Themes and Issues in American History 1492-1789 - Free Essay Example

Sample details Pages: 6 Words: 1889 Downloads: 5 Date added: 2017/09/15 Category Advertising Essay Did you like this example? Themes and Issues in American History September 27, 2006 1492-1789 The Indians were a hospitable and sharing race and sharing was part and parcel of their culture. They were not influenced by the frenzy of the day, capitalism and feudalism. Columbus was motivated by his quest for gold to pay his backers. Gold was the new currency of the day, better than land because it could buy anything. After the wholesale slaughter of the Indians with no gold to show for it, Columbus and the Spaniards sought slaves under the premise that it was Christian like to do so. Slave labor and cruelty allowed millions of Indians to die between 1494 and 1508. It is amazing how cruel the Spaniards were and how docile and civilized the Indians were. Yet, we honor Columbus as a hero and adventurer. Columbus Day is dripping in blood of an innocent peaceful people. The early English settlements were also rife with terrorism of the Indian population. They looked for any small infraction by the Indians in order to severely punish the entire population and then would confiscate land and treasure. Don’t waste time! Our writers will create an original "Themes and Issues in American History 1492-1789" essay for you Create order It reminded me that war throughout all the ages from Columbus to the present has been fought for reasons far and above the inconsequential initial grievance. Hitler and Poland, Israel and Lebanon, US and Iraq are all examples. As in the Spanish conquest, all the gold and blood did not change Spain’s ranking in the world. The Indian civilization was in fact much greater developed than the European civilization of its day. They had peace, prosperity, and development. Had their people been left alone without the European influence of slaughter, enslavement, and disease it might well have been the utopian society of its day. Who were the real savages and why to this day are the â€Å"Indians† still portrayed as primitive beings? Were the Incas, Mayans, Iroquois, Mohawk and other descendants of the great Bering Sea trek any less celebrated than the great civilizations in history, the Greeks or Romans? The Virginians of 1619 were desperate for labor in order to grow enough food to stay alive and tobacco for export. Hunger was so prevalent that many colonists reverted to cannibalism. They couldn’t force the Indians to work for they were outnumbered and the Indians were tough and resourceful. White servants were not brought over in sufficient quantities to matter and after a period of time their contract of work would expire. The free white settlers, many who were craftsman and men of leisure were little inclined to work the land. In fact John Smith in the earliest settlements had to resort to a kind of martial law to force them to work the fields for survival. It was probably the first utterance to what would become the mantra of the 20th century, â€Å"it’s not my job. † Edmond Morgan in his book American Slavery, American Freedom summed up the narrow mindedness of the early settlers feeling of superiority over the â€Å"savages† of the land; that they were capable of inflicting much terror on the Indian population which proved their superiority, however they couldn’t hunt or grow corn to survive. Black slaves were the answer. By 1619 over 1,000,000 blacks had already been brought from Africa to South America and the Caribbean to work the Spanish and Portuguese colonies. Fifty years before Columbus the Portuguese took African blacks to Lisbon which was the start of the regular trade in slaves. Once again it was the superior European methods in cruelty that enabled them to conquer a civilization that was their equal in both societal and evolutionary practices. It was easier to make Africans slaves as they were far from home, exposed to immense cruelty, and generation after generation were raised to believe their in-superiority through racial hatred and the color line where white was master and black was slave. American slavery and cruelty was fed by the frenzy of profit to be made from capitalistic agriculture. By 1800 between 10 to 15 million blacks had been transported to America. It is also estimated that Africa lost 50 million people to death and slavery in those centuries we call the beginning of modern civilization. It took physiological and physical methods to keep the slaves from revolting. They included racism based on color, cruel discipline, the break up of the slave family, and the creation of discrimination through the creation of a privileged group of slaves by separation of house slaves and field slaves. Also slaves themselves were lulled into submission through religion and the tribal understanding of the rule of law. Fear of rebellion and the joining of poor white servants and settlers with black slaves against the ruling class were rampant in these times. Laws were created that specifically addressed the white and black class line. It enabled the ruling whites of the day to give some respectability to the poor white laborers by making them feel superior in status to blacks and thus allowing slavery to flourish. As the country grew the disparity between the rich and the poor, the slave and the free man continued to grow. In 1676 one hundred years before the American Revolution, Bacons Rebellion showed this tumultuous period of time. The frontiersmen were pushed further west as the prime land along the coast was controlled by the elite. As they were pushed further west they encountered more Indians who were hostile to their land grab. The frontiersmen were an impoverished class resenting the taxation, land rents, and privilege of the ruling class who showed their inability and unwillingness to protect them from the Indians. There was a complex chain of oppression in Virginia. The Indians were plundered by the frontiersman, who were taxed and controlled by the Jamestown elite, who in turn were being exploited by England with the substandard prices being paid for the colonist’s exports and the unfair monopolies of the English merchant seaman. Revolution anyone? But it was the fear of the poor white class servant joining with the black slave that pushed the country to the Revolutionary War of 1776. As more and more people of white heritage came as servants, the exploitation by the ruling class became more vicious. In the 1600’s and 1700’s many poor European whites were coerced to come to the new world with promises, and lies, kidnapping and forced exile. Once they arrived they were treated no better than slaves and were forced into unreasonable contracts of servitude. The ruling government of the time sided with the wealthy elite who they themselves were part and parcel of. Escape was easier than rebellion so laws were enacted and mechanisms for control were put in place. It is quite clear that by the 1700’s the distinction between rich and poor became sharper. In New York State alone Gov. Ben Fletcher gave ? of the land to 30 people. The colonies were growing fast in the 1700’s. The population of 250,000 in 1760 was 1,600,000 by 1770. Those were boom times for the big cities as manufacturing, agriculture, shipping and trade were expanded. The common working class was continuing to be taxed and oppressed and there were frequent outbreaks of disorder. The problem of control became more serious. Many poor frontiersman ran away to join Indian tribes never to return preferring the freedom and fairness of the Indian culture. It became increasingly important to enact laws and to create instances that kept the Indians and the blacks in check by following a policy of aversion between the two races. Black slaves would be instructed to fight and kill Indians and Indians would capture run away slaves and return them for payment. The policy of racism was introduced to keep the poor whites from joining with the Negro slaves. Interracial children were ostracized from society and interracial relationships punished and scorned. The birth of the middle class in America by the early 1700’s was fueled by the growth of the colonial cities. The ruling elite protected the skilled white worker from competition from the Negro slave. This enabled a class of skilled, semi literate white people to prosper and to form a buffer between the poor white and the black slave. It also gave â€Å"hope† to the poor whites that they too could be part of this elite class. This bought loyalty and hope. The language of the ruling class of liberty and equality gave birth to the desire and purpose of fighting a war of revolution against England without ending slavery or inequality. To control rebellion, take over land, profits, and political power from the elite of the British Empire, it became the desire of the ruling elite of the colonies to initiate the revolutionary war. By creating a nation, a symbol of national unity, they showed future generations of leaders the advantages of combining paternalism with command. After 1763 with Britain victorious over France in the French and Indian War, it left only the English and the Indians between the aspirations and desires of the colonial ruling elite. As the British increasingly created treaties and agreements with the Indians it became apparent that the British would be the blunt of the revolutionary nature of the people of the day. With the increasingly provocative taxes forced on the colonist to pay for the kings follies it was easy thus to mobilize the lower class energy by upper class politics. The grievances were real. There is much symbolism with today’s manipulation of WW1, WW2, and the war in Iraq. Boston was full of class anger in 1763, and the local tradesman wanted open air meetings where the population could participate in making policy (regardless of land ownership) on more equitable taxes, price gouging, and the election of ordinary people to government post. The rich of the late 1700’s were aware of the tendency of the poor people to side with the British against them so they adopted policies of appeasements. They organized powerful unions, regulators (1760) and orators to take the case for independence to the countryside. They needed to exercise extreme caution as in their desire to install revolution against Britain that they did not empower the people to overthrow and destroy the property and class distinction of the rich. So people such as Samuel Adams advised â€Å"No mobs-No confusion-No tumult. † They used the friction of quartering the British troops and their taking of the colonist jobs as flash points. The elite ruling colonials exposed unity with their common brethren against the tyranny of the British by the using powerful orators and pamphlets such as Thomas Paines, Common Sense. Each harsher measure of British control escalated the colonial rebellion to the point of revolution. Finally in 1774 the setting up of the Continental Congress ( a illegal body) leading to the clash at Lexington and Concord in April of 1775, led to a vote of separation and organization of a committee to draw up the Declaration of Independence. Adopted by Congress July 2 and proclaimed July 4, 1776, the Declaration was a tool to mobilize certain groups of Americans and ignoring others, to a cause. Government manipulation continues to this day through such tools as â€Å"spin†. The call to arms from the town hall in Boston to all men to show up for military service with all its flaming radical language ignored the fact that the rich hired â€Å"substitutes† to serve in their place. This inequality continued to shape the revolution and its aftermath.

Feeling Proud to Wear School Uniforms Essay - 1015 Words

Students Should Wear Mandated School Uniforms A uniform is a standard set of clothes that is worn by a group of people. These people may be members of an organization or a group of people having the same ideas. There are thousands of kinds of uniform in the world. Police officers, firefighters, doctors, lawyers, security guards, and even McDonald’s workers wear uniforms when they are on duty. School uniforms are a controversial discussion among schools today. Many schools have already adopted a policy mandating school uniforms, while many more are still considering the change. School uniforms create an atmosphere in which the students are able to achieve to their best of ability, while attaining the most out of their education. School†¦show more content†¦School uniforms create a positive environment that will improve the behaviour of students, as such eliminating the use of foul language, gang violence, and crimes. According to Professor Margaret Harris, head of the psychology department at the Oxford Brookes Un iversity, uniforms â€Å"†¦often directly contribute to feeling of school pride, which the students did not want to compromise by misbehaving outside the school† (DailyMail.co.uk). School uniforms provide a positive educational environment in which equality and unity is evident among students. Bullying is one of the most discussed and sensitive topics in schools today. Many students everyday are harassed physically, verbally, and socially. There have been many cases where the cause of bullying stems from people being different for not wearing the â€Å"right† clothing. With the mandating of uniforms, this allows students to be on a more equal field among the student body. With less peer judgment about clothing choices, brands of clothing, and physical appearance, bullying will be largely eliminated in schools. 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Presented in argument form is how the role expectations, social control, and values of being in uniform have helped me succeed. Being in school uniforms at an early age has centralized me to this idea. High school was the first time without being in uniform for me. It was a culture shock. People made fun of what you wore some days, or would look at you wrong. You were noRead MoreWhy School Uniforms Should Be Abolished2306 Words   |  10 PagesWearing Uniforms in School Introduction The issue of whether school uniform ought to be executed in schools has been a continuous open consideration all through America s educational systems. This instructive change has numerous supporters, who accept that school uniform will diminish theft of designer outfits, gang colors, smear the lines of financial class, and lessening companion power, protect their contention with exploration from genuine cases (Stanley, 1996). Then again, numerous individualsRead MoreSchool Uniforms : A Continuous Open Consideration All Through America s Educational Systems2359 Words   |  10 PagesThe issue of whether school uniform ought to be executed in schools has been a continuous open consideration all through America s educational systems. This instructive change has numerous supporters, who accept that school uniform will diminish theft of designer outfits, group colors, smear the lines of financial class, and lessening companion power, protect their contention with exploration from genuin e cases (Stanley, 1996). Then again, numerous individuals explicitly contradicting the fact andRead MoreThe Day Of My High School Graduation Speech1512 Words   |  7 Pagesgraduate from high school. I didn’t expect myself to go that far and of course I have never thought about where I am today, a college student. Therefore, the moment that I graduated from high school meant a lot to me. It was the moment that made me be the best out of me, and the moment that helped me coming back to the reality. May 24, 2014 was the day of my high school graduation ceremony. I somehow felt unready and uncomfortable inside. I did not want to leave my school, my teachers, andRead Morechinese cinderella notes1125 Words   |  5 Pagesbecause they are her ‘treasures’. 5. How did Adeline’s mom die? She died giving birth to Adeline. 6. Why is Adeline bad luck? Because when she was born her mother died. Memoir: Write about a memory you have when you had a great accomplishment at school. In my year six class, I went from a B to an A in SOSE. Chapter 2 (pgs. 4-6) 1. How many siblings does Adeline have? What are they like? 7 and they all neglect Adeline. 2. Describe Niang. She’s 17 years old, she’s French with thick wavy hair,Read MoreCindy (Pseudonym) Is An Eight-Year-Old African-American1030 Words   |  5 PagesAfrican-American female who is in 3rd grade and has attended the after-school program since May 2016 at Hope Gardens Community Center (HG) in Brooklyn, New York. HG provides after-school programs for pre-K to high school students. Cindy appears to be slightly shorter and skinnier than her peers and always wears a neatly maintained school uniform. When the intern initially met Cindy, she was quiet but expressed her opinions lucidly. The after-school program teacher referred Cindy to art therapy due to her self-harm

Amending the Constitution free essay sample

America was founded by people who strongly valued their freedom. After Independence from Britain and prior to the creation of the Constitution, America was governed by what is known as the Articles of Confederation, ratified in 1781.   This was understood as a â€Å"firm league of friendship†.  Ã‚   After recent freedom form the Imperialistic, central English government, the new America wanted to protect the rights of the States. To this end, in the Articles of Confederation, veto power was introduced.   Any single state had the right to veto any amendment.   It states that all amendments to the Articles of Confederation have to be ratified by each of the thirteen States and all important legislation needed the approval of nine States. At times, States would not have delegations present in the legislature, making any amendments to the Articles nearly impossible.   In effect, amendments could be vetoed by absence or by vote. Problems quickly became apparent under administration led by the Articles of Confederation.    There was no method established in the new nation for a way to receive money.   It was a voluntary system where funds were sent to the Federal Government, as requested, but the States were not required to send money.   The new Nation, under the Articles of Confederation, attempted to pass a law that would allow the Federal system to lay duties and secure public debts.   However, Rhode Island would not ratify the change, so the proposal failed. Two things became obvious.   One, if the new government was to continue, it had to be strengthened.   It needed the ability to raise money and pay debts.   It needed the ability to execute and interpret laws, not just make them.   It needed the power to negotiate with foreign powers.   Two, despite the best of planning, the future would bring issues to importance that the creators could not presently envision. The founding document for the country required the ability to be changed, however it must be changed in a fair manner that represents the interests of the States.  Ã‚   Requiring changes to be based on unanimous support from the States did not seem reasonable, as this recent experience showed. Article 5 of the Constitution creates a mechanism for changing or amending the Constitution.     This seems slightly misleading, as all changes are not made to the Constitution itself, but are in separate documents called the Constitutional Amendments.  Ã‚   The mechanism put forward in Article 5 sets to carefully balance the power of the States and the Federal government, while also allowing the movement of the people for governmental change. It states that the origination for changes to the Constitution can come fro two sources:   one, two-thirds of Congress supports it, or two, two-thirds of the States support the introduced change.   This is the mechanism for introduction.   The purpose of requiring two-thirds is to limit the number of changes that can be brought into a legislative session and ultimately the quantity of modifications that go before states. In order for a modification to occur to the Constitution, there must be wide State support.   Once a modification to the Constitution has been approved by Congress, it must then go before the states for ratification.   There are two methods of ratification from the States: one, the legislatures of the States must vote, and two, special Conventions must be called in the States for the purpose of ratification.     To require unanimous approval by the States would be foolish, so requiring three-fourths approval establishes a strong majority in support of the amendment. In American history, since the ratification of the American Constitution in 1787, approximately 200 Constitutional Amendments are proposed in any legislative session.   Only 33 of these have garnered the necessary 2/3 vote in Congress to bring them before the states, and out of these, only 27 have been ratified.    As the numbers show, the voting requirements are appropriate to the needs they serve.   States have not had to vote on 200,000 issues, yet the important issues make it through Congress and have the ability to be ratified by the States.   The figures also show that States have kept their power over the Constitution.   Despite the Senate ratifying 33 Amendments, the States have not ratified 6. During the process of ratification, there was already a call from the Anti-Federalists to create a Bill-of-Rights.   Their concern was that the Federal government was too strong as outlined in the Constitution, and the rights of Individuals could be subjected to the desires of the Federal government.    To address these concerns, we have the Bill of Rights.   This document is really the first ten amendments to the Constitution.   These came into effect in 1791, when three-fourths of the States approved them.   The Bill of Rights has become a valuable instrument in safeguarding the individual against the Federal government. There have been two major clarifications which have occurred over the years, only one resulting in an alteration to Article 5.   First, if a State initially ratifies the Amendment and then decides to withdraw its ratification (rescind), is that possible?   In 1868 the 14th Amendment came before the states for ratification. Ohio and New Jersey originally ratified the amendment, then changed their mind.   However, when Congress declared the Amendment ratified, it listed Ohio and New Jersey as ratifying the amendment.   This issue came before the Supreme Court in 1939 in Coleman v Miller.   The Supreme Court decided the decision was non-justiciable, and left the decision to Congress.   However, Congress is not bound by past decisions, so the action taken on rescission could change in the future. The second area of clarification has been the deadline for ratification of an amendment.   The Constitution does not set out any specific deadline, and the 27th Amendment was proposed in 1789 and ratified in 1992!   Both houses of Congress issued declarations stating that the unusual ratification process was valid. There was a challenge to time-limits introduced in the Dillon v. Gloss case of 1921 which came before the Supreme Court.   In this case, the Supreme Court upheld Congress’s right to impose a time limit on the ratification of the amendment.   Extending a deadline, however, has not been settled as a legal issue, and we may see this in the future. References Berkin, Carol. (2002).   A Brilliant Solution: Inventing the American Constitution.   North America: Harvest Books. Kilman, Johnny and George Costello (Eds). (2000). The Constitution of the United States of America: Analyis and Interpretation. Retrieved October 30, 2006 from http://www.gpoaccess.gov/constitution/browse.html

Ski Jump Essay Example

Ski Jump Essay Aim: The aim of this experiment is to investigate the relationship of the height of the vertical drop and the horizontal distance traveled by an object when it rolls down a slope and experiences a free fall.Introduction:Ski jump is one of the events in the Winter Olympic. This sport event involves a steep ramp and a landing zone. The main aim of this sport event is that the skier has to travel as far as possible after leaving the ramp horizontally. It is the motion in the air and the range that the skier travels we are concerned with. This motion is called the projectile motion. The displacement, velocity and acceleration of the projectile are all vectors. The forces of the projectile motion can be treated separately. They can be resolved into horizontal and vertical components. They are independent of each other; that is, neither motion affects the other. In my experiment, I would create a similar model of the ski jump. I will use a plastic track as the slope and model the skier as a metal ball.Method:Firstly, I will have to set up the ramp in the right position. I am going to bend the ramp into a curved shape. I will hold up one end of the ramp by the clamp stand and the other end will be placed horizontally on the table. It is very important to place the end of the ramp horizontally because we have to ensure that the initial velocity vector has no vertical component: uy=0. In order to make sure that the end of the ramp is placed horizontally, I will clamp a ruler on the side of the table and the tip of the ruler will prevents the ramp moving forward. I will place a sand tray on the ground for the metal ball to land. I will release the ball in different heights in order to estimate the landing location of the metal ball. I will measure the distance from the ramp to the mark produced by the metal ball on the sand. We call the range the metal ball travels x. In order to make sure that the only variable in the experiment is the height of the vertical drop, I wil l release the metal ball at the same point on the curve track. I will also repeat the experiment for 5 times to calculate the average.I would need to decide which point on the curve track I should release the ball. I will release the ball at the highest point of the track. This is because this can increase the time for the metal ball to accelerate and to leave the track with a higher velocity to produce a more significant mark on the sand tray. I will use a marker pen to mark down the point where I release the metal ball to make it a fair test. This will be the point where I release it everytime. I will change the height of the drop landing area after I repeat each of the level for 5 times. I will change it by putting books and magazine underneath the sand tray. The range of the height should be around 20cm to 80cm. It is usually hard to measure the h2 distance exactly, so it will be more or less à ¯Ã‚ ¿Ã‚ ½1cm. The readings will be insignificant to obtain if the value of h is belo w 20cm or above 80cm because the time is either too short to measure or the distance is more then from the ground. I will also produce a graph while I am recording my results. A table and graph will also be produced in the end. Here is a diagram of the apparatus.Another diagram in preventing the end of the ramp moving forwards:Equipment:Equipment:Curved Track (ramp)Metal Ball (Skier)Paper trayBlue TacSand trayMeter rulerMarker penClamp standG-clampsBooks and magazineBoxesPrediction:Since I am using h2 as the variable, I will measure it from the point of the metal ball leaving the ramp. I predict that the bigger the h2 is, the further the ball will travel. Since the motion of the drop of the metal ball should be the same (theoretically, when air resistance is the same), the effect of h2 will have no effect to the horizontal motion. As h2 gets bigger, the time it takes the metal ball to travel in the air is longer and therefore, a longer distance should be travelled. Since the horizon tal and vertical components are independent, we can treat vertical component by different calculations.Therefore I believe increasing the h2 will increase the time the metal ball travels in the air and therefore increase the distance. Figure 1 shows how the projectile motion can be separate into 2 components. The vx and vy indicates the horizontal and vertical velocity. Here are the calculations of the motion in my experiment:Using: s= ut + 1/2at2Substituting values into equation:h2 = 0+ 9.8t2/2Rearranging the formula gives:t = à ¯Ã‚ ¿Ã‚ ½[(2h2)/a]The horizontal and vertical components are being treated independently. As vy is 0, it experiences a free fall. We can prove that h2 has an affect in the horizontal distance by looking at the horizontal motion, and using the equation ?v = ?s/?t. We can substitude the numbers again.Using ?v = ?s/?tux = ?sx/à ¯Ã‚ ¿Ã‚ ½[(2h2)/a]uxà ¯Ã‚ ¿Ã‚ ½[(2h2)/a] = sxIn the above equation, the time it takes is the same as the time in vertical motion an d since the velocity of the metal ball leaving the ramp will always be the same, it is the time that varies. Since changing the h2 will have an affect in time, I believe it will affects the whole vertical and horizontal distance travelled.So far what I have predicted is based on theory and calculations. In the real world, there are air resistances that oppose the action of the metal ball. It will act on both vertical and horizontal motion and will reduce the distance it travelled. The distance will varies and this is the reason for me to take the average.Adjustment:A pre-test is done before the actual experiment and I would like to make some adjustment of my apparatus. Due to the different sensitivity of the equipment, I would not use the sand tray. I would change to carbon paper. By using carbon paper, I will put a cardboard under the A4 paper and place the carbon paper on top. This helps to make a more significant mark on the paper. Using the sand tray is not a good idea because t he metal ball rolls on the tray after it hits the sand and created more then one mark for me to measure and it is very inaccurate. I will use a big size metal ball which is heavy enough to make an obvious mark on the paper. I am going to use regular sizes boxes to increase the h2. Because of the nature of the soft surface on the boxes, the metal ball is not able to make an obvious mark on the A4 paper. This is the reason for me to place a cardboard under the paper to make it land on a hard surface. For the plastic ramp, it bends slightly after it is being clamped and before each recording, I would stick blue tac under the ramp and make sure that the end is horizontal and the horizontal distance is the same for every result. This distance will have an affect on the launching velocity. The launching height will be 20cm to 80cm, from the pre-test; I believe it gives a reasonable range to measure the distance.Safety Precautions:The metal ball I am using weighs around 45 grams and it can injure people walking pass by if being hit. I need to make sure the landing zone is clear of obstacles. I will make sure there are no breakable objects around because the metal ball will bounce for a distance before it stops.Tables of result:Vertical distance from the horizontal launching level (h2) à ¯Ã‚ ¿Ã‚ ½1.0cmTotal horizontal distance travelled (range) à ¯Ã‚ ¿Ã‚ ½1.0cmPercentage Error (%) for (h2)1.0 (uncertainty) x 10020.0Percentage Error (%) for range1.0 (uncertainty) x 100Actual Result20.067.85%1.47%20.068.55%1.46%20.067.95%1.47%20.0685%1.47%20.068.25%1.46%Average:68.085%1.46%Vertical distance from the horizontal launching level (h2) à ¯Ã‚ ¿Ã‚ ½1.0cmTotal horizontal distance travelled (range) à ¯Ã‚ ¿Ã‚ ½1.0cmPercentage Error (%) for (h2)1.0 (uncertainty) x 10030.0Percentage Error (%) for range1.0 (uncertainty) x 100Actual Result30.071.33.33%1.40%30.072.53.33%1.38%30.0743.33%1.35%30.073.43.33%1.36%30.072.53.33%1.38%Average:72.683.33%1.37%Vertical distance from the horiz ontal launching level (h2) à ¯Ã‚ ¿Ã‚ ½1.0cmTotal horizontal distance travelled (range) à ¯Ã‚ ¿Ã‚ ½1.0cmPercentage Error (%) for (h2)1.0 (uncertainty) x 10040.0Percentage Error (%) for range1.0 (uncertainty) x 100Actual Result40.075.82.5%1.31%40.076.52.5%1.30%40.077.32.5%1.29%40.0782.5%1.28%40.078.42.5%1.27%Average:77.22.5%1.29%Vertical distance from the horizontal launching level (h2) à ¯Ã‚ ¿Ã‚ ½1.0cmTotal horizontal distance travelled (range) à ¯Ã‚ ¿Ã‚ ½1.0cmPercentage Error (%) for (h2)1.0 (uncertainty) x 10050.0Percentage Error (%) for range1.0 (uncertainty) x 100Actual Result50.081.42%1.22%50.0822%1.21%50.0812%1.23%50.082.22%1.22%50.081.62%1.22%Average distance:81.642%1.22%Vertical distance from the horizontal launching level (h2) à ¯Ã‚ ¿Ã‚ ½1.0cmTotal horizontal distance travelled (range) à ¯Ã‚ ¿Ã‚ ½1.0cmPercentage Error (%) for (h2)1.0 (uncertainty) x 10060.0Percentage Error (%) for range1.0 (uncertainty) x 100Actual Result60.085.71.67%1.16%60.085.61.67%1.17%60.085.81.67 %1.16%60.085.41.67%1.17%60.085.71.67%1.16%Average distance:85.641.67%1.16%Vertical distance from the horizontal launching level (h2) à ¯Ã‚ ¿Ã‚ ½1.0cmTotal horizontal distance travelled (range) à ¯Ã‚ ¿Ã‚ ½1.0cmPercentage Error (%) for (h2)1.0 (uncertainty) x 10070.0Percentage Error (%) for range1.0 (uncertainty) x 100Actual Result70.089.91.43%1.11%70.090.51.43%1.10%70.090.21.43%1.11%70.089.81.43%1.11%70.090.41.43%1.10%Average distance:90.161.43%1.106%Vertical distance from the horizontal launching level (h2) à ¯Ã‚ ¿Ã‚ ½1.0cmTotal horizontal distance travelled (range) à ¯Ã‚ ¿Ã‚ ½1.0cmPercentage Error (%) for (h2)1.0 (uncertainty) x 10080.0Percentage Error (%) for range1.0 (uncertainty) x 100Actual Result80.093.51.25%1.07%80.093.11.25%1.07%80.092.81.25%1.08%80.092.91.25%1.08%80.093.31.25%1.07%Average distance:93.121.25%1.074%Taking out all the average distance from the tables and here is a final table of what I have got:Vertical distance from the horizontal launching level (h2) à ¯Ã‚ ¿Ã‚ ½1.0cmAverage horizontal distance travelled (range) à ¯Ã‚ ¿Ã‚ ½1.0cmPercentage Error (%) for range1.0 (uncertainty) x 100Actual ResultTotal Error %(Sum of error in h2 and error in range)20.068.081.46%6.46%30.072.681.37%4.71%40.077.21.29%3.79%50.081.641.22%3.22%60.085.641.16%2.83%70.090.161.106%2.536%80.093.121.074%2.324%Graph:I have produced 2 of the same graphs. One is computer generated and one is hand-drawn. The hand-drawn shows different interval of the horizontal distance traveled. The computer-generated graph shows a more accurate and precise result from the table. The results in both graphs are the average horizontal distance traveled by the metal ball:Analysis:As you can see from the graph, as h2 is increasing, the horizontal distance also increases. The graph is more or less a straight line because the horizontal distance travelled by the metal ball in each interval should more or less around the same. However it didnt show a perfect straight line. This is because of the inaccuracy of the equipment, measurement and limitations (air resistance). The meter ruler and the boxes have its thickness and this create another problem in measuring the height of landing. Therefore the uncertainties would be the thickness of the boxes. It will be more or less à ¯Ã‚ ¿Ã‚ ½1cm.The position for releasing the metal ball is another issue. If the ball is being released from a higher or lower position, it will have an affect in the initial velocity leaving the ramp. Higher velocity will result in a bigger horizontal component and therefore uncertainty would be more or less à ¯Ã‚ ¿Ã‚ ½1cm. The total uncertainty would be à ¯Ã‚ ¿Ã‚ ½2cm. However, the error bars are so small that it didnt show up very obviously in the computer-generated graph.Another important factor is the piece of A4 and carbon paper I used to measure the horizontal distance. It is not stable and will relocate after the metal ball hits and bounces off. The percentage error of h2 and the range is calculated and they are shown on the table. The error is not very big, however it can still be eliminated. This will be discussed in more detail in evaluation.The plastic ramp also creates a problem. The end of the ramp is difficult to maintain horizontal because of the stiffness of the ramp and it is slightly bend. This is an important factor because it has an effect on the initial velocity and therefore will change the results. It will create a vertical acceleration if it is bend. (vy 0)In theory, we have assumed that the air through which the projectile moves has no effect on its motion, a reasonable assumption at low speeds. However, for a greater speed, the disagreement between calculations and the actual motion of the projectile can be large because the air opposes the motion. Therefore, for bigger h2 being in the air longer (time is longer from calculations in prediction), the air resistance will oppose the action longer and therefore will reduce horizontal distance travelle d. I believe this is the reason that the line on the graph bends slightly. By calculating the differences, we can see that the differences get smaller because air resistance acts on the metal ball longer, as a result reduced the total horizontal distance travelled. Therefore in the absence of air resistance, I believe that the graph produced would be a straight line. Figure 2 shows the projectile path of the metal ball in an ideal and real world: and this proves air resistance is one of the biggest limitations in this experiment.I have calculated the differences in horizontal distance for each interval from my results and the theoretical interval. I am assuming the theoretical horizontal distance travelled is the same and take the first result as the distance. I also assume that air resistance is neglected, so there are no forces opposing the action of the projectile and therefore leads to same distance in each interval.h2 value (cm)Actual horizontal distance travelled (cm)Theoretic al horizontal distance travelled (cm)20.04.64.630.04.524.640.04.444.650.044.660.034.670.02.964.6However, the actual horizontal distance travelled from my results shows that; the distance is gradually decreasing. It is the air resistance that oppose on the action of the projectile. The metal ball stayed in the air longer, so resistance force is bigger. However, for results taken at around 20-30 cm, the time it takes the metal ball to land is almost the same, therefore air resistance only have a small effect.Surprisingly I found that the difference between 40 to 60cm has a bigger gap between them and I believe it is an anomalous result because it decreases down a big gap. It decreases by 0.44cm and then by 1 cm. I think this is because of both the sensitivity of the equipment and air resistance. (Highlighted in red)Looking at the percentage error of my results, they are not a big value there wont be much effect on the whole curve in the graph. This is the reason why the computer-gener ated graph cannot shows the error bars clearly.Another point is the rolling effect of the metal ball. I believe this has an effect on the velocity and the range travelled. The differences between rolling and sliding effect will change the projectile motion in terms of friction. Since rolling down will constantly change the contact area with the ramp, this will also change the friction and therefore result in higher initial velocity. However, if the object is sliding down, then the area contacting the ramp will be constant and therefore friction will be the same. Assuming air resistance is ignored, I believe the only difference between rolling and sliding is the initial velocity produced. This will result in bigger and smaller projectiles. The following diagram shows the force acting on the metal ball.Evaluation:There are different things that I could change to improve the accuracy of the experiment. I can put a gate as a releasing barrier at the point of dropping the metal ball to e nsure that it is being released at the same point everytime. This can also help to keep the initial velocity leaving the ramp the same. Strong tapes and sticky blue tac can be used to keep the end of the ramp in position and to maintain at horizontal level. This helps to provide uniform acceleration for the vertical component.If possible, I can also use portable stands where it can moves up or down at certain level so that I can eliminate the uncertainty produced by the boxes. It can change h2 effectively and reduce the percentage error to the very limit. Tapes can be used to stick the carbon paper in place as well.There is a way for me to measure the initial velocity of the metal ball leaving the ramp. I can place a light gate at the end of the ramp to measure the time for the ball takes to travel. Then measuring the diameter of the ball gives me the distance and I can use the equation ?v = ?s/?t to calculate the initial velocity. After that, substitute the initial velocity into th e equation s= ut + 1/2at2 (As I have explained in my prediction) can gives me the initial velocity leaving the ramp (ux).Using ?v = ?s/?tux = ?sx/à ¯Ã‚ ¿Ã‚ ½[(2h )/a]uxà ¯Ã‚ ¿Ã‚ ½[(2h )/a] = sxTherefore I can use it to calculate a more precise value of the theoretical distance travelled by the metal ball. It can provide more evidence for me to investigate the actual horizontal distance traveled.In order to make the results as accurate as possible, we can try to eliminate all the uncertainties. However, some of the limitations cannot be eliminate. Air resistance is always present and is a force that always opposes the action of the metal ball. However, I can change the acting of the metal ball. I can use object that slides or rolls down. However, it is hard to make the same object slide and roll down at the same time. The metal ball is always going to roll down and produce a spinning effect. If I use another object to slide down, the air resistance would be different and therefore it will only result in increasing the uncertainties. But I can still carry further investigation in these criteria. Another interesting point would be changing the vertical unitform acceleration of the metal ball. However, I believe it is impossible for me since we will have to change the gravity of that area for the metal ball to accelerate faster then 9.8ms-2.In this investigation, I have taken account the h2 as my variable and all other factors are being fixed. I can also investigate h1 if I will do this experiment again. It is different from h2 because the difference in launching height gives different initial velocity and therefore gives different horizontal distance travelled.Conclusion:The conclusion to this experiment is that the vertical projecting level increases with the horizontal distance traveled and the horizontal component should always be the same in theory. However, it is the air resistance that limits the projectile motion. From my results, it shows that air resis tance only has a little effect on the metal ball if the time is less. However, if the metal ball travels in the air longer, the air resistance opposes the action longer and affects the horizontal distance traveled. It also proves that air resistance is a big limiting factor. This is the reason that makes the line on the graph bend slightly. It starts to bend at the point of 50-60cm. This turning point shows the effect of air resistance and the horizontal distance also starts to decrease at a bigger interval at that point.