jinx_58

  • Joined Jul 23, 2022
  • Thanks @jinx_58 for the mention!
    Idk much abt monash, but I can defs give some insight into this course.

    So medical imaging and radiography are the same. It's js different wording.

    Before you go into radiography, there are some things you need to consider.

    • Do you like working with people? I know this sounds obs but radiography is a healthcare job and you'll be meeting very sick patients.
    • Do you like maths and physics? Ik that engineering has the whole shebang but this field is very specialised physics and you'll need to operate machinery and knowing what's behind it is very important.
    • Are you prepared to go on placement and pay for costs? The uni expects you to pay for everything yourself from daily costs and accommodation if you are placed somewhere like interstate for example.

    Pros:

    • Radiography is a very very progressive field. There is always new equipment and machinery coming out along with research and data. So something that you do this year might be very different in 5 or so years.
    • There is something new everything from patients and right down to the equipment it itself, you could be rostered in CT, MRI or even general x-ray. So there shouldn't be a reason to get bored.

    I hope this offered some insight radiography and don't hesitate if you have any more questions.

    Peace,
    beep boop

    • chemistry1111

      I 100% agree with watching those videos @jinx_58 sent. Tyler really does have good visual diagrams. As for the salt bridge, electrolytic cells don't have a salt bridge because it isn't divided into two separate half-cells like galvanic cells. In electrolytic cells, both electrodes are in the same solution which is the electrolyte. The electrolyte facilitates the balance of the charge for electrolytic cells. The videos should explain what I am saying as well.

      Hope that makes sense.

      • PP
    • Eeee hiiii @jinx_58 !!!! Here is my email 🙂 and anyone else, I'll just leave it here till the morning (that way I don't have to refresh every five minutes out of pure anxiety lol).

    • lucy_
      Hey lucy_,

      @jinx_58 is absolutely right. If I were to recommend an order, this is what I would do:

      • Briefly explain the original experiment (this can be done at the very start or at the very end of the rationale)
      • State the independent and dependent variable which should lead onto the below:
      • You need to discuss the theoretical vs experimental equations. So this is where you discuss how you are going to calculate g from your experimental data and then you need to discuss the equation you are going to use to find the theoretical values for g.
      • The derivation of the equations (especially for the experimental) needs to be shown, if necessary.
      • This will then lead to you stating your relationship (like @jinx_58 stated)
      • And that's basically it.
      • This should lead to your research question which you may/may not connect to your rationale.

      The only issue I find is that when you say you are looking for a value for g, you have to measure two variables and identify a relationship. So it seems you won't be discussing about the relationship/trend as much but rather how you extract/calculate g from that. Is that true or are you expected to discuss the relationship in depth like normal (which would make sense)?

      Hope that helps and good luck!

      • PP
      • lucy_
        Hey lucy_,

        @jinx_58, I don't want to steal your thunder here 😆 but just wanted to let you know, I did the exact experiment in Grade 11 so I would be happy to help and add to anything @jinx_58 has to offer.

        • PP
        • Bibliii
          Thanks @jinx_58 for your reply!

          Hey Biblii,
          Here is the link to the solutions for the rest of your questions in the last four images (I've combined the 8.1&8.2 Review questions and I combined the physics WS p1&2): https://imgur.com/a/JSg6pso.

          Sorry for my messy handwriting and image drawings - I was doing this in a hurry 😅. Nevertheless, hope this helps and as always, feel free to ask more questions.

          • PP

          EDIT: now that I quickly check over my workings, I notice there are a few spelling and grammar issues. Just try and ignore them - sorry!

          • hey @jinx_58 ! I just read through your journal and it was awesome! I know I'm like a couple of months too late but you should be so proud of yourself for getting through yr 12 and smashing it with a 91.75 🥳

          • @jinx_58 and @Anthony_Watson,
            Here are a few tutoring companies (most, if not all, are online) that I know a few friends work at and I've heard of:

            • Tutero (this is the one I work for and its really good because they are a new company and their platform is really advanced and cool)
            • Art of Smart Education
            • Learnmate
            • Arc tutoring
            • Alchemy Tuition
            • Cluey Learning

            Hope this helps!

            • PP
            • Chips_
              Hey Chips_ (and thanks for the mention @jinx_58),

              Yeah, there are a few issues I see. So, for a Leslie matrix, you actually don't need an "age bracket", strictly speaking; you only need the data for each age. For example, the survival and fecundity rate for 3-year-olds. However, from the information you've given, you also need the breakdown of the initial population into each of the ages. So right now, you've got the total population (i.e. 1935) but you need the population for each age (e.g. there are 300 8-year-olds, 435 9-year-olds etc.). So, the things you need to build a Leslie matrix is:

              • initial population data for each age
              • survival rates for each for each age
              • fecundity rates for each age
                You won't have data for the last age because you assume they will die after that age.

              I hope this answered your question and if you need help with building the Leslie matrix, you could send a screenshot of the task sheet with the data and I can help you out with that.

              • PP
            • @jinx_58 so what was the penalty? did she just lose a few marks if she was caught with it but not using it? and I'm pretty sure it takes 3 months to investigate right?

              • Alpha01
                Hey Alpha01,

                I am very sorry for your loss. As @jinx_58 has said, its best to inform and ask your school straight away. But from what I know, if you have a genuine reason with proof (which I am sure you do), you can resit the test and for example, for English, they might give you 2 different topics to choose from. Otherwise, they will use your total IA score and based on other students who have the same IA scores, they give you an average of their external exam scores as yours. This is what I have been told which could be wrong but it seems you have similar info as well. Again, your best bet is to ask your school.

                Hope that helped and very sorry again.

                • PP