UCF Lake Okeechobee Essential Freshwater Source Discussion Science Assignment Help

UCF Lake Okeechobee Essential Freshwater Source Discussion Science Assignment Help. UCF Lake Okeechobee Essential Freshwater Source Discussion Science Assignment Help.


(/0x4*br />

Several coastal areas of Florida has been impacted by major algae blooms in recent years. Some of these blooms are caused by various kinds of freshwater cyanobacteria, often referred to as blue-green algae. In addition, several coastal areas of southwest Florida, the panhandle, and, most recently, southwest Florida have been impacted by “red tides”, which in Florida area usually associated with a marine dinoflagellate called Karenia brevis.

While the two types of algae blooms are quite different in how and where they form, both cause significant environmental harm – including large fish kills. Toxins from Karenia brevis and certain kinds of freshwater cyanobacteria, particularly Microcystis and Anabaena species, can also have adverse impacts on human health.

Media and public discussions about these algal blooms have often been quite contentious, confusing, and, in some cases, outright wrong. Leading scientists have therefore attempted to communicate scientific knowledge directly to the public. For this discussion board exercise, you will think carefully about the (somewhat different!) thoughts of two well-respected scientific researchers:

– Dr. Michael Crosby, President of Mote Marine Laboratory – https://www.heraldtribune.com/opinion/20180817/gue…

– Dr. Karl Havens, former Director of the Florida Sea Grant Program – https://www.gainesville.com/opinion/20180815/karl-…

After reading both of these articles, answer the following three questions:

1) Based on what you have learned so far about the typical limiting nutrient in freshwater ecosystems (and, yes, Lake Okeechobee is freshwater), what nutrient would you generally expect to be the most likely limiting resource for Lake Okeechobee?

2) How do Crosby and Havens each describe the role of nutrient contamination, particularly phosphorus and nitrogen, in initiating freshwater cyanobacteria (aka, blue-green algae blooms) blooms in Lake Okeechobee? What other factors do either of these researchers cite as a potential “trigger” for the cyanobacteria blooms to form in Lake Okeechobee?

3) Based on your reading of both Crosby and Havens (as well as any materials from lecture or other sources), describe why and how severe freshwater cyanobacteria blooms frequently occur in normally brackish ecosystems like the St. Lucie River estuary (on the east coast) and Caloosahatchee River estuary (on the west coast). (Hint – freshwater cyanobacteria normally would not survive in a saltwater estuary environment.)

Note that the answers should not be long because it is a discussion activity, thanks.

UCF Lake Okeechobee Essential Freshwater Source Discussion Science Assignment Help[supanova_question]

ORG 535 Alabama A & M University Wk 2 Human Resources Design Decisions Discussion Business Finance Assignment Help

Assignment Content

  1. Southwest Airlines is a well-known company featured in our textbook. Over the next 4 weeks, you will take on the fictional role of intern at Southwest Airlines Human Resources. You will utilize the textbook and other professional resources to complete your assessments.
    Your first week on the job is filled with learning the ins and outs of Human Resources and the industry. Your manager told you that one of your projects is to assist with a new HR strategy for the company. This strategy is broken down into 3 parts that you’ll work on throughout the course. They are:

    1. Examining current practices
    2. Talent recruitment and selection
    3. Strategy recommendation

    Your first task is to examine Southwest’s current HR practices, as reported in public sources. Complete the HR Design Decisions chart with your review and rationale of the elements listed below to decide where Southwest Airlines’ HR practices fall. Support the analysis with evidence from sources on the web.

    • Employees as expenses vs. employees as assets
    • Compensation below market, above market, or competitive
    • Spontaneous training and development or planned training and development
    • Specific job descriptions or general job descriptions
    • External or internal recruitment, or both
    • Limited socialization of new employees or extensive socialization
    • Collective bargaining or individual bargaining

    Possible sources for information include but are not limited to:

    • Organization website and associated websites
    • Vault Campus includes detailed reviews and survey information about what it’s like to work at Southwest. To access Vault Campus, visit eCampus and click PhoenixLink.
    • Websites that specialize in company reviews and job postings
    • Magazine and journal articles from the Internet or University Library

    Submit your chart.

Chart has been attached.

[supanova_question]

FIN 645 University of Maryland Behavioral Finance & Capital Budgeting Decisions Essay Business Finance Assignment Help

1. “Since capital budgeting decisions involve the estimation of a project’s future cash flows and the rate at which they should be discounted is still a relatively subjective process, the behavioral traits of managers still affect this process.” Discuss this statement and suggest how managers can better improve their ability to eliminate biases in their forecasting.

2. 23 July 2002 an article entitled “Investors Appreciate Dividends Again, See Them as Safer Bets in Bear Market,” appeared on Associated Press Newswire. The article described two reasons why financial planners have routinely recommended that investors hold dividend-paying stocks, especially in bear markets such as the period 2001-2002: First, retired investors use quarterly dividends to augment their income find dividends to be more attractive during bear markets. Second, investors search for a bird in the hand, which dividends represent. In this respect, dividends provide investors with the ability to be patient, and wait out the market decline. The article quotes Steve Wetzel, a professor of finance at New York University’s School of Continuing Education and a certified financial planner, and Arnie Kaufman, editor of Standard & Poor’s newsletter The Outlook. Discuss both reasons mentioned above, in the context of this week’s assigned readings.

3. Discuss the merits of the following statement:  Inside directors should constitute the majority of a corporate board, because insiders have superior understanding of the firm’s business operations.  What evidence can you cite in support or in opposition to this assertion?

The above questions requires to be answered putting in mind that Turnitin is active.

Attached are modules that might be of assistance to the questions.

[supanova_question]

Palm Beach State College Discrimination and Harassment of A Gender Discussion & Worksheet Humanities Assignment Help

Part A

this Discussion is a type of “counselor show and tell.” You pretend to be speaking to an imaginary client with a specific issue for which the information you share is relevant—as in the example of this in the media resources for this week. There are three parts to this brief presentation. First, you start with a statement placing the need for the information in context. Next, you share the specific information with your imaginary client, and then finish by inviting the “client” to apply the information to their situation in some way. You may find that you want to incorporate multisensory techniques to make the information more clear; for instance, you may want to hold up a diagram, illustrate with the juxtaposition of your hands, or even include a prop in order to allow the information you are sharing to take visual, auditory, or kinesthetic form. This video Discussion will yield much useful information for the picking from every one of your classmates!

To prepare:

  • Create a 1- to 2-minute monologue in which you share evidence-based information as though you were in a session talking directly to an imaginary client. Be sure to end your short presentation with an open question inviting the imaginary client to incorporate what you have shared.

Part 2

Counseling requires personal courage on the part of the counselor. It is an uncommon relationship that, in the service of our clients, breaks conventions about politeness. In addition to asking very personal questions and focusing upon emotions, counselors encourage thoughtfulness through staying silent longer than most do in social conversations, sharing a reframed perception of the problem, and verbalizing them when they notice contradictions. Skillful and courageous use of these techniques offers clients a chance to improve the quality of their lives. While counseling can take you out of your comfort zone when applying the microskills of silence, confrontation, and reframing, you can also be rewarded by seeing your clients move towards the change they want.

focuses on three of the influencing microskills introduced, this week, which students often find the most challenging: Silence, Confrontation of Contradictions, and Reframing. Through a counseling skills experiment, and a reflective journal about instructor feedback and virtual practice, this worksheet is a way to prepare to effectively apply these skills.

To prepare:

  • Review this week’s Learning Resources. Consider the influencing microskills needed for effective counseling.
  • Complete the Week 7 Worksheet located in the Learning Resources.

Worksheet is attach.

Dont worry about the theravue part and the feedback for video 6. I’ll take care of it. Just do part 2 and #4. Please it 2 parts

[supanova_question]

BSAD 460 Franklin University An Ethical Dilemma Research Paper Business Finance Assignment Help

Overview

Chapter 3 reviews a number of common ethical problems which are encountered within the workplace. These issues include dilemmas related to human resources, harassment, conflicts of interest, customer confidence, and use of corporate resources. For this writing assignment you will apply Trevino & Nelson’s eight-step decision making model to an authentic ethical case.

Action Items

  1. Review the assigned readings from the text and articles by Harvey (1988), Andrews (2005), and Doty (2007).
  2. Prepare a 3-5 page paper titled, An Ethical Dilemma.
  3. Compose your paper in Microsoft Word. Include your name, the assignment name and number, the course and section number, and the date on your title page. Follow APA guidelines for formatting and citations.Note: Your paper must meet the minimum requirements as outlined in the section of Weekly Written Assignments of the Assignment Guidelines and the grading criteria of this assignment.
  4. Review and incorporate the Ethical Decision Making Steps summarized from Trevino and Nelson’s eight step model to ethical decision making (p. 53-59) when addressing each of the following questions and statements in your paper:
    • Describe an ethical dilemma which you observed in your professional environment that falls into one of the following categories: human resources, harassment, conflicts of interest, customer confidence, or use of corporate resources.
    • Put yourself into the role of the participant(s) in the situation that you observed. If this situation happened to you today, what would you do differently and why?
    • Focus on the philosophical approaches of (1) consequences; (2) duties, obligations, and principles; and (3) integrity.
    • Support your reasoning with minimum of 3-4 references from the readings and other relevant sources.
  5. Submit your paper to Turnitin.com.Note: Turnitin.com is used by Franklin University to assist students in detecting plagiarism. Your results will not be e-mailed to you; you must login to review your results.

Submission Instructions

Upload your paper using the Submit tool.

Face-to-Face Students: Bring one copy of the assignment to class for in-class discussions.

Grading Criteria

  • Content and focus: Response addressed the question(s) posed in a logical, cohesive manner, and clearly incorporated the ethical decision making : 0 – 35 points
  • Analysis and critical thinking: Writing illustrates higher order critical thinking, analysis, synthesis, and/or evaluation: 0 – 35 points
  • Writing style, grammar, sentence structure: Sentences are consistently clear, concise, well written; grammar and punctuation are correct: 0 – 15 points
  • APA and research: Correct use of APA style in body of paper and appropriately references the text and/or other research sources: 0 – 15 points

[supanova_question]

[supanova_question]

American Military University Wk 6 Construction Management Conference Paper Business Finance Assignment Help

Instructions

The Scenario:

In past years, New Orleans has been hit hard by hurricanes and other bad weather. The construction industry, working with New Port Community College, has put a renewed emphasis on training the Construction Management students to build structures that meet current building codes. You have been asked to create a flyer inviting all Construction Management students to attend a conference.

For this assignment, you will need the following files:

New blank Publisher publication

Construction_Management

CM_Logo

You will save your files as:

Lastname_Firstname_Construction_Management

Lastname_Firstname_Construction_Conference

Lastname_Firstname_Merged_Conference

Part 1

  1. Open the Access file Construction_Management and Save with the file name Lastname_Firstname_Construction_Management
  2. Create a form named based on the Students table, save it as Lastname Firstname Student Form
  3. Add the following student records.
  4. Use your first name and last name for the last record.

First Name

Last Name

Address

City

State

ZIP

Phone Number

Degree

Karen

Crosby

11171 54th Ave

New Orleans

LA

33714

504-555-0092

Construction Management

Richard

Eagleson

12501 W Isabel St

New Orleans

LA

33708

504-555-5832

Information Systems

Larry

Magg

15304 Cypress St

New Orleans

LA

33701

504-555-0362

Construction Management

Firstname

Lastname

12513 Frierson Ave

New Orleans

LA

33701

504-555-0186

Construction Management

Part 2

  1. Create a report using the Report Wizard that includes the fields First Name, Last Name, Phone Number, and Degree.
  2. Group the data by Degree and sort the data by Last Name. Change the column widths so all data is visible.
  3. Create a Publisher template of your choice.
  4. Save the file as Lastname_Firstname_Construction_Conference and then insert the your name in the footer.
  5. In a text box, add information about the Construction Management conference to be held on campus on March 3–4.
  6. In another text box, list Louisiana cities, such as Baton Rouge, Lafayette, that have had damage due to hurricanes.
  7. Insert and format appropriate online images.
  8. Create a business set for Mrs. Finale using the following information.

Individual name

Tammy Finale

Job position

Director, Construction Management Program

Organization name

New Port Community College

Address

12745 Dartmouth Ave New Orleans, LA 70114

Phone Number

504-555-0030

Fax

504-555-0031

E-mail

construction@NewPortCC.edu

Tagline

Building a better New Orleans

Logo

CM_Logo

Business Information set name

Finale

Part 3

  1. Start mail merge and choose your Access file Lastname_Firstname_Construction_Management as the data source.
  2. Filter the recipients to show only the Construction Management students.
  3. Insert the student’s name and mailing address.
  4. Save the publication.
  5. Complete the merge to a new publication.
  6. Save the merged publication as Lastname_Firstname_Merged_Conference and then update the footer with your name.

American Military University Wk 6 Construction Management Conference Paper Business Finance Assignment Help[supanova_question]

Trident Technical College Bajau Individuals and Evolution of Humans Essay Writing Assignment Help


Answer the questions below. The sources will be provided. Should be at least 2 pages long (double-spaced)

1. Short Answer Questions on reading material Answer should be a short paragraph. Be sure to address each point listed in the question. Use at least one peer-reviewed journal article to support your answer and provide a reference for each journal article.

A) Do you think humans are still evolving? Why or why not? What recent technologies may have reduced or increased selective pressures on humans? Briefly describe how increasing human population size may affect forces such as selection or drift in the future. (You can site a news article by author or title, or the textbook)

B) What types of benefits are gained by studying genetic data from closely related species to humans? Specifically, why should we study the evolution of other primates, Neanderthals, or Denisovans (address at least two of these)? What types of questions can be answered with this comparative genetic approach? Please provide at least two specific examples.2

2) Essay Questions (2 paragraphs each)

Cite at least 2 journal articles in your discussion for each question and provide a reference for each article.

A) Is there a biological basis to race? Give examples of genetic data or analyses (from articles we’ve read) that support or refute this claim. Provide two pieces of evidence that supports the argument of clines vs. glades

a.What are some pros of using race/genetics in modern medicine and research?b.What are some cons of using race/genetics in modern medicine and research?

B) Describe the extent of interbreeding between humans, Neanderthals, and Denisovans, and the genetic data that support this claim. Based on both the extent of interbreeding and genetic differences between humans, Neandertals, and Denisovans, do you think Neandertals or Denisovans should be considered as separate species from humans, or as sub-species of humans (no right answer here, just make a strong argument one way or another)? How does the new data about interbreeding affect your view of the out-of-Africa vs multi-regionalism hypotheses for human origins? What information should a “modern genome” include?

[supanova_question]

HCI 670 Grand Canyon University Data Entry Question Other Assignment Help

The purpose of this assignment is to apply user testing to the created workflow for the identified case study need.

Read the “Integrated Case Study” resource prior to beginning the assignment. In addition, refer to the instructor feedback you received on the Topic 5 assignment.

Write a 750-1,000 word test script that answers the following questions:

  1. Who would be part of the user testing?
  2. What are the elements to test?
  3. What are the steps used to perform acceptance testing, integration testing of new systems, and testing of system enhancements?
  4. Are there any rules involved?
  5. What is the action/outcome expected?
  6. What would the action plan be if testing does not work?

Cite at least two scholarly resources in your response.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

[supanova_question]

TUA Social Norms Civil Inattention Social Interaction & Civil Inattention Essay Humanities Assignment Help

I’m working on a sociology question and need guidance to help me study.

Breaching

Social interaction represents one of the central building blocks of society. Despite being unscripted, these interactions have strict unwritten rules. Breaking those rules, or being deviant, is a critical way of discovering what the norms are and what is the range of reactions to norm violations. Before you begin, please review the section on “Values, Norms, and Sanctions” in the Culture chapter and take a look at page 436 in the textbook(“Encounters with Strangers”), particularly the concept of “civil inattention”.

To Do

You will conduct an exercise that violates social norms and write a short paper about the experience. This exercise may be performed alone or in a group (of your choice) of four or fewer participants. **The norm violation can not include illegal activities or those that might risk someone’s safety, health, or well-being (i.e., violating masking requirements in a pandemic). In addition, don’t complete breaches where the violation is that you make someone else sad or angry (ex. telling your friend they look ugly, etc.) because that is mean. ** In our current pandemic world, I would strongly encourage you to conduct your breach on social media, such as something that defies our new norms of online courses, such as brushing your teeth during Zoom class. If conducting your experiment as a group, each group member will perform the breach once. When not performing the breach, the other group members should observe the interaction and write an observation log documenting people’s reactions to the breach. After completing your breach, you should write a brief research report that discusses your research and what you found. You may conduct your breach as part of a group, but each person must individually write and submit a research report.

Rubric

These are guidelines, but feel free to try new things and stretch your creativity for a high pass. In your submission text, please clearly state which set of requirements you are attempting to fulfill.

In order to receive a Pass or High Pass, you must complete all components of that grade category

dropbox link to chapter screenshots:https://www.dropbox.com/sh/o4frg3o7pe3mmhc/AACK6lc…

High Pass

  • Research
    • Violates more than one well-identified social norm in a clear way or violates the same norm in more than one way.
    • Chooses breaches that are creative
    • Varies the breach or norm in such a way as to test a hypothesis
    • Includes video or photographic proof that the breach occurred. Ideally, this would be a link to a video of the breach. If you are doing this solo, a photo of the situation pre or post breach is sufficient. Attach this on Sakai or text it to Professor Caren (919-381-7638) along with your name. As part of your assignment, put “I texted the video to Professor Caren from my phone, 919-xxx-xxxx.”
  • Report
    • Include summary paragraph as introduction.
    • Describes your hypothesis.
    • Describe your data and methods of analysis, including describes the breaches with details about the settings they took place in (virtual/physical), the norms and your expectations.
    • Use detailed description to explain people’s reactions to the different breaches
    • Describes how you felt while doing the breaches and analyzes why that feeling occurred
    • Explains why your breaches are significant sociologically- what do they show/mean? Make a clear connection to more than one course concept.
    • Reflects on how the breach might have been different if a different person had conducted it (maybe someone of a different personality type or identity)
  • Analyzes the limitations of these types of experiments
    • Evaluate your methodology.
    • 500 word minimum

[supanova_question]

UMASS Boston The Science of Music & Speed of Sound Lab Report Science Assignment Help

First, watch the following video to see how the experiment is done, then go to the instructions below

https://massasoit.instructuremedia.com/embed/e24abc30-d067-47a1-a4a4-47249c276b63

Objective: To determine the speed of sound in air.

Materials and Equipment: calculator

Method: The speed of sound is the most important number in our course. It determines the pitch of wind instruments, the time lag for echoes, and is important in the acoustics of concert halls.

We will send sound waves down a pipe by clapping near the pipe’s end. The WavePad app on a cell phone will be used to detect this sound wave and show a graph of it on the screen. The up and down line on the graph screen shows variation in air pressure in the sound wave. The wave will travel down the pipe and reflect from the far end and return. (Note that the sound wave will reflect from the far end even though this is an open end. More on how this is possible in chapter eight.)

The graph on the phone screen will show a large response when the sound wave is first created and passes by the phone’s microphone as it enters the pipe and later another large response when it arrives back after reflecting. The sound wave then reflects at the end with the phone and goes back down the pipe again and reflects again. This way we see multiple peaks each time the sound wave returns to the phone as the wave “bounces” back and forth. The time scale in the app, given in milliseconds (ms), will allow us to measure the time that it takes the sound wave to move down the pipe and return. Knowing distance traveled and the time of travel, we can calculate speed.

To see the very quick rise and decline of sound waves, we need to expand the time scale, spreading out the wave so we can see the details of detection and reflection. To allow enough time separation between the waves, we need a pipe that is at least 10 feet long. Since we could not supply such a long piece of pipe, I will show you a video of the procedure and a photo of the wave graph created in the WavePad app. (That I couldn’t get a 10 foot piece of pipe to you is the only reason I did not ask you to download the WavePad app and do the recording yourself.)

Procedure:

  1. Our pipe is 10 ft = 120 inches long, the standard for PVC pipe. Convert this into cm and then into meters.
  2. The reflection at the open end actually happens a small distance beyond the physical end of the pipe. This extra distance is 0.3 times the inside diameter of the pipe and the actual length of the ppe must be corrected by adding this amount. This standard PVC pipe has an inside diameter of 1.5 inches. Calculate this correction (ΔL) and convert it into meters.
  3. Add the pipe length in meters to the correction in meters. This is the distance the sound wave travels in one direction.
  4. Examine the image (below) of the phone screen with the graph of the sound wave on it. This has been expanded to show the time scale in as much detail as possible. The first set of long vertical lines on the left represents the detection of the first burst of sound waves as it passes the microphone on the way into the pipe. Find the largest vertical line (representing the maximum wave amplitude) and determine when (according to the time scale in the app) it moved past the microphone in the phone. To do this, follow that largest line down to the time scale and record the time in your data table as t1. This may not line up exactly with one of the time markers on the screen. You will probably need to estimate the fraction of the distance between two given time markers. For example, if the line in question is half way between the 120 and 125 markers, then the time is 122.5. Another example: if the line is 2/10 of the way between 160 and 170, then the time is 162. The units given are ms (milliseconds). (Reading “between the lines” in known in science as interpolation.) Sometimes the time is given in seconds. Note that 0.300 s equals 300 ms.
  5. Note the next group of vertical lines representing when the sound returned after being reflected at the far end. You can see that the lines are a little shorter than the first group because not all of the sound reflected back; some escaped out into the space beyond the pipe.
  6. Remember that we gain in precision when we measure larger quantities. In this case, instead of looking at the time over one interval (from the first wave to the second), let’s look at the time interval for multiple waves. Remember, we are counting the number of intervals between the waves spikes, not the spikes themselves. (From the first spike to the second is counted as “1.”) Each interval represents one round trip for the sound wave, to the other end and back. Determine the time after a number of wave spikes. Record the number of waves (intervals, not spikes) as well as the time as t2.
  7. The amount of time t for all the reflections and movements is the difference t = t2 – t1. Calculate this difference. Convert this time into seconds (s); it will be a small decimal.
  8. Calculate the total distance the waves traveled for the entire motion, including reflections and back and forth travel.
  9. Calculate the speed of sound: v = d/t
  10. The next step is to determine the standard (accepted) speed of sound. The speed of sound in air depends on the temperature of the air. (We’ll talk about why later.) The temperature in the room where I did the experiment was 25.0oC. (It was measured using a small thermometer like the one in your kit. You’ll use this thermometer for the same purpose later in the course.) The speed of sound is found using the formula. LaTeX: v:=:331:+:0.6cdot Tcv=331+0.6⋅Tc where Tc is the temperature in degrees Celsius; the result is in m/s. Calculate the speed of sound under the conditions of the experiment.
  11. Calculate the percent error of your results, using the calculated speed of sound from step 10 as the standard value. Note the abbreviations in the data table. “stan” means standard (the standard or accepted value for this temperature); “exp” means experimental (your result found from distance and time measurements).
  12. If you happen to have a 10 ft piece of pipe and want to try this by yourself, it might be fun and shouldn’t be too hard. You’ll have to download the WavePad app and experiment a little with it to see how it works.

Questions: 1. Did it matter how far from the pipe the clap was done? Why or why not?

2. Did it matter how far from the pipe the phone was located? Explain.

3. Suppose the pipe was stored outdoors during a cold winter’s day, and then brought in, and the experiment was then done immediately. Would anything change? Explain.

Here is a screen shot of my phone with graph from the experiment:

Speed of Sound Phone Screen.jpg

Data Tables

L

Diam (inside)

ΔL

L (corrected)

Total d

t1

t2

t

Vs (exp)

Tc

Vs (stan)

Percent Error

Calculations:

Sources of Error:

Answers to Questions:

Conclusion:

[supanova_question]

https://anyessayhelp.com/

Objective: To determine the speed of sound in air.

Materials and Equipment: calculator

Method: The speed of sound is the most important number in our course. It determines the pitch of wind instruments, the time lag for echoes, and is important in the acoustics of concert halls.

We will send sound waves down a pipe by clapping near the pipe’s end. The WavePad app on a cell phone will be used to detect this sound wave and show a graph of it on the screen. The up and down line on the graph screen shows variation in air pressure in the sound wave. The wave will travel down the pipe and reflect from the far end and return. (Note that the sound wave will reflect from the far end even though this is an open end. More on how this is possible in chapter eight.)

The graph on the phone screen will show a large response when the sound wave is first created and passes by the phone’s microphone as it enters the pipe and later another large response when it arrives back after reflecting. The sound wave then reflects at the end with the phone and goes back down the pipe again and reflects again. This way we see multiple peaks each time the sound wave returns to the phone as the wave “bounces” back and forth. The time scale in the app, given in milliseconds (ms), will allow us to measure the time that it takes the sound wave to move down the pipe and return. Knowing distance traveled and the time of travel, we can calculate speed.

To see the very quick rise and decline of sound waves, we need to expand the time scale, spreading out the wave so we can see the details of detection and reflection. To allow enough time separation between the waves, we need a pipe that is at least 10 feet long. Since we could not supply such a long piece of pipe, I will show you a video of the procedure and a photo of the wave graph created in the WavePad app. (That I couldn’t get a 10 foot piece of pipe to you is the only reason I did not ask you to download the WavePad app and do the recording yourself.)

Procedure:

  1. Our pipe is 10 ft = 120 inches long, the standard for PVC pipe. Convert this into cm and then into meters.
  2. The reflection at the open end actually happens a small distance beyond the physical end of the pipe. This extra distance is 0.3 times the inside diameter of the pipe and the actual length of the ppe must be corrected by adding this amount. This standard PVC pipe has an inside diameter of 1.5 inches. Calculate this correction (ΔL) and convert it into meters.
  3. Add the pipe length in meters to the correction in meters. This is the distance the sound wave travels in one direction.
  4. Examine the image (below) of the phone screen with the graph of the sound wave on it. This has been expanded to show the time scale in as much detail as possible. The first set of long vertical lines on the left represents the detection of the first burst of sound waves as it passes the microphone on the way into the pipe. Find the largest vertical line (representing the maximum wave amplitude) and determine when (according to the time scale in the app) it moved past the microphone in the phone. To do this, follow that largest line down to the time scale and record the time in your data table as t1. This may not line up exactly with one of the time markers on the screen. You will probably need to estimate the fraction of the distance between two given time markers. For example, if the line in question is half way between the 120 and 125 markers, then the time is 122.5. Another example: if the line is 2/10 of the way between 160 and 170, then the time is 162. The units given are ms (milliseconds). (Reading “between the lines” in known in science as interpolation.) Sometimes the time is given in seconds. Note that 0.300 s equals 300 ms.
  5. Note the next group of vertical lines representing when the sound returned after being reflected at the far end. You can see that the lines are a little shorter than the first group because not all of the sound reflected back; some escaped out into the space beyond the pipe.
  6. Remember that we gain in precision when we measure larger quantities. In this case, instead of looking at the time over one interval (from the first wave to the second), let’s look at the time interval for multiple waves. Remember, we are counting the number of intervals between the waves spikes, not the spikes themselves. (From the first spike to the second is counted as “1.”) Each interval represents one round trip for the sound wave, to the other end and back. Determine the time after a number of wave spikes. Record the number of waves (intervals, not spikes) as well as the time as t2.
  7. The amount of time t for all the reflections and movements is the difference t = t2 – t1. Calculate this difference. Convert this time into seconds (s); it will be a small decimal.
  8. Calculate the total distance the waves traveled for the entire motion, including reflections and back and forth travel.
  9. Calculate the speed of sound: v = d/t
  10. The next step is to determine the standard (accepted) speed of sound. The speed of sound in air depends on the temperature of the air. (We’ll talk about why later.) The temperature in the room where I did the experiment was 25.0oC. (It was measured using a small thermometer like the one in your kit. You’ll use this thermometer for the same purpose later in the course.) The speed of sound is found using the formula. LaTeX: v:=:331:+:0.6cdot Tcv=331+0.6⋅Tc where Tc is the temperature in degrees Celsius; the result is in m/s. Calculate the speed of sound under the conditions of the experiment.
  11. Calculate the percent error of your results, using the calculated speed of sound from step 10 as the standard value. Note the abbreviations in the data table. “stan” means standard (the standard or accepted value for this temperature); “exp” means experimental (your result found from distance and time measurements).
  12. If you happen to have a 10 ft piece of pipe and want to try this by yourself, it might be fun and shouldn’t be too hard. You’ll have to download the WavePad app and experiment a little with it to see how it works.

Questions: 1. Did it matter how far from the pipe the clap was done? Why or why not?

2. Did it matter how far from the pipe the phone was located? Explain.

3. Suppose the pipe was stored outdoors during a cold winter’s day, and then brought in, and the experiment was then done immediately. Would anything change? Explain.

Here is a screen shot of my phone with graph from the experiment:

Speed of Sound Phone Screen.jpg

Data Tables

L

Diam (inside)

ΔL

L (corrected)

Total d

t1

t2

t

Vs (exp)

Tc

Vs (stan)

Percent Error

Calculations:

Sources of Error:

Answers to Questions:

Conclusion:

[supanova_question]

https://anyessayhelp.com/

Objective: To determine the speed of sound in air.

Materials and Equipment: calculator

Method: The speed of sound is the most important number in our course. It determines the pitch of wind instruments, the time lag for echoes, and is important in the acoustics of concert halls.

We will send sound waves down a pipe by clapping near the pipe’s end. The WavePad app on a cell phone will be used to detect this sound wave and show a graph of it on the screen. The up and down line on the graph screen shows variation in air pressure in the sound wave. The wave will travel down the pipe and reflect from the far end and return. (Note that the sound wave will reflect from the far end even though this is an open end. More on how this is possible in chapter eight.)

The graph on the phone screen will show a large response when the sound wave is first created and passes by the phone’s microphone as it enters the pipe and later another large response when it arrives back after reflecting. The sound wave then reflects at the end with the phone and goes back down the pipe again and reflects again. This way we see multiple peaks each time the sound wave returns to the phone as the wave “bounces” back and forth. The time scale in the app, given in milliseconds (ms), will allow us to measure the time that it takes the sound wave to move down the pipe and return. Knowing distance traveled and the time of travel, we can calculate speed.

To see the very quick rise and decline of sound waves, we need to expand the time scale, spreading out the wave so we can see the details of detection and reflection. To allow enough time separation between the waves, we need a pipe that is at least 10 feet long. Since we could not supply such a long piece of pipe, I will show you a video of the procedure and a photo of the wave graph created in the WavePad app. (That I couldn’t get a 10 foot piece of pipe to you is the only reason I did not ask you to download the WavePad app and do the recording yourself.)

Procedure:

  1. Our pipe is 10 ft = 120 inches long, the standard for PVC pipe. Convert this into cm and then into meters.
  2. The reflection at the open end actually happens a small distance beyond the physical end of the pipe. This extra distance is 0.3 times the inside diameter of the pipe and the actual length of the ppe must be corrected by adding this amount. This standard PVC pipe has an inside diameter of 1.5 inches. Calculate this correction (ΔL) and convert it into meters.
  3. Add the pipe length in meters to the correction in meters. This is the distance the sound wave travels in one direction.
  4. Examine the image (below) of the phone screen with the graph of the sound wave on it. This has been expanded to show the time scale in as much detail as possible. The first set of long vertical lines on the left represents the detection of the first burst of sound waves as it passes the microphone on the way into the pipe. Find the largest vertical line (representing the maximum wave amplitude) and determine when (according to the time scale in the app) it moved past the microphone in the phone. To do this, follow that largest line down to the time scale and record the time in your data table as t1. This may not line up exactly with one of the time markers on the screen. You will probably need to estimate the fraction of the distance between two given time markers. For example, if the line in question is half way between the 120 and 125 markers, then the time is 122.5. Another example: if the line is 2/10 of the way between 160 and 170, then the time is 162. The units given are ms (milliseconds). (Reading “between the lines” in known in science as interpolation.) Sometimes the time is given in seconds. Note that 0.300 s equals 300 ms.
  5. Note the next group of vertical lines representing when the sound returned after being reflected at the far end. You can see that the lines are a little shorter than the first group because not all of the sound reflected back; some escaped out into the space beyond the pipe.
  6. Remember that we gain in precision when we measure larger quantities. In this case, instead of looking at the time over one interval (from the first wave to the second), let’s look at the time interval for multiple waves. Remember, we are counting the number of intervals between the waves spikes, not the spikes themselves. (From the first spike to the second is counted as “1.”) Each interval represents one round trip for the sound wave, to the other end and back. Determine the time after a number of wave spikes. Record the number of waves (intervals, not spikes) as well as the time as t2.
  7. The amount of time t for all the reflections and movements is the difference t = t2 – t1. Calculate this difference. Convert this time into seconds (s); it will be a small decimal.
  8. Calculate the total distance the waves traveled for the entire motion, including reflections and back and forth travel.
  9. Calculate the speed of sound: v = d/t
  10. The next step is to determine the standard (accepted) speed of sound. The speed of sound in air depends on the temperature of the air. (We’ll talk about why later.) The temperature in the room where I did the experiment was 25.0oC. (It was measured using a small thermometer like the one in your kit. You’ll use this thermometer for the same purpose later in the course.) The speed of sound is found using the formula. LaTeX: v:=:331:+:0.6cdot Tcv=331+0.6⋅Tc where Tc is the temperature in degrees Celsius; the result is in m/s. Calculate the speed of sound under the conditions of the experiment.
  11. Calculate the percent error of your results, using the calculated speed of sound from step 10 as the standard value. Note the abbreviations in the data table. “stan” means standard (the standard or accepted value for this temperature); “exp” means experimental (your result found from distance and time measurements).
  12. If you happen to have a 10 ft piece of pipe and want to try this by yourself, it might be fun and shouldn’t be too hard. You’ll have to download the WavePad app and experiment a little with it to see how it works.

Questions: 1. Did it matter how far from the pipe the clap was done? Why or why not?

2. Did it matter how far from the pipe the phone was located? Explain.

3. Suppose the pipe was stored outdoors during a cold winter’s day, and then brought in, and the experiment was then done immediately. Would anything change? Explain.

Here is a screen shot of my phone with graph from the experiment:

Speed of Sound Phone Screen.jpg

Data Tables

L

Diam (inside)

ΔL

L (corrected)

Total d

t1

t2

t

Vs (exp)

Tc

Vs (stan)

Percent Error

Calculations:

Sources of Error:

Answers to Questions:

Conclusion:

[supanova_question]

https://anyessayhelp.com/

Objective: To determine the speed of sound in air.

Materials and Equipment: calculator

Method: The speed of sound is the most important number in our course. It determines the pitch of wind instruments, the time lag for echoes, and is important in the acoustics of concert halls.

We will send sound waves down a pipe by clapping near the pipe’s end. The WavePad app on a cell phone will be used to detect this sound wave and show a graph of it on the screen. The up and down line on the graph screen shows variation in air pressure in the sound wave. The wave will travel down the pipe and reflect from the far end and return. (Note that the sound wave will reflect from the far end even though this is an open end. More on how this is possible in chapter eight.)

The graph on the phone screen will show a large response when the sound wave is first created and passes by the phone’s microphone as it enters the pipe and later another large response when it arrives back after reflecting. The sound wave then reflects at the end with the phone and goes back down the pipe again and reflects again. This way we see multiple peaks each time the sound wave returns to the phone as the wave “bounces” back and forth. The time scale in the app, given in milliseconds (ms), will allow us to measure the time that it takes the sound wave to move down the pipe and return. Knowing distance traveled and the time of travel, we can calculate speed.

To see the very quick rise and decline of sound waves, we need to expand the time scale, spreading out the wave so we can see the details of detection and reflection. To allow enough time separation between the waves, we need a pipe that is at least 10 feet long. Since we could not supply such a long piece of pipe, I will show you a video of the procedure and a photo of the wave graph created in the WavePad app. (That I couldn’t get a 10 foot piece of pipe to you is the only reason I did not ask you to download the WavePad app and do the recording yourself.)

Procedure:

  1. Our pipe is 10 ft = 120 inches long, the standard for PVC pipe. Convert this into cm and then into meters.
  2. The reflection at the open end actually happens a small distance beyond the physical end of the pipe. This extra distance is 0.3 times the inside diameter of the pipe and the actual length of the ppe must be corrected by adding this amount. This standard PVC pipe has an inside diameter of 1.5 inches. Calculate this correction (ΔL) and convert it into meters.
  3. Add the pipe length in meters to the correction in meters. This is the distance the sound wave travels in one direction.
  4. Examine the image (below) of the phone screen with the graph of the sound wave on it. This has been expanded to show the time scale in as much detail as possible. The first set of long vertical lines on the left represents the detection of the first burst of sound waves as it passes the microphone on the way into the pipe. Find the largest vertical line (representing the maximum wave amplitude) and determine when (according to the time scale in the app) it moved past the microphone in the phone. To do this, follow that largest line down to the time scale and record the time in your data table as t1. This may not line up exactly with one of the time markers on the screen. You will probably need to estimate the fraction of the distance between two given time markers. For example, if the line in question is half way between the 120 and 125 markers, then the time is 122.5. Another example: if the line is 2/10 of the way between 160 and 170, then the time is 162. The units given are ms (milliseconds). (Reading “between the lines” in known in science as interpolation.) Sometimes the time is given in seconds. Note that 0.300 s equals 300 ms.
  5. Note the next group of vertical lines representing when the sound returned after being reflected at the far end. You can see that the lines are a little shorter than the first group because not all of the sound reflected back; some escaped out into the space beyond the pipe.
  6. Remember that we gain in precision when we measure larger quantities. In this case, instead of looking at the time over one interval (from the first wave to the second), let’s look at the time interval for multiple waves. Remember, we are counting the number of intervals between the waves spikes, not the spikes themselves. (From the first spike to the second is counted as “1.”) Each interval represents one round trip for the sound wave, to the other end and back. Determine the time after a number of wave spikes. Record the number of waves (intervals, not spikes) as well as the time as t2.
  7. The amount of time t for all the reflections and movements is the difference t = t2 – t1. Calculate this difference. Convert this time into seconds (s); it will be a small decimal.
  8. Calculate the total distance the waves traveled for the entire motion, including reflections and back and forth travel.
  9. Calculate the speed of sound: v = d/t
  10. The next step is to determine the standard (accepted) speed of sound. The speed of sound in air depends on the temperature of the air. (We’ll talk about why later.) The temperature in the room where I did the experiment was 25.0oC. (It was measured using a small thermometer like the one in your kit. You’ll use this thermometer for the same purpose later in the course.) The speed of sound is found using the formula. LaTeX: v:=:331:+:0.6cdot Tcv=331+0.6⋅Tc where Tc is the temperature in degrees Celsius; the result is in m/s. Calculate the speed of sound under the conditions of the experiment.
  11. Calculate the percent error of your results, using the calculated speed of sound from step 10 as the standard value. Note the abbreviations in the data table. “stan” means standard (the standard or accepted value for this temperature); “exp” means experimental (your result found from distance and time measurements).
  12. If you happen to have a 10 ft piece of pipe and want to try this by yourself, it might be fun and shouldn’t be too hard. You’ll have to download the WavePad app and experiment a little with it to see how it works.

Questions: 1. Did it matter how far from the pipe the clap was done? Why or why not?

2. Did it matter how far from the pipe the phone was located? Explain.

3. Suppose the pipe was stored outdoors during a cold winter’s day, and then brought in, and the experiment was then done immediately. Would anything change? Explain.

Here is a screen shot of my phone with graph from the experiment:

Speed of Sound Phone Screen.jpg

Data Tables

L

Diam (inside)

ΔL

L (corrected)

Total d

t1

t2

t

Vs (exp)

Tc

Vs (stan)

Percent Error

Calculations:

Sources of Error:

Answers to Questions:

Conclusion:

[supanova_question]

UCF Lake Okeechobee Essential Freshwater Source Discussion Science Assignment Help

UCF Lake Okeechobee Essential Freshwater Source Discussion Science Assignment Help

× How can I help you?