Critically assess the strengths and weaknesses of personal construct

Critically assess the strengths and weaknesses of personal construct In social psychology, individual difference research aims to find out why individuals act differently in the same scenarios (Butt, 2007). This essay will be looking at two different theories which study and interpret individual differences to personality in two different ways. Kellys (1955, cited in Butt, 2007; Stevens, 2002) personal construct theory and Eysenck and Rathmans (1965, cited in Butt, 2007) trait theory of personality will be outlined and then trait theory will be used to critique, and find the strengths and weaknesses of, personal construct theory to see how it contributes to our understanding of individual differences in personality. This essay will argue that the strength of the personal construct theory is that it gives a much more holistic contribution to our understanding of individual differences in personality than the trait theory, although unlike the trait theory, its weakness is that its findings can not be generalised. Personal construct theory also has stren gth in that it transcends the individual-social and agency-structure dualisms which the trait theory does not. Personal construct theory, developed by Kelly (1955, cited in Butt, 2007; Stevens, 2002) viewed personality as an individual experience. It advocates bipolar constructs that individuals use to help them understand their world, for example, stimulating-dull (Stevens, 2002). Personal construct theory uses the phenomenological approach and therefore aims to understand how individuals use their subjective, individual experiences to develop a set of personal constructions, which in turn, helps them to make sense of their world around them (Butt, 2004). This helps to understand the individuals lived experience, how they make meaning and how they come to view the world in different ways (Butt, 2007, cited in Butt, 2007). Personal construct theory therefore sees individual differences as recognising and taking account of each individuals world view and the conscious role they have in creating the individual they become and the personality they have (Butt, 2007; Stevens, 2002). To investigate each individuals set of personal constructs, Kelly (1955, cited in Butt, 2007) developed the repertory grid. This grid worked by individuals allocating personal constructs to everyone who they considered as part of their life. This subsequently allowed bipolar dimensions to be found. When analysing these constructions, it could be revealed how each individual experiences others and could show how two different individuals could make an entirely different assessment of the same person, for example, if an individual is fixed in their constructs they could come to believe that an individual who is reserved is always cold and so having a fixed personality could cause many relationship problems compared to having a fluid personality. A lot of constructing occurs subconsciously so the grid allows individuals to gain and communicate their own individual meanings of things that would otherwise be unavailable. Personal construct theory sees constructs as being adjustable and, by seeing themselves through an others eyes, individuals could make conscious decisions to change their personality and view of the world (Butt, 2007). But Kelly (1955, cited in Butt, 2007) argued that as much effort is placed in these constructions the individual may not want to change them. The fundamental parts of personal construct theory were usefully applied by Salmon (2003, cited in Butt, 2007) to education. Salmon (2003, cited in Butt, 2007) argued that to facilitate personal development, schools needed to take into account the students current personal constructs and the students also needed to be aware of their own personal constructs. Salmon (2003, cited in Butt, 2007) later developed the Salmon line, which allowed the students a tool to see how they were progressing using their own meanings about progression. In contrast to the personal construct theory, trait theories see individual differences to personality as the fixed ways that individuals vary from each other (Butt, 2007). There are many types of trait theory, although this essay is going to concentrate on Eysenck and Rathmans (1965, cited in Butt, 2007) trait theory in order to critique Kellys (1955, cited in Butt, 2007) personal construct theory. This trait theory was developed from the natural science and experimental mainstream approach to individual differences (Butt, 2007). The aim of the theory was to find general dimensions from various populations of individuals to allow trait theorists to be able to predict how, a certain individual would act in given situations. Eysenck and Rathman (1965, cited in Butt, 2007) argued that personality traits were due to biological and genetic factors and used the dimensions of extraversion-introversion and neuroticism-stability to measure personality with (Butt, 2007). Eysenck and Rathmans (1965, cited in Butt, 2007) trait theory of personality used data gained from Eysencks personality inventory questionnaire (Eysenck and Eysenck, 1963, cited in Butt, 2007) that involved many samples of individuals attributing dispositions to others (Butt, 2007). Eysenck and Rathmans (1965, cited in Butt, 2007) research led them to claim that there were two, main, unrelated dimensions of personality: extraversion and neuroticism and that these were behavioural expressions of temperament differences (Butt, 2007). Eysenck and Rathman (1965, cited in Butt, 2007) claimed that extraversion was grounded in cortical arousal and neuroticism was grounded in autonomic arousal, so the behavioural patterns were like the phenotype in biol ogy, whereas the innate brain structure is like the genotype (Butt, 2007). Eysenck reasoned that if the main dimensions in personality were found, these could have clinical application as they could be related to different kinds of neurotic behaviour which would explain why individuals acquire different types of psychological disorders (Butt, 2007). So both theories give two different ways of viewing personality. This essay will now critically analyse the strengths and weaknesses of personal construct theory using the trait theory of personality. The trait theory has been around for a long time and therefore has been researched a lot, has been very influential and has been tested extensively; this is unlike the personal construct theory which has been around for a relatively shorter period of time and so has been lacking in the same areas. The trait theory has also been seen as a more suitable way than the personal construct theory of looking at personality as it resembles the lay theories that individuals use when assessing others (Butt, 2007). Trait theories also use objective personality measurements, like the Eysenck personality inventory and this allows for large groups of individuals to be compared. This subsequently gives trait theory a wide scope for application as the trait theory findings can be used by organisations t hat need to identify trends in certain populations (Hollway, 2007). Personal construct theory data, in comparison, can not be generalised or compared across the wider population. But trait theory has got its weaknesses. Skinner (1974, cited in Butt, 2007) argued that traits do not explain personality or behaviour; they just identify trends in it. Although trait theories were designed to see how individuals react differently and consistently in certain situations (Butt, 2007), Mischel (1968, cited in Butt, 2007) argued that the evidence for this consistency is relatively small compared to the evidence there is for how people change with experience. Mischel (1968, cited in Butt, 2007) also suggests that rather than entirely reflecting the individuals personality traits, trait theory is strongly influenced by the thoughts, experiences and personality of the individual rating. The strength of objectivity within the trait theory, although helpful when comparing population, can also be viewed as a weakness of the theory. Personal construct theory data is subjective and situated in time and place unlike trait theory data which is taken out of its context making it ecologically invalid. The personal construct theory also takes into account the richness of an individuals personality (Butt, 2007) which the trait theory does not. Using phenomenology, personal construct theory attempts to see the distinctiveness of each individuals personality. Personal construct theory accepts that the individual can change and society can facilitate this change. This allows them to understand why individuals change depending on the situation and when that situation occurs and how this happens. Adaptations of personal construct theory also sees how change can happen in the future, for example, Salmons (2003, cited in Butt, 2007) version helped facilitate learning and her Salmon l ine allowed individuals to give themselves a goal and see what they needed to change in their personality to reach that goal. The trait theory, however, sees traits as biological and therefore fixed and unlikely to change. This means that it can not be used to assist changes in personality so has less practical uses than the personal construct theory. Unlike the personal construct theory, trait theory also does not take into account how an individuals social life could influence the individuals personality. A large strength of the personal construct theory is that it does not have the same extent of power relations plaguing it as the trait theory does. Personal construct theory uses qualitative interview methods which stop the researcher from having so much power over the findings of the research (Salmon, 2003, cited in Butt, 2007). The researcher uses the repertory grid to help each individual access their own personal constructs, in this way the researcher is prevented from assuming what the individuals constructs will be. Trait theorists, however, have lots of power over the individual. This is because the trait theory comes from the experimental approach. This means that the researchers that measure and put apply these measurements, for example, to create hierarchies in schools. Trait theory can therefore be misused as individuals can be judged against what is considered normal and competent by people who they believe are experts on the subject (Butt, 2007). But, personal construct theory also has its weaknesses because they do not use classification methods like the trait theories do and therefore they can not help an individual to get extra help, for example, if they need to be classified to get help with a split-personality. The personal construct theory also tried to make the researcher try to see the world through the participants eyes in order to help the participant express their constructs. But sometimes this would be impossible for the researcher, especially if they are working with an individual with a personality problem that they have no experience of. In trait theory there is an emphasis on the biological, genetic aspects of personality (Eysenck and Rathman, 1965, cited in Butt, 2007) which sees personality as fixed and coming from within the individual. But by concentrating on the individual and trying to find universal findings, the complexity and richness within each individual is lost. In education, psychometric measures have been used in such a way that teachers do nothing more than teach students how to pass tests. Salmon argued that testing students, learning becomes generalised and the students ability level becomes fixed as students become grouped depending on whether they score high, average or low on tests. This does not take into account the individual personality of each student. In personal construct theory, students are no longer seen as fixed in their abilities, Salmon argued that children do not learn in the ways stated above, instead they shift their meanings within a personal system of understandings. In this wa y each individual students personality could be such that they are good at and enjoy some types of learning and could be bad at and hate other types. So the personal construct theory has the strength of transcending the individual-society dualism. The way trait theory sees traits as fixed, determined, genetic and unchanging through environments also suggests that individuals have no agency in their personality traits and social structures did not affect their personality traits whatsoever. In the personal construct theory, Kelly (1965, 2007, cited in Butt, 2007), for example, put great emphasis on the society that individuals are constructed in. People were seen to use their experiences to actively create their worlds, even though these constructs and understandings that were gained from the social world sometimes restrict agency. So the personal construct theory has the strength of transcending the agency-structure dualism. Personal construct theory (Kelly, 1955, cited in Butt, 2007; Stevens, 2002) and the trait theory of personality (Eysenck and Rathman, 1965, cited in Butt, 2007) are two different approaches to individual differences in personality which contribute two different explanations to why people act in different ways in the same sort of situations (Butt, 2007). The strength of the personal construct theory is that it gives a much more detailed, holistic contribution to our understanding of individual differences in personality than the trait theory which sees personality as fixed and biologically determined. Personal construct theory sees individuals as having a fluid personality which changes through the individual interacting with their social world and so has contributed to individuals understandings of personality by showing them how they can change their constructions (i.e. the repertory grid). But, personal construct theory has a weakness as its findings can not be generalised like the trait theory can. So, although both theories contribute much to our understandings of individual differences to personality, personal construct theory has a greater contribution as it is more holistic and recognises that the social world and the individuals agency play a vital role in personality which is something that trait theory does not (Butt, 2007). Word Count: 2191 (excluding title). Butt, T. (2004) Personality Theories 1: Trait, Biological and Cognitive Social Approaches in Understanding People, Basingstoke and New York: Palgrove Macmillian. Butt, T. (2007) Individual Differences in Langdridge, D. and Taylor, S. (2007) (eds) Critical readings in Social Psychology. Milton Keynes: The Open University Press. Hollway, W. (2007) Social Psychology: past and present, in Hollway, W, Lucey, H. and Phoenix, A. (2007) (eds) Social Psychology Matters. Milton Keynes: The Open University Press. Stevens, R. (2002) Person Psychology: Psychoanalytic and Humanistic Perspectivesin Miell, D, Phoenix, A. and Thomas, K. (Eds.), Mapping Psychology Book 2, Chapter 9, Milton Keynes: The Open University.

The Evolution Of The Microprocessor :: essays research papers fc

Only once in a lifetime will a new invention come about to touch every aspect of our lives. Such a device that changes the way we work, live, and play is a special one, indeed. The Microprocessor has been around since 1971 years, but in the last few years it has changed the American calculators to video games and computers (Givone 1). Many microprocessors have been manufactured for all sorts of products; some have succeeded and some have not. This paper will discuss the evolution and history of the most prominent 16 and 32 bit microprocessors in the microcomputer and how they are similar to and different from each other. Because microprocessors are a subject that most people cannot relate to and do not know much about, this paragraph will introduce some of the terms that will be in- volved in the subsequent paragraphs. Throughout the paper the 16-bit and 32-bit mi- croprocessors are compared and contrasted. The number 16 in the 16-bit microproces- sor refers how many registers there are or how much storage is available for the mi- croprocessor (Aumiaux, 3). The microprocessor has a memory address such as A16, and at this address the specific commands to the microprocessor are stored in the memory of the computer (Aumiaux, 3). So with the 16-bit microprocessor there are 576 places to store data. With the 32-bit microprocessor there are twice as many places to store data making the microprocessor faster. Another common term which is mentioned frequently in the paper is the oscil- lator or the time at which the processors â€Å"clock† ticks. The oscillator is the pace maker for the microprocessor which tells what frequency the microprocessor can proc- ess information, this value is measured in Mega-hertz or MHz. A nanosecond is a measurement of time in a processor, or a billionth of a second. This is used to measure the time it takes for the computer to execute an instructions, other wise knows as a cy- cle.   Ã‚  Ã‚  Ã‚  Ã‚  There are many different types of companies of which all have their own family of processors. Since the individual processors in the families were developed over a fairly long period of time, it is hard to distinguish which processors were introduced in order. This paper will mention the families of processors in no particular order. The first microprocessor that will be discussed is the family of microprocessors called the 9900 series manufactured by Texas Instruments during the mid-70s and was developed

joseph conrad :: essays research papers

Joseph Conrad was born in Berdichev, in the Ukraine, in a region that had once been a part of Poland but was then under Russian rule. His father Apollo Korzeniowski was an aristocrat without lands, a poet and translator of English and French literature. The family estates had been sequestrated in 1839 following an anti-Russian rebellion. As a boy the young Joseph read Polish and French versions of English novels with his father. When Apollo Korzeniowski became embroiled in political activities, he was sent to exile with his family to Volgoda, northern Russia, in 1861. After being wounded in a duel or of a self-inflicted gunshot in the chest, Conrad continued a career at the seas for 16 years in the British merchant navy. He had been deeply in debt, but his uncle discharged his debts. This was a turning point in his life. Conrad rose through the ranks from common seaman to first mate, and by 1886 he obtained his master mariner's certificate, commanding his own ship, Otago. In the same year he was given British citizenship and he changed officially his name to Joseph Conrad. Witnessing the forces of the sea, Conrad developed a deterministic view of the world, which he expressed in a letter in 1897: "What makes mankind tragic is not that they are the victims of nature, it is that they are conscious of it. To be part of the animal kingdom under the conditions of this earth is very well - but soon, as you know of your slavery, the pain, the anger, and the strife. The tragedy begins." Conrad sailed to many parts of the world, including Australia, various ports of the Indian Ocean, Borneo, the Malay states, South America, and the South Pacific Island. In 1890 he sailed in Africa up the Congo River. The journey provided much material for his novel Heart of Darkness. However, the fabled East Indies particularly attracted Conrad and it became the setting of many of his stories. By 1894 Conrad's sea life was over. During the long journeys he had started to write and Conrad decided to devote himself entirely to literature. At the age of 36 Conrad settled down in England. In his famous preface to THE NIGGER OF THE 'NARCISSUS' (1897) Conrad crystallized his often quoted goal as a writer: "My task which I am trying to achieve is, by the power of the written word, to make you hear, to make you fell - it is, above all, to make you see.

Classical Philosophers Essay -- essays research papers

Classical Philosophy The golden age of Greece was an age of thinking, of knowledge, and of the arts. Some of the greatest minds of any time projected their ideas upon the masses. They were called philosophers. These were men whose minds developed some of the most abstract and revolutionary ideas of the time. Some of them were put to death for their ideas and their beliefs and became martyrs for their cause. During this age, three philosophers in particular stood out from the rest. Socrates Socrates was the first of the three great philosophers. Before devoting his life to his teachings and philosophies, he was a stonemason and also served as a soldier of some distinction during the Peloponnesian war. He never wrote any of his teachings down, and he preferred to speak about his beliefs and philosophies. He also involved himself with the political workings of Athens. He spent most of his life in discussion with young aristocratic men, unrelentingly questioning their blind confidence in popular opinion, but he never offered them any outlined abstract teaching. He merely conversed and questioned their beliefs. Also, unlike other Sophists of the time, he refused to accept pay for his teachings. Because he had no texts written by himself on his beliefs, we turn to his followers for information on his beliefs. Plato documents many of Socrates’ conversations with the youth of Athens in his book, Plato’s Republic. In 405 BC Socrates was convicted (wrongly I might add) of corrupting the youth of Athens, interfering with the religion of the city, and for his intervention into politics. There is a text called `Apology’, which documents his unsuccessful defense speech before the Athenian jury. In 399 BC, surrounded by friends and disciples, he drank hemlock (a poison made from the plant with the same name) and died gracefully. Socrates’ beliefs were not only revolutionary, but also controversial. He spoke with disdain about the gods, and refuted the notion that ‘good’ is doing whatever pleases them. Many texts document his beliefs and morals. Most informative of these are in Plato’s Republic. The best known out of all of his ideas were ideas about virtue, and doing what is right and good. Plato Plato was the next great philosopher, chronologically. It should be noted that Plato’s real name was Aristocles, and that Plato was a nickname, roughly translated to mean... ...e city. Here he started his own academy, known as the Lyceum, and here he began to teach Alexander. (Note: This is where the chain ended. Alexander did not become a philosopher, and did not teach anyone else) Not long after Aristotle returned to Athens, the Athenian people revolted against Macedonian rule. Due to his political position (some would describe it as betrayal) and to avoid being executed, he fled to the island of Euboea, where he died soon afterwards.   Ã‚  Ã‚  Ã‚  Ã‚  Aristotle’s works were modern for the time. He had distinguished dolphins and whales from fish, created a classification system quite similar to the one in place today, and formed many astronomical ideas, which were not far from the truth. It should also be noted that in medieval times, he gained a great many followers after some of his preserved works were found, and the disciples of the late philosopher generally believed his works as absolute truth.   Ã‚  Ã‚  Ã‚  Ã‚  These philosophers made a great impact, even thousands of years after their lives. We still look to their works for answers, and there are systems they themselves created that are still being put into use today. Classical Philosophers Essay -- essays research papers Classical Philosophy The golden age of Greece was an age of thinking, of knowledge, and of the arts. Some of the greatest minds of any time projected their ideas upon the masses. They were called philosophers. These were men whose minds developed some of the most abstract and revolutionary ideas of the time. Some of them were put to death for their ideas and their beliefs and became martyrs for their cause. During this age, three philosophers in particular stood out from the rest. Socrates Socrates was the first of the three great philosophers. Before devoting his life to his teachings and philosophies, he was a stonemason and also served as a soldier of some distinction during the Peloponnesian war. He never wrote any of his teachings down, and he preferred to speak about his beliefs and philosophies. He also involved himself with the political workings of Athens. He spent most of his life in discussion with young aristocratic men, unrelentingly questioning their blind confidence in popular opinion, but he never offered them any outlined abstract teaching. He merely conversed and questioned their beliefs. Also, unlike other Sophists of the time, he refused to accept pay for his teachings. Because he had no texts written by himself on his beliefs, we turn to his followers for information on his beliefs. Plato documents many of Socrates’ conversations with the youth of Athens in his book, Plato’s Republic. In 405 BC Socrates was convicted (wrongly I might add) of corrupting the youth of Athens, interfering with the religion of the city, and for his intervention into politics. There is a text called `Apology’, which documents his unsuccessful defense speech before the Athenian jury. In 399 BC, surrounded by friends and disciples, he drank hemlock (a poison made from the plant with the same name) and died gracefully. Socrates’ beliefs were not only revolutionary, but also controversial. He spoke with disdain about the gods, and refuted the notion that ‘good’ is doing whatever pleases them. Many texts document his beliefs and morals. Most informative of these are in Plato’s Republic. The best known out of all of his ideas were ideas about virtue, and doing what is right and good. Plato Plato was the next great philosopher, chronologically. It should be noted that Plato’s real name was Aristocles, and that Plato was a nickname, roughly translated to mean... ...e city. Here he started his own academy, known as the Lyceum, and here he began to teach Alexander. (Note: This is where the chain ended. Alexander did not become a philosopher, and did not teach anyone else) Not long after Aristotle returned to Athens, the Athenian people revolted against Macedonian rule. Due to his political position (some would describe it as betrayal) and to avoid being executed, he fled to the island of Euboea, where he died soon afterwards.   Ã‚  Ã‚  Ã‚  Ã‚  Aristotle’s works were modern for the time. He had distinguished dolphins and whales from fish, created a classification system quite similar to the one in place today, and formed many astronomical ideas, which were not far from the truth. It should also be noted that in medieval times, he gained a great many followers after some of his preserved works were found, and the disciples of the late philosopher generally believed his works as absolute truth.   Ã‚  Ã‚  Ã‚  Ã‚  These philosophers made a great impact, even thousands of years after their lives. We still look to their works for answers, and there are systems they themselves created that are still being put into use today.

Marvell Vs Herrick Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  During the 17th century the style of writing was changing from poems about death to ones whose subject was about living life to it’s fullest extent. This kind of writing was also known as carpe diem. Robert Herrick and Andrew Marvell were two of the first carpe diem poets. Although their styles were similar their subjects differed.   Ã‚  Ã‚  Ã‚  Ã‚  Both Marvell and Herrick used metaphors in their writing. In To His Coy Mistress, Marvell writes, â€Å"Had we but world enough, and time, This coyness lady were no crime,†(414). This is a metaphor saying that if they had all the time in the world to spend together that he would not be so worried about getting married right away. Herrick says in To the Virgins to Make Much of Time, â€Å"And this same flower that smiles today Tomorrow will be dying,†(416). This means that whatever man likes a girl today, tomorrow may like somebody else. Both Marvell and Herrick’s poems are in the form of an argument, they are trying to convince the young women in the poems to forget their morals and live life like it should be lived. Both poets also used personification in their writing. Marvell personifies youth by comparing it to a drop of dew, â€Å"Now therefore, while the youthful hew sit on thy skin like morning dew,†¦Ã¢â‚¬  (415). Here he is sayi ng that like dew youth does not stay around forever. In Herrick’s poem he gives the sun life-like qualities in the line, â€Å"The glorious lamp of heaven, the sun, The higher he’...

Management Information System Questions

————————————————- MANAGEMENT INFORMATION SYSTEM Question 1(10 Marks) Discuss five (5) challenges of Management Information System (MIS). Answers Introduction A Management Information System (MIS) provides information which is needed to manage organizations effectively. Management information systems involve three primary resources such as people, technology and information or decision making. Management information systems are distinct from other information systems in that they are used to analyze operation activities in the organization.Academically, the term is commonly used to refer to the group of information management methods tied to the automation support of human decision making, e. g. decision support systems, expert systems and executive information systems. The Challenge of Management Information System (MIS) Although information technology is advancing at a bli nding pace, there is nothing easy or mechanical about building and using information systems. There are five major challenges confronting managers: 1. The information systems investment challengeIt is obvious that one of the greatest challenges facing managers today is ensuring that their companies do indeed obtain meaningful returns on the money they spend on information systems. It’s one thing to use information technology to design, produce, deliver, and maintain new products. It’s another thing to make money doing it. How can organizations obtain a sizable payoff from their investment in information systems? How can management ensure that information systems contribute to corporate value?Senior management can be expected to ask these questions: How can we evaluate our information systems investments as we do other investments? Are we receiving the return on investment from our systems that we should? Do our competitors get more? Far too many firms still cannot answ er these questions. Their executives are likely to have trouble determining how much they actually spend on technology or how to measure the returns on their technology investments. Most companies lack a clear-cut decision-making process for eciding which technology investments to pursue and for managing those investments. 2. The strategic challenge What complementary assets are needed to use information technology effectively? Despite heavy information technology investments, many organizations are not realizing significant business value from their systems, because they lack—or fail to appreciate—the complementary assets required to make their technology assets work. The power of computer hardware and software has grown much more rapidly than the ability of organizations to apply and use this technology.To benefit fully from information technology, realize genuine productivity, and become competitive and effective, many organizations actually need to be redesigned. T hey will have to make fundamental changes in employee and management behavior, develop new work models, retire obsolete work rules, and eliminate the inefficiencies of outmoded business processes and organizational structures. New technology alone will not produce meaningful business benefits. 3. The globalization challengeHow can firms understand the requirements of a global economic environment? The rapid growth in international trade and the emergence of a global economy call for information systems that can support both producing and selling goods in many different countries. In the past, each regional office of a multinational corporation focused on solving its own unique information problems. Given language, cultural, and political differences among countries, this focus frequently resulted in chaos and the failure of central management controls.To develop integrated, multinational, information systems, businesses must develop global hardware, software, and communications stan dards; create cross-cultural accounting and reporting structures; and design transnational business processes. 4. The information technology infrastructure challenge: How can organizations develop an information technology infrastructure that can support their goals when business conditions and technologies are changing so rapidly? Many companies are saddled with expensive and unwieldy information technology platforms that cannot adapt to innovation and change.Their information systems are so complex and brittle that they act as constraints on business strategy and execution. Meeting new business and technology challenges may require redesigning the organization and building a new information technology (IT) infrastructure. Creating the IT infrastructure for a digital firm is an especially formidable task. Most companies are crippled by fragmented and incompatible computer hardware, software, telecommunications networks, and information systems that prevent information from flowing freely between different parts of the organization.Although Internet standards are solving some of these connectivity problems, creating data and computing platforms that span the enterprise—and, increasingly, link the enterprise to external business partners—is rarely as seamless as promised. Many organizations are still struggling to integrate their islands of information and technology. 5. Ethics and security challenge: The responsibility and control challenge: How can organizations ensure that their information systems are used in an ethically and socially responsible manner?How can we design information systems that people can control and understand? Although information systems have provided enormous benefits and efficiencies, they have also created new ethical and social problems and challenges. A major management challenge is to make informed decisions that are sensitive to the negative consequences of information systems as well to the positive ones. Managers face an ongoing struggle to maintain security and control. Today, the threat of unauthorized penetration or disruption of information systems has never been greater.Information systems are so essential to business, government, and daily life that organizations must take special steps to ensure their security, accuracy, and reliability. A firm invites disaster if it uses systems that can be disrupted or accessed by outsiders, that do not work as intended, or that do not deliver information in a form that people can correctly use. Information systems must be designed so that they are secure, function as intended, and so that humans can control the process. QUESTION 2 (10 Marks)Explain with example (s) one (1) of the following Enterprise Applications: a) ERP b) SCM c) CRM Answers a) ERP Introduction In 1990, Gartner Group first employed the acronym ERP as an extension of material requirements planning (MRP), later manufacturing resource planning and computer-integrated manufacturing. W ithout supplanting these terms, ERP came to represent a larger whole, reflecting the evolution of application integration beyond manufacturing. Not all ERP packages were developed from a manufacturing core.Vendors variously began with accounting, maintenance and human resources. By the mid-1990s, ERP systems addressed all core functions of an enterprise. Beyond corporations, governments and non-profit organizations also began to employ ERP systems. Enterprise Resource Planning (ERP) Enterprise Resource Planning (ERP) systems integrate internal and external management information across an entire organization, embracing finance or accounting, manufacturing, sales and service, customer relationship management, etc. ERP systems automate this activity with an integrated software application.Their purpose is to facilitate then flow of information between all business functions inside the boundaries of the organization and manage the connections to outside stakeholders. ERP systems can ru n on a variety of computer hardware and network configurations, typically employing a database as a repository for information. Characteristics ERP systems typically include the following characteristics:- * An integrated systems that operates in real time (or next to real time), without relying on periodic updates. * A common database, which supports all applications. * A consistent look and feel throughout each module. Installation of the system without elaborate application/data integration by the Information Technology (IT) department. Examples: * Finance/ Accounting : General ledger, payables, cash management, fixed assets, receivables, budgeting and consolidation. * Human Resources : payroll, training, benefits, 401K, recruiting and diversity management. * Manufacturing : Engineering, bill of materials, work orders, scheduling, capacity, workflow management, quality control, cost management, manufacturing process, manufacturing projects, manufacturing flow, activity based cost ing, product lifecycle management. Supply chain management : Order to cash, inventory, order entry, purchasing, product configurator, supply chain planning, supplier scheduling, inspection of goods, claim processing, commissions. * Project management : Costing, billing, time and expense, performance units, activity management. * Customer relationship management : Sales and marketing, commissions, service, customer contact, call center support. * Data services : Various â€Å"self–service† interfaces for customers, suppliers and/or employees. * Access control : Management of user privileges for various processes. Components:- * Transactional database Management portal/dashboard * Business intelligence system * Customizable reporting * External access via technology such as web services * Search * Document management * Messaging/chat/wiki * Workflow management Connectivity to Plant Floor Information ERP systems connect to real–time data and transaction data in a v ariety of ways. These systems are typically configured by systems integrators, who bring unique knowledge on process, equipment, and vendor solutions. Direct integration—ERP systems have connectivity (communications to plant floor equipment) as part of their product offering.This requires the vendors to offer specific support for the plant floor equipment that their customers operate. ERP vendors must be expert in their own products, and connectivity to other vendor products, including competitors. Database integration—ERP systems connect to plant floor data sources through staging tables in a database. Plant floor systems deposit the necessary information into the database. The ERP system reads the information in the table. The benefit of staging is that ERP vendors do not need to master the complexities of equipment integration. Connectivity becomes the responsibility of the systems integrator.Enterprise appliance transaction modules (EATM)—These devices commu nicate directly with plant floor equipment and with the ERP system via methods supported by the ERP system. EATM can employ a staging table, Web Services, or system–specific program interfaces (APIs). The benefit of an EATM is that it offers an off–the–shelf solution. Custom–integration solutions—Many system integrators offer custom solutions. These systems tend to have the highest level of initial integration cost, and can have a higher long term maintenance and reliability costs. Long term costs can be minimized through careful system testing and thorough documentation.Custom–integrated solutions typically run on workstation or server class computers. Implementation ERP's scope usually implies significant changes to staff work processes and practices. Generally, three types of services are available to help implement such changes—consulting, customization, and support. Implementation time depends on business size, number of modules, customization, the scope of process changes, and the readiness of the customer to take ownership for the project. Modular ERP systems can be implemented in stages. The typical project for a large enterprise consumes about 14 months and requires around 150 consultants.Small projects can require months; multinational and other large implementations can take years. Customization can substantially increase implementation times. Process preparation Implementing ERP typically requires changes in existing business processes. Poor understanding of needed process changes prior to starting implementation is a main reason for project failure. It is therefore crucial that organizations thoroughly analyze business processes before implementation. This analysis can identify opportunities for process modernization. It also enables an assessment of the alignment of current processes with those provided by the ERP system.Research indicates that the risk of business process mismatch is decreased by: * linking current processes to the organization's strategy; * analyzing the effectiveness of each process; * understanding existing automated solutions. ERP implementation is considerably more difficult (and politically charged) in decentralized organizations, because they often have different processes, business rules, data semantics, authorization hierarchies and decision centers. This may require migrating some business units before others, delaying implementation to work through the necessary changes for each unit, possibly reducing integration (e. . linking via Master data management) or customizing the system to meet specific needs. A potential disadvantage is that adopting â€Å"standard† processes can lead to a loss of competitive advantage. While this has happened, losses in one area are often offset by gains in other areas, increasing overall competitive advantage. Configuration Configuring an ERP system is largely a matter of balancing the way the customer wants t he system to work with the way it was designed to work. ERP systems typically build many changeable parameters that modify system operation.For example, an organization can select the type of inventory accounting—FIFO or LIFO—to employ, whether to recognize revenue by geographical unit, product line, or distribution channel and whether to pay for shipping costs when a customer returns a purchase. Customization ERP systems are theoretically based on industry best practices and are intended to be deployed â€Å"as is†. ERP vendors do offer customers configuration options that allow organizations to incorporate their own business rules but there are often functionality gaps remaining even after the configuration is complete.ERP customers have several options to reconcile functionality gaps, each with their own pros/cons. Technical solutions include rewriting part of the delivered functionality, writing a homegrown bolt-on/add-on module within the ERP system, or int erfacing to an external system. All three of these options are varying degrees of system customization, with the first being the most invasive and costly to maintain. Alternatively, there are non-technical options such as changing business practices and/or organizational policies to better match the delivered ERP functionality.Key differences between customization and configuration include: * Customization is always optional, whereas the software must always be configured before use (e. g. , setting up cost/profit center structures, organizational trees, purchase approval rules, etc. ) * The software was designed to handle various configurations, and behaves predictably in any allowed configuration. * The effect of configuration changes on system behavior and performance is predictable and is the responsibility of the ERP vendor. The effect of customization is less predictable, is the customer's responsibility and increases testing activities. Configuration changes survive upgrades to new software versions. Some customizations (e. g. code that uses pre–defined â€Å"hooks† that are called before/after displaying data screens) survive upgrades, though they require retesting. Other customizations (e. g. those involving changes to fundamental data structures) are overwritten during upgrades and must be re-implemented. Customization Advantages: * Improves user acceptance * Offers the potential to obtain competitive advantage vis-a-vis companies using only standard features. Customization Disadvantages: * Increases time and resources required to both implement and maintain. Inhibits seamless communication between suppliers and customers who use the same ERP system un-customized. * Over reliance on customization undermines the principles of ERP as a standardizing software platform Extensions ERP systems can be extended with third–party software. ERP vendors typically provide access to data and functionality through published interfaces. Extensio ns offer features such as:- * archiving, reporting and republishing; * capturing transactional data, e. g. using scanners, tills or RFID * access to specialized data/capabilities, such as syndicated marketing data and associated trend analytics. advanced planning and scheduling (APS) Data migration Data migration is the process of moving/copying and restructuring data from an existing system to the ERP system. Migration is critical to implementation success and requires significant planning. Unfortunately, since migration is one of the final activities before the production phase, it often receives insufficient attention. The following steps can structure migration planning: * Identify the data to be migrated * Determine migration timing * Generate the data templates * Freeze the toolset Decide on migration-related setups * Define data archiving policies and procedures. Comparison to special–purpose applications Advantages The fundamental advantage of ERP is that integrating the myriad processes by which businesses operate saves time and expense. Decisions can be made more quickly and with fewer errors. Data becomes visible across the organization. Tasks that benefit from this integration include: * Sales forecasting, which allows inventory optimization * Chronological history of every transaction through relevant data compilation in every area of operation. Order tracking, from acceptance through fulfillment * Revenue tracking, from invoice through cash receipt * Matching purchase orders (what was ordered), inventory receipts (what arrived), and costing (what the vendor invoiced) ERP systems centralize business data, bringing the following benefits: * They eliminate the need to synchronize changes between multiple systems—consolidation of finance, marketing and sales, human resource, and manufacturing applications * They bring legitimacy and transparency in each bit of statistical data. They enable standard product naming/coding. * They provide a comprehensive enterprise view (no â€Å"islands of information†). They make real–time information available to management anywhere, any time to make proper decisions. * They protect sensitive data by consolidating multiple security systems into a single structure. Disadvantages * Customization is problematic. * Re–engineering business processes to fit the ERP system may damage competitiveness and/or divert focus from other critical activities * ERP can cost more than less integrated and or less comprehensive solutions. High switching costs associated with ERP can increase the ERP vendor's negotiating power which can result in higher support, maintenance, and upgrade expenses. * Overcoming resistance to sharing sensitive information between departments can divert management attention. * Integration of truly independent businesses can create unnecessary dependencies. * Extensive training requirements take resources from daily operations. Due to ERP's architectur e (OLTP, On-Line Transaction Processing) ERP systems are not well suited for production planning and supply chain management (SCM) The limitations of ERP have been recognized sparking new trends in ERP application development, the four significant developments being made in ERP are, creating a more flexible ERP, Web-Enable ERP, Enterprise ERP and e-Business Suites, each of which will potentially address the failings of the current ERP. QUESTION 3 (18 Marks) Describe with example all stages of System Development Lifecycle.Answers Introduction The Systems development life cycle (SDLC), or Software development process in systems engineering, information systems and software engineering, is a process of creating or altering information systems, and the models and methodologies that people use to develop these systems. In software engineering the SDLC concept underpins many kinds of software development methodologies. These methodologies form the framework for planning and controlling th e creation of an information system: the software development process.Software development contains set of activities which when performed in coordination and in accordance with one another result in the desired result. Software development methodologies are used for the computer based information systems. The growth of the information’s has to pass through various phases or stages these stages are known as System Development Life Cycle (SDLC). The SDLC follows a well defined process by which the system is conceived, developed and implemented. To understand system development, we need to recognize that a candidate system has a life cycle, much like a living system or a new product.Systems analysis and design are based to the system life cycle. The stages are described below. The analyst must progress from one stage to another methodically, answering key questions and achieving results in each stage. Figure 1 : System Development Life Cycle (SDLC) Stages Step 1: Recognition of Need – What is the Problem? One must know what the problem is before it can be solved. The basis for a candidate system is recognition of a need for improving an information system or a procedure. For example, a supervisor may want to investigate the system flow in purchasing.Or a bank president has been getting complaints about the long lines in the drive – in. This need leads to a preliminary survey or an initial investigation to determine whether an alternative system can solve the problem. It entails looking into the duplication of effort bottlenecks, inefficient existing procedures, or whether parts of the existing system would be candidates for computerization. If the problem is serious enough, management may want to have an analyst look at it, such an assignment implies a commitment, especially if the analyst hired from the utside. In larger environments, where formal procedures are the norm, the analyst’s first task is to prepare a statement specifying the scope and objective of the problem. He/she then reviews it with the user for accuracy at this stage, only a rough â€Å"ball parle† estimate of the development cost of the project may be reached. However, an accurate cost of the next phase – the feasibility study – can be produced. Step 2: Feasibility Study Depending on the results of the initial investigation, the survey is expanded to a more detailed feasibility study.As we shall learn, a feasibility study is a test of a system proposal according to its workability impact on the organization, ability to meet user needs, and effective use of resources. It focuses on their major questions: * What are the user’s demonstrable needs and how does a candidate system meet them? * What resources are available for given candidate systems? Is the problem worth solving? * What are the likely impact of the candidate system on the organization? How will it fit within the organization’s master MIS plan?Each of these questions must be answered carefully. They revolve around investigation and evaluation of the problem, identification and description of candidate systems, specification of performance and the cost of each system, and final selection of the best system. The objective of a feasibility study is not to solve the problem but to acquire a sense of its scope. During the study, the problem definition is crystallized and aspects of the problem to be included in the system are determined. Consequently, costs and benefits are estimated with greater accuracy at this stage.The result of the feasibility study is a formal proposal. This is simply a report – a formal document detailing the nature and scope of the proposed solution. The proposal summarizes what is known and what is going to be done. It consists of the following. 1. Statement of the Problem – a carefully worded statement of the problem that led to analysis. 2. Summary of Findings and Recommendations – a list of the major findings and recommendations of the study. It is ideal for the user who required quick access to the results of the analysis of the system under study.Conclusions are stated, followed by a list of the recommendations and a justification for them. 3. Details of Findings – An outline of the methods and procedures undertaken by the existing system, followed by coverage of objectives ; procedures of the candidate system. Included are also discussions of output reports, file structures, and costs and benefits of the candidate system. 4. Recommendations and Conclusions – special recommendations regarding the candidate system, including the personal assignments costs, project schedules, and target dates.Three key considerations are involved in the feasibility analysis: economic, technical, behavioral. Let’s briefly review each consideration and how it relates to the systems effort. * Economic Feasibility: Economic analysis is the most frequently use d method for evaluating the effectiveness of a candidate system. More commonly known as cost/benefit analysis, the procedure is to determine the benefits and savings that are expected from a candidate system and compare them with costs. If benefits outweigh costs, then the decision is made to design and implement the system.Otherwise, further justification or alterations in the proposed system will have to be made if it is to have a chance of being approved. This is an ongoing effort that improves in accuracy at each phase of the system life cycle. * Technical Feasibility: Technical feasibility centers around the existing computer system (hardware, software etc. ) and to what extent it can support the proposed addition. For example, if the current computer is operating at 80 per cent capacity – an arbitrary ceiling – then running another application could overload the system or require additional hardware.This involves financial considerations to accommodate technical enhancements. If the budget is a serious constraint, then the project is judged not feasible. * Behavioral Feasibility: People are inherently resistant to change, and computers have been known to facilitate change. An estimate should be made of how strong a reaction the user staff is likely to have towards the development of a computerized system. It is common knowledge that computer installations have something to do with turnover, transfers, retraining, and changes in employee job status.Therefore, it is understandable that the introduction of a candidate system requires special effort to educate, sell, and train the staff on new ways of conducting business. After the proposal is viewed by management it becomes a formal agreement that paves the way for actual design and implementation. This is a crucial decision point in the life cycle. Many projects die here, whereas the more promising ones continue through implementation. Changes in the proposal are made in writing, depending on the complexity, size, and cost of the project. It is simply common sense to verify changes before committing the project to design.Step 3: Analysis It is a detailed study of the various operations performed by the system and their relationship within and outside of the system. A key question is – what must be done to solve the problem? One aspect of analysis is defining the boundaries of the system and determining whether or not a candidate system should consider other related systems. During analysis, data are collected on available files, decision points, and transactions handled by the present system. We shall learn about some logical system models and tools that are used in analysis.It requires special skills and sensitivity to the subjects being interviewed. Bias in data collection and interpretation can be problem. Training, experience and common sense are required for collection of the information needed to do the analysis. Once analysis is completed the analyst has a firm understanding of what is to be done. The next step is to decide how the problem might be solved. Thus, in the systems design, we move from the logical to the physical aspects of the life cycle. Step 4: Design The most creative and challenging phase of the system life cycle is system design.The term design describes both a final system and a process by which it is developed. It refers to the technical specifications (analogous to the engineer’s blueprints) that will be applied in implementing the candidate system. It also includes the constructions of programs and programme testing. The key question here is – How should the problem be solved?. The first step is to determine how the output is to be produced and in what format. Samples of the output (and input) are also available. Second, input data and master files (data base) have to be designed to meet the requirements of the proposed output.The operational (processing) phase are handled through programme constru ction and testing, including a list of the programmes needed to meet the system’s objectives and complete documentation. Finally, details related to justification of the system and an estimate of   the impact of the candidate system on the user and the organization are documented and evaluated by management as a step toward implementation. The final report prior to the implementation phase includes procedural flowcharts, record layouts, report layouts, and a workable plan for implementing the candidate system.Information on personnel, money, hardware, facilities and their estimated cost must also be available. At this point, projected costs must be close to actual costs of implementation. In some firms, separate groups of programmer do the programming whereas other firms employ analyst programmers who do analysis and design as well as code programs. For this discussion, we assume that analysis and programming is carried out by two separate persons. There are certain functio ns, though, that the analyst must perform while programs are being written operating procedures and documentation must be completed.Security and auditing procedures must also be developed. Step 5: Testing No system design is ever perfect. Communication problems, programmers negligence or time constraints create errors that most be eliminated before the system is ready for user acceptance testing. A system is tested for online response, volume of transactions, stress, recovery form failure and usability. Then comes system testing, which verifies that the whole set of programs hangs together, following system testing is acceptance testing or running the system with live   data by the actual use.System testing requires a test plan that consists of several key activities and steps for programs, string, system and user acceptance testing. The system performance criteria deal with turnaround time, backup, file protection, and the human factor. Step 6: Implementation This phase is less c reative than system design. It is primarily concerned with user training, site preparation, and file conversion. When the candidate system is linked to terminals and remote sites the telecommunication network and tests of the network along with the system are also included under implementation.During the final testing, user acceptance is tested, followed by user training. Depending on the nature of the system, extensive user training may be required, conversion usually takes place at about the same time the user is being trained or later. In the extreme, the programmer is falsely viewed as someone who ought to be isolated from other aspects of system development. Programming is itself design work, however. The initial parameter of the candidate system should be modified as a result of programming efforts. Programming provides a â€Å"reality test† for the assumptions made by the analyst.It is therefore a mistake to exclude programmers from the initial system design. System te sting checks the readiness and accuracy of the system to access, update and retrieve data from new files. Once the programmes become available, test data are read into the computer and processed against the file(s) provided for testing. If successful, the program(s) is then run with â€Å"live† data. Otherwise, a diagnostic procedure is used to local and correct errors in the program. In most programs, a parallel run is conducted where the new system runs simultaneously with the ‘old’ systems.This method, though costly, provides added assurance against errors in the candidate system and also gives the user-staff an opportunity to gain experience through operation. In some cases, however, parallel processing is not practical. For example, it is not plausible to run two parallel online point-to-sale (POS) systems for a retail chain. In any case, after the candidate system proves itself, the old system is phased out. Step 7: Evaluation During systems testing, the sy stem is used experimentally to ensure that the software does not fail.In other words, we can say that it will run according to its specifications and in the way users expect. Special test data are input for processing, and the results examined. A limited number of users may be allowed to use the system so that analyst can see whether to use it in unforeseen ways. It is desirable to discover any surprises before the organization implements the system and depends on it. Implementation is the process of having systems personnel check out and put new equipment into use, train users, install the new application and construct any files of data needed to use it.This phase is less creative than system design. Depending on the size of the organisation that will be involved in using the application and the risk involved in its use, systems developers may choose to test the operation in only one area of the Firm with only one or two persons. Sometimes, they will run both old and new system in parallel way to compare the results. In still other situations, system developers stop using the old system one day and start using the new one the next.Evaluation of the system is performed to identify its strengths and weaknesses. The actual evaluation can occur along any one of the following dimensions: * Operational Evaluation: Assessment of the manner in which the system functions, impact. * Organizational Impact: Identification and measurement of benefits to the organisation in such areas as financial concerns, operational efficiency and competitive impact. * User Manager Assessment: Evaluation of the attitudes of senior and user manager within the organization, as well as end-users. Development Performance: Evaluation of the development process in accordance with such yardsticks as overall development time and effort, conformance to budgets and standards and other project management criteria. Step 8: Post – Implementation and Maintenance Maintenance is necessary to eli minate errors in the working system during its working life and to tune the system to any variations in its working environment. Often small system deficiencies are found as a system is brought into operation and changes are made to remove them. System planners must always plan for resource availability to carry out these maintenance functions.The importance of maintenance is to continue to bring the new system to standards. After the installation phase is completed and the user staff is adjusted to changes created by the candidate system, evaluation and maintenance being. Like any system there is an ageing process the requires periodic maintenance of hardware ; software. If the new information is inconsistent with the design specifications, then changes have to be made. Hardware also requires periodic maintenance to keep in time with design specification. The importance of maintenance is to continue to bring the new system to standards. BIBLIOGRAFIGordon b. Davis ; Margrethe H. Ols on. (1985). Management Information Systems : Conceptual Foundations, Structure and Development. New York : McGraw-Hill. Lucey. T. (1987). Management Information Systems. 5th Ed. Eastleigh, Hants : D. P Pubns. O’Brien, James A. (2002). Management Information Systems : Managing Information Technology in the E-Business Enterprise. Boston : McGraw-Hill. Robert C. Nickerson, Saravanan Muthaiyah. (2004). Introduction to Information Systems. Petaling Jaya : Prentice Hall. McLeod Raymond, P. Shell George. (2004). Management Information Systems. N. J. : Pearson Prentice Hall.

Investigatory Project—Lever

A more proficient use of lever: A heavier lift Introduction A. Background of the study Buildings, infrastructures and a like were built using the help of machines. But have you ever ruminated how ancient structures like pyramids were built? Simple machines figured it out. Simple machines are any device that only requires the application of a single force to work. It is a tool used to make work easier. It gives mechanical advantage. This means that if you use a lever and the mechanical advantage it provides, you can lift an object that's much heavier than you are because the lever multiplies your effort. Lever, it is often used to move heavy loads with less effort. It is a rigid object that is used with an appropriate fulcrum point to multiply the mechanical force that can be applied to another object. B. Statement of the problem A study on the proficiency of lever in lifting heavy objects. Specific Objectives †¢To build a tabletop lever and investigate how changing the length of the effort arm affects the amount of effort it takes to lift an object. †¢To discover other factors that can affect the proficiency of lever. 2 E. Review of related literature The following definitions are the terms and concepts regarding the said investigatory project. Simple machines is any device that only requires the application of a single force to work. It is a tool used to make work easier. lever magnifies force or velocity. It is often used to move heavy loads with less effort. It is a rigid object that is used with an appropriate fulcrum or pivot point to multiply the mechanical force that can be applied to another object. Fulcrum , the support about which a lever turns. Beam, The bar of a balance from which weighing pans are suspended. Parts of the lever (in the experiment, still undefined) Effort end †¢Effort arm †¢Load end †¢Load arm *The First Class Lever, Second Class Lever and the Third Class lever. The only difference between them is the location of the fulcrum. *Levers help you move items that are very heavy. In the First Class lever the fulcrum is located in the middle. The load is on one end and the force is on the other. (crowbar) Second Class the fulcrum is on the end, the resistance force, the load, is in the middle, and the effort is at the other end. (wheelbarrow) The Third Class fulcrum is on the end of one side, the effort force is in the middle, and the resistance force, the load, is at the the top. baseball bat) *Levers are easy to spot because they help us in our lives. Some examples are: see-saw, claw hammer, crow bar, bottle opener, Piano keys, and car jacks. Bibliography Definition of terms: McGraw-Hill Dictionary of Scientific & Technical Terms, 6E, Copyright  © 2003 by The McGraw-Hill Companies, Inc. http://encyclozine. com/science/physics/machines http://encyclopedia2. thefreedictionary. com/simple+machine http://www. thefreedictionary. com/beam Methodology A. Materials and equipment †¢Ruler (with centimetres) †¢Plastic bag †¢Masking tape †¢Scissors †¢Pencil †¢Soap box with soap in it †¢Marbles (in same sizes) B. Procedure To start this project, you will need to build your lever. The ruler will be the beam for the lever. Tape a bar of soap to one end of the ruler. The soap is the load you will be trying to lift. Next you will need to construct a container out of your plastic bag to hold the marbles in. The bag and the marbles you'll place in the bag will be the effort. As you add more marbles, you are increasing the weight in the bag and thus, the effort until you eventually have enough effort to lift the soap bar. Put a piece of tape approximately 1 centimeter (cm) from the top of a plastic bag . Fold the taped part in half. Using a pair of scissors, cut a slit long enough to allow the ruler to slip through. Slip the free end of the ruler into the slit. Tape the bag to the ruler so it does not slide around. Be careful not to tape the bag closed, as you will need to add marbles in it. tape pencil to the edge of a table. Place your lever on the fulcrum. The bar of soap should be resting on the table, and the bag for the marbles should be dangling over the edge of the table. Position the ruler so that the length of the effort arm is 6 cm. You can use the markings on the ruler to measure 6 cm. Add marbles to the bag, one at a time, until the bar of soap lifts off the table. Continue increasing the effort arm length by 2-cm increments until the measures 24 cm. Materials and Equipment †¢Metric ruler (preferably one that is stiff and has centimeter markings) †¢Plastic sandwich bag (1) †¢Tape (preferably masking tape) †¢Scissors †¢Pen or pencil †¢Bar of soap (still in its packaging) †¢Pennies (approximately $3 worth; alternatively, marbles, beans, or some other small numerous item will work) †¢Lab notebook †¢Graph paper Experimental Procedure 1. To start this project, you will need to build your lever. The ruler will be the beam for the lever. Tape a bar of soap to one end of the ruler. The soap is the load you will be trying to lift. 2. Next you will need to construct a container out of your plastic bag to hold the pennies in. The bag and the pennies you'll place in the bag will be the effort. As you add more pennies, you are increasing the weight in the bag—and thus, the effort—until you eventually have enough effort to lift the soap bar (the load). a. Put a piece of tape approximately 1 centimeter (cm) from the zipper part of the top of a plastic sandwich bag. Do this on both the inside and the outside of one side of the plastic bag. See Figure 2. a. below. b. Fold the taped section in half, width-wise. Using a pair of scissors, cut a slit long enough to allow the ruler to slip through. See Figure 2. b. below. c. Slip the free end of the ruler (the effort end) into the slit. Tape the bag to the ruler so it does not slide around. Be careful not to tape the bag closed, as you will need to add pennies inside it (the effort). 1. ncrease the length of the effort arm by 2 cm (total length should now be 8 cm) and repeat step 5 again. Did it take more or fewer pennies to lift the load? Record your findings. 2. Continue increasing the effort arm length by 2-cm increments and retrying the experiment until the effort arm measures 24 cm. Don't forget to record all the data in your data table. 3. Analyze your data. You can make a line graph with the length of the effort arm on the x-axis and the number of pennies it takes to lift the load on the y-axis. Do you see a pattern? What happens when you double the distance? What happens when you quadruple the distance? To use the computer to make your graph you can visit the Create A Graph website. . You are trying to determine the relationship between two variables: the effort (# of pennies) it takes to lift the load (bar of soap) and the length of the effort arm, so choose the XY graph. b. Select the Data Tab, fill in: ?The graph title ?X-axis label (remember, the x-axis is the length of the effort arm) ? Y-axis label (remember, the y-axis is the number of pennies is takes to lift the load) ? In the Data Set box, tell the program you have 12 data points. ?For each point, fill in the length of the effort arm (x) and the number of pennies (y). So, point 1x would be 6 since you took your first data reading when the effort arm was 6 cm long. Point 1y would be the number of pennies, recorded in your data table, that it took to lift the soap bar at an effort arm length of 6 cm. ?You can use the remaining options to customize the font styles and colors of your chart. c. When you are done, print it out. Variations †¢What happens if you double the load by adding two soap bars? Does the effort (number of pennies in this science project) required to lift the load also double? What if you triple or quadruple the load? Use a kitchen scale to determine how much the load (soap bar) weighs and how much the effort (number of pennies needed to lift the soap bar) weighs. Can you use this information to calculate how much effort it would take to lift you? †¢In your background research you learned that there were several classes of levers. In the project above, you built a class 1 lever. Try building a class 2 lever, too. Compare t he class 1 and 2 levers. Do they require the same effort to lift the load? Remember to keep the distance between the fulcrum and the effort end the same when comparing the levers!