Objective

Using a simulation, apply the scientific method to investigate the various properties of transverse waves.

Background Reading

Before attempting the activity, review the topic The Nature of Waves in Chapter 6 of The Sciences. Completing the reading is important for you to be able to correctly apply the properties of waves to the experiments performed in this activity.

Introduction to the Simulation

1. After completing the background reading for this assignment, go to the “Wave on a String” simulation on the PhET simulations website at http://phet.colorado.edu/en/simulation/wave-on-a-string. Click the play arrow on the simulation graphic to run the web-based simulation or click DOWNLOAD to run the simulation locally on your device.

2. Get oriented to the simulation by exploring and manipulating all the possible variables and options:

a. MODE: manual, oscillate, pulse. In Oscillate and Pulse modes, you can pause/play, step, and also change other settings regarding the wave characteristics

i. Amplitude: 0 to 1.25 cm

ii. Frequency: 0 to 3.00 Hz

iii. Damping: None to Lots

iv. Tension: Low to High

b. END: fixed end, loose end, or no end

c. Rulers: Display (box checked) or not (box unchecked). When displayed, you will see two rulers: one horizontal and one vertical.

d. Timer: display (box checked) or not (box unchecked); start/pause/reset

e. Reference line: dashed line that can be used as a reference for amplitude measurements 

Note: The rulers, timer, and reference line can all be dragged around as needed. In addition to the reference line, there is another dashed line parallel to the undisturbed string that is fixed (not moveable).

f. Restart button: starts the simulation over for the current settings

g. Reset button (circular button with a circular arrow, on the lower right of the screen): resets the simulation to the default settings

h. Pause button ( I I ): simulation is running when this is showing; press to pause the simulation

i. Play arrow ( > ): simulation is paused when this is showing; press to run the simulation

While getting oriented with the simulation, think about how the different wave properties discussed in Chapter 6 are being illustrated in the simulation, and how changing things in the simulation affects the wave properties.

3. After spending some time experimenting with the simulation, follow the steps below to conduct four experiments. Before beginning, be prepared to write down your observations.

Experiments

Experiment 1: Manipulating a Wave on a String

In this experiment, you will investigate and observe the properties of waves by manipulating a string attached to an energy source.

Before completing the experiment, write down a hypothesis, based on your current understanding after reading the background information for the activity, that makes specific predictions for how the string will react to changes to the energy source and to changes to the end of the string.

1. Experiment setup: Click the Reset button. The Mode will be set to Manual. Set the Damping to None.

2. Experiment procedure:

a. Set the End to No End. Wiggle the wrench up and down at varying speeds and over various distance ranges. As the wrench is wiggled, a wave disturbance is created and the string to moving up and down represents energy being propagated along the string.  Observe how the properties (wavelength, frequency, and speed) of the wave produced changes with the different wiggle action. Write down your observations.

b. After wiggling for several seconds, let go of the wrench and observe what happens. Write down your observations.

c. Click Restart. Change the End to Loose End. Wiggle the wrench as in part a. Observe the differences in the properties of the waves produced with the Loose End compared to No End. After wiggling for a bit, let go of the wrench and observe what happens. Write down your observations.

d. Click Restart. Change the End to Fixed End. Wiggle the wrench as in part a. Observe the differences in the properties of the waves produced with the Fixed End compared to No End and the Loose End. After wiggling for a bit, let go of the wrench and observe what happens. Write down your observations.

Answer the questions below to help you formulate some results and conclusions for this experiment. You may need to do some additional experimentation to answer the questions.

1. In part a. of the experiment:

a. Based on the definitions of transverse and longitudinal waves (chapter 6), which type of wave – transverse or longitudinal – is being generated along the string? Explain how you determined this.

b. How is the wave frequency and wavelength affected when the wrench is wiggled faster?

c. How is the wave amplitude affected when the wrench is wiggled farther up and down?

2. For which end setting(s) is wave interference taking place? Explain what causes the interference.

3. For which end setting(s) does the energy propagate away from the source without returning? Explain why the energy does not return.

Experiment Results and Conclusions

Based on your observations while performing the experiment and your answers to the questions above, formulate some results and conclusions for how the string will react to changes to the energy source and changes to the end of the string.

Experiment 2: The Effects of Damping and Tension

In this experiment, you will investigate and observe the effects of adding tension or damping to a wave.

Before completing the experiment, write down a hypothesis, based on your understanding after reading the background information for the activity, that makes specific predictions for how adding tension in the string, or damping the energy along the wave, will affect the amplitude, wavelength, and speed of the wave being generated by the oscillator.

1. Experiment setup: Click the Reset button, and then click the pause button ( I I ) so that the play arrow ( > ) is showing. Set Mode to Oscillate, set Damping to None, set Tension to Low, set end to No End, and display the Rulers. You do not need to adjust the frequency and amplitude settings. For this experiment, we will be changing the Damping and Tension settings.

2. Experiment procedure:

a. Click the play arrow. After the oscillation wheel has turned several times, gradually adjust the Damping from None to Lots. Observe how the amplitude, wavelength, and speed of the energy propagating along the string all change as the damping is increased, using the rulers as an aid in determining the relative changes (you do not need to take any measurements). Write down your observations.

b. Repeat the setup in part 1 above.

c. Click the play button. After the oscillation wheel has turned several times, gradually adjust the Tension from Low to High. Observe how the amplitude, wavelength, and speed of the energy propagating along the string change as the tension is increased, using the rulers as an aid in determining the relative changes (you do not need to take any measurements). Write down your observations.

Experiment Results and Conclusions

Based on your observations while performing the experiment, formulate some results and conclusions for how the independent changes made to the damping and tension each affect the amplitude, wavelength, and speed of the wave being generated by the oscillator.

Experiment 3: Measuring Wavelength

In this experiment, you will measure the wavelength of a wave produced along the string for different settings of the wave frequency.

Before completing the experiment, write down a hypothesis, based on your understanding after reading the background information for the activity, that makes a specific prediction for how changing the wave frequency will affect the wavelength.

1. Experiment setup: Click the Reset button. Set Mode to Oscillate, set Amplitude to 0.50 cm, set Frequency to 1.00 Hz, set Damping to None, set the Tension to high, set the End to No End, and display the Rulers. For this experiment, we will be changing the Frequency setting.

2. Experiment procedure:

Construct a table like the one below. Complete the following steps to complete the table. 

a. After observing the generated waves with the oscillation wheel turning, click the pause button.

b. Measure the wavelength in centimeters (cm), by using the horizontal ruler to measure the horizontal distance between consecutive wave crests (highest part of the wave) or between consecutive wave troughs (lowest part of the wave). Write down the wavelength value for this frequency setting in the table.

c. Change the Frequency to 2.00 Hz. Repeat steps a and b.

d. Change the Frequency to 3.00 Hz. Repeat steps a and b.

   

Frequency Setting

Measured Wavelength in Centimeters (cm)

      

1.00   Hz

 

2.00   Hz

 

3.00   Hz

To check that you performed the experiment correctly, and to validate the correctness of your hypothesis: Multiply the frequency (in Hz = 1/s) by the corresponding wavelength (in cm). Recall from chapter 6 that: Wave speed (in cm/s) = Wavelength (in cm) X Frequency (in Hz = 1/s). You should calculate the same speed, about 6 cm/s, for each of the frequency settings.

Experiment Results and Conclusions

Explain how the data you collected in the experiment validates the relationship between wavelength and frequency for waves traveling at the same speed, as described in Chapter 6. If your data did not validate the relationship, go back and check that you performed the experiment correctly.

Experiment 4: Calculating Wave Period

In this experiment, you will investigate the relationship between wave frequency and wave period, by counting the number of waves passing a given point for a given time interval and performing a calculation.

Before completing the experiment, write down a hypothesis, based on your understanding after reading the background information for the activity, that makes specific predictions for how the period of a wave correlates to its frequency.

1. Experiment setup: Click the Reset button. Set Mode to Oscillate, set Amplitude to 1.00 cm, set Frequency to 1.00 Hz., set Damping to None, leave the Tension on High, set the END to No End, and display both the RULERS and TIMER. For this exercise, we will be changing the Frequency setting.

2. Experiment procedure: 

Construct a table like the one below. Perform the following steps to complete the table.

a. With the simulation running, position the timer above the 3 cm mark on the horizontal ruler. You will be using the 3 cm mark as a reference point for counting waves passing it. With the ruler and timer in these positions, you should be able to count wave crests passing the ruler and also see the timer. Practice counting wave crests that pass the vertical ruler as the simulation runs. With each wave crest that passes, one cycle of the wave has passed.

b. Start the timer and count the number of wave crests that pass the vertical ruler in 10 seconds. Exact timing is not critical; just stop counting waves when the timer reaches about 10 seconds.

c. Repeat step b, resetting the timer after each repeat, until you are confident that you are counting the correct number of wave crests passing in 10 seconds. Record this value in the designated location in the table.

d. Change the Frequency to 2.00 Hz. Repeat steps b and c. 

e. For each frequency setting, divide the time interval (10 seconds) by the number of wave cycles passing in 10 seconds. This calculates the amount of time in seconds that is required for each wave to pass a given point, which is defined as the wave period. Record each calculated period in its designated location in the table.

To check that you performed the experiment correctly, and to validate the correctness of your hypothesis: In chapter 6, you learned that the wave period is equal to 1/frequency. So, the inverse of the corresponding frequency setting (1/frequency) and the calculated period should be very close in value.

   

Frequency

Setting

Time Interval

Number of Crests (Wave Cycles) Passing   in 10 Seconds

Wave Period

(10   seconds/number of wave cycles passing in 10 seconds)

      

1.00   Hz

10   seconds

 

2.00   Hz

10   seconds

Experiment Results and Conclusions

Explain how the data you collected and calculations you performed in the experiment validates the relationship between wave period and wave frequency as described in Chapter 6. If your data and calculations did not validate the relationship, go back and check that you performed the experiment correctly.

Activity Submission

1. Create a document containing a report for each experiment. Your document should contain four paragraphs, one for each experiment. 

a. Title each paragraph with the corresponding name for each experiment, as it is stated in the headings for the experiments above (e.g., Experiment 1: Manipulating a Wave on a String).

b. For each experiment report:

i. Clearly and succinctly present your hypothesis for the experiment.

ii. Based on the information prompted for in the experiment’s Procedure and Results and Conclusions section, clearly and succinctly summarize your observations, results, and conclusions for the experiment, and include any data collected and calculations made.

iii. Clearly and succinctly evaluate the correctness of your hypothesis based on the information presented in part ii above.

c. Include your full name and the date you completed the activity at the top of the document.

2. Submit your document (in either .docx or .pdf file format) as instructed in the assignment location within the Canvas course.

 

Module 5: Discussion: Byzantium and Islam

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Purpose

To compare and contrast Iconography within Medieval Byzantine Empire and early Islam

Theme

The theme of this module’s discussion board is religion.

Readings

Please read the following:

• Ten Commandments download
• Council 754 download
• Shirk in Islam download
• Five Pillars of Islam download

Directions

• Citing evidence from the section on Iconoclasm in Chapter 11 of the textbook, the Ten Commandments, the Five Pillars of Islam, “Shirk” in Islam, and the Iconoclastic Council, 754, what do Judaism, Christianity, and Islam have in common, why might Byzantine Christians have begun to urgently focus on this common tenet in the 8th Century, and what was the result?

When you have completed your response, please respond to at least one other classmate’s post. You can engage in friendly debate or add additional analysis and points to your classmate’s post.

Note: You will not be able to view your classmates’ posts until you make your first post.

Your initial post should be at least 250 words in length, but not exceed 500 words. Your response to your classmate’s post should be at least 2-3 substantive sentences.

Grading

• This discussion board assignment is worth 100 points.
• Students are only required to complete FOUR of the Discussion Boards for their grade. Students may choose to complete ANY four of the seven Discussion Boards to complete this requirement. Additionally, students may choose to complete a fifth Discussion Board for extra credit. See the Rubric below for a detailed explanation of how this discussion will be graded.
• Discussions are worth 25% of the overall grade. 

Rubric

OutstandingVery GoodAveragePoor

Writing

40 Points

Demonstrates outstanding critical thinking and analytical skills in written responses.Demonstrates  critical thinking and analytical skills in written responses.Demonstrates  decent critical thinking and analytical skills in written responses, but lacks a thorough interpretation.Does not demonstrate  critical thinking and analytical skills in written responses. The effort is lacking. There appears to be little  understanding of the purpose of the assignment.

Analysis

40 Points

Displays outstanding knowledge and understanding of historical subject matter.Displays knowledge and understanding of historical subject matter.Displays fair knowledge and understanding of historical subject matter, but lacks a deep understanding.

Does not display consistent knowledge and understanding of historical subject matter.

The effort is lacking. There appears to be insufficient understanding of the meaning of the assigned reading(s).

Participation

20 Points

Writes thoughtful and analytical comments on other classmates’ posts. Is polite and encouraging in comments, even when questioning the classmate’s opinions and/or findings.Writes comments on other classmates’ posts that shows very good analysis and thoughtfulness. Is mostly polite and encouraging in comments, even when questioning the classmate’s opinions and/or findings.Writes comments on other classmates’ posts that shows fair good analysis and thoughtfulness, but does not always display a deep understanding of the original post. Is not always polite and encouraging in comments. The questions and comments are sometimes rude, though likely not on purpose. 

Writes comments on other classmates’ posts that fail to display any meaningful analysis or thoughtfulness. It is not clear if the student understands the meaning or purpose of the original post. 

The student is rude and not helpful at all in their comments.

Based on the lectures, videos, and reading write several detailed paragraphs (a minimum of 500 words)explaining how the Christian story fits as the true story of reality. 

References and books:  Anderson, James. What’s Your Worldview?: An Interactive Approach to Life’s Big 

Kooky, Gregory. The Story of Reality: How the World Began, How It Ends, and Everything 

Important that Happens In Between. Grand Rapids: Zondervan, 2017.

 Sire, James W., The Universe Next Door: A Basic Worldview Catalog. 5th Edition. 

Downers Grove: IVP Academic, 2009Questions. Wheaton: Crossway, 2014. •  Part 1: Very briefly summarize the content through lecture #7. 

 •  Part 2: (With detail) Beginning with lecture #8, explain the rest of the story. 

 •  Provide the main arguments given by Koukl, Luke, and the Reasonable Faith videos explaining how the Christian story fits as the true story of reality.

 •  Special note: You are only graded on your understanding of the content. You are not graded on agreeing with it. 

 •  I am very happy to hear questions, criticisms, and objections by email, phone, or in person, but for the final use the word count to demonstrate that you understand. (For example, I can explain Atheism even though I reject it). 

 •  The main headings from the lectures should guide your explanation. Be detailed. 

Can this be done by Saturday the 29th?

Minimum of 3 outside resources (Resources may include .edu or .org website and/or peer-reviewed journal articles from the TU library.) 

Introduction

Foster speaks a good deal about the young knight, sallying forth with his lance to slay the dragon and win the maiden – or to find the grail (an ancient symbol of female fertility in addition to being a highly valuable religious artifact). With John Updike’s “A&P,” we have a young shop-clerk who valiantly throws himself into the middle of a situation to “protect” three female teenage customers being criticized in the middle of his shift. I propose that Sammy is a knight. His battlefield is the A&P. His co-workers are fellow knights. The female customers are the maidens he seeks to rescue. 

Activity Instructions

To what extent does Updike use notions of sex, romance, and sexual symbols to make this the day Sammy must stand up and defend not only the teenage girls’ honor, but his own? Consider the following sub-questions:

Does this set-up only work with a youthful narrator, or does it also have to do with Sammy’s wealth and the opportunities his life presents him? At the end of the day, to what extent is Sammy heroic?

In doing your analysis of Sammy, find another character from literature who has played a knight – that can be anything from King Arthur to Luke Skywalker. Compare Sammy’s actions to those of a chivalrous hero we know from literature or pop culture.

Writing Requirements (APA format)

3-4 pages (approx. 300 words per page), not including the reference page

1-inch margins

Double spaced

12-point Times New Roman font

Reference page (minimum of 3 resources)

Grading and Assessment

This activity will be graded based on academic content, integration of resources, and college-level writing and grammar. 

Course Learning Outcome(s): 1, 2, 3, 4, 5, 6, 7

1.   Gain an appreciation for short stories, their themes, and the social or political backdrops against which they were written.

2.   Improve interpretive and critical thinking skills through reading, discussion, and writing.

3.   Evaluate the works’ importance to readers on emotional, artistic, social, and literary levels.

4.   Research secondary, supporting sources for further opinions about the literature.

5.   Develop analytical essays with a clear thesis for a defined audience.

6.   Demonstrate competency in sophisticated sentence construction.

7.   Present organized and coherent analyses and show technical control of writing skills.