Half life investigation

Half Life Investigation

Math ambiguous case investigation

Ambiguous_case_investigation

Social studies Macroeconomics-Report

What makes Greece an MEDC and what can they do to retain that title

Mid year math class reflection

Math was never an easy subject for me, and it used to be a subject that would easily frustrate me. Now I find myself in a position that I am confident in my math skills and can address problems which I may be unfamiliar with. Therefore I would say, personally, my progress all round was very good, considering mainly the fact of where I started. What I like about math class, is that we get to investigate what were learning before digging deep into the topic, which helps cement our understanding of the topic. Also the people are very fun loving and engagement is positive, both when related to math and when it is not. As a learner I feel I have been able to have a clear approach to problems and also not be put down by the level of others in class. To enjoy class more maybe we should have one challenge problem for homework, instead of many problems for homework once in a while for that gets monotonous and easy. Since it is good for practice it should be used but once in a while a challenge would be nice. Other wise things are fine as they stand. What I plan to improve on next is to atleast take notice of the grades, and give importance to it by managing time better. To achieve this I would work on keeping a schedule of some sort.

Macroeconomics review

1.Indicators:

MEDC:

1. Infant mortality rate high.

2. Health care better.

3. Restrictons are more strict for homing(example: distancing houses)

4. Less reliance on agriculture. Better technology(Machinery), also importing is possible.

5. Good workforce available.

6. High birth rate.

LEDC

The inverse of MEDC.

(There are anamolys)

2. Hans Rosling video

Hans Rosling said that the richest 20% of the countries own about 74% of the global wealth, and the poorest 20% take about 2%(comes to show the disparity). He also showed that in the poorest of the countries, there were disparities, and were only a small percentage of people that had the same income as some of the richest countries in the world.

3.The 1st presentation

The 1st group that went used literacy rates, population below the poverty line, life expectancy, and infant mortality rate to show that the USA, United Arab Emirates, and Qatar could be classified as MEDC’s. There thought was that because all the countries had high GDP, literacy rates, and life expectancy, and because they had low population under poverty line, and infant mortality rate, all the 3 countries were MEDC’s. The data had strong facts for evidence that the countries could be classified as MEDC’s. Some facts like, the percentage of people that are able to read and write over the age of 15 for Qatar was about 80% and of the UAE was 78%. This may seem high, but it is in fact very low for a country that is considered a MEDC. Anything under 99% is considered low. The data for the population under the poverty line of Qatar was not available which means that country is wants that information to be classified or to be classified for the better of the countries status as a developed country. In the USA, the infant mortality rate was 6 deaths per 1000 births. This means there is a health issue in the U.S.  These contrasts(anamolys) show that although the countries were in fact MEDC’s, there were disparities between issues such as wealth, health and literacy rate, which are all indicators of a countries status.

SELF ASSESMENT-Physics

My language was used correctly with appropriate terms at appropriate places. I tried my best to communicate, although it is my weakest point. I did not have any sources I used for this for all my diagrams were done by myself.

I think i did pretty well in my understanding and knowledge part of this. I was able to process and analyse the data and had a clear idea for what was expected and was able to predict results. My scientific explanations were mostly backed with examples which I thought was an effective way to convey scientific explanations. A complex problem I face was the extended conclusion, but as I got over it, it turned out to be reasonablly easy.

Physics Balloon Rocket experiment

RESEARCH QUESTION

“Determine the work done and the power of a balloon rocket on the assumption that the balloon rocket exerts an average force of 0.5N.”

Background information:

Work: The action of a force to cause a dispacement of an object. EXAMPLE: 20N to push 3m would mean 600 joules of work done. UNIT: Joules

Energy:  The ability to do work is energy. UNIT: Joules

Power: It is the work done divide by the time taken/energy used divided by time taken. UNIT: Watts

FREE BODY DIAGRAM-Balloon on a string

Description of reaction force pair

When a balloon goes forward, it is because of the contraction of the balloon which pushes out the air causing the reaction of the balloon moving forward. This happens when the hand is removed from the opening of the balloon, after which because of the elasticity of the balloon, the air rushes out. According to Newton’s third law, every action has an equal and opposite reaction, when a force is exerted in such a manner as air rushing out of a balloon, it is expected that there should be an opposite reaction. This reaction is the balloon moving forward.

Energy transformation:

There were several energy changes during the course of blowing the balloon up to releasing the air in the balloon. What causes the air to rush out of the balloon in terms of energy is that the elastic potential energy being converted to kinetic energy. When we blow up the balloon, it expands, and therefore it stores potential elastic energy. The energy will mostly be converted to kinetic energy which is energy while in motion(balloon moving). Other types of energy involved were sound energy(the noise air made agaist the rubber of balloon) and thermal energy (caused by friction between air and balloon). Since the energy is converted in to these and these factors do not help the balloon to move there is a loss in efficiency.

Video:

Table of recorded data

WORK (JOULES)

W=FxD

W=0.5 x 3.43

W=1.72 joules

POWER (WATT)

P=W/t

P=1.72/1.1

P=1.56watt

Validity and Reliabilty: 

There were few things we should have worked on. The string was slightly loose because we didn’t want it to tear up, so the diplacement value would have been slightly off. Also our times were taken to be only to one decimal point. This would have helped in getting better results for time because with one decimal point it would still show 5.8(example) even if it is 5.89 which while taking averages and using in calculations can result in inaccurate answers. The same balloon should have been used for all 5 times to get proper results. In our case after the 12nd try it popped so the readings were a bit strange after that.

Conclusion:

Efficiency is how effectively energy is transferred to another medium or cause. This can be found by the equation work(input)/work(output) x 100 to find the percentage of efficiency. A perfect machine would be one which has work input and output the same amount for then it would have a 100% efficiency. This is hypothetical because energy is easily lost, because of factors such as friction, weight, etc. To get the balloon to go at a greater distance, the following could have been done to retain initial energy.

1. Aerodynamics

By this I do not mean to complicate things but I just mean to say that the balloon used could have been more in a shape that would reduce the resistance by air. Tape could have been used to alter shape, but too much of it might add to the weight. With this it will smoothen the surface for contact point between the air and the surface of the balloon. Also the shape could have been slciker, with fin like structures on the sides to cut the air to reduce air resistance.

2. Lighter material

To cover more distance we could have tries and used the lightest possible type of the objects that were involved. Those were the straw, the balloon and the tape connecting the straw to the balloon. This would mean more research in the material of these objects.

Extended conclusion:

Here are the workings for how we found the thrust force of the Balloon rocket.

The assumption of the thrust force being 0.5N was what was given by Mr. T so to see if this is correct I tried to find out with the given information. We used the formula F=ma and so we measured the mass of the ballon plus the straw and it turned out to be 2.5g which is in Newtons, 0.025N. Then to find out the acceleration we used our information about displacement and time.

Mass(newtons)=0.025N

Final velocity= avg displacement/avg time=3.4/1.1

Initial velocity=0(at rest)

Delta T=avg time taken=1.1

Finally plugging this equation into the expanded form of the formula F=ma we get (3.4/1.1)/1.1=o.o9 which is less than the assumed 0.5N. This thrust force was calculated assuming it was a constant velocity through out the course of the movement of the balloon therefore it is not very accurate. That is why this value is an average thrust force.