Flow Of Charge And Electric Current

Flow Of Charge And Electric Current Man has always been curious about the works of electricity; why a shock occurred at times, why something clung to something else. There were once many theories of why what we now understand as electricity was created   one of the ancient theories being magic. Moving forward in time, it is now understood that the building blocks of electricity are the proton, neutron, and electron. A proton has a positive charge, the neutron has no charge, and the electron carries a negative charge. Now, everything around us is made of matter, which in turn is filled with atoms , and the atom is where the protons, neutrons, and the electrons thrive. The protons are trapped in the center of the atom, also known as the nucleus, and because of this, the electrons moving outside the nucleus along their orbital are one reason why electric current occurs. However, there are special types of electrons called free electrons. These come off of their atoms and zoom around, which makes electricity easy to flo w through certain materials, such as metals. These free electrons are referred to being electrical conductors, because they conduct electricity   simple. Electricity not only works miraculously in the world around us, but also deep within our human bodys. Electricity flows through our nervous system and directs to our neurons the building blocks of the nervous system; thus, giving our brain and body power to function properly. Flow Of Charge And Electric Current Even though electricity is based upon the negatively charges electrons, many people assume the electric current is also always negative. Actually, in most cases, electricity is a flow of positive charges, but it can be a flow of negative charges, or a mix of positive and negative charges flowing in opposing directions. However, the direction of the flow depends upon the type of conductor being used. The conductors have atoms in them, and as said before, the atoms have the protons, neutrons, and electrons embedded in them, which in turn creates electricity. In terms of our everyday electrical devices, only the proton with its positive charge and the electron with its negative charge are being used. Some sources, such as a text book, state that electricity is made up of electrons, and only electrons. In reality, electrons and protons alike make up electricity, and they carry an equal strength of charge. Now, protons embedded in solid metal, such as in a copper wire, do not flow. An exa mple of an electrical charge that is based on the protons instead of the electrons would be the everyday battery. While the battery is, lets say, powering a flashlight, the flow of electricity is moving through the inside of the battery. The flashlights electrical current seems to be a flow of both positive and negative atoms, and there is no doubt an electrical charge of some sort flowing through the battery to power the flashlight. Yet, no single electron streams through. The real flow of the charge is in both directions within the battery, part of the charge is from positive atoms, and the rest is of negative atoms moving in the opposing direction. Now, do not confuse current with flow. Electric current is the rate of the charge flow past a specified spot in an electric circuitand is measured in amperes. The atoms in a battery can have an absence of electrons, causing a positive charge. Reversing it, if the atoms have more electrons, then it carries a negative charge. A charge fl ows from one end to the other, and it only flows when there is a potential difference, which is a difference in the voltage (potential), between the ends of a conductor. The charge will flow until the potential levels out, then there is no longer a flow through the conductor. So, in order to keep the electricity flowing, the difference in potential need to remain different. Another term for the flow of electric charge is electric current, and it is measured in amperes. An ampere is simply the flow of 1 coulomb (the standard unit of charge) per second. Alternating Current And Direct Current An electric current could be either an alternating current (AC) or a direct current (DC). The main purpose of electric current, AC or DC, is to transfer energy from one place to another without a sound, without a hassle, and without inconvenience, which is exactly what we have achieved. Digging deeper, an alternating current does just that alternates. The electrons in a circuit move in one direction first and then in the opposing direction and repeats this process over and over; thus, alternating back and forth. Alternating directions of charge is caused by alternating voltages. Many AC circuits have voltages and currents that alternate back and forth 60 times per second, also known as 60-hertz current. Different frequencies are used for different things, and although frequency systems vary by country, most electric power is produced at either 50 or 60 Hz (hertz). However, a low frequency is used for low speed electric motors, such as traction motors for railways, and higher frequen cies are used for higher motor speed. Airplanes and space shuttles, for example, use a higher frequency to transmit a larger amount of power to their motors. An advantage of alternating current is its ability to change the voltage of the power, using a device called a transformer, which transfers energy from one circuit to another. This saves companies money by using high voltages to transmit power over long distances. Now, direct current is a bit different and is not used as much as it used to because alternating current is more efficient with high power applications. DC produces a constant flow of charge that only goes in one direction. In order for a direct current generator to produce a constant voltage, there are many different sets of coils making irregular intervals that stop and start (intermittent) contact with the brushes. And once again, the battery proves itself a good example, except this time with direct current. The ends of the battery, or the terminals, have an uncha nging positive and negative charge. Since the electrons constantly flow through the circuit in the same direction, from the negative terminal to the positive terminal, it is considered a direct current. Converting AC To DC Converting an alternating current to a direct current might be hard to perform yourself, but the concept of how it works is not difficult to grasp. The conversion process from alternating current to direct current begins with inserting a diode , which is a mini electronic device that allows electrons to flow through it in only one direction. The goal is to make the back and forth current flowing through something to only flow in a single direction; thus, converting it to direct current. Lets take a wire that has an alternating current flowing through it, and cut it in half. If a diode is inserted correctly to connect the two wire pieces together, the diode will stop the current from moving in both directions by completely ridding of one direction and only allowing the other. For example, the function of a diode is comparable to a two lane street, cars on one lane flowing south and the cars on the other lane flowing north. A car then gets into a car crash (representing one function of the diode, which is stopping the flow of electric current   in this case, the cars) on the lane flowing south, blocking the entire road. Assuming that the lanes go north and south forever, with no turn offs, the cars flowing south would have to slowly squeeze their way into the lane flowing north. This is where an officer (representing the second function of the diode, which stops the current, then allows it to flow again. Stops, lets flow, stops, lets flow, etc.) comes in and directs how many cars on the lane flowing south can turn into the lane flowing north to begin moving again. Lets assume the officer lets two cars from the south move into the north lane at a time, then stops the next two before letting them go again. Furthermore, a rectifier is a device used to convert AC to DC through a process called rectification. A rectifier can be made up of a series of things, such as a vacuum tube; however, we will be focusing on the diode makeup. Now, dont confuse a rectifier with a diode   a rectifier describes a diode that is being used to convert alternating current to direct current. Of course, in order for anything to work efficiently, a multitude of that product is needed. In this case, what is needed to convert AC to DC is the diode, and a single diode works, but not nearly as well as multiple diodes in one circuit working together. There is something called a half-wave rectification (see Figure 2), and this only requires the use of a single diode in order to work, but can also use up to three. During the half wave rectification process, only the positive or negative half of the sine wave is approved to go through at a time, so the diode will only permit the current to flow only during either the positive or negative part of the alternating current sine wave; commonly used with radios. Another form is the full-wave rectification (see Figure 4), which is more powerful than the half-wave rectification process and uses two or more diodes. During this pro cess, the whole wave is made either a continuous positive or negative output. Ohms Law One day a man named Georg Ohm discovered that the current in a circuit is equal to the voltage passed across the circuit divided by the resistance in the same circuit. In other words, current = voltageresistance, more commonly seen as I=V/R. It is up to resistance to say how much current can rush through an object. The objects that create resistance are called resistors, which simply control the voltage and current in the circuit so if the resistance is high, then the current will be reduced. The nice thing about resistors is that they keep a circuit from blowing up because the resistors keep the circuits from overheating. Furthermore, if the resistance stays the same, then the current and voltage are equal. When the voltage goes up, the current goes up as well. The unit of measurement used for current, voltage, and resistance is called an ampere   one ampere is equal to one volt divided by one ohm (1 ampere = 1volt/1ohm). So four amperes would be four volts divided by one ohm, an d so on. Now lets get to the fun part and start calculating values! If you have an imaginary light bulb that is connected to a 120 volt circuit and brings in 12 amperes of current, how many ohms would that produce? Taking resistance = voltage/current, resistance would = 120 volts/12amperes which = 10 ohms. So what happens when you are trying to calculate the current instead of the resistance? You simply re-arrange the formula to suite your needs. You take the regular resistance = voltage/current and multiply each side by current over one. By doing this, you will get resistance x current = voltage, and you want current on one side by itself, so divide resistance through both sides, making the equation exactly what you need   current = voltage/resistance. Given this formula, how much current is drawn by an imaginary microwave that has a resistance of 100 ohms when 50 volts are passing through it? Current would equal 50 volts/100 ohms, which equals .5 amperes. The Speed Of Electrons In A Circuit Taking the remote control to the television and pushing the power button makes the television click on instantly. Likewise, when you press the call button on your phone it connects the circuit which sends an electrical signal to the phones processor at almost the speed of light. Since the signal of the button is being sent through the wire quickly, the electrons must be rushing through the wire at the same speed, right? Wrong. It is only the signal that moves through the wire at this speed, not the electrons. When it is room temperature, the electrons in a wire or open circuit have a velocity of a few million kilometers per hour, they produce no current because the motion is completely random and in all directions, and there is no net flow in any one direction. However, when something such as a battery or generator is connected, and the circuit completed, an electric field (the space that confines the electrically charged particles) is established inside the wire at almost the speed of light. Even though the electric field is established, the electrons continue to move randomly. But as the electrons move randomly, they are being pushed along the wire by the electric field toward the end of the circuit. The reason the electrons do not move as fast as the signal does is because the electrons have obstacles in their way atoms. These unmoving atoms make the electrons collide into them, which constantly delays the movement of the electrons so that their average speed is extraordinarily slow. Now, the conducting wire acts as a guide for the electrical field lines and inside the wire the electric field is directed along it. The conduction electrons speed up because of the electric field, but before they reach a nice speed they bump into those motionless ions and transfer some of their energy to them in the process this is why the wires that carry currents become hot. With an alternating current circuit, the conduction electrons do not make any net progress in any di rection. In one cycle the electrons move a teensy fraction of a centimeter in one direction, and then the same distance in the opposing direction. Because of this, the electrons rhythmically move from side to side along relatively fixed positions. So when you call your friend and talk to them over the telephone, it is simply the structure of the to and fro motion of the conduction electrons that is carried to where your friend is at close to the speed of light. The electrons that are already within the wires simple vibrate to the rhythm of the structure.

Japanese Internment Essay -- Internment Japanese Americans History Ess

Japanese Internment The 1940’s was a turning point for American citizens because World War II was taking place during this time. Not only was America at odds with other countries, but also within its self. America is a huge melting pot full of diverse cultures and people from all nations. People travel from all over the world to the United States of America. These people had one goal in mind, a life of freedom and equal opportunity; or so they thought. The Japanese first began to immigrate to America in the 1860's in Hawaii. â€Å"Until the 1880’s only a handful settled in the United States. From then until 1924 when the United States excluded Japanese immigrants, less than 300,000 had settled in American territory.† (Davis, 1982) These people saw America as land of "freedom". So when they came to America they did everything they could as to not be associated with the likes of the Chinese culture, which were also migrating to America at this time. â€Å"Anti-Asian activists, who had first mobilized against Chinese immigrants when they began arriving in California in the 1840’s, employed the same â€Å"yellow peril† imagery to attack Japanese immigrants in the late nineteenth century.† (Murray, 2000) To the naked eye of Americans, the Japanese and Chinese people seem to be physically the same. Actually these were two totally different cultures. One of the first groups of Japanese who came to America was known as Gannenmono; who mostly resided on the west coast and Hawaii. They earned a rough living while working on sugar plantations. Because of the horrible working conditions, many of the immigrants often went on strike. The workers complained to the Japanese government, which in response sent an ambassador to settle the problems. The American born children of these immigrants are known as Issei; in other words, the first generation. This generation of people did everything they could to Americanize themselves. The second generation of children is known as Nisei. Even though these children were American, their families still wanted them to remember their culture. Therefore, many children of this generation had dual citizenship between Japan and America. Children were often sent back and forth over seas to stay with grandparents. Third generation Japanese-Americans are known as Sansei. There was also a generation called Kibei. These were American born citizens that m... ... the U.S. government. The Civil Liberties Act of 1988, signed by President Ronald Regan, provided an official apology from the U.S. government and an individual payment of $20,000 to each Japanese internee that was still living in 1988. Works Cited †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Daniels, Roger (1971). Concentration Camps USA: Japanese Americans and World War II. New York: Holt, Rinehart and Winston, INC. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Daniels, Roger. (1972). Concentration Camps USA: Japanese Americans and World War II. New York: Holt, Rinehart and Winston, INC. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Daniels, Roger. (1981). Concentration Camps: North America. Malabar, Florida: Robert E. Krieger Publishing Company, INC. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Davis, Daniel S. (1982). Behind Barbed Wire. New York: E.P. Dutton, INC. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hatta, Julie. (2002). Jainternment, http://www.jainternment.org/ †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ikeda, Tom. (2003). Densho, http://www.densho.org †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Murray, Alice Y. (2000). What Did the Internment of Japanese Americans Mean? Boston: Bedford/St. Martin’s. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Spicer, Edward H. (1969). Impounded People. Arizona: The University of Arizona Press. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Yu, John C. (1996). The Japanese American Internment, http://www.geocities.com/Athens/8420/main.html

Figuring Fixed Costs Essay

10.1 The highest number of meals served was 4,900 in December, with the lowest of meals being 3,500 in July making a difference of 1,400 of meals served, between the two months. The cost per meal variable is 1400à ·$5500.00 for a total of $3.93 (WHDM’s) fixed cost is computed as follows $20,500.00-(3,500*$3.93) =$6,745.00 According to the following â€Å"formula: PX=A+Bx 5.77x=$6,745+$3.93† 5.77-$3.93=$6,745+ ($3.93-$3.93) 1.84x=$6,745 1.84x*1.84x=$6,745*1.84x â€Å"X=3,666 Monthly BEP 3,666*12= 43,992 BEP for the fiscal year† (Oppapers.com, 2012), for the Westchester Home- Service Meal Delivery program, since the program received 45,000 meals to serve and only needed 43,992 of them their profit is going to come from selling the other 1008 meals at a $1.84 per meal making a profit of $1,854.72. 10.2 NRCC and Its BEP Annual revenue = $20.00 per subscription Annual variable rise for â€Å"making and mailing six bimonthly issues has risen 4.50 â€Å"(Martin, L., 2001) (NRCC) annual fixed cost is 6,000 + 3,900 = 9,900 Per subscription (NRCC’s) annual margin would be 20-4.5 for a total of 15.5 Making their BEP as follows 9,900/15.5 equaling 639 PX = A+Bx 20x=6,000+3,900+4.50x 20x=9,900+4.50x 20x-4.50x=9,900+ (4.50x-4.50x) 15.5x=9,900 15.5x/15.5x=9,900/15.5x X=639 No way is this feasible, because there are two staff members, who are all ready at the maxim capacity of 650, leaving no capacity for any kind of slack. References: Martin, L. (2001). Financial Management for Human Services Administrators. Needham Heights, MA: Allyn & Bacon http://www.oppapers.com, 2012 http://www.studymode.com,2013 University of Phoenix. (2001). Financial Management for Human Service Administrator. Retrieved from University of Phoenix, HSM 260 website.

Free Essays on Bad Tendency Or Clear And Present Danger

have a tendency to undermine the authority of government to corrupt the morals of some members of society, the writer or speaker can be punished.† (Holsinger & Dilts – 49). Under this precedent there was almost always a conviction since only a propensity towards harm can prove guilt. Through several World War I sedition cases, the â€Å"bad tendency† test was used in trials for Socialists, and draft dodgers. This precedent would not be changed until 1919 with another Socialist case which involved a man named Charles Schenck. At this point in defense, counsel finally decided to argue that â€Å"bad tendency† meddled with the First Amendment’s right to free speech. In Schenck v. U.S. , Charles Schenck the secretary of the Socialist party printed brochures urging citizens to oppose the draft during World War I. He was charged with violating the Espionage Act, found guilty, and then sentenced to jail. The case was brought to the Supreme Court under strict scrutiny. With this ... Free Essays on Bad Tendency Or Clear And Present Danger Free Essays on Bad Tendency Or Clear And Present Danger The progression of Supreme Court cases starting 1919 began a debate about the extent of the First Amendment’s protection of sedition and also how it would be defined. The first explanation was called â€Å"bad tendency,† and it was way too vague and subjective to be relied on. Next, through Schenck v. U.S. the famous â€Å"fire in a movie theater† example was given to describe the â€Å"Clear and Present Danger† idea. Through each case the precedent was becoming more and more refined to create a more detailed law in prosecuting sedition. An old existing explanation called â€Å"bad tendency† was the only precedent for prosecuting cases, which compromised the given freedoms of speech and press. This idea of â€Å"bad tendency† came from English common law that even justified American ideas like the Sedition Act if 1798. No definite injury needs to be shown to prove this theory. The actual â€Å"bad tendency† terms are as follows: â€Å"If words have a tendency to undermine the authority of government to corrupt the morals of some members of society, the writer or speaker can be punished.† (Holsinger & Dilts – 49). Under this precedent there was almost always a conviction since only a propensity towards harm can prove guilt. Through several World War I sedition cases, the â€Å"bad tendency† test was used in trials for Socialists, and draft dodgers. This precedent would not be changed until 1919 with another Socialist case which involved a man named Charles Schenck. At this point in defense, counsel finally decided to argue that â€Å"bad tendency† meddled with the First Amendment’s right to free speech. In Schenck v. U.S. , Charles Schenck the secretary of the Socialist party printed brochures urging citizens to oppose the draft during World War I. He was charged with violating the Espionage Act, found guilty, and then sentenced to jail. The case was brought to the Supreme Court under strict scrutiny. With this ...

Understand culture essays

Understand culture essays Dictionary. com defined culture as the totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought, so language is just the one element of the culture. It doesnt mean if you dont know the language of that culture, you would not understand that culture. You can know it in many different ways, so I disagree. If you want to know this culture, you dont have to know the language in this culture. You can see the introduction of the culture which is in your language if it is possible or you can100 see the products and acts which were made in that culture. For example, the old Egypt had been disappeared thousand years ago, no baby can speak the old Egypt language, but the scientists still can know most old Egypt culture. The scientists investigate the cultural relics, such as the mummies. And the buildings, such as pyramids. Then know assembly the old Egypt culture. After that, they begin to investigate the characters. They try to translate their, therefore they can read their recordation and know what was going on in their history. If carol wants to know her native culture,200 you got many different ways to know. Firstly, she can ask her parents or some older relations in her family, because the older people has been in this culture a long time, they should know the culture more than the you ng people. Secondly, she can read the books about her native culture, that would be the easiest and the most directly way to get the information. The books would introduce the culture comprehensively. Thirdly, if Carol is so lazy, she can just look some products and acts which are made in their culture. she can more or less get some 300information form them. However, I think language is still a very important part to understand a culture. If you know the language of the culture, you probably know the culture entirely. Because language of the culture can express its ...

The Way to Salvation Essay Example | Topics and Well Written Essays - 1250 words

The Way to Salvation - Essay Example In his disappointment, He sends the floods to destroy all His creations, save for the family of Noah, His chosen one, who lives up to His model behavior. Such a punishment God deeply regrets doing and thereupon enters into a covenant with Noah and all his descendants that never shall any such holocaust come upon His chosen people. As a reminder of that covenant, God sends forth the symbol of His reconciliation, the rainbow, which appears whenever clouds would form in the horizon. In addition, He gifts man with the power over all living things so that he may be able to live to the fullest according to his creative endowments and thus live in God’s continuing favor. But do we recognize God and the continuing favor He bestows upon us? Or instead of resting upon the credits of our inheritance from His outpouring of love, we choose to exhibit our forefathers’ disobedience and do as we please according to our desires and forget our covenant with Him? The first reading reminds us of this agreement that binds us all descendants of Noah. Let us remember God’s unconditional love and His ever-flowing mercy and forgiveness. At the same time, let us remind ourselves of the sign of God’s promise and the equivalent response befitting a beneficiary of God’s provisions. ... Jesus Christ is the fulfillment of god’s promise of salvation. Jesus is the evidence of His undying love for us His children. God loves us so much that instead of punishing us in the way of the Floods, He takes the opposite track of offering His son to die that all of us may live. And God knows how we would respond: we reject Jesus, we spit at him, we kick him, we insult him, we stone him, we do everything and anything but love him. Yet for all of these responses, our God who is in Jesus takes them all in silent submission till His crucifixion and death on the cross. We would crucify our own God and Savior to His death, and just as it was written, Jesus resurrects to tell the world, including his tormentors and crucifiers, that all is forgiven. That’s how much we are loved. How much do we love in return? Lent is a rainbow that calls us to our covenant, and as we enter this season, let us remember what and how we have been to Jesus. It is almost definite that whatever we are or have been, a saving grace is always waiting to welcome us to the loving Father, as Peter in the second reading reminds us. Our life may not be a life in Jesus but if the crucifiers have been embraced by the Father, no other indiscretion or sin could be more serious as not to be forgiven and accorded loving mercy. A recourse is ever available to allow us a renewal of our baptism in the Lord’s favor. Our sinfulness is our own temptation in the desert and even when we have mired ourselves a great distance away from Jesus, the same sinfulness can be our entry passage to a life of repentance and fullness. No longer will we be punished with the rampaging waters of

Assume that Canadian Tire is opening up a store in Ghana Essay

Assume that Canadian Tire is opening up a store in Ghana - Essay Example It was dominated by two colonial powers, which are France and Great Britain. In time, Britain was able to dominate both the political and cultural forces in Canada. Two significant communities are distinguished by language, culture, religion and politics and they live separately from each other since they have divergent views on the history of Canada as a nation. In comparison to Ghana, Canada has two distinctive characteristics of everyday consumptions. Canadians are big eaters where meat tends to be the dominating portion of each meal. They have three regular meals in a day where breakfast is the largest and most important meal of the rural people. Canadians take lunch at midday, and the urban people take a snack but it remains an important meal to the rural people. Dinner is the final formal meal of the day, which is taken by residential group as a whole, and it can be extended to nonfamily members. Ghana’s main diet is made up of starchy staples accompanied with soup or stew. Forest crops such as cassava and tropical yams are mostly consumed in the south (Kaminski, 2012). Corn and rice are most important among the Ga community though their main food is fufu combined with cassava. Soup ingredients in many communities include common vegetables accompanied by animal proteins, especially fish. In addition, palm nuts and peanut crops a re the favorite among different communities in Ghana. Indigenous foods are eaten at all social functions even by the western people. It is rare to find restaurants outside urban business districts though most local bars offer various foods to workers and bachelors. Ghana’s economy mostly depends on primary products such as cocoa, gold and timber. International trade contributes to one-third of the GDP while 70 % of export income comes from the latter three major commodities. The domestic economy is mainly involved with primary agriculture