What 4 Islamic Empires Created A Second Flowering Of Islam

What 4 Islamic Empires Created A Seond Flowering Of Islamic Culture

What 4 Islamic Empires Created A Seond Flowering Of Islamic Culture

1. What 4 Islamic empires created a second "flowering of Islamic culture?" How did each empire contribute to this flowering? 2. Give 3 examples of how Europe has dominated our view of the Universe. Look at Mazrui's article. 3. What were the major differences between the Chinese naval expeditions and the naval expeditions of Europe? 4. Describe the Mughal Empire under Akbar. Under Akbar what was the attitude of the Mughal's to religions other than Islam? 5. What role did silver play in the new globalization (America, Europe, Asia)? 6. While Europe did not produce items that other peoples wanted, they did develop an ability to do what? How is it going to help Europe in the future? 7. What motivated the creation of the Russian Empire? 8. Write a first person essay. You are an African slave on the middle passage. What is your life like? What are you thinking about as your life spirals out of control? 2 paragraphs 9. Describe Spanish colonialism in the Philippines? How did Spanish colonialism affect the status of Filipino women? What role did Christianity play in the Philippines? 10. Look at the Dutch and British trading companies. What was their role in Indonesia and India? 11. How did Europe justify the enslavement of Africans?

MOUSETRAP RACER 1 MOUSETRAP RACER 3 MOUSETRAP RACER Student’s Name Date of Submission MATERIALS 1. Four wooden wheels 2. 6 paper clips 3. Corrugated cardboard 4. One wooden dowel 5. 12†length of 3/16†steel rod 6. 8 ½â€ x 11†piece of corrugated cardboard 7. 2’ piece of fishing line 8. 4 eye hooks 9. Masking or duct tape 2 6†pieces Procedure 1. Cut a piece of cardboard so that it is slightly bigger than mousetrap by about ½â€ on every side. 2. Use duct tape to attach mousetrap to the base, care not to cover up spring in the middle of the trap 3. Screw the four eye hooks onto the bottom of the cardboard chassis, one in each corner. Ensure they are aligned with each other 4. Insert one wooden dowel into the front eye hooks to act as the front axle. This is the set of eye hooks directly under the mousetrap. 5. Insert the metal rod into the back eye hooks to act as the back axle. This will be the axle rotating the wheels with link to the mouse trap. 6. Put wheels and hold them into place using paper clips to tighten them in. 7. Tie fishing line tightly to snapper arm and to the back axle of the racer, opposite the snapper arm tightly again. This is done when the mousetrap snapper is fully stretched. 8. The mousetrap snapper is then stretched to a desired degree then the back axle is wound until all hanging fishing line is tightly wound around the back axle. 9. Step 8 is then repeated at that given angle three times to get accuracy before moving to a different angle. REPORT OBJECTIVE The objective of this project is to make a mousetrap racer which travels and stays in a designated area. The objective emphasizes on accuracy of the racer to stop after a constant distance is covered. The experiment measures the accuracy of our racer in a given angle of release therefore its accuracy. While varying the degree of wounding the project can also go on to investigate effect of change in mousetrap lever arm to distance travelled by the racer. The degree of lever arm is changed then racer distance is measured, this is then compared to a bigger degree of lever arm release increasing the degrees constantly then comparing it to distance moved by the racer. This will give an indication of the relationship between lever arm degree and energy output. DESIGN CRITERIA AND BACKGROUND The design used is meant to be simple and stable at the same time. In some designs a piece of rod was added to the link between mousetrap and wheel axle, this provided much power to the racer than in our model. Our objective was however not for power but for accuracy which the rod would not improve on. This design utilizes materials used to create an accurate racer. The materials chosen had a specific reason as to why. I chose a wooden wheel rather than using a lighter CD because wood will offer more traction as opposed to plastic. Traction is important for it to move especially on tile floor. To ensure constant distance travelled by the racer I used a fishing line which is stronger than a simple string, the distance travelled will also be constant therefore accurate because during winding only a specific length of the line can be wound therefore making distance travelled to be same and accurate. The constrain realized was that wind continuous winding the mousetrap losses some of its potential energy stored in the spring so with time the distance travelled will lessen therefore making it less accurate. The general principle used in this project is minimizing weight and creating stable racer. This is proven by the removal of the elongated lever arm while at the same time creating a balance between the need to reduce weight and need to increase stability. This made us come to the conclusion that as much as CDs reduce weight the need for stability provided by wooden wheels is far important. The team also tried to increase friction by using wooden wheels instead of CDs so as to increase traction creating movement of the racer. Previously there were three models which were not implemented. The first model was made of CDs in all wheels. This model was not working well because the wheels offered little friction, it just skidded over the floor. CDs were also not stable they would move sideways a lot, the problem was solved by using wooden wheels. The second model only the back wheels were wooden the front had CDs. This model was aimed at providing both stability (wooden wheels) and lighter weight/ more speed (CDs). However on the actual model was clumsier than the one originally made of only CDs. The third model had only wooden dowels in all axles which resulted in a relatively slower racer, when this was changed to a metal rod which was slimmer the racer moved faster. This was aimed at reducing friction during its rolling; the small circumference spun by the string also propels the racer a much greater distance with small amounts of energy. DESIGN This was the team’s initial sketch on a piece of paper. The side view illustrates what the racer will look like as it is racing. It has direction of the tires as a result of the snapping of the mousetrap. . RREFFERENCES Aden .J. (2012). Mousetrap Cars: Propulsion. Retrieved from Ideas-Inspire (2016). Mousetrap cars. Retrieved from Instructables (n.d). Mousetrap Car. Retrieved from Design Project 2: Mouse Trap Powered Vehicle While the idea of a mousetrap racer is of unknown origin, the format of this specific assignment is adapted from an assignment by Mukul Talaty, PhD. OBJECTIVE Your goal is to design a vehicle that can travel independently (once you spring the trap) and complete the following tasks: (1) Travel as far as possible (maximum distance) on a smooth, mostly level tile floor (like that of our classroom) (2) Choose ONE of the following tasks: a. Successfully pull a load a minimum distance (i.e., design for power) b. Successfully travel to and stay in a designated area (i.e., design for accuracy) You will get to choose on which one of the last two objectives you will be evaluated, but you must make that choice before testing. Grading Grading will be based on the following criteria: 1. Performance: did your design achieve the requirements stated above. (bonus points for best in class) GRADE PERCENTAGE: 35% + bonus points 2. Written and oral (in-class presentation) – details below GRADE PERCENTAGE: 65% a. Engineering drawings in SolidWorks and/or AutoCAD GRADE PERCENTAGE: 10% (part of report grade) The project will be done in groups of 3 or 4 (5 groups total). MATERIALS Your group will be given one (1) mouse trap. You must use the mousetrap you are given – you can’t go out and buy a better one. If you ruin your mousetrap, you must buy a replacement from me for 10% of the performance grade. (=3.5% of total grade). In addition, your group gets to choose 10 items from the following list. Certain items can be ‘doubled’ (e.g., you may buy two pairs of wooden wheels) but they will each count as an item. PARTS LIST 1. 12†x 3†x 3/32†sheet of Basswood (or similar) wood 2. 8½â€ x11â€-†piece of corrugated cardboard 3. 2 blank audio CDs (you may double up on this item, but it will count as 2 of . 2 wooden wheels (you may double up on this item, but it will count as 2 of . 4 small washers (you may double up on this item, but it will count as 2 of . 6 paper clips (large) 15. 2 straws 16. 2 “zip†ties 17. 4 eye hooks (you may double up on this item, but it will count as 2 of . A “small†custom part that you may print on the 3d printer. Specifications of this part are somewhat flexible and subject to the instructor’s approval and the limitations of the MakerBot printer (model: Replicator 2) In addition to the parts above, you may use all the hot melt glue you want, but you cannot fabricate parts out of hot glue! It is only to be used as an adhesive. REQUIREMENTS 1. You are allowed ONLY what materials you select from those that are listed above. Once you choose materials, you cannot change your selections. 2. The vehicle must be built using only the tools in our lab (exceptions to this are possible and will be considered on an individual basis, subject to my discretion) 3. You are allowed hot glue only to bond pieces together, but not to fabricate any sort of part or material for any use other than to fasten. Coincidental function, other than fastening, is allowed so long as the fastening is the primary purpose and that purpose is clearly explained. 4. All fabrication will be done during class time and in our lab. (In other words: no, you can’t take it home with you and build it with your friends.) It is permissible to meet outside of class time to work on your design, the report, the presentation, etc. 5. You should have fun doing this project. However, I will hold you to professional standards of behavior: a. You must follow proper laboratory safety rules, including proper dress (especially footwear) in the lab/shop room. b. You will be expected to behave in a safe and professional manner while constructing your racer: e.g., tools should be used in a safe manner, no poking your groupmates with sharp things, no profanity. c. You are expected to behave honorably: do not tamper with any other group’s design. DUE DATES 1. Vehicles will be due at the end of class (10AM) WEDNESDAY, APRIL 27, 2016. The last class (Friday, April 29) will be used to run the cars through the specified objectives. 2. Presentations will be given to the entire class and final reports will be due at our scheduled final exam time, 8:30 AM MONDAY, MAY 2. The instructor will provide donuts. REPORTING REQUIREMENTS The written report (HINT: this is a DESIGN PROJECT) 1. Objective (more than “We have to build a car for this project…”) 2. Design criteria, material constraints 3. Background section: a. Do a little research on mousetrap racers. Describe them (pictures are fine). How do they usually get power from a mousetrap? Are there several different ‘basic’ methods or does everyone do this the same way? b. Give me an indication of how your group is approaching this project. What is your “guiding principle” that you hope will lead you to glory? [for example: minimize weight, maximize length, minimize friction, maximize energy recovery, etc.] 4. A description of the alternate solutions YOUR GROUP came up with (at least 3 total) including drawings (can be hand sketches – but should clearly show the interesting features of each alternate design) and why you ultimately rejected them. a. These should be ‘reasonable’ – suggesting that you thought about making it out of titanium and carbon fiber composite, but rejected this because none of the items on the parts list are made of titanium or carbon fiber is not a reasonable alternative solution. 5. A detailed description of the final design – describing specifically why you thought this design was the best. What were the tradeoffs with the other designs? This must include both AutoCAD and SolidWorks drawings a. NOTE: you can include drawings of subassemblies in one program and the completed design in the other program; that is, you should not put in the same drawing drawn with two different programs. 6. Results of any preliminary testing you were able to perform 7. If you did testing that led to design changes, what the changes were and how you arrived at these changes? 8. PARTICIPATION: I would like a section detailing each group members’ participation in the project: “Bob was responsible for the drawings in SolidWorks; Joe created the PowerPoint presentation, Mary was the lead builder of our racer.” If someone was absent for a significant part of the build, this should be reported here. PLEASE use the outline/guidelines for writing a report that we have (hopefully) been using all semester long. The Oral Presentation The salient (important) points of your design process and final design should be presented in a 10-15 minute slide presentation, followed by 5 minutes for questions by the class. 1. All group members must participate in the final presentations. In other words, everyone has to talk. This is not just the instructor being cruel, this is to help you overcome your anxiety about talking in front of people. This class is the least intimidating place you will ever present; take advantage of the opportunity. 2. The presentation should be professional, succinct, and hit the major highlights of the project (you may choose which of the above sections/steps to include/not include). 3. Your presentation must be between 10-15 minutes in length (Practice it! Going over-time will count against the score in this section). There will be 5 or so minutes for questions directly following the talk (while the next group sets up). 4. Use slides: use presentation software that can be presented in class from the instructors’ PC (I strongly suggest Microsoft PowerPoint as I’m sure that’s available and I can help if there are any technical difficulties, but if you insist on using a Mac and some other software, YOU are responsible for making sure it’s going to work.) The group that performs the best in each category will receive 5 bonus points (i.e. 15 bonus points are up for grabs and up to 3 groups can win, barring any ties). GRADING Performance - 35% Points Does the design adhere to “guiding principles” discussed? (maximum 10 pts) Innovative factors (maximum 5 pts) Total length travelled (ft) - Sliding point scale TBD based on results (maximum 20 pts plus bonus) Trial 1 Trial 2 Trial 3 Bonus - furthest (+5) Accuracy (maximum 10 pts plus bonus) Stopped full inside target : 10 Stopped partially inside target: 8 Passed through target: 6 None of above (-1 for every foot away from closest target edge) Bonus - most accurate (+5) Power (maximum 10 pts plus bonus) Made it all the way up the ramp: 10 Made it part of the way (>12") up: 8 Moved more than 6" past start line: 5 Bonus - furthest (+5) Subtotal Report & Presentation - 65% Points Professionalism: scope of content and appearance, clarity & organization (maximum 5 pts) Objective - thoughtful & complete (maximum 5 pts) Constraints listed (maximum 5 pts) Background research (existing designs evaluated?) (maximum 5 pts) Alternate designs (3 min.) - highlighting novel features (maximum 5 pts) Final design CAD drawing (maximum 10 pts) Detailed & clear description - including tradeoffs vs. alternates (maximum 10 pts) Details of testing and iteration of design (maximum 10 pts) Presentation (maximum 15 pts) Subtotal (out of 65) Grand Total

Paper For Above instruction

The resurgence and second flowering of Islamic culture, often referred to as the “Islamic Golden Age,” occurred during the Islamic Empires of the Abbasid Caliphate, the Umayyad Caliphate in Al-Andalus (Islamic Spain), the Safavid Empire, and the Mughal Empire. Each of these empires played a pivotal role in advancing Islamic arts, sciences, architecture, and literature, contributing uniquely to this cultural renaissance.

The Abbasid Caliphate (750–1258 CE) is widely regarded as the heart of this renaissance. Capitalizing on previous Islamic achievements and integrating diverse knowledge from Persian, Greek, Indian, and Chinese sources, the Abbasids fostered a climate of scholarly inquiry under their patronage. The House of Wisdom in Baghdad became a renowned center for translation, where texts from Aristotle, Plato, and other philosophers were translated into Arabic. The Abbasids also contributed significantly to mathematics (algebra), astronomy (observatories and astrolabes), medicine, and philosophy, laying foundations that would influence later generations across the Islamic world and beyond.

The Umayyad Caliphate in Al-Andalus (711–1031 CE) expanded Islamic cultural influence into Spain and Portugal. Under their rule, cities such as Córdoba became vibrant centers of learning and culture, blending Islamic, Judaic, and Christian traditions. Architectural masterpieces like the Great Mosque of Córdoba exemplify their contribution to Islamic architecture, showcasing intricate tile work, arches, and grand prayer halls. The Umayyads also contributed to poetry, philosophy, and scientific knowledge, facilitating a synthesis of cultures that deeply influenced European thought during the Middle Ages.

The Safavid Empire (1501–1736 CE), centered in Persia (modern Iran), was instrumental in revitalizing Shi'a Islam as a major cultural and political force. The Safavid rulers supported arts, especially Persian miniature painting, calligraphy