Different Types of Energy

OH YEAH. Energy.
Makes me think of Dragon Ball Z and YEAHHHHHH.
I LIKE.
ENERGY.
BECAUSE IT'S ENERGY.
Ok. So I gotta blog about the six different types of energy. And here they are.

First type is chemical energy. As the name suggests, it's the energy of chemicals. To be more specific, the atoms of covalent bonds are held together by chemical energy. When these chemicals react, it either releases or absorbs heat. They are called exothermic and endothermic, respectively.
Second is gravitational potential energy. This is the energy that increases due to its position in gravitational field.
Another is elastic potential energy. This is energy from deformation of elastic objects, such as springs. This force is equal to the work done on the spring to stretch it.
Mechanical energy has two types: potential and kinetic. Mechanical kinetic energy is the energy of motion on an object through applied force.
Thermal energy is the kinetic energy of the atoms and molecules' random movements.
Lastly, sound energy is the energy caused by vibrations of atoms through mechanical energy, not resulting in any chemical change.

Cannons

http://www.youtube.com/watch?v=bSdHUOBNm68
Is it bad if that's the first thing that came into my mind when the teacher said we were gonna make a cannon?

So we were to make a cannon out of 5 pop cans. Three for nuzzle, two for base, and a pair of styrofoam cups for a projectile. It'll be fueled by ethanol. Our goal was to make the projectile travel as far as possible.

http://hyperphysics.phy-astr.gsu.edu/hbase/traj.html
According to this site, projectiles travel farthest at 45 degrees, assuming there's nothing in the way.

We also learned that according to Newton's Law, acceleration = force/mass, so we'd want to make the cannon heavy as possible if we don't want it to fly away when we launch it.

Newton's Laws of Force: Four Problems

HEYYYY guys. It's been a while. Did you miss me? I sure as hell did -coughdidn'tcough-

Anyway, it's time for another blog. This time it's about the four problems based on Newton's laws of force that we learn in grade 11 physics. First, let's get to the three laws.

Newton thought of three laws to explain how forces work in the world. They are:
-Law of inertia: object will maintain their motion (stationary or moving) unless there's an external force acting on it.
-Relationship between force, mass and acceleration: Force is directly proportional to acceleration, and mass is inversely proportional to acceleration. Therefore, a=F/m.
-For every action, there's a reaction of equal and opposite strength.

Now that we know the three laws, let's get on to the problems:
Equilibrium:

Equilibrium problems usually consist of two forces acting on an object that keeps it stationary. Therefore, the net force would equal to zero. In order to solve the problem, we must list a few assumptions.
-no friction
-no air resistance
-positive areas
-Fnet = 0, a = 0
-rope is weightless
Now, from Newton's second law, we know F = ma. To find the Fx, we do this:
Fx = max
Fx = 0
T1x - T2x = 0
T1x = T2x
T1cosθ = T2cosθ
T1 = T2
With this information, we can solve Fy.
Fy = ma
Fy = 0
-Fg + T1y + T2y = 0
T1y + T2y = Fg
T1sinθ + T2sinθ = mg
Then we can single out any part of the formula, and figure out the missing value.

Incline:

There are two types of inclines, static and kinetics. Static is when the object is not moving, and kinetic is when the object is moving.
They have different assumtions.
Assumptions (Static):
-fs
-Fn is perpendicular to the surface
- a = 0
- positive in the direction of acceleration.
- no air resistance
We would solve like this:
Fx = 0
Fgx - fs = 0
Fgx = fs
mgsinθ = muFn  *
Fy = 0
Fn - Fgy = 0
Fn = Fgy
Fn = mgcos θ  *
now put the *s together:
mgsinθ = mu(mgcosθ)
mu = sinθ/cosθ
mu = tanθ
and now you can find out what you need.
Assumptions (kinetics):
-fk
-Fn is perpendicular to surface
- ax ≠ 0, ay = 0
- positives in the direction of acceleration
- no air resistance
To solve:
F= ma
Fy = 0
Fn - Fgy = 0
Fn = Fgy
Fn = Fgcosθ
Fn = mgcosθ  *
Fx = max
Fgx - fk = max
Fgsinθ - muFn = max
insert * into above
mgsinθ - mumgcosθ = max
And now we can single out and figure out whatever we need.

Pulleys:

Assumtions:
-frictionless pulley and rope
-no air resistance
-multiple Free Body Diagrams
-positives in the direction of acceleration
- T1 = T2
- acceleration of system is the same.
To solve:
F = m1a
Fy = m1ay
m1g-T = m1a
The x components cancel out as there isn't Fx or ax.
F = m2a
Fy = m2ay
T - m2g = m2a
Fx again cancels out for the same reasons.
to find T and a
m1g - T = m1a     *
T - m2g = m2a    @
From *, T = m1g - m1a   #
from @, T = m2a + m2g  $
set # = $   m1g - m1a = m2a + m2g
m2a + m1a = m1g - m2g
a(m2 + m1) = m1g - m2g
a = m1g - m2g / m2 + m1
Then we find the a. To find T, sub a into # ( T = m1g - m1a).

Trains:

God I miss my tablet. And PaintoolSai. MS Paint and mouse is just annoying.

Assumptions:

- 3 Free Body Diagrams to find T

- no air resistance

- ay = 0

- cables are weightless

- positive in direction of a

- a is constant

- horizontal

To solve:

F = mta

Fy = 0

Fn - mtg = 0

Fn = mtg  *

F = mtax

Fa - f = mtax

Fa - muFn = mta

Fa - muFn/mt = a

and we find the acceleration.

F = ma

Fy = 0

Fn - m3g = 0

Fn = M3g  *

F = m3ax

T2 - f3 = m3ax

T2 - mum3g = m3a

T2 = m3a + mu m3g

and we find the T2.

F = ma

Fy = 0

Fn - m2g = 0

Fn = m2g  *

F = m2ax

T1 - T2 - f2 = m2ax

T1 - T2 mum2g = max

T1 = m2ax + T2 + mum2g

And we find the T1.

What a handful to do. Lot of them seems repetitive but it'll come in handy in the future when the questions become more complicated, apparently.

Projectile Motion

Ohhh yeah. Time to do some work with throwing stuff. That's the best science there is.

The basics of projectile motion would be to learn about the x and y vector components of the projectile. Remember vectors? From a few blogs ago? Yeah those things.
Here's a diagram of a type one projectile motion, which is a falling object:

We first need to remember that Vx is always constant, so there is no acceleration. Or at least in this unit so far. In real life, there would be stuff like air resistance changing the Vx, but we won't go there yet.
Vy is affected by gravity from V1y = 0, and therefore Ay would be gravity. Gravity is 9.8 m/s^2, unless stated otherwise. You could be throwing a ball on the moon or something. I don't know what astronauts like to do in their spare time but ok. We should also remember, time is equal to both Vx and Vy. Distance of y would be the height of whatever it's falling from, and Dx would be VxT. That covers about the basics of the falling object.

Now let's take a look at the other type of projectile motion:

Vx is still constant in this case, again at least until up to this point of the unit. So Ax is still zero as well. What's different is that this time, we might have to find the Vx using the angle and initial velocity given, using the SOHCAHTOA thing again. This might be switched and we might have to find the angle using Vx, etc. Vy is effected by gravity again, but this time, gravity has a negative value of -9.8 m/s^2. This is because this time, there is a negative and positive direction of y, so gravity's direction needs to be specified or the numbers will be wrong. Again, we can find Vy using SOHCAHTOA like Vx. Also, in this case Dy = 0, since there has been no vertical displacement. At the highest point of the motion, represented by H, Vy = 0. The time is known as hang time in this situation, which we calculate by using one of the Big 5 equations, d = V1t + 1/2(gt^2).

There are actually two more types of motions, where the ball actually lands on a higher or lower ground from the beginning in the second type of projectile motion. In these cases, they would have a positive or negative value of Dy.

Wonderland Coasters

Look at these things.

IF ONLY IT COULD CARRY FIREBALLS INSTEAD OF NORMAL ONES.

Oh dear lord I wish I was whoever created this thing. This is what I call creativity.

I-I love things based on stuff like playing cards or chess. This makes me happy inside.

And now we have to do one of these.

Ohhhh dear lord.

Vectors

ARRRRRRRRRRRRRRG HAPPY HALLOWEEN EVERYONE I TOTALLY DIDN'T FORGET TO BLOG BECAUSE MY MIND WAS OCCUPIED WITH HOLIDAY SPIRIT.
VECTORS. RIGHT.

SO. What happens with vectors is that we want to ADD THEM. Why? Because they're silly little things that tells you the direction by being SEPERATE so they can annoy you until you start pulling your hair out and head desk yourself.

OK not really they're basically lengths of directions, which can go North, South, East, West. They can also be known as North and negative North, East and negative East and vice versa, whatever is easier for you.

So when you get seperate vectors, you'll want to add them in order to see the sum of the vectors. If you don't get why, imagine you're trying to find a way to get to a destination the quickest. So for example, if you were given two vectors like 3 to North and 5 to South, the quickest way to get to the final point would be 2 to South. This is the sum of our vectors.

What if we get more then one dimention? Like 2 to the North and 5 to th East? Then we're going to have to use the Pythagorian Theorum. Oh yeah, more math, who's excited? I sure am not. If you try sketching the vectors, you might notice something.

That's right, the right angle triangle. So you can find out the total vector by adding the squares of the lines, then square rooting it. So it would be 2² + 5² = R², R = 5.39.

We can also find the angle of the vector so we know the exact direction. We do this by using trigonometry. Oh HEY there, SOH CAH TOA, long time no see. Here's a diagram of how we're going to use this:

The guy with the Zs and the angles are here too, joy. We want to use TOA, so it would be tan(data) = opp/adj = 2/5, (data) = tan^-1 (2/5), (data) = 21.8.
Finally, we would display the answer like this: 5.39 units [N 21.8^o E]. Well that's all folks, have a happy halloween that's over in half an hour. Good night.

kinematics equations

Oh god oh god I almost forgot about this sdkfjlsdkjfs
God I've been so absent minded recently this isn't good at all.
This week, we were learning about the Big 5 equations of kinematics that we use to find the displacement, time, velocity, etc. I'll be explaining two of those that we can get from the graph.

The third equation we learned was displacement = V₁t + ½ at²
The fourth equation was displacement = V₂t - ½ at²

If we take a look at a velocity/time graph while trying to find the displacement, it might be confusing. We can add math into this and make it much simpler then it could be.

A normal velocity/time graph looks like this:

To find the displacement, we must find the area of the triangle created by the line, the dotted line, and a line not yet on the graph that will go horizontal from V1, since v = dt.
If we try to find the area by dividing the graph into a triangle and a rectangle, it would look like this:

To find the area of the triangle, you must use the equation a = 1/2bh. Since in here a=d, b=t and h= v2-v1, the equation will turn out:
d = 1/2 t(v2-v1)
And we learned that a = (v2-v1)/t, so v1 = at-v2
Therefore
d = 1/2t(v2-(at-v2))
d = 1/2t(v2-at+v2)
d = 1/2t(2v2-at)
d = v2t - 1/2at²
Which is the fourth equation. We can get the third equation by doing the exact same thing, except instead of isolating v1, we isolate v2.

Distance, Velocity, Acceleration: Graphs

We had an activity again, this time having to walk a graph. No I'm not speaking in horrible grammer, we walked a graph.

Using a motion detector connected to the computer with a program called Logger Pro, we could graph our movements front of the motion detector. We were given 6 graphs already drawn, and had to move in certain ways to try matching the lines created by our movements to the predrawn graph. This would help us understand what the graphs show.
Unfortunately, our group was only able to finish two. Here they are:

Yeahhh we were focusing too hard on matching the graphs. The thing was lagging and skipping too, it totally wasn't because Jess is an OCD leader shut up so I say we were excused. We were about to finish one with velocity, but we didn't finish in time. I couldn't screenshot it.
NO STOP SHUNNING ME WITH YOUR IN YOUR MIND. I KNOW YOU ARE.

<Edit>
We're supposed to blog about the hypothesis of velocity and acceleration graphs for the ones we finished.
The first graph's velocity and acceleration would look something like this:

It's a basic sketch, so the numbers aren't correct. Acceleration is right though, it'll always be zero. For velocity, it'll first be zero, then rise to 1.5m/2s = 0.75 m/s, drop back to zero, then 0.7m/1.5s = 0.47m/s in negative, then back to zero again.

For the second graph it'll be like this:

Acceleration will be zero again, as there is no speeding up in these graphs. There probably were some graphs given that had some accerelation, but y'know, I didn't get to them.
Velocity will be at 1.5s/3m = 0.5 m/s at first, then zero, 1m/1s = 1 m/s, then zero, 2.5m/3s = 0.83 m/s at the end.

Motors

Oh my dear god I made something move without touching it and it made sparks.
I'M SO HAPPY.
I'd post the picture and the video of it working right here, but seems like my partner is having technicall difficulties. Sob.

Here have a picture of a sexier and shinier picture of a better motor for now:

I'LL BUILD THIS SOMEDAY, YOU'LL SEE.

And here's a diagram of what it was supposed to look like:

BE SATISFIED.

See we were given one day to find the materials, and one period to make this motor. The main problem of the whole thing was that I couldn't find a 4 inch nail. The best I had was a three inch and it was SO thick, it was like thicker then my pinky. No way I'm gonna be able to hammer that in the wood.
I had to ask my friends for some nails, desperately messaging to people on msn if they had nails. Luckily someone seemed to have them, after buying some for his own motor it seems.
Then he came to school pretty late. Oh sweet Jesus.

We were still one of the first people to finish, yayyyy.

So what happens is that current flows through the wires and creates a circular magnetic force. If we place those between north and south magnets, the forces would cause one to push itself up and the other to push itself down. Then we use conducting brushes to switch the currents whenever it gets to its limit in pushing itself up or down, so it continues to go around as it pushes itself the other way. This creates a motor, and DAMN did I learn to make one. I also learned I hate paper clips. A lot. Stupid things won't bend and won't stay in the wood.

They are always in my way.

Right Hand Rule

At least he wasn't drawing beaver pictures of us like last time.



We were learning about Right Hand Rules the other day, and that is an easy method of finding out which way is the negative charge or north in an electrical magnet, where a conductor has a wire coiled around it. First rule is to curl our fingers the direction of the electron flow, which we did while having to say "meow". Why not. Anyway, after we curl our fingers, we point our thumbs, and the direction our thumbs are pointing is the direction of the magnet's north. We can do vice-versa to find out the electron flow with the magnet's north.

Pretty simple stuff, and if you have a thing for cats it would double the fun for you.

Magnetic fields

10 POINTS AGAIN GUYS.
We started magnets today, and I gotta say I'm pretty excited for it. I used to play with magnets all the time when I was little. Also one of my favourite songs is named magnet.

This is what you'll get if you search magnet on deviantart. IT'S AN AWESOME SONG OK.

So yeah, here's the summary of our reading today.

Magnetic Field: Force distribution of work at a distance.
As you probably know, the north end of the magnetic forces attract the south, while repelling another north. Vice versa for south. If you didn't know this, you didn't play with magnets enough when you were little. Or I was just overly fascinated by magnets. I may have devoured some as a child.
Test compass: type of compass used to find magnetic fields.
Ferromagnetic metals: Iron, nickel, and cobalt, which is attracted by magnets. All magnets are also made up of these metals.
Domain Theory of Magnets: magnets are made of dipoles (smaller magnets that are rotable) and produces magnetic domains when they line up.
Oersted's Principle: A circular magnetic field is formed around the conductor when charge moves through it.
Right Hand Rules: hand signs created to predict the actions of magnetic fields.
Electromagnet: wire coil around iron core making magnetic fields using electric currents.
Magnetic field strength is measured in T (tesla) and is represented by B. The formula for T is 1T = 1N/Am, which means when 1 meter of conductor is carrying 1 A of current, while crossing a magnetic field of 90 degrees and having a magnetic force of 1 N.
Solenoid: Coiled conductor that does things a bar of magnet does as current is passed through it.

Resistance

WOO another 10 point assignment. ARE YOU GUYS READYYYYYY.

Resistance: measure of the electrical current's opposition.
R=V/I, where R is the resistance in volt or ampere, in units of ohm (Ω), V is volts, and I is amperes.
Resistivity: measure of the resistance of a substance.
Ohm's law: Certain type of resistor having constant V/I ratio.
Gauge number: cross sectional area of a wire.
Series circuit: Loads being connected by one path, so that if any part of the path is broken, the current stops flowing.
Parellel circuit: Loades being connected in several paths, side by side, so that if one part of the path is broken, it is still possible for the current to travel through another path.
Kirchhoff's current law: Total amount of current going in a point where the paths connect (junction point) is the same as the total amount of current going out.
Kirchhoff's voltage law: Electrical potential increase in a complete circuit loop is the same as the decrease in electrical potential decrease in a complete circuit loop.
Conservation of electric charge and the conservation of energy shows that energy is not lost or gained in any circuit.

Chart

Name                         Symbol         Unit     Definition
Voltage                          V                V       Electrical force moving electric currents between two points.
Current                           I                A        Rate of charge flow at a time.
Resistance                     R               Ω        Measure of the opposition to current flow.
Power                            P               W        Rate of work done.

Blog 3: Energy Balls. No seriously energy balls.

On Friday at Physics we played with energy balls. Imported from China.
Wow I don't have to make a stupid joke for once for me to think the blog is interesting enough for me to not stop reading after 5 seconds!

This is what I expected. Obviously, I was severely disappointed.

They were ping pong balls with circuit stuff inside, so whenever we created a complete circuit, such as by putting two fingers of the same hand on the metal strips on the ball, the ball would light up and make weird UFO sounds.
Then of course the fun goes bye bye and we have to answer questions. About PHYSICS. Why do we have to answer academic questions about physics in physics class? Isn't it completely ridiculous?

Q1: Can you make the energy ball work? What do you think makes the energy ball hum?
A: Yes, by putting our fingers on both strips of metal. As our fingers touch the ends of the circuit, our bodies/hands create a complete circuit.

Q2: Why do you have to touch both metal contacts to make the ball work?
A: The electrons travelling in the energy ball through us requires one path to travel in and one path to travel out, and will cease to work if there are less then two paths to travel.

Q3: Will the ball light up if you connect the contacts with any material?
A: No, as some materials do not conduct electricity. Only conductors will work.

Q4: Which materials will make the energy ball work? Test your hypothesis.
A: Conducting materials, such as metal, will work. We tried this out with a metal ball, and it succeeded.

Q5: This ball does not work on certain individuals. What could cause this to happen?
A: Since the ball works by having its electrons become attracted to the protons of outside material, I guess that someone who's been negatively charged, like if they were rubbing against wool surfaces, they wouldn't be able to attract the electrons and unable to make the circuit work.

Q6: Can you make the ball work with all 5-6 individuals in your group? Will it work with the entire class?
A: Yes, as long as it is a complete circuit, the ball will light up. However it would be more risky for the circuit to fail as more people are added to the circuit, making the path more likely to break.

Q7: What kind of circuit can you form with the energy ball?
A: We can make a Direct Current (DC).

Q8: Given two balls (combine two groups), can you create a circuit where both balls light up?
A: Yes, by having one person hold two balls with their metal strips touching each others' while the other strips are touched by the person's fingers of separate hands.
Wow that is probably the most ridiculous sounding sentence I will ever write in this blog, huh?

Q9: What do you think will happen if one person lets go of the other person's hand and why?
A: Well, Mr. Question Nine, in my solution to the question above, it only required one person, and therefore there is no other person's hand to let go of. However, if you bow down at my feet and swear eternal loyalty as my slave, I may think about answering your question hypothetically.

Call now and receive our free monocle and Persian cat!

Now that Question Number Nine is my eternal slave number 99, I shall answer this question as if I had two people hold each balls on either side with one finger on each metal strip. Oh wait that still requires no hand holding. I'm confused as how you wanted me to solve this problem now. Did you want me to say "The balls will stop lighting up as the circuit would not be complete any longer" or something? Or did you want me to have three people with one person using each hands' fingers to touch one part of the metal strip while the other two hold hands and touch the other metal strips with one hand? Why would I want to do that? I already solved it in the same idea with one person.

Q10: Does it matter who lets go? Try it.
A: Did you want a parallel circuit? Maybe you should have been clearer. Mr. Questions, I'm starting to think you're making fun of me.

Q11: Can you create a circuit where only one ball lights? (Both balls must be included in the circuit)
A: Ok now you're just purposely annoying me. Yes I can make a circuit where only one ball lights, thank you very much. I already told that to Mr. Question Nine up there. Also, you should stop giving me orders, you fool, I am your future overlord. You do not want to mess with Lord Jessica.

Q12: What is the minimum amount of people required to complete this?
A: Do you want me to punch you? Because I am SERIOUSLY wanting to punch you right now. Two, ok? For the holy mother of god it's two people. Each person with one finger on each metal strip of one ball and when you want to switch one off you just have one person let go of one of the metal strips. Now go away, I want to go on facebook to collect more slaves.

Q13: What is the difference between a parallel circuit and a series circuit?
A: WHAT DID I JUST SAY. GOD. You PEOPLE. A series circuit has one path for the current flow and therefore if any part of the path is blocked in some way, such as a broken wire, the circuit seizes to work. A parallel circuit has two or more paths for the current flow, so therefore the flow may continue even if one of the paths are blocked.

Now go away, I need to plot your doom-I mean sleep.
Yeah. Sleep.
Cough.

Challenge: Create a tall tower of newspapers

This is actually events from yesterday, as we walked into the Physics class. A challenge was given. Actually, a contest. We were to create a stable tower of newspapers, given limited supplies such as the amount of newspapers and a length of tape. This was a contest.

I hate not being 1st in contests.

We ended up 2nd last place.

Technically, one or two other towers fell and our towers beat them, but GODDAMMIT IT WAS STILL NOT FIRST PLACE. Burger King would have been disappointed.

"I hereby declair you failure in life."

Angry at my failure, I had to research on the laws and methods of building amazing newspaper structures that would equal the structural power of CN tower so such disappointments will never occur again. Ok I lied. The teacher told us to write a blog about physics of tall structures and all that good stuff. Looking at my planner, I see I have to answer three questions about our challenges of that day. So here they are:

Qs: Explain the physics of tall structures, What makes a tall structure stable?, What is the centre of gravity?
A: I'm having trouble finding the answer to this and I forgot my textbook at school, so hopefully I won't get this too bad. My guess is that the mass of the structure's parts must be smaller as it goes up, as gravity's force at the top cannot be stronger then the bottom or it will collapse. The top will bring itself to the ground more forcefully then the actual base. Therefore, as the mass of the matter depends partly on the area, it would be best to have a flat, wide base, and get thinner and lighter as it goes up. The centre of gravity would of course be at the centre, as if it wasn't, it'd topple over (like your dreams)

I wanna live in a sideways house.

Blog 1: Electric currents

Thanks to electrical currents, we can light our rooms, read this blog (Why are you reading this), watch TV (who does that anymore), or play with our iPod (go play with your friends).

Physics

Today in Physics class, we read about electrical currents. Our teacher, who makes me think of a non-vulgar Peter Chao (Mr. Chung please don't search him up if you don't know him) gave us blogging for homework. Blogging. For homework. 10 points from the pages we were assigned to read. I don't even read blogs, nor have I written one. The closest I think I got to a blog was that article on a blogging award I read on a comedy site. I think I'm doing it wrong. Aw well, at least I won't be bored when I re-read this later for review. Here are the 10 points:
-Electrical current is a flow of charge of electrons provided with energy in an electrical circuit.
-Current is a charge flow rate that can be calculated by the equation I=Q/t, where I (or C/s) represents the rate of charge flow in amperes, Q represents the charge in coulombs, and t represents time in seconds.
-Conventional current is the positive charge flow model where flow of current goes from the positive terminal to the negative in a power supply.

An analogue ammeter, which measures currents. May or may not explode when you do stupid things.

-Direct current (DC) is when the current goes from the power supply, then to the conductor, then to the load (energy using device such as a light bulb) then comes back to the power supply in one direction.
-Alternating current (AC) is when the electrons goes the other way of the flow at regular intervals. This occurs through magnetic and electric forces.
-Circuit is the path of the current, and is what allows electrical devices to work.

That's not lighting up my room anytime soon.

-Electric potential difference is the potential electrical energy of a circuit's coulomb of charge. This can be calculated by the equation V=E/Q, where V represents the electric potential difference in volt, E (sometimes represented as W for work) represents the energy, and Q represents the charge in coulombs.
-You can also calculate the energy or work by putting the two equations together:
V=E/Q, I=Q/t
E=VQ, Q=It
Therefore, E=VIt.
-Like an ammeter, there is also something called a voltmeter, which measures the two points' volts/potential difference.

IT'S OVER. Hopefully it wasn't so bad for my first blog, I didn't want to make it boring for myself so I put in some stupid jokes, so sorry about that. I guess this would be the best way to keep things in my memory as I always remember things from computer texts, so hopefully this will get me an A+. Hahaha right good luck with that Jess :(