Relationship Between a Conductors Length and Wire

Relationship Between a Conductors Length and Wire Electricity has become very useful and has changed everyones life since the day it was discovered. What is Conductivity? What is Resistance? What is the best conductor of electricity? What is Nichrome Wire? There are many factors that influence the electrical resistance in wires, going through a current in circuits. The length of the wire and the cross-sectional area are two very important variables. The flow of charge through wires is often compared to the flow of water through pipes. The resistance to the flow of charge in an electric circuit is analogous to the frictional effects between water and the pipe surfaces as well as the resistance offered by obstacles that are present in its path (The Physics classroom,2016) The total length of the wires will affect the amount of resistance. The longer the wire, the more resistance that there will be. There is a direct relationship between the amount of resistance encountered by charge and the length of wire it must traverse. After all, if resistance occurs as the result of collisions between charge carriers and the atoms of the wire, then there is likely to be more collisions in a longer wire. More collisions mean more resistance. The cross-sectional area of the wires will affect the amount of resistance. Wider wires have a greater cross-sectional area. Water will flow through a wider pipe at a higher rate than it will flow through a narrow pipe. This can be attributed to the lower amount of resistance that is present in the wider pipe. (The Physics classroom,2016) In the same manner, the wider the wire, the less resistance that there will be to the flow of electric charge. When all other variables are the same, charge will flow at higher rates through wider wires with greater cross-sectional areas than through thinner wires.[AR3] Another formula that will be used is the resistance formula which will   Ã‚   (Physicsclassroom, 2016) To work out the cross-sectional area of the wire, the formula The wire that will be used in the experiment is nichrome 30 wire which has a radius of 0.000125m and also nichrome 22 wire, with a radius of 0.0346mm [AR4](3.46e-5m) Ohms law deals with the relationship between voltage, current and resistance. Voltage is the difference in electrical potential energy. For example, if you have a simple circuit with a battery powering a lamp, the electrons will move from the negative side of the battery, through the lamp and then to the positive side. The voltage or the difference in electrical potential energy, between the positive and negative ends of the battery would be the amount labelled on the battery because the charge was used to move the electron around the circuit. A good analogy for voltage is a waterfall. The water at the top of the waterfall is similar to the negatively charged electrons and the water at the bottom of fall is similar to the discharged electrons. As the water flows from the top of the fall to the bottom it loses all of it gravitational potential energy just like the electrons losing their charge when they travel around the circuit. Current is the total amount of charge passing through a conductor over a period of time. The water analogy for current would be how fast the water is flowing or how much water is passing through a bit of river over a period of time. [AR5](Crash Course, 2016) Ohms law can be summarised with (Hyperphysics, 2016) Since the results of the experiment will be recorded using a voltmeter and ammeter, the resistance will have to be calculated using ohms law re-arranged   Ã‚   (Hyperphysics, 2016) Resistivity P (Ohm M) = and a resistivity coefficient 1.1010-6à ¢Ã¢â‚¬Å¾Ã‚ ¦m to 1.5010-6à ¢Ã¢â‚¬Å¾Ã‚ ¦m at 20 °C so this figure will be used in the resistance formula [AR6](Elert, 2016)   Change of conductor length [AR7] 4.481[AR8] Change of conductor cross sectional area R= 3.00 R= 6.00 Lengths of conductor Resistance wire area of Resistance wire area of 3.46e-5m 0.2 4.481 3.000 0.4 8.964 6.000 0.6 13.44 9.011 0.8 17.92 12.015 1 22.4 15.019 This process was repeated for all figures/ conductor cross sectional area and the following graph and tables gives the result[AR9] Figure 1 The graph above shows the resistance when the wire cross sectional area is at 3.46e-5m, while the length of the wire/ conductor changes The above research prompts the following hypothesis: If the length of an electrical conductor increases, then the conductors resistance will increase[AR10], if the cross-sectional area increases, then the resistance will increase because resistance occurs due to charge carriers and the atoms of the wire colliding, longer wire, more collisions[AR11][AR12]. Equipment was gathered which included a voltmeter, ammeter, 12v power supply and nichrome wire were all joined together to making a complete circuit[AR14]. Alligator clip leads helped to complete the circuit. Pliers were used to straighten and scissors to cut the wire. 0.20m of nichrome wire was put into the circuit and was taped to the metre ruler to keep the wire as straight as possible so the length can be measured as accurate as possible. The length of varied, the wire went up by 0.20m intervals all the way up too 1.20m, starting from 0.20 Figure 3: Self Drawn, Word [AR15] The voltmeter was in parallel to the exposed nichrome wire because it measured the energy difference between two points. If it was connected in series it would barley measure anything because the energy difference would be so insignificant. The ammeter measured the current passing through the wire. If it was connected in parallel, it would not be measuring the current through the nichrome wire. A light bulb was used to consume the energy to avoid a short circuit[AR16]. The independent variable was the length of the exposed nichrome wire. The dependent variable was the electrical resistance of the wire. The controlled variables included wire thickness, material, temperature, as these are all known variables that effect resistance, same equipment because small differences in calibration will affect their readings, same people doing the same jobs so that everything thing is done in the same way each time, same circuit/configuration as to not produce inconsistencies. This experiment was hazardous, injury was avoided as precautions were taken. All sharp objects such as scissors and pliers were used with caution to avoid cuts and pinches. Eye protection was used when cutting to avoid pieces of wire flying into eyes. Electrocution was avoided by having dry hands and only modifying the circuit when the power supply was off.[AR17] To find Resistance This Formula above was used to find the Resistance Resistance[AR19] coefficent @ 1.1010-6m wire area of 3.46e-5m Wire Length (m) Current Trial 1 (A) Current Trial 2 (A) Current Trial 3[AR20] (A) Average Current Voltage Trial 1 (V) Voltage Trial 2 (V) Voltage Trial 3 (V) Average Voltage (V) Average Resistance(à ¢Ã¢â‚¬Å¾Ã‚ ¦) 0.00 0.088 0.088 0.088 0.0880 0.025 0.032 0.028 0.028 0.318 0.20 0.088 0.087 0.087 0.0875 0.276 0.272 0.264 0.270 3.068 0.40 0.088 0.087 0.087 0.0875 0.523 0.518 0.526 0.523 5.943 0.60 0.088 0.088 0.089 0.0885 0.775 0.772 0.762 0.770 8.75 0.80 0.087 0.084 0.083 0.0855 0.960 0.920 0.950 0.943 10.71 1.00 0.088 0.086 0.087 0.0860 1.120 1.122 1.120 1.120 12.72 1.20 0.088 0.089 0.088 0.0885 1.450 1.450 1.450 1.450 16.47 Resistance coefficent @ 1.1010-6 ¦m @ wire area of Wire Length (m) Current Trial 1 (A) Current Trial 2 (A) Current Trial 3 (A) Average Current Voltage Trial 1 (V) Voltage Trial 2 (V) Voltage Trial 3 (V) Average Voltage (V) Average Resistance(à ¢Ã¢â‚¬Å¾Ã‚ ¦) 0.00 0.088 0.080 0.088 0.0850 0.050 0.056 0.054 0.055 0.625 0.20 0.088 0.088 0.088 0.0880 0.340 0.340 0.340 0.340 3.863 0.40 0.089 0.088 0.088 0.0885 0.599 0.659 0.659 0.659 7.488 0.60 0.088 0.088 0.088 0.0880 0.860 0.910 0.910 0.910 10.34 0.80 0.087 0.087 0.088 0.0875 1.134 1.234 1.233 1.233 14.01 1.00 0.088 0.088 0.088 0.0880 1.340 1.642 1.642 1.642 20.52 1.20 0.088 0.089 0.088 0.0885 1.601 1.601 1.601 1.601 26.008 From the results It is nearly impossible to get perfect results as the independent are not able to be controlled. [AR22] When the wire was at 0.20m, the resistance was 3.865 ÃŽÂ © and when the wire area cross sectional was 3.46e-5m the resistance was 3.068 ÃŽÂ © Knowing that per the original hypothesis that the wider the cross sectional, less resistance. So, when the wire was at 0.20m, it agrees with the hypothesis. Comparing the theoretical data to the actual results when the wire was 3.46e-5m were surprisingly close. Knowing that the result was 3.068 ÃŽÂ © and the theoretical data was 3.00 ÃŽÂ ©.[AR23] When the wire was at 0.40m, the resistance was 7.488 ÃŽÂ © and when the wire area cross sectional was 3.46e-5m the resistance was 5.943 ÃŽÂ ©. Again, agreeing with the hypothesis. The theoretical data was also close the actual result. If the length of an electrical conductor increases, then the conductors resistance will increase was stated in my hypothesis and was supported by the results as the length increased to 0.40m and the end result of the resistance was increased from 3.865 to 7.488 When the wire was at 0.60m, the resistance was 10.34 and when the wire area cross sectional was 3.46e-5m the resistance was 8.75 When the wire was at 0.80m, the resistance was 14.01 and when the wire area cross sectional was 3.46e-5m the resistance was 10.71 When the wire was at 1.00m, the resistance was 20.52 and when the wire area cross sectional was 3.46e-5m the resistance was 12.72 When the wire was at 1.20m, the resistance was 26.008 and when the wire area cross sectional was 3.46e-5m the resistance was 16.47[AR24] There are many possible errors with this experiment Parallax view is the difference of where the objects apparent positioning is, changing due to the change in viewing angle. This may have caused a problem as the ammeter and voltmeter both have needled in front of the scale/numbers. To get the correct numbers while using both these measuring instruments, it was a necessity to read the numbers perpendicular to both the ammeter and voltmeter. The makers of both of these instruments have thought of this and there will often will be a reflective strip below the scale so that the user can line up the real pointer with the pointer reflection so they know that their eye is perpendicular to the surface. Another simpler solution would be to use digital devices that tell you the exact number, leaving out the ability for human error. Whenever a conductor has a current flowing through it, the resistance will generate heat, which then makes the conductor more resistive. In a conductor like nichrome, used in heating elements because of its high resistivity, it takes longer for it to heat up and to reach a resistance that is stable. If the resistance was measured when it wasnt stable, then you would receive results that were lower than the actual value. The obvious solution to this is to wait a little bit after the power supply is turned on so the wire has time to heat up or to use a thermometer to make sure that the wire is the same temperature. [AR26](Electrical4u.com, 2016) Another error was the length of the wire. Even though the wire was as straight as possible when put into the circuit, there were still slight bends in the nichrome wire making slightly longer than the actually measurement. This would affect the results as instead of the wire being exactly 0.80m; it might be 0.83m, which would be enough to change the resistance total. Another error that I was faced with is, If a wire is bent past its minimum bend radius, the cross-sectional area of the damaged section will be smaller. Because a bent wire has a smaller cross sectional area, its resistance will increase. This applies to the experiment in terms of wire degradation and wire handling. The wires need to be of a consistent cross sectional area, otherwise, the results will inaccurate.[AR27] [AR28] References   Ã‚   Physicsclassroom.com. (2016). Ohms Law. [online] Available at: http://www.physicsclassroom.com/class/circuits/Lesson-3/Ohm-s-Law (Accessed 5 Mar 17). Physicsclassroom.com. (2016). Resistance. [online] Available at: http://www.physicsclassroom.com/class/circuits/Lesson-3/Resistance (Accessed 5 Mar 17). Pic Wire Cable. (2016). Cable Bend Radius | Coaxial Cable Bend Radius | Triaxial Cable Bend Radius. [online] Available at: http://www.picwire.com/technical/bend_radius.php [Accessed 14 Nov. 2016].at: http://www.picwire.com/technical/bend_radius.php (Accessed 5 Mar 17). Crash Course, (2016). Electric Current: Crash Course Physics #28. [image] Available at: https://www.youtube.com/watch?v=HXOok3mfMLMlist=PL8dPuuaLjXtN0ge7yDk_UA0ldZJdhwkoVindex=28 (Accessed 5 Mar 17). Electrical4u.com. (2016). Joules Law of Heating | Electrical4u. [online] Available at: http://www.electrical4u.com/joules-law/ (Accessed 5 Mar 17). [AR1]Put more detail into your abstract. See the document online titled Deadly EEI. They have a whole section abstracts: An abstract is a paragraph, that if read by itself, summarises the project in the least possible words (usually 100 200). It should include the aim, principles/techniques employed and a very brief statement of your results and conclusions. The criteria used will be: The abstract is a clear, concise, accurate representation of the project, linking the main ideas together well without added interpretation or criticism, misunderstandings or unnecessary details. 1.Begin with a topic sentence that is the major thesis (the Aim). 2.Purpose: state the research question and hypotheses 2.Method: the design 3.Results: concisely 4.Conclusions: implications of results. Can be recommendations, evaluations, applications, suggestions, new relationships, and hypotheses accepted or rejected. 5.Other information incidental findings to the main purpose of the document but must not distract attention from main theme. [AR2]Clearly presented. Well chosen subjects. Need more variety of communication methods. Eg tables, graphs, images, diagrams, to support explanation. [AR3]You should discuss the formulae that links the variables for length and cross-sectional area here so your preliminary calculations make better sense. [AR4]How do you calculate area? [AR5]Good analogies. Again, use diagrams to support this. [AR6]= and? [AR7]Make sure you explain whats happening, why this data was chosen, etc. [AR8]Your table isnt clearly labelled. If this is the resistivity of the wire, state as much in the table. Why did you label it as the resistance coefficient? [AR9]This is just the same table. [AR10]Describe the relationship here. Logarithmic? Linear? [AR11]This part just refers to length, not resistance. [AR12]Probably worth a C for your hypothsis. You can increase that by addressing the above points. [AR13]These elements of your method are good, but its incomplete. You never said where you varied the length of the wire, for instance. [AR14]Ensure you have someone proof read your draft before you submit it to pick up grammatical errors and run-on sentences. [AR15]Good use of diagram. [AR16]Good explanation of equipment used. [AR17]Safety issues in detail. Good [AR18]Youll need to graph your results and put it beside your theoretical data for comparison in order to achieve the highest grade here. [AR19]Extensive results. Good. [AR20]This table is missing average current [AR21]Youre just stating the results of the experiment. You should be exploring patterns and trends as well as anomalies. Ie as the diameter increasedà ¢Ã¢â€š ¬Ã‚ ¦ or as the length increasedà ¢Ã¢â€š ¬Ã‚ ¦ Without this, you may not pass this section. [AR22]Didnt you control them? [AR23]Include units for resistance here. Cut and paste this one: ÃŽÂ © [AR24]Wheres your conclusion? [AR25]This is decent. Probably a C. Remember to suggest what can be explored from here eg. A modified hypothesis. [AR26]Did you not do this? [AR27]Good. [AR28]Put this near the relevant section [AR29].Bibliography. Your list and formatting is sufficient for a B. Summary: Ryan, you can improve your grade with the following: Remove plagiarism. Rewrite in your own words. Include more diagrams in the introduction. Explain what youre doing more thoroughly in the preliminary calculations. Reword your hypothesis more accurately. Finish your method. Add graphs to your results section. Analyse and discuss trends in your discussion/conclusion. Include a conclusion that links to the hypothesis. Plus anything else Ive missed up there. Without knowing how much youve cut and pasted from other sources its impossible to tell a grade, but Im estimating between a C and a D. Its possible to improve what you have here up to about a B. Godspeed.

Gps Used to Track Kids Who Skip School

GPS Kids who keep on skipping school frustrate lots of people like teachers and parents. Now the police and school officials are now deciding to use GPS. The first school in California to test this Global Positioning System was the Anaheim Union High School. Many seventh- and eight-graders that have four unexcused absences or more during the school year have to carry this device. On school days each morning the students who get the GPS get automated call telling them that they have to get to school on time. After that, they have to enter a code five times a day that tracks their location.When they leave for school, when they arrive at school, at lunchtime, when they leave school and a 8 p. m. they have to type in this code. Also many students are assigned a adult coach that helps them to get to school on time. They also call them three times a week to see if they are all right. The devices are $300- $400 each and the six-week program are cost $8 everyday or $18,000. They are using th e GPS is because the students need education and the school loses close to $35 for every absent student there is.When the GPS started in the school the attendance rate went up from77 percent to 95 percent. If there was no GPS, the kids who continued skipping class or school, they were more likely to join gangs. Now about 75 students in Dale and South junior high schools are deciding to use this pilot program. But now district officials are deciding if they want to expand the GPS program to other high school and junior high schools. Many parents and students came to the Anaheim Family Justice Center to discuss about the GPS with the police and counselors.But not all parents like the idea. Raphael Garcia who has a 6th grader with six unexcused absences says, â€Å"This makes us seem like common criminals. † The Police Investigator Armando Pardo reminds the parents â€Å"They are letting their kids skip school without a valid reason. † Lots of kids grades 4-6, and their p arents had to attend the meeting but they would not be able to carry a GPS, but if they start seeing unnecessary absences, they will be able to get one. The Cruz family, hoping to be able to keep their child at school, they decided to buy a GPS for their son, Juan.Juan’s has had five unexcused absences and five excused absences. Juan tells Miller (the person who is teaching Juan how to operate the GPS) that â€Å"Sometimes I am sick and sometime I just don’t feel like going. † â€Å"I am going to keep it in my pocket so I don’t lose it. If the student loses the device, the parents will be responsible for paying for it. But the devices can be found very easily. Cristina, Juan Cruz’s mom supports this program a lot and is hoping it will help her out. She also says† He is one of six children, and we can’t always keep an eye on him. † By: Ruby Shah

Zoe’s Tale PART III Chapter Twenty

â€Å"Admit it,† Enzo said, through the PDA. â€Å"You forgot.† â€Å"I did not,† I said, with what I hoped was just the right amount of indignation to suggest that I had not forgotten, which I had. â€Å"I can hear the fake indignation,† he said. â€Å"Rats,† I said. â€Å"You're on to me. Finally.† â€Å"Finally? There's no finally,† Enzo said. â€Å"I've been on to you since I met you.† â€Å"Maybe you have,† I allowed. â€Å"And anyway, that doesn't solve this problem,† Enzo said. â€Å"We're about to sit down for dinner. You're supposed to be here. Not to make you feel guilty or anything.† This was the difference between me and Enzo now and then. There used to be a time when Enzo would have said those words and they would have come out sounding like he was accusing me of something (besides, of course, being late). But right now they were gentle and funny. Yes, he was exasperated, but he was exasperated in a way that suggested I might be able to make it up to him. Which I probably would, if he didn't push it. â€Å"I am in fact wracked with guilt,† I said. â€Å"Good,† Enzo said. â€Å"Because you know we put a whole extra potato in the stew for you.† â€Å"Gracious,† I said. â€Å"A whole potato.† â€Å"And I promised the twins they could throw their carrots at you,† he said, referring to his little sisters. â€Å"Because I know how much you love carrots. Especially when they're kid-hurled.† â€Å"I don't know why anyone would eat them any other way,† I said. â€Å"And after dinner I was going to read you a poem I wrote for you,† Enzo said. I paused. â€Å"Now that's not fair,† I said. â€Å"Injecting something real into our witty banter.† â€Å"Sorry,† Enzo said. â€Å"Did you really?† I asked. â€Å"You haven't written me a poem in ages.† â€Å"I know,† he said. â€Å"I thought I might get back into practice. I remember you kind of liked it.† â€Å"You jerk,† I said. â€Å"Now I really do feel guilty for forgetting about dinner.† â€Å"Don't feel too guilty,† Enzo said. â€Å"It's not a very good poem. It doesn't even rhyme.† â€Å"Well, that's a relief,† I said. I still felt giddy. It's nice to get poems. â€Å"I'll send it to you,† Enzo said. â€Å"You can read it instead. And then, maybe if you're nice to me, I'll read it to you. Dramatically.† â€Å"What if I'm mean to you?† I asked. â€Å"Then I'll read it melodramatically,† he said. â€Å"I'll wave my arms and everything.† â€Å"You're making a case for me being mean to you,† I said. â€Å"Hey, you're already missing dinner,† Enzo said. â€Å"That's worth an arm wave or two.† â€Å"Jerk,† I said. I could almost hear him smile over the PDA. â€Å"Gotta go,† Enzo said. â€Å"Mom's telling me to set the table.† â€Å"Do you want me to try to make it?† I asked. All of a sudden I really did want to be there. â€Å"I can try.† â€Å"You're going to run across the entire colony in five minutes?† Enzo said. â€Å"I could do it,† I said. â€Å"Maybe Babar could,† Enzo said. â€Å"But he has two legs more than you.† â€Å"Fine,† I said. â€Å"I'll send Babar to have dinner with you.† Enzo laughed. â€Å"Do that,† he said. â€Å"I'll tell you what, Zoe. Walk here at a reasonable pace, and you'll probably make it in time for dessert. Mom made a pie.† â€Å"Yay, pie,† I said. â€Å"What kind?† â€Å"I think it's called ‘Zoe gets whatever kind of pie she gets and likes it' pie,† Enzo said. â€Å"Mmmm,† I said. â€Å"I always like that kind of pie.† â€Å"Well, yeah,† Enzo said. â€Å"It's right there in the title.† â€Å"It's a date,† I said. â€Å"Good,† Enzo said. â€Å"Don't forget. I know that's a problem for you.† â€Å"Jerk,† I said. â€Å"Check your mail queue,† Enzo said. â€Å"There might be a poem there.† â€Å"I'm going to wait for the hand waving,† I said. â€Å"That's probably for the best,† Enzo said. â€Å"It'll be better that way. And now my mom is glaring at me with laser eyeballs. I have to go.† â€Å"Go,† I said. â€Å"See you soon.† â€Å"Okay,† Enzo said. â€Å"Love you.† We had started saying that to each other recently. It seemed to fit. â€Å"Love you too,† I said, and disconnected. â€Å"You two make me want to vomit so hard,† Gretchen said. She'd been hearing my side of the conversation and had been rolling her eyes the whole time. We were sitting in her bedroom. I set down the PDA and whacked her with a pillow. â€Å"You're just jealous Magdy never says that to you.† â€Å"Oh, dear Lord,† Gretchen said. â€Å"Leaving aside the fact that I so do not want to hear that from him, if he ever did try to say that to me, his head would actually explode before the words could even get out of his mouth. Which now that I think about it might be an excellent reason to try to get him to say it.† â€Å"You two are so cute,† I said. â€Å"I can see you two standing at the altar and getting into it right before saying ‘I do.'† â€Å"Zoe, if I ever get anywhere near an altar with Magdy, I authorize you to make a flying tackle and drag me away,† Gretchen said. â€Å"Oh, fine,† I said. â€Å"Now let's never speak of this again,† Gretchen said. â€Å"You're so in denial,† I said. â€Å"At least I'm not the one who forgot her dinner date,† Gretchen said. â€Å"It gets worse,† I said. â€Å"He wrote me poetry. He was going to read it to me.† â€Å"You missed dinner and a show,† Gretchen said. â€Å"You are the worst girlfriend ever.† â€Å"I know,† I said. I reached for my PDA. â€Å"I'll write him an apology note saying that.† â€Å"Make it extra grovelly,† Gretchen said. â€Å"Because that's sexy.† â€Å"That comment explains a lot about you, Gretchen,† I said, and then my PDA took on a life of its own, blasting an alarm sound from its speaker and scrolling an air attack notice on its screen. Over on Gretchen's desk, her PDA made the same alarm sound and scrolled the same message. Every PDA in the colony did the same. In the distance, we heard the sirens, posted near the Mennonite homesteads, alerting them because they didn't use personal technology. For the first time since the defeat of the Conclave fleet, Roanoke was under attack. Missiles were on their way. I rushed to the door of Gretchen's room. â€Å"Where are you going?† she asked. I ignored her and went outside, where people were bursting out of their homes and running for cover, and looked into the sky. â€Å"What are you doing?† Gretchen said, catching up with me. â€Å"We need to get to a shelter.† â€Å"Look,† I said, and pointed. In the distance, a bright needle of light was tracing across the sky, aiming at something we couldn't quite see. Then there was a flash, blinding white. There was a defense satellite above Roanoke; it had fired on and hit one of the missiles coming for us. But others were still on their way. The sharp pop of the missile explosion reached us, with not nearly enough time lag. â€Å"Come on, Zoe,† Gretchen said, and started tugging at me. â€Å"We've got to go.† I stopped looking at the sky and ran with Gretchen to one of the community shelters we had recently excavated and built; it was filling up quickly with colonists. As I ran I saw Hickory and Dickory, who had spotted me; they closed in and took either side of me as we got into the shelter. Even in the panic, people still made room for them. Gretchen, Hickory, Dickory, about four dozen other colonists, and I all hunched down in the shelter, straining to hear what was going on above us through nearly a dozen feet of dirt and concrete. â€Å"What do you think is happ – † someone said and then there was unspeakable wrenching noise, like someone had taken one of the cargo containers that made up the colony wall and peeled it apart, right on top of our eardrums and then I was tumbling to the ground because there was an earthquake and I screamed and bet that everyone else in the shelter did too but I couldn't hear it because then came the single loudest noise I had ever heard, so loud that my brain surrendered and the noise became the absence of noise, and the only way I knew that I, at least, was still screaming was that I could feel my throat getting raw. Either Hickory or Dickory grabbed me and held me steady; I could see Gretchen being held the same way by the other Obin. The lights in the shelter flickered but stayed on. Eventually I stopped screaming and the ground stopped shaking and something similar to my hearing came back to me and I could hear others in the shelter crying and praying and trying to calm children. I looked over at Gretchen, who looked stricken. I disentangled from Dickory (it turned out) and went over to her. â€Å"You okay?† I asked. My voice sounded like it was pushed through cotton from a distance. Gretchen nodded but didn't look at me. It occurred to me it was the first time she'd been in an attack. I looked around. Most of the people in the shelter looked like Gretchen. It was the first time any of these people had been in an attack. Of all these people, I was the one who was the veteran of a hostile attack. I guess that put me in charge. I saw a PDA on the floor; someone had dropped it. I picked it up and activated it and read what was there. Then I stood up and waved my hands back and forth and said â€Å"Excuse me!† until people started looking at me. I think enough people recognized me as the daughter of the colony leaders that they decided I might know something after all. â€Å"The emergency information on the PDA says that the attack seems to be over,† I said when enough people were looking my way. â€Å"But until we get an ‘all clear' signal we need to stay here in the shelter. We need to stay here and stay calm. Is anyone here injured or sick?† â€Å"I can't hear very well,† someone said. â€Å"I don't think any of us can hear well right now,† I said. â€Å"That's why I'm yelling.† It was an attempt at a joke. I don't think people were going for it. â€Å"Are there any injuries here besides hearing loss?† No one said anything or raised their hand. â€Å"Then let's just sit tight here and wait for the ‘all clear.'† I held up the PDA I was using. â€Å"Whose is this?† Someone raised their hand; I asked if I could borrow it. â€Å"Someone took ‘in charge' lessons when I wasn't looking,† Gretchen said when I sat back down next to her. The words were classic Gretchen, but the voice was very, very shaky. â€Å"We were just under attack,† I said. â€Å"If someone doesn't pretend like she knows what she's doing, people are going to start freaking out. That would be bad.† â€Å"Not arguing,† Gretchen said. â€Å"Just impressed.† She pointed to the PDA. â€Å"Can you send any messages? Can we find out what's happening?† â€Å"I don't think so,† I said. â€Å"The emergency system overrides usual messaging, I think.† I signed out the owner on the PDA and signed in under my account. â€Å"See. Enzo said he sent that poem to me but it's not there yet. It's probably queued and will get sent once we have the all clear.† â€Å"So we don't know if everyone else is okay,† Gretchen said. â€Å"I'm sure we'll get an all clear signal soon,† I said. â€Å"You worried about your dad?† â€Å"Yes. Aren't you worried about your parents?† Gretchen asked. â€Å"They were soldiers,† I said. â€Å"They've done this before. I'm worried about them, but I'm betting they're fine. And Jane is the one running the emergency messages. As long as they're updating, she's fine.† The PDA switched over from my mail queue to a scrolling note; we were being given the â€Å"all clear.† â€Å"See,† I said. I had Hickory and Dickory check the entrance of the shelter for any falling debris; it was clear. I signed out from the PDA and gave it back to its owner, and then folks started shuffling out. Gretchen and I were the last to head up. â€Å"Watch your step,† Gretchen said as we came up, and pointed to the ground. Glass was everywhere. I looked around. All the houses and buildings were standing, but almost all the windows were blown out. We'd be picking glass out of everything for days. â€Å"At least it's been nice weather,† I said. No one seemed to hear me. Probably just as well. I said good-bye to Gretchen and headed to my house with Hickory and Dickory. I found more glass in surprising places and Babar cowering in the shower stall. I managed to coax him out and gave him a big hug. He licked my face with increasing franticness. After I petted him and calmed him down, I reached for my PDA to call Mom or Dad, and then realized I had left it over at Gretchen's. I had Hickory and Dickory stay with Babar – he needed their company more than I did at the moment – and walked over to Gretchen's. As I walked to her house, her front door swung open and Gretchen burst through it, saw me and ran to me, her PDA in one hand and mine in the other. â€Å"Zoe,† she said, and then her face tightened up, and whatever she had to say was lost for a minute. â€Å"Oh, no,† I said. â€Å"Gretchen. Gretchen. What is it? Is it your dad? Is your dad okay?† Gretchen shook her head, and looked up at me. â€Å"It's not my dad,† she said. â€Å"My dad is fine. It's not Dad. Zoe, Magdy just called me. He says something hit. Hit Enzo's homestead. He said the house is still there but there's something big in the yard. He thinks it's part of a missile. Says he tried to call Enzo but he's not there. No one's there. No one's answering there. He said they just built a bomb shelter, away from the house. In the yard, Zoe. Magdy says he keeps calling and no one answers. I just called Enzo, too. I don't get anything, Zoe. It doesn't even connect. I keep trying. Oh God, Zoe. Oh God, Zoe. Oh, God.† Enzo Paulo Gugino was born on Zhong Guo, the first child of Bruno and Natalie Gugino. Bruno and Natalie had known each other since they were children and everyone who knew them knew that from the first moment they laid eyes on each other that they would be together for every single moment of their lives. Bruno and Natalie didn't argue with this idea. Bruno and Natalie, as far as anyone ever knew, never argued about anything, and certainly didn't argue with each other. They married young, even for the deeply religious culture they lived in on Zhong Guo, in which people often married early. But no one could imagine the two of them not being together; their parents gave their consent and the two of them were married in one of the best-attended weddings anyone could remember in their hometown of Pomona Falls. Nine months later, almost to the day, there was Enzo. Enzo was sweet from the moment he was born; he was always happy and only occasionally fussy, although (as was frequently explained, much to his later mortification) he had a marked tendency to take off his own diapers and smear the contents of them against the nearest available wall. This caused a real problem one time in a bank. Fortunately he was toilet-trained early. Enzo met his best friend Magdy Metwalli in kindergarten. On the first day of school, a third-grader had tried to pick on Enzo, and pushed him hard down to the ground; Magdy, whom Enzo had never seen before in his life, launched himself at the third-grader and started punching him in the face. Magdy, who at the time was small for his age, did no real damage other than scaring the pee out of the third-grader (literally); it was Enzo who eventually pulled Magdy off the third-grader and calmed him down before they were all sent to the principal's office and then home for the day. Enzo showed a flair for words early and wrote his first story when he was seven, entitled â€Å"The horrible sock that smelled bad and ate Pomona Falls except for my house,† in which a large sock, mutated by its own horrible unwashed smell, started eating its way through the contents of an entire town and was thwarted only when the heroes Enzo and Magdy first punched it into submission and then threw it into a swimming pool filled with laundry soap. The first part of the story (about the origin of the sock) took three sentences; the climactic battle scene took three pages. Rumor is Magdy (the one reading the story, not the one in it) kept asking for more of the fight scene. When Enzo was ten his mother became pregnant for a second time, with twins Maria and Katherina. The pregnancy was difficult, and complicated because Natalie's body had a hard time keeping two babies in it at once; the delivery was a near thing and Natalie came close to bleeding out more than once. It took Natalie more than a year to fully recover, and during that time the ten- and eleven-year-old Enzo helped his father and mother to care for his sisters, learning to change diapers and feed the girls when his mom needed a rest. This was the occasion of the only real fight between Magdy and Enzo: Magdy jokingly called Enzo a sissy for helping his mom, and Enzo smacked him in the mouth. When Enzo was fifteen the Guginos and the Metwallis and two other families they knew entered a group application to be part of the very first colony world made up of citizens of the Colonial Union rather than citizens of Earth. For the next few months every part of Enzo's life, and the life of his family, was opened up to scrutiny, and he bore it with as much grace as anyone who was fifteen and who mostly just wanted to be left alone could have. Every member of every family was required to submit a statement explaining why they wanted to be part of the colony. Bruno Gugino explained how he had been a fan of the American Colonization era, and the early history of the Colonial Union; he wanted to be part of this new chapter of history. Natalie Gugino wrote about wanting to raise her family on a world where everyone was working together. Maria and Katherina drew pictures of them floating in space with smiley moons. Enzo, who loved words more and more, wrote a poem, imagining himself standing on a new world, and titled it â€Å"The Stars My Destination.† He later admitted he'd taken the title from an obscure fantasy adventure book that he'd never read but whose title stayed with him. The poem, meant only for his application, was leaked to the local media and became something of a sensation. It eventually became sort of an official unofficial anthem for the Zhong Guo colonization effort. And after all that, Enzo and his family and co-applicants really couldn't not be chosen to go. When Enzo had just turned sixteen, he met a girl, named Zoe, and for some reason that passes understanding, he fell for her. Zoe was a girl who seemed like she knew what she was doing most of the time and was happy to tell you that this was in fact the case, all the time, but in their private moments, Enzo learned that Zoe was as nervous and uncertain and terrified that she would say or do something stupid to scare away this boy she thought she might love, as he was nervous and uncertain and terrified that he would do something stupid, too. They talked and touched and held and kissed and learned how not to be nervous and uncertain and terrified of each other. They did say and do stupid things, and they did eventually scare each other away, because they didn't know any better. But then they got over it, and when they were together again, that second time, they didn't wonder whether they might love each other. Because they knew they did. And they told each other so. On the day Enzo died he talked to Zoe, joked with her about her missing the dinner she was supposed to have with his family, and promised to send her a poem he had written for her. Then he told her he loved her and heard her tell him she loved him. Then he sent her the poem and sat down with his family to dinner. When the emergency alert came, the Gugino family, father Bruno, mother Natalie, daughters Maria and Katherina, and son Enzo, went together into the attack shelter Bruno and Enzo had made just a week before, and sat together close, holding each other and waiting for the â€Å"all clear.† On the day Enzo died he knew he was loved. He knew he was loved by his mother and father who, like everyone knew, never stopped loving each other until the very moment they died. Their love for each other became their love for him, and for their daughters. He knew he was loved by his sisters, who he cared for when they were small, and when he was small. He knew he was loved by his best friend, who he never stopped getting out of trouble, and who he never stopped getting into trouble with. And he knew he was loved by Zoe – by me – who he called his love and who said the words back to him. Enzo lived a life of love, from the moment he was born until the moment he died. So many people go through life without love. Wanting love. Hoping for love. Hungering for more of it than they have. Missing love when it was gone. Enzo never had to go through that. Would never have to. All he knew all his life was love. I have to think it was enough. It would have to be, now. I spent the day with Gretchen and Magdy and all of Enzo's friends, of whom there were so many, crying and laughing and remembering him, and then at some point I couldn't take any more because everyone had begun to treat me like Enzo's widow and though in a way I felt like I was, I didn't want to have to share that with anyone. It was mine and I wanted to be greedy for it for just a little while. Gretchen saw I had reached some sort of breaking point, and walked me back to her room and told me to get some rest, and that she'd check on me later. Then she gave me a fierce hug, kissed me on the temple and told me she loved me and closed the door behind me. I lay there in Gretchen's bed and tried not to think and did a pretty good job of it until I remembered Enzo's poem, waiting for me in my mail queue. Gretchen had put my PDA on her desk and I walked over, took the PDA and sat back down on the bed, and pulled up my mail queue and saw the mail from Enzo. I reached to press the screen to retrieve it and then called up the directory instead. I found the folder titled â€Å"Enzo Dodgeball† and opened it and started playing the files, watching as Enzo flailed his way around the dodgeball court, taking hits to the face and tumbling to the ground with unbelievable comic timing. I watched until I laughed so hard that I could barely see, and had to put the PDA down for a minute to concentrate on the simple act of breathing in and out. When I had mastered that again, I picked up the PDA, called up the mail queue, and opened the mail from Enzo. Zoe: Here you are. You'll have to imagine the arm waving for now. But the live show is coming! That is, after we have pie. Mmmm†¦pie. BELONG You said I belong to you And I agree But the quality of that belonging Is a question of some importance. I do not belong to you Like a purchase Something ordered and sold And delivered in a box To be put up and shown off To friends and admirers. I would not belong to you that way And I know you would not have me so. I will tell you how I belong to you. I belong to you like a ring on a finger A symbol of something eternal. I belong to you like a heart in a chest Beating in time to another heart. I belong to you like a word on the air Sending love to your ear. I belong to you like a kiss on your lips Put there by me, in the hope of more to come. And most of all I belong to you Because in where I hold my hopes I hold the hope that you belong to me. It is a hope I unfold for you now like a gift. Belong to me like a ring And a heart And a word And a kiss And like a hope held close. I will belong to you like all these things And also something more Something we will discover between us And will belong to us alone. You said I belong to you And I agree. Tell me you belong to me, too. I wait for your word And hope for your kiss. Love you. Enzo. I love you, too, Enzo. I love you. I miss you.

Sigmund Freud s Lord Of The Flies - 1136 Words

It is very unlikely a famous theory about psychoanalysis and a book about young boys trapped on an island would have many connections. But after reading Lord of the Flies and learning about Sigmund Freud’s theory of psychoanalysis, you can see that the book and the theory share many connections. The main concept of Freud’s theory is that there are three components of the human mind, the Id, Ego, and Superego; and in Lord of the Flies three influential characters all seem to represent these three parts. Whether Golding did this on purpose or not, I do not know, but I certainly believe these three characters easily line up with Freud’s three components of the mind. The first component of the mind is the id. According to Sigmund Freud it is present as soon as a human is born and is the driving force of our actions until the ego begins to develop. The id is â€Å"the personality component made up of unconscious psychic energy that works to satisfy basic urges, needs , and desires† (Cherry). All the id wants is for your basic needs to be fulfilled, and it does not matter how they get fulfilled because the id has no sense of right or wrong. It also wants them to be fulfilled as soon as possible, which is known as the pleasure principle. Because of this the id will cause you to react immediately to a situation and not consider the implications or consequences to those actions. The character I believe symbolizes this would be Jack. He constantly acts on a whim and puts his desire inShow MoreRelatedFreudian Psychology Lord Of The Flies 1896 Words   |  8 PagesFreudian Psychology in Lord of the Flies: In William Golding’s allegorical novel Lord of the Flies, examples of Sigmund Freud’s psychological theories are illustrated within the main characters through there personal thoughts and actions. Freud’s theory explores the inner separations of the mind and the effects on ones personality. Jack, the antagonist, can be seen as the immature and bloodthirsty Id, who hungers for meat and stops at nothing to get what he wants. Piggy and Simon can be seen onRead MoreWilliam Golding s Lord Of The Flies1900 Words   |  8 PagesIn William Golding’s allegorical novel Lord of the Flies, examples of Sigmund Freud’s psychological theories are illustrated within the main characters through there personal thoughts and actions. Freud’s theory explores the inner separations of the mind and the effects on ones personality. Jack, the antagonist, can be seen as the immature and bloodthirsty Id, who hungers for meat and stops at nothing to get what he wants. Piggy and Simon can be seen on the other end of the spectrum as the SuperEgoRead MoreComparing The Novel Lord Of The Flies And Heart Of Darkness2292 Words   |  10 Pagescharacters from two different books Introduction There are both similarities and differences between the protagonists of the Novels Lord of the Flies† (Golding) and â€Å"Heart of Darkness† (Conrad). In each case we have the supposedly civilized individual(s) degenerating into savagery. As well, other characters are involved and highly influenced by the protagonist(s). This report discusses these two books and what can be observed from comparing works of essentially different world perspectives –Read MoreComparing The Novels Lord Of The Flies And Heart Of Darkness4107 Words   |  17 PagesThere are both similarities and differences between the protagonists of the Novels Lord of the Flies† (Golding) and â€Å"Heart of Darkness† (Conrad). In each case we have the supposedly civilized individual(s) degenerating into savagery. As well, other characters are involved and highly influenced by the protagonist(s). This report discusses these two books and what can be observed from comparing work s of essentially different world perspectives – one was published in 1902 and the other in 1954Read MoreWhat Are The Five Characteristics Of A Quest?1901 Words   |  8 Pagescould in turn push the characters to do some other action which would spur more of a plot thickener. 38.) We should ask what did this accomplish, what does it resemble, and why did it happen the way it did and not another way. 39.) In The Lord Of The Flies Simon s death is most symbolic to me. His death represents the boys losing knowledge in the island. Simon was the only one who knew what they needed to do to succeed. Simon knew it all and all the answers died with him. His death resembled the deathRead MoreMutability of identity in The Road and The Handmaids Tale2648 Words   |  11 Pagesas individual and enduring. Like The Road and The Handmaid’s Tale, the novel looks at society’s effect on identity and suggests that identity must be manipulated in some form in order for a society to be peaceful and effective. The Road and Lord of the Flies share similar representation of how we are controlled by our society. They suggest we have evolved to act in a socially desirable manner and that without control we loose all sense of empathy or moral consciousness. Within The Road and Handmaid’sRead MoreAnalysis the Use of Stream of Consciousness in Mrs Dalloway8784 Words   |  36 Pageswe re becoming accepted as ways to identify the true reality of human consciousness. Psychologist Sigmund Freud stepped onto this scene too. His emphasis on individuals interconnectedness made up of the id, ego and the super ego parallels well with how new authors began to characterize using not only spoken words, but also by writing streams of thought possibly going through the charactersminds. As Freud states , â€Å"subject matter ... for the earlier novelists are motive and action(external man) and