Should history be taught as a subject?

Should history be taught as a subject?

We go for the topic

 

Yes, history should be a subject to be taught in schools.

Everything what we do or everything that we have or what we see would not been present without history.

History is what produces today as the result of what had happened before. An example can be, that, yesterday I had studied for my test, which results as me getting good grades. So, if I had not studied what I had learned before, I would have not been knowing what to do for the test.

History is the foundation of our future.

History inspires us break old records. Whereas someone in the past has made a record of being the fastest runner in the world. Maybe an athlete would be inspired to break this record by practicing. If history was not there the athlete would have not known there was such a person who had held a record. Also that no one would inspire themselves to create or do new things from which they can make improvements from old things.

An example is that history affects inventions and research in science and technology as from where the past knowledge and inventions we can make improvements to which we can have a better future. If history was not there, scientist would have not been able to complete their research as there is no past knowledge which they can acknowledge and would not be able to make improvements.

It is due to history where we come to know about our religions, customs, and our ancestors.

Being aware of what has happened in the past allows us to take in what is going on in the world today.

History topics such as the world wars give us a look at where our nation has been and how these events may have even affected life in the world today. For example the radiation of the nuclear bombing of Nagasaki and Hiroshima still affect the birth of children at the present time.

History also gives us a chance to correct out mistakes. Where I might have made a mistake in my past, I would keep in mind during a second task that I had made a particular mistake in my past and try not to repeat it in the future.

History is important for our jobs, for where a company would want to know our degrees or our education and even our family background where they can see our past so they know how their skills would help them in the present or the future.

History also teaches us to respect. Where we admire and respect the people who had done something for others or the world. History reminds us to keep in mind our past to change our future coming generations.

We can experience history due a dimension which is time.  History is the core element of life.

 

Hydraulics

Hydraulics

Summative Task

By: Vrund Patel

The basic idea of a hydraulic system is, when a force is applied at one point is displaced to the second point by using an incompressible fluid. The fluid which is used as an incompressible fluid is usually oil. The force which is applied is actually a multiplied force.

A simple hydraulic system consists of two pistons, it is connected by a pipe which is filled with oil.

In the diagram given above, there are two red pistons fitted into a glass cylinder. As you can see the cylinders are filled with a fluid oil. The two glass cylinders are connected with a third cylinder which is also filled with fluid oil.

When a downward force is applied to one of the pistons, the oil in the cylinder will be transmitted through the oil in the longer cylinder to the second glass cylinder, since the fluid is incompressible the efficiency is good, and as a result the second piston would rise up due to the pressure of the oil which is applied from one of the sides.

Some examples where hydraulic systems are used in our everyday life and they are all around us.

Examples of hydraulic uses are:

Car Brakes

Airplanes; adjust wing, bringing in landing gear, opening/closing doors.

Elevators

Fork lifts

Crane

Car Suspension

Hydraulic Elevators

A hydraulic elevator has three main parts:

  1. A fluid reservoir
  2. A pump
  3. A valve

The pump present in the elevator forces the fluid oil from the fluid reservoir to a pipe which is connected to the cylinder.

When the valve opens the fluid which is pressurized will take the area which is of least resistance and return to the fluid reservoir.

When the valve is closed, the pressurized fluid has no space where it can go except for the cylinder. As the fluid is now in the cylinder, as a result it will push the piston upwards, lifting the elevator car.

When the elevator car is on the correct floor, the control system send a signal to the electric motor to shut off the pump. When the pump is shut off there is now no fluid flowing in the cylinder. The fluid which is already in the cylinder cannot leave the cylinder. The piston then would rest on the fluid, and thus, the car stays where it is.

When the elevator is needed to be lowered down, the control system will send a signal to the valve. The valve is operated by a solenoid switch. So, when the switch opens the valve, the fluid which then in the cylinder can now flow out into the fluid reservoir. Gradually, the car will be lowered. To stop the car at lower level, the control system sends a signal to close the valve again.

This system is simple and highly effective, but it does have some drawbacks. The basic principle on which hydraulic system works is very simple.

A simple hydraulic system consist of any incompressible fluid, pistons, cylinders, pump, valve, fluid reservoir, a complete working mechanism and some safety devices.

These hydraulic systems are capable of controlling, remotely, a wide variety of equipment by transmitting force, which is used by the hydraulic fluid. Modern developments in hydraulic now involve many fields in engineering transportation. These systems transfer high forces even faster, and they are also accurately even in small pipes of light weight, or are of any shape, and also over a longer distance.

For example lifting a car:

Hydraulic Multiplication

The piston on the right as a surface area which is nine times greater than the one which is on the left. When force is applied on the left piston, it moves down nine units for every 1 unit the right piston moves. The force is multiplied by nine on the right piston.

To determine the multiplication factor, we can start by looking at the size of the two pistons. Assuming that the left piston is 2 inches and the one on the right is 6 inches. The area of the two pistons is Pi * r2. So, for the left piston the area is Pi * 1 and for the right one is Pi * 9. Therefore, the area of the left piston is 3.14 and for the right one it is 28.26. The piston on the right is nine times greater than the one on the left. This means that any amount of force which is applied w34q the left piston will appear nine times greater on the right piston.

For example if we apply 100lbs of force downwards on the left piston, then there will be a 900lbs upward force on the right piston of 1 inch.

The brakes in our cars is a good example of a basic piston-driven hydraulic system.

Hence, they are known as force multipliers.

Pros:

A hydraulic systems’ fluid incompressible

The movement is very smooth

It is more reliable

With less effort heavy task can be done

Can achieve better control

Cons:

It can cause leakage

Inertia is very high

Friction can be easily lost

Can cause personal injury if not manufactured correctly

Fluid in the hydraulic system can consist of dangerous chemicals

Bibliography:

Habitat

Habitats

Summative Task

By: Vrund Patel

Habitats

The scientific meaning for a habitat would be, the environment where a biological population or species, organisms usually live or occur.

http://www.biology-online.org/dictionary/Habitat (7/9/14)

There are many types of habitats present in our environment. Habitats can also be referred as biomes. Here are some of the habitats:

  • Deserts
  • Wetlands
  • Grasslands/Savannas
  • Swamps
  • Tundra
  • Forests
  • Marine
  • Fresh Water
  • Marsh lands

http://happeninhabitats.pwnet.org/what_is_habitat/habitat_types.php (7/9/14)

The basic components for a habitat are:

  • Space
  • Food
  • Water
  • Shelter

Space: It is a basic requirement for all wildlife, it is where they can seek cover, or protect their cubs from danger. If there is space then they can have a shelter or they can have plenty amount of resources.

Food: It is a vital source for wildlife as without food no animal can survive. We can supply food planting plants that produce seed or fruits.

Water: It is also an important source for wildlife survival. It is important as for the animals need to bath and drink water all year round.

Shelter: It is home which gives protection to the animals in severe weather and protects them from any predators.

http://www.wvdnr.gov/Wildlife/PDFFiles/WYhabitat.pdf (7/9/14)

It is important for a habitat to be balanced.

Balance means that in a habitat all life forms are important and are dependent on one another. This balance in a habitat creates a chain or a web of food, which we call food webs/food chains. These food chains are present in our everyday life. We receive our food only because of this composition of chains and webs. Hence, it important for a habitat.

Food Chains: It is a description of the way how the living organisms are linked to one another through feeding. A food chain will always begin with a producer, and then primary/secondary consumers.

Food Web: It is a description of how then numbers of food chains are linked with another, and show how food and energy are passed on the habitat.

http://www.durrell.org/kids/fun=factsheets/habitats-factsheet/ (7/9/14)

Riley, P.D. 2005, England. Chapter 4 (Ecosystems).Pg. 49/52, Cambridge Checkpoint Science 3.

Grassland

A grassland is an area of land which is dominated by grass vegetation. It is a region where there less or no trees. This habitat is usually open and as many organisms present in this type of environment. Grazing and roaming animals occur in abundance in this habitat.

Grasslands occupy about one-fourth of the earth’s land area.

Grassland are divided in to two main types:

  1. Temperate Grasslands
  1. Tropical Grasslands

They are commonly referred to as, savannas.

http://www.defenders.org/grasslands/basic-facts (7/9/14)

In the grassland habitat there are also many existing food chains and food webs. In Africa such are:

First comes the producers which indirectly and directly provides energy to all the living organisms in the savanna ecosystem. The producer can be a lemon grass, or star grass or red oat grass etc.

Then comes the primary consumers, which are herbivores. They can include zebras, antelopes, elephants etc. They sometimes can also be omnivores. The primary consumers receive their energy or food by producers.

Then comes the secondary consumers. These secondary consumers are either omnivores or carnivores. The secondary consumers get their nutrients from primary consumers. Some examples are humans, hyenas, wild dogs, snakes etc.

Last but not least, comes the decomposers. They are also known as the recyclers. They have the job of breaking down and returning inorganic nutrients back to the environment. These organisms can include fungi, bacteria, termites etc.

Example of a food chain in a grassland habitat:

Lemon grass  zebra  hyena  bacteria  lemon grass

Example of a food web:

http://everydaylife.globalpost.com/grassland-ecosystem-food-chain-africa-38411.html (7/9/14)

The energy is transferred due to the balance of the habitat. There are many organisms present in the environment, so there is a large amount of energy being transferred.

Population increase/decrease:

It depends on which consumer increases.

If there is an increase in producers, then, all the other consumers behind it in the chain or web will also accordingly increase.

If the number of primary consumer increases then the number of producers will decrease, as the number of secondary consumers would increase as well.

The number has increased for secondary consumers. There will be a decrease for the primary consumers and a gentle rise for producers. This is so because now there is no one to take energy from producers and carnivore organisms will not take energy from producers.

If the population for the following consumers listed above decreases, then it is vice-versa.

To prevent the increase and decrease we have some places or centers which can help the environment for the same.

If the population increases, then we must try to reduce the birth rate of an organism.

If the population decreases, we have many wildlife sanctuaries, zoological parks, and national parks etc. Here we have protection to a species so the habitat can be balanced.

Nowadays, there is a great imbalance in the habitats around us. The main cause is due to global warming due to which some species are not able to adapt to new habitats and leads to sharp decline of species which affecting the food chains and webs in our environments around us. This all can be prevented by polluting the environment a bit less.

Bibliography

https://www.google.co.in/search?rlz=1C1CHFX_enIN563IN563&output=search&sclient=psy-ab&q=food%20web&pbx=1&bav=on.2,or.r_qf.&bvm=bv.74649129%2Cd.c2E%2Cpv.xjs.s.en.edlJ5F2Rvas.O&ion=1&biw=1366&bih=628&ech=1&psi=EAMMVOP8OYSQuASp94LgCQ.1410073360786.3&ei=EwMMVJ71A8OgugSL2YDQCQ&emsg=NCSR&noj=1 (7/9/14)

https://www.google.co.in/search?q=food+chain&rlz=1C1CHFX_enIN563IN563&biw=1366&bih=667&noj=1&source=lnms&tbm=isch&sa=X&ei=KwMMVKmFJI2yuASHkYHgDg&ved=0CAgQ_AUoAQ (7/9/14)

https://www.google.co.in/search?q=temperate+grasslands&rlz=1C1CHFX_enIN563IN563&espv=2&biw=1366&bih=667&source=lnms&tbm=isch&sa=X&ei=BA4MVNmUI8ijugSj8oHYBQ&ved=0CAYQ_AUoAQ#facrc=_&imgdii=_&imgrc=8E0LnhYe_eoRJM%253A%3Bw8d7lnHjo0Jr8M%3Bhttp%253A%252F%252Fgrasslandbiomesjjiz.weebly.com%252Fuploads%252F7%252F5%252F9%252F3%252F7593981%252F4132326.jpg%3Bhttp%253A%252F%252Fgrasslandbiomesjjiz.weebly.com%252Fthe-climate.html%3B259%3B195 (7/9/14)

https://www.google.co.in/search?q=food+chain+in+african+grassland&rlz=1C1CHFX_enIN563IN563&espv=2&biw=1366&bih=667&tbm=isch&tbo=u&source=univ&sa=X&ei=cSUMVLakDZedugS304HwCg&ved=0CBsQsAQ#tbm=isch&q=food+CHAIN+in+african+grassland&facrc=_&imgdii=_&imgrc=_slUXXSG8yQsNM%253A%3BDM0VyNfic-q8DM%3Bhttp%253A%252F%252Fearthsworldbiomes.files.wordpress.com%252F2013%252F03%252Fsavanna-food-chain1.jpg%3Bhttp%253A%252F%252Fearthsworldbiomes.wordpress.com%252Fsavanna%252F%3B1042%3B833 (7/9/14)

https://www.google.co.in/search?q=global+warming+causing+imbalance&rlz=1C1CHFX_enIN563IN563&espv=2&biw=1366&bih=624&source=lnms&tbm=isch&sa=X&ei=JDAMVKv0B5GKuAT6mYFo&ved=0CAkQ_AUoAg#tbm=isch&q=tundra&facrc=_&imgdii=_&imgrc=NpZHiF5tL6IB0M%253A%3BTLxy_BnihfujWM%3Bhttp%253A%252F%252Fwww.bio.miami.edu%252Fdana%252Fpix%252Ftundra.jpg%3Bhttp%253A%252F%252Fwww.bio.miami.edu%252Fdana%252Fdox%252Ftundra.html%3B1200%3B811 (7/9/14)

https://www.google.co.in/search?q=desert&rlz=1C1CHFX_enIN563IN563&es_sm=93&biw=1366&bih=624&tbm=isch&tbo=u&source=univ&sa=X&ei=YTEMVP6PG4i3uATZ-YDADg&ved=0CHgQiR4#facrc=_&imgdii=_&imgrc=Ude_QKm3W4AdoM%253A%3Bt_8_-adDcWNfJM%3Bhttp%253A%252F%252Fwww.desertroseracing.com%252Fwp-content%252Fthemes%252Fdesertrose%252Fimages%252Fbg-dunes2.jpg%3Bhttp%253A%252F%252Fwww.desertroseracing.com%252F%3B1680%3B1050 (7/9/14)

https://www.google.co.in/search?q=forrest+gump+jenny&rlz=1C1CHFX_enIN563IN563&espv=2&biw=1366&bih=624&source=lnms&tbm=isch&sa=X&ei=8TAMVKnJDsyIuAT2woCIAQ&ved=0CAgQ_AUoAQ#tbm=isch&q=rainforest&revid=310778292&facrc=_&imgdii=_&imgrc=e372I7cGxJD_yM%253A%3BWbTbBJZKXSxI1M%3Bhttp%253A%252F%252Froom42.wikispaces.com%252Ffile%252Fview%252Frain_forest.jpg%252F33808631%252Frain_forest.jpg%3Bhttp%253A%252F%252Froom42.wikispaces.com%252FRainforest%252BGeography%3B1024%3B768 (7/9/14)

https://www.google.co.in/search?q=swamp&biw=1366&bih=624&source=lnms&tbm=isch&sa=X&ei=ODMMVOTeBNfnuQTQ9YLoAQ&ved=0CAYQ_AUoAQ#facrc=_&imgdii=_&imgrc=ZciZ5CGwn8FDXM%253A%3BTay8mKGFMdpgaM%3Bhttp%253A%252F%252Fupload.wikimedia.org%252Fwikipedia%252Fcommons%252F3%252F38%252FHoney_Island_Swamp%252C_Louisiana_(paulmannix).jpg%3Bhttp%253A%252F%252Fen.wikipedia.org%252Fwiki%252FHoney_Island_Swamp%3B3872%3B2592 (7/9/14)

http://everydaylife.globalpost.com/grassland-ecosystem-food-chain-africa-38411.html (7/9/14)

http://www.defenders.org/grasslands/basic-facts (7/9/14)

http://www.durrell.org/kids/fun=factsheets/habitats-factsheet/ (7/9/14)

Riley, P.D. 2005, England. Chapter 4 (Ecosystems).Pg. 49/52, Cambridge Checkpoint Science 3.

http://www.wvdnr.gov/Wildlife/PDFFiles/WYhabitat.pdf (7/9/14)

http://happeninhabitats.pwnet.org/what_is_habitat/habitat_types.php (7/9/14)

http://www.biology-online.org/dictionary/Habitat (7/9/14)

LEGO career

Building legos is one of my favorite hobbies. LEGO is a company which manufactures building blocks. The first LEGO set I built with understanding was only of 57 pieces. While I was building the set, it was so amazing. I thought I could make something even bigger and harder. Now I build more sets. I enjoy where i have to one by one put one block together and create something very unique. I wish I could get BIG LEGO sets where i can build sets which are challenging. So far I have not yet failed building a set, no matter how many pieces there are. The highest set i build was 900 pieces. It was amazing how I built this big set while I am only 10 years old. I wish to part of some LEGO club and make my own designs. I have seen many people in stores buy BIG sets which are of so many pieces. I wish I could get one of those sets. 200 – 700 pieces of LEGO are nothing for me. I want to build something which looks hard no matter how many pieces there are. There are also robotic LEGO sets which look very fun to build but there are expensive. BUILDING and PROGRAMMING are my only favorite hobbies. :) BY: VRUND C.PATEL

ALEX RIDER MISSION 1: STORMBREAKER

Author: ANTHONY HOROWITZ

 When the door bell rings Alex opens the door annd sees that the police are standing outside. They tell Alex that his uncle Ian Rider died in a car accident.  They also told Alex  that his uncle did not wear a seat belt. It was hard for Alex to believe that his uncle was not wearing a seat belt because his uncle would never take Alex without wearing a seat belt. Then a young women asked if Alex is all right. Her name was Jack Starbright. He was from America. She came to England for her studies. She was living with Alex to take care of him. So, later they went to

Acid Rain

Acid Rain – Vrund Patel Oct 09, 2012

 

When fuel is burnt, the sulfur takes a chemical reaction with oxygen in the air, which produces sulfur dioxide. The gas that is produced reacts with water vapour and oxygen in the air to form sulfuric acid. This can fall to the ground as raindrops and make acid rain that is more harmful than usual.

 

  • Riley, P. 2005. Checkpoint Science 1.  Acids and Alkalis. 155, London UK.

 

When acid rain reaches the ground, it drains into the soil, dissolves some of the minerals there and carries them away. This process is known as leaching. Some of these minerals are needed for the growth of plants.

 

  • Riley, P. 2005. Checkpoint Science 1. Acids and Alkalis. 155, London, UK.

 

Pollution and acid rain are related because it goes up to the atmosphere and the clouds absorb it and if there is sulfur it mixes with it and comes down to the ground.

 

Some diseases caused by acid rain are:

Asthma, pneumonia, and bronchitis.

 

Nitrogen oxides cause ground level ozone. This ground level ozone causes respiratory problems like pneumonia.

 

 

The way to cure pneumonia is by drinking lots of water especially to lower your body temperature. Also, to get lots of rest in bed, and apply warm compress to the chest.

 

 

 

Given the difficulties of clinical diagnosis in pneumonia, empiric antibiotic treatment often is used. Inherent in the use of empiric therapy is the assumption that a favorable clinical response indicates both that pneumonipresent and that the empiric treatment is adequate.

 

One of the first steps for reducing effects of acid rain is to understand the problem and its solutions. People can contribute directly by conserving energy, since energy production causes the largest portion of the acid deposition problem. For example, you can:

 

◦  Turn off lights, computers, and other appliances when you’re not using them

◦  Use energy efficient appliances: lighting, air conditioners, heaters refrigerators, etc.

◦  Use public transportation, or even better, ride your bike or walk. Insulate your home as best you can.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Acknowledgments:

 

  • Riley, P. 2005. Checkpoint Science 1.  Acids and Alkalis. 155, London UK.

 

  • Riley, P. 2005. Checkpoint Science 1. Acids and Alkalis. 155, London, UK.

 

 

 

 

 

 

 

 

 

 

 

 

 

My Day At My Backyard (LAKE)

Today around 11:00 A.M., I was at my back yard with my family relaxing and enjoying the sun and the powerful winds. I found a long tree branch. I was at the lake playing with the branch. I was splashing and swinging the branch all over. I enjoyed it. A litte while later my father told me help my grandmother take out the dry branches on the fence at my garden. I also got to use a cutter to cut the branches that were tangled along the green fences. I did handwork today. Then I found a rock that was red yellowish. I asked my father if it was iron, and it was. So, i tied digging were I found that rock. I found nothing but soil. Then I decided to rake my garden, then I was tired. My father told me angrily to read a book. So I read a book. After I fished reading I decided to relax. The wind grew stronger, we went inside. And I was writing this blog which I’m doing right now!