looked up to him and idolized him. The passage that showed this was when They were eating and he asked for ketchup. George got mad and Lennie was really upset that George was mad at him. Then he started crying and telling George that he was sorry and didnt want any ketchup and if he had some hed give it all to George. This story was excellent at showing how much people can care about each other. I really liked the way the author put the story together and made it so good. It was entertaining, but at the same time I learned from it.

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Good country people

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Good Country People Overview

Critic John Ditsky

Source Reference Guide to Short Fiction, 1st ed., edited by Noelle Watson, St. James Press, 14

Criticism about (mary) Flannery Oconnor (15-164), also known as (Mary) Flannery OConnor, Mary Flannery OConnor

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Genre(s) Short stories; Novels; Gothic novels; Letters (Correspondence); Essays

Perhaps there was a time when Flannery OConnor was regarded chiefly as a cult author adored by Catholic readers on the basis of her unusual southern Catholic background, but those days are gone forever. Her fiction and her nonfiction are distinguished by a religious ardor, to be sure, but the former is never tendentious or preachy. Rather, OConnor is artist enough to let her characters hang their own moral selves, generally on the basis of that pride that goeth before a fall, or that fails to anticipate its own shortcomings in the face of other forms of pride, and other follies and vices as well.

An often-anthologized story in this mode is Good Country People. Though its title drips with OConnors usual caustic irony as regards folk sententiousness, it expands as the story proceeds to hoist as well those who think themselves superior to such simplistic usage. In her more public utterances, OConnor noted that we are inclined to accept the southern grotesque as the local norm when we might well refuse its applicability to our own lives. In OConnors work, we are all, northern and southern, capable of grotesquerie, in just the way Sherwood Anderson employed the term. In OConnors unremitting world view, we are all monsters in some sense or other.

Ironical too are the names of the two women whose conversations parenthesize OConnors story. Mrs. Hopewell is heard talking to her employee Mrs. Freeman, whom she has hired because she and her husband were reputed to be good country people, at the beginning and the ending of the story. Mrs. Hopewell and Mrs. Freeman are quick to slip into the dialogue of maxims that apparently marks good country people

Ive always been quick. Its some that are quicker than others.

Everybody is different, Mrs. Hopewell said.

Yes, most people is, Mrs. Freeman said.

It takes all kinds to make the world.

I always said it myself.

These banal routines of oneupmanship morning banter are overheard by Mrs. Hopewells daughter, large hulking Joy, as early as the latters morning bathroom visits, and OConnor begins to shift the storys focus to this ungainly woman of years who has lost a leg, acquired a Ph.D. in philosophy--which in her mothers mind becomes redundantly useless--and changed her legal name to Hulga, a switch from a beautiful name to the ugliest name in the language, apparently the former Joys claim to having addressed her identity candidly.

It would hardly be surprising if the intellectual OConnor might not have intended to parody herself in the person of Joy/Hulga. OConnor was killed early on by the disease lupus, while Hulga, maimed in a hunting accident, has a weak heart and might see forty-five at best. Hulga contents herself with a philosophy that abhors the contemplation of nothingness and an attitude that holds her above the nice young men of the region. That is, at least until the Bible salesman comes calling.

Manley Pointer, with his hilariously phallic name, ingratiates himself with Mrs. Hopewell, even though she has no desire to buy one of his Bibles, because he is also good country people; Hulga, operating at a supposedly more sophisticated level of insight, might have found him attractive because she feels his superiority as an unbeliever, or because they share the same heart condition. He admires her wooden leg and her glasses; she meets him by prior arrangement, having imagined seducing him and thus getting an idea across even to an inferior mind, her true genius being able to deal with his expected remorse.

Only through the logic of threes does the reader note OConnors suggestion that Hulgas defects include not only defective vision and a missing leg, but also her status as a conscious nonbeliever. Finding that she can endure his kisses with detachment, Hulga goes further in her pride and reveals her nonbelief, which the young boy accepts with admiration as though she were a fantastic animal at the zoo. She even leads him to the barn loft where he removes her glasses, after which, with unwitting irony, she pities him I dont have illusions. Im one of those people who see through to nothing; she claims to have achieved a kind of salvation by having taken her blindfold off. Insisting on honesty between them, she tells him that she is thirty years old--shaving off a couple of years--and that I have a number of degrees. I dont care a thing about all what all you done, he replies, as though she had confessed to a sordid past; and he demands to be told that she loves him, which she does after a series of ardent kisses, congratulating herself on having had seduced him. The reader notes the sexual role-reversal here, the boy asking for assurances of love, the woman seducing, or thinking she is.

As if to play up that aspect of the story, OConnor has the young man request that she remove her artificial leg for him, something she took care of ... as someone else would his soul. It is what makes her different, he says, tallying with the notion of soul. Faced with his innocence, she complies, and she finds in her quasi-sexual yielding that It was like losing her own life and finding it again miraculously, in his. This parody of Christian paradox makes the boy her false savior, and almost immediately, the boy takes from his case of Bible samples one that actually contains a flask of whiskey, a box of condoms, and a pack of pornographic playing cards. He startles her by saying that though he is good country people, he is no perfect Christian but someone who has been believing in nothing since birth. In a grotesque ending worthy of Faulkner, the young man scrambles out of the barn loft with Hulgas artificial leg, her glasses, and, one hopes, her self-deception. But the narrational camera pans back to Mrs. Hopewell and Mrs. Freeman, who reflect in their ignorance on how simple the good country boy is. In this masterful moral tale, Flannery OConnor shows us a character who, with her useless Ph.D. in Philosophy, might instead have better studied the one about the farmers daughter and the traveling salesman.

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Novel Inspired by me

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The novel I have selected for this exploration study assignment is About A Boy by Nick Hornby. There are several complex characters in this novel worthy character exploration. As I was most fascinated by the character development of Marcus throughout the novel, I have chosen to further explore his character. My exploration will focus on the influence Fiona, Will and Ellie have had on Marcus' character development.

At the beginning of this novel Marcus is portrayed as a misfit with very low s .. William Golding's novel The Lord of the flies makes a number of suggestions about Human Nature. The boys became either followers or they became leaders. The boys are scared of the unknown and they would rather seek enjoyment than do any work. One of the most prominent suggestions in the novel The History in the Novel There is a strong sense of history which pervades Thackeray's Vanity Fair. The novel opens with; "while the present century was still in it's teens" and this not only places the story firmly in the history and society of the early 1th century, but also introduces the idea

Writing of the life of Percy Bysshe Shelley in 17, Virginia Woolf observed that "there are some stories which have to be retold by each generation, not that we have anything new to add to them, but because of some queer quality in them which makes them not only Shelley's story but our own." This h

Lolita is one of the most unconventional literary classics of the century. Lolita is a twelve-year-old girl, who is desired by the European intellectual Humbert Humbert. As the narrator of the story, Humbert chronicles his abnormal childhood, adolescent experiences, and an adventure in a booming A

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Different cultures, different customs very different traditions. That's the way of weddings. Every religion, region and country has different wedding traditions. There are close similarities, yet they are still very different. I am most familiar with the traditional Catholic wedding but there

What do you learn about Scouts relationships in the first three chapters of the novel? You should · structure your work in 4 main paragraphs, each focusing on Scout's relationship with the characters · use plenty of quotations in each paragraph to support your points · refer to Lee · where r

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Depression: A Critical Evaluation of Different Treatment Methods

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Running head DEPRESSION

Depression A Critical Evaluation of

Different Treatment Methods

Karen Upham

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The University of Southern Queensland

Depression A Critical Evaluation of

Different Treatment Methods

Depressive disorders are commonly diagnosed in western cultures. Mood disorders impair individuals of all ages and gender, social, occupational and personal functioning (Olfson et al 00). Causes of depression range from biological, psychological and social factors (Feldman & Feldman, 17). In its mildest form depression may present as a passing period of sadness following a personal disappointment or loss (Burton, 00). Clinical depression occurs when depressive symptoms persist for a long period of time and are severe enough to merit professional help (Burton). Depression is characterised by feelings of sadness, shame, guilt, anxiety, helplessness, and hopelessness, accompanied by symptoms such as insomnia, loss of energy, enthusiasm, poor self-image, changes in appetite, and for some, thoughts of suicide (Feldman & Feldman). This essay evaluates three treatments of depression in adults psychotherapy, pharmacotherapy, and group treatments. Research evidence indicates that each modality has particular strengths and weaknesses. It will argue that whilst these treatments are effective, an integration of both psychotherapy and pharmacotherapy are complementary treatments for depression (Feldman & Feldman).

Psychotherapy is the treatment of emotional disorders by psychological means. It involves the verbal interaction between a trained professional therapist and a patient with emotional or behavioural problems. Using non-drug techniques based on established psychological principles, the therapist helps the patient identify and change maladaptive thoughts, feelings, and behaviour or adjust to problems in living (Rathus, 00).

Types of psychotherapy have proved effective in the treatment for depression for individuals, couples, and groups, targeting the underlying factors associated with depression (Feldman & Feldman, 17). Comparative efficacy research indicates that Cognitive, Interpersonal, and Behaviour Therapy are effective treatments for depression, particularly when symptoms are mild or moderate in severity (Beach, Whisman, & O'Leary, 14; Hollon, 1; Karasu, 14; Scogin & McElreath, 14, as cited in Feldman & Feldman).

Cognitive therapy focuses on cognitive functioning by helping clients alter irrational thinking and beliefs. Techniques encompass challenging irrational thoughts and cognitions to reduce depressive symptoms, by generating more productive and accurate thoughts, reducing emotional stress (Feldman & Feldman, 17).

Alternatively Interpersonal therapy enhances understanding in relationships using empathy skills to allow clients grief and loss issues to be resolved (Feldman & Feldman, 17). Another technique, Behaviour therapy aims to change behaviour by building coping strategies and appropriate social skills (Feldman & Feldman).

According to Feldman and Feldman (17) cognitive, behaviour and interpersonal therapies are limited when depressive symptoms are severe. Especially when significant disturbances of sleep, appetite, or concentration exist (Elkin et al., 18; Robinson, Berman, & Neimeyer, 10; Thase et al., 14 as cited in Feldman & Feldman). Therapists are unable to engage patients who are too tired, dominated by obsessional thinking or consumed with feelings of hopelessness (Feldman & Feldman). Furthermore, depending on the client's ability for example, cognitive therapy is limited for intellectually impaired people.

Another treatment option is Pharmacotherapy, which uses medication as the primary intervention for treating patients. As depression maybe a biological disorder it often requires medication to overcome chemical imbalances to stabilise moods. Drug therapies such as tricyclic antidepressants (TCAs) or Selective Serotonin Reuptake Inhibitors (SSRI's) have proved effective in treating depression (Kennedy, Lam, Cohen, Rowindran & Canmat, 001). In most instances it takes one to three weeks before the benefits of medication become apparent, relieving depressive symptoms such as sleep or appetite disturbance, fatigue, concentration difficulties, irritability, and obsessional thinking (Feldman & Feldman 17).

Up until the 10s, TCAs were the most frequently prescribed antidepressants (Ainsworth, 000). However, in a review article Ainsworth (000) points out the potential side effects of tricyclic antidepressants. Side effects can include dry mouth, blurred vision, constipation, dizziness, increased appetite and weight gain, sleep disturbance, high blood pressure, severe headaches, strokes and even death (Ainsworth). Sexual side effects have commonly included low libido and orgasm or ejaculatory impairment (Kennedy, Lam, Cohen, Ravindran & CANMAT, 001). Moreover, TCAs are often common agents used in suicide by poisoning (Ainsworth). SSRIs are a newer, safer antidepressant. However side effects can include; agitation, sleep disruption, nausea, weight gain and sexual problems (Kennedy et al.).

Research indicates depressive relapse can also occur when treatment is stopped (Greden, 1; Rush, 1 as cited in Mundt, Clark, Burroughs, Brenneman & Griest, 001). However, inadequate dose, duration and medication compliance is often the cause of relapse (Katzelnick, Kobak, Jefferson, Greist & Henk, 16, as cited in Mundt et al.). Patients may stop medication due to the lessening of depressive symptoms, side effects, costs, and peer pressure (Mundt et al.).

A study involving two hundred forty-six depressed outpatients, claimed successful treatment of depression of seventy percent of patients who complied with treatment (Mundt et al., 001). Participants were prescribed antidepressants and randomly received educational materials by mail. These patients were assessed at baseline, four, twelve, and thirty weeks later for depressive severity and functional impairment. Medication compliance was analysed by prescription fill date and results indicated that medical compliance is crucial to the effectiveness of pharmacotherapy (Mundt et al.).

A comparison of surveys in the United States between 187 and 17 indicate greater use and tolerance of newer antidepressants versus psychotherapy treatment (Olfson et al., 00). Participants were outpatients who had one or more visits for depression (Olfson et al.). Outcome measures were based on rate of treatment, psychotropic medication, use, psychotherapy, number of visits, type of service and payment (Olfson et al.). However alternative explanations of these findings show that pharmacotherapy is a faster, easier and cheaper alternative to psychotherapy. Results indicate third-party payment coverage, faster methods of diagnosing depression and accessibility of antidepressants in clinical practice (Olfson et al.). These results are valid but limited due to these findings. Therefore pharmacotherapy as a single modality to psychotherapy has no advantage.

Group treatment is an alternative approach to pharmacological therapy, often employing psychotherapy intervention, in a supportive, sharing environment. Group treatments vary in size and structure involving a small number of participants, a facilitator and co-facilitator. Structured groups emphasise learning using cognitive and behavioural interventions, or alternatively less structured groups offer a supportive environment for participants struggling with depression (Rice, 001).

Past research indicates group treatments are an effective modality for the treatment of depression (Lewinsohn, Steinmetz, Antonuccio, & Teri, 185; Marshall & Mazie, 187; Neimeyer & Feixas, 10; Teri & Lewinsohn, 186; Yost, 186, as cited in Rice, 001). While recent study indicates the effectiveness of psychotherapeutic group treatments for depression in comparison to pharmacological therapy alone (Rice).

Rice (001) did a comparative study using three group treatments. One group used a structural treatment model, another group used alterative group therapy and a control group was medicated while on a waiting list (Rice). Groups were compared using seven outcome measures on fifty-nine participants at an outpatient community mental health centre (Rice). Participants consisted of middle-aged, isolated, unemployed single women in severe depression (Rice). Outcomes for the treatment groups showed an improvement in symptoms. The structured group improved on five of the seven measures compared to the controlled wait-list, while the alternative group improved on only two (Rice). The depressive symptoms of the control wait-list group although medicated (using pharmacotherapy) deteriorated during the study (Rice).

The effectiveness of the structured group appears to have been more beneficial as cognitive and behavioural interventions were used. These interventions addressed depressive thinking patterns and problematic interpersonal relationships (Rice, 001). Participants learnt relaxation and social skills, and to engage in more pleasant activities. Whereas the alternative brief group although beneficial only offered support, sharing and emotional encouragement (Rice). Whilst group treatment appears to be beneficial for depression, this study is limited as participants only represent a minority of the population who benefited by the social contact the group provided (Rice). However findings indicate age or work did not contribute to the differences in outcome measures (Rice). Results indicate that medication without group work or psychotherapy is not effective (Rice).

All group treatments appear effective by reducing general distress levels and providing social contact. However, educational group treatments are more effective in reducing depressive thinking patterns and interpersonal relationships. Research indicates group treatments increase self-esteem, social contact and perceived support lead to a reduction in levels of depression and associated symptoms (Evans & Connis, 15; Piper, McCallum, & Azim, 1, as cited in Rice, 001). However group treatment may be unsuitable for uncooperative clients and those who cannot work with others. Furthermore, depressed clients are often unmotivated to attend group therapy and may need pharmacotherapy to relieve depressive symptoms. Group treatment is therefore an effective treatment for depression, but further research needs to look at a wider cross-section of the population and include follow-up research for short-term or long-term effectiveness.

Studies agree Psychotherapy, Pharmacotherapy and Group treatments are effective modalities for depression. Psychotherapy whether individual or group treatment offers client-healing relationships, encourages client insight and change from maladaptive thoughts, feelings and behaviour (Feldman & Feldman, 17). However, individual (psychotherapy) and group treatments are best suited to low or moderate depression. Nevertheless effectiveness is dependent on client choice and suitability. Pharmacotherapy is an effective approach to the treatment of depressive symptoms. However, given the negative side effects pharmacotherapy is suitable for short-term treatment furthermore does not address underlying psychological factors. Therefore the best approach would be an integration of psychotherapy or group treatment and pharmacotherapy, as the strengths of each approach strengthen and enhance the potency of the others (Feldman & Feldman).

References

Ainsworth, P. (000). Understanding depression. MS University Press

of Mississippi.

Burton, L. J. (00). Foundation psychology A. introductory book. Toowoomba,

Queensland, Australia Distance Education Centre, The University of Southern Queensland.

Feldman, L. B., & Feldman, S. L. (17). Integrating psychotherapy and

pharmacotherapy in the treatment of depression. In Session Psychotherapy in Practice, , -8.

Kennedy, S. H., Raymond, R. W., Cohen,N. L., Ravindran, A. V., Canadian network

for mood and anxiety treatments (001). Clinical guidelines for the treatment of depressive disorders IV. Medications and other biological treatments. The Canadian Journal of Psychiatry, 46, 8s-58s. Retrieved from EBSCOhost Database (AN 475508).

Mundt, J. C., Clark, G. N., Burroughts, D., Brenneman, D. O. and Griest, J. H. (001).

Effectiveness of antidepressant pharmacoptheray The impact of medication compliance and patient education. Depression and Anxiety, 1, 1-10.

Olfson, M., Marcus, S. C., Druss, B., Elinson, L., Tanielian, T. and Pincus, H. A.

(00). National trends in the outpatient treatment of depression. JAMA,

The Journal of the Americal Medical Association, 87, 1-15, Retrieved from Infotrac database.

Rathus, S. A. (00). Psychology in the new millennium (8th ed.). Orlando,

FL Harcourt College Publishers.

Rice, A. H. (001). Evaluating brief structured groups treatment of depression.

Research on Social Work Practice, 11, 5-78. Retrieved August 7, 00, from EBSCOhost database (AN 885508).

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Lab Report - Investigation of the pendulum

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SPH U An Investigation of the Pendulum Corey McCormick

Question What are the relationships between the frequency of a simple pendulum and its amplitude, and length?

Prior Knowledge

Variable SI Unit Definition

Amplitude cm Distance from the equilibrium position to the maximum displacement.

Frequency Hz

The number of cycles per second.

Label the amplitude and length of the pendulum below.

Materials

„h List the materials you have been given (and any other you decide to use)

1 A meter Stick

A 0cm ruler

A piece of tape

4 100cm+ of string

5 a washer

6 x desks

7 x chairs

Hypotheses

„h Complete the hypotheses before the experiment.

a) If the amplitude is increased, but the mass and length remain constant then the frequency will increase because the added amplitude allows the pendulum to gain more acceleration on the initial drop giving the pendulum a higher cycle per second rate (frequency).

b) If the length is increased, but the mass and amplitude remain constant then the frequency will decrease because the longer the length, the less of an initial drop the bob has. A smaller drop forbids the bob to gain as much speed as it would have been able to obtain with a higher initial drop coming from a shorter length.

Procedure

1) The washer was tied to one end of the string.

) The other end of the string was taped to the center of the meter stick which left exactly 0cm of string in between the center of the washer and the meter stick.

) The chairs were placed on top of the two desks, which had about 0cm of space in between each other.

4) Each end of the meter stick was placed on top of the two chairs which gave the pendulum sufficient open space to swing back and forth from the center of the meter stick without hitting the ground or anything around it.

5) For part A) The 0cm ruler was used to measure the various amplitudes 6, 10, 14, 18, , and 6cm that we were going to experiment with. Using the stopwatch, the time it took for our homemade pendulum to go through 0 cycles was recorded at each of the 6 amplitudes. This step was repeated to allow us to find an average time for each amplitude.

6) For part B) The 0cm ruler was used to shorten the pendulum¡¦s length from 0cm to 40 cm in 6 increments of 10cm after each reading. Using the stopwatch, the time it took for the pendulum to go through 0 cycles, at an amplitude of 10cm each time, (which was measured with the 0cm ruler) was recorded. This step was repeated to allow us to find an average time for each length.

7) The frequency was then calculated for each amplitude and for each length of part A and part B.

Results

Pendulum Length (cm) Amplitude (cm) Time for

0 Cycles (s) Frequency (Hz)

Time1 Time Average

Experiment

A

0 6 7.7 8.1 7. 0.58

10 7.4 8.1 7.8 0.5

14 8. 8. 8. 0.5

18 8. 7.7 8.0 0.56

8. 8.6 8.4 0.51

6 8. 8.4 8. 0.5

Experiment

B 0

10 8.1 8. 8. 0.54

80 6. 5.6 5. 0.557

70 .7 .1 . 0.608

60 1.4 1.6 1.5 0.64

50 8. 8.8 8.8 0.64

40 6. 6.8 6.5 0.755

Analysis,

1. Use graph paper to plot graphs of ¡§Frequency vs. Amplitude¡¨ and ¡§Frequency vs. Length¡¨ (see rules for graphing).

. Answer the lab question by describing the two relationships. Use complete sentences.

Change in Amplitude During my research, I came to realize that my original hypothesis was wrong. I was right when I said that with a larger amplitude there is a higher initial drop, giving the bob more time to accelerate, allowing the pendulum more speed. Although, I forgot that with a larger amplitude the pendulum has more distance to travel to make 1 cycle. I noticed that the extra speed gained by the pendulum from the larger amplitude somehow is proportional to the extra distance it has to travel to make 1 cycle, thus the frequency stayed constant with every change in amplitude.

The frequency is the same at any given amplitude (as long as the length remains unchanged).

Change in length While I investigated the pendulum, I came to realize that my original hypothesis was right. With a shorter length, the higher the initial drop is, allowing the pendulum more speed. Since I did not alter the amplitude at all during this part of the experiment, the pendulum¡¦s distance it had to travel to complete 1 cycle remained the same (10cm) with each recording.

Since a pendulum can obtain higher speeds with a shorter length, and altering the length does not affect the distance needed to travel to complete 1 cycle, I came to realize that the shorter the length is, the higher the frequency will be and vise versa.

) Identify at least thee good sources of error in the investigation (i.e. three ways you could improve the accuracy of this lab).

1) Using a stopwatch was not an accurate method of timing the experiment. When we hesitated even for 0.1 seconds when starting or stopping the timer, the readings of the experiment were affected. We should have used some sort of automatic machine to drop the washer, count its cycles, and time it. We would have had much more accurate readings than we did.

) Using a washer was not the best object we could have used for a bob. When the pendulum was swinging, the washer would spin on its own. Every time the washer faced the direction it was going in, there was more wind resistance than when it was facing sideways and cutting through the air. Every time the washer span around, there was that extra wind resistance which would slow the washer down just enough to minutely skew our readings. We should have used a rubber ball or anything else perfectly round so that the wind resistance would have been constant as the pendulum swung.

) Being in an open room, there was constantly air moving around which would either push with or push against the bob depending on the direction it was swinging in. If our pendulum were placed in an airtight box, then there would have been no moving air to create wind resistance, giving us more accurate readings.

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Wuthering heights Chapter 1

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Chapter 1 opens with Mr Lockwood arriving at Thrushcross Grange the property nearest Wuthering Heights. He visits Heathcliff, his landlord, and receives a cool reception after attempting to make conversation with him. Lockwood takes a strange amiability towards Heathcliff even though he is unwelcoming, stern and silent. "'Mr Heathcliff?' I said. A Nod was the answer". Victorians often visited one another as a form of entertainment so it is unusual for Heathcliff to be so uninviting. Lockwood is then left alone in the room with several viscous dogs that attack him. He is 'saved' by the housekeeper. Eventually, Heathcliff warms to Mr Lockwood, and offers "a glass of wine?". Even though the visit was not very sociable from the outset, he agreed to visit heathcliff the following day. From the first chapter, the reader can establish the character Heathcliff and his personality. He appears to have a tough, lonely exterior without embracing anyone around him perhaps because of what happened in his unknown past. Heathcliff's icy disposition, however, is still found attractive and amiable by Lockwood, "my heart warmed towards him", suggesting that he is strange for choosing to warm to people with displeasing characteristics. The tone of chapter 1 is optimistic and mysterious as the reader is unsure of the character Heathcliff, and why he must feel so isolated and unsociable. This mysterious side of the chapter links in with the definite gothic influences of the time, especially where Lockwood meets the child "spectre", as Heathcliff could be seen similar to a spirit with his "black eyes withdraw…suspiciously under their brows". This gothic influence can also be interpreted from the description of the exterior of Wuthering Heights "grotesque carving…crumbling griffins". Bronte describes in this way to heighten the eerie ambience of the estate, foreboding the appearance of Catherine. Bronte has been criticised for not forming strong character development but favouring atmosphere and tension; "The atmosphere of the book obscures the elements of character" W C Roscoe, July 1857. I disagree with this as in the short opening chapter she has made Heathcliff develop from his stern, armoured and reserved exterior into a welcoming, intellectual and sociable person. "I found him very intelligent".

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