Global Warming and the Greenhouse Effect Essay -- Environmental Global

Global Warming and the Greenhouse Effect The greenhouse effect, in environmental science, is a popular term for the effect that certain variable constituents of the Earth's lower atmosphere have on surface temperatures. It has been known since 1896 that Earth has been warmed by a blanket of gasses (This is called the "greenhouse effect."). The gases--water vapor (H2O), carbon dioxide (CO2), and methane (CH4)--keep ground temperatures at a global average of about 15 degrees C (60 degrees F). Without them the average would be below the freezing point of water. The gases have this effect because as incoming solar radiation strikes the surface, the surface gives off infrared radiation, or heat, that the gases trap and keep near ground level. The effect is comparable to the way in which a greenhouse traps heat, hence the term. Environmental scientists are concerned that changes in the variable contents of the atmosphere--particularly changes caused by human activities--could cause the Earth's surface to warm up to a dangerous de gree. Since 1850 there has been a mean rise in global temperature of approximately 1? C (approximately 1.8? F). Even a limited rise in average surface temperature might lead to at least partial melting of the polar icecaps and hence a major rise in sea level, along with other severe environmental disturbances. An example of a runaway greenhouse effect is Earth's near-twin planetary neighbor Venus. Because of Venus's thick CO2 atmosphere, the planet's clo...

Investigating motion using video processing software Essay

We switched on the laptop and connected the web cam into the USB. Once this was done we made sure that the web cam was working correctly and as soon as this watched checked we began to set up the practical part of the experiment. We then pressed record on the web cam using the software VISILOG and recorded the ball being thrown in the air next to a vertical ruler (one metre). Once this had been done we stopped the recording and the replayed the video and once we were happy, using the software, we recorded the position of the ball frame by frame. Below are the results for the first part of the experiment: Results: Time (s) Height (m) Speed (m/s) Acceleration (m/s2)  We can then draw a graph using the results and the first graph I have drawn (graph one) is of height of squash ball against time taken. Therefore, as we can see from the graph if a tangent is drawn we can calculate the gradient. The gradient of both sides of the parabola graph is shown on graph one. From the graph we can that as the squash ball is thrown the height of it increases as time increases and as it reaches its peak the ball speed is expected to decrease due to forces acting on (gravity) and therefore the ball drops down again. The gradient of the graph also calculates the speed (which can be seen of the graph) of the ball because of the formula: Distance = Speed   Time therefore Speed = Distance / Time From these results a second graph of speed against time can also be made, which is graph two. Again from this graph we can draw tangents and then work out the gradient. Using the gradient we can also work out the acceleration due to the formula: Acceleration = change in speed / change in time Therefore acceleration = gradient. Part Two Method: We used the same equipment for the second stage of the experiment but instead of recording the ball thrown in the air we recorded it as a projectile. To measure the displacement we used metre rules to measure horizontally as well as vertically. Below are the results from the experiment: Results: See next page! From this table we can draw out a lot of information and from this I have produced a graph of horizontal displacement and vertical displacement (graph three). From the graph we can see that as horizontal displacement increases so does vertical displacement until its peak of 0. 34 m. once the squash ball reaches this height it begins to fall back down due forces acting on it. After the vertical height reaches its peak it starts to decrease but the horizontal displacement continues to increase. From the graph we can also calculate the gradient, which I have done and this can be seen on the graph. Part Three Method: We got a step ladder and to the top of it we attached a wooden beam to it using clamps. Then we got three springs and attached them together and once this was done we attached the springs to the wooden beam using string. We then added a mass to the springs and recorded the oscillations it did using the camera. Below are the results for this: Results: See next page! From the results (which is a rather long set of data) we can produce a graph and this graph is a sine wave. Within the wave, it can be seen that just about 4 oscillations have been made by the spring. The time taken for 1 oscillation is called the period T. In this case the period T for 1 oscillation is about 1. 31 seconds as shown on the graph. The number of oscillations per unit time is the frequency, f = 1 / T. Therefore, using the formula we can calculate the frequency of one oscillation, which is: f = 1 / T f = 1 / 1. 31 f = 0. 763358778 f = 0. 76 Hz Furthermore as the weights on the spring move about on a fixed point it means that the wave can be described as a single harmonic motion and the acceleration is proportional to its displacement (see graph four for more details) Conclusion: Therefore, in conclusion I have shown many things in this three part experiment. For each part, I have produced graphs and shown the results table that I have analysed as well. For the first part of the experiment we can see that from the graphs the squash balls speed increases as it let go from the hand and then as it reaches its peak it begins to lose its speed and comes down, which is also due to forces acting upon the graph. Part two of the experiment is similar in respects and the difference is that it was a projectile instead. And the third part shows the spring oscillating from a ladder when a weight is attached to it. For more on these look at the graphs I have produced and the analysis beneath each part of the experiment.

Ban Tobacco Advertising Is The Right Move - 908 Words

In 2001, the Government of India proposed a bill that would place a ban on tobacco ads to discourage the use of tobacco products among the teenagers. This decision gave rise to a huge debate about the ethical responsibility of the government on the use of tobacco products. In this analytical essay, the arguments of the proponents that are both in favor and opposed to the ban will be summarized, while discussing the conflict of interest that exists among the government and the tobacco companies. Lastly, final thoughts and opinions will be provided of why the Government of India s decision to ban tobacco advertising was the right move. This will be done in light of the case study found at icmrindia.org titled Ban on tobacco Ads by the Government of India†. Those in favor Those in favor put forth the argument that smoking kills millions of people every year and that these figures are on the rise. Furthermore, that animated figures such as that of Joe Camel cigarettes is enticing young children to take up smoking is a huge concern. They also point out the examples of other nations which have deemed it constitutional to place such bans on tobacco advertising. They claim that studies have shown that in these countries the consumption of tobacco products among the younger crowd has dropped. It is also claimed that the ban itself won t hurt the economy because in reality the revenue the government receives from the tobacco industry does not offset the costs it creates.Show MoreRelatedBan Tobacco Advertising Is The Right Move909 Words   |  4 PagesIndia proposed a bill that would place a ban on tobacco ads to discourage the use of tobacco products among the teenagers. This decision gave rise to a huge debate about the ethical responsibility of the gove rnment on the use of tobacco products. 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Mark Pastin, writing on the function of ethics in business decisions, observes: There are fundamental principles, or ground rules, by which organizations act. Like the ground