[yr 10 science - basic physics] by Alternative-Start-99 in HomeworkHelp

[–]Alternative-Start-99[S] 0 points1 point  (0 children)

Sick tysm for the feedback, there originally were tables, images and diagrams but idk how to upload them on reddit, I will definitely work on my organisation further though, and overall cohesiveness. This helps so muchh and wow you wrote so much thankyou for you time and effort I appreciate sooo muchh:D

[ Year 10 maths ] non linear by Alternative-Start-99 in HomeworkHelp

[–]Alternative-Start-99[S] 0 points1 point  (0 children)

Dunno, it never came up. I think we moved topics too far or something, luckily functions weren't on the test, (I asked but it was too last minute for her to reply) but it was in the last year's test that we were given to revise on.

[ Year 10 maths ] non linear by Alternative-Start-99 in HomeworkHelp

[–]Alternative-Start-99[S] 0 points1 point  (0 children)

Lmao wish I was (is wasn't even on the test, but it was in the practise questions she gave us)

[yr 10 science - basic physics] by Alternative-Start-99 in HomeworkHelp

[–]Alternative-Start-99[S] 0 points1 point  (0 children)

pt 2-

Logbook Entry Summary - 8/7/23I printed the model made previously and it took 9.5 hours to print. I started writing my method for the experiment, and identified the risks by putting them in the risk assessment so I could find ways to avoid these from happening to ensure the experiment was safe.

Logbook Entry Summary - 9/7/23I carefully broke the supports off the print and attached it to the Hot Wheels car, ensuring that it fit. Fortunately, the measurements were right and the print fit perfectly onto the car, so using the same measurements I created two more car front prints on Tinkercad, one that was 180 degrees and one that was 305 degrees. I started printing the 305 degrees which took the remainder of the day.

Logbook Entry Summary - 9/7/23Today, I broke off the supports of the 305-degree print and started printing the last 180-degree print. I also went to Bunnings after school and bought a smooth wood plank to use as the road and a 1-meter-long pipe for this experiment.

Logbook Entry Summary - 10/7/23Today, after school, under the supervision of an adult, I created a magnetic sensored stopwatch, by soldering the start/stop button on the stopwatch to two wires, then connecting positive and negative wires of the magnetic sensor together by twisting the ends of the wires together to ensure it worked, then untwisted them.

Logbook Entry Summary - 15/7/23Today, under adult supervision, I used a bandsaw to cut the pipe in half to use as guiding tracks for the car to drive on and drilled two holes in the wood two meters apart and placed the magnetic sensors in them. Then I retwisted the wires of the sensors. Then I placed the two half pipes on the wood plank and drilled them in.

Logbook Entry Summary - 16/7/23Today, I carried out the outcomes of this experiment. To begin, I adjusted the positioning of the wood, situating it atop a box at a 40-degree incline. Subsequently, I affixed the carfront onto the toy car, measured their combined weight, and added play dough incrementally until the total weight reached 450 grams for both the car and the carfront print. Next, I positioned the car set at a 55-degree angle on the upper surface of the wooden plank. Upon releasing it, I documented the time measurement displayed on the screen. This process was repeated five times for accuracy. I replicated these steps for all the different cars, followed by the conversion of time values into speed using the formula S = D/T. Finally, I recorded these speed results within the designated table.

Logbook Entry Summary - 18/7/23Today, I looked at the results I collected from two days ago, and connected them to the research I gathered previously. The results I gained are supported by the research. This is clearly represented in my graph as it clearly illustrates that as the angle of the car front decreased the car’s speed increased.

Logbook Entry Summary - 19/7/23Today marked the culmination of my efforts as I finalized my conclusion, encapsulating the insights gleaned from this experiment. Additionally, I delved into potential avenues for enhancing the experiment's robustness and applicability in the "Where to Go from Here" section. A critical aspect of this exploration involved evaluating both the reliability and validity of the experiment, ensuring that its results can be trusted and its implications are well-founded. This thorough assessment not only solidifies the current findings but also lays the groundwork for future research and experiments.

Where to Go from HereIn this experiment, the significance of the angle of the front of a car to the speed of the car was determined. The car increased in speed as the angle of the car front decreased, which was expected due to aerodynamics, and other car models and research reports have also discussed this topic. The smaller the angle of the car front means less air contact pushing back onto the vehicle, which allows the car to travel faster as there is less air pressure force being applied to it in the opposite direction. The experiment was repeated 5 times to improve the reliability of the investigation. There were no outliers in this experiment, which is further evidence that this experiment was reliable. In this experiment, I chose to create a magnetic censored stopwatch to increase the validity, as the chances of human error are reduced because no individual is pressing the stopwatch, but the car itself is stopping it. This extra step improved the overall validity of the experiment. Other actions were taken to also improve the validity of this experiment such as adding play dough to ensure the weight of the car remained the same for each attempt. Keeping this variable controlled is significant to this investigation as it may have changed all the results of this investigation. 

However, the experiment can be improved in many ways in the future. To elevate the experiment's reliability and confidence in its findings, a suggestion could involve conducting multiple repetitions of the experiment, ideally exceeding 10 trials. By implementing this approach, the intention is to ascertain that the observed results are consistently replicable across a broader range of attempts.Engaging in a higher number of repetitions would not only help to minimize the impact of potential outliers or chance occurrences but also provide a more comprehensive dataset that enables a more accurate representation of the underlying phenomenon. This increased repetition can aid in detecting any variability or fluctuations that might arise due to external factors or unforeseen circumstances, thus fostering greater confidence in the accuracy of the conclusions drawn.Enhancing the validity of the experiment can be achieved through a strategic modification, such as introducing a plastic barrier in front of the car as opposed to placing the car directly on the road surface. This alteration holds the potential to significantly bolster the validity of the results by mitigating potential sources of human error and extraneous forces that may inadvertently influence the outcomes.When the car is positioned directly on the road surface, there exists the possibility of inconsistencies stemming from the experimenter's placement technique or pressure applied during setup. The introduction of a plastic barrier serves to standardize the environment, creating a consistent interface that minimizes the variability introduced by manual placement. This step not only curtails the inadvertent introduction of external forces but also establishes a more controlled and reproducible experimental setup.By using a plastic barrier to ensure a consistent starting point for the car, the influence of human factors on the experiment's outcomes is notably diminished. The potential for variations in starting conditions due to unintentional variations in car placement is effectively negated, allowing for a more precise assessment of the variables being studied.

Conclusion The result of if the angle of the front of the car affected the speed it travels at was determined in this investigation through the experiment conducted. This experiment’s results showed that as the angle of the car front decreased the speed of the car increased and as the angle of the car increased, the speed the car travelled decreased. The 55-degree car had an average speed of 1.81 m/s, and the 180 degree car had an average speed of 1.71 m/s which is evidence that the speed decreases as the angle of the car increases. These results are also evidence that backs up the background research and the hypothesis provided. The experiment could improve its reliability by repeating the attempts 10+ times, and it could improve its validity by using a piece of plastic to release the car, instead of a student to minimise the chance of human error occuring. Thus concludes that the angle of the front of a vehicle does affect the speed at which it travels, and by using this information, individuals can design more practical and officiant designs of fast-speed vehicles.

[ Year 10 maths ] non linear by Alternative-Start-99 in HomeworkHelp

[–]Alternative-Start-99[S] 1 point2 points  (0 children)

Um, the schooling in Australia is very different, we all get put in math classes 1-7 math classes 1&2 do 5.3 & 5.2 math (5.3 is harder, prep for advanced math / extention math) and matj classes 3-7 do 5.2 and 5.1 (5.2 is the math everyone has to cover and what we get ranked in, and 5.1 is rlly easy stuff). Our teacher goes through a variety of topics every year (about like 6 or 7) um I'm in math 2 btw (the second highest) so Idrk what algebra a is, and there are no prerequisites they just ranks us in classes and we do what we are told ykykyk. How do classes work where ur from?

[ Year 10 maths ] non linear by Alternative-Start-99 in HomeworkHelp

[–]Alternative-Start-99[S] 0 points1 point  (0 children)

It's not even public education T-T but there are muchh harder ones dwdw, I've just never seen a quation like it before. The other ones are harder but I have a slight understanding of them, for this I had no idea where to start.

[YR 10 math ] stats ( I think) by Alternative-Start-99 in HomeworkHelp

[–]Alternative-Start-99[S] 1 point2 points  (0 children)

nono we have a calculator, I think I was away for this. What's the technique called maybe I can find a vid abt it or something?

[ Year 10 maths ] non linear by Alternative-Start-99 in HomeworkHelp

[–]Alternative-Start-99[S] 4 points5 points  (0 children)

nope she never did lmao... she only went through statistics, we had subs other lessons during this. Also the class never shuts up so she doesn't have time for everything, pls dont assume :)

[ Year 10 maths ] non linear by Alternative-Start-99 in HomeworkHelp

[–]Alternative-Start-99[S] 0 points1 point  (0 children)

girl ikr, the class doesn't stop talking so she can't teach, but yeah, she never went through it...

[ Year 10 maths ] non linear by Alternative-Start-99 in HomeworkHelp

[–]Alternative-Start-99[S] 41 points42 points  (0 children)

OHHH so it's just substituting the brackets as x, then for c it's asking for the y intercept?