The audience in Act 1 Scene 1 of A Taste of Honey Essay Example for Free

The audience in Act 1 Scene 1 of A Taste of Honey Essay How does Shelagh Delaney establish the relationship of the main characters for the audience in Act 1 Scene 1 of A Taste of Honey? The first scene is probably the most important scene of all, as it tells us about the nature of the characters and their attitudes. The first words of the play that are stage directions play a big part. The quote the stage represents a comfortless flat . . . . . the street outside. Jazz music this tell us about the time in which they lived which was post war Britain from the jazz music. Jazz music is associated with the blues that was music about being down on your luck which was popular at these times. Mentioning that they lived in Manchester also gave a feeling of their surroundings. In Manchester at this time of the play there would have been few people of other ethnic origins as opposed to 1 in 20 British citizens being African, Asian or Caribbean origin in the 1990s. Also in that day and age it was only a tiny minority of the population on which were single parents. This would be the most important scene because it gave us an idea of what Helen and Jo are like. It tells us what there attitudes are and what sort of relationship they have. Helen reacts differently to Helen at the first impressions of the flat. While Helen is making the flat sounding a lot better than it actually is to make her feel a little bit better so she doesnt feel like a failure, Deep down inside she knows she is. Helen about the flat when she says Whats wrong with this place? . . . . . Anyway it will do for us. Jo hates the flat and expresss her feelings when she expresss to her mother I dont like it which are also the first words Jo, says in the play. Also Jo keeps pointing out faults to the flat like the roofs leaking and I bet itll smell trying to persuade Helen that the flat she had taken was a dump. You could say that Jo is pessimist and Helen is an optimist when it comes to attitudes to the flat. The setting of the flat is very depressing and greatly affects the characters of the play and brings them down. From the descriptions of the characters there are all the things people dont want to live near such as the gasworks, the slaughterhouse, tenements and a cemetery. Also when they arrive in the flat its raining which I think reflects how the characters are feeling and how low they are at the time. In the time Jo and Helen moved into the flat it was post war Britain and everything was being spent on buildings that needed restoring from the bombing during the wars. This meant that very little money was being spent to improve the condition of housing. The state of the flat affects Jo and Helen causing tension and most arguments nearly always start from living conditions of their flat. The flat also represents the chain of their life. They move from one run old flat to another that we find out when Jo says, Every place we find is the same which shows they are in a cycle they cannot break. Jo and Helen are mother and daughter, but as a reader its more of a sister relationship. Helen isnt a supportive mother and puts Jo down when she can which we find out when she says The way she bangs about! I tell you, my heads coming off. In the play there is one part where Helen offers to pay for Jo to go to Art School. Even though she says Have you ever . . . youll soon learn I dont think she means it and follow through with promises. They talk to one and other like they have no respect for each other. Jo doesnt show respect to her mother because she sees no reason to, after all, what has Helen ever done for Jo? Helen also doesnt care for Jo, as she never shows any affection to Jo at all when Jo says, Youve certainly never been affectionate with me. If Jo and Helen werent mother and daughter I think they wouldnt want to know each other if they had the choice. Its almost as if they had been forced together. The most likely subject to cause arguments is the state of the flat and how they actually treat each other. Also Shelagh Delaney uses humour, as in the form of sarcasm which relieves the tension of the atmosphere of the play and gives a little bit of light relief which Helen expresses when she says Why, have we run out of cemetery space? . . . When were gone. There is also a lot of jealousy between Jo and Helen. Jo is jealous of Helens men because she always shows affection to them rather than her. Also Jo once said I used to like one of them fancy men which also shows jealousy because Helen was hanging round him and never noticed Jo. Helen is jealous of Jo because she is young. When they first enter the flat Jo is a lot more organised than Helen and takes over the mother role because straight away she looks for sufficient heating God! Its freezing! Isnt their ant sort of fire anywhere, Helen? Also she puts a scarf round the light as a lampshade to make the room feel better with a softer light. To these characters the audience would feel tension as soon as they had walked through the door. But Shelagh Delaney tries to relax the mood with added sarcasm. When Peter enters he is presented as a brash car salesman, cigar in mouth, and from his dialogue we find he is a very selfish self-centred man. He doesnt care about anyones feelings when he says, Why dont you go home to your father? . . . Too bad to Jo that is a very sensitive issue to her, because of the fact she doesnt even know who her father is. He also tries to drag her to the pub knowing full well she that wasnt feeling well. When Peter is present she always she always wants to be there to get her mothers attention as a way of being spiteful to her. Helen acts as if Peter is an unwanted presence and tries to push him away at every advance he makes on her. But in the end she quite likes him as we find out when she says, Well, you certainly liberate something in me. And I dont think its maternal instincts either. The relationships in the first scene are very clear between Jo and Helen as we find out from the first time there is introduced. They fight as soon as they walk through the door of the flat. They both hate each other but in the end they care for each other. The relationship between Helen and Peter isnt that clear as it mentions little history, but from what Helen says hes not very nice person. We do find out that Helen had tried to escape from Peter when she says, How did you find my address. Its also clear that Jo doesnt like Peter as she tries to ruin Helens relationship with Peter. Also we know that Peter isnt interested in Jo and we find this out as Peter doesnt show any consideration to Jos feelings.

Microorganisms in Waste Water Treatment Process

Microorganisms in Waste Water Treatment Process When people think of microorganisms, they tend to think of unsafe pathogens. While this may be of concern there are beneficial microorganisms living ubiquitously around us as well. Microorganisms that live in air, soil, and groundwater live in a symbiotic cycle, consuming harmful chemicals and masses of organic materials. Therefore, it is only natural that scientists would harness the natural biodegradation of these in the field of Wastewater Management. Biotechnologists prefer to call this process bioremediation. They have been using bioremediation on wastewater for many years and have discovered a plethora of usable microorganisms. Due to the vast amounts of microorganisms capable of bioremediation, this paper is focusing on bacterium capable of breaking down organic material useful in treating wastewater. Wastewater treatment is performed on a variety of waste sources such as agricultural, residential, and industrial waste. Many bacteria such as Nitrsomonas, nitrobacter and paracoccus are important players in the treatment of industrial and sewage waste. The use of microbes in wastewater treatment plants is an integral piece of the wastewater treatment process due to the fact that microbial population in a facility can become depleted resulting in system back-ups, organic material build-up and overall reduction in system efficiency. It is at this point when supplementation of a microbial product becomes necessary. There are three stages of wastewater treatment: primary, secondary, and tertiary where microorganisms can be added or encouraged to grow in wastewater . The first two stages are concerned with large debris and organic matter removal by the use of a variety of filtration and sedimentation processes. Microbial organisms are stimulated in the second and third stages and the goa l is to degrade excessive amounts of contaminants such as nitrogen, phosphates, oils, chemicals and heavy metals by the third stage. One common practice used in residential wastewater in the second stage, is using activated sludge techniques, which aerates the waste to stimulate denitrifying and nitrifying microorganisms to biodegrade the waste. Most large sewage treatment plants use a two-phase digestion system in which organics are metabolized by  bacteria,  anaerobically. In the first stage, the sludge is heated and mixed in a closed tank for about 15 days, while digestion takes place. The sludge then flows into a second tank, which serves primarily for storage and settling. Sludge digestion is a biological process in which organic solids are decomposed into stable substances. Nitrifying and denitrifying organisms, both aerobic and anaerobic are added to convert about half of the organic sludge solids to liquids and gases (Siezen Galardini, 2008). Nitrosomonas europae was isolated in 1892 by Russian microbiologist Sergio Winogradsky. It has been a useful bacterium in wastewater treatment, usually added in the secondary treatment process due to its ability to breakdown organic material. If given an aerobic environment, ammonia is oxidized first to nitrite by ammonia-oxidizing bacteria, then nitrite is oxidized to nitrate by nitrite-oxidizing bacteria which makes N. europaea primarily important in the nitrification cycle (Arp and Bottomley, 2006). Nitrosomonas. europaea  is a bacillus shaped, gram-negative obligate chemolithoautotroph; which is an autotroph that gets its energy from oxidation of inorganic substances in the absence of light. It is a mobile bacteria with flagella located in its polar region. It commonly inhabits places rich in ammonia and inorganic salt, such as in soils, freshwaters, stone monuments, and sewage. It obtains most of its energy from its ammonia-oxidizing capabilites, an unusual process for most ba cteria.  Cell division may take several days due to its need for large amounts of ammonia consuming about 25 moles of ammonia per mole of carbon dioxide assimilated into cellular biomass (Arp and Bottomley, 2006).   Due to its long delay in cell division, scientists tend to avoid studying Nitrosomona. N. eurpoaea gains carbon from the atmosphere by converting carbon in a gaseous form into carbon bound up in organic molecules. Its genome consists of a single circular chromosome with 2,812,094 bases. Its gene structure denotes that it must take in Fe and suggests it can take in other metals such as Cu, Cd, Zn, and Co as well (Chain, Lamerdin, Larimer, Ragala, Lao, 2003). N. europea functions best at a basic ph but can tolerate a ph between 6.0-9.0 and it prefers temperatures between 20-30 degrees Celsius. Nitrobacter hamburgensis got its name because it was isolated in soil of the Old Botanic Garden in Hamburg. It is a gram-negative bacteria that lives mainly in soil, building sandstone, and sewage sludge. It is pear-shaped and has one sub-polar flagellum. There is one circular DNA chromosome and three circular DNA plasmids with 4,406,967 base pairs on the chromosome. (Kaipa, et al, 2010). N. hamburgensis  gains energy from oxidation of nitrite to nitrate and has the ability of metabolizing nitrogen in nitrite from its environment. It is found mainly in soil and freshwater. (Arp Bottomley, 2006). The bacteria has provided a solution to removing high levels of nitrogen from municipal effluents of wastewater treatment plants. Biofilms with different nitrifying bacteria including  N. hamburgensis  have been constructed. Before the invention of these biofilms very large and expensive reactors were used for this purpose. Paracoccus denitrificans, an organism that removes high levels of nitrogen in wastewater when paired with Nitrosomonas europaea, a nitrifying organism which reduces ammonia to nitrate. P. denitrifican  is a spherical coccus shaped gram-negative bacteria having a double membrane cell wall. It inhabit soils in either aerobic or anaerobic environments. First isolated in 1910 by Martinus Beijerinck, a Dutch microbiologist gave the organism the name  Micrococcus denitrificans, only later to be changed by Diana.H. Davis in 1969 to the current name Paracoccus denitrificans after the discovery that the bacteria contained many features known to be in mitochondria, possibly an ancestor to the eukaryotic mitochondria. (Davis, et al, 1969). The genome of  P. denitrificans  consists of two circular chromosomes and one plasmid. The first chromosome has 2,852,282 base pairs and the second chromosome has 1,730,097 base pairs. The plasmid has 653,815 base pairs (Swiss Inst., 2007). Many of th e proteins transcribed and translated from the plasmid is what gives  P. denitrificans  its unique features of the ability to metabolize ammonium to nitrogen gas. Due to P. denitrificans  ability to produce more than 5000 proteins it is useful in biotechnological applications (Uemoto Saiki, 2007). Another process commonly used in wastewater treatment is the use of biofilms, various trickling rock filters that encourage biofilms. (Sillankorva, Neubauer, Azeredo, 2008) These biofilms build microorganism communites enclosed in a matrix of extracellular polymeric substances separated by water channels. Within these colonies are a variety of bacteria, fungi and algae which biodegrade waste. Psuedomonas fluorescens, P. syringae and P. putida are a few of the bacterias found in biofilms. As well as fungus like Mycelium and algaes. The biofilm community is an optimal environment for cell-cell interactions, including the cellular exchange of genetic material, and nutrient exchange within the community. The matrix protects the microorganisms from UV exposure, metal toxicity, acid exposure, dehydration and salinity, phagocytosis, antibiotics, and antimicrobial agents (Hall-Stoodley, et al 2004). Pseudomonas fluorescens makes a great contribution to the turnover of organic matter and while present in soil, is abundant on the surfaces of plant roots and leaves. P. fluorescens grows at an optimum temperature of 25 ° Celsius but can also survive in temperatures as low as 0 ° degrees Celsius make it a rare pathogenic in humans. The bacterias degrading ability has been applied to pollutants such as styrene, TNT and, polycyclic aromatic hydrocarbons (Sillankorva, Neubauer, Azeredo, 2008). Notable is P. putida possessing a high biodegrading metabolism. It can breakdown styrene which is a highly polluting synthetic chemical, used to make plastics (Park, et al, 2005)). Pseudomonas putida is a gram-negative shaped bacteria, similar to  Pseudomonas aeruginosa, an known pathogen to humans, however it is missing key gene segments that P. aeruginosa possess making it nonpathogenic. The biochemistry of P. putida makes it an aerobic, gram negative, flourescent colored, rod-shaped bacteria. It a motile organism with one or more polar flagella. They are usually found in moist soil and water environments and grow optimally at room temperature. Certain strains have the ability to grow on and break down many dangerous pollutants and aromatic  hydrocarbons  such as toluene,  benzene, and ethylbenzene.  P. putida  can also be used in petroleum plants to purify fuel. P. putida  is also closely related to  Pseudomonas syringae, an abundant plant pathogen, but again it la cks the gene that causes such disease (DOE, 1998). The first isolation of Psuedomonas syringae occurred in 1902 by van Hall from a diseased lilac. Psuedomonas syringae are aerobic rod-shaped gram negative bacteria that are motile with the use of several polar flagella. Psuedomonas syringae secretes a plant toxin making it a known plant pathogen. Therefore, it is easy to see its use in the biodegradation of organic waste. Each strain of this bacteria has a specific plant it targets and is often found on plant leaves. Any interesting quality is its ability to form ice crystals, P. syringae  is responsible for causing frost injury to frost-sensitive plants. (Feil, et al, 2005) This discovery led to its production of artificial snow.

A Womans Role :: essays research papers

In every area of the world, women have always had a role to fill. It has varied through the years as cultures have changed, but they are always included in some way. Ancient China was no different. Women were thought of as unimportant, yet the Chinese couldn’t have prospered without them. Women should be given the same respect that is given a man. Ancient China was filled with superstition and undirected beliefs. It is as a result of this that women were treated poorly and unfairly. Women had very few rights, most of which were insignificant. They were not allowed to join the military to help fight for their country, they couldn’t give their opinion to a man, they couldn’t hold government positions, they couldn’t have a job other than housework, they couldn’t own property, and they couldn’t choose their husbands. Women were basically slaves. If a woman was caught impersonating a man, speaking out of turn, or not obeying her husband, she could be put to death. As far as the men were concerned, a woman’s purpose was to cook, clean, garden, and doing her part in carrying on the family name. Today in America, women are treated with respect and equality. It hasn’t always been this way, however, during our nations earlier years, a handful of people have changed laws pertaining to women’s rights. Because of this, every woman, without regard for age or race, can vote, hold a government office, speak publicly, make decisions for herself, and provide for herself by working outside of the home. Women utilize these rights so that they do not lose them and end up in the same boat that the ancient Chinese were in. Have you ever wondered what life would be like if today in America females were treated the same way women were treated in ancient China? Their workload would be much greater; instead of being able to have a job, they would be doing all of the physical labor around the house without the husbands help.

Shiloh by Bobbie Ann Mason Essay -- Shiloh by Bobbie Ann Mason

  Ã‚  Ã‚  Ã‚  Ã‚  The setting in the short story â€Å"Shiloh† by Bobbie Ann Mason works well to accentuate the theme of the story. The theme portrayed by Mason is that most people change along with their environment, with the exception of the few who are unwilling to adapt making it difficult for things such as marriage to work out successfully. These difficulties are apparent in Norma Jean and Leroy’s marriage. As Norma Jean advances herself, their marriage ultimately collapses due to Leroy’s unwillingness to adapt with her and the changing environment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Leroy Moffit is a truck driver, and over the years as his wife Norma Jean is adapting to the changing community his adaptation to things consist of pretty much the way he drives his truck. During this time Norma Jean is left at home to fend for herself and learn the workings of nearly being a single woman. Norma Jean started to play the organ again, practice weight lifting, and take night classes. When Leroy came home after years of being saturated in his work he expected things to be like they were in the beginning of their marriage. As time goes on at home, Leroy takes notice to Norma Jean’s keen, and independent understanding of what goes on around her. He observes and is afraid to admit that she has had to be her own husband. Over the years Norma Jean developed a structured routine that does not include him. As Leroy sits around and plays with a model log cabin set Norma is constantly working to advance and adapt herself with ...

Animal Testing Journal Articles :: Animal Testing

This article is summarized as the experimentation to observe the intelligence and mental abilities of the Baboons. The achievements of the experiment are to better our understanding of the â€Å"high mental processes† of animals, chiefly Primates. The experiment entailed two baboons and two humans in a couple of relation experiments on a computer. Both pairs were subjected to the find correlations and relations on a computer screen and then using a joystick point in the direction of the correct answer. The correct answer would result in a smell food pellet for the baboons and the wrong answer would result in a 7-second timeout.   Ã‚  Ã‚  Ã‚  Ã‚  In the APA guidelines they outline some very important issues sot the animals involved in the experiments are not abused. The first one I looked at is that research should be undertaken on animals only for a clear scientific purpose, I believe this rule will discourage random testing. The second guidelines of the APA is that the research have a significance sufficient to allow use and testing of animals. This also includes a clause on human pain is the equivalent of animal pain. The final guideline of the APA that I researched is section E which describes the psychologists behaviors as a monitor for the â€Å"animal(s) welfare through out† the research.   Ã‚  Ã‚  Ã‚  Ã‚  My views on animal testing both psychological and other must be done under two conditions: (1) the animals are being used for the purpose of bettering humanity or the human condition and (2) the animals must be treated if not like humans than better. The first condition is my way of saying that my experiment really does not follow my guidelines. The experiment was there just to see whether baboons (Papio papio) are capable of doing complex tasks, this has nothing whatsoever to do with bettering the human condition today which is in need of desperate aid. The second condition was once again broken by the use of food as the motivating factor behind the experiment, this means the animal was put in this situation hungry and HAD to be involved in order to acquire a must for survival, food.   Ã‚  Ã‚  Ã‚  Ã‚  The ethical problems in this experiment were minimal so the treatment of Baboons. The protocol is normal to allow the baboons enough space in which to be comfortable and the experiment did not involve deception or possible injury or physical harm.

Explanation of the research proposal Essay

# central research question: Research questions steer the student’s research, and the central research question should reflect the subject of research in a concise way. # theoretical (desk) research questions: Questions should reflect relevant theoretical concepts that apply to the topic under research by the student, i.e. from marketing, finance, business environment. The theoretical framework should be taken into account when formulating theoretical research questions. New theories will receive extra points! Students can improve the structure and categorize the questions under themes (categories), such as: * Strategic management (Competitive Grid, BCG, Ansoff, Abel, 5-forces, competitive strategy, PLC, PEST, SWOT, etc), * Marketing (4Ps, positioning, targeting, branding, CRM, branding, etc). * Operations & SCM (process strategy, SCM, inventory management, lean systems, forecast & demand driven systems, resource planning , and others). * International business (FDI, strategy & organization of int’l business, entry models, barriers to trade, etc). * Finance & accounting. The choice of topics also depends on how broad or narrow the student wants the research topic to be. # empirical (field) research questions: Students should think about what they want to find out by doing field research, and formulate research questions about these issues. They will need to identify the populations that they want to research and formulate research questions for each of these populations. One way to structure empirical research questions is using the research populations at categories. What is it you want to learn from these populations? But, formulate research questions, not questionnaire or interview questions! Research objectives: Objectives should reflect briefly what the student wants to achieve by the research project. Philosophy: Interpretivism – the view that all knowledge is a matter of interpretation. From the book: â€Å"A People’s History of the United States†, Howard Zinn: â€Å"But there is no such thing as a pure fact, innocent of interpretation. Behind every fact presented to the world – by a teacher, a writer, anyone – is a judgment. The judgment that has been made is that this fact is important, and that other facts, omitted, are not important.† * Positivism: 1 + 1 = 2 * Interpretivism: 1 + 1 = 3 # research approach: deductive/inductive: * Deductive is applying theories in desk research; * Inductive is developing theories, or new insights, by doing field research. # cross-sectional/longitudinal/exploratory/ descriptive/explanatory studies. * Cross-sectional means studying the here and now. * Longitudinal means studying developments over time by doing * exploratory, descriptive, and explanatory studies. Research strategy # Desk research: * Theoretical research questions drive desk-research. * IP-8 is an academic assignment and presenting issues in a theoretical context is a requirement. * IP-8 requires students to apply theories and models to a ‘real life’ business problem and to organize proprietary original field research. * Desk-research Desk research is done to answer the theoretical research questions and includes selecting and studying the theories and information relevant to the research topic. Students should explain how they will collect quantitative and qualitative data by doing internet, database and literature research. # quantitative secondary data: examples of texts, authors should be given. * # qualitative secondary data: Specific sources should be presented. * # internet research: Specific sources should be presented. Use of school databases is expected. * # literature research: Use of school library sources is expected. * Theoretical framework * Area – field – topic: when selecting the theories that apply to the research topic, students will describe the theoretical framework of their research topic. In the theoretical framework allows students to broaden or narrow down their subject of research. * # The area is the broader context, such as strategic management, marketing, finance, or logistics; * # The field is more narrow, such as for example competitive strategy, customer service, flow strategies of production and distribution, financial performance measurement, etc, depending on the topic of research. * # The topic is usually the central research question. * # primary – secondary – tertiary sources of secondary data: Specific sources should be presented. * # secondary data: document/survey based (CBS): Specific sources should be presented. * # referencing method: IBMS referencing method should be used. Field-research Empirical research questions drive field-research. # case-study: When students work with a sponsor, the research is often called a case study, because they do research that applies to a particular case, the sponsor. The sponsor company provides access to empirical data. # research populations: sampling frames: Students should do the following when they organize their field research: # formulate empirical research questions that will be answered by doing field research, # choose the research populations that can answer these questions, and possibly get a sampling frame (a list with names or items in the population), # select the research methods (interviews, surveys, observations) for each of the research populations that will be used to extract the information, # then select the sampling method (probability, or non-probability sampling) for each of the research populations. # observations/interviews/survey with questionnaires: Student should explain briefly why methods are chosen for each of the research populations. Sampling method for each of the research populations: # probability sampling (simple-random/ systematic/stratified-random/cluster sampling): Student should explain briefly which sampling methods have been chosen for each of the research populations and why. # non-probability sampling (quota/purposive/ snowball/self-selecting/convenience sampling): Student should explain briefly which sampling methods have been chosen for each of the research populations and why. # sample size: Student should explain why sample sizes haven been set, and how. # reliability/validity: Student should reflect on the consistency and representativeness of potential findings from the research populations that have been identified, and the truthfulness of potential findings. Empirical framework # environment of field research: Sponsor company provides access to empirical data. Student should briefly describe the environment of their field research, the sponsor company, and the research populations. # research populations (sources of primary data): Students describe the research populations of their field research which may consist of the sponsor company, representatives of departments, experts, customers, suppliers, competitors, etc. In the empirical framework more detailed information is provided about the research methods, observations, the type of the interviews and the questionnaires used in the survey (if applicable), and the type of data that is expected to be collected. Note: There is redundancy in some of the issues presented in the checklist under field research, research populations, sampling, and empirical environment. Students may refer to earlier parts. # observations: Observation is systematically observing people and/or processes. Observation might be an option for students doing a case study, but is often difficult to organize. # interviews: fully structured/semi-structured/ unstructured: Student should provide details about the type of interviews for each of the research populations. # surveys: self-administered/ interviewer administered questionnaires: Student should provide details about the type of surveys for each of the research populations. # opinion/behavior/attribute data: Student should provide details about the types of data will be collected from each of the research populations. Time table: Is time-table realistic and meeting deadlines?

EX open ended lab fluid

The flow Of water should be changed by regulating the outlet flow control valve. ) Once again, measure the flow of water and the manometer reading. 10) At least 6 readings should be obtained per experiment. 1 1 ) Turn off the pump, shut the isolating valve and the tapping valve for test pipe 1 12) The manometer is then inserted into the tapping points for test pipe 2 and open both the tapping and isolating valve. 13) Run the pump and all the relevant readings should be taken 14) The procedures were repeated for test pipe 3.Problem statement This water distributing system is to be a design for a water supply system from reservoir in Pang to Muar. The design will take into consideration all related parameters that will affect the design in terms of head loss. The monthly report will be submitted to Lumbago Air Juror. My team will be conducting an experiment to determine the most effective pipe size, by considering friction factor and pipe fitting. We will prepare the stimulated experim ental design for submission.Ways and means Suitable test methods to carry out the experiment were Identified based on the relevant standards. The experimental methods will be presented and we will defend our procedure. Rest It sheet PVC pipe no 1: diameter = 1 inch Cue /ran) Hal (m) h2o (m) Expo. Head loss, hex (IMHO) Pipe diameter Velocity, V (m/s) Theoretical head loss, (IMHO) percentage error (%) PVC pipe no 2: diameter = % inch Q (L/r-n) Theoretical head loss, Percentage error (%) PVC pipe no 3: diameter = h inch Q (L/ran)