An opinio essay

Trevor Gustafson
Physics 114
An Opinion Essay on Biodiesels


It seams like we hear a whole lot of opinions about global warming everywhere we go. It’s on the covers of magazines, brought up in the classroom, and plastered on the bumpers of half the cars on campus. But where do we seam to hear the debate over global climate change the most? It’s in the political realm. It’s fought over in congress, brought up in most presidential debates, and the main focus of an entire political party (the green party). But how many real solutions do we hear coming from Washington D.C.? Pretty close to zero. In D.C., global warming is used as a political tool to stir the hearts of voters and to get elected. The theme coming from our capital seams to be we need everyone to clean up our environment just so long as that everyone doesn’t include me. There are many people who think that so long as everyone believes that global warming is true, all our problems will be solved. That is just not true. While I believe that natural weather patterns are the main cause of global climate change, I believe that if humans are responsible for part of the problem, the only way to fix the problem is to look at real solution such as alternative energy sources like ethanol, biodiesel, and hybrid vehicles. While some options may not be helpful, and downright harmful, critically examining the options is the only way to find an answer. One such alternative energy source is Biofuels. But on closer examination, are these fuels actually beneficial to our society, or are they causing more harm then they are good?
Without doubt, food prices have been going up. Of course not all of this may have to do with food being diverted to making ethanol and biodiesels. Factors such as a growing population and rising transportation costs may also be responsible for the rise in the cost of food. However, it is safe to say, that to at least some extent food prices have been affected by the rise in the demand for biodiesels. Even though food is necessary to all humans, in the United States food is considered a secondary item. When food prices rise we simply cut back on our consumption of luxury goods. But it developing countries, food is considered much more central in a family’s inventory of things to buy. According to the United Nations Human Development Program’s Human Development Report (2007/2008), about 1 Million people in the world live on $1 or less per year (page 240).When the price of corn rises, these people can’t simply cut back on consuming other items; their only option is to consume less food.
Would we ever be able to grow enough food such as corn, sugar cane and soybeans to supply all the biodiesel fuel needs in our country? To produce enough corn to power even half of our energy needs would take at least 157% of the existing land already designated to farming in this country. But look at how far we’ve come since pre-industrial-revolution times. Before the Industrial revolution, most people worked on the farm. Today, machinery has taken over the farming industry requiring fewer and fewer people to man a farm. Advances in technology have allowed not only fewer people to work on a farm, but also have allowed us to farm land that was formerly un-useful for farming purposes. To say that we would never be able to grow enough food to supply all of our food needs as well as power our energy wants is, not only a lie but also a slap in the face of the ingenuity of man. But the process of gaining the technology required to grow more crops could take many years. In the meantime many people might starve. Is the benefit to our environment worth the lives of thousands, possibly millions of people?
Estimates originally published in the Conservation Biology and later republished in the Seattle P.I. have shown that the process of growing and processing corn into biodiesel actually omits about as much greenhouse gasses into the atmosphere as diesel, which is not significantly lower than the emissions put out by Gasoline (pp.). Not only does the process of turning corn into biodiesel, at least for the time being, reduce the amount of food available for human consumption, it also has its own environmental damaging effects. Our current sources of biodiesel such as soybeans, sugar cane, and corn should all be scrapped. They’re not worth the price on our society that they’re causing. However there are other possibilities for biodiesel substances such as algae, wood residue and switch grass, that would not only not omit Greenhouse gasses during there processing stages, but also soak up some of those harmfull gasses. However the technology required to turn these substances into biodiesel and ethanol has not yet been discovered and we have no idea whether or not we will ever be able to find a way to convert these plants into useable fuel sources. If people want to incest in alternative fuels, they should stop using corn and other food sources and start looking into these alternative plants.
So while Washington D.C. is embroiled in its seemingly never ending and certainly nothing accomplishing debate over the environment, it’s up to us to support projects that will actually allow us to care for our environment. It’s time that politicians and the public stopped jumping on the latest hippy, political, save-the-environment alternative fuel, and started caring about the big picture. People should realize that just because our current sources of energy are hurting both our environment and our pocket books, doesn’t mean that we should all switch to using an energy source that is actually worse than the one we started with. It is not through rash decisions that we can solve our energy crisis, but rather through the ingenuity that God has given man. Only through real solutions can problems be solved.




















Bibliography
United nations development program. (2007/2008). Human development report. Retrieved 9/28/08. http://hdr.undp.org/en/media/hdr_20072008_en_complete.pdf

Groom, Martha. Gray, Elizabeth. Townsend, Patricia. (2008). Conservation Biology. How Green Are Biofuels?, pp.

Concepts review lesson 3

Trevor Gustafson
BIS 101 “P”
Lesson 3 Concepts Review
True or False
1. A folder window lets you view the files and folders on the computer.
True.

2. Windows organizes drives and folders in a hierarchy.
True.

3. You can use the Ctrl key to randomly select a group of files
True

4. Folders can have subfolders within them.
True.

5. You can use the cut and paste commands to move files.
True.

6. Files deleted from a floppy disk or USB flash drive are sent to the Recycle Bin.
False.

7. A quick way to open a file is to double-click on it in a folder window.
True.

8. You cannot rename folders.
False.

9. You must make a selection before you can give the cut or copy commands.
True
10. Files and folders stored in the Recycle Bin remain there unless you empty the Recycle Bin.
False.
Multiple Choice Questions
1. Which of the following methods would you use to vie files and folders on the computer?
c. Both “A” and “B”

2. Which of the following views displays columns with the filename, size, type, and modified date in Windows XP?
d. Details

3. Which of the following views displays columns with the filename, size, type, and modified date in Windows Vista?
d. details.

4. If one filename is already selected in a Folder window, which key can be used to select several more files by clicking just once?
a. Ctrl key.

Lesson two

Trevor Gustafson
BIS 101 Section “P”
Lesson 2 Concepts Review




True or False

1. Window is responsible for file, memory, and program management.
True.

2. Windows is a multitasking operating system
True.

3. You can change the location of a maximized window.
False.

4. Before you can work on the computer, you usually must log on.
True.

5. You should always shut down Windows prior to switching off the computer system.
True

6. The Windows taskbar lets you switch between program windows.
True

7. You can change the size of a maximized program window by dragging on the window borders.
False.

8. Passwords are not case-sensitive, so Charlie23 and charlie23 mean the same thing when you are logging on.
False.

9. The best way to shut down windows is to hold down the power button for three seconds.
False

10. You can change the location of a restored window by dragging on its title bar.
True.




Multiple Choice questions

1. Which of the following buttons restores a window?
d.

2. Which of the following buttons minimizes a window?
b.

3. Which of the following techniques is used to move a program window.
b.

4. Which of the following represents a case sensitive password.
d.

Praise God

For the last 6 month my Grandpa has had to live in an assisted living home while my Grandma’s had to stay at home. During the last 6 month they’ve only been able to see each other a few times (complicated storry). During the last six month there’s been some progresses and some down hills. Some ups and some heartaches. But today I learned that he’s back at home with Grandma. Praise God. Now we have no idea how long this will last. He could go back down hill at any moment. But praise God he’s back.

BIS

Trevor Gustafson
BIS 101 Section “P”
Lesson 1 Computer Recommendation






After researching the requirements to run four of my favorite software programs and after having researched many computers both online and at a local store, I have decided upon making my recommendation for an eMachines T5274 ($399.99). The computer has a high rating on Bestbuy.com of 4.2 stars. Along with the computer I am recommending buying a Hannspree - 19" Widescreen Flat-Panel LCD Monitor ($149.99) and a HP - Deskjet Printer ($69.99). The total for all these purchases comes to $619.97 not including tax. All these items may be purchased at the local Best Buy. The previously mentioned four pieces of software were not included in this price due to the fact that I already own them and have no need of buying an extra copy. My family also already has ClearWire internet service and so the cost of Internet was also left out of that total. As a college student I felt that a printer is a necessary purchase, but I don’t feel the need, at least at this time for a scanner. The four pieces of software are: Logos Bible Software, Microsoft Office 2007, Need for Speed: Most Wanted Black Edition and Microsoft Expression Web 2. Below is a table with the specifications required by all four of the software on the left and the eMachines T5274 on the right.


Required
eMachines T5274 & Hannspree 19” Widescreen Flat-Panel LCD
Processor
Pentium or Centrino
Intel Pentium Dual core
Ram
512
2 GB
Operating system
Windows XP or later
Windows Vista Home Premium
Hard drive
5 GB
320GB T5274yyyyy
Video monitor
1024x768
1440 x 900

Bis 101 system requirements

System requirements to run Logos bible softwear, Microsoft office 2007, Need for speed: most wanted black edition, Microsoft Expression Web 2

· Intel Pentium 4, Pentium M, or Intel Centrino 1.3GHz (or compatible) processor
· 512MB Ram
· Windows XP or later
· 5 GB of available hard-disk space
· CD-ROM
· Color monitor with 16-bit color video card
· 1,024x768 monitor resolution at 96dpi or less
· Internet Explorer 6.0 or later, 32 bit browser only
· 1024x768 or higher resolution monitor
· Microsoft DirectX 9 compatible display driver
· Broadband connection, 128 Kbps or greater, for download and activation of products

Photography

(7) There are always two people in everypicture: the photographer and theviewer. (Ansel Adams)

- Photography is communication. But are we confussing our "listeners" by throughing in unessesary content, using bad grammar (rule of thirds/Odd numbers) Not jucing up our sentances by using exiting foreground and backgrounds?




The magic of photography ismetaphysical. What you see in thephotograph isn't what you saw at thetime (Unknown)

Landscape photography is the supreme test of the photographer - and often the supreme disappointment.

Tips for setting up a photograph

Tips for setting up a photograph
Intro

Attention getter = ______________________

I love photography-bought Konica Minolta (SECIFICATIONS) camera __ years ago

I am going to be sharing with you 4 tips for setting up the content in a photograph - everyone and every camera can do these


1 Use 1, 3, or 5 objects, never 2 or 4

It’s what our eyes like
Exception of making two things close together

2 Rule of thirds (Towards end)

Put main objects along the lines
On humans, put the eyes along one of the lines


3 Never underestimate your foreground
Frame the picture
Draw the eye into the picture
Create a “looking out” effect (with flowers)


4 Figuring out what NOT to put in the photo is hard (example is a little dramatic

Maybe face shot instead of whole body
Maybe just crop some stuff out (sometimes on computer)

Conclusion
We have examined four tips for better photography content – use of odd numbers, the rule of thirds, use of foreground effectively, and figuring out what NOT to include in the photograph.

Clincher statement = __________________


Sources
http://www.ethanmeleg.com/tips.htm

http://www.gafneyphoto.com/

http://www.earthboundlight.com/

http://www.wildlife-pictures-online.com/

Physics study guide

Study guide for physics test – Electromagnetic waves


Electrically charged objects have electric fields

Magnetic objects have magnetic field (changes to magnetic when you start moving it)

When you give something a charge you give it a field

Electromagnetic wave = alternation of electric and magnetic fields

The medium an electromagnetic wave travels through is a field

Field = altered empty space where a force could be felt by an object if present

*gravitational force field = an area of space surrounding an object where a second object would feel the force of gravity if the object was present

*electric force field = an area of space surrounding an electrically charged object where another electrically charged object would feel an electric force if present

*magnetic force field = an area of space surrounding a magnet where another magnet would feel an magnetic force if present

Electrically charged objects will exert a force on each other over a distance (so will magnets)

*magnetic force law: electrically charged objects in motion will exert an additional force beyond the electric force they exert at rest

Electric force law stated in terms of fields: an electric field surrounds every Moving charged object. Any Moving charged object that is in that field will feel the electric force due to that field.

*magnetic force law stated in terms of fields: A magnetic field surrounds every object. Any magnet in that field will feel the magnetic force due to that field


Faradays law = A changing magnetic field creates an electric field

How a generator works: when a wire loop is placed in the vicinity of a magnet and either one is moved, and electric current in the wave loop is created as long as long as the motion continues



Light

There are 6 broad categories of electromagnetic waves that make up the electromagnetic spectrum

AM radio = 1,000,000 hz
Fm radio = 100,000,000



When you get into ultraviolet rays you start getting into radiation

A modern Galileo expirement

Experiment: Modern Galileo ExperimentName: Trevor GustafsonLab Partners: Christian Sutherland, Chris JonesConducted on: Monday January the 14 starting at approximately 12:20 and ending at approximately 1:45


Intro
The purpose of this lab experiment was to determine the effect of gravity on a cart’s acceleration in three different scenarios: level, uphill, downhill. I predicted going into this experiment that on a level plain, the cart’s speed after a slight push would stay nearly constant with only a slight slowing. It was also predicted that a cart’s speed would dramatically increase when placed on a downhill slope. Finally it was predicted that a carts speed would dramatically decrease after being pushed up an uphill slope.



Preliminary questionsQuestion #1 - List some observations that led people of Galileo’s time to believe that heavier objects fall faster than lighter objects · Something like a feather floats around in the wind, and takes longer to fall than something like a rock which falls nearly straight down.Question #2 – Drop a textbook and crumpled piece of paper from the same height at the same time. Do this 3 times. Did the textbook hit first, last, or at the same time consistently? · Basically at the same time a): Why did this happen? The book is denser and thus wants to drop faster, but it also has more
air to overcomeQuestion #3 – Try this with a flat sheet of paper and the crumpled piece of paper. Do this 3 times. Did one hit first or last, or did they hit at the same time consistently. · The crumpled piece of paper hit sooner. a): Why did this happen? Because the air resistance caused the light piece of paper to slowly drift down to earth, but the crumpled piece of paper did not have as much air to overcome.
AnalysisQuestion #1 - Did each of your experimental graphs resemble their predicted graph? Was your hypothesis correct in each case? If not, why? What could the reason be? · The graphs were basically as predicted · Yes it was
Question #2 - Calculate the change in time between each of the points in your data table above. Enter these values in the right column of the data table. Do this for each experiment.
· See data Table 1 “Data collected from pushing a cart on a level surface” · See data Table 2 “Data collected from releasing a cart on a down hill slope” · See data Table 3 “Data collected from pushing a cart uphill”Question #3 – Calculate the change in position between each of the points in your data table above. Enter these values in the right column of the data table. Do this for each experiment. · See data Table 1 “Data collected from pushing a cart on a level surface” · See data Table 2 “Data collected from releasing a cart on a down hill slope” · See data Table 3 “Data collected from pushing a cart uphill”Question #4 – Calculate the average speed for each portion of the trip. Do this for each experiment. · See data Table 1 “Data collected from pushing a cart on a level surface” · See data Table 2 “Data collected from releasing a cart on a down hill slope” · See data Table 3 “Data collected from pushing a cart uphill”Question #5 – Plot the data of speed versus time. Do this and answer the questions below for each experiment · See graph – “CTC’s Straight Data Graph” · See graph – “CTC’s Downhill Data Graph” · See graph – “CTC’s Uphill Data Graph” a): Is there a general trend pattern in the data? If so, describe it · For the straight graph the data goes down left to right
· For the downhill graph the data goes up left to right
· For the uphill graph the data goes down left to right

b): Describe what is happening to the speed during the experiment. · During the straight experiment, the cart slowly slowed down. · During the downhill experiment, the cart steadily speed up · During the uphill experiment, the cart steadily slowed down
Conclusion
· A cart’s speed will decrees only slightly when pushed along a very smooth, level surface
· A cart’s speed will increase when released down a downhill slope
· After being given a push, a cart’s speed will decrees on an uphill slope

Modern Galileo Experiment

Experiment: Modern Galileo Experiment
Name: Trevor Gustafson
Partners: Christian Sutherland, Chris Jones
Conducted on: Monday January the 14 starting at approximately 12:20 and ending at approximately 1:45



Preliminary questions

Question #1 - List some observations that led people of Galileo’s time to believe that heavier objects fall faster than lighter objects

· Something like a feather floats around in the wind, and takes longer to fall than something like a rock which falls straight down.

Question #2 – Drop a textbook and crumpled piece of paper from the same height at the same time. Do this 3 times. Did the textbook hit first, last, or at the same time consistently?

· Basically at the same time

a): Why did this happen?
The book is denser and thus wants to drop faster, but it also has more inertia to overcome

Question #3 – Try this with a flat sheet of paper and the crumpled piece of paper. Do this 3 times. Did one hit first or last, or did they hit at the same time consistently.

· The crumpled piece of paper hit sooner.

a): Why did this happen?
Because the air/ inertia resistance caused the light piece of paper to take slowly drift down to earth





Analysis

Question #1 - Did each of your experimental graphs resemble their predicted graph? Was your hypothesis correct in each case? If not, why? What could the reason be?

· The graphs were basically how I had predicted?
· Yes it was
Question #2 - Calculate the change in time between each of the points in your data table above. Enter these values in the right column of the data table. Do this for each experiment.
· See data Table 1 “Data collected from pushing a cart on a level surface”
· See data Table 2 “Data collected from releasing a cart on a down hill slope”
· See data Table 3 “Data collected from pushing a cart uphill”

Question #3 – Calculate the change in position between each of the points in your data table above. Enter these values in the right column of the data table. Do this for each experiment.
· See data Table 1 “Data collected from pushing a cart on a level surface”
· See data Table 2 “Data collected from releasing a cart on a down hill slope”
· See data Table 3 “Data collected from pushing a cart uphill”

Question #4 – Calculate the average speed for each portion of the trip. Do this for each experiment.
· See data Table 1 “Data collected from pushing a cart on a level surface”
· See data Table 2 “Data collected from releasing a cart on a down hill slope”
· See data Table 3 “Data collected from pushing a cart uphill”

Question #5 – Plot the data of speed versus time. Do this and answer the questions below for each experiment
· See graph – “CTC’s Straight Data Graph
· See graph – “CTC’s Downhill Data Graph
· See graph – CTC’s Uphill Data Graph

a): Is there a general trend pattern in the data? If so, describe it
*

b): Describe what is happening to the speed during the experiment.
· During the level experiment, the cart slowly slowed down.
· During the downhill experiment, the cart steadily speed up
· During the uphill experiment, the cart steadily slowed down












Question for Chris-
Do we need to right a formal hypothesis or is our predicted graph our hypothesis? Where would we write a hypothesis?

In Questions 2-3 we’re just supposed to reference the table right?

Question 4 is only concerning each portion and not the average of the whole trip, right?

We should number our graphs

A comparison of a pennies mass to the year it was minted

A comparison of a pennies mass to the year it was minted
By Trevor Gustafson



Introduction:
This experiment was done to discover the relationship between a penny’s weight and the year it was minted. My hypothesis going into this experiment was that “The longer a penny is in circulation, the lighter it will become. See figure 1:“Predicted results of the comparison of a pennies mass to the year it was minted.”



Materials used:
· 1 penny from the 1960’s
· 2 pennies form different years in the 1970”s
· 3 pennies from different years in the 1980’s
· 3 pennies from different years in the 1990’s
· 1 penny from the 2000’s
· 1 scale
· a pencil
· a notebook
· a piece of graphing paper


Procedure:

· 1 Create a hypothesis
· 2 Graph predicted outcome
· 3 Weigh individual pennies and mark findings on a chart
· 4 Mark individual data along with class data on a second chart
· 5 Mark individual data along with class data on a graph


Results:
· See attached Figure 1. “Predicted results of the comparison of a pennies mass to the year it was minted.”
· See attached Table 1. “Personal data concerning the comparison of a pennies mass to the year it was minted.”
· See attached Figure 2. “Group data concerning the comparison of a pennies mass to the year it was minted
· See attached Table 2. “Group data concerning the relationship of a pennies mass to the year it was minted.”


Analysis

1 Plot both the class data and your individual data on the same graph. Show the mass of each penny in grams on the y-axis and the year the penny was minted on the x-axis. Highlight the points that correspond to your individual data.
· See Figure 2: “Group data concerning the comparison of a pennies mass to the year it was minted”

2 Are the experimental results consistent with your hypothesis? If not, propose a new hypothesis
· No.
· The older pennies were actually heavier than the newer pennies
· The change was not gradual, but happened suddenly during the year 1982 (during 1982, some of the pennies were lighter and some were heavier)
· My new hypothesis is
“Something besides wear must have played a part in the sudden weight change of the penny during 1982.”

3 What effect might aging have on the mass of a nickel, a dime, or a quarter?
· Those coins are made of different materials so we can’t know what affect aging would have on them from this experiment.

4 Would using a balance that was many times more sensitive have made a difference in your conclusion about the effect of aging on a penny?
· The greater sensitivity might possibly have yielded different results.

5 What improvements might you have expected in you graph if only one student had done all the weighing on a single balance.
· Taking out variables such as multiple students and balances might have yielded a more consistent graph.

6 Compare your individual graph to the graph of class data. Why might you expect better results with the entire class data set than with your individual data set?
· Because most of the dots up until 1982, including my own, fell on 3.1 and most of the dots after 1982, including my own, fell on 2.5, It’s possible that the few odd ball points on the graph may have been miss-calculations.

Conclusion
· A pennies weight does not decrease by more than one decimal point of a gram the longer it has been in circulation.
· The coins minted before 1982 were actually heaver than the ones minted after 1982.
· Something caused the pennies to suddenly become lighter during and after 1982.
· Something besides wear must have played a part in the sudden weight change

Conclusion

Conclusion

Under the small magnitude of one decimal point, there was no gradual decrees the more the penny was in circulation. The data reveals that there was a sudden drop in weight around 1982. Upon research I discovered that the us Mint changed its standars for minting pennies from copper to zinc.

Study for quiz

Direct proportionality = whatever you do to one side you do the same to the other side. (eg. Hours times wage)
Proportionality symbol = <><
Points on graph = (2,10) (6,30) slope = (30-10) / (6-2) = 5

Inverse proportionality = as one number is multiplied by a number, the other number is divided by that number.

People Time
1
24 24*1=24)
2
12 (12*2=24)
3
8 (8*3=24)

Time = K/people where K is constant

0.000378 = 3.78 *10 (-4)

(1.2*10 (3) ) * (4*10 (11) ) = (1.2 * 4) * ( 10 (3) * 10 (11) )

(3.75 * 10(5) ) / (1.25 * 10(8) ) = (3.75 / 1.25) * (10(5) / 10(8) )

Deci = .2
Centi = .02
Milli = .002
Kilo = 2000Mega = 2000000


In 1800 John Palton discovered that matter always combines in same weight ratio

1 ibs hydrogen = 8ibs Oxygen

Sodium 23 : chlorine 35

Robert Brown said that all atoms are moving in a random fashion = Brownian Motion
-Dust particles/pollen strains moved randomly under microscope
- Every atom wants to be distributed evenly

Einstien created an equation to fit Brownian motion

112- 116 different matters-but almost everything is made from 90 matters

Greek = Atom = something that cannot be split up anymore

Better Definition = Atom = smallest particle of one of the ELEMENTS that maintains the chemical and physical properties of that ELEMENT
Molecule = the smallest particle of a TYPE OF MATTER that maintains the chemical and physical properties of that TYPE OF MATTER

- H2 0 = 2 parts Hydrogen and 1 part oxygen = 1 molecule
- Nobility gases don’t mix with anything else
- Molecule Nitrogen = N2 = Not useful until broken by plants(?)

Liquids and solids have constant volume while gas has a variable Volume

Gas and liquids have variable shapes while solids have constant shapes

Solids and liquids are non compressible while gas is compressible

Solids stay in same location to themselves while gas and liquids are free to move about (gas actually moves more though)

Solid Liquid Gas

-----------------------------à Increase temperature/increase movement

If you compress gas, becomes liquid. Once released, turns back into gas.

Humans are carbon based beings


1 Combustion Produces Heat

2 Respiration Produced BY aminals
(opposites)3 Photosynthesis Produced by plants

Atom =
Electrons - outer rim
Nucleus - inner rim
Protons - inside inner rim - Charge
Nutrons - Inside inner rim - No charge

A comparison of a pennies mass to the year it was minted

A comparison of a pennies mass to the year it was minted
By Trevor Gustafson



Introduction:
This experiment was done to discover the relationship between a pennies weight and the year it was minted. My assumption going into this experiment was that the pennies weight would slowly decrease over time due to wear.


Materials used:
· 1 penny from the 1960’s
· 2 pennies form different years in the 1970”s
· 3 pennies from different years in the 1980’s
· 3 pennies from different years in the 1990’s
· 1 penny from the 2000’s
· 1 scale
· 1 pencil
· 1 notebook


Procedure:

· Create a hypothesis
· Graph predicted outcome
· Weigh individual pennies and mark findings on a chart
· Mark findings along with classmates findings on a graph


Results:
· See attached Figure 1. “Predicted results of the comparison of a pennies mass to the year it was minted.”
· See attached Table 1. “Personal data concerning the comparison of a pennies mass to the year it was minted.”
· See attached Figure 2. “Group data concerning the relationship of a pennies mass to the year it was minted
· See attached Table 2. “Group data concerning the comparison of a pennies mass to the year it was minted.”






Analysis

1 Plot your data on graph paper as a scatter plot. Show the mass of each penny in grams on the y-axis and the year the penny was minted on the x-axis. Plot both the class data and your individual data on the same graph. Highlight the points that correspond to your individual data
· See Figure 2: “Group data concerning the relationship of a pennies mass to the year it was minted”

2 Are the experimental results consistent with you hypothesis? If not, propose a new hypothesis
· No.
· The older pennies were actually heavier than the newer pennies
· The change was not gradual, but happened suddenly around 1982
· My new hypothesis is
“When measuring the pennies to one decimal point, it appears that circulation has very little effect on a pennies weight. Something outside of circulation, such change in manufacturing the penny, must have played a part in the pennies weight.”

3 What effect might aging have on the mass of a nickel, a dime, or a quarter

· Those coins are made of different materials so we can’t know what affect aging would have on them from this experiment.

4 Would using a balance that was many times more sensitive have made a difference in your conclusion about the effect of aging on a penny?
· Possible. The greater sensitiveness might have yielded different results.

5 What improvements might you have expected in you graph if only one student had done all the weighing on a single balance.
· Taking out variables such as multiple students and balances would probably had yielded a more consistent graph.

6 Compare your individual graph to the graph of class data. Why might you expect better results with the entire class data set than with your individual data set?
· Because most of the dots up until 1982 fell on 3.1 and most of the dots after 1982 fell on 2.5. I believe that the few odd ball points on the graph may have been miss-calculations