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Cryogenics and the Future
Cryogenics and the Future
Cryogenics is a study that is of great importance to the human race and has been a major project for engineers for the last 100 years. Cryogenics, which is derived from the Greek word kryos meaning “Icy Cold,” is the study of matter at low temperatures. However low is not even the right word for the temperatures involved in cryogenics, seeing as the highest temperature dealt with in cryogenics is 100 (C (-148 (F) and the lowest temperature used, is the unattainable temperature -273.15 (C (-459.67 (F). Also, when speaking of cryogenics, the terms Celsius and Fahrenheit are rarely used. Instead scientists use a different measurement called the Kelvin (K). The Kelvin scale for Cryogenics goes from 173 K to a fraction of a Kelvin above absolute zero. There are also two main sciences used in cryogenics, and they are Superconductivity and Superfluidity.
Cryogenics first came about in 1877, when a Swiss Physicist named Rasul Pictet and a French Engineer named Louis P. Cailletet liquefied oxygen for the first time. Cailletet created liquid oxygen in his lab using a process known as adiabatic expansion, which is a “thermodynamic process in which the temperature of a gas is expanded without adding or extracting heat from the gas or the surrounding system”(Vance 26). At the same time Pictet used the “Joule-Thompson Effect,” a thermodynamic process that states that the “temperature of a fluid is reduced in a process involving expansion below a certain temperature and pressure”(McClintock
4). After Cailletet and Pictet, a third method, known as cascading, was developed by Karol S. Olszewski and Zygmut von Wroblewski in Poland. At this point in history Oxygen was now able to be liquefied at 90 K, then soon after liquid Nitrogen was obtained at 77 K, and because of these advancements scientist all over the world began competing in a race to lower the temperature of matter to Absolute Zero (0 K) [Vance, 1-10].
Then in 1898, James DeWar mad a major advance when he succeeded in liquifying hydrogen at 20 K. The reason this advance was so spectacular was that at 20 K hydrogen is also boiling, and this presented a very difficult handling and storage problem. DeWar solved this problem by inventing a double-walled storage container known as the DeWar flask, which could contain and hold the liquid hydrogen for a few days. However, at this time scientists realized that if they were going to make any more advances they would have to have better holding containers. So, scientists came up with insulation techniques that we still use today. These techniques include expanded foam materials and radiation shielding. [McClintock 43-55]
The last major advance in cryogenics finally came in 1908 when the Dutch
Physicist Heike Kamerling Onnes liquefied Helium at 4.2 and then 3.2 K. The rest of the advances in cryogenics have been extremely small since it is a fundamental Thermodynamic law that you can approach but never actually reach absolute zero. Since 1908 our technology has greatly increased and we can now freeze sodium gas to within 40 millionths of a Kelvin above absolute zero. However, in the back of every physicists head they want to break the Thermodynamic law and reach a temperature of absolute zero where every proton, electron, and neutron in an atom is absolutely frozen.
Also, there are two subjects that are also closely related to cryogenics called Superconductivity and Superfluidity. Superconductivity is a low-temperature phenomenon where a metal loses all electrical resistance below a certain temperature, called the Critical Temperature(Tc), and transfers to “…a state of zero resistance,…”(Tilley 11). This unusual behavior was also discovered by Heike Kamerlingh Onnes. It was discovered when Onnes and one of his graduate students realized that Mercury loses all of its electrical resistance when it reaches a temperature of 4.15 K. However, almost all elements and compounds have Tc’s between 1 K and 15 K (or -457.68 (F and -432.67 (F) so they would not be very useful to us on a day to day basis [McClintock 208-226].
Then in 1986, J Gregore Bednorz and K. Alex Muller discovered that an oxide of lanthanum, barium, and copper becomes superconductive at 30 K. This discovery shocked the world and stimulated scientists to find even more “High-Temperature Superconductors”. After this discovery, in 1987, scientists at the University of Houston and the University of Alabama discovered YBCO, a compound with a Tc of 95
K. This discovery made superconductivity possible above the boiling point of liquid Nitrogen, so now the relatively cheap, liquid nitrogen could replace the high priced liquid helium required for cryogenic experiments. To date the highest reported Tc is 125 K, which belongs to a compund made of Thallium, Barium, Calcium, Copper, and Oxygen. Now, with the availability of high-temperature superconductors, all the sciences including, cryogenics have made extraordinary advances. Some applications are demonstrated by magnetically levitated trains, energy storage, motors, and Zero-Loss Transmission Lines. Also, superconducting electromagnets are used in Particle Accelerators, Fusion Energy Plants, and Magnetic Resonance Imaging devices (MRI’s) in Hospitals. Furthermore high-speed cryogenic computer memories and communication devices are in various stages of research. This field has grown immensely since 1986 as you can see and will probably keep growing.
The second subject related to cryogenics is Superfluidity. Superfluidity is a strange state of matter that is most common in liquid Helium, when it is below a temperature of 2.17 K. Superfluidity means that the liquid “…discloses no viscosity when traveling through a capillary or narrow slit…”(Landau 195) and also flows “…through the slit disclosing no friction…”(Landau 195) That this means is that when Helium reaches this state it can flow, without any friction, through the smallest holes and in between atoms in a compund. If the top is off the beaker it is also possible for the liquid Helium to flow up the side of the baker and out of the beaker until all the liquid helium is gone. It was then discovered that when any liquid approaches about .2 K it has almost the exact same properties of superconducting metals, as far as specific heat, magnetic properties, and thermal conductivity. Even though, both superconducting and Superfluidic materials have similar properties, the phenomenon of Superfluidity is much more complex, and is not completely understood by today’s physicists. [McClintock 103-107]
Cryogenics also consists of many smaller sciences, including Cryobiology, which is “the study of the effects of low-temperatures on materials of biological origin.”(Vance 528) Developments in this field have led to modern methods of preserving blood, semen, tissue, and organs below the temperature that was obtained by the use of liquid nitrogen. Also Cryobiology has led to the development of the cryogenic scalpel which can deaden or destroy tissue with a high degree of accuracy, making it possible to clot cuts as soon as you cut them. So in theory you could one day have surgery without having to deal with any blood.
Another field is Cryopumping. Cryopumping is the process “of condensing gas or vapor on a low-temperature surface.”(Vance 339) This is done by extracting gas from a vacuum vessel by conventional methods then freezing the remaining gas on low temperature coils. This process has been useful when trying to simulate the properties that the vacuum in outerspace will have on electronic circuitry.
Cryogenics has also been a part of many modern advances including:
The transportation of energy in the form of a liquefied gas.
Processing, handling, and providing food by cryogenic means has become a large business, providing both frozen and freeze-dried food.
Liquid Oxygen powers rockets and propulsion systems for space research.
Liquid Hydrogen is used in high-energy physics experiments.
Using cryogenic drill bits so drilling for oil and other gases is easier. Chemical synthesis and catalysis.
Better firefighting fluids. Gas separation.
Metal Fabrication.
As you can see by now cryogenics is still a very young science, but in the last ten years it has catapulted to being the backbone of almost every other form of science. However, its full potential will probably not be understood for quite a while. Though, as you can see, if we can grasp the concepts of cryogenics we will have a tool that will allow us to do things ranging from making better drill bits to exploring the universe. The future of cryogenics can best be summed up by Krafft A. Ehricke, a rocket developer, when he said, “It’s centeral goal is the preservation of civilization.”
References
Khalatnikov, I. M., An Introduction to the Theory of Superfluidity (New York: W.A. Benjamin Inc., 1965).
McClintock, Michael, Cryogenics (New York: Reinhold Publishing Corp., 1964)
Tilley, David R. and Tilley, John, Superfluidity and Superconductivity (New York: John Wiley and Sons, 1974)
Vance, Robert W., Cryogenic Technology (London: John Wiley & Sons, Inc., 1963)
Ethics within the educational sector
Ethics within the educational sector
It is necessary that one undertakes profession of interest. Some people argue that profession is a call to serve in a particular field. This justifies the need for dedication in a particular area of study despite the challenges that arise. Obviously you would expect that someone should be perfect after successfully going through a given curriculum in order to achieve a particular level of study. They then come out with certificates which are the evidence that the particular people went through the given curriculum as stated in the certificate (Rhoton 2001, p.78). Petroski poses a challenge to us by associating profession to experience rather than the academic curriculum that one goes through to achieve the profession.
A profession is one’s area of practice mostly used to earn a living. When employers advertise for jobs, they specify that applicants must have a minimum given period of qualification. This affirms the prioritization of experience to academic qualification. Some institutions major on the theoretical aspect of learning living out the practical part (Dawson 2003, p. 35). The emphasis given to theoretical learning as opposed to practical learning in several institutions is the start of the problem. According to Petroski, career development starts when people start practicing their professions.
At the work place one experiences both the benefits and challenges in the profession. The benefits are usually received in terms of remuneration and job satisfaction that one gets at the work place. Remuneration is the reward for the man power that one receives after work. It can be in terms of salary, commission, and interest among others. On the other hand, people can never ride perfectly through their professions. They meet a lot of challenges at the work place. In such a case we are concerned about the job related challenges. Consider a well learned engineer supervising the construction of a storey building. Unfortunately, the building collapses after sometime within the period of construction (Maggioli 2004, p. 312). Who can you blame in such a case? Would you say that the engineer is under qualified for the job? If you were the boss, would you fire the engineer? Certainly no, the collapse of the building does not account to under qualification of the engineer. If you fire the engineer, you are likely to employ another engineer of the same level. It is your responsibility to mold the existing one to acquire more skills
According to Petroski, learning does not necessarily account to one getting things right. Instead, the best form of learning is done by making mistakes thereby identifying the cause of trouble and finally taking an appropriate course of action. As a result, one would avoid making mistakes in future tasks. This is the basic definition of experience in a given profession (Rhoton 2001, p. 145). It is a challenge to employers who mainly opt for experienced workers, instead of training their own workers to develop their careers. The consequence of preferring experienced workers and not being ready to train new ones results in future shortages of experienced workers.
Petroski analyzes some of the notable failures in construction. He points out some of the cases where mistakes have resulted to huge losses. He tries to find a remedy to the challenges in the name of professional development. Professional development is the knowledge and skills that workers acquire to maximize their experience in a particular career. It starts with success in the academic curriculum through farther training sessions that take place even at the place of work. In certain fields like engineering, professional development is very critical. In some states, it is mandatory to undertake career development programs after every set period of time (Dawson 2003, p. 57). For example, in the state of Arkansas, it is a requirement that teachers go through 60 hours of development activities every year. Similarly, engineers should go through regular training in order to keep up with the dynamic world of technology as well as upcoming challenges in the field of building and construction.
Petroski outlines some of the notable challenges that have occurred in construction. He describes how the walkways at the Kansas City Hyatt Regency Hotel collapsed in 1980s as result of an error in a simple design. In understanding the cause of the problem, we would be able to ascertain the general remedies to the challenges (Rhoton 2001, p.45). Petroski also gives a detailed explanation of how the Tacoma Narrow Bridge collapsed in 1940s. In the perspective of success, Petroski describes the success of the Victorian architecture and engineering in building the magnificent Crystal Palace with an idea generated from an existence of an oversized water lily.
Petroski does failure analysis that is useful in making future designs. According to his analysis, the mistakes that occurred were evitable if necessary precautionary measures were incorporated as far as career development is concerned. Following Petroski’s analysis, the accidents could have been avoided by taking workers through appropriate professional development programs. The world is dynamic in nature. This calls for adjustment of various factors that relate to the nature of the dynamic world when coming up with designs (Maggioli 2004, p. 134). For example, conditions under which a construction project was designed in 1980s significantly differ with conditions of the same parameters that can be used to design the structure currently. Therefore employees should be taken through training periodically in order to let them cope up with the changing world in terms of technology as well as natural factors. Seminars and conferences should be held to discuss the upcoming issues that affect the particular field. Workers should also be trained to advance their technological knowhow so that they can use information technology in service delivery. This would in turn improve efficiency and accuracy as well as minimize cost of operation.
By applying Petroski’s recommendations, I have realized the essence of professional development. I will first make a successful accomplishment of education in my field of study. This would enable me to acquire the necessary theoretical skills in my field of practice. Apart from pursuing my field of specialization, I will take short courses in various fields related to my course. I will then be able to problem shoot effectively. I will attend seminars to meet with my collogues so that we can discuss upcoming issues related to our profession ( Dawson 2003, p. 234). I will pursue farther studies and undertake various research projects to improve service delivery in my career. In the world of information technology, I will take appropriate courses to enable me computerize my operations while reducing cost, saving time, improving efficiency, and improving accuracy.
References
Dawson, L and Xam, I. (2003). Professional development. Worcester, MA: Xam Inc.
Maggioli, G. (2004) Teacher-centered professional development. Alexandria, VA: Association for Supervision and Curriculum Development.
Rhoton, J. (2001). Professional development planning and design. Arlington, VA: NSTA Press.
Ethics of the Tuskegee Research Project
Title:
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Running head: Ethics of the Tuskegee Research Project
The Tuskegee Syphilis Study was an infamous, unethical clinical research study carried out in Macon County of Alabama in the United States. It involved hundreds of black American men who underwent suffering for decades under the watchful eyes of white doctors. These medical researchers were supposedly seeking to study the effects of syphilis on the African male population. The peculiar aspect of these studies was that many were made aware of the sexually transmitted disease they had been contracted, and even less of its debilitating effects.
One of the ethical issues surrounding the Tuskegee Syphilis Study was that pertaining to consent. It is a widely accepted ethic among researchers, clinical personnel and scientists that consent from all human subjects targeted for scientific studies is necessary. However, in the Tuskegee Study, many of the scientists held different opinions especially since the subjects were uneducated black males. Ezekiel et al (2000) claimed that informed consent was not a requirement for scientific research. This mindset exposed the unfortunate male subjects to long periods of scientific studies, under a dangerous medical state without their consent.
Another ethical implication that arose in this scientific study was that pertaining to the ethical treatment for all human subjects. As later spelt out in the World Medical Association’s Helsinki Declaration, a protection strategy for all human subjects of scientific and/or medical research, sound medical treatment would be observed. However, in the Tuskegee Syphilis Study of the early 1930’s, six hundred black American males used as guinea pigs in a scientific study involving dangerous pathogens, in total disregard for basic ethical practice.
From a position of ethical universalism, race and education should not be the basis on which medical ethics applied. It is inhumane to subject a human being to situations as dangerous as what these unfortunate Tuskegee men had to, in the name of medical research. Living for many years with a dangerous disease that has a life threatening consequence, all in the name of trying to figure out how syphilis affects a certain race, was demonstrated as unfair, and useless even from the same scientific perspectives. Braddock (1998) observed that honesty went a long way in fostering trust between medical personnel and their patients or subjects. The same was reflected in the principles of universalism from a medical perspective.
References.Neher, W. & Sandin, P.(2007). Communicating Ethically, Character, Duties, Consequences, Relationship, Pearson Education, Inc
U.S. Public Health Service Syphilis Study at Tuskegee. Centers for Disease Control and Prevention (CDC). Retrieved fromHttp://www.cdc.gov/tuskegee/index.htmlBraddock, Clarence H. 1998. “Truth-Telling and Withholding Information”. Ethics in
Medicine. Washington: University of Washington School of Medicine.
Http://depts.washington.edu/bioethx/topics/truth.htmlEzekiel, J. Emmanuel, David Wendler and Christine Grady. 2000. “What Makes Clinical
Research Ethical?” Journal of American Medical Association, Vol.280 No.20, May
24/31, 2000, pp.2701-2711.Fourtner, A.W., C.R. Fourtner and C.F. Herried. 2000. Bad Blood: A
Case of the Tuskegee Syphilis Study. New York: National Centre for Case
Study Teaching in Science.
