Physics Egg Drop Device with Analysis and Justification Essay
Started 10/23/2024 and dropped 10/28/2024
Honors STEM Physics
Over the course of a week in honors STEM physics, a device was designed by a group of three other people as well as oneself to contain and support an egg so that it would not break upon impact from a high drop (Around three stories) with out manipulating air resistance and ladder construct an essay justifying its construction. Materials used to construct the device included straws, foam disks, pieces of foam cushioning, tape, and small wooden sticks. The design included 12 overlapping straws to form a box, four straws that overlapped at the center with the wooden sticks within them, cushioning in the top pyramid formed where the egg would be placed and tape which connected it all of which the design is further detailed in the analysis and images above. The reason for the design was based of the principal that force is applied based of the direction of the surface of which as the device lands, the straws would apply a force to other straws eventually reaching those touching the cushion touching the egg which apply the force diagonally which would reduce the overall force on the egg per second as the part of the force that was horizontal was being counteracted by the force of other straws and air around it instead of being applied to the egg and that the various holes in the cushioning that result in the appliance of the same idea at a smaller scale between parts of the material as is described in further detail above. Thereafter, it was positioned to fall from the top of three-story bleachers alongside other groups’ designs of which the previously mentioned design failed to prevent a crack but successfully prevented shattering. It was also seen that other groups that emphasized the use of appliance of the concept that forces are applied horizontally and vertically based off the direction of the surface using materials with small gaps in between such as foam, cotton balls and bread was effective as the force would be diverted so much of it is applied to the air around it. It was also seen that simplistic appliances of this concept with straws in a tripod was also effective due to its height in that more of the force could be dispersed to the air instead of the egg. As such, it was determined that the failure of the design was due to its lack in height for materials at a diagonal angle and the lack in foam to make its contribution significant. As such, to reduce force upon an object, a greater extent of mater at an angle between the origin of the appliance of the force and an object.
Started 10/23/2024 and dropped 10/28/2024
Honors STEM Physics
Over the course of a week in honors STEM physics, a device was designed by a group of three other people as well as oneself to contain and support an egg so that it would not break upon impact from a high drop (Around three stories) with out manipulating air resistance and ladder construct an essay justifying its construction. Materials used to construct the device included straws, foam disks, pieces of foam cushioning, tape, and small wooden sticks. The design included 12 overlapping straws to form a box, four straws that overlapped at the center with the wooden sticks within them, cushioning in the top pyramid formed where the egg would be placed and tape which connected it all of which the design is further detailed in the analysis and images above. The reason for the design was based of the principal that force is applied based of the direction of the surface of which as the device lands, the straws would apply a force to other straws eventually reaching those touching the cushion touching the egg which apply the force diagonally which would reduce the overall force on the egg per second as the part of the force that was horizontal was being counteracted by the force of other straws and air around it instead of being applied to the egg and that the various holes in the cushioning that result in the appliance of the same idea at a smaller scale between parts of the material as is described in further detail above. Thereafter, it was positioned to fall from the top of three-story bleachers alongside other groups’ designs of which the previously mentioned design failed to prevent a crack but successfully prevented shattering. It was also seen that other groups that emphasized the use of appliance of the concept that forces are applied horizontally and vertically based off the direction of the surface using materials with small gaps in between such as foam, cotton balls and bread was effective as the force would be diverted so much of it is applied to the air around it. It was also seen that simplistic appliances of this concept with straws in a tripod was also effective due to its height in that more of the force could be dispersed to the air instead of the egg. As such, it was determined that the failure of the design was due to its lack in height for materials at a diagonal angle and the lack in foam to make its contribution significant. As such, to reduce force upon an object, a greater extent of mater at an angle between the origin of the appliance of the force and an object.
Birthday Polynomial Project
Finished: 9/4/2024
Honors Advanced Algebra (Algebra II)
This project consisted of the generation of a polynomial using the creator of the polynomial’s date of birth so as to randomize the polynomial that would be developed as well as the determining and identification of certain factors of the polynomial including domain, range, x and y intercepts, end behavior, etc. Thereafter, the polynomial, the methods for determining the listed factors and factors themselves displayed in numerical value as well as on a graph were organized as shown in the images below. As to determine the points that formed x-intercepts, all values of p, being the multiples of the coefficient of the x with the smallest exponent, were each divided by each value of q, being multiples of the coefficient of the x with the largest exponent, of which these numbers were each put in place of x in the calculator until one could be found to have a y value of zero therein being 1. Thus, 1 was determined to be a zero and as x was common among all the variables, it was divided out so that another zero would be 0. Using 1 as zero in synthetic division so as to reduce the polynomial to a trinomial so that its values could be put into the quadratic formula to determine the other x-intercepts. To determine the y-intercept, 0 was put in for x so that the y intercept would be at (0,0). As the greatest exponent was odd, the end behavior of y in either direction of x would not be the same of which since the coefficient of the x with the greatest exponent was positive, the end behavior of x and y was the same in either direction, though opposite of itself. As such, there was not an absolute minimum or maximum, though there remained a relative minimum and a maximum which were determined by use of plugging in the listed buttons when to the left of the point to then move just right of the point followed by the pressing of enter. (The relative minimum and maximum general positions were depicted as a graph on the graphing calculator) Thereafter, interval of increase and decreased based off the graph in addition to the values of the relative minimum and maximum. Overall, this project remphasised the identification of characteistics of a polynomial in revelance to a graph.
Finished: 9/4/2024
Honors Advanced Algebra (Algebra II)
This project consisted of the generation of a polynomial using the creator of the polynomial’s date of birth so as to randomize the polynomial that would be developed as well as the determining and identification of certain factors of the polynomial including domain, range, x and y intercepts, end behavior, etc. Thereafter, the polynomial, the methods for determining the listed factors and factors themselves displayed in numerical value as well as on a graph were organized as shown in the images below. As to determine the points that formed x-intercepts, all values of p, being the multiples of the coefficient of the x with the smallest exponent, were each divided by each value of q, being multiples of the coefficient of the x with the largest exponent, of which these numbers were each put in place of x in the calculator until one could be found to have a y value of zero therein being 1. Thus, 1 was determined to be a zero and as x was common among all the variables, it was divided out so that another zero would be 0. Using 1 as zero in synthetic division so as to reduce the polynomial to a trinomial so that its values could be put into the quadratic formula to determine the other x-intercepts. To determine the y-intercept, 0 was put in for x so that the y intercept would be at (0,0). As the greatest exponent was odd, the end behavior of y in either direction of x would not be the same of which since the coefficient of the x with the greatest exponent was positive, the end behavior of x and y was the same in either direction, though opposite of itself. As such, there was not an absolute minimum or maximum, though there remained a relative minimum and a maximum which were determined by use of plugging in the listed buttons when to the left of the point to then move just right of the point followed by the pressing of enter. (The relative minimum and maximum general positions were depicted as a graph on the graphing calculator) Thereafter, interval of increase and decreased based off the graph in addition to the values of the relative minimum and maximum. Overall, this project remphasised the identification of characteistics of a polynomial in revelance to a graph.
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“The Great Gatsby” Analysis
Final Part Due: 5/4/2025
Honors American Literature
This assignment consisted of two segments, three segments, beginning with a brief handout that was oriented towards giving context to the time period at which “The Great Gatsby” was written so as to make sense of occurrences happening in the book followed by the thorough identification of different literary techniques including characterization, motifs, imagery, symbolism and figurative language, that contribute to the text along with notes decerning their relevance of which after, a brief informational synthesis essay would be written to analyze the influence of the author’s use of characterization to enhance the understanding of a theme that is relevant to the book or historical developments of the time of which in this case was the disregard of hard work in the attainment of the American Dream. From the book itself, characteristics of the modernism writing style were decerned as well as an understanding of historical developments from the perspective of a Lost Generation writer that was familiar with the Jazz Age. Specifically, information decerning certain social constructs was decerned such as increased criminal activity during prohibition, the influence of the war on the relationships between those in close association, the great affluence in partying, the popularity of spectator sports, the development of the automobile and so on. As for literary devices, an understanding came to be formed of the relation between them in that some may contribute to others overall such as the repetitive use of figurative language to describe the way something or someone is perceived overall to therein form imagery or characterization or the repetition of a certain symbol to indicate its significance and gradually add to the understanding of the concept as both a motif and a symbol such as the “eyes of T. J. Eckelberg.” Additionally, it is understood that the use of other literary devices consecutively to demonstrates motif aids in the development of a theme statement as can be decerned from the essay. As all of the annotations taken throughout the book cannot be displayed, only a portion are shown along with requirments to demonstrate completion and development.
Final Part Due: 5/4/2025
Honors American Literature
This assignment consisted of two segments, three segments, beginning with a brief handout that was oriented towards giving context to the time period at which “The Great Gatsby” was written so as to make sense of occurrences happening in the book followed by the thorough identification of different literary techniques including characterization, motifs, imagery, symbolism and figurative language, that contribute to the text along with notes decerning their relevance of which after, a brief informational synthesis essay would be written to analyze the influence of the author’s use of characterization to enhance the understanding of a theme that is relevant to the book or historical developments of the time of which in this case was the disregard of hard work in the attainment of the American Dream. From the book itself, characteristics of the modernism writing style were decerned as well as an understanding of historical developments from the perspective of a Lost Generation writer that was familiar with the Jazz Age. Specifically, information decerning certain social constructs was decerned such as increased criminal activity during prohibition, the influence of the war on the relationships between those in close association, the great affluence in partying, the popularity of spectator sports, the development of the automobile and so on. As for literary devices, an understanding came to be formed of the relation between them in that some may contribute to others overall such as the repetitive use of figurative language to describe the way something or someone is perceived overall to therein form imagery or characterization or the repetition of a certain symbol to indicate its significance and gradually add to the understanding of the concept as both a motif and a symbol such as the “eyes of T. J. Eckelberg.” Additionally, it is understood that the use of other literary devices consecutively to demonstrates motif aids in the development of a theme statement as can be decerned from the essay. As all of the annotations taken throughout the book cannot be displayed, only a portion are shown along with requirments to demonstrate completion and development.