Factors Affecting Velocity of a Sphere Rolling Down Incline

Factors Affecting Velocity of a Sphere Rolling Down Incline Factors affecting the velocity of a sphere rolling down an incline. An experiment was performed investigating the factors affecting the velocity of a ball rolling down an incline. After investigating how mass, angle of incline, and center of mass affect the velocity of a ball rolling down an incline, it was determined that the hypotheses of The greater the angle of the incline the ball is rolling down, the greater velocity the ball will reach., The greater the mass of the ball, the greater velocity the ball will reach., and The more centered the mass of the ball, the greater velocity the ball will reach. were supported. Lane Dederer There are multiple factors affecting the velocity a ball gains while descending an inclined plane. One simple factor that will affect the velocity of a ball rolling down an incline is the angle of the incline. This is due to the fact that when the angle of the incline is increased, the height of the incline also increases. Gravitational potential energy equals mass multiplied by gravity multiplied by height (), meaning height is one of the factors affecting the potential energy the ball possesses. The higher the angle of the incline, the faster the velocity Another factor affecting the velocity of a ball rolling down an incline is the mass of the ball, which is also a factor in the gravitational potential energy equation. The last factor that will be discussed is mass distribution within the ball. The velocity of a ball rolling down an inclined plane could be affected by the location of mass within the ball. For example, if the majority of the mass of a ball is located on one side, this would likely create different results compared to a ball in which mass is distributed evenly. (Hyperphysics.phy-astr.gsu.edu, 2017) While potential energy is determined by the equation of , the actual energy produced (kinetic energy) is also dependent on rotational kinetic energy of the ball, which is represented by the equation . In this equation, and . Â   Â   Gravitational potential energy Gravitational potential energy or GPE is a type of potential energy possessed by an object due to its position in a gravitational field. (Hyperphysics.phy-astr.gsu.edu, 2017) One way to demonstrate this concept is a ball rolling down an incline. When the ball is stationary at the top of a slope, it possesses 100% gravitational energy, meaning none of its potential energy has been converted into another form of energy. When a ball rolls down an incline, its gravitational potential energy is converted into motion, or kinetic energy (KE) which will be discussed next. When the ball has travelled half way down the incline, it possesses 50% GPE and 50% KE. When the ball has travelled 75% of the distance down the incline, it possesses 75% KE and 25% GPE. When the ball has travelled 100% of the distance of the incline, it possesses 100% KE and 0% GPE. This is due to the fact that all of the balls GPE has been used or converted into KE. At this point the ball no longer possesses any potential to be put into motion unless acted on by an external force. Gravitational potential energy can be calculated using the following formula: Which simplified looks like the following: This equation shows that the higher the height of an incline, the more potential energy would be possessed by an object at the top of the incline. The equation also shows that the higher the mass of an object, the more GPE it will possess. While acceleration due to gravity (g) is also a variable in the equation, as the acceleration of an object due to gravity is the same everywhere on earth. (Physicsclassroom.com, 2017) Kinetic energy Kinetic energy is the energy of movement, or motion. It is defined as an object in motion possesses kinetic energy. (Hyperphysics.phy-astr.gsu.edu, 2017) Kinetic energy can be calculated using the following equation: Simplified: The equation for kinetic energy shows that it is dependent on mass and velocity. Therefore, the higher the mass of an object the more kinetic energy it possesses, and the higher the velocity of an object the more kinetic energy it possesses. (Physicsclassroom.com, 2017) Friction Friction is a form of resistance between two solid objects. The amount of resistance between these two solid objects is in most cases dependent on the force holding the surfaces of the two objects together, and the roughness of each surface. The formula for friction is as follows: Where: (Hyperphysics.phy-astr.gsu.edu, 2017), (School-for-champions.com, 2017) The hypotheses for the experiment are as follows: The greater the angle of the incline the ball is rolling down, the greater velocity the ball will reach. The greater the mass of the ball, the greater velocity the ball will reach. The more centered the mass of the ball, the greater velocity the ball will reach. Equipment was gathered including a 1 meter long flat wooden board, 4 table tennis balls, a stopwatch, fine sand, water, a drill, adhesive tape, and a stack of textbooks. Firstly, the wooden board was placed one end touching the desk and one end supported by the textbooks, creating the incline that was used for the experiment. An opening was then drilled in 3 of the 4 table tennis balls to allow for insertion of water and sand, allowing balls of varying mass. Once the incline was at the desired angle, the ball being tested was held at the top of the incline. The first participant suspending the ball at the top of the incline gave a countdown, prompting the second participant to start a stopwatch as the ball was released. As soon as the ball reached the bottom of the incline, the stopwatch was stopped. The time provided from the stopwatch was then arranged in a table. This process was repeated three times for each angle in test one (how the angle of incline affects the velocity of a ba ll rolling down an incline), and five times for each angle in test two. (how mass affects the velocity of a ball rolling down an incline) As test one was not testing any variables to do with mass, it only required one ball to be used throughout the test. The sand filled ball was chosen for this as it was solid and consistent. Angle of incline The way the angle of the incline affected the balls velocity was tested by rolling the ball down an incline at angles of 5Â °, 10Â °, 15Â °, 20Â °, 25Â °, 30Â °, 35Â °, 40Â °, and 45Â °. Each of these increments were tested three times, ensuring accurate data. The angle of the incline was calculated using trigonometry, using the height of the incline and the length of the incline (the hypotenuse) to find the required angle. Textbooks were used to support the board at the correct height. Once the correct angle of incline was met, the ball was timed rolling down the incline 3 times for the sake of accurate data. This process was repeated for every angle being tested. Mass of ball The effect the mass of the ball had on velocity was investigated by testing three balls of different masses. One ball had a hole drilled in it and was filled with water (36.2 grams), one ball had a hole drilled in it and was filled with sand (52.4 grams), and one ball was left as it is (2.7 grams). Each of these balls were timed five times rolling down an incline of 20Â °. All data from the experiment was recorded on paper and arranged in a table, so it could then be graphed, allowing the data to be analysed and observed in an organised fashion. As , the velocity the ball reached can be calculated using the time recorded from the experiment, and the distance, which is the length of the incline which was simply measured with a ruler to be 0.91 metres. An example of this for the ball rolling down the 0.91m incline in one second is as follows: Independent, dependent, and controlled variables The independent variables in this experiment include the angle of the incline, the mass of the ball, and the mass distribution of the ball. The dependent variable in this experiment is the velocity of the ball. Controlled variables are variables apart from independent and dependent variables that can still affect the results of an experiment. The controlled variables in this experiment are the surface the ball is rolling on, the material the ball is made of, the size of the ball, the measuring devices being used, the distance the ball travels, and the method being used to release the ball each time, for example the position of the hand. Safety In this experiment safety glasses were worn by participants to prevent any possible damage to the eye. The landing zone where the ball reached the bottom of the ramp was blocked with a stack of textbooks. This choice was made as the ball possessed a reasonable amount of kinetic energy as it came off the incline, meaning it could interfere with other classmates experiments and even become a hazard. (for example knocking a glass beaker off a bench) While these situations are quite unlikely it is good practice to evaluate any possible errors that could occur in an experiment and prevent them from occurring in the first place through proper safety practices. Test 1: How the angle of incline affects the velocity of a ball rolling down an incline. Angle of incline (degrees) Time taken to roll down incline (seconds) Test 1 Test 2 Test 3 Average 5 1.82 1.59 1.68 1.70 10 1.12 1.15 1.04 1.10 15 0.82 0.63 0.81 0.75 20 0.75 0.69 0.63 0.69 25 0.66 0.44 0.59 0.56 30 0.66 0.69 0.47 0.61 35 0.59 0.53 0.63 0.58 40 0.41 0.53 0.47 0.47 45 0.50 0.54 0.47 0.50 By using the equation for velocity ( simplified as ), the above timed results can be converted into velocity. For example, finding the velocity of the ball from test one rolling down an incline of five degrees. This process is then repeated for every single result and put into a table. Angle of incline (degrees) Velocity reached (metres per second) Test 1 Test 2 Test 3 Projected average Average 5 0.50 0.57 0.54 1.06 0.54 10 0.81 0.79 0.88 1.50 0.83 15 1.11 1.44 1.12 1.83 1.21 20 1.21 1.32 1.44 2.08 1.32 25 1.38 2.07 1.54 2.31 1.63 30 1.38 1.32 1.94 2.51 1.49 35 1.54 1.72 1.44 2.70 1.57 40 2.22 1.72 1.94 2.85 1.94 45 1.82 1.69 1.94 2.99 1.82 Test 2: How mass affects the velocity of a ball rolling down an incline. Mass of ball (grams) Time taken to roll down incline (seconds) Test 1 Test 2 Test 3 Test 4 Test 5 Average 2.7 (Regular ball) 0.71 0.85 0.78 0.78 0.71 0.77 36.2 (Ball filled with water) 0.62 0.66 0.63 0.68 0.62 0.64 52.4 (Ball filled with sand) 0.66 0.69 0.66 0.71 0.72 0.69 (Ball half filled with sand) 0.94 0.87 0.88 1.10 0.94 0.95 These times were then converted into velocity using the same method as the previous results in test one. Mass of ball (grams) Velocity reached (metres per second) Test 1 Test 2 Test 3 Test 4 Test 5 Average 2.7 (Regular ball) 1.28 1.07 1.17 1.17 1.28 1.18 36.2 (Ball filled with water) 1.38 1.32 1.38 1.28 1.26 1.32 52.4 (Ball filled with sand) 1.47 1.38 1.44 1.34 1.47 1.42 (Ball half filled with sand) 0.97 1.05 1.03 0.83 0.97 0.96 Theoretical calculations When a ball is rolling down an incline its gravitational potential energy is being converted into kinetic energy, however the potential energy is also being converted into rotational kinetic energy as the object is a ball. With all values substituted in, the equation for energy transformation is as follows: Which provides the velocity of the ball at the bottom of the incline: (Hyperphysics.phy-astr.gsu.edu, 2017) To find the velocity of the ball from this point, the values for g and h are simply substituted into the equation. For example, to find the theoretical velocity for a ball rolling down a ramp that is 10 centimetres high the equation will look like the following: This equation will be used to work out the theoretical velocity for each ramp height. All results can then be put input into a table or graph to observe and compare real results to theoretical results. Angle of incline (degrees) Test 1 Test 2 Test 3 Average velocity (metres per second) Theoretical velocity (metres per second) 5 0.50 0.57 0.54 0.54 1.06 10 0.81 0.79 0.88 0.83 1.50 15 1.11 1.44 1.12 1.21 1.83 20 1.21 1.32 1.44 1.32 2.08 25 1.38 2.07 1.54 1.63 2.31 30 1.38 1.32 1.94 1.49 2.51 35 1.54 1.72 1.44 1.57 2.70 40 2.22 1.72 1.94 1.94 2.85 45 1.82 1.69 1.94 1.82 2.99 The results gathered from this experiment while not following theoretical results, prove to follow projected results relatively closely in the above graph. The comparison between the two sets of data shows that both quite closely follow the same path, however the real data is just lower than the theoretical data. Some possible reasons for this difference include the fact that the equation doesnt account for friction, and the quantity of angular momentum. While the energy lost due to unaccounted for friction in the experiment would be negligible, as acceleration is an exponential value, a small change in the amount of energy in the experiment could noticeably change results quite quickly. The equation used for theoretical data also wasnt accounting for the angular momentum of the ball. Angular momentum is a is a form of stored energy observed in things such as a rolling ball. This means while the ball in the experiment was rolling down the incline, it was storing part of its energy as angular momentum, taking away from the actual kinetic energy of the ball. Both factors combined can create quite a difference in real data compared to theoretical data, which is one explanation for the difference between real and theoretical data. While the results are not perfect, in the angle to velocity graph the real data gets closer to the predicted theoretical value as the experiment goes on. The real results get proportionally closer to projected results even though looking at the real results there appear to be outlying data points bringing down the value for the average velocity of the ball in the second half of the graph. This is proven below. This proportional gap being closed more the further the experiment progresses is thought to be due to the exponential nature of acceleration. First four points of graph: Second four points of graph: By evaluating the results from test 1, it is made clear that the higher the angle of incline, the higher velocity the ball will reach. In case the increase in velocity compared to increase in incline angle is not completely uniform. However the addition of a trend line shows that while there are outlying points lower than expected, the data shows that the velocity of the ball is still increasing as the angle of the incline increases, which supports the hypothesis of The greater the angle of the incline the ball is rolling down, the greater velocity the ball will reach. The second test involves four different ping pong balls. One is a regular ball, one filled with water, one filled with sand, and one half filled with sand. The ball half filled with sand will be ignored for now. By evaluating the results from test 2, it is shown that the regular ping pong ball (2.7g) is the slowest of the 3 balls being analysed, with an average velocity of 1.18. The ball filled with water (36.2g) comes in with the next highest velocity with an average of 1.32. Lastly, the ball filled with fine sand (52.4g) reaches the highest average velocity of the three, coming in at 1.42. This data is seen displayed in the mass to velocity graph from test 2 on page 9. By analysing this graph it is made clear that the hypothesis of The greater the mass of the ball, the greater velocity the ball will reach. is supported, as the velocity is clearly seen going up as mass of the ball goes up. The last hypothesis is related to the ping pong ball that was only half filled with sand that was mentioned previously. This ball was made with the intention of analysing the effects the center of mass has on a ball. This ball came in with an average velocity of 0.96, which is by far the lowest average velocity of the four balls. By observing the mass to velocity graph from test 2 it is clearly seen that the ball half filled with sand has a significantly lower velocity than the rest of the balls tested. Therefore, the hypothesis of The more centered the mass of the ball, the greater velocity the ball will reach. Is supported. Using the square root function the results from each set of data can be compared. The equation used to calculate theoretical data can be simplified to the square root function, meaning both equations can represent the same line. This will be demonstrated below. Looking at the graphed results and placing a power trendline on each set of points shows that the above equation relates directly to the equation of the lines in the graph. This comparison is shown below. Looking at the equations for each trendline it can be deduced that they can be represented by the square root function. Throughout the experiment in this investigation there are many aspects that could lead to flawed or inaccurate data. While the data didnt exactly match theoretical data, it quite closely followed the predictable nature of a power trendline. The results that stray the most from the trendline are the results from the second half of the angle of incline test, between 30 and 45 degrees. These seemingly anomalous results are most likely due to the measurements for the experiment being recorded by humans. The times for the experiment were recorded by a participant using a stopwatch, meaning there are multiple points throughout a single run of the experiment that could lead to inaccurate results. The first is the ball being released. One participant held the ball at the top of the incline, and with a countdown would release the ball, prompting the second participant to start the stopwatch. This part of the experiment alone can create slightly inaccurate data, as the participant starting the stopwatch is reacting to the visual que of the ball being released and the audio que of a countdown. According to backyardbrains.com, the average human reaction time to a visual stimulus is 0.25 seconds, and 0.17 seconds for audio stimulus. As both of these are involve

Arising of Magic Realism Through Allusions to the Bible and Tragedians

Gabriel Garcia Marquez’s novel, One Hundred Years of Solitude, is a novel often associated with magic realism. Throughout the novel, the idea of magic realism is promoted through intertext examples of The Bible. Magic realism is defined as an artistic style in which magical elements or irrational scenarios appear in an otherwise realistic or "normal" setting. The many intertextual examples throughout the work are alluded from outside sources such as the Bible and the tragedians of the Greeks and Romans. These allusions not only strengthen the novel, but further correlate them with the idea of magic realism. Magic realism, as defined by Wendy Faris, contains five key elements which must be present for this component to ring true in a piece of literature. The first key element is the novel contains â€Å"†¦something we cannot explain according to the laws of the universe as we know them† (Faris 167). Throughout the novel, several examples which make this constituent true are present. For example, when Jose Arcadia Buendia’s murder occurs and his blood runs through the streets to Ursula’s home, Marquez writes, â€Å"A trickle of blood came out under the door, crossed the living room, went out into the street, continued on in a straight line across the uneven terraces, went down steps and climbed up curbs†¦Ã¢â‚¬ (Marquez 144). In reality, as readers, it is known that blood cannot travel long distances or climb objects. Remedios the Beauty’s accession to Heaven is another form in which a particular scene cannot be explained by particular laws a s we know them. Marquez writes â€Å"Amaranta felt a mysterious trembling in the lace on her petticoats and she tried to grasp the sheet so that she would not fall down at the instant in which Remedi... ...n theme found throughout many fiction novels. According to Faris’ five key elements, this novel is indeed a tale of enchanting pragmatism. The novel’s intertextual examples developed by character similarities and actual events from the Bible and Greek mythology and tragedies are woven in the novel in such a way that the reader is oblivious to the fact that they truly exist. As the future scurries upon us, the theme of magic realism will continue to flourish many novels to come. Works Cited Access Bible, The. New York: Oxford University Press, 2010. Fitzgerald, Robert. Translator Homer. The Iliad. Garden City, NY: Anchor Press, 2007. Garcia Marquez, Gabriel. One Hundred Years of Solitude. New York: Harper Perennial, 1998. Zamora, Louis Parkinson and Wendy Faris. Magical Realism: Theory, History,Community. Durham: Duke University Press, 1995.

Purpose of Social Studies in Schools

What is social studies? * Social studies is the integrated study of social sciences and humanities to promote civic competence. Social studies provides coordinated, systematic study drawn upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion and sociology as well as a appropriate content from the humanities and natural sciences. The goals of social studies 1. Fostering attitudes and identifying values Values are ends or ideas which are held by a person.They are the standards or codes which direct our actions. Attitudes are directly derived from values. Our values determine how we behave, each person or society have different values. The teaching of positive values is important because it teaches children to value themselves and also their environment. Children copies values from the people around them mostly adults. Displaying good attitudes will teach children respect for truth, respect for truth, reasoning, enquire and freedom to make choices. . Developing skills Developing skills helps individual to understanding the world around them and help them to cope with it. This skill helps individuals develop proper problem solving skills. It is important for citizens to have information or fact about where they live and the people in their environment. This will help them to understand major issues in their local, national and global communities. There are two types of skills to be developed, intellectual skills and social skills.The skills of critical thought (intellectual skills) provides for: Grasping the meaning of a statement or action, Separating fact from fiction/opinion, Assessing the relevance of the facts, Assessing the reliability to the facts, Judging whether sufficient information is available, Finding out what factors influence the situation, Recognizing all possible actions that could be taken, Deducting the possible and Deciding which the best solution is. Social s kills are human-relations skills which are needed for effective functioning of a group.They imply a concern for the feelings of others in the group and can be taught effectively by group work experiences which require participants: To cooperate with others to achieve common goals, To practice reaching consensus, To willingly explain and support their viewpoint, To express disagreement in a friendly way, to listen to and seriously consider the suggestions of others, to develop empathy with other people and to develop self-discipline and responsibility 3. Establishing knowledge and understandingEvery person living in a country need to have basic information or facts about the society they live in or in other words the world they live in. This is the background for understanding their own experiences. The learner will acquire strategies to analyze, interpret, create, and use resources and materials. Knowledge and understanding of the past enable us to analyze the causes and consequence s of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place.Study of the past makes us aware of the ways in which human beings have viewed themselves, their societies and the wider world at different periods of time. There are a few objectives; Use map and globe reading skills, Interpret graphs and charts, Detect bias, Interpret social and political messages of cartoons and Interpret history through artifacts, arts, and media. 4. Promoting social participation Social studies are primarily concerned with preparing citizens who are equipped with the knowledge and possess the skills to participate in affairs of society.In our Jamaican society we have a democratic system, it is important for every eligible citizen to participate in the election of our leader. The knowledge contained in social studies programmes provides pupils with information, develop the understanding they will need to play these roles a adults and to make reasoned and informed decisions. At the same time, the activities and experience provided in the programmes enable the development of a range of values attitudes and skills such as reading and study skills as well as intellectual and social skills.Knowledge, values, attitudes and skills are necessary for active participation in civic affairs. These skills provide the link between knowledge and values and attitudes which make participatory action possible. Justify the place of social studies in the primary school curriculum. Personally I think social studies are out on the back burner too often; more emphasis should be place on this subject area. Social studies help children to develop their identity. The study of individual development and identity will help students to describe factors important to the development of personal identity.They will explore the influence of peoples, places, and environments on personal development. Students will hone personal skill s such as demonstrating self-direction when working towards and accomplishing personal goals, and making an effort to understand others and their beliefs, feelings, and convictions. I believe social studies should be part of the curriculum for the purpose of helping students understand human interactions that occurred in the past, and occurring now, and that are likely to occur in the future.The reasons for these understandings is to help students develop and nurture values that will make it more likely that they will be able to determine for any situation what the right thing is and do it, especially when the right thing is hard to do. Since we live in a society, having a deep knowledge of society helps a person to be a better citizen to any country. For the younger generation to grow up to become humane, it is important that the generation is exposed to different societies.It is necessary to show them differences in lifestyles that people around the world have. Learning how to app ly civic ideals as part of citizen action is essential to the exercise of democratic freedoms and the pursuit of the common good. Through social studies programs, students acquire a historical and contemporary understanding of the basic freedoms and rights of citizens in a democracy, and learn about the institutions and practices that support and protect these freedoms and rights, as well as the important historical documents that articulate them.Students also need to become familiar with civic ideals and practices in countries other than our democratic republic Children need to be exposed to various social aspects of mankind and made to understand the different aspects of social behavior. It is necessary to make children realize their duty towards society. Social studies are an important subject because of its main purpose, creating good citizen. It aims at creating educated individuals who can grow up to be responsible citizen of their nation.The study of social studies intends to build creative, caring and courteous human beings out of children. Teaching our children social studies increase the possibility of their becoming knowledgeable individuals. Teaching them social studies increases chances that they will adhere to ethical and moral values in their life, for positively contributing members of their communities. We want children to gain the ability to become independent in every aspect. We most certainly want children to be knowledgeable about the world they live in.This goal of developing â€Å"good citizen’’ is vast, but so is the impact we as teachers will have on children in adulthood. It is through the teaching of social studies that we can shape our students into citizens worthy of respect. The knowledge contained in social studies provides children with information, develop the understandings they will need to play these roles as adults and to make reasoned and informed decisions. It develops values, attitudes and skills such as r eading and studying, as well as intellectual and social skills.In the early grades, students are introduced to civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock elections, and determining how to balance the needs of individuals and the group. During these years, children also experience views of citizenship in other times and places through stories and drama. By the middle grades, students expand their knowledge of democratic ideals and practices, along with their ability to analyze and evaluate the relationships between these ideals and practices.They are able to see themselves taking civic roles in their communities. The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. Students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations.They study the causes, patterns and effects of human settlement and migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships. Another purpose of this subject is to help children deal with problems. Today’s children are faced with a lot of problems in schools and in their homes. Children are being abused and subjected to domestic violence.Children are in gangs and on drugs. These are some of the challenges children have to deal with in their everyday lives. The ability of problem solving is probably the most important skill any person should have. Children will also be more capable of making wise decisions. Young learners begin by priorit izing their economic wants vs. needs. They explore economic decision-making as they compare their own economic experiences with those of others and consider the wider consequences of those decisions on groups, communities, the nation, and beyond.In the middle grades, learners expand their knowledge of economic concepts and principles, and use economic reasoning processes in addressing issues related to fundamental economic questions. Most people think of history when they think of social studies. History plays a large role in social studies. History examines the forces of change and continuity. Its study enables us to understand the relationship between the present and the past and the mistakes and the triumphs that this world that this world has been through. Students are required to learn about the past in order to provide them with a context for today’s society and current events. As the popular Jamaican term goes â€Å"you have to know where you are coming from to know w here you are going†. History lessons also provide students with valuable role models such as Martin Luther King. These are just some of the importance or social studies in the curriculum. Social studies course work # 1 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2. What is social studies? (3)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3. Identify and discuss the goals of social studies? (12)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4. Justify the place of social studies in the primary school curriculum. (10)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 . Reference†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..

The black death Essay - 552 Words

What was the Black Death, and what was its impact on European society? The Black Death was a bacterium which was carried by flea infested rats. This disaster spread across Europe quite rapidly. Much accusation for the cause of the plague was pressed onto the Jewish community. The most common plague was the bubonic plague, although the pneumatic plague also existed. This disaster caused economic, social, political and cultural havoc. Approximately 50% of the infested population died, which, was estimated between 19 to 38 million. During this occurrence 25 to 50 percent of the population throughout Europe decreased. The plague began around 1347 and did not end until around 1369. What major problems did European states face in the†¦show more content†¦Soon after a third Pope joined the crowd in an effort to resolve the problem of the two first Popes, although this only caused more chaos. What were the major developments in art and literature in the fourteenth century? The most prominent development in the fourteenth century was creation of vernacular literature. Vernacular languages shortly became as used as much, if not more, than Latin. The fourteenth century was also a great era for European writers such as Dante Alighieri, Geoffrey Chaucer and Christine de Pizan who wrote The Book of the city of Ladies, which was criticized by many male writers. Giotto â€Å"a forerunner of Italian Renaissance paintingquot; also made his presence in this century. The most famous works of Giotto were completed in Padua and Florence. The high renaissance was part of the final section of the renaissance art. The three artist that dominated this type of art were Leonardo da Vinci, Raphael and Michelangelo. The artwork after the plague was considered to be more dark and sorrowful. How did the adversities of the fourteenth century affect urban life? Authorities tried to keep the cities cleaner by closing such things as bathhouses in order to create cleaner distracts. Although in this attempt it lead to a decline in cleanliness The general theme for families in the late medieval urban era was the nuclear family.Show MoreRelatedThe Black Of Black Death939 Words   |  4 Pageshistory few events seem as cataclysmic as the Black Death. The Black Death was actually one of the most deadly pandemics in human history. This awful pandemics most devastating time in Europe was between 1348 and 1350. According to some estimates it wiped out at least two-thirds of Europe’s population. A Malmesbury monk from Wiltshire wrote that, â€Å"Over England as a whole a fifth og men, women and children were carried to the grave.† (James â€Å"Black Death: The lasting impact†) Many epidemiologists stillRead MoreThe Death Of The Black Death1148 Words   |  5 PagesThe Black Death, one of the greatest natural disaster to hit Europe thus causing the death of many people in the most horrific manner and cause the end of feudalism. This was a disaster that affected one third of the European continent and also one that no one was prepared to face. It killed more people than during a war and it impacted simple lives of people, their culture, religion and the economy as a whole. The origin of The Black Death has several explanations. Some people said The Black DeathRead MoreThe Death Of The Black Death905 Words   |  4 Pagesgrew were dying. On the wake of these seven distressing years of weather and famine was the greatest plague of all times, The Black Death. In 1347 AD, The Black Death began spreading throughout Western Europe. Over the time span of three years, the widespread epidemic killed one third of the population in Europe with pretty near twenty five million people dead. The Black Death killed many more Europeans than any other endemic or war up to that time, vastly impacting the Church, the people, and the economyRead MoreThe Death Of The Black Death1380 Words   |  6 PagesThe Black Death was a very important time in history and, while devastating, it led to many advances in medicine due to the mass spread of a new deadly disease. The 14th Century encompassed the time period of January 1, 1301 to December 31, 1400. When this disease struc k, Ole J. Benedictow calculates that it killed about 50 million people in Europe alone, which was about 60% of Europe’s population at the time. That being said, the Black Death, often referred to as the Bubonic Plague, clocked inRead MoreThe Death Of The Black Death2017 Words   |  9 PagesThe Black Death The pandemic known to history as the Black Death was one of the world’s worst natural disasters in history. It was a critical time for many as the plague hit Europe and â€Å"devastated the Western world from 1347 to 1351, killing 25%-50% of Europe’s population and causing or accelerating marked political, economic, social, and cultural changes.† The plague made an unforgettable impact on the history of the West. It is believed to have originated somewhere in the steppes of central AsiaRead MoreThe Black Death1386 Words   |  6 Pagesatrocious and it made the perfect place for Yersinia Pestis to thrive. Yersinia Pestis is the virus responsible for the Black Death, a deadly disease that rapidly powered through Europe, killing nearly all of the people in its way. The Black Death had a lot of gruesome and terrifying symptoms that made bystanders sick just watching. Certain people were more likely to acquire the Black Death than others. Since peasants had worse l iving conditions than the nobility, they were far more likely to catch theRead MoreThe Black Death1386 Words   |  6 Pagesatrocious and it made the perfect place for Yersinia Pestis to thrive. Yersinia Pestis is the virus responsible for the Black Death, a deadly disease that rapidly powered through Europe, killing nearly all of the people in its way. The Black Death had a lot of gruesome and terrifying symptoms that made bystanders sick just watching. Certain people were more likely to acquire the Black Death than others. Since peasants had worse living conditions than the nobility, they were far more likely to catch theRead MoreThe Black Death1349 Words   |  6 Pagesatrocious and it made the perfect place for Yersinia Pestis to thrive. Yersinia Pestis is the virus responsible for the Black Death, a deadly disease that rapidly powered through Europe, killing nearly all of the people in its way. The Black Death had a lot of gruesome and scary symptoms that made bystanders sick just watching. Certain people were more likely to acquire the Black Death than others. Since peasants had worse living conditions than the nobility, they were far more likely to catch the PlagueRead MoreThe Black Death831 Words   |  4 PagesTHE BLACK DEATH! What Is The Black Death? The Black Death is a disease that went on for over 5 years. It also spread around a wide range of places! It killled and harmed thousands upon thousands of people and had no mercy. If you were to sadly catch the Black Death, you would DEFINITELY die and there was many cures and causes however none of the causes actually worked also all of causes were thought to be a punishment from God. Once you knew you had the Black DeathRead MoreThe Black Death1203 Words   |  5 PagesWhat were the short term and long term impacts of the Black Death on Medieval society? The Black Death is one of the most fatal diseases in human history and took its peak in Europe from 1348 to 1350. Half of Europe’s population was wiped out due to this disease and the short and long term impacts greatly affected the structure of Medieval Society. The Black Death or otherwise known as the plague was thought to have begun in Central Asia, which spread down the Silk Road and eventually to Europe