I'm Soaring! Flying!

Aim: 
To build a catapult capable of throwing marshmallows


Equipment:
- Popsicle sticks, a lot of them
- Rubber bands, we used like 3 
- Big and small marshmallows
- Milk lid
- Glue. (preferably hot)


Method:

1. The original instructions say to cut the sticks but we didn't and I don't know what that means so we're going to skip that one for now. 
2. Take some popsicle sticks just stack them together horizontally.
3. Wrap the rubber bands around each end of the popsicle tower you now have. DO NOT GLUE. Or do, but if you do, leave one gap between two sticks.
4. Take another spare popsicle stick and glue the milk lid to the end.
5. Squeeze the milk lid popsicle stick between the bottom stick in the stack and the one above it, sliding it all the way through so only the last inch of stick is sticking out.
6. That's about it. Now shoot people! (Note: Please don't, it wouldn't be very nice.)

Results:
These (The ones above too) are the numbers that we got. This will be useful in our discussion later on.





Discussion:
Using these numbers, we are able to calculate some key things in the realm of physics. I did like four hours of calculating for this, you better appreciate it. First up, I found the average of each set of numbers. These were a lot easier to work with compared to 8 different sets of calculations. Then, with what we got, I was able to first calculate the speed and then the acceleration by using the following formulae. 

Speed = change in distance/change in time

Acceleration = change in velocity(speed)/change in time

We'll start with the larger marshmallows, I got a speed of 0.286 metres per second (m/s), this is basically how fast it got from point a to point b. I also got an acceleration of 0.22 metres per second, per second (m/s^2), which is the measurement of the increase in velocity (speed).

With the small marshmallows, I got a speed of 0.288 metres per second and an acceleration of 0.15 m/s^2. By comparing the two, we can see that although there's a small difference in speed, there's actually quite a difference in acceleration.

Using the acceleration and the mass of each marshmallow, we got the force. For the small, I got 0.105 Newtons (N) of force and 1.54 N for the large. Force is any action that, when unopposed, will change the motion of an object. Or, a push or pull motion. Newtons is what will measure how much force there actually is.

We took another set of data and found the work required to launch the catapult. I measured this by seeing how far down Chyna pushed the catapult and long it took her to do it. I multiplied this by the average weight of one's finger because I wasn't exactly sure how else to do it. Seeing as the work is force x distance, this was the best way to do it. I had to first figure out the speed, then the acceleration and multiply that by the mass to get force, hence the extra measurements. In the end, the work was approximately 62.4 N-M (Newton metre)


While we were measuring how far we can send a marshmallow flying, we were also measuring how high the small marshmallows can go. Using that data, I was able to figure out the potential energy of the catapult. This was done by multiplying the mass, the Earth's gravity, and the change in height. In the end, I got 0.0062426 ‬Joule (J) using. The number seems quite small but I converted the mass to kilograms and height to metres as a J = 1 kg m^2 / s^2. Potential energy is the energy an object has because of it's position with another object. That wasn't a good explanation but imagine two magnets. They have more potential energy when they're held a centimetre apart compared to when they are together.

That was all the maths I had the time and energy for but there we go. I apologise if anything is wrong :)

Heads Underwater

Hello! So, recently we've started creative writing in English and I wanted to share some of my personal stuff. 

Now, fair warning, this story covers some heavy stuff. It involves death, grief, and depression, (This includes v e r y sensitive subjects) If you struggle with any of these, please proceed with caution and read at your own discretion. Despite that, enjoy!

A Full Face Of Makeup

The first known use of cosmetic makeup was found in 4000 B.C. with Ancient Egyptians. Both men and women were found with almond-shaped eyeliner, used skincare oils and perfumes to protect their skin and prevent offensive body odour. Cosmetics were apart of everyday routine.

Hieroglyphics and sarcophagus depict them with large almond-shaped eyes, surrounded by a lot of eyeliner. They would wear said eyeliner every day as they believed it allowed gods such as Horus and Ra to keep them from sickness. Scientists were surprised to hear that they didn't fall ill to lead poisoning as the eyeliner back then was made from lead salts. It did quite the opposite, actually, as the salts produced nitric oxide which boosted their immune systems. To make black eyeliner, they would use a lead-based mineral called Galena and soot to then store in carved stone pots. For green eyeliner, that they also used, they would take a crushed malachite stone powder and add in water or animal fat to create a paste. It would later be applied with a bone, ivory or wood stick. The substance was known to repel flies and protect eyes from the harsh sun.

To create their idea of blush and lipstick, they would take red ochre from tinted clay, wash it to get rid of sand and then dry it out in the sun. To get a darker colour, it would be burned. Sometimes, oils or fats were added to make it a smooth paste. It would be applied to the cheeks and lips with a blush. Nowadays, lipstick is made with various waxes, oils and pigments and blush is made with powders often coloured with mica pigments. 

Ancient Egyptians would use crush up henna leaves to create a paste that they then

Speeching About Me... Again!

In English, we're doing... oral presentations! Speeches, I mean speeches.

My presentation was about what I'd say to a younger version of my self. Instead of talking about multiple things I'd say, I talked about one piece of advice I'd use. I'm really proud of the slide show I created to go with my speech. One of the challenges I faced was remembering what I was saying and where I was. I found myself looking down at the cards I made a lot and missing lines. Next time, I'd try to look at the audience more.

Mrs Clark's FARTTS

Part Two of the That Time That Place adventure!

So far, we have already begun filming. Yay... As you can probably tell I'm not too excited about it, but I'm Mel so that's cool. I've always preferred live-action over scripted filming. Something about that forced memory. And my long term memory is so much better than my short term memory :)

I believe our plan for this week is to film the remaining school scenes. Which is a lot for me to remember. Yaaaaaaay. We still need to figure out a few roles, such as Tracy, Mel's friend. (as of a few weeks ago)

We just have about two to three more scenes to film (as of the 28th of August) including me getting arrested for breaking and entering. Hells yeah.

Whose View? Whose Reality? 

a. What views of the world is the text presenting? 

b. What kinds of social realities does the text portray? 

d. What is real in the text? 

I believe everything but the voices are real. I think the voices are Mel's consciousness.