Strength of an uncooked spaghetti Essay Example

Strength of an uncooked spaghetti Paper Aim: To investigate and determine the relationship between the length of uncooked spaghetti and the load applied to it reaching its [uncooked spaghettis] breaking point.  General background:  Regular wheat pastas i.e. pastas that need cooking for consumption can be made simply by mixing wheat flour with water, then extruding into pasta shapes and drying. The resulting pasta has good strength, with good cooked firmness and low cooking losses. The strength of an object can be affected by various factors, such as: size, mass, temperature and many more. However, when it comes to the case of uncooked spaghetti, there are two main factors which affect the strength of uncooked spaghetti. These are: the length of uncooked spaghetti and the cross-sectional area of uncooked spaghetti.  In this experiment, I will investigate the effect the length of uncooked spaghetti has on its strength.  Hypothesis:  I predict that the longest piece of uncooked spaghetti will be more fragile and brittle compared to the shorter pieces of uncooked spaghetti. This means that the length of uncooked spaghetti will be inversely proportional to its strength i.e. the shorter the piece of uncooked spaghetti the stronger it would be and vice versa. We will write a custom essay sample on Strength of an uncooked spaghetti specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Strength of an uncooked spaghetti specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Strength of an uncooked spaghetti specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Independent Variables:  The independent variable in this experiment was the known length of the piece of uncooked spaghetti.  Dependent Variables:  In this experiment, the dependent variable was the volume of water added to the plastic cup suspended on the piece of uncooked spaghetti.  Controlled Variables:  The controlled variables involved in this experiment were: the cross sectional area of the spaghetti i.e. the same type of spaghetti was used meaning with the same thickness and the temperature at which the experiment was conducted. 1. First I took two small tables and placed them parallel to each other. Then using pieces of cello tape I clamped the two ends of a piece of spaghetti of known length to the two tables.  2. Then I measured the mass of the plastic container used in the experiment. I tied two pieces of string to both sides of the container and rested it over the piece of spaghetti.  3. Then I filled the measuring cylinder with 25 cm3 of water and poured it into the plastic container. If the piece of spaghetti did not break due to this, I filled the measuring cylinder again and poured more water into the container. 4. I calculated the volume of water added to the container before the spaghetti broke and noted down my readings.  5. All the above steps were repeated for various lengths of spaghettis i.e. 23 cm, 20 cm, 17 cm, 14 cm, 11 cm and 8 cm.  6. Thereafter, I carried out the calculations needed using the above collected readings which are outlined in the following pages.  The length of the piece of uncooked spaghetti was varied by moving the small tables closer to or farther from each other, depending on what the span of the spaghetti had to be. And the length of the spaghetti used was measured using a measuring tape. The volume of water added to the plastic container resting over the piece of uncooked spaghetti was measured using a measuring cylinder and then added to the container. I made sure that my eye level was perpendicular to the mark on the scale towards which the lower meniscus of the water pointed.  Since the same type of spaghetti was used, the thickness i.e. the cross-sectional area of the spaghetti was kept constant hence, not affecting the readings obtained. The temperature at which all the experiments were conducted also remained constant in the room and this was made sure by constantly measuring the temperature of the room every 15 minutes and noting down the temperatures.

Juveniles and the Death Penalty essays

Juveniles and the Death Penalty essays Neither capital punishment nor life imprisonment without possibilty of release shall be imposed for offenses committed by persons below eighteen years of age.... Convention on Rights of a Child (Article 37a) The actual execution of juvenile offenders sentenced to death began in 1642 by Thomas Graunger, in the Plymouth colony of Massachusetts. In over three and one-half centuries since that time, at least 362 juvenile offender executions have been imposed by 38 states and the federal government, and they constitute 1.8% of the total of about 20,000 confirmed American executions since 1608. Eighteen of these 362 executions for juvenile crimes have been carried out during the current era (1973-2001). They constitute only 2.4% of the total of 749 executions during this period (as of 12-31-2001), an execution rate somewhat higher than had been experienced prior to 1973. All but one of these executed juvenile offenders were age 17 at the time of their crimes, with only Sean Sellers (Oklahoma) being age 16. Currently, 38 states and the federal government (both civilian and military) have statutes authorizing the death penalty for capital crimes, almost all of which are forms of murder. Of those 40 death penalty jurisdictions, 17 jurisdictions (42%) have expressly chosen age 18 at the time of the crime as the minimum age for eligibility for that ultimate punishment. Another 5 jurisdictions (13%) have chosen age 17 as the minimum. The other 18 death penalty jurisdictions (45%) use age 16 as the minimum age, either through an express age in the statute (6 states) or by court ruling (12 states). The use of the death penalty for crimes committed under the age of 18 is banned under international human rights standards, yet some countries still permit or practice the execution of juvenile offenders. Such executions are few compared to the worldwide total number of executions. However, the fact still remains that ne ...

CE7 Essay Example | Topics and Well Written Essays - 500 words

CE7 - Essay Example hin this context of my work throughout this course the metanarrative semiotic structure examines the generative moments, including subordinate and coordinate sentences and paragraphs for my work. Considering the nature of my written work I notice a number of notable features. I’ve come to recognize that while I may have not outwardly intentioned it, my writing has tended towards a degree of balance. In these regards, my writing has naturally varied between long and short sentences seemingly as a means of greater communicative effectiveness. Such an understanding has made me recognize the nature of effective writing as not simply contained in the mastery of articulation within the specific sentence, but also the way that the writer balances varies forms of sentences as a means of communicating a comprehensive perspective. Another element of my writing I have recognized is that to a large degree within the individual paragraphs the structural aspects are directly correlated to the subject matter. While my body paragraphs contain topic sentences the actual structure therein is largely contingent on the theme of the topic. For instance, in examining ‘Arts of the Contact Zone’ I recognized that a lengthy analysis with citation was necessary as the expansive nature of the topic demanded further exploration. Conversely, the means of considering auto ethnography in my work necessitated a more direct and pithy approach. As such the nature of subject and medium considered from a self-reflexive way, are highly prominent in the nature of my work. Still, another important aspect of my work is the nature of development. One of the most pervasive elements is how my work, despite my remaining unconscious of this process, begins from a broad and overarching context and then moves to more specific elements, before finally concluding. This structure is both indicative of the entire essay as it begins with the overarching introduction and moves towards the conclusion, but