## Waves Lab

A pulse wave as shown in the first video. A pulse wave is just one wave that is emitted it is the shape of a half circle, or a wave.

Periodic wave is a wave that is constantly going, kind of like oscillating. It moves with a constant speed that does not change.

A transverse wave by definition is “a wave vibrating at right angles to the direction of its propagation”.

A longitudinal wave by definition is “a wave vibrating in the direction of propagation”, longitudinal waves include sound waves or vibrating waves.

## Waves

Sean Hruswicki

Physics 11

4th December 2017

Ms. Jackson

This clip is demonstrating destructive interference, one person flung the slinky down and the other flung the slinky upward, when the waves meet in the middle they cancel eachother out making the slinky take the form of a flat line once again.

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This clip demonstrated constructive interference. Both group members flung the slinky in the same direction (up or down) at the same time so that the waves would collide, when the waves collides they constructed a bigger wave, like they combine forces.

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In our third trial we rapidly slinged the slinky back and forth, our goal was to find how many node points we would make with our slinky, a node point is basically one wave, if it takes 3 waves to reach the other end the slinky has 3 node points. It is a lot easier to see if the slinky is going at super rapid speeds but we counted 3 node points on our slinky.

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## Physics 11 – Archimedes Challenge

Sean Hruswicki

Physics 11

Ms. Jackson

27 November 2017

For the “Archimedes Challenge” we had to build an ancient machine, the machine me and my group constructed over a course of 4 days is called a trebuchet. The trebuchet was invented in China in 300 BC. It is unknown who exactly invented the trebuchet but the machine was used by the Mohists as early as the 4th century BC, Mohism was an influential philosophical, social, and religious movement in ancient China. The trebuchet was invented for the purpose of war but more specifically sieging. Sieging is when military forces surround a town or city with the purpose of cutting off supplies, forcing a surrender. The trebuchet was not invented simultaneously in different places but eventually made its way to the west due to the Avars. The Pannonian Avars were a group of Eurasian nomads of unknown origin during the early Middle Ages. The short term effect was that whoever had access to the trebuchet had a great advantage when sieging because nobody would have prepared for such a weapon yet. Long term effect is that cities were forced strategized against the trebuchet like maybe building walls differently which could lead to some new discoveries in engineering.

The trebuchet we made in class is a little different than a traditional ancient trebuchet. Instead of a rotating axis for the throwing are to slide on, we used a hinge instead to attach the arm to the beam and still give it a very large throwing radius. We have elastic bands attached to one side of the throwing arm, on the opposite side of the payload basket. When the side of the payload basket is pulled down, more and more potential energy builds up the farther you pull it down. When you let go, all that potential energy turns into kinetic energy and the throwing arm throws whatever object with great force.

Day 1:

We spend the class discussing as a group what we would like to build, we settle on a catapult and plan to fully design our catapult the next day.

Day 2:

We have a bit of a debate wether or not we should make a catapult because we notice a lot of other groups have the same idea as us. We make our idea more unique by making a trebuchet, which is sort of a catapult but really isn’t and our idea will be totally original. We make a very rough sketch of what our trebuchet will look like.

Day 3:

We secure 4 pieces of wood into a frame very strongly together using a hot glue gun, it is crucial we get this part perfectly or our trebuchet will not be strong enough to handle the recoil of the force it is putting out.

Day 4:

We use nails to make the rest of the body, we then attach the beam using a hot glue gun, we attach the throwing arm to the beam using a hinge and nails. we test the trebuchet out and the beam fails or straight up flies off so we decide to use nails to secure the beam instead, we test out the trebuchet several times and it is fully functional. The building process is now complete.

Sources:

https://plato.stanford.edu/entries/mohism/
https://www.smith.edu/hsc/museum/ancient_inventions/trebuchet2.html

## Lord of the Flies – Morality Podcast

Sources sited:

Golding, William. Lord of the Flies. Penguin, 1983

James, Wendy. Personal interview. 8 Dec. 2017.

Polito, Kristen. “What is “Mob Mentality?”.”

Audio recording >>

## “A Place at The Table”, Question Responses

Sean Hruswicki
Foods 12
8 November 2017
Mr. Brett

“A Place at The Table” Questions responses

One example of food insecurity in this film is of an unemployed single mother of two named Barbie. Like so many other unfortunate Americans they had to live off of junk food like chips and ramen noodles because they are cheaper than actual fresh foods like fruits and vegetables. After one whole year of looking for a job Barbie finally found a full time job, this should make her fine now right? Since she now has an income that exceeds the one required in order to receive food stamps. She wasn’t even given time to get on her feet, she just lost her assistance from the government right away even though she has been employed for barely any time at all, and probably, hasn’t even received her first paycheck yet. Another example of a person with food insecurity in the movie was a girl who’s father worked on a ranch, but also had to work as a janitor at a school because he wasn’t getting enough money from his ranching career. To cope with food insecurity the girl had lunch made by the school and went to a food kitchen hosted by the church that took place every Wednesday evening. Like so many other unfortunate Americans she and her family has to resort to buying junk food which is much more affordable that fresh fruits and vegetables that actually have a good nutritional value. I think people who are uneducated are more at risk of being food insecure. Mainly because they have a lower chance of getting a great job to supply themselves with adequate nutrition, but also because if they are in a struggle for money they may not know how to acquire resources and help from the government and other food assistance programs such as food banks. Young single parents are also at high risk because they can’t just leave their children and go to school in order to seek a better future for his or her family. My personal reaction to the move is I felt bad for a lot of the people but I was not surprised that so many people are food insecure in America. I am well aware there is a huge amount of people that don’t have enough to eat even though America has more than enough food to feed its people. I was not really surprised by any of the information presented. If I was in a position to directly influence food insecurity I would do a few things, first I would find a way to cut down on food waste, in 2014 a study by the USDA revealed that 31 percent or 133 BILLION pounds of the 430 billion pounds of food went to waste. If we cut down the food waste by only 25 percent we could still be saving billions of pounds of food. The second thing I would do is make fresh fruits and vegetables more affordable. I understand it kind of makes sense that fresh fruits and vegetables are more expensive because they actually have a good amount of nutrients but the prices are ridiculous. Fresh fruits and vegetables need to be more affordable of people who are not fortunate enough to afford them will just keep eating junk food and going down the road of diabetes, obesity, and early death

## October Foods Lab Reflection

Sean Hruswicki

2nd October 2017

Foods 12

Mr. Brett

I chose to reflect on our buttermilk biscuits lab because although simple, they were the second most enjoyable thing we made this October. The process of making these was no challenge but they still tasted like it took a couple of hours to make. I enjoyed this lab because it was very straight forward and or simple, it was just satisfying to overall. The final product turned out better than i had hoped, I honestly wasn’t expecting much because of the simplicity but they were very delicious. My partner for this lab worked relatively well, there was a little but of a language barrier but we were fine. I in fact already recreated this recipe at home and they turned out just as fluffy, golden brown and flavorful.

I chose to reflect on the chocolate almond Biscotti because in my opinion they were the most delightful food we have made all month. some may disagree and say the waffles were the best but im not much of a waffle guy. I enjoyed this lab very much, like the buttermilk biscuits it didn’t take a rocket scientist to make the ideal Biscottis. My group worked very well during this lab, we just put in all the required work as a team and executed all of our tasks with no problems. I would maybe make this lab again during the winter to go with a nice cup of hot chocolate, i don’t know for sure but I think you can keep them in a container in your cupboard for an alright amount of time which is a major plus for me.

## Newton’s Laws

Sean Hruswicki

30 October 2017

Physics 11

Ms. Jackson

Newton’s Laws

I’m sure we have all heard of the brilliant scientist Isaac Newton who is famous for his law of gravitation, which was a one of the many brilliant discoveries in the scientific revolution in the 17th century. His law of gravitation was everything in the universe is in some way attracted to each other. We will be looking at Newton’s three laws, videos demonstrating them, explaining why the specific law is demonstrated in the video, and maybe why the law may not exactly apply to the example if it does not.

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Newton’s Third Law

Newton’s Third Law put in brief terms is: every action has a reaction. In this video a tennis ball falls off of a table and bounces back up into the air. The ball falling off of the table is the action, the ball bouncing back up is the reaction.

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Newton’s Second Law

Newton’s Second Law summed up is the acceleration on an object correlates to the magnitude of force put behind it to put it in motion and mass of the object. In the video there is a softball and a tennis ball both with around the same mass. The softball is flicked and it goes forwards some distance, The tennis ball is then thrown across the ground with more force and it also goes forward some distance. the Tennis ball had more acceleration because it had more force even though it had the same mass therefore the magnitude of force is proportional to the acceleration of the object. However if we were to change the type of material to maybe a 1 lbs rock ball and a 1 lbs paper ball, the acceleration may not be the same due to paper being effected more in an environment with air resistance.

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Newton’s First Law

Newton’s first Law, or the Law of Inertia, is when an object that is at rest stays at rest, and an object that is being moved by a force stays moving unless there is an opposing force to stop it. In this video you can see that at first there is a tennis ball that is not moving, it is not moving because an object that is at rest must stay at rest unless a force acts on it. When the ball is pushed it rolls until eventually stopping. But Newton’s first Law states that an object in motion must stay in motion, why does the ball stop if Newton is right? The ball would only have kept moving constantly if there were no opposing forced acting on it. Since the ball was rolling on the floor, the wood caused a force of friction that made the ball come to a stop.

## “Lord of the Flies” – island description

(a brief description of what the island in “Lord of the Flies”, may look like.)

1) Scar

“between the scar and the sea. There, too, jutting into the lagoon, was the platform, with insect-like figures moving near it.” (39)

2) Lagoon

“A great platform of pink granite thrust up uncompromisingly through forest and terrace and sand and lagoon to make a raised jetty four feet high.” (13)

3) Mountain

“his eyes and followed the jagged outline of the crags up toward the moun- tain. This part of the beach was nearer the mountain than any other that they had seen.” (33)

4) site were Ralph and Piggy find the conch

“Ralph had stopped smiling and was pointing into the lagoon. Some-
thing creamy lay among the ferny weeds.
“A stone.”
“No. A shell.” (18)

5) Forest Where Fire Happened

“The pile was so rotten, and now so tinder-dry, that whole limbs yielded passionately to the yellow flames that poured upwards and shook a great beard of flame twenty feet in the air. For yards round the fire the heat was like a blow, and the breeze was a river of sparks. Trunks crumbled to white dust.” (56)

6) The Conch Location

“The shore was fledged with palm trees. These stood or leaned or reclined against the light and their green feathers were a hundred feet up in the air.” (10)

7) fruit tree

He picked his way up the scar, passed the great rock where Ralph had climbed on the first morning, then turned off to his right among the trees. He walked with an accustomed tread through the acres of fruit trees, where the least energetic could find an easy if unsatisfying meal.

8) coral reef

”The reef enclosed more than one side of the island, lying perhaps a mile out and parallel to what they now thought of as their beach. The coral was scribbled in the sea as though a giant had bent down to reproduce the shape of the island in a flowing chalk line but tired before he had f inished. Inside was peacock water, rocks and weeds showing as in an aquarium; outside was the dark blue of the sea. The tide was running so that long streaks of foam tailed away from the reef and for a moment they felt that the boat was moving steadily astern (Golding 38).

9) Mountain

“Where the pink cliffs rose out of the ground there were often narrow tracks winding upwards. They could edge along them, deep in the plant world, their faces to the rock“(Golding 34).

10) Scar

”Jack pointed down. “That’s where we landed.” Beyond falls and cliffs there was a gash visible in the trees; there were the splintered trunks and then the drag, leaving only a fringe of palm between the scar and the sea“ (Golding 39).

11) Shape of the island

“It was roughly boat-shaped: humped near this end with behind them the jumbled descent to the shore.”

12) Jungle

“Trees, forced by the damp heat, found too little soil for full growth, fell early and decayed: creepers cra- dled them, and new saplings searched a way up.”

13) Ocean

“faced by the brute obtuseness of the ocean, the miles of
division, one was clamped down, one was helpless, one was condemned” (Golding 158).

14) is an island

“This an island. At least I think it’s an island. That’s a reef out in the sea” (Golding 7).