Experiment 2Group EIntroductionAbstractIntroduc.docx

Experiment 2
Group E
Introduction
Abstract:
Introduction
Apparatus Explanation:
The experiment is performed on an apparatus that consists of an
aluminum alloy pipe that is connected to a diffuser to the
suction eye of a centrifugal fan.
To measure the distribution of static pressure, 14 taps are
connected to manometers placed along the pipe. (Tap number 14
reads the static pressure)
A Pitot tube is placed at the end of the pipe to measure
stagnation pressure. (Tap number 19 reads the stagnation
pressure)
The discharge opening down the stream can be adjusted from
0% to 100% open, also the speed of the fan can be adjusted too.
Motivation
Objective:
A Pitot tube and a manometer were used for in this experiment
to measure the radial velocity profile of an air flow inside a
pipe.
Using a Pitot tube and manometer to determine the velocity
profile.
Determine boundary layer thickness along the wall of the pipe.
Investigate the axial pressure distribution along the pipe

Background
The no-slip condition states that the velocity of the fluid is
equal to the velocity of the solid boundary which the fluid is in
direct contact with a solid boundary.
As the fluid moves down stream the flow become fully
developed where the velocity profile does not change with axial
position, unlike with the fluid enters the pipe.
When the fluid enters the pipe it passes through the entrance
region which is the distance between the fluid entrance till it
becomes a fully developed flow.
The velocity profile has different shapes depending on whether
the flow is laminar or turbulent.
Background
The speed of the flow can be calculated by the knowledge of the
static and the stagnation pressure in a derived equation from the
Bernoulli equation.
A Pitot tube is a device that measures the stagnation pressure of
the flow.
The Manometer is used to measure pressure difference by the
difference in high appearing on its tubes.
By the use of these two equations the equation that will be very
useful for this lab is:

Manometer
Background
The Pitot tube was invented in 1732 by a French Engineer
called Henri Pitot (1695-1771).
Due to design weakness the device was not effective and did
was not used a lot.
But in 1856 improvements where made to the tube by another
French Engineer called Henry Darcy with the assistance of
Henri Bazin.
Those improvements brought the Pitot tube to large scale uses.
Application
This experiment provides the knowledge of measuring the
velocity of a flow and the boundary layer thickness a long a the
wall of the pipe.
This knowledge would be beneficial to calculate the speed of a
fluid inside a pipe not just that but learning another method of
calculating the speed of a moving object be the velocity of the
flow surrounding it.
That method is already used in calculating the speed of aircraft
as we can see the use of Pitot tubes on them, and it can be
applied on cars or any other object.
Application
Procedure:
Turn on the motor and set it to 1250 RPM.
Make the discharge down stream open 10% and record the high
of the manometers.
Repeat that process having the discharge down stream open
30%, 50%70%, and 100%.

Repeat the whole process for 2000 RPM, 2800 RPM, and 3600
RPM.
Application
Procedure:
Set the RPM to be 1250.
Adjust the radial position of the Pitot tube to be 3, 4, 6, 8, 10,
12, 16, 20, 24, 28, 32, and 38 mm and record the manometers
14, 17, and 19.
Repeat the same process for 2600 RPM and 3400 RPM.
Biblography
http://www.britannica.com/biography/Henri-Pitot
https://bae.okstate.edu/faculty-
sites/Darcy/Pitot/DarcyAndThePitotTube.doc
https://moodle-2015-
2016.fullerton.edu/pluginfile.php/2788175/mod_resource/conten
t/2/EGME306B%20-%20Experiment%20No%2002.pdf
Equations
Boundary layer and displacement thickness
δ=0.99 Vmax
δ=Boundary layer thickness (mm)
Vmax=Max velocity
δ*=

Reynolds number
V =
V=Average velocity
Re=Reynolds number
ρ=Density
v=velocity
D=Pipe diameter m
μ=Fluid viscosity
Mach number
Flow rate
Frictional losses in a pipe

Friction factor
Darcy weisbach friction factor
Discussion
Three different speeds were measured to find the velocity and
pressure distribution in the duct.
Flow rate was controlled and gradually lowered from 100% to
10%. First at 100% then, 70% , 50% , 30% and finally 10%.
Results
Maximum pressure occurs at the boundary and reaches zero at
the center.
Maximum velocity occurs at the center and reaches zero at
boundary.
The results of the experiment supports the original theory that
the pipe would viscous effect on the flow.
To avoid the errors
Always check the gages are working.
The Tubes should have been labeled clearly for a quick reading.
The actual rpm was different than the one we were measuring.

Summery
Volume flow rate was determined from the boundary layer
measurement which yielded a velocity profile for the duct.
Graphs showed that the Velocity is at the max during the center
of the duct.
The velocity measured at the boundary was found to be zero due
to viscous effect of the duct
A smoother relationship was shown in the graphs between
velocity and distance from the center squared.
The pressure does increase as the distance from the center
increases; zero pressure at center and maximizes at the
boundary.
conclusion
The result of the experiment shows that the flow will always
follow the viscous affect no matter what speed it is.
In all three speeds; the velocity and pressure distribution follow
the theory.
m
S
m
S
Area
V max

Area
Vmax
sum of v
Number of velocites
sum of v
Number of velocites
kg
m3
kg
m
3
kg
ms
kg
ms
M =
Vmax
C
M = Mach number
Vmax = Max velocity
m
s

C = Speed of sound m
s
M=
V
max
C
M=Mach number
V
max
=Max velocity
m
s
C=Speed of sound
m
s
Q = πA
Q = Volume flow rate m
3
s
A = Area under the curve
Q=pA
Q=Volume flow rate
m
3
s
A=Area under the curve
q =C * A 2 * Δp

Ρ
q = Flow rate
C = Flow coefficient
A = Cross section area of discharge side
Dp = Density of the flow fluid
Ρ = Density of the flow fluid
g=acceleration of gravity
q=C*A2*
Dp
R
q = Flow rate
C = Flow coefficient
A = Cross section area of discharge side
D
p
=Density of the flow fluid
R=Density of the flow fluid
g=acceleration of gravity
f=0.184 Re−0.2
f=fricton factor
f=0.184 Re
-0.2
f=fricton factor
f =
hL
L
D

* V
2
2g
f = Friction factor
HL = height
L = Length
D = Diameter
V =Velocity
f=
h
L
L
D
*
V
2
2g
f = Friction factor
H
L
=height
L=Length
D=Diameter
V=Velocity
Assessment Title:
Essay
Assessment Due date :
5pm Monday 21st March (Week 11)
Aligned to Course Learning Outcomes:
This assessment item relates to the following course learning

outcomes:
1. demonstrate an integrative understanding of the major
determinants and general features of human growth and
development;
2. demonstrate knowledge of selected psychological theories
and concepts as they apply to leisure;
3. apply human growth and development theories and concepts
to everyday human experiences;
4. employ various theoretical perspectives to evaluate
individual differences in the choice and experience of leisure
and leisure participation in general;
5. apply effective critical thinking and communication skills.
Purpose and Description
Purpose:
The purpose of the Essay is to assess your understanding of the
relationship between leisure and the human experience as well
as your ability to undertake academic research and writing
where you present a well-evidenced and reasoned argument.
Essay assignment topics:
1. Critically discuss the role of leisure in human development
using one stage in the human lifespan. (refer to the powerpoint
slide to choose one stage from Erikson’s 8 Stage and use the
information in lecture notes to help you in writing)
Students are expected to use a minimum of six (6)
academicsources (books or journal articles) and follow the Gold
Guide for essay structure and style and referencing conventions.
The marker is looking for evidence that students have a good
understanding of their chosen essay topic and have addressed
the essay requirements set out in the assessment criteria below.
Note: The Reference list is not included in the word count.

The nature of university essays – this highlights the need for
your essay to be
Focused and relevant to the topic
The result of wide reading and critical thinking
A logical argument
o Shows points that are relevant to the argument (omitting the
others)
o Demonstrates a logical and coherent structure (including
links)
o Provides evidence (citations, quotes, examples) to support the
argument
Presented in the conventional format
o Has an introduction, body and conclusion
o Uses appropriate language
o Uses citations correctly and has the corresponding reference
list
o Is error-free in terms of language skills
The functional stages of an essay
Introduction – orientate/respond to topic; state purpose;
outline what you will do
Body – write the main part here using sections that address the
purpose of the essay. Each section will be a series of
paragraphs, in logical order, that state your argument and
provide evidence for it; and link to the next paragraph
Conclusion – summarise and draw out any implications of the
discussion
Assessment Length
2000 words
Assessment Weighting
30%
Assessment Criteria

Five criteria will be used:
· Research skills and use of sources (i.e. scholarly literature)
· Knowledge and understanding
· Discussion and argument
· Writing and structure
· Referencing
Referencing Style:
APA style – please see the Gold Guide (on Blackboard) which
is designed to assist you in understanding and meeting academic
requirements. It provides essential information on the basics of
academic writing and critical thinking, essay writing,
referencing, business reports, presentations and teamwork.
Feedback is provided:
In written form through Turnitin submission – see general and
in-text comments as well as rubric
How to Submit:
Electronic submission: Turnitin via Blackboard
Please include a Faculty of Business & Law Assignment
coversheet (available on Blackboard)
Note that it is your responsibility to keep a copy of each
assessment task that is submitted.
Further Information will be supplied:
On Blackboard and in class
So far this semester . . .
• Key concepts that help frame an understanding of leisure:
• Experience
• Need

• Motivation
• Choice
• Constraint
• Self-expression
• Personality
• Identity
• Commitment
• These factors imply that leisure enables a person to develop,
and when developing, one’s leisure adapts
Leisure & the Human
Lifespan
Lecture 7 (Week 8)
Age and Gender
• “…two factors that are equally defining for individuals and, as
a result, leisure.”
• Note: “…what it means at a particular point in time and space
to be a certain age or to be male or female is socially

constructed” (more on this next week)
(Kleiber et al 2011 p230)
This week
• Age as a determinant of leisure
• Introduction to developmental processes
• Lifespan approach
• Erikson’s 8 stages
• Gender and leisure (briefly)
• DVD “Girl Wrestler”
• Refer link:
https://www.google.com.au/search?q=DVD+Girl+Wrestler&ie=
utf-8&oe=utf-8&gws_rd=cr&ei=6AplVrHXMcPQ0ATX-56oBQ
• Essay details & tips
Theories of Human Development
• Theories that emphasize biological factors:
Evolutionary Theory

Psychosexual Theory
Cognitive Development Theory
• Theories that emphasize environmental factors:
Learning Theories
Social Role Theory
Life Course Theory
• Theories that emphasize the interaction of person and
environment:
Psychosocial Theory
Cognitive Social-Historical Theory
Dynamic Systems Theory
(Newman & Newman 2007)
What is human development?
• The process of human development reflects predictable age-
related changes to the physical, intellectual (cognitive), social,
emotional, and spiritual state of the individual
• “…it is systematic and predictable change by which people
become qualitatively different in some way from what they
were before…” (Kleiber et al 2011 p231)
Aspects of development

• Physical development: physical state (height, weight, health,
coordination, fine-motor and gross-motor abilities)
• Intellectual (cognitive) development: mental abilities
(learning, memory, reasoning, hypothesising, problem-solving)
• Social development: interpersonal abilities - how we relate to
others, sharing, negotiating, etc
• Emotional development: affective components - how we feel,
ability to make sense of and express/control our emotional state
• Spiritual development: sense of self, self-expression,
awareness of
self as distinct from others, and self as part of something bigger
(family, community, humanity, etc)
Human Development: Key Points
• Development is a lifelong process
• Development as gain/loss
• Development varies both between individuals and among
behaviours
• Individual differences must be recognised and valued
• Intra-individual plasticity – individuals vary within
themselves
• Evolution (phylogeny) and individual development (ontogeny)
are inextricably linked

• Various influences interact to produce lifespan development
• We mould our environment and therefore shape our
development
(Gething et al 1995)
Influences on human development
• Normative age-graded influences
• Biological markers e.g. puberty, menopause
• Cultural markers e.g. commencing formal education
• Normative history-graded influences
• Factors in the wider social and economic milieu e.g. war,
famine
• Historical events/periods common to a generation or cohort
e.g. the
Great Depression, September 11 and global terrorism
• Technological-political-cultural shifts e.g. the computer age,
changing
roles of women
• Non-normative life events
• Negative e.g. life-threatening illness, birth of a child with a
disability
• Positive e.g. a windfall, an opportunity to live overseas
(Baltes et al 1980 cited in Kleiber et al 2011 pp232-233)

How do we study it?
• The study of human development involves
quantitative and qualitative research on the ways
people change over time – over the lifespan (from
conception to old age).
• “Longitudinal research is necessary to establish changes in
the same individual or the same cohort over time” (Kleiber
et al 2011 p235)
• Quantitative change measures, for example, height,
weight, vocabulary
• Qualitative change is more complex e.g. the changing
nature of intelligence
Periods of the human life span
• Prenatal (conception to birth)
• Infancy and toddlerhood (birth to age 3)
• Early childhood (3 to 6 years)
• Middle childhood (6 to 12 years)
• Adolescence (12 to 20 years)
• Young adulthood (20 to 40 years)
• Middle adulthood (40 to 65 years)
• Older adulthood (65 years and over)

Personality and Aging Theories
Theories focus on the nature and extent of personality
stability and they change over a lifespan
Developmental explanations and Personality trait
explanations as based on the Big Five.
• Extroversion
• Agreeableness
• Conscientiousness
• Neuroticism (vs Emotional Stability)
• Openness
Many believe that personality traits are more stable later
in life whereas goals, values, styles, control, and beliefs
are more likely to change (Bander 2009).
Older adulthood explained
• The science of older adults – Gerontology
• Greater understanding about ageing as a time for growth
rather than loss – older adults being viewed more
positively in society
• Old age involves several stages:
• The young old “the third age” – 65-75
• The old – 75-85

• The oldest old “the fourth age” – 85+ (at the limits of
their functional capacity)
(Kail & Cavanaugh 2012)
Lifespan periods
• Age divisions to designate developmental stages
(i.e. infancy, early and middle childhood,
adolescence, young, middle and late adulthood)
are mostly arbitrary and culturally defined
• The relationship between age and physical,
intellectual, social, and emotional development is
less precise as individuals get older
Erikson’s 8 Stages
• Trust v Mistrust – Infants (0 to 1 year)
• Autonomy v Shame – Toddlers (2 to 3)
• Initiative v Guilt – Preschoolers (4 to 6)
• Industry v Inferiority – Middle Childhood (7 to 11)
• Identity v Role Confusion – Adolescence (12 to 19)
• Intimacy v Isolation – Young Adulthood (20 to 34)

• Generativity v Stagnation – Middle Adulthood (35 to 65)
• Ego Integrity v Despair – Older Adulthood (65+)
https://www.ted.com/talks/jane_fonda_life_s_third_act
Key developmental processes
Development is directed by two processes:
Differentiation and Hierarchical Integration
• Differentiation – the process of diversifying
(i.e. trying out new and different experiences)
• Hierarchical Integration – the process of connecting a
differentiated part to
the whole (i.e. making sense of the new information we have
about
ourselves after these experiences
- happens mostly at the subconscious level)
(Kleiber 1999 p17)

Different aspects of leisure
contribute to this process
• Differentiation and
leisure
• choice
• novelty
• creativity and playful
experimentation
• self-discovery
• new challenges, skills,
experiences, knowledge
• Hierarchical Integration
and leisure
• building who we are through
leisure
• commitment
• linking various aspects of our
lives through leisure
Example: Taking up canoeing
• Differentiating
• New skills (the reverse sweep stroke, handling the canoe in
different contexts
– still or whitewater)

• New places (different settings, different canoeing experiences)
• New challenges (learning about the breadth and depth of one’s
physical
abilities and stamina)
• New appreciation (learning about different environments -
thinking about the
impact of water pollution)
• New friends (other canoeists)
• Integrating
• Once canoeing has been conquered the skills and
understanding gained may
open up other interests and possibilities – other challenges will
seem
achievable
• Canoeing may become part of a repertoire of outdoor
adventure pursuits
• Identity as an outdoor, adventurous type, a risk-taker
• Becoming committed to canoeing and through it becoming an
environmental
activist
• Kleiber’s central argument – “that leisure offers conditions for
optimizing human development and self-actualization”

• This presupposes two things:
1. that leisure is a context of relative freedom for self-
expression, and
2. that development can be, at least partially, self-directed
(Kleiber 1999 p16)
Self-direction and
development
• Development is more than just a response to biological
and social imperatives, but also a function of our
curiosity and attempts to enhance our life
• Therefore, we can think of development as “an active
process, not something that simply happens to
someone”
• People freely choose to “engage in activities–alone or
with others–that are enjoyable and self-expanding”
(Kleiber 1999 pp19-20)
Leisure and Development

Leisure experience relates to development in four principal
ways
(n.b. the first three can overlap):
• Leisure experience as derivative
• Leisure experience as adjustive
• Leisure experience as generative
• Leisure experience as maladaptive
(Kleiber 1999)
• Leisure experience as
derivative
• Leisure as a result of
developmental change
• Leisure as an expression of a
new stage of cognitive or
physical ability especially in
children and adolescents
• Choice of leisure changes as
we get older
• Leisure dictated by the
conditions of a changing life
e.g. family leisure after
marriage and childbirth

adjustive
• Leisure as respite from
life events
• Leisure as a way of
working through fears
and anxieties
• Leisure as
restorative/curative
e.g. having a good
laugh or taking a
holiday after losing a
spouse
generative
• Development as a result of
leisure
• Leisure activities
generating growth and
personal transformation
• Leisure reveals something
about ourselves
• Leisure provides
opportunities for building
and testing new skills

• Leisure as self-expression
maladaptive
• Leisure hindering
development
• Overinvestment in one
leisure activity
• Narrowing of
developmental
capacity
• Leisure as an
impediment to
development i.e.
destructive leisure
choices e.g. prolonged
recreational drug use
• Overly busy behaviours
– we need to pause
and reflect…
Changes in Leisure Behaviour over
the Lifespan
• Children grow and adults age – as a result leisure
interests, activities and meanings change over
time and in line with development
• Experimentalism is much more common among

youth than among older people
• Older people prefer stability and security
• In fact, the “older generation are responsible for
providing as much stability and security in the
environment as they can to afford the young a
context in which to explore, experiment, and
survive” (Kleiber 1999 p36)
Childhood – the emergence of leisure
• Play and playtime (Lecture 9)
• Progression from autosphere (based around the body and
bodily sensations) to microsphere (attention to near
environment) to macrosphere (the big wide world)
• Early childhood:
Toddlers (1-2):
• awareness of freedom, separateness, control over use of
space/time
• overcome issue of autonomy v self-doubt
Preschoolers (3-6):
• willingness to show initiative (self-direction) entertain
oneself, be independent, develop
confidence
• overcome issue of initiative v guilt
Middle childhood (7-11):

• desire to produce, to develop and demonstrate skills, express
oneself in a manner that
is meaningful to others
• overcome issue of industry v inferiority
Adolescence (12 to 19) –
finding a self to be enjoyed
• New sense of ‘adultness’ and individuality, need to separate
from familiar
others and familiar activities - adolescents are preoccupied with
themselves
• Principal task – “becoming a person in one’s own right with a
distinct
identity”
• overcome issue of identity v role confusion
• Not quickly resolved – much exploration needed
• experimenting through leisure
• The way time is spent is critical: “Having control over one’s
time and one’s
choices within that time brings leisure, with its inherent
freedom, front
and center at this point in the life course” (Kleiber et al 2011
p246)
• Adolescents embrace leisure – sleeping in, watching TV etc –
and social
activities

• Adolescents feel happiest when they are with others –
relatedness (‘being
seen’ is reinforcing)
“While the conflict between generations tends to be
exaggerated, the “fourth environment”,: as leisure is
sometimes called (to distinguish it from work, school and
family) is often contested terrain. In one sense, the battle is
over free time itself.” (Kleiber et al, p 245)
Adulthood (20+) –
role-determined leisure?
• Young adulthood (20-40): new commitments
(employment, intimacy, parenthood)
• leisure is contextualised by new roles and responsibilities
• intimacy v isolation
• Middle adulthood (40-65): changes in family dynamics,
financial security and time availability (ideal conditions
for self-expression)
• leisure often used to explore neglected aspects of self
• generativity v stagnation
• Older adulthood (65+): earned privileges, more free time
to indulge oneself

• leisure dependent on disposable income and health
• integrity v despair
Food for thought
The question of Work/Life Balance
• https://www.youtube.com/watch?v=f3mohM05yxs
Is it a case of how you live your life rather than totally age
related? A
question of development
•
https://www.ted.com/talks/dean_ornish_says_your_genes_are_n
ot_your_fate#t-28395
https://www.youtube.com/watch?v=f3mohM05yxs
ot_your_fate
ot_your_fate
ot_your_fate
ot_your_fate
ot_your_fate

ot_your_fate
Gender and leisure
• Gender differences “account for a lot of variance in leisure
behavior
across a wide variety of situations”
• Gender differences – socially constructed – are
‘internalized’ and become individual differences
• Gender differences ‘reinforced’ in children’s play
• Gender appropriateness - males had more stigma-
consciousness and resistance to ‘crossing over’/females are
more inclined to depart from gender stereotypes in leisure
choices
(Kleiber et al 2011 pp.257-263)
Gender and leisure
• Women feel greater constraints:
• Certain groups of women have less time and freedom for
leisure (e.g.
working mothers)
• Participating in certain activities (fear, body image, gender
stereotyping)
• On the other hand, women may use leisure to resist burdens of
social expectations

(Kleiber et al 2011 pp.257-263)
References
• Gething, L., Papalia, D. & Wendkos Olds, S. (1995).
Lifespan Development (2nd Australasian ed.). Sydney:
McGraw-Hill.
• Kleiber, D. (1999). Leisure Experience and Human
Development. New York: Basic Books.
• Kleiber, D.A., Walker, G.J. & Mannell, R. C. (2011). A
Social Psychology of Leisure (2nd edition). State College,
PA, Venture.
• Newman, B. & Newman, P. (2007). Theories of Human
Development. Mahwah, New Jersey: Lawrence Erlbaum
Associates.
LEIS1130 Essay (30%) – Trimester 1 2016 - Due Thursday 24
th
March 10pm (Turnitin)
Student: Submitted:

Criteria/
Standards
Poor
<50%
Satisfactory
50-64 %
Good
65-74%
Very Good
75-84%
Excellent
>85%
Research/
Literature
Student demonstrates
inadequate research skills;
literature used is irrelevant
or insufficient; did not use
a minimum of 6 scholarly
sources.
adequate research skills;
some literature used is
irrelevant but includes 6
scholarly references.

good research skills;
good choice of
literature; 6 relevant
Student demonstrates very
good research skills; very
good choice of literature;
6 or more scholarly
references.
outstanding research skills;
excellent choice of
literature; 6 or more
Knowledge/
Understanding
Poor knowledge and
understanding of the
chosen topic; student has
not read sufficient and/or
appropriate material to
engage with key concepts
and issues.
Satisfactory knowledge and
chosen topic; evidence of
sufficient reading on the
topic but limited critical
engagement with key
concepts and issues.

Good knowledge and
sufficient reading and
emerging critical
engagement with key
Very good knowledge
and understanding of
the chosen topic;
evidence of wide
reading and sound
critical engagement
with key concepts and
issues.
Excellent knowledge and
substantial reading and
sophisticated critical
engagement with key
Discussion/
Argument
Unsatisfactory -
argument irrelevant
and/or lacks logic; aim
and purpose of the essay
was not stated in the
Introduction; little or no
critical insight; poor
synthesis of theoretical

and conceptual material;
weak or no conclusion.
Satisfactory - but at times
argument lacks relevance
and/or logic; aim and
purpose of the essay could
be more clearly stated in
the Introduction; some
critical insight; basic
synthesis of theoretical and
conceptual material; weak
conclusion.
Good - relevant and
logical argument; aim and
purpose of the essay is
clearly stated in the
Introduction; good critical
insight; good synthesis of
theoretical and
conceptual material; good
conclusion.
Very good - relevant and
logical argument; aim and
purpose of the essay is
Introduction; very good
critical insight; very good
synthesis of theoretical
and conceptual material;
very good conclusion.
Excellent - original, relevant
and logical argument;

excellent critical insight; aim
and purpose of the essay is
Introduction; excellent
synthesis of theoretical and
conceptual material; strong
conclusion.
Writing/
Structure
Poor - frequent
typographical, spelling,
punctuation, and/or
grammatical (mechanical)
errors; expression and/or
structure need major
revision to improve clarity;
no evidence of
proofreading or editing;
word limit not observed.
Satisfactory - some
mechanical errors;
expression and/or structure
need minor revision to
improve clarity; essay needs
further proofreading and
editing; word limit observed.
Good - no mechanical
errors; expression and/or
structure need minor

revision to improve clarity;
evidence that essay has
been proofread but needs
further editing; word limit
observed.
Very good - no mechanical
errors; essay is well
constructed and meaning
is clear; evidence that
essay has been proofread
and edited; word limit
observed.
Excellent - no mechanical errors;
essay is well constructed, meaning
is clear and expression is
sophisticated; evidence that essay
has been proofread and edited
numerous times; word limit
observed.
Referencing Inadequate - not in APA
style; in-text citations are
inadequate, inaccurate or
absent; Reference List is
absent or inadequate (e.g.
not in alphabetical order,
not all references used in
the body are included).
Adequate - may not be in
consistent APA style; in-
text citations appear but
are not always correct;
Reference List is

alphabetical and all
references cited in the
body are included.
Good - consistent APA
style; in-text citations are
mostly correct and mostly
comprehensive; Reference
List is alphabetical and all
body are included.
Very good - consistent
APA style; in-text
citations are almost all
correct and
comprehensive;
Reference List is
alphabetical and all
body are included.
Excellent - consistent APA style; in-
text citations are correct and
comprehensive; Reference List is
alphabetical and all references cited
in the body are included.
Comments:
Late penalty (@ 3 marks per day)
r day)
Total /30 Grade

Gold Guide to Academic Quality 18 January 2011 1 of 4
Prepared by Alison Dean (Please provide any feedback to
[email protected])
Gold Guide to Academic Quality
18 January 2011
Introduction
Good communication skills are critical to success. They help
you to achieve good grades at university
and are highly valued by employers. This guide provides you
with general information about academic
requirements for high quality communication. However, please
note that some courses have special
requirements and you should always follow the instructions in
the course outline.
Important Note: The Learning Support group at the University
offers all students free help with
academic skills. They provide workshops, an excellent website
with many resources, and individual and
confidential help. See: http://www.newcastle.edu.au/unit/ctl/lsp

This gold guide is a very brief summary of some academic
skills. It gives provides you with useful web
addresses from our online teaching and library resources. The
library website has a great deal of useful
information and many excellent online tutorials. You can access
them via:
University of Newcastle>Library>Training>Online Tutorials…..
1 Criteria for grades
The meaning of each grade (High distinction, Distinction, etc)
is outlined in University of Newcastle
policy at:
http://www.newcastle.edu.au/policylibrary/000649.html
Some courses provide more information to explain how the
criteria are specifically interpreted.
2 The basics of academic writing and critical thinking
Basic skills
The University of Newcastle InfoSkills modules provide an
overview of all the basic activities involved
in planning, researching, and writing academic work. The
modules are available at

www.newcastle.edu.au/services/library/tutorials/infoskills/
The five modules provide excellent information with respect to
academic skills:
1. Planning
2. Finding information (using the Library)
3. Evaluating information (writing critiques)
4. Writing and plagiarism
5. Using information ethically
Module 4 includes links on strategies for good practice in
writing. These strategies include effective
notetaking, paraphrasing appropriately, and summarizing
correctly and efficiently. If you use Module 4
well, you will be able to save a great deal of time, and
simultaneously improve your writing. Module 4
also provides important information about academic integrity
and honesty, and avoiding plagiarism.
Academic writing and critical thinking
To achieve highly at university, you must be able to
demonstrate high levels of „effective‟ writing and
„critical‟ thinking. Can you explain each of these terms?
Go to the UniLearning (University of Wollongong) site for

succinct sections on each area. (This can be
accessed directly or through the UoN library Services site.)
http://unilearning.uow.edu.au/main.html
The summary below is based on the UniLearning site:
Effective writing has
raphs
Effective writing is achieved by
focus in sentences; paragraphs)
http://www.newcastle.edu.au/unit/ctl/lsp
http://www.newcastle.edu.au/policylibrary/000649.html
http://www.newcastle.edu.au/services/library/tutorials/infoskills
/
http://unilearning.uow.edu.au/main.html
[email protected])

Critical thinking means that you demonstrate the ability
to
for your context
response
a convincing argument in favour of your
response
Critical thinking is achieved by
of you (see Infoskills Module 3)
thinking‟ into your reading and note-making prior
to your writing
NB: Critical thinking is continued in Essays below.
You cannot demonstrate critical thinking if you cannot
communicate! Note the following:

Grammar, punctuation and spelling
Excellent work must demonstrate clear communication
and be free of errors in grammar, punctuation and
spelling. The OWL (Online Writing Lab) website from
Purdue University is recommended to you. This site
includes exercises and feedback. You can access it
directly or through the UoN website:
http://owl.english.purdue.edu/handouts/grammar/index.h
tml
Another site with a wide variety of exercises on
grammar can be accessed at:
http://elc.polyu.edu.hk/cill/exercises
Finally, the UniLearning site referred to above has a
useful section on writing sentences:
http://unilearning.uow.edu.au/writing
Eliminating some common errors in language

not have one sentence paragraphs. A paragraph
develops/argues a point.
possible.
you do use them, state the subject afterwards, for
example, “This result..”, “These studies..”
imprecise. If there are other cases, refer to them.
can‟t”. You should write out the words in full.
ownership and if in doubt, do not use them.
Never use an apostrophe to show a plural.
their/there and use them correctly.
It is important to understand the meaning of instruction words.
For example, can you distinguish
between terms such as: analyse, compare, contrast, debate,
discuss, evaluate, interpret, and justify?

3 Essays – structure and style
You may access help via Blackboard on
http://www.newcastle.edu.au/unit/centre-for-teaching-and-
learning/learning-development/online-resources.html. The Study
Help website from Murdoch
University (no longer available) is the source of the information
summarized below.
The nature of university essays – this highlights the need for
your essay to be
o Shows points that are relevant to the argument (omitting the
others)
o Demonstrates a logical and coherent structure (including
links)
o Provides evidence (citations, quotes, examples) to support the
argument
o Has an introduction, body and conclusion
o Uses appropriate language
o Uses citations correctly and has the corresponding reference
list
o Is error-free in terms of language skills
The functional stages of an essay (shown as a diagram on the

website)
– orientate/respond to topic; state purpose;
outline what you will do
– write the main part here using sections that address
the purpose of the essay. Each
section will be a series of paragraphs, in logical order, that state
your argument and
provide evidence for it; and link to the next paragraph
http://owl.english.purdue.edu/handouts/grammar/index.html
http://owl.english.purdue.edu/handouts/grammar/index.html
http://elc.polyu.edu.hk/cill/exercises
http://unilearning.uow.edu.au/writing
learning/learning-development/online-resources.html
[email protected])
– summarise and draw out any implications of the
discussion
4 Referencing – according to discipline conventions
Newcastle Business School requires you to use the APA (6
th
ed.) style of referencing. This style uses the

author/date system of „in-text‟ citations in which you place the
author‟s family name and year of publication in
parentheses immediately following the use of, or reference to,
their work. At the end of your document you
generate a „Reference List‟ which provides full bibliographic
details of the citations. (Full bibliographic details
include elements such as journal or publisher, edition or
volume, place of publication, page numbers of journals
and date accessed for web sources).
Details of the APA style are available in the book: American
Psychological Association (2010), Publication
Manual of the American Psychological Association (6
th
ed.). Washington DC, USA: American Psychological
Association. Below, you are provided with a brief summary
covering the most basic requirements.
Summary of rules for referencing using APA style:
Rules for in-text citations Examples
Paraphrasing or using ideas: include the author and
year in brackets or as appropriate
Two or more citations are placed in alphabetical

order, separated by a semi-colon
(Use „and‟ in text, „&‟ within brackets)
In a study of ethnic marketing, Pires and Stanton (2005) found
that loyalty differences exist between groups.
A recent ethnic marketing study showed… (Pires & Stanton,
2005).
Various authors have found a link between… (e.g., Carlson,
1999; Rosenberger, 2003a, 2003b).
Direct quotations: copy exactly, use quotation
marks and include the page number
Dean (2002) found that “Service quality of the call centre
affects
customer loyalty to the organization” (p. 420).
Secondary sources: name the original author and
cite the secondary source. Include the secondary
source in your Reference List (that is, the one you
have read must be in the List)
The results of a study by Baxter (cited in Griffiths, 2005)

indicate…
Online material: use author, year (or n.d. if no date
is given), page number, paragraph number or the
heading of the appropriate section.
Kriz (2006) found ….
Studying sense making, Cowley (n.d., para 4) suggests …
Ngo and O‟Cass (2003) debate the…
Rules for the Reference List Examples
Book
Solomon, M. R., Marshall, G. W., & Stuart, E. W. (2006).
Marketing (4
th
ed.). Upper Saddle River, NJ: Pearson Education.
Chapter in an edited book Dean, A. M., & Rainnie, A. (2004).
Symbolic analysts in the new
economy: Call centres in less favoured regions. In A. Rainnie &
M.
Grobbelaar (Eds.), The new regionalism in Australia (pp. 103-
122).
Sydney, Australia: Palgrave Press.

Journal article
(Include all authors in Ref List; in text,
use Rust et al., 2004)
Rust, R. T., Lemon, K. N., & Zeithaml, V. A. (2004). Return on
marketing: Using customer equity to focus marketing strategy.
Journal of
Marketing, 68(1), 109-127.
Websites
Author (if available) and/or title of
document, date of publication (if
available, otherwise use n.d.), date
accessed (only necessary if the source
material may change over time), URL
Australian Bureau of Statistics (2007). 8624.0 - Retail and
Wholesale
Industries, Australia: Commodities, 2005-06. Retrieved from
http://0-
www.abs.gov.au.library.newcastle.edu.au/AUSSTATS/[email pr
otected]/DetailsP
age/8624.02005-06?OpenDocument

Newspaper article Lee, J. (2005, August 6). Retail revolution.
Sydney Morning Herald, p. 17.
Please note:
1. All references are listed in alphabetical order by surname of
first author
2. Citations and references are for published materials, not
lecture notes. Do not quote lecture notes: instead
you should access and cite the original sources.
3. As a UoN student, you are entitled to download a copy of
EndNote from the library. EndNote is a
database (a „bibliography manager‟) whereby you can input and
manage all your references. It will
generate a selected Reference List very rapidly in any
predetermined or customized style. If you obtain
EndNote early in your course and file all your references in it,
you will save many, many hours over your
degree program. The library has resources and online training
available for EndNote. See
http://www.newcastle.edu.au/service/library/endnote/index.html
http://0-
otected]/DetailsPage/8624.02005-06?OpenDocument
http://0-
http://0-

http://www.newcastle.edu.au/service/library/endnote/index.html
[email protected])
4. While APA style is the general style used at Newcastle
Business School, different disciplines and courses
may require different referencing styles. Check your Course
Outline and, if in doubt, speak with your
Course Coordinator. You can easily change the output style
from EndNote.
[email protected])
5 Business reports
The UniLearning (University of Wollongong) website is an
excellent resource for business reports. It
describes their structure, and has embedded links that provide
detail on the purpose and contents of each
section in a report. You can access it directly:
http://unilearning.uow.edu.au/report/rep_business.html

Note that a business report should include the following
sections
Title page - Report title, your name, course, date
Executive summary - A snapshot of the whole report including
key findings and
recommendations
Table of contents - List of sections and page numbers
Introduction - Background and outline of structure
Body - The main part with sections and sub-sections that
address the purpose of the
report and are distinguished by appropriate headings and
sub-headings
Conclusion - States main inferences/implications of findings
Recommendations - Numbered, clearly stated, specific and
actionable suggestions
Reference list - Essential for an academic report
Appendices - If appropriate, supporting data/information
It describes the structure of business reports, and has embedded
links that provide detail on of each
section in a report.

Note: A ‘briefing paper’ is often a modified report on a specific
topic or area.
6 Presentations
learning/learning-development/online-
resources.html (enter Blackboard and select „Making great
presentations‟)
When preparing the content of your presentation, make sure that
you:
follow you
some background or introduction
are speaking)
arguments/comments
Basic pointers for your delivery:

enthusiasm
audience as possible
esponses to questions
7 Team work
Enter Blackboard as in 6 above and select „Working well in
teams‟
Suggestions to help you work successfully in groups:
group
tribution that each
member will make
overall outcomes

-operate and compromise.
http://unilearning.uow.edu.au/report/rep_business.html

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