George Orwell s The Perils Of Indifference Lessons...

Actions Define the Human Condition Philosophical issues have been debated for centuries. One of the more recent dilemmas in philosophy is the â€Å"Trolley problem† (Foot). The basic premise is, a runaway train going straight will kill five people, if it is diverted, it will kill one person, which do you choose? George â€Å"Orwell’s Shooting an Elephant† (Orwell 407) and Elie Wiesel’s â€Å"The Perils of Indifference: Lessons Learned from a Violent Century† (Wiesel 289) both examine the effect of human actions. Wiesel’s speech is the more persuasive due to the emotional element as well his plainly stated view upon indifference, whereas Orwell’s narrative leaves the reader questioning his action. Elie Wiesel born in 1928 is a Jewish holocaust survivor, who later in life won the noble peace prize and published over 40 different books. The speech The Perils of Indifference: Lessons Learned from a Violent Century was given at the white house during the Millennium Evenings. He expressed his gratitude to the president, the army that saved him and the country that sent them. Wiesel is descriptive in his recollection of his time spent in the camps as well as bold in his statements about all of humanity. At one point he is even critical of the country that saved him from Auschwitz. But in the end he speaks of hope for the future. George Orwell, who used the pen name Eric Arthur Blair, was born in India in 1903. A British man, who after his education returned to India and became an Imperial

Why Schools Are Not to Blame for Cyber Bullying Essay

A young boy was once sitting on his computer when he saw an email from one of his peers. He opened the email, and soon enough realized he was being bullied. However, the young boy let the cyber-bullying get out of control. His parents told the school about it, but there was nothing they could do. The boy had to go to a new school where he wouldn’t be bullied. There are many problems like this that get out of hand, so much that the school can do nothing to help. Many people blame the school for not helping, when there is nothing they can do about it. Therefore, schools do not have the responsibility to respond to and protect students from the challenge of cyber-bullying, even if it’s off campus. Schools do not have the responsibility to†¦show more content†¦They said that students must learn themselves that they should not say something online that they wouldnt say in person. For example, if a student calls someone ugly online, they probably wouldnt say that in person. However, the school cannot do anything to stop this because they did it at home.The school systems cannot be held responsible for things that students do at home, and they should therefore, not be responsible to take action against cyber-bullying. Others would say that schools do have the responsibility to prevent bullying when the schools helping to prevent bullying empowers students to face up to their bullies. However, this is not the case.Students would not be empowered to stand up to their bullies if schools took responsibility for the students. Instead of standing up to the bullies themselves, the students would probably try to make the school take care of it. This goes to show that having the school take care of bullying for the students, would not help the students learn how to take care of things on their own. For example, if the students figured out that the school would take care of something for them, they would not want to do things themselves. Most students would probably get lazy. Therefore, schools should not be bound by law to take care of bullying because students would become lazy. Lastly, schools do not have the responsibility to respond to the cyber-bullying of their students is because sometimes, students do not tellShow MoreRelatedHow is Cyber Bullying Done? Essay621 Words   |  3 Pages Think about it? How is Cyber Bullying Done? To find an answer to this question is hard. Cyber bullying is done in many different ways around the world. Cyber bullying can happen anywhere at any time, even in places where you normally feel safe, such as home. Allot of cyber bullying can be done anonymously, you may not be sure who is targeting you. Since cyber bullies cant see your reaction, they will often go much further in their harassment or ridicule then they would face to face with youRead MoreCyber Bullying Must Be Improved And Consistent1267 Words   |  6 Pages Amanda Bridges Ms. Shultz / Mrs. Seymore English 5th Period 28 January 2015 Cyber Bullying Have you ever been cyber bullied? The effects of cyberbullying are greater than many people have come to realize. Cyber bullies have been around for a long time, but technology now gives them a whole new way to get to their victims easier and faster. Cyberbullying is the use of information technology to repeatedly harm or harass other people in a deliberate manner (abouthealth). Cyberbullying happensRead MoreParents Should Not Be Blamed For Bullying1075 Words   |  5 Pages Have you considered why we blame parents for their children being bullied? Parents should not be blamed for something their child did. I’ve researched this topic for awhile. We all should know that bullying is a major issue in today’s society. What’s even worse is the parents are being blamed for this! Though it was the bullies fault, the parents still get in trouble. This argument will prove that parents shouldn’t be BLAMED for bullying someone when it was their child; parents do n’t have twenty-fourRead MoreThe Social Problem Of Peer Pressure1659 Words   |  7 Pagesin Los Angeles, California who are peer pressured into bullying by their peers and conforming to peer pressure that leads to Cyber-bullying and Cyber-crimes. Bullies are misinterpreted as perpetrators; however, they were at some point victims too and created due to lack of social intervention and significantly affected by the victimization by their peers. Cyberbullying: Through the eyes of children and young people, it acknowledges how bullying has entered a â€Å"digital era† and the need for professionalsRead MoreCyberbullying Is Growing At An Alarming Rate1222 Words   |  5 Pagesdrugs, skip school, recieve poor grades, and have low self esteem. These negative effects of cyberbullying can get much worse; according to a study conducted by Yale University, 7% to 9% of suicides are committed due to some sort of bullying. Since the popularity of social media is increasing, we could expect that percentage to rise. We can no longer ignore cyber bullying because of its negative effects’, like suicide, and we should implement programs to reduce it and protect school age studentsRead MoreCyber Bullying Essay example1112 Words   |  5 Pageshas taken bullying to the extreme. Before advanced technology, children and teenagers were troubled by school bullies. Today, they are targeted by bullies via internet. Most people under go some form of bullying in life. Growing up, I experienced the typical name calling and spiteful comments. I also dealt with minor cases of virtual bullies. These bullies are known as cyber bullies. I find this topic compelling because it’s a matter that has spiraled out of control. â€Å"Cyber bullying is definedRead MorePublic Schools Should Be Able to Regulate Bullying Essay example1356 Words   |  6 Pagesteasing. When one reads these words, the first thing that we might associate it with is bullying. Whether or not we have experienced it ourselves, we have at least heard about it. However, as technology advances, so does the method of bullying. Today in our world that is run by technology, the modern method of bullying is called cyber bullying. The most recent definition of this is, â€Å"†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦This type of bullying allows the perpetrator to hide behind a computer screen or a phone screen and harass theirRead MoreCrt 205 Final Paper1576 Words   |  7 Pagesout one form for each source. |Source 1 Title and Citation: Cyberbullying Has a Broader Impact than Traditional Bullying | |Uhls, Yalda T. Cyberbullying Has a Broader Impact than Traditional Bullying. Cyberbullying. Ed. Louise I. Gerdes. Detroit: | |Greenhaven Press, 2012. At Issue. Rpt. from Is Bullying Going Digital? Cyber Bullying Facts. PsychologyinAction.org. 2010. Gale | |Opposing Viewpoints In Context. Web. 23 May 2012. Read MoreThe Effects Of Cyberbullying On Children And Teens1568 Words   |  7 Pagesbecoming more of an issue, some schools around the world have been enforcing rules to stop cyberbullying. 88% teens who use social media have seen someone be disrespectful to another individual. â€Å"It is no secret that teens are now spending more time than ever on social networking sites and due to this increase many are using it to bully their peers†. According to Sherri Gordon who wrote the article â€Å"Reasons Why Kids Cyberbully Others† here are some reasons why. Some reasons that children cyberbullyRead MoreThe Psychology behind Bullying in Adolescents Essay1176 Words   |  5 PagesBullying by definition is a form of aggressive behavior in which someone intentionally and repeatedly causes another person injury or discomfort. Bullying can take the form of physical contact, words or more subtle actions. [Why] Bullying has grown new outlets over the last decade. With social media outlets and text messaging added to the game, bullying is not just about getting tormented face to face anymore. Cyber bullying can include sending out mean or threatening emails and instant messages

Thermodynamics Lab Free Essays

Abstract: This report will show the acquired understanding of the refrigeration cycle by using first and second laws of thermodynamics. In order to analyze this system several assumptions where made such like an isentropic process at the compressor an isenthalpic expansion in the throttling valve. Diagrams will be provided to depict these thermodynamic processes in addition to computing the heat transferred to the system and the work input to the compressor. We will write a custom essay sample on Thermodynamics Lab or any similar topic only for you Order Now Table of Contents Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Table List †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Descriptions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 Theory†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Calculation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Discussion. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 Objectives: The Refrigeration lab was conducted to gain a better understanding of the refrigeration cycle, Carnot cycle and to compare the ideal cycle. Also, determent the heat transfers by using the mass and energy balance. Introduction: The term â€Å"refrigeration† may be defined as the process of removing heat from a substance under controlled conditions. It also includes the process of reducing and maintaining the temperature of a body below the general temperature of its surroundings. In other words, the refrigeration means a continued extraction of heat from a body whose temperature is already below temperature of its surroundings. In this lab 1,1,1,2-Tetrafluoroethane (R-134a) was used as refrigerant. Since energy cannot be destroyed according to first law of thermodynamics. In a refrigerator, heat is virtually pumped from a lower temperature to a higher temperature. According to Clausius Statement of Second Law of Thermodynamics states that heat will not pass cold to hotter region without the aid of an external agency. Thus, process can only be performed with the aid of some external work. It is thus obvious that supply of power is regularly required to drive a refrigerator. Theoretically, a refrigerator is a reversed heat engine or a heat pump which pumps heat from a cold body and delivers it to a hot body. The substance, which works in a pump to extract heat from a cold body and to deliver it to a hot body, is known as refrigerant. Description of Refrigeration cycle description: Most commonly used refrigeration/heat pump cycle and involves the same four processes as a heat engine cycle but in the reverse order (i. e. evaporation – compression – condensation – expansion/throttling). Figure 1 gives a schematic representation of the four essential mechanical components in this cycle. Heat out 3 2 Condenser Throttle Work in Valve Evaporator Compressor 4 1 Heat in Figure 1: Refrigeration Cycle components Compressor: The compressor in a refrigeration system is essentially a pump. It is used to pump heat uphill from the cold side to the hot side of the system Condenser: The condenser or cooler consists of coils of pipe in which the high pressure and temperature vapour refrigerant is cooled and condensed. Expansion valve: As the high-pressure high temperature liquid refrigerant passes the throttling valve seating, its pressure and temperature drop to that of the evaporator. The drop in temperature is changed liquid phase to a mixture of low-pressure and temperature liquid and vapour enter the evaporator without any change in enthalpy Evaporator: The purpose of the evaporator is to remove unwanted heat from the product, via the liquid refrigerant 3 2 4 1 Superheating Sub-cooling Critical Point Liquid Pressure Enthalpy 3 2 4 1 Superheating Sub-cooling Critical Point Liquid Pressure Enthalpy Figure 2: Refrigeration cycle on pressure – enthalpy diagram. In cycle the refrigerant vapour is compressed to a higher temperature and pressure (12). The compressed vapour is then condensed isobarically which results in heat rejection to the surroundings (23). The next step is the adiabatic throttling of the refrigerant to the low temperature and pressure (34). The final step is where the refrigerant is evaporated at low temperature and pressure, which results in the absorption of heat from its surroundings (41). Theory /Analysis: Figure 3 According to first law of thermodynamics energy (heat, work), cannot destroyed but energy changing from one form to another. ?H+? Ke+? Pe=? Q+? W (1) (Balmer, 2011) Where H=enthalpy, K=kinetic energy, P= potential energy, Q= heat and W= work. In order to simplify the calculation for the energy balance, the following assumptions were made: – Kinetic and potential energy changes are negligible throughout the system So, ?H=? Q+? W – In a constant pressure for the condenser (work=0). The heat transfer of the condenser is the heat loss, in other words Q2-3 and is given by: Q2-3= m(h3-h2) – In a constant pressure for evaporator (work=0), he heat gain by the evaporator is equal to Q1-4 and is given by: Q4-1= m(h1-h4) – The work done by the compressor is the same as the work in the cycle and is given by: Q1-2= (h2-h1) – The power drawn by the compressor defined by the following equation: Power= Voltage ? Current ? Power Factor – Coefficient of performance is defined as: COP=Q4-1? Q2-3? -Q4-1 (2) (Balmer, 2011) -The heat transfer water can be calculated from the water flow rates and temperature changes using the following formula where Cp is specific heat capacity: Q= mCp ? T – Convective heat transfer occurs between the air and the refrigerant and this is can be calculated using the following: Qconv= hA (T? -TS) (3) (Balmer, 2011) Where to (h) is convective heat transfer coefficient =25, A= area Sample Calculations: mr=76mlmin ? 1L1000ml? 1m31000ml? 1 min60s= 0. 001505kgs mw, cond=11. 7Lhr? 1m31000L? 1 hr3600s =0. 00322kgs mw, evap=27. 5Lhr ? 1m31000L ? 1hr3600s=0. 00764kgs Q23, cond= 0. 001505kgs ? 83-300kJkg? 1000=-324. 5w Q14, evap= 0. 001505kgs? 260-83kJkg? 1000=266. w Qab, cond=0. 00322kgs? 4. 2kJkg. K ? 34. 9-16. 2K? 1000=253w Qcd, evap=0. 00764kgs? 4. 2kJkg. K ? 8. 4-16. 2K? 1000=-250. 2w W12 =-0. 001505kgs? 300-260kJkg? 1000= -60. 13w COPc=260-83kJkg300-260kJkg=4. 425 Pelectric compressor=228. 2V ? 0. 79A? 0. 75=135W Results: Heat transfer refrigerant| Heat transfer water| Q2-3 (W)| -326. 54| Q2-3(W)| 253. 07| Q3-4| 0| Q1-4 (W)| -250. 25| Q4-1 (W)| 266. 34| W1-2| -60. 129| COP| 4. 425| Area (m^2)| 0. 162| Q convective 2-3(w)| 8 7. 062| Q connective 4-1(w)| -41. 904| conv HTC of air (m^2*k)| 25| Total energy balance (w)| -12. 20984307| Carnot Refrigeration Cycle between to two pressure: Figure 4 A reversed Carnot cycle is shown on p-h diagrams in Figures respectively. The processes of the cycle are as follows: The refrigerant is compressed isentropically as shown by the curve 1-2 and 3-4 on p-h diagrams. During this process the T2 temperature of refrigerant decrees from. We know that during isentropic compression, no heat is absorbed or rejected. The refrigerant is now (compressed/ evaporated) isobarically (P2 = P3) and (P4=P3) as shown by the p-h. We know that the heat rejected in 2 to 3 and heat absorbed from 4 to 1. Result: Carnot cycle| kj/kg| h1| 278| h2| 300| h3| 118| h4| 83| COP| 8. 86| Ideal cycle: Fgure 5 A reversed ideal cycle is shown on p-h diagrams in Figures respectively. The processes of the cycle are as follows: Ideal cycle| h1| 250| h2| 275| h3| 100| h4| 100| COP| 6| The refrigerant is compressed isentropically as shown by the curve 1-2 . in the exit of the condenser the refrigerant is in a saturated liquid in curve 3-4 on p-h diagrams. After that refrigerant exit the evaporator in saturated vapour. In a isobarically process 4-1 as shown by the p-h Result: Discussion: It was seen in the refrigeration cycle; Carnot cycle and the Ideal cycle there are different coefficients of performance on refrigerant. If we look at COP formula the low heat is divided by the work in in this case where the refrigerant entered the compressor could significantly hinder the performance of this component by change (superheating). Also the refrigerant leaving the condenser will effect the COP (sup-cooling) . If we compare Carnot cycle to the actual cycle, in Carnot refrigerant super- heating has increased, which will increase the COP. In the other hand, in Ideal cycle the sub-cooling has decreased which the sub-cooling decrease the liquid during expansion to saturated liquid-vapour and increases the refrigerating performance, but by decreases the sub-heating in the evaporator exit from vapour to saturated vapour. Which in this case the COP decreased but it will be higher that the actual cycle. The heat transfer occur in the basic refrigeration cycle, by calculate the energy balance in the cycle. The sum of the energy will not be even close to zero and this violates the first law of thermodynamics. So, there is heat lost in the cycle according to the second law of thermodynamics, heat always flows from a material at a high temperature to a material at a low temperature. For heat to transfer there has to be a temperature difference between the two materials. This heat can be calculated by Convection is the transfer of heat from one place to a different location by circulating it with a fan or natural movement. Figure 6:Temperature vs. distance condenser Figure 7: Temperature vs. distance evaporator In figure 6 and 7 shows the heat exchange, in figure 6 the cold-water flow co-current with the hot refrigerant. With both entering the same end. This application will be useful to if we want a limited outlet temperature. It’s also useful to drop more quickly temperature because the large difference in the temperature. Where in figure 7 the hot-water flow countercurrent with the cold refrigerant the temperature is achievable by the cold stream can never exceed that of the hot steam. (Ulrich, 2004) Conclusion: This experiment was carried out in order to observe the properties and functions of a refrigeration cycle. With the properties of the refrigerant R134a at all the stages of the refrigeration cycle known, the heat transfer at the condenser and evaporator were calculated. The heat absorbed by the system (evaporator) was determined to be 16 w. The heat given off by the condenser was calculated to being -73. 46 w. The work done by the compressor was also calculated to being -60. 19 W. With this, the refrigeration performance of the cycle was calculated and was equal to 4. 42. Works Cited Balmer, R. T. (2011). Modren Engineering Themodynamics. Burlington, MA, USA: Acadimic Press. Richard M Felder, Ronald W. Rousseau. (2005). Elementary Preincipeles of Chemical Processes (Third ed. . Raleigh, NC: John Wiley Sons, Inc. Ulrich, G. D. (2004). Chemical Engineering Process Design and Economics. Durham, New Hampshire, USA: Process Publishing. Appendix: | bar| temp C| l/hr| kg/s| h (kj/kg)| Tatm| 18|   |   |   |   | High P| 9. 1|   |   |   |   | Low P| 3. 25| 3. 25|   |   |   | T2|   | 62. 1|   |   | 300| T3| à ‚  | 22. 7|   |   | 83| T1|   | 11. 7|   |   | 260| T4|   | 4|   |   |   | Water Tin|   | 16. 2|   |   |   | Water Cond T out|   | 34. 9|   |   |   | Water Evap T out|   | 8. 4|   |   |   | Ref Flow rate|   |   | 76| 0. 0015048|   | Water Con flow rate|   |   | 11. 6| 0. 003222222|   | Water evap flow rate|   |   | 27. 5| 0. 007638889|   | Voltage|   | How to cite Thermodynamics Lab, Papers Thermodynamics Lab Free Essays Mark powers Period 2 C physics March 17 Thermodynamics lab I. The purpose of this experiment is to keep a certain amount of water as hot as possible for as long as possible. We also get to use whatever materials we want as long as our product is or is smaller than 20cm. We will write a custom essay sample on Thermodynamics Lab or any similar topic only for you Order Now II. For my project I used Styrofoam, tinfoil, insulation, silicone, and a cork. I used the Styrofoam as a box to put the can in and the Styrofoam also acts as a thermal insulation. I used the tin foil because it serves as an insulator and keeps the radiant heat inside the box. Next I used insulation, which does what its name is, it keeps whatever inside of it insulated or prevents convection. I used silicone to block off the holes from the Styrofoam to make a good box for the heat to stay in. finally I used a cork on the top of my can to have the smallest hole for the heat to escape it. III. For this experiment I used Styrofoam, tinfoil, insulation, silicone, and a cork. I also need a thermometer to measure the change in temperature of the water during the course of the experiment. IV. First I cut out Styrofoam to the appropriate lengths and made sure it wasn’t over the 20 cm limit. I then covered the Styrofoam with tin foil and sealed off all the cracks on the inside with silicone. After that I put insulation on the whole inside of the box with enough room to put the can in on the inside. I finally added a cork on the top of the can to make the smallest opening so that the heat had little room to escape to conclude my project. Time| Temperature (C °)| 0 minutes| | 20 minutes| | V. Data VI. 1. I think the most important type of the 3 types of energy transfer that we had to minimize was convection because convection is heat transfer via heating surrounding fluid and then the fluid moves. 2. The sun doesn’t heat us through convection or conduction because for heat to heat through conduction it need to be touching it and we don’t touch the sun, and for conduction is heat transfer via heating surrounding fluid and then the fluid moves but us humans are solids, not liquids. . Mammals that live in cold climates and cold water insulate themselves with their fur and being cold blooded. The mammals that don’t live in water use their fur as an insulator to keep their warm air inside them and keep the cold air outside, and the cold-water mammals usually are cold blooded so that their temperature doesn’t really change with the cold conditions that they are around all the time. VII. How to cite Thermodynamics Lab, Papers