1. Force Summation is... Using as many body parts as possible to get maximum force.
2. Projectile Motion has 3 factors impacting the projectiles distance. What are they?
Speed of Release, Angle of Release, Height of release
3. Balance and Stability are impacted by: BOS, COG, VLG. What do these stand for?
Base Of Support - width and points of contact
Centre Of Gravity - high vs low and shifting
Vertical Line of Gravity - always runs through COG
4. Newtons laws - there are 3. What are they? give a sporting example for each.
First law - The law of Inertia. Example - swinging on a swing
Second law - The law of Acceleration. Example - calculating how fast a rally car is going
Third law - The law of Action and Reaction. Example - hitting a ball against a wall
Wednesday, 24 May 2017
Monday, 22 May 2017
Reading Log #3
Reading Log #3
Title: The Walking Dead
Developer: Frank Darabont
Text Type: TV Series
Date Finished: 7/7/17
Summary:
The TV series The Walking Dead developed by Frank Darabont is based on the comic book series written by Robert Kirkman. The Walking Dead portrays life weeks, months and eventually years following a zombie apocalypse. The main character and leader, former police officer Rick Grimes, his family and a group of other survivors find themselves constantly on the move through out the seven seasons, looking for a safe and secure home. But Rick soon realises that the world they are now living in has changed. He discovers that the staggering fear of the survivors can be more deadly than the zombies walking among them. ''Fight the dead, fear the living''
Personal Response:
Statement - A character I related to was Carol
Example - For example, in the first and second seasons Carol was a weak, helpless, old lady who couldn't protect herself or anyone else. However, from the third season on wards, Carol adapts to the new world and gets stronger and more ruthless.
Explanation - Losing her daughter to a viscous zombie attack in season two really made her a lot more hard, heartless and aggressive which was needed to survive in the new world that the're living in. I have adapted to new things before in the past. I personally think that I would be able to change and adapt enough to survive a zombie apocalypse like Carol did.
Your Link - I think this relates to the real world because there are plenty of real life scenarios where normal people have to change themselves and there lives due to a certain situation.
Personal Response:
Statement - An important lesson to learn from this TV series is to never stop fighting and to never give up.
Example - For example, in season seven where Negan - a bad guy with a massive army - kills two of the survivors and captures one, as well as taking all there stuff and making them work for him.
Explanation - During the last few episodes of season seven, Rick and the few survivors remaining come up with a genius plan to fight back and kill Negan and his army. However after there plan gets over powered by the amount of people Negan has on his side, Negan decides to kill Ricks son Carl right in front of him before the people of Alexandra and The Hill Top - two committees that were thought to be weak and useless - saved the day by shooting down almost all of Negans army. Together they kept fighting and fighting until every last one of them had either ran away or died.
Your Link - I think this TV series relates to some of the people in the real world who might have a really hard life but they never give up and they don't stop fighting until they get what they want.
Title: The Walking Dead
Developer: Frank Darabont
Text Type: TV Series
Date Finished: 7/7/17
Summary:
The TV series The Walking Dead developed by Frank Darabont is based on the comic book series written by Robert Kirkman. The Walking Dead portrays life weeks, months and eventually years following a zombie apocalypse. The main character and leader, former police officer Rick Grimes, his family and a group of other survivors find themselves constantly on the move through out the seven seasons, looking for a safe and secure home. But Rick soon realises that the world they are now living in has changed. He discovers that the staggering fear of the survivors can be more deadly than the zombies walking among them. ''Fight the dead, fear the living''
Personal Response:
Statement - A character I related to was Carol
Example - For example, in the first and second seasons Carol was a weak, helpless, old lady who couldn't protect herself or anyone else. However, from the third season on wards, Carol adapts to the new world and gets stronger and more ruthless.
Explanation - Losing her daughter to a viscous zombie attack in season two really made her a lot more hard, heartless and aggressive which was needed to survive in the new world that the're living in. I have adapted to new things before in the past. I personally think that I would be able to change and adapt enough to survive a zombie apocalypse like Carol did.
Your Link - I think this relates to the real world because there are plenty of real life scenarios where normal people have to change themselves and there lives due to a certain situation.
Personal Response:
Statement - An important lesson to learn from this TV series is to never stop fighting and to never give up.
Example - For example, in season seven where Negan - a bad guy with a massive army - kills two of the survivors and captures one, as well as taking all there stuff and making them work for him.
Explanation - During the last few episodes of season seven, Rick and the few survivors remaining come up with a genius plan to fight back and kill Negan and his army. However after there plan gets over powered by the amount of people Negan has on his side, Negan decides to kill Ricks son Carl right in front of him before the people of Alexandra and The Hill Top - two committees that were thought to be weak and useless - saved the day by shooting down almost all of Negans army. Together they kept fighting and fighting until every last one of them had either ran away or died.
Your Link - I think this TV series relates to some of the people in the real world who might have a really hard life but they never give up and they don't stop fighting until they get what they want.
Wednesday, 17 May 2017
Rates of Reaction
Experiment 1 Investigating the Effect of Temperature on Reaction Rate
Aim:
I want to investigate how temperature effects the reaction rate.
Equipment:
A conical flask, beaker, measuring cylinder, stopwatch, black cross on paper, water bath, thermometer, 0.l mol L-1 hydrochloric acid (HCl).
Method:
1. Put the 'X' paper on the bench mat, and put the conical flask on top of the paper.
2. Measure 50 mL of sodium thiosulfate solution and put it into the beaker.
3. Record the temperature of the sodium thiosulfate.
4. Measure 5 mL of HCl and pour this into the conical flask.
5. Pour the sodium thiosulfate into the conical flask, start the stopwatch and swirl the flask. Time how long it takes for the cross to disapear when viewed from above (i.e. look down the mouth of the conical flask)
6. Wash out the flask thoroughly.
7. Repeat the experiment, using a water bath to heat the sodium thiosulfate to 30 degrees, then 40 degrees and finally 50 degrees. Keep the volume of acid the same each time.
Results:
Non Heated
sodium thiosulfate - 12 degrees
HCl - 31.41 seconds
Heated(30 degrees)
sodium thiosulfate - 30 degrees
HCl - 9.60 seconds
Heated(40 degrees)
sodium thiosulfate - 40 degrees
HCl - 13.10 seconds
Heated(50 degrees)
sodium thiosulfate - 50 degrees
HCl - 3.46 seconds
Experiment 2 Investigating the Effect of Concentration on Reaction Rate
Aim:
I want to investigate how concentration effects the reaction rate.
Equipment:
A conical flask, measuring cylinder, stopwatch, black cross on paper, 0.2 mol L-1 sodium thiosulfate, 1.0 mol L-1 hydrochloric acid.
Method:
1. Put the 'X' paper on the bench mat, and put the conical flask on top of the paper.
2. Measure 10 mL of sodium thiosulfate solution and put it into the conical flask.
3. Measure 40 mL of water and put it into the conical flask. Swirl the flask to mix the contents.
4. Measure 5 mL of acid. Pour the acid into the flask, start the stopwatch, and swirl the flask. Time how long it takes for the cross to disappear.
5. Wash out the flask throughly. Repeat the experiment using the other volumes of the sodium thiosulfate and water in the table on the right. Keep the volume of acid the same each time.
Results:
10 mL of sodium thiosulfate/40 mL of water
4 minutes, 43 seconds
20 mL of sodium thiosulfate/30 mL of water
2 minutes
30 mL of sodium thiosulfate/20 mL of water
54.63 seconds
40 mL sodium thiosulfate/10 mL of water
44.22 seconds
50 mLof sodium thiosulfate/0 mL of water
33.62 seconds
Experiment 3 Observing the Effect of Surface Area on Reaction Rate
Aim:
I want to observe the effects of surface area on reaction rate.
Equipment:
boiling tube, calcium carbonate chips and powder, hydrochloric acid, measuring cylinder, spatula
Method:
1. Measuring 2 mL of hydrochloric acid and pour this into your boiling tube.
2. Holding your boiling tube over a sink or heatproof mat, add a pea-sized amount of calcium carbonate powder to your boiling tube.
3. Repeat the experiment, but this time use a chip of calcium carbonate that is roughly the same size as the spatula of power you used previously.
Observations:
When I added the powder, it fizzed up.
When I used chips, it bubbled up.
Experiment 4 Catalysts
Aim:
I want to observe the effects of a copper catalysts on the reaction between zinc and sulfuric acid.
Method:
1. Add roughly the same mass of zinc to test tubes 1 and 3
2. Add roughly the same mass of copper to test tubes 2 and 3
3. Add 5 mL of dilute sulfuric acid to test tube 1
4. Add 5 mL of acid to test tube 2
5. Add 5 mL of acid to test tube 3
Observations:
Test tube 1 - it fizzed up
Test tube 2 - it bubbled up
Test tube 3 - nothing much happened
Aim:
I want to investigate how temperature effects the reaction rate.
Equipment:
A conical flask, beaker, measuring cylinder, stopwatch, black cross on paper, water bath, thermometer, 0.l mol L-1 hydrochloric acid (HCl).
Method:
1. Put the 'X' paper on the bench mat, and put the conical flask on top of the paper.
2. Measure 50 mL of sodium thiosulfate solution and put it into the beaker.
3. Record the temperature of the sodium thiosulfate.
4. Measure 5 mL of HCl and pour this into the conical flask.
5. Pour the sodium thiosulfate into the conical flask, start the stopwatch and swirl the flask. Time how long it takes for the cross to disapear when viewed from above (i.e. look down the mouth of the conical flask)
6. Wash out the flask thoroughly.
7. Repeat the experiment, using a water bath to heat the sodium thiosulfate to 30 degrees, then 40 degrees and finally 50 degrees. Keep the volume of acid the same each time.
Results:
Non Heated
sodium thiosulfate - 12 degrees
HCl - 31.41 seconds
Heated(30 degrees)
sodium thiosulfate - 30 degrees
HCl - 9.60 seconds
Heated(40 degrees)
sodium thiosulfate - 40 degrees
HCl - 13.10 seconds
Heated(50 degrees)
sodium thiosulfate - 50 degrees
HCl - 3.46 seconds
Experiment 2 Investigating the Effect of Concentration on Reaction Rate
Aim:
I want to investigate how concentration effects the reaction rate.
Equipment:
A conical flask, measuring cylinder, stopwatch, black cross on paper, 0.2 mol L-1 sodium thiosulfate, 1.0 mol L-1 hydrochloric acid.
Method:
1. Put the 'X' paper on the bench mat, and put the conical flask on top of the paper.
2. Measure 10 mL of sodium thiosulfate solution and put it into the conical flask.
3. Measure 40 mL of water and put it into the conical flask. Swirl the flask to mix the contents.
4. Measure 5 mL of acid. Pour the acid into the flask, start the stopwatch, and swirl the flask. Time how long it takes for the cross to disappear.
5. Wash out the flask throughly. Repeat the experiment using the other volumes of the sodium thiosulfate and water in the table on the right. Keep the volume of acid the same each time.
Results:
10 mL of sodium thiosulfate/40 mL of water
4 minutes, 43 seconds
20 mL of sodium thiosulfate/30 mL of water
2 minutes
30 mL of sodium thiosulfate/20 mL of water
54.63 seconds
40 mL sodium thiosulfate/10 mL of water
44.22 seconds
50 mLof sodium thiosulfate/0 mL of water
33.62 seconds
Experiment 3 Observing the Effect of Surface Area on Reaction Rate
Aim:
I want to observe the effects of surface area on reaction rate.
Equipment:
boiling tube, calcium carbonate chips and powder, hydrochloric acid, measuring cylinder, spatula
Method:
1. Measuring 2 mL of hydrochloric acid and pour this into your boiling tube.
2. Holding your boiling tube over a sink or heatproof mat, add a pea-sized amount of calcium carbonate powder to your boiling tube.
3. Repeat the experiment, but this time use a chip of calcium carbonate that is roughly the same size as the spatula of power you used previously.
Observations:
When I added the powder, it fizzed up.
When I used chips, it bubbled up.
Experiment 4 Catalysts
Aim:
I want to observe the effects of a copper catalysts on the reaction between zinc and sulfuric acid.
Method:
1. Add roughly the same mass of zinc to test tubes 1 and 3
2. Add roughly the same mass of copper to test tubes 2 and 3
3. Add 5 mL of dilute sulfuric acid to test tube 1
4. Add 5 mL of acid to test tube 2
5. Add 5 mL of acid to test tube 3
Observations:
Test tube 1 - it fizzed up
Test tube 2 - it bubbled up
Test tube 3 - nothing much happened
Tuesday, 9 May 2017
Analysing Interpersonal Skills
1. The coach in video one was too loud almost all of the time and had poor body language. Also had nothing but negative things to say to the kids. The coach in video two was much better. He had the right tone of voice, good body language and positive things to say.
2. The coach in video one was not very successful because the kids were not taking getting yelled at to well. It distracted them from the game. The coach in video two was pretty successful. The kids were involved, happy and having fun because of the good coaching techniques the the coach in video two applied.
3. The coach in video two was more successful.
2. The coach in video one was not very successful because the kids were not taking getting yelled at to well. It distracted them from the game. The coach in video two was pretty successful. The kids were involved, happy and having fun because of the good coaching techniques the the coach in video two applied.
3. The coach in video two was more successful.
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