Who Killed the Electric Car Research Paper Example

Who Killed the Electric Car Research Paper Example Who Killed the Electric Car Paper Who Killed the Electric Car Paper Who Killed the Electric Car? Video Discussion Questions Summary: It begins with a solemn funeral? for a car. By the end of Chris Paines lively and informative documentary, the idea doesnt seem quite so strange. As narrator Martin Sheen notes, They were quiet and fast, produced no exhaust and ran without gasoline. Paine proceeds to show how this unique vehicle came into being and why General Motors ended up reclaiming its once-prized creation less than a decade later. He begins 100 years ago with the original electric car. By the 1920s, the internal-combustion engine had rendered it obsolete. By the 1980s, however, car companies started exploring alternative energy sources, like solar power. 1. Create a table that outlines the positions of the major â€Å"suspects† from the video 2. What was the Zero Emission Vehicle Mandate? A zero-emissions vehicle, or ZEV, is a vehicle that emits no tailpipe pollutants from the onboard source of power. [1][2] Harmful pollutants to the health and the environment include particulates (soot), hydrocarbons, carbon monoxide, ozone, lead, and various oxides of nitrogen. Although not considered emission pollutants by the original California Air Resources Board (CARB) or U. S. Environmental Protection Agency (EPA) definitions, the most recent common use of the term also includes volatile organic compounds, several air toxics, and global pollutants such as carbon dioxide and other greenhouse gases. [3] Examples of zero emission vehicles include muscle-powered vehicles such as bicycles; electric vehicles, which shift emissions to the location where electricity is generated; and fuel cell vehicles powered by hydrogen that only emit water. 3. Why was the ZEV Mandate killed? 4. Why does the video let the batteries off the hook? 5. Why consider the fuel cells guilty? Isnt it just another technology that might help us clean the air in the long run? 6. How can any technology, like hydrogen fuel cells or batteries be a suspect in the video? 7. Is an electric car actually a zero emission vehicle? Explain your answer. 8. Why are other gas-alternative fuels not mentioned in the video? 9. Is the electric car really dead? Explain your answer. 10. How does the multi-billion dollar automotive bailout fit into this discussion? Explain. 11. Given the information provided in the film, do you believe you will be able to buy a hydrogen-powered car in the next 10 years? 20 years? Ever? Why/why not? 12. What one assertion in the film do you disagree with? Why? 13. What one assertion in the film troubles you the most? Why? 14. In your own words, explain why the car manufacturers collected and destroyed the electric vehicles. 15. Should the world oil supply be: 1) divided evenly according to population, 2) given to those able to pay the highest price, or 3) reserved for developing nations? Explain your response

Determination of Relative Densities and Water Absorption of Coarse Aggregates Essay Example

Determination of Relative Densities and Water Absorption of Coarse Aggregates Essay Example Determination of Relative Densities and Water Absorption of Coarse Aggregates Essay Determination of Relative Densities and Water Absorption of Coarse Aggregates Essay Experiment Title : Determination of relative densities and water absorption of coarse aggregates. Objective : To determine the relative densities and water absorption of a coarse aggregate. Description of Sample : The sample used was naturally occuring riverside aggregate and was left to soak for 24 hours prior to the experiment. Apparatus Required A pycnometer – a pycnometer is a litre glass jar which has a conical screw on its lid, and a small aperature at the apex of the conical lid. The use of a pycnometer allows the same volume to be measured repeatedly. ? An electronic mass balance ? A water bottle ? A pan ? An oven ? Procedure This experiment was carried out under conditions of constant temperature. ? The masses of an empty clean and dry pycnometer and pan were measured. ? The pycnometer was carefully filled with water until an upward meniscus is formed in the aperture. Surplus water was then removed to produce a downward meniscus. ? Then the mass of the water filled pycnometer was measured using the electronic mass balance. This value was then recorded. ? The sample of gravel was then added to the pycnometer until it took up roughly 60% of the pyncometer. The remaining 40% being occupied by water. ? The outside of the pycnometer was then dried thoroughly using tissue paper and then weighed using the balance. The mass was then recorded. ? The aggregate gravel was then removed, dried and placed in the pan. The mass of this pan containig the gravel was then found and recorded. ? Lastly the gravel was oven dried for a set period of time (1 week) and its mass was then recorded. ? Results A = Mass of saturated surface dry sample = 0. 766 kg B = Mass of pycnometer sample water = 1. kg C = Mass of pycnometer water = 1. 498 kg D = Mass of oven dry sample = 0. 75 kg Calculations Relative density of oven dried sample = = 0. 75 0. 766? (1. 9? 1. 498) D A? ( B? C) = 375 182 = 2. 06 Relative density of saturated surface dry sample = A? (B? C) = 0. 766 0. 766? (1. 9? 1. 498) A = 383 182 D = 2. 10 Apparent relative density = D? ( B? C) = 0. 75 0. 75? (1. 9? 1. 498) = 125 58 = 2. 16 Water Absorption = 100 ( A? D) D = 100 (0. 766? 0. 75) 0. 75 = 32 15 = 2. 13% Comments Inaccuracies would arise if the apparatus used was not clean and dry. If the pycnometer was not properly dried of any spillage water, the recorded masses would be inaccurate. ? The lost and/or gain of some of the aggregate sample would again lead to inaccuracies in the measuring of the masses. ? Mass plays a vital role in this experiment so the most sensitive electronic mass balance available shoud be used. ? Experiment Title : Determination of surface index of sand. Objective : To determine the surface index of a sample of sand. Description of Sample : The sample used was dry white – grey sand. Sand Type : Eglinton FS 1 Sand Manufacturer : Omya UK Manufacturers Description : Specially graded dried white sand. Apparatus Required An electronic mass balance A mechanical sieve shaker ? A pan ? A graded sieve stack with varying sieve mesh sizes. ? ? A mechanical sieve shaker imparts a vertical and lateral motion to the sieve, causing the particles to bounce and turn so as to present different orientations to the sieving surface. Procedure Clean all sieves and measure their individual masses using an electronic balance. ? Arrange the sieves according to their size, placing the sieves with the largest gratings at the top, and place them on the mechanical sieve shaker. Add 2 Kg of sand to the sieves and place the lid on. ? Turn on the mechanical sieve shaker and allow it to shake the sieves for 3 minutes. Turn off the shaker and allow the sand to settle for 1 minute. ? Remove the lid and using the balance record the new masses for each individual sieve. ? Results Sieve Mesh Size 4. 75 mm 2. 36 mm 1. 18 mm 0. 6 mm 0. 212 mm 0. 15 mm Initial Mass 1. 380 kg 1. 250 kg 1. 175 kg 1. 045 kg 1. 11 kg 1. 787 kg Mass After Sieving 1. 380 kg 1. 250 kg 1. 175 kg 1. 669 kg 2. 249 kg 1. 924 kg Calculations Mass Retained 0 kg 0 kg 0 kg 0. 624 kg 1. 239 kg 0. 137 kg % Retained 0% 0% 0% 31. 2% 61. 95% 6. 85% Surface Indices = (factor) x (percentage retained) Sieve Mesh Size 4. 75 mm 2. 36 mm 1. 18 mm 0. 6 mm 0. 212 mm 0. 15 mm Factor 1 2 4 8 16 32 Total % Retained 0% 0% 0% 31. 2% 61. 95% 6. 85% 100% Surface Index 0 0 0 249. 6 991. 2 219. 2 1460 Surface Index = 1460/100 = 14. 6 Graph of particle size distribution 120 110 100 90 80 70 % Passing 60 50 40 30 20 10 0 0 0. 5 1 1. 2 2. 5 3 3. 5 4 4. 5 5 Sieve Mesh Size (mm) Comments Inaccuracies may arise in the recording of the masses of the sieves if they are not cleaned before the experiment. ? In no case should the weight of the sample of sand be so great that it would cause permanent deformation to the sieve cloth. ? The use of additional sieves may be desirable to provide other information such as fineness modulus, or to regulate the amount of each material on each sieve. ? Excessive time on the mechanical sieve shaker to achieve adequate sieving may result in degradation of the sample. ?

Online vs. Traditional College Essay Example | Topics and Well Written Essays - 1250 words

Online vs. Traditional College - Essay Example According to Dean (2005, p28), online classes originated from computer based e-learning programs that were structured to replicate the traditional learning styles. The classes later developed into a more collaborative learning supported by computer, which enabled sharing of knowledge in a given community. Though these developments mainly took place in the corporate sectors, the mainstream education system adopted the technology in the 1980s when several western universities created an online platform to enhance interaction between students (Bear, 2001, p 36). The internet revolution of 1990s enhanced greater mobility, accessibility of internet-based applications, and by 1993, the first online lecture was delivered through the computer (Dean, 2005, p 37). It is from this successful delivery that educationists created virtual classrooms, which developed to online colleges in the following years. In United States, online education received support from the Congress and since then, its g rowth in the world is phenomenal (Bear, 2001, pp 52-54). Millions of students have enrolled and graduated in various online courses and the rapid growth of information technology has increased the number of institutions offering different online courses around the world. In spite of the popularity of online college, traditional colleges are still the choice of majority students in the world. Advantages of online college Studying online offers many benefits to students and with just average computer skills, earning a degree certificate at the comfort of home is now a reality. Studying online offers flexible schedules and for people engaged in full time commitments such as family and work, online learning is more convenient compared to traditional college. In addition to the flexibility of online college, students complete their studies at shorter time compared with traditional colleges. Online classes are also geographically flexible because students are not required to travel to the campus or the college to study. Accessibility to internet is all that is required and it does not matter whether you are in rural or urban areas. Students from less developed countries do not have to travel to foreign countries to study, spending a lot of money in the travel and living expenses (Dean, 2005, pp30-33). Online classes offer learning that is more flexible because a student is not required to take notes like in traditional college. All learning materials are online and it is easier to access books and other academic materials online. This saves a lot of time traveling to physical libraries, which sometimes do not have the necessary learning materials. The technological applications of online college such as multimedia applications enhance better interactions and discussions between lecturers and students (Dean, 2005, p73). Online college does not require any specific dress code since students learn at their own convenience. In addition, they offer wide range of courses and students who lack admission in the traditional colleges do not only have a wide range of courses to chose from, but also have a better opportunity of studying disciplines of their interest. Moreover, online classes offer better learning environment for students from diverse cultural backgrounds because such classes do not subject them to culture shock and challenges that multicultural