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Module IV Part II
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Module IV Part II
1) (A) The Goldstein’s canal ray experiment
Goldstein’s canal experiment is an experiment that was conducted by a German scientist in the year 1886 which brought about the discovery of another subatomic particle known as a proton. The scientist, Eugene Goldstein applied a high voltage discharge across a perforated cathode towards the anode where some light could be seen illuminating from the holes on the cathode in the opposite direction of the charge applied which was red on the fluorescent tube.
The rays that were observed moving from the anode through the holes on the cathode were discovered to be positively charged hence the ability to move in the opposite direction thus the name ‘canal rays’. This led to the discovery of the protons from the anode. He also realized that the charge by the mass ratio of the protons was different for different elements while the charge per mass ratio of the electrons was the same.
Rutherford who had discovered the existence of a nucleus was able to know of the existence of a proton by bombarding different elements like oxygen or aluminum with the high energy alpha particles which would result in the disintegration and production of positively charged particles. The Alpha particles that were also discovered by Rutherford and give positive integer led to the conclusion of the emitted positive particles to be protons.
Neutron discovery by James Chadwick was done in the 1930s where he observed a very high penetration of a particle through a lead shield. He bombarded a beryllium particle with an alpha particle. The experiment gave a particle of almost the same mass as a proton, which was first thought to be a gamma particle, but it had no charge and its rate of penetration was higher than gamma particle. Thus the experiment brought forth the neutron particle.
B) Apply the scientific method to Chadwick’s experiment. Describe Chadwick’s experiment, conclusion, etc. according to the scientific “Algorithms”
Observe
Chadwick with the discovery of a proton realized that there was another particle in the nucleus other than a proton Question and research
Chadwick entailed finding the other particle by determining the characteristics of the new particle and how it differs from the available particles
Hypothesis and prediction
He determined the rate at which it could penetrate, and the charge it carries which would differ from the properties of the other particles
Test
Chadwick produced the particle by bombarding a beryllium particle with an alpha particle and let it pass through a lead shield
Findings
After trials and tests, he realized that the particle had no charge, had the same mass as a proton, and could easily penetrate a lead shield hence was proven to be a neutron
3a) Alpha decay
It is a radioactive process in which an atomic nucleus emits an alpha particle and itself is transformed into another atomic nucleus. It is caused by the columbic repulsion between the alpha particle and the nucleus constitutes.
b)Beta decay
When an atomic nucleus transforms due to too many protons or neutrons then a beta particle is mitted and a neutron or proton decays to an electron or an antineutron
c)Gamma decay
This type of decay underdoes in the nucleus where some form of energy is produced but no particle is emitted
d) Nuclear half-life
It is the amount of time that is required for nuclei to transform to other nuclei by producing a particle and some form of energy
4. To balance the fission equation two particles of 1???? particle be required on the gap. This is because during fission a large nucleus is split into a small nucleus releasing some energy and neutron particles hence only the mass sum of the nucleus is affected and not the atomic sum.
Works cited
“Anode Rays Experiment by Sir Eugen Goldstein / Anode Ray Tube Experiment / Discovery of Proton.” Www.youtube.com, www.youtube.com/watch?v=4L-t0ELYve4. Accessed 14 Apr. 2021.“UCSB Science Line.” Ucsb.edu, 2018, scienceline.ucsb.edu/getkey.php?key=6250.“Home – TUM FRMII.” Www.frm2.Tum.de, www.frm2.tum.de/en/home/. Accessed 14 Apr. 2021.
Module Five Problem Set Questions T-Tests
Module Five Problem Set Questions T-Tests
Jason Wilkerson
SNHU
October 4, 2014
QUESTION 1
SPSS output:
Results write-up:
An independent samples t-test was run to determine whether the recall of colors is affected by vividness of visual imagery. The study established that there are 15 participants who had a vivid visual imagery and they had on average 12.53 number of colors recalled with a standard deviation of 4.596. There are 15 participants with less vivid visual imagery, and had, on average 8.13 number of colors recalled with a standard deviation of 4.015.
The significance of Levene’s test is 0.495 which is greater than our alpha, 0.01, and thus we assume the variables are equal with a t value of 2.792 with 28 degrees of freedom. The two tailed mean value associated with the test is 0.009 which is less than the alpha 0.01 and thus we can affirm the null hypothesis that suggests vividness of visual imagery does not enhance recall of colors. An equal variances t test failed to reveal a statistically reliable difference between the mean number of participants with vivid visual imagery and less vivid visual imagery.
Some of the limitations that deter me from concluding that the visual imagery causes improved color recall include: the significance of Levene’s test is higher than our alpha which prompts us to support the null hypothesis that suggests otherwise.
QUESTION 2
SPSS output:
Results write-up:
The mean of the traditional method is 76.88 with a standard deviation of 10.274 for 8 students. The average for 8 students who took the new method is 85.38 with a standard deviation of 11.550.
The 99% confidence interval for the population difference of the two teaching methods is 0.055. This means that there is no statistically significant difference between the two teaching methods since the significance 2-tailed is greater than 0.01. Hence the difference between the scores is not as a result of change in method.
Moral and Non-Moral Standards
Moral and Non-Moral Standards
Name of the Student:
Name of the Institution:
Date:
Introduction
Every action taken by a person directly stirs a corresponding reaction, but of different nature. The build up of the reaction depends on the emotions which are also different in each personality, but can be controlled by some customs, moral codes and laws. Moral standards are these constrictions that force some stabilizing effects on the behavior of people and enhance coexisting survival of individuals or people within a community. They are like vehicles that carry loads of codes and rules that guide a society (Moser & Carson, 2011). Non moral standards on the other hand are not corrective in nature since they are not directed by morals or ethics of right and wrong. The distinction between the moral and the non moral standards may be very minimal. Nonetheless, this paper seeks to analyses the existing variations between the moral and non moral standard in view of intertwining them according to various societal ethics.
Discussion
Conformity to the societal expected codes of behaviors and conducts is to a large extent what determines a person’s values in terms of morals and principles of that society. The term morality may well be used in ethics as codes of value measurements, but is defined by the specific norms and standards by which the people live and are expected to coexist (Moyers, 2006). They can be in the form of the laid rules and regulations of an institution, expectation of some modes of behavior in some distinct group, or it can be the means of separating the good people out of the bad.
Time and situational variations evolved from a life where moral standards are derived from the family, friends and the various societal groups. It has come to a life where experience, learning and intellectual developments that would enable a person to automatically conform to the expected standards (Steins, 2007). While matters of considerate benefits or damages to the welfare of human existence are the matters of moral standards, the non moral standards are involved with the standards that are used to decide and judge the bad and the good, the legal right and the wrong in the society.
Moral values persuade a person to be obligated to some duty or responsibility even if they are in perfect conflict with their self interest or other non moral values. However, the non moral values have no restriction whatsoever as long as the person is deemed satisfied by what she or he has done at self interest level. It is not easy for an organization to authoritatively or smoothly try to change or form moral standards based on its own decision and adequately provide valid reasons that would support and justify that. This explains the fact that these standards implication supports and justifications, hence their being accepted as binding, right and of beneficial to the whole humanity (Timmons, 2013). Modern ethicists look at moral obligations and standards beyond the normal association with religion, but associate it with behaviors which are accordingly as per the society.
According to Gerb (2005), moral standards are attached or associated with some emotions and vocabulary which are deemed special in their components and meanings. It is true that every act, verbal or non verbal, have its consequences. The consequences of guilty conscience are shame and impartial involvements with activities of societal betterment. At the same time acts that are supposed to fulfill self interests no matter the cost to the welfare of others in the society are non moral acts and non moral standards are used to judge them. Shaw (2011) acknowledge also that not all the professional codes of conducts are of moral standards or obligations since they are basically placed for the benefit of the company or the organization and the moral principle of different people counteract in such places.
Conclusion
The purity of the morals may be mixed with non moral characteristics, but through moral observations and the will to follow its standards the broad perspective of good morality have proven critical to help all. One major factor is therefore thee experience, how we were brought up, the behaviors around us and our culture have various influences on moral and non moral principles.
References
Conference on Values, Rational Choice, and the Will, & Chan, D. K. (2008). Moral psychology today: Essays on values, rational choice, and the will. Berlin?: Springer.
DiMauro, L., & Grant, T. (2006). Ethics. Detroit: Greenhaven Press.
Gert, B. (2005). Morality: Its nature and justification. Oxford: Oxford University Press.
Moser, P. K., & Carson, T. L. (2011). Moral relativism: a reader. New York, NY: Oxford University Press.
Moyers, T. L. (2006). Wanderings: Exploring moral landscapes past and present. Lanham, Md. [u.a.: Univ. Press of America.
Shaw, W. H. (2011). Business ethics. Boston, MA: Wadsworth/Cengage Learning.
Steins, R. (2007). Morality. New York: Rosen Pub. Group.
Timmons, M. (2013). Moral theory: An introduction. Lanham, Md. : Rowman & Littlefield Publishers.