Analyzing Poetry Blog Post: Don’t Stop Me Now – Queen

Lyrics:

Tonight, I’m gonna have myself a real good time
I feel alive and the world I’ll turn it inside out, yeah
And floating around in ecstasy
So don’t stop me now don’t stop me
‘Cause I’m having a good time, having a good time

I’m a shooting star, leaping through the sky
Like a tiger defying the laws of gravity
I’m a racing car, passing by like Lady Godiva
I’m gonna go, go, go
There’s no stopping me

I’m burnin’ through the sky, yeah
Two hundred degrees
That’s why they call me Mister Fahrenheit
I’m traveling at the speed of light
I wanna make a supersonic man out of you

Don’t stop me now, I’m having such a good time
I’m having a ball
Don’t stop me now
If you wanna have a good time, just give me a call
Don’t stop me now (’cause I’m having a good time)
Don’t stop me now (yes, I’m havin’ a good time)
I don’t want to stop at all

Yeah, I’m a rocket ship on my way to Mars
On a collision course
I am a satellite, I’m out of control
I am a s** machine, ready to reload
Like an atom bomb about to
Oh, oh, oh, oh, oh explode

I’m burnin’ through the sky, yeah
Two hundred degrees
That’s why they call me Mister Fahrenheit
I’m traveling at the speed of light
I wanna make a supersonic woman of you

Don’t stop me, don’t stop me
Don’t stop me, hey, hey, hey
Don’t stop me, don’t stop me
Ooh ooh ooh, I like it
Don’t stop me, don’t stop me
Have a good time, good time
Don’t stop me, don’t stop me, ah
Oh yeah
Alright

Oh, I’m burnin’ through the sky, yeah
Two hundred degrees
That’s why they call me Mister Fahrenheit
I’m traveling at the speed of light
I wanna make a supersonic man out of you

Don’t stop me now, I’m having such a good time
I’m having a ball
Don’t stop me now
If you wanna have a good time (wooh)
Just give me a call (alright)
Don’t stop me now (’cause I’m having a good time, yeah yeah)
Don’t stop me now (yes, I’m havin’ a good time)
I don’t want to stop at all

La da da da daah
Da da da haa
Ha da da ha ha haaa
Ha da daa ha da da aaa
Ooh ooh ooh

Video:

– This song is about how the artist’s life is going so fast. He can’t seem to gain stability in his life, he is racing through and seems like he can’t control the unexpected events that happen. He lavish, rockstar lifestyle allows him to live an irregular life. He seems okay with the fast-paced lifestyle, though seems a bit panicked.

– This song addresses a social expectation that rockstars living a fast-paced lifestyle and they have to be okay with it. Though he seems uneasy about the lifestyle and it might not be the right lifestyle for him.

– The speaker is an artist known as Freddie Mercury, the lead singer of Queen

– Freddie is speaking to anyone that gets in his path. He is extremely out of control and can’t gain any stability because his career at that time was so out of control.

– He is in a setting where people in his life seem to come and go, and he is constantly moving around the world performing.

– Word: Ecstacy, denotation: A euphoric state, a delightful state. Connotation: A crazy state where it’s unpredictable, scary and unknown.

– Ecstasy: Abstract, a feeling.

– Cliche: “I’m having a ball” (I’m having fun), “I’m traveling at the speed of light” (I’m traveling very quickly).

– The diction or word choice of the lyrics convey originality. The extreme use of simile and metaphors make listeners feel like they’re listening to something new and exciting. Freddie Mercury has been praised for his influences in music.

– There are very contemplative lyrics. Freddie expresses his feelings on his lifestyle in a very expressive way, that display his emotions and feelings.

– Words like: Ecstacy, rocket, atom bomb. These words show the fast-paced lifestyle of Freddie. He’s shown no sign of slowing down from the typical rockstar partying.

– These words paired with upbeat music makes the listener feel excited. It demonstrates the fast-paced intensity that his life was.

– The line length is 1-12 words per line.

– The line length is 5-9 lines per stanza.

– There is occasional end rhyme but it isn’t completely constant throughout the song.

– The song follows a closed form, as it is abstract.

– There is one apparent allusion; when he said “like Lady Godiva”

– There is assonance, there is no apparant onomatapia, there is no apparent alliteration

– There is an absense of punctuation.

– I feel like the title of the song is fitting the tone and lyrics to the song.

– Mercury did a great job recreating his experiences through the song.

– I intensely know the tough journey Mercury is going through when I listen to the song.

– The intensity that is displayed makes the listener understand the extreme pace of his life.

Final Blog Post – Top 5 Things I Learned in Pre-Calculus.

This year in Pre-Calculus was a journey that had its high points and low points. Here are the top five things I learned.

1.) Rationalizing the denominator, It is a concept that is very easy to mess up. Whether it is not multiplying by the conjugate or leaving a negative on the bottom it is something that has to be done with extreme care

take the conjugate of the denominator
multiply both the numerator and the denominator by the conjugate
distribute everything
simplify if necessary
multiply by -1 if the denominator is negative

2.) Geometric sequences with percent values, this is a concept that is very applicable to real-life situations

If you get a 5% raise you use (1.05)

If something depreciates by 20% you use (0.80 or 1-0.20)

3.) Graphing quadratic and linear equations, one of the most important skills in Pre-Calculus 11, because it appears in multiple units, it’s involved in absolute values, reciprocal functions, and inequalities.

4.) Completing the square with fractions, one of the concepts I struggled with the most.

(I had to work out my own strategy for this)

put brackets around everything with an “x”
to find the square number take your fraction, divide by two then square that number
bring it out and multiply by the coefficient
take your circle number and put it on the square

5.) Graphing reciprocal functions

1. plot your original parent function

2. locate asymptotes that will be at y=1 and y=-1

3. graph the hyperbolas

Week 17 – Trigonometry

This week we learned some new concepts for trigonometry.

Last year we used SOH CAH TOA

Now we expanded this concept so we could find side lengths and angle of other triangles than right angle triangles.

We also learned about…

special triangles
sine law
cosine law
reference angles

New formulas we learned…

The biggest concept we learned is sine law and cosine law. There are two different situations where they’re useful.

Sine law is useful when you got a side and its corresponding angle paired with it. It doesn’t what pair (If it’s not the desired angle or length it’s okay).

Cosine law is useful when we have a side length or an angle but when don’t have both.

Week 15 – Solving Rational Expressions

This week in math we learned how to actually solve the equation (solving for x)

Here’s how to do it.

for example number one,

I cross multiplied to simplify
I got my variable on one side of the equation
I isolated “x”
REMEMBER TO LIST NON-PERMISSIBLE VALUES

for example number two, it’s a bit more complicated

Get the factor to have a common denominator
Instead of making just the denominator common multiply everything by the common denominator (Numerator and Denominator)
Cancel out zero pairs (when a factor in the numerator is equivalent to the factor on the denominator)
Expand (FOIL)
Get variables on one side of the equation.
Isolate for “x”
LIST NON-PERMISSIBLE VALUES.

Things to remember;

Only cross-multiply when there are two values.
Make sure to cancel out zero pairs
Multiply the whole thing by the common denominator

Week 14 – Multiplying and Dividing Rational Expressions

In earlier previous grades we learned to solve and simplify rational and irrational expressions and equations. A lot of people panic when they see expressions that include fractions, myself included. But it doesn’t need to be hard.

First, vocabulary learned in previous years.

Denominator
Numerator
Multiplying the reciprocal
Simplifying
Equivalent expressions
Factoring

All this vocabulary and concepts are still useful. But now we are including fractions!

By now we have learned how to factor expressions, if not remember

Common

Difference of squares

Pattern

Easy

Ugly

Example;

There is a new concept that relates to previous a pre-calculus unit similar to restrictions, known as non-permissible values. Non-permissible are basically x values that make the expression untrue or make it equal to nothing. If you did 6/0, you wouldn’t get an answer

Week 12 – Solving Absolute Value Equations Algebraically

A couple of weeks ago we learned how to solve absolute value equations by using algebra.

Verifying is how you can check for extraneous roots (Roots that give you a different answer). Make sure you remember it’s in absolute value form, so there’s never any negative values, if there’s ever any negative you know that there are no solutions. If the left side does not equal the right side it’s an extraneous root.

Week 13 – Graphing Reciprocal Quadratic Functions.

Last week we learned about how to graph reciprocal functions.

The steps to solve.

1.) Graph the parabola

2.) Locate the invariant points

3.) Find the asymptotes

Three types of Quadratics

Positive Slope, Positive y-intercept

It never touches (0,0)

so no invariant points

Positive slope (can be negative), y-intercept=0

The asymptotes are touching the parabola

Positive or Negative Slope, opposite y-intercept

Candy Lab – Chemistry 12

Purpose of the lab: To find the (pH) and the molarity (M) of acids in a substance.

Materials:

Candy (Blue Powder – Citric Acid) 10g.

(2) 50mL Beakers (H20) and (0.1M NaOH).

Drops of Phenolphthalein (C20H14O4).

A Flask.

a 10 mL measuring tube.

Funnel.

Burette.

Titration Stand w/ clamp.

Procedure:

1.) Weight out (10g) of candy (citric acid) on the scale.

2.) Combine the candy with H20 so the candy dissolves.

3.) Pour (10mL) of (water + citric acid) solution into the flask.

4.) Place 3-4 drops (C20H1404) in the flask.

5.) Carefully pour NaOH into the burette. Make sure the starting levels at 0.

6.) Slowly drop NaOH into the flask with your previous solution, once a color change is apparent, stop the flow of the NaOH.

7.) Recording and keep recording the quantity of NaOH that was added to the solution.

Photos:

Results and Calculations:

Analysis:

My partner and my’s result was very close to the actual pH of citric acid as we got a pH of 3.13 and the actual pH was 3.2, the reason it was so close is that the pieces of blue powder were able to dissolve to make our solution very pure. Reasons, why our resulting pH was not exact, was that the particles did not dissolve completely. Another reason why our pH’s didn’t perfectly align is that we may have added more NaOH to the solution in the flasks, accuracy played a vital part in our results and we could have tried to be more precise in our procedure.