1. Find and write the definition of a quadratic function in words you understand. (use your textbook, google, etc)

Quadratic functions are curves called a parabola, which is a U shape that can face any direction.

1. Give an example of a quadratic function and give an example of a function that is NOT a quadratic.
2. y = 1x^2+2x+4 is a quadratic function. Y= 2x + 4 is not
3. Go to desmos.com and type in the following function:
1. Desmos will give you the option of adding “sliders” for or all. Click all. This will allow you to change the values of  to see how the graph changes.

The line is identical on both sides of the y axis

1. Keep b = c = 0. Change the value of :
1. Does the graph open up or open down?
2. Does the graph have a maximum point or minimum point?
1. Does the graph open up or open down?
2. Does the graph have a maximum point or minimum point?
1. Is the graph narrow or wide?
1. Is the graph narrow or wide
2. a) i) Opens down. ii) No. B) Opens up. ii) No C) Graph is wide. D) Graph is narrow.
1. We call the maximum or minimum point of a quadratic function the vertex. Complete the following statements:
1. When is Positive (positive/negative), the vertex is a Minimum  (maximum/minimum)
2. When is Negative (positive/negative), the vertex is a Maximum  (maximum/minimum)
2. Let and Use the slider to change the value of Describe how the graph changes as changes.  Y value of the vertex

Roots are the solutions to the quadratic equation.  The roots are found by looking at where the curve crosses the x axis (x-intercepts).

Adjust the sliders for a, b and c so you can get a curve that just touches the x axis (y=0).

Equation: y = 4x^2

This quadratic equation has ONE solution.

Adjust the sliders so you can get the roots of 0 and -1

Equation:  y = 3.4x^2 + 3.4x

This quadratic equation has TWO solution

1. Find and write the definition of a quadratic function in words you understand. (use your textbook, google, etc)

Quadratic functions are curves called a parabola, which is a U shape that can face any direction.

1. Give an example of a quadratic function and give an example of a function that is NOT a quadratic.
2. y = 1x^2+2x+4 is a quadratic function. Y= 2x + 4 is not
3. Go to desmos.com and type in the following function:
1. Desmos will give you the option of adding “sliders” for or all. Click all. This will allow you to change the values of  to see how the graph changes.

The line is identical on both sides of the y axis

1. Keep b = c = 0. Change the value of :
1. Does the graph open up or open down?
2. Does the graph have a maximum point or minimum point?
1. Does the graph open up or open down?
2. Does the graph have a maximum point or minimum point?
1. Is the graph narrow or wide?
1. Is the graph narrow or wide
2. a) i) Opens down. ii) No. B) Opens up. ii) No C) Graph is wide. D) Graph is narrow.
1. We call the maximum or minimum point of a quadratic function the vertex. Complete the following statements:
1. When is Positive (positive/negative), the vertex is a Minimum  (maximum/minimum)
2. When is Negative (positive/negative), the vertex is a Maximum  (maximum/minimum)
2. Let and Use the slider to change the value of Describe how the graph changes as changes.  Y value of the vertex

Roots are the solutions to the quadratic equation.  The roots are found by looking at where the curve crosses the x axis (x-intercepts).

Adjust the sliders for a, b and c so you can get a curve that just touches the x axis (y=0).

Equation: y = 4x^2

This quadratic equation has ONE solution.

Adjust the sliders so you can get the roots of 0 and -1

Equation:  y = 3.4x^2 + 3.4x

This quadratic equation has TWO solutions.

Adjust the sliders so that the curve does NOT cross the x-axis.

Equation:  y = x^2 + x + 1.4

When the curve does NOT cross the x-axis, there are NO REAL solutions for this equation.

s.

Adjust the sliders so that the curve does NOT cross the x-axis.

Equation:  y = x^2 + x + 1.4

When the curve does NOT cross the x-axis, there are NO REAL solutions for this equation.

# Rube Goldberg Project Power Tech

So mine and Rok’s Rube Goldberg machine started with a Hotwheels car (Wheel and Axl) knocking a ball off of a screw (Wedge) then the ball rolling down a incline plane and landing in a cup activating a pulley then the cup on the other side of the pulley knocked over a domino which landed on a teeter totter (Lever) which pushed a ball down another incline plane and then the ball when through a screw then the ball knocking over more dominoes then a ball getting knocked over into a cup.

# Tech Team Year Reflections

What are some things you have learned and/or tasks you have accomplished this year? (Use videos, pictures, upload materials etc. as evidence of learning in your blog)

So this year in Tech Team I really only had 1 big project which was to make a page for a news paper. The parts of it that were successful was that it was very easy and fun to make using photoshop. Some of the challenging parts was centering images and using the text feature in photoshop as it caused me some issues from time to time. To overcome the challenge of the text feature I started copy and pasting the names instead of writing them out as it was easier that way. To improve on the project I think I would make it more appealing by maybe adding a border to it.

As Riverside continues to immerse itself into innovation and technology, what do you think Riverside can do to provide support and help for teachers and students? (Provide specific examples)

I think that training the teachers in the technology and how to fix stuff would be a lot better for students instead of the students missing class to go to the wave. Or have one or two teachers from each department be well enough informed so that they could help out the teachers or students.

Do you have any feedback or suggestions, as we move forward, that could help the Tech Team meet the needs of our school and staff / be more effective? (Provide specific examples)

I think that if the teachers knew which students in there class were apart of the tech team it could be more effective because they could just have them fix any issues before sending someone to the wave or asking for help from another teacher.

# Rube Goldberg Project

1.  First, we drop the marble into a cut in flag pool noodle. The marble then goes almost straight down and then it curves up and falls on to the next pool noodle. This noodle then drops the marble onto a slanted piece of cardboard which guides the marble on to another set of pool noodles. The noodles roll the marble across the back wall and drops the marble into a tube which then rolls the marble down and dings the bell.
2.  Point A starts with potential energy and transfers to Kinetic around point B. Point B-C goes from kinetic to potential as the marble falls, at point d the energy goes back to potential as the marble falls,F-G and G-H are examples of kinetic to potential as the marble falls. H-I is kinetic to potential as the marble stops, and kinetic to sound as the marble hits the bell.
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# Racism then vs now

While racism is still around I think that it really isn’t as bad as it once was, because now most racism is just from peoples words and hate speech. While back then it from laws that made black people sit at the back of the bus and other forms of segregation. I also think that the media now tends to exaggerate on certain events to try to make it seem more racist because that’ll get the media more views. As well as now most people who are racist aren’t very smart and are very ignorant, while back then it was common and tended to just be the way things were. The KKK are still around but back then they were far more prominent and did some truly horrible things when now there are laws that prevent them from doing those things and those laws are strongly enforced. Which is why I believe that racism is far less then it was back then.

# Making Babies

1.  Include a drawing of your child with as much detail as possible.

2. Include a short description of the traits your child has.

Square face, prominent round chin, curly hair, light brown skin, brown eyes average mouth, pointed nose, round nostrils, and freckles

How does the coin flip relate to the probability of inheriting genetic conditions? Because there is a 50% chance you get a trait from the father and a 50% chance of  getting a trait from the mother

How does this simulation accurately represent or not represent real life?

This inaccurately represents real life because it was random traits and unreflective of how in real life the baby would have the traits of the parents.

Did you identify any prejudices you might have about what traits you find “desirable”? Where do you think these prejudices come from?

Yes, I think a lot of these came from what looked well with other traits and whether it made the baby ugly or not.

# PlentyPoem

1. This poem has a strong voice running through it. How would you describe the speaker’s mood? Speakers mood is lighthearted and the author thinks the world is great and then towards the end he realizes that sometimes its not so great
2. Look at some of the more unexpected things the speaker in the poem finds beautiful, like leaves in the gutter or salt stains on shoes. Why are these details more interesting than a more obvious example of beauty, like flowers, would be? I think these are more interesting then flowers because they are unique and show flaws and normal thing.
3. What is the effect of the poet’s use of similes that offer more than one comparison of an image, such as “the sky, lit up like a question or / an applause meter” or “raindrops / like jewels or glass or those bright beads / girls put between the letters of the / bracelets that spell out their beautiful names”? How does this technique add to the overall feeling of the poem? This technique adds to the feeling because they show how the items make the author feel.
4. What actually happens in this poem? What do you know about the speaker’s life? In this poem the author goes to the grocery store to get something for dinner and he thinks the world is great but on his way back home he sees stuff that makes him think its not as great.
5. The poem follows the speaker moving through space (down the street, into the grocery store, then back outside looking at the sky) and through the speaker’s associative thought patterns (jumping from thinking of the sky to thinking of the name Skye; from thinking of the name Miranda to thinking of the word verandah). Write a poem in which you try to capture the way your own mind makes connections between seemingly unrelated things and try to maintain a consistent mood throughout.

I opened the freezer door to the frozen box

full of frost and fudgesicles

Plenty of food to choose from

yet I’m as indecisive as a leaf in the wind

Maybe later I will decide

but for now I leave with only a cup of water.

# Principals of Flight

Part 1.

Bernoulli’s Principal is the principal that when the wind has a lower velocity the pressure is higher and when the velocity is higher the pressure is lower. This is used in airplanes because the wings make the air above it have a higher velocity so the pressure is lower which causes lift. The lift is because the higher pressure pushes against the lower pressure making the wings go higher.

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Part 2

2. Which force is acting on the rocket at launch?

Thrust

3. As the rocket was half-way up, which force(s) is/are acting on the rocket?

I think that once the rocket was half-way up the forces acting on it would be weight and thrust still.

4. As the rocket begins to veer into another direction, which force is acting on the rocket?

I think that this is drag on the rocket from the wind which pushes on it, as well as lift.

5. Did some rockets work better than others? How does the shape of the nose and fin effect the trajectory of the rocket? Explain in terms of the four forces that act on a rocket ship.

Some rockets did work better but some also used different PSI in their launch. Some exploded on launch like mine. But I think that having the fins all even helps the rocket go up straight as well as having a good cone helps with its straightness.

Rocket Simulators

http://sciencelearn.org.nz/Contexts/Rockets/Sci-Media/Interactive/Rocket-launch-simulation

Max height was 2187 M & Max speed was 220 m/s

Thrust 400, Mass 10 Kg, Thrust time was 5s

Why does the rocket fling around the moon/Earth? Because of the gravity from earth and moon

What is orbit? Orbit is the trajectory of an item due to gravitational pull.

https://ohio4h.org/statewide-programs/4-h-science/science-alive-4-h-school-enrichment/rockets-away-launch-simulator

High score was 292.4

Cone was the big triangle, Nose weight was 3, Body weight was 8, Tail weight was 2, Water Oz was 30, Pressure was 80 PSI.

Part 3

1. How did the height you estimated your rocket would reach compare with the actual
estimated height?

I think my rocket reached my estimated height because after watching other peoples rockets it reached the average height most reached.
2. What do you think might have caused any differences in the height you achieved?

I think the wind and cone shape would have caused differences in height
3. Did your rocket launch straight up? If not, why do you think it veered off course?

Mine veered off course, I think it was because my wing shapes varried a little bit.
4. Do you think that this activity was more rewarding to do alone? Would you have preferred to do it in groups? Why or why not?

I think this was rewarding to do alone but at the same time I think this could have been a really good bonding experience.
5. Did you adjust your model rocket at all? How? Do you think this helped or hindered

I adjusted my rocket a little bit by putting duct tape instead of normal tape in certain spots.

6. How do you think the rocket would have behaved differently if it were launched in a
weightless atmosphere?

I think it would have gone a lot higher if launched in a weightless atmosphere.
7. What safety measures do you think engineers consider when launching a real rocket?
Consider the location of most launch sites as part of your answer.

I think the safety measures engineers consider are the landing part of the rocket so that the people in the rocket won’t die when it lands.
8. When engineers are designing a rocket which will carry people in addition to cargo, how
do you think the rocket will change in terms of structural design, functionality, and
features?

I think that the rockets change a lot when carrying humans so that they can survive in the rocket and its probably adjusted for the weight of the humans.
9. Do you think rocket designs will change a great deal over the next ten years? How?

I think rockets will change a lot and probably go in the same direction as spaceX rockets and the design will probably be a lot more commercial since there are plans to send people to mars.
10. What tradeoffs do engineers have to make when considering the space/weight of fuel
vs. the weight of cargo?

I think that engineers take into account the exact weight of things so that the amount of fuel/thrust doesn’t mess up the mathematics of the launch.

My rocket launch