HW Lab 1: Evidence Acquisition and Analysis Lab

For this lab, you will practice acquiring a digital image of your own laptop or computer and setting up a forensic analysis workstation. You will NOT have to turn in the image of your own laptop (for privacy reasons), but you will have to turn in evidence that you have completed this task. For all the required information that needs to be turned in, a Word document is sufficient.

For this exercise, you will need to do the following:

• Download a Linux-based forensics live CD (for instance, DEFT at http://www.deftlinux.net/).

• Use this to acquire the hard drive on your own computer by booting into the LiveCD and then storing an image file on a portable hard drive. You can use any of the command-line-based acquisition tools you like (Guymager).

• Take an MD5 and SHA256 hash of the drive before AND after you do the acquisition; turn these in. If you use a program that has on-the-fly hashing, turn that in as well. Compare your results to the hash of the image file; ensure that they match.

• Describe how you ensured that the drive you were acquiring was not modified during the acquisition.

• On your laptop, install the virtualization software of your choice to create a forensics workstation. Ideally this would be dedicated hardware, but use your own device. It is recommended you install the SIFT Kit (https://digital-forensics.sans.org/community/downloads),but any other Forensic distro will do.

• Using Autopsy, load the image into a new case and verify that the hashes still match.

• Create a file-system-based timeline and turn in the first 10 and last 10 entries as well as the hash value of the file.

• In Autopsy, perform a keyword search for the name of your university; how many files were returned that matched? (Just provide the count, not the filenames or their contents.)

Magnets and Electromagnets Lab

Part I:

1. Go to http://phet.colorado.edu

2. Click on electricity and magnetism sims.

3. Select the simulation “Magnets and Electromagnets.” It is at this link https://phet.colorado.edu/en/simulation/legacy/magnets-and-electromagnets

4. Move the compass slowly along a semicircular path above the bar magnet until you’ve put it on the opposite side of the bar magnet. Describe what happens to the compass needle.

5. What do you suppose the compass needles drawn all over the screen tell you?

6. How is the strength of the force/torque on the compass needle indicated?

7. What are the similarities between the compass needle (magnetism) and a test charge (electricity)?

8. Move the compass along a semicircular path below the bar magnet until you’ve put it on the opposite side of the bar magnet. Describe what happens to the compass needle.

9. How many complete rotations does the compass needle make when the compass is moved once around the bar magnet?

10. Click “flip polarity” and repeat the steps above after you’ve let the compass stabilize.

11. Click on the electromagnet tab. Place the compass on the left side of the coil so that the compass center lies along the axis of the coil. (The y-component of the magnetic field is zero along the axis of the coil.)

12. Move the compass along a semicircular path above the coil until you’ve put it on the opposite side of the coil. Describe what happens to the compass needle.

13. Move the compass along a semicircular path below the coil until you’ve put it on the opposite side of the coil. Describe what happens to the compass needle.

14. How many complete rotations does the compass needle make when the compass is moved once around the coil?

15. Use the voltage slider to change the direction of the current and repeat the steps above for the coil after you’ve let the compass stabilize. What do you notice?

16. Based on your observations, summarize the similarities between the bar magnet and the coil.

17. What happens to the current in the coil when you set the voltage of the battery to zero?

18. What happens to the magnetic field around the coil when you set the voltage of the battery to zero?

19. Play with the voltage slider and describe what happens to the current in the coil and the magnetic field around the coil.

20. What is your guess as to the relationship between the current in the coil and the magnetic field?

Part II – Graphing relationships.

Field Strength vs. Position

1. Using the Electromagnet simulation, click on “Show Field Meter.”

1. Set the battery voltage to 10V where the positive is on the right of the battery.

1. Along the axis of the coil and at the center of each compass needle starting 5 to the left of the coil, record the value of B. Move one compass needle to the right and record the value of B. Repeat until you’ve completed the table below. NOTE: Be sure to take all of your values along the axis of the coil. You’ll know you’re on the axis because the y component of the magnetic field is zero along the axis.

1. What happens to the value of magnetic field strength inside the coil?

1. Graph the compass position on the horizontal axis and magnetic field magnitude on the y axis. Print your graph. Make sure to label the axes and title the graph.

1. Is your graph symmetric?

1. Using your graph, what is the relationship between magnetic field strength and position? (Use the fit feature of graphical analysis to help you.)

Part III – Using the simulation to design an experiment.

Field Strength vs. Number of Coils

1. Design an experiment to test how field strength varies with the number of coils.

2. Collect data in a table and graph your results.

Field Strength vs. Current

1. Design an experiment to test how field strength varies with the Current. (Recall that voltage is directly proportional to current….Ohm’s Law.)

2. Collect data in a table and graph your results.

Part 1: Language Observation (10 points)

For this assignment, you will conduct a 10-minute observation in a setting that allows you to attend closely to how people use language(s) in their everyday lives. This setting your home where you reside with roommates or family, or explore language use in a movie or television show. It is best to choose a show that might have multilingual speech but not necessary. Also, look for a scene that is long as possible before the scene transitions to a different scene. In order to develop an understanding of the dynamic nature of language and bilingualism, and the fluid ways in which languages are used in the 21st century, you will spend some time noticing how people “language” in this setting. Your observation should consider:

Who is present in the setting? What activities are they engaged in? How do you know? Be careful to delineate what you see from your assumptions about what you’re observing.

In what languages and/or language practices are people engaged? How do they use language for different purposes or with different individuals? Consider the use of receptive (listening, reading) and productive (speaking, writing) language skills, standard and non-standard languages, registers, translanguaging, as well as the use of technology.

PART I
1) Use the PhET to create the circuit shown with one
battery and one resistor.
2) Place an ammeter at Point B.
Keeping the battery at 10V, change
the resistance to the following values
and record the current for each
resistance
3) Describe the relationship between voltage, resistance and current.
Does is match up with Ohm’s Law?
4) With the resistance set to 10 Ω, find the current at the three points (A, B, & C)
(Use the built-in ammeters)
5) Describe how the current behaves at different points around the circuit.

PART II
6) Create the new circuit as shown.
(one battery and two resistors ‘in series’)
7) Before taking any measurements: Based on earlier
results, what do you expect the current at A, B & C to
compare to each other?
8) Find the current at A, B, & C. Is it what you expected?
(if not, no big deal)
9) Use the built in voltmeter to find the voltages
between:
a) from A to B (i.e. the voltage across the 1st resistor)
b) from B to C (i.e. the voltage across the 2nd resistor)
10) How do the voltages found in the last question compare to the voltage of the battery?

PART III
11) Create the new circuit as shown.
(one battery and two resistors ‘in parallel’)
12) Measure the current at A, B, & D.
How are the currents related to each other?
13) Find the current at B & C. Is it what you expected?
14) Use the built in voltmeter to find the voltages between:
a) from B to C (i.e. the voltage across the 9 ohm resistor)
b) from D to E (i.e. the voltage across the 9 ohm resistor)
15) How do the voltages found in the last question compare to the voltage of the battery?

PART IV
16) Create a circuit in PhET based
on the image shown.
17) Take a SCREENSHOT of the
circuit you created (or take a
pic with your phone)
18) Find the voltage across each
of the resistors.
19) Describe the relationships
between all of the voltages
(the ones across the resistors
and the battery)
20) Find the following currents:
a) through each resistor
b) through the battery
21) Describe the relationship
between the currents found in
the last question

This discussion has two parts. Your total writing must be at least 200 words. Remember also to post on the work of a colleague. Remember to cite sources for questions that require research.

From Material Culture and Memory:

Part 1: Answer the research and discussion questions for one of the following:

Roman Architecture, 32-34

Roman Battlefield, 35

Asterix, 36-

Calvary and the Passion, 44

Part 2: Answer the research and discussion questions for one of the following:

Buddhas of Bamiyan, 27-28

Caravanserai, 55-56

-Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus–1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.

-Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course–1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation—describe their role/ contribution.)

-Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery–1. Describe an event that demonstrates: • application of leadership concepts, skills and decision making in the provision of high quality nursing care, • healthcare team coordination • the oversight and accountability for care delivery 2. Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team

1. Choose a source from Step 2 (it cannot be the same source you used in Journal 16).

2. Bibliographically cite the source using MLA citation rules.

3. Write a concise annotation that summarizes the central ideas of the source.

4. Include one or more sentences that

• evaluate the authority or background of the author,

• comment on the intended audience,

• compare or contrast this work with another you have cited, and

• explain how this work illuminates your bibliography topic.

4. Be sure to give a parenthetical citation at the end of the summary/annotation.

5. Your annotation should be 4-6 sentences in length.

Write your answer in a short paragraph (150-250 words).

Experiment 5: Power Splitters using strip-line circuits

Aim:    To simulate the microwave performance of several microstrip circuit power splitters using Puff software (free download from http://www.qsl.net/yo4hfu/PUFF.html Please see the download instruction sheet) and to become familiar with the operation of a Vector Network Analyser (VNA) to measure the scattering parameters of a four port network.

Q5.4    What is the difference in the S₁₁ for a load impedance of 150W open circuit and a load impedance of 150W earthed? Explain your answer.

Q5.5    Sketch a 5 port microstrip divider circuit which is matched to a 50W load. Note the expected power output in dB of the loss-less divider and the impedance of the matching transformer line.

DETAILED ASSIGNMENT

20201016024233experiment_5v2

Major Deliverable

• A report in memo format that describes your problem in detail using all the research you have conducted. The memo should have the following section headings:

  • Background Information

  • Explanation of the Problem

  • Causes of the Problem

  • Impacted Population

  • Works Cited page including 5 sources cited in APA format both in text and on the Works Cited page

SUPPLEMENTAL DELIVERABLES

• Research Plan: A memo that identifies the problem you have selected and your plans for researching it, including research methods and potential sources for each required topic listed above.

• Research Progress Report: An update that describes a) the research you’ve done to date; b) which topics that research applies to; c) what you have left to do before completing a draft

Human beings often play favorites with nature, with animals, plants, and even land.  We like dogs, cats, pandas, polar bears, and penguins, but most people are averse to centipedes, spiders, and snakes.  We like to have roses in our garden and lush bluegrass for our lawn, but most hate to see the invasive types of vines strewn across our flower beds.  We love living on a hill with an ocean- or lake-front view but shun the arid desert.

• If that is our human tendency, shouldn’t we just follow Baxter’s anthropocentric approach to the environment?

• What would be the implications of approaching the environment exclusively in terms of human interest and preference?

• What are some of the problems with the human tendency to play favorites with nature?

• How do you think Leopold would address our tendency to play favorites with species in the natural world?  And how would he respond to Baxter in terms of his own land ethic?

That said, you have seen the weaker animals such as deer torn to pieces by leopards in TV documentaries about the wild.  Contra Leopold, how can that be “esthetically right”?  How can such happenings preserve the “beauty” of the biotic community?  It sounds farfetched to say that seeing zebras mauled by lions is a “beautiful” scene.  What do you think “esthetically right” should mean–from the human perspective or from some other perspective?