Challenging Pople at Physics

Does life seem like one long exam to people at the moment?

For instance, “How does the author give hints to the reader as to that Sophie is not likely to finish her coursework this week? Explain your answer, making references to the text.”

“Sophie’s neck still itches at the end of this chapter, however her chin scratching problems appear to have disappeared completely.” Do you agree with this statement? Explain your answer fully, making references to the text.

“76g of Sophie reacts exactly with 29.2g of Abbi. How much Abbi would be provided by 43.5g of Sophie? (Sophie Ar = 54 Abbi Ar = 89)”

“The probability of Robby Bobbykins going to statistics is 0.7 on a week when he does not have an exam, and 0.01 on weeks that he does. He has an exam on 15% of weeks. On any given week, what is the probability of Robby Bobbykins attending statistics?”

“Sophie’s bag has a mass of 2000kg. At the end of the day she drops it onto the floor with a force of 500N. What is the acceleration of her bag?”

“Wird Sophie ihre Fragen fur sprechen lernen?”

“Did the above question make any sense?”

And so on. It is tiring, I tell you. To be honest, I’d probably do better if it was an exam, because at least then I could use my random question generator. *sigh*

Oh, feel free to answer the above questions, and I’ll give you a grade if you like. Of course, you may have better things to do with your time. Shame on you.

What has year 11 been like for me so far? Well, read the title. Except I would actually describe it more like in Spy Kids, when they fall into the volcano, and scared as they are about hitting the bottom, they kind of get bored of falling eventually. Then they realise they’re actually not falling at all, but just kind of floating with the scenery going by. Then they are confused and concerned, and scared.

That is what it is like.

Except for the fact that Carmen and Juni or whatever his name was didn’t have to take a load of exams at the end of it. They just had to destroy the evil Floop guy. Except then he turned out not to be evil because in Spy Kids 2 he had that “Who, What, When, Where and Whyyyyy….” song that still helps me to remember the 5 Ws. But then they made Spy Kids 3, which was rubbish.

This is really what I’m talking about. What if my Spy Kids 3 turns out to be rubbish and the 3D doesn’t even work and I wish I was still trying to destroy the Floop guy?! SEE WHAT I MEAN?!

I’m imagining my future 3D world, whilst really still very happy in and attached to my lovely 2D one.

I love school. I don’t want to leave school. I don’t really want to walk around on fire for the rest of my life, do I?

Is that a trick question?

Which actually brings me to a far more relevant quote, one that sums up my feelings on GCSEs and leaving school…

“It’s clobbering time…”

Yeah, I’d carry on, but I’m bored, and I have to do my physics.

EDIT: Oh, something else interesting, Meg Cabot’s views on aspartame, which most of you know is in Diet Coke: http://www.megcabot.com/diary/index.php 

Just saying… 

Too much to do.

I actually, officially have too much to do. Coursework, learning, media tracking scrapbooks, it’s all getting too much. Especially when I have to do leaflet design and babysit and go to D of E and, oh, yeah, find a dance partner.

In the name of charity. Not all of it. Just the dance partner-y bit.

Well, either that or I can do some waitressing, but I would so totally spill chips all over a really tall person. That sounded a little Meg Cabottish. But I would inevitably drop something, and whenever you do it’s always over a really tall person, and I don’t really want to dance either.

Furthermore, I am still plodding through my physics, which is basically one long 6-page lie. With margins and a graph or two.

I’m the boss, I’ll say when you can sigh dramtically.

Now you can sigh dramatically.  

DID YOU KNOW THAT WE CAN BE TESTED ON TEETH IN OUR YEAR 11 BIOLOGY EXAM?! 

There are some things from year 10 we get tested on again, and it’s mostly just pretty easy. But I do not understand teeth! What is the difference between biting and cutting? Or chewing and crushing?

But, hey, at least Arrhenius, Lowry and Bronsted are on there as well. I am Danish, I give you a roll etc. 

For those of you who have decided not to revise because it doesn’t count towards your grade anyway, or those of you who are revising towards something that actually does, I admire your strength.

I decided I wasn’t going to, but then I felt guilty and sad and thought that if I did really badly I would feel bad about it. So here I am. Reading about the solubility of compounds… 

I am feeling, yes, you guessed it, generally yucky. I have mocks next week, in addition to an ACTUAL exam. And yes, you guessed it, there will be actual graphs. Because it’s for my Maths AS, and they’re awfully keen on their graphs. 

Also, I have science, which would be fine if I didn’t care about it, and German which would be fine if I actually knew any, and I have French homework which will take me about 10 minutes to do if I can make myself. I have been trying for a week and a half.

Yesterday I got a new French folder and I put it in my drawer. I then went to open my drawer, but couldn’t. Examination with a torch revealed that it was being blocked by the bar at the top of the drawer. It was too high because it was partly on top of my science revision guide, which was on top of my statistics folder. And my French dictionary was in front. It was a pickle.

My mum came in and we looked at it logically then pushed things about with a ruler, drew diagrams and made tools. After half an hour, we had achieved nothing. Then my Dad came in, and shook it up and down viciously for about 10 seconds. The drawer opened. Logically, it shouldn’t have been able to. I still don’t know how it did. But it did.

Maybe it’s a man thing.

Which got me thinking about attitudes to different problems and how, maybe, it’s better to stop over-analysing and just shake them up and down. What do you think? 

English: Is. Killing! Me;

The punctuation! The repetition! The lists of three!

Also, discussion over who is and is not a nerd; debating who is and is not gay; cutting some of the longer-hairs in our classroom: not goob.

None of it makes any sense any more. I don’t think “ooh, I have to write an argument, I know, lets use guilt and emotive language!” The words just come into my head, and I write them down, and if it’s not emotive or persuasive or argumentative, then the examiner will just have to DEAL WITH IT!

Also, yay, maths!

Also, Abbi it’s your fault I keep saying also.