The Golden Boot

There once was a gorge, 

In mid-west Tennessee,

That spanned twenty-one feet and one half,

It had long been preached,

That no creature could reach,

This distance so unsurpassed,

Why then should one try this impossible feat?

When unfathomed was its success?

Attempts had been tried, and consistently failed,

At this most inconceivable test,

At the end of this gorge,

Twenty-one and one half,

Feet away from the trials of men,

Lay a bounty of loot, and one golden boot,

full of secrets unknown to them,

Many had tried,

As hard as they might,

To reach across this space so wide,

But of course not one man,

Could ever succeed, 

For man’s arms are much undersized,

Now there were two brothers,

Riding down the road,

On two horses of brown-coated hides,

As they passed the gorge the first brother suggested,

That they might as well give it a try,

Now this man’s name was Henry,

A respectable sir, with respectable manner as goes,

Before trying his hand,

He turns to the man,

He grew up with, the man he best knows,

“Dear brother,” he said, stepping out of his saddle,

“I do hope you do very well<

This impossible test will done at its best by you I am sure,

I can tell!”

Then reaching his hand out as far as he could, 

Straining at arms widest length,

Henry pulled back,

Satisfied with his act,

Reaching four feet across the great space,

He turned to his brother shaking his hand,

“I wish you the best of luck at this time.”

And climbing his horse,

He watched with great pleasure,

As his brother began his try,

Now this brother of Henry,

Was a proud-hearted man, 

The name of Peter held he,

He was sure as the sun,

That nothing was done,

That he could not better succeed,

Determined was he to make his name known,

Not caring so much as a hen,

Of the treasured loot, or mysterious boot,

But instead of exceeding all men,

“I will defeat not the gorge, but the efforts of man,

that not one may exceed my record,

Be it known to the world,

That unchallenged am I,

Be it known that my distance is better!”

With this he broke into a spirited run,

Sprinting across the plain,

Earnestly reaching the end of the gap,

Unflinching he jumped in his name,

He jumped, Oh he bounded,

Across the great gorge,

Reaching seventeen feet ‘cross the space,

And still to this day,

It has always been claimed, 

That not one has excelled this vast length,

Now the gorge is still standing,

In mid-west Tennessee,

On the plains, with its boot, and its gold,

And no one since Pete, 

Has reached seventeen feet,

No, no one has even come close,

And where then is Peter,

You ask at this time,

Does he hear of his feat unsurpassed?

Well, though quite large in number is seventeen feet,

It is not twenty-one and one half.

The Nature of Man

     “What is the nature of man?”  The question  has stumped many men from
the earliest of times. It is the question that every single existing worldview
attempts to answer. Although, of all worldviews only one can truly be correct.
Throughout the course of history man has expressed his opinion on this subject in
many different ways. One of which - through literature. Two of many examples,
both considered magnificent art, are Mary Shelly’s Frankenstein, and Robert Lewis
Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde. Both Shelly and
Stevenson expressed their completely opposite worldviews in these books, whether
they knew it or not. As it is, both books include hideous monsters; monsters that
resemble the nature of man.
    In Mary Shelly’s Frankenstein, the nature of man is explained through the
personality of “The Monster”. The monster is basically artificial life. A genius
doctor has created it out of the sheer desire to create it. Terrified, the doctor
abandons his creation and leaves him to walk the earth unattended. As the monster
travels he learns to communicate, as well as learn the characteristics of human
beings. His first desire is to be good, but because of his appearance people
want nothing to do with him. He then decides to commit crimes in order to curse man -
specifically the doctor. It is through these happenings that Shelly reveals her
worldview of man through this monster. First, that man is basically good. When the
monster was created, his first desire and nature was to help and do good to others.
Although, because of the how he is treated, he turns to evil ways. This tells us that
society is responsible for evil acts. Shelly’s last and most important view seen in
this book is that man can save himself. As quoted by the monster, “Make me happy,
and I shall again be virtuous.” (Frankenstein, Mary Shelly, pp. 96) These are all
views of the nature of man given in Shelly’s famous novel, and many agree with
these views. Although, the Bible disagrees with all of them.
    Robert Lewis Stevenson, on the other hand, gives us a completely different
view on this subject. In the book Dr. Jekyll and Mr, Hyde, a reasonably “good” man
named Dr. Jekyll has created a potion to bring out his “bad” side. After drinking
the potion his bad side is revealed by transforming into a hideous monster named
Mr. Hyde.  As Mr. Hyde, he participates in evil doing but later murders a friend. At
first, the doctor switches from Jekyll to Hyde whenever he pleases,  soon the
potion takes over and he is changing between the two figures whenever the potion
pleases. He eventually gets stuck as Mr. Hyde, and in order to keep himself from
doing any more evil, he kills himself. Stevenson’s worldview is extremely different
than Shelly’s. As Jekyll turns to Mr. Hyde Stevenson is telling us that man is
inherently sinful. Like Jekyll, man was started good, but by his own doings fell.
Romans 7:14 states this as Paul writes, “For we know that the Law is spiritual; but I
am of flesh, sold into bondage to sin.” It is said even more clearly in Luke 18:19, “no
one is good - except God alone.” Another view Stevenson expresses is that the
individual man is responsible. Paul says in Galatians 6:5, “For each will have to bear
his own load.” Finally, when Jekyll is trapped as Mr. Hyde, Stevenson is revealing
that man does nothing to save himself. Matthew 4:4 says, “Jesus answered, man
cannot live by bread alone, but by every word that comes from the mouth of God.”
    As seen, Stevenson happens to have the biblical worldview in this case. The
nature of man can be summed up to one word: bad. From Adam every man has
inherited sin, and cannot save himself. It is man’s nature to do evil, even if he
desires good. Romans 7:15 says, “I do not understand what I do. For what I want to
do I do not do, but what I hate I do.” It is only through the blood of Christ Jesus
that man can turn from his sinful ways, and accept righteousness.
  

Science Lab - Sound Waves

8th Grade - Physical Science

A. Purpose: The purpose of this experiment is to allow the experimenter to gain a stabilized understanding of the medium through which sound waves travel via two different experiments. The experimenter will establish knowledge about sound waves and physically see the results of those sound waves in motion. Sound waves are an important section of science that is useful for every student to understand. Features of these sound waves will be demonstrated clearly throughout the simple experiment.

While sound waves are often explained to students like waves of the ocean, rolling from one point to another, the reality is that there are, in fact, two kinds of waves. Transverse waves are waves like those found in the ocean, while longitudinal waves are the kind of waves that sound travels by. Many scientist contributed research to this phenomenon, but by far, James Clerk Maxwell's works during the mid-nineteenth century have best demonstrated the conclusion that sound is a longitudinal wave. (Wikipedia) The 1800's were a great time where science thrived in technological advances. (sciencemuseum.org) The question in the mid-1800's, though, was what do sound waves travel through? Or, what is the medium through which sound waves travel? A medium is a substance or object that something such as sound waves or light, can oscillate. For example, when a man is walking down the sidewalk, air is the medium through which he is oscillating, but when the man goes swimming, water is the medium through which he is now traveling.

This experiment hopes to show the results and affects of sound waves in motion. Above all demonstrations will be performed to determine the medium through which those sound waves travel. The student will hopefully gain a better understanding of both sound waves and their consequences. Usefulness of this knowledge is beyond helpful, but almost necessary.

The intelligence of how sound waves oscillate is essential to the young mind's knowledge as a student. Sound waves are an important part of science as a whole and must not be skipped over in the learning process. Understanding of this phenomenon is useful to understanding of many more topics of further study. This topic is of interest to science in many fields.

Hypothesis: If plastic wrap is placed tightly around a bottomless 2-liter plastic bottle, and that bottle is placed upside-down next to a lit candle, and the plastic wrap is gently flicked with one finger, then the flame will go out due to the sound waves exiting the bottle. Furthermore, if plastic wrap is placed tightly over the top of a large glass bowl, and a small amount of rice is poured on top of the plastic wrap, and a pan is held up over the bowl, while a spoon thumps the back of the pan, then the rice will begin to “jump” around due to the sound wave oscillating from the the pan.

B. Equipment:

1. Plastic wrap

2. Scissors

3. Tape

4. Candle

5. Match

6. Plastic 2-liter bottle

7. Large pot

8. Wooden spoon

9. Large bowl

10. Rice

C. Procedure:

Procedure for Experiment #1:

1. Cut away the base of the plastic bottle so that there is a big hole at the bottom.

2. Use the plastic wrap to cover the hole that was created when the bottle's base was cut away.

3. Flick the bottom of the bottle to hear the dull thump.

4. Hold the bottle so that the opening from which you drink is pointed toward the experimenter's ear. 5. Flick the plastic wrap again and heat the sound as it comes through the bottle.

6. Light the candle.

7. Hold the bottle so that the opening from which liquid is poured is right at the flame. Try to hold the opening as close to the flame as close as possible without melting it or catching it on fire. When the bottle opening is positioned properly, flick the plastic wrap at the other end so you hear the dull thump.

8. Note the result.

Procedure for Experiment #2:

1. Stretch the plastic wrap over the top (open end) of the large bowl.

2. As was did in previously in the first experiment, make sure the plastic wrap is stretched tightly across the bowl.

3. Spread some rice over the plastic wrap that is stretched across the top of the bowl.

4. Bring the large pot near the bowl, holding it so the top of the pot (the open end) points toward the top of the bowl.

5. Use the large spoon to start banging against the bottom of the pot.

6. Watch the rice.

7. Clean up the mess.

D. Observations

Observations for Experiment #1:

1. Bottom of bottle is cut away easily with large right-handed scissors.

2. Plastic wrap is stretched across open hole at bottom of bottle with ease. Outer edges are somewhat wrinkled.

3. Plastic wrap makes low-pitched, dull thump when gently flicked.

4. Bottle is held up to experimenter's ear with the experimenter's right fingertips. Plastic wrap is flicked. Thump is much louder than before.

5. Candle is lit with match. Experimenter's index finger suffers a moderate burn.

6. Bottle is held up to the fire with the small opening upside-down. Bottle end is approximately ½ in. away from flame.

7. Flame is blown out. Thin stream of smoke rolls from candle tip.

Observations for Experiment #2:

1. Plastic wrap is stretched across bowl with ease. Edges are slightly wrinkled.

2. Plastic wrap is double checked by experimenter. Wrap is extremely tight.

3. Approximately 47 grains of cheap, Kroger brand white rice are spread across wrap.

4. Large black pot is held up 3 inches away from the bowl by experimenter.

5. Large metal spoon is banged consistently against the back of the pot by experimenter. Family of experimenter becomes more or less annoyed.

6. Rice begins to “jump” around on top of wrap.

7. Supplies are put back where experimenter originally found them.

E. Conclusions:

Hypothesis was confirmed. The candle flame was most definitely blown out, an the rice jumped like mexican jumping beans. The reason for both of these results are simple. When the plastic wrap on the bottle was flicked next to the candle, sound waves were created from the vibrations. As these sound waves traveled through the bottle, AIR was pushed out of the bottle, blowing out the candle. Air. Does this mean air is the medium through which sound travels? Yes! The second experiment confirmed this. When the pot was struck with the spoon, sound waves were created by the vibrations, air was pushed away from the pot, blowing the rice, giving the impression that the rice was jumping.

This experiment could not be improved much. The results were easy to recognize and conclusive. The only thing that might possibly be changed is the second experiment. The pan was slightly awkward to hold, and the experimenter had to strike the back quite hard in order for a result to be seen. This mild dilemma can be fixed by using something with a thinner back.

Ideas for future research are difficult to distinguish due to the simplicity of the experiment at hand. Sound waves, it seams, can only be discovered to a certain degree. Although, the pursuit of knowledge should never be underestimated or defined. Future research will always be necessary in order for science to expand it's interests and fields of study.

F. Bibliography:

Rosenoff, Steven. Classroom Lecture. April 12, 2012.

The contributors of Science Museum, “Science and Medicine”.

Domain: http://www.sciencemuseum.org.uk

Document:/broughttolife/themes/science.aspx

Wikipedia contributors, “TransverseWaves,” Wikipedia, The Free Encyclopedia

Domain: http://en.wikipedia.org/

Document: wiki/TransverseWave

Wile, Dr. Jay L. Exploring Creation with Physical Science, 2^nd Edition. Apologia Educational

Ministries, Inc. 2007

Science Lab - Force and Circular Motion

8th Grade - Physical Science

A. Purpose: The purpose of this experiment is to demonstrate the properties of circular motion and the force that upholds it. The force required for circular motion to occur properly is a special force called centripetal force. An example of centripetal force will be performed in the following experiment, which is very helpful for any experimenter in order to produce a true understanding of the unique and complex force regarding circular motion. Centripetal force is a hard concept to grasp, but evaluating the reasons and results will certainly be of great assistance.

Centripetal force is basically defined as the force necessary to make an object move in a circle. It is always directed perpendicular to the velocity of the object. This means that the force always points toward the center of the circle. One example of centripetal force is a loop on a roller-coaster. In this case, the track applies a centripetal force on the cars. The cars initial velocity is traveling forward, but the track is applying the force, the centripetal force, on the cars, which causes the cars to begin traveling in a circle. Yet another example is in the solar system. Earth for example is traveling through space at thousands of mile per hour. The gravitational force of the sun however causes the earth to bend its initial velocity. The sun's gravitational force acts as the centripetal force in this case. Sir Isaac Newton explained centripetal force in this statement, “A centripetal force is that by which bodies are drawn or impelled, or in any way tend, towards a point as to a centre.” (Wikipedia)

Centripetal force was first put into mathematical definition by Dutch scientist Christiaan Huygens. Although his formula for centripetal force is extremely complex, three basic laws of centripetal force have been accumulated over time. They are:

1. Circular motion requires centripetal force.

2. The larger the centripetal force, the faster an object travels in a circle of a given size.

3. At a given speed, the larger the centripetal force, the smaller the circle.

These are the three laws that have helped many grasp the concept of centripetal fore itself.

Centripetal force is often mistaken for centrifugal force. Centrifugal force at times seems rational, but is actually a fake. Centrifuge is the Latin word for “center fleeting” (regentsprep.org). While many believe that centrifugal force is the reason mud spins off tires, or passengers lean to one side in a car turning a curve, those are really just results of Newton's first law of motion, which states,”An object in motion (or at rest) tends to stay in motion (or at rest) until acted on by an outside force.” So then, the reason car passengers are thrust to one side during a curve is that their bodies are staying in motion until the physical car makes them turn with it.

This experiment hopes to show the reality of centripetal force. Circular motion will be explained in a manner as to easily be understood by the ordinary person. Also, centrifugal force shall leave one's mind as a simple myth, and not a fact. This experiment will show as well the benefits of centripetal force using easy, everyday materials.

This experiment is of interest to science because without centripetal force, there is no way earth could survive. Centripetal force is something unknowingly used everyday. If no one discovers the superior value of understanding this unique force, then man is left being content with seeming unintelligent.

Experiments such as this one are important so that the reality of centripetal force may be shown in easy ways.

Hypothesis: If every step is proceeded as necessary, and the washers are spun at the exact speed needed, then the goal of centripetal force being demonstrated will be successful.

B. Supplies:

1. A mechanical pen

2. A black marker

3. Thin string or thread

4. Five metal washers

5. Stopwatch

6. Scissors

C. Procedure:

1. Unscrew the bottom part of the casing from the pen and remove the insides from the pen.

2. Set everything aside except for the bottom part of the casing.

3. Thread about a foot of string through the casing. If you is having trouble getting the string all the way through, stick the string in the pointed side of the casing and suck on the other side with mouth. The suction will pull the string through. Tie one washer on the end that is on the pointed side of the casing and tie two washers on the other end.

4. Lay your device on the table and pull the string so that about 6 inches of string comes out of the pointed side of the casing. Next, use your marker to make a strong black mark all around the string, right where it comes out the other side of the casing. The mark needs to be easy to see.

5. Hold the device by grasping the pen. Make sure that the pointed end of the pen points up. Begin twirling the single washer on the end so that it moves in a circle.

6. Get used to how this thing operates. Notice that as you twirl the washer faster, the string pulls out the end, causing the circle that the washer sweeps out to become larger. If you slow the twirling down, the string goes the other way, making the circle smaller.

7. Adjust the rate you are twirling until the black mark you made is visible right at the bottom of the pen casing. This tells you that there are 6 inches of string extended from the point end of the casing. In other words, the radius of the circle swept out by the single washer is 6 inches.

8. Watch the washer as it moves in a circle. You are going to begin counting the number of full circles the washer makes. This can be a little tricky, so get used to the motion of the washer, keeping the black mark just at the bottom of the casing.

9. When you're ready, start the stopwatch and time how long it takes for the washer to make twenty full circles. Do this five times and average the result.

10. Next, tie two more washers to the end of the string that already had two washers on it. That way, there are now four washers on one end and one washer on the other. 11. Repeat steps (5-7) determining how long it takes the washer to make twenty full circles in this new configuration. 12. This step might be hard, but try to do it anyway. Try to twirl the washer so that the time it takes the washer to make twenty full circles equals equal to the time in step 7, when you had only two washers on the other end. In other words, if you are trying to twirl the washer with the same speed as in step 7.

This does not need to be done perfectly, just try to get reasonably close. 13. Notice where the black mark is when the washer twirls with the same speed as it had in step 7. 14. Finally, while the washer is still twirling around, cut the four washers off the string with the scissors. Make sure no one else is near when this is done. Also, make sure there are no breakables in the room. Note what happens. 15. Clean up the mess.

D. Observations:

1. Casing is removed cleanly and easily, inside of pen can be described as any other inside of a pen.

2. Everything is set aside with ease

3. String is threaded through the casing, although suction with the mouth was necessary. Two washers are tied on one side with a basic square knot, and one washer is tied on the other end using the same method.

4. Six inches of string are pulled from the pointed side of the casing. Sharpy brand black marker is used to mark. Mark is thin but bold.

5. Pen casing is held as directed. Top washer begins to spin fairly easily counter-clockwise.

6. Adjusting of spinning speed is attempted. Spinning begins to become more natural.

7. Black mark is visible at bottom of casing.

8. Washer is watched carefully. Preparing to count soon.

9. Iron Man brand stopwatch is started. Washer makes twenty full rounds and the watch is stopped. This is repeated four more times. Average time turns out to be just at 10 seconds.

10. Two more washers are tied onto the side with two washers already attached. Same square knot is used to tie the second two on. Four washers are now on one side of the string, and one remains on the other side.

11. Steps (5-7) are repeated, and average time taken for washers to make twenty full rounds comes to about 5. 27 seconds.

12. Step is extremely difficult, but closest attempt trying this came to a time of 9.86.

13. Black mark is well below pen casing.

14. Washers are cut with orange and gray scissors. Lone washer flies of in a straight line, nearly colliding with a television.

15. Mess is cleaned up in approximately 4 ½ minutes.

E. Conclusions:

This experiment was extremely successful in proving the existence of centripetal force. The above hypothesis was confirmed in demonstrating the effects of circular motion, and centripetal force. The washers made great example objects to show these effects. When two more washers were added to the bottom end of the casing, it demonstrated the second and third law of centripetal force very clearly and easily.

Honestly, there is no way that this experiment could possibly be improved. Besides the fact that the particular experimenter of this procedure could have made sure to stand a little farther back from the television, it was a perfect success. The usefulness of this experiment can be varied for many reasons of education and research. The washers could be substituted with any other reasonably small, heavy objects, or for larger scale operations, the general build could just be enlarged for official scientific research.

Ideas for future research are hard to generate when it comes to centripetal force, because scientists believe that research in this particular field has gone as far as possible. Of course, science has never gone as far as is can go. For man can never know when all facts have been discovered. Perhaps further research can be established throughout the process of constant discoveries made every day in the field of science.

F. Bibliography:

Joy Wagon,“Centrifugal Force, The False Force” Regents Prep

Domain: http://regentsprep.org

Document: /regents/physics/phys06/bcentrif/centrif.htm

Wikipedia contributors, “Centripetal Force,” Wikipedia, The Free Encyclopedia

Domain: http://en.wikipedia.org/

Document: /wiki/Centripetal_force

Wile, Dr. Jay L. Exploring Creation with Physical Science, 2^nd Edition. Apologia Educational Ministries, Inc. 2007

Science Lab - Atmospheric Pressure

8th Grade - Physical Science

A. Purpose: In this experiment, the experimenter will demonstrate how the atmosphere exerts pressure on everything it encounters. Observations will be made of both the positive and negative consequences of atmospheric pressure. The experimenter will then discover why and how these consequences occurred. Finally, there will be nothing to do but marvel at how intelligently The Creator has built this world.

Air exerts pressure over the entire earth. That air is called atmosphere. The earth's atmosphere reaches up higher than 460km above sea level. All of this air pushes down on everything at the surface. Atmospheric pressure varies widely over the earth. These changes are extremely important when studying weather (Wikipedia). It is because of these changes that climbers have a difficult time breathing at high altitudes. (universetoday.com)

As imagined by many people, all this air becomes quite heavy. In fact, every square inch of earth is being pressed down by an average weight of 14.7 pounds. As a result, there is an average weight of 176 pounds being pressed down on every fully-grown human being. The reason humans do not feel as if they are holding up 176 pounds is because God already has a solution for this heavy burden. Although the air around a person is pushing in on them, the air inside of them is pushing out. Therefore, the air inside and out cancel out each other and the person does not feel any weight pushing down on them.

This experiment hopes to show the reality of atmospheric pressure. The experimenter hopes to demonstrate this by observing and aluminum can in two very different situations. The first time the experimenter will study the can under normal conditions. The second time the can will be observed when no air is inside of it.

This experiment is of interest to science because the earth's atmosphere is a major ingredient for survival. Because the atmosphere is so important, it is necessary to try and understand everything about it possible. Atmospheric pressure is beyond important to science, it is indispensable. The sheer knowledge of it is useful to practically everything science explores.

Hypothesis: If the can is robbed of all the air it contains inside of itself and dumped upside down in the water so that no new air could not possibly enter back inside, then the atmospheric pressure on the outside will cause the can to implode.

B. Equipment:

1.Stove

2.Frying pan

3.Two empty, 12-ounce aluminum cans (like soda pop cans)

4.Two bowls

5.Water

6.Ice cubes

7.Tongs

8.Eye protection such as goggles or safety glasses

C. Procedure

1. Put a small amount of water in each aluminum can. You should use only enough to cover the bottom of the can with a small amount of water. The more water you use, the less dramatic the effect.

2. Place the two aluminum cans in the frying pan so that they stand up.

3. Put the frying pan on the stove and turn the heat up to “high”. This will heat up the water in the cans.

4. While you are waiting for the water in the cans to heat up, fill each bowl half full of water.

5. Place a few ice cubes in each bowl so that the water becomes ice cold.

6. Wait for steam to start rising out of the opening of each can. That will tell you when the water inside is boiling vigorously.

7. Once a steady stream of steam is coming out of each can, use the tongs to grab one can and place it upright in one of the bowls of water.

8. Note what happens.

9. Use the tongs to grab the other can and place it upside down in the other bowl of water.

10. Note what happens.

11.Clean up your mess.

D. Observations:

1. The two cans are filled with an extremely small amount of water from the faucet. Water is clear and the cans are completely empty.

2. Cans are placed on frying pan and stood up with little effort from the experimenter.

3. Frying pan is placed upon the stove without anything breaking. Water begins to heat up as expected.

4. Water in each can continues to heat up. Water from tap flows into both bowls. Water is clear and appears normal.

5. Ice cubes are clear and colorless. Bowls are now ¾ way full.

6. Steam begins to continuously stream out of both cans.

7. Plastic tongs are used to lift the first can. Can is then placed right side up in one of the bowls of ice water.

8. Leftover water in can quickly evaporates.

9. Same plastic tongs as used in step 7 are again used to pick up the second can. Can is turned upside down and quickly placed in the second bowl of ice water.

10. Can implodes with a very loud “bang”. After being lifted out of the bowl, a small amount of water spills out into the bowl.

11. Imploded can is kept in experimenters room while the undamaged can is thrown in the trash can, water and ice are dumped into the sink, and stove is turned of.

E. Conclusion:

The hypothesis above was confirmed. The experiment itself did not contain any noticeable faults. The steam in the aluminum can pushed out all of the air outside of it. The experimenter can conclude that because of the fact that there was no air in the can, it imploded as a result of atmospheric pressure forcing the aluminum inward. The experimenter may also conclude that because the air inside of people, humans, and all living things is pushing outward, that there will never be any danger thanks to The Creator's marvelous design for our survival.

This experiment may be improved by adding less water to the aluminum can. In doing so, more air can be removed. The less air in the can, the more noticeable of an implosion there will be. Also, a smaller can would serve as the same remedy for this issue.

Further research may also be tested after performing this experiment. This research could include why the steam in the can helps to remove the air. Also, it is crucial to understand why the water in the bowls must be ice cold. These are two critical components of this experiment that must be recognized.

F. Bibliography:

Rosenoff, Steven. Classroom Lecture. July 7, 2011

Wile, Dr. Jay L. Exploring Creation with Physical Science, 2^nd Edition. Apologia Educational Ministries, Inc. 2007

Wikipedia contributors, “Atmospheric Pressure” Wikipedia, The Free Encyclopedia

Domain: http://en.wikipedia.org/

Document: wiki/Atmospheric_pressure

Universe Today, “Atmospheric Pressure” Universe Today

Domain: http.//www.universetoday.com/

Document: 44400/atmospheric-pressure/

The Avengers

     The Avengers, released on April 25, 2012, is an action-packed movie where superheroes from across the 20th century unite for a comeback against an attempt to conquer the world as big as they come. Making over $80,517,000 on opening night, it was obviously a well anticipated event. Expertly guiding the cast, staff, and spectacular special effects, Director Joseph Whedon, born June 23, 1964, finished his 7th popular movie, and the first one worth watching at it's release.
     The returning characters involved in The Avengers are your classic 1900’s superheroes gone wild. In the movie “Iron Man”, “Hulk”, “Thor”, and forever-loved “Captain America”, not to mention a few others only known by superhero fanatics return to the stage once again. As only to be expected from anything containing superheroes, the majority of the movie takes place in and just outside of New York. Desperately attempting to conquer earth in order to gain control of the most powerful army in the universe, and to finally prove himself in front of his famous brother Thor, Loki, known across galaxies as a ruthless and cruel villain who claims to be a god, sets out for his destiny of universal control. He’s terrifying, he’s merciless, and he wears a really big obnoxious hat-like thing. Having one of their close friends and associates killed by Loki, the heroes unite in an effort to overthrow the powerful enemy and restore earth to it’s natural being.
     Although, before they save the world, their is another problem. The Avengers must learn to operate together to use their powers for the good of the team. No, that doesn’t sound familiar at all. When not “The Hulk”, reserved Dr. Bruce Banner would much rather be back curing his foreign patients. Tony Stark, also known as “Iron Man”, simply desires to return to his billionaire lifestyle as the CEO and Founder of Stark Industries, a leading energy providing corporation. After being found hiding undercover, Captain America is just about the only one who is willing to fight, and has to spend almost all of his time trying to pull the Avengers together. Through all of this Loki is continually on the move, casually killing cowardly innocents as he waits for his army to arrive. His army arrives. Suddenly, the Avengers are stuck having to take on an entire intergalactic army themselves.
     As the team pulls together, their victory slowly closes down upon the enemy. Loki is captured, and under the supervision of Thor, is returned to his home planet. The movie ends with New York covered in dead aliens and disabled robots from the other side of space. Nobody knows where the Avengers disappeared to after the battle, or who in the world plans to clean up the mess left behind.
     The majority of this movie is filled to the brim with explosions, fights, shooting, and basically anything else violent one could think of. The special effects are as real as New York itself. The stand out part of the movie took place just after Loki had captured and forced a large group of civilians to bow down to him. Trying to convince them that they were “created for slavery”, he specifically notices one different mortal in the back of the crowd who captures his attention. When an elderly man stands and tells Loki to his face that he would never bow down to a man like him, Loki amusingly retorts that there are no men like him. To this the man replies, “There are always men like you.” Seeing this kind of scene in a modern movie is quite shocking and gives the movie a more pronounced effect on viewers. The Avengers is an action-packed film certainly worth a watch.

The Wreck of Herperus

     The wreck of Hesperus is an enchanting 19th century poem written by a man who never experienced anything out of the ordinary during his childhood. More or less. While Henry Wadsworth Longfellow grew up in an 1800’s fishing town, he was no ordinary fisherman. Remembering a story from his early years of a ship that had recently wrecked due to a hurricane, Longfellow withdrew expertly composed lyrics to his poem “The Wreck of Hesperus”. Still today Longfellow is widely known for his famous poems.  
     The characters involved in this story are the Skipper, and his beautiful daughter of whom the story is primarily focused. The image Longfellow portrays the skipper as is the veteran. He’s been through so many wars and sailed so many ships and has so many stories it’s not even funny. He seems quite proud and never turns back from an adventure. While his daughter, on the other hand, is the cute little girl all grown up who has obviously never been on a trip across the ocean and probably has never even stepped foot on a boat since - ever. Spending days, weeks, months waiting for her father to return from his most recent voyage was probably how she spent her childhood. Meanwhile, her mother always profited from her husband’s trade and made sure that her precious daughter had everything a 19th century girl could dream of. Dolls, dresses, and dances were provided all throughout her early years. Dashingly beautiful, this girl was the prize of the small town and the pride and joy of her parents. Finally, the tough skipper decided that his daughter aught to come along with him on the next short voyage. This was unusual. Unsure, the daughter agrees to travel with him on the adventure, shouts a loving farewell to her mother, and sets off to Take Your Daughter To Work Day.
     After casually traveling for a few days, the crew is getting ready to return home. “How have you enjoyed the trip?” the skipper asks his daughter. The daughter replies that she has liked the trip fondly and that she is proud of all the hard work he has done to provide for his family all these years. Suddenly, a sailor shouts something from the crow’s nest. Fearing there is a hurricane in the distance, he pleads with the skipper to turn to the nearest dock, where they might rest and wait out the huge storm. Prompted by the presence of his daughter, and wanting to prove his skill out at the open sea in front of his audience of one, the skipper decides to continue through the storm. At this,
the daughter begins to worry. She too questions her father if he is making the right decision. "Of course," he replies, "I've sailed through many a storm greater than this puny sprinkler system.” Although the skipper is sure the storm is no problem, it eventually reaches them, causing the ship to raise and drop like a roller coaster. The daughter, who is now terrified, is scrambling from one side of the ship to the other, trying desperately to keep her balance, tumbling too and fro across the deck all the while dodging objects on the soaked wooden floor. Seeing that the storm is much more brutal than he expected, our skipper begins to panic. Assuring his baby girl that everything will be fine, he binds her to the mast to keep her from sliding off the edge of the boat. Then disaster strikes.
     Through the wind and the waves the skipper plummets to the bottom of deep ocean, never to be seen again, and leaving his daughter defenselessly tied to a mast. Desperately, hour after hour, the daughter yells for someone to untie her, but no one notices her in the dark, cold, isolated weather conditions. One by one, sailor after sailor, the ocean, which is not cooperating anytime soon, claims more lives. Soon, the daughter is out on the open ocean, alone, and stuck to a giant post, hoping that Jesus would calm the storm as He did at the Sea of Galilee, but the waters continue to pound against the boat. As one last enormous wave towers over the ship, the daughter closes her eyes, and feels the cool liquids captivate her. The following morning, as a fisherman walks his everyday path to the docks, he spots a wrecked ship on the rocky shore. Racing to reach any possible survivors, he finds no one on the boat. As he steps off onto the shore, something catches his eye. He runs to the mast. A woman. A young woman. Tied to the mast in an effort to save her life. A beautiful girl, with water still frozen onto her pale face.
     Obviously, this was not meant to be a heart-warming, family friendly, poem of the year. Never the less, Longfellow undoubtedly proves his power of paper all throughout the lines. Despite the tragic ending, this was written from a true story, and absolutely had no option otherwise when it came to resolutions. Had Longfellow changed the ending, the story would be gone. Stylistically speaking, the language is captivating, the story is intriguing, and the characters lost are loved as they fall.