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THINKER’S GUIDE
THINKER’S GUIDE
Student’s Name
Institutional Affiliation
Professor’s Name
Date
THINKERS GUIDE
Part II.
1)Your overall reaction to the articles/reports – what did you like/dislike, agree/disagree with? Explain why
My overall reaction to the article is mixed. For instance, I like how the ethical guide has discussed the issue of mini-reasoning. I have been brought up in a society where ethical reasoning is vital. As a member of society, I have to contribute to decisions affecting the people and the projects undertaken in society. Ethical reasoning guide equips one with the essential knowledge needed during ethical reasoning. The knowledge of ethical reasoning is also evident in today’s lifestyle as every day. I have to reason out what is ethical to be conducted and what is not ethically right.
I agree with the author that the majority of people confuse ethics with living to the standards of society (Paul & Elder 2003). Every society has indeed defined rules, beliefs, religion, and social conventions. However, some of these beliefs and defined rules may not be ethically right in our modern society. For example, our society believes it is right for a woman to remain submissive to her husband. Applying ethical reasoning, this may not be applicable and is not ethically right since both the husband and the wife have equal capabilities and therefore deserve equal rights.
2) In general, how does reading the articles/reports contribute to your understanding of the
thinker’s Page 6 of 10 Guide text?
I can arguably say that the articles expanded my knowledge of the values and ethics, which strongly focus on understanding the Thinker’s Page 6 of the 10 Guide text. For example, in the article “Rethinking Cultural Competence: What Can We Learn from Levinas?” I have learned more about cultural competence, which is a critical factor of ethics, as explained in the Thinker’s Guide (Ben-Ari & Strier 2010). Another example is in the article “social work values: The moral core of the profession” where the author emphasizes the importance of professional knowledge on social work mission and values (Bisman 2004). Both articles have expanded my understanding of ethical values and their application to society.
3) How are ideas/concepts in the articles/reports illustrated in your practice or practicum? Explain
I live in a society where being morally right is a virtual of humanity. I practice social counseling and give advice to the youths in our society. Therefore, I can generally appreciate the ideas in the article and the reports for the deep knowledge and academic research concept on matters regarding ethics and morality. The ideas and concepts have enabled me to make better decisions on a matter requiring ethical reasoning.
4) How do the ideas/concepts in the articles/reports further impact how you think about ethical competence
The articles and reports discuss the importance of ethical competence in society. They suggest that ethical competence is necessary in order to make good decisions, resolve conflicts, and build trust. These ideas impact how I think about ethical competence by emphasizing the importance of developing this skill to succeed in society. For instance, our society is full of matters that need an ethical decision to be made. For example, the emergence of technology that allows those who are almost to die to be removed some vital organs and the organs to be used for organ transplant to patients is still causing the ethical dilemma. The ideas and concepts discussed in the article may help in solving some of these ethical dilemmas in society.
References
Ben-Ari & Strier R (2010). Rethinking Cultural Competence: What Can We Learn from Levinas?
Bisman C (2004). Social work values: The moral core of the profession.
Paul, R., & Elder, L. (2003). Ethical reasoning. Dillon Beach, CA: The Foundation for Critical Thinking.
Thin Lenses
Thin Lenses
Name: ____________________________
Ray Diagrams for Converging Lenses
Figure (a) shows how a ray diagram is used to construct the image of an object located at a distance greater than the focal length of the converging lens. F and F’ are the focal points of the lens. Object is labeled as O and image as I. The height of the object is ho and image height is hi.
Figure (a)
Figure (b) shows how a ray diagram is used to construct the image of an object located at a distance less than the focal length of the converging lens.
Figure (b)
The magnification M is defined as: M= hiho=-didoIf di is +, the image is real.
If di is -, the image is virtual.
If M is +, the image is upright. If M>1, the image is enlarged.
If M is -, the image is inverted. If M<1, the image is reduced in size.
Open the simulation:
https://phet.colorado.edu/sims/geometric-optics/geometric-optics_en.htmlIf your computer does not have Flash Player 8, it will show you a “Get Adobe Flash Player”, click on it and install it on your computer.
You will see a pencil on the left (that is the object), a lens in the middle and the image of the pencil on the right hand side.
Step 1: Click on the button “Change Object” three times and the pencil will be replaced by an arrow. We will use the arrow as an object for the rest of this lab. On the top left menu click on the “Principal Rays”. Drag the “diameter” slider to the right and make it maximum (1.3). Check the ruler box, and place the ruler aligned with the principal axis (the horizontal line that goes through the center of the lens) wih its 0 at the lens. Drag the arrow to the right towards the focal point of the lens (marked with a X), alos move it up so that the bottom left edge of the arow is touching the pricipal axis, keep moving the object to the right until the image of the bottom edge of the arrow is touching the end of the ruler (200 cm mark). Now your simulation set up should look like the picture below.
Step 2: di – the distance between the image and the lensdi = 200 cm
Drag the ruler to the left and measure the distance between the bottom edge of the arrow (that is touching the principal axis) and the lens. This is the object distance.
do – the distance between the object and the lens do =
Step 3: Use the lens equation below to obtain the focal length. Show all your work below.
1do+1di=1fFocal length of the converging lens: f =
Step 4: Repeat this exercise two more times for different values of do by moving the object to the left, and find the average focal length from these measurements. Show all your work below.
Second measurement: f =
Third measurement: f =
Average focal length: f (experiment) = __________ cm = __________ m (1 m = 100 cm)
Find the power of the lens in diopters: P = 1/f = __________ D (remember 1 D = 1/m)
Step 5: Now you will use the lens maker equation to find the theoretical focal length.
1f=(n-1)1R1+1R2Refractive index of the lens material as well the radius of curvature are given on top of the simulation. In this case we are using a lens that has the same radius of curvature for both sides, i.e. R1 = R2
n =
R1 = R2 = m = cm
Use the lens maker equation to calculate the focal length f. Show all your work below.
f (theory) =
Step 6: Find the percent error. Show all your work below.
% error= ftheory-f(experiment)f(theory) x 100% error= ______________
Step 7: Let’s make a prediction without using the simulation. Where would be the image if you placed the object in front of the lens at a distance of 320 cm, keeping the same focal length that we got in Step 5 above?
f = cm
do = 320 cm
Use the lens equation to predict the image distance di from the lens. Show all your work below.
1do+1di=1fdi (prediction) = cm
Is di positive or negative?
Your answer:
Based on the rules described on the first page of this handout, do you think that the image would be real or virtual?
Your answer (prediction):
Now calculate the magnification. Show all your work.
M=-didoM (prediction) =
Based on the rules described on the first page of this handout, do you think that the image would be upright or inverted?
Your answer:
Based on the rules described on the first page of this handout, do you think that the image would be smaller or bigger than the object?
Your answer:
Step 8: Now you will test your predictions by performing the experiment. Go back to the simulation and place the object (the arrow) at a distance of 320 cm from lens. Measure the object distance accurately to make sure that it is exactly 320 cm. (the ruler is only 20 cm long but if you are creative you can use it to measure distances larger than 20 cm).
Explain how did you measure the distance of 320 cm even though the ruler is 200 cm long?
Your answer:
Use the ruler to measure the image distance now.
di (experiment) = cm
How close was your prediction to the experimental value of the image distance?
Your answer:
Is the image real or virtual? How do you know if it is real or virtual? Was your prediction correct?
Your answer:
Is the image upright or inverted? Is it smaller or larger than the object? Were your predictions of the two correct?
Your answer:
Step 9: Let’s make another prediction without using the simulation. Where would be the image if you placed the object in front of the lens at a distance of two third the focal length, keeping the same focal length that we got in Step 5 above?
f = cm
do = (2/3) f = cm
Use the lens equation to predict the image distance di from the lens. Show all your work below.
1do+1di=1fdi (prediction) = cm
Is di positive or negative?
Your answer:
Do you think that the image would be real or virtual?
Your answer (prediction):
Now calculate the magnification. Show all your work.
M=-didoM (prediction) =
Do you think that the image would be upright or inverted?
Your answer:
Do you think that the image would be smaller or bigger than the object?
Your answer:
Step 10: Now you will test your predictions by performing the experiment. Go back to the simulation and place the object (the arrow) at a distance of (2/3)f from lens. Using the ruler, measure the object distance accurately to make sure that it is exactly (2/3)f.
Do you see an image?
Yours answer:
Remember that in all the previous examples that we have looked at so far, the image was created where the light rays meet after passing through the lens. Do the light rays converge or diverge after passing through the lens in this case?
Your answer:
Check “Virtual Image” box on the top menu. You will see the image now.
Use the ruler to measure the image distance.
di (experiment) = cm
How close was your prediction to the experimental value of the image distance?
Your answer:
Paste a picture (or screenshot) of the simulation in the space below.
Is the image real or virtual? How do you know if it is real or virtual? Was your prediction correct?
Your answer:
Is the image upright or inverted? Is it smaller or larger than the object? Were your predictions of the two correct?
Your answer:
Low Crude Oil Prices Impacts Very Negatively on World Economy
Thesis: Low Crude Oil Prices Impacts Very Negatively on World Economy
Main Point: When oil prices fall the amount of finances being channeled towards “energy exploration, production and development,” drops by a significant margin. The decline in investment spending due to fall in crude oil prices in the United States is estimated at $ 1 trillion. This involves cancellation or deferral of arctic oil, deep water, shale projects, and tar sands together with additional investments in mature fields such as Sea Projects in the North that require huge investments in order to be economically viable (Nandha & Faff, 2008).
Main Point: Low crude oil prices make oil producing and exporting countries to be fiscally profligate, whereby using strong oil revenues in financing heavily subsidize domestic energy costs or other ambitious public spending projects or programs. Low crude oil prices forces these nations to curtail programs and increase or subsidies debts that negatively impacts on economic growth.
Main Point: Crude oil, after being refined is used as a source of energy for various sectors of the economy. When the prices of crude oil drops drastically, it means the country must adjust other sources of income in order to raise revenue. This would simply lead to high prices of foodstuffs and other basic commodities that the citizens require on a daily basis (Trostle, 2010).
Main Point: A rise in oil prices causes a significant increase in food and also the cost of making other manufactured goods. Thus, an increase in oil prices causes inflation. If oil prices drop, the economy experiences a deflation. Nations that experience deflation end up having problems with debt defaults since workers will find it more difficult to repay their loans if there is a downward drift in wages (He, Wang & Lai, 2010).
Reference
Nandha, M., & Faff, R. (2008). Does oil move equity prices? A global view. Energy Economics, 30(3), 986-997.
Trostle, R. (2010). Global Agricultural Supply and Demand: Factors Contributing to the Recent Increase in Food Commodity Prices (rev. DIANE Publishing.
He, Y., Wang, S., & Lai, K. K. (2010). Global economic activity and crude oil prices: A cointegration analysis. Energy Economics, 32(4), 868-876.