Category Archives: Grade 10

Astronomy Wonder Project

What are black holes and how do they come about/affect their environment?  

Why did I choose this question? 

Why did I choose the question “what are black holes and how do they come about/affect their environment”? Since I learned what a black hole was, I thought I knew what it was in theory but never took a second to understand it in its entirety. I have always been curious about celestial bodies such stars and planets as well as black holes. For that reason, I chose to answer my long unanswered wondering “What are black holes and how do they come about/affect their environment?”

What are black holes and how do they come about? 

What are Black Holes? Black Holes, having been studied for years, have been determined by scientists to be celestial bodies containing such gravity and dense mass, even light’s energy cannot escape from its pull. Black holes contain a death zone, determined by the mass being the point within it that nothing can escape from, and then after that having the “event horizon” in which the perception of time changes and due to the gravity, the thing that entered at this point has no chance of return. Spaghettification is a term used to refer to the event that happens in a black hole when the object is stretched so thin referring to a spaghetti noodle when it gets too close to a black hole. In an article published by N.A.S.A titled What Happens When Something Gets ‘Too Close’ to a Black Hole?” scientist talk about how the “tidal forces” emitted from a black hole can cause “Spaghettification” due to the black holes gravitational pull.  In space, black holes are hard to identify but can be spotted by their presence in space, which swallows and engulfs other celestial bodies such as planets, stars and space junk. Now, how do they come about? Black holes are all originally stars, specifically a “Massive star”, containing 20 solar masses or more. They have the normal life of a star, however when it comes time to die have one of two paths to go down. They can either become a neutron star or in turn a black hole. Now how is this determined? This is determined by the final mass/size of the star. Throughout its lifetime stars endure many things causing it to lose its mass in its core such as supernova explosions, winds, and mass transfers etc. The core of the star must be large enough to become a black hole or it therefore turns into a neutron star. 

Black holes and their effect on planets and stars:

Black holes have quite an effect on the environment around them in space. Being something with such power and place in space, they can swallow even planets and stars. During a process referred to as “feeding” they take in tons of space junk and other things including at times stars or even planets. An example of this happened previously when an occurrence came about that NASA caught titled a “Tidal disruption” according to an article published by ‘CBS News’ titled “NASA captures black hole ripping and swallowing star the size of our sun”. It proceeds to explain how this phenomenon is quite rare, only occurring every 10,000 to 100,000 years. 

Theories: 

Black hole.

While researching this topic multiple theories came about. One of which in particular resonated with me. This theory talked about how white holes could be the other half of a black hole. This could be considered a wormhole according to Einstein’s Rosen bridge theory but to simplify his studies, he talks about how mathematically it’s proven that a black hole has another side. The other side being the white hole would lead to a parallel universe where time moves backwards and instead of attracting objects like a black hole the white hole expels. This would be impossible to prove as it would take an infinite amount of time to get to the other side, but I still thought this theory was fascinating and gave me a better idea of different theories involving black holes. 

My bibliography:

My bibliography-Science 10

Rube Goldberg Project- Science 10

You must complete an Edublog post with the following: Embedded video (must contain explanation of machine, how it works, steps, types of energy etc. and I must see everyone in the video at least once), embedded good copy design drawing with all the pieces mentioned in video labelled, written explanation of machine (completed individually), and a core competency self assessment (attached here). You need to submit a link to your blogpost here for your project to be considered complete and for it to receive a mark.

Riverside CC’s Self Assessment Document (1)-Rube Goldberg Project

Steps:

  1. The phone will ring (light energy
  2. The phone then buzzes/pushes the marbles into the funnel (chemical energy
  3. The ball then proceeds to fall down through the tunnels (mechanical energy)
  4. The marble then bounces off the elastics (elastic energy)
  5. The marble then hits the car
  6. Wheel and axel (car)
  7. The car hits and pushes down the books (mechanical energy)
  8. The books then domino falls
  9. The lever holding the cardboard gets pulled by the book and tennis ball then falls down the ramps and hits books (gravitational energy)
  10. Then hits domino books
  11. Books hit laptop that causes the google home mini to play (sound energy)

Math 10-Week 17

This week in Math 10 I learned about the 4 steps to solve word problems. As week as this we learned about the translating hints that can help us decode the word problems and make it easier to understand.

Translating Hints:

Switch Words: From, than

Examples:

  1. Two from eight
  2. Five larger than three

Equal Sign (=):

verbs: is, was, will be

examples: run, walk, drive climb

The 4 steps include:

 

  1. Declare the variables
  2. Write systems (2 equations)
  3. Solve(substitution/elimination)
  4. Answer in sentences(does the answer make sense)-include units(people, cars, money etc.)

Math 10-Week 16

This week in math 10 I learned about two of the possible ways to solve a linear equation.

Those being:

Elimination vs. substitution

Elimination:

For elimination you add or subtract two equations to be able to get a variable. Therefore, one of the variables are eliminated and the rest of the problem can be solved for the other variable as well.

We also used:

Substitution:

For substitution you substitute in a value from one of the variables into one of the other equations. They then are formed into a solvable linear equation.

Examples: Substitution vs. Elimination

Image result for elimination vs substitution method math examples

Image result for substituion method

 

Week 15-Math 10

Wonky Initials Project:

During this project I enjoyed being able to discover new equations to use to complete the requirements set. I found it challenging at time to figure out what equations would match up to the line I needed at a given point. As well as that, I found it a lot easier to complete once I got the hang of it and it was much quicker to complete once I was understood it better.

Week 14-Math 10

There are 3 different ways to express a line (Slope, point slope form,  int).

General form is: Ax+ By+C=0

Slope Point:m(x-x)=(y-y)

Y intercept: y=mx+b

You can use the formula: y-y/x-x to find the slope of two given coordinates.

From then on you plug in your coordinates and can solve.

Math 10-Week 12

This week in math 10 I learned about the vertical line test. The vertical line test uses vertical lines to identify whether something is a function or not. You do this by taking the graph given to you, and drawing lines across the coordinates. If they touch the lines in more then one place, it is not a function and if it doesn’t touch the lines in more then one place, it is a function.

Ex: