Matija's Science Blog 
27/9/2015

From the start of Monday the 21st of September my class mates and I have been learning about Kinematic equations and how to use them in kinematics problems based on Kinematic equations. An article on the Business Insider relates to what I have learnt about in class because using the kinematic equations can help us solve the speed, distance velocity and time of (as said in the article) the supersonic passenger jet airliner Concorde. As claimed in the article by the author, "The Concorde flew across the ocean for the first time 42 years ago today — here's what it was like." 

An Air France Concorde

On the article the author claims that, "On September 26th 1973, an Air France Concorde flew from Washington DC, to Paris - marking the first supersonic flight by the Anglo-French airliner." As said from the beginning, the aircraft flew across the ocean. Here this would be the North Atlantic ocean because the Concorde aircraft flew from Washington DC to Paris and the ocean between the United States and France is the North Atlantic Ocean. The aircraft's maximum speed is 2,179 km/h and if we were to find out the aircraft's time from Washington DC to Paris we would use the equation Time = Distance/velocity. 3,828/ 2,179. 3,828 miles to km = 4.8 km. 4.8/2179 = 0.0022 minutes.

Darija Djuraskovic
Grade 10
Science


In the past week we have been doing a lot of kinematic equations and problems. We have also submitted our journal for the experiment in which we have included both our 4 graphs that we have made and our calculations for the average. We have ended the journal with a conclusion and a hypothesis.

After we have submitted the journal we began answering the 30 kinematic questions online and then we have began making our own real life kinematic problem which we had to present and explain to the whole class on the board. My real life kinematic problem was given in the formula for speed(speed= distance/time) We also printed out our poster where we wrote the problem and then submitted it.

For the last class we were making notes on Friction and gravity from the science book, Science Explorer, sections 2,3 and 4.

Darija Djuraskovic
Grade 10
Science

During the last couple of classes we have been doing experiments on measuring motion and velocity.

Our first experiment didn't go so well, we needed time to do all the instructions and we had to repeat the experiment couple of times. We also had to watch videos for homework just to learn how to work with lab quest data logger operator. We had to learn how to calculate the velocity(speed) and to recognize precisely a graph.

On the other hand the other experiment went very well and we managed to finish it successfully. The experiment was set differently (Figure 1) but in groups we gathered all our knowledge and without any teachers help we managed to finish it in no time.

This is a picture of how the other experiment looked at:

Figure 1

Science Blog

Matija's Science Blog

I am going to explain how an article on the Bloomberg Business explaining about slow-motion money relates to what I have learnt about in Science class. Firstly velocity is what I have learnt about in science. The article named "Slow motion money" relates to velocity because there is a graph (shown in Figure 1 below) showing the speed of money and how it has changed the US economy over the 20th and 21st century. Velocity is involved with speed of something in a given direction which is what the graph showed. Normally if you were to figure out the speed of anything you would use the equation Speed= Distance/Time. However on the graph from "Slow motion money" it claims that: "Money velocity measures how quickly one dollar moves through the economy by tallying the number of times it gets spent per year."

Figure 1. A graph representing the speed of money (US dollars)

The highest point that the US dollar reached is 2.19 (distance), 1998 (time). The lowest point that the US dollar reached is 1.59 (distance),  2014 (time).