Tuesday, October 30, 2007
Monday, October 29, 2007
Project
If anyone is doing their project on cities and need flight distances I found a good website that is very useful... remember to reference it.
http://www.webflyer.com/travel/milemarker/
http://www.webflyer.com/travel/milemarker/
October 29th, Lap tops
Today we were supposed to have a quiz, but someone in the class said a very wise quote coming from Mr. Maksymchuk saying "I will not make you write a test if you have not got the last test you wrote, corrected and handed back." So he faced a little pickle and decided that who ever doesn't want to write the quiz doesn't have to and the people who wish to write are doing that right now.
This link is a website about wireless laptops in class. Professors are finding that their students grades are falling because of the distractions they have while in class.
http://chronicle.com/jobs/news/2007/01/2007012601c/careers.html
My opinion on having lap tops in class is I think we should be able to have them. The only problem is, people are taking advantage of them and using them while our teachers are teaching. Facebook, hotmail, my space, and ebay are 4 kinds of websites that people are interested in. I don't have a problem with any of them but when students start going on them in class it distracts them completely. I don't believe that anyone can go on facebook and be learning at the same time. I use hotmail in this school to send work from home to here, I don't want to have it banned just because some people aren't using them for work use. There is no need for people to be on facebook in class, if you want to be on it then leave because your not doing any good for the teacher by using it. So to any one who likes to surf the net while the teacher is lecturing, remember that the more you use it the more likely it will get banned. For example cell phones are going to be completely banned because people can't seem to not use it for the day.
p.s whatever you say on the interenet stays there forever!
This link is a website about wireless laptops in class. Professors are finding that their students grades are falling because of the distractions they have while in class.
http://chronicle.com/jobs/news/2007/01/2007012601c/careers.html
My opinion on having lap tops in class is I think we should be able to have them. The only problem is, people are taking advantage of them and using them while our teachers are teaching. Facebook, hotmail, my space, and ebay are 4 kinds of websites that people are interested in. I don't have a problem with any of them but when students start going on them in class it distracts them completely. I don't believe that anyone can go on facebook and be learning at the same time. I use hotmail in this school to send work from home to here, I don't want to have it banned just because some people aren't using them for work use. There is no need for people to be on facebook in class, if you want to be on it then leave because your not doing any good for the teacher by using it. So to any one who likes to surf the net while the teacher is lecturing, remember that the more you use it the more likely it will get banned. For example cell phones are going to be completely banned because people can't seem to not use it for the day.
p.s whatever you say on the interenet stays there forever!
Friday, October 26, 2007
Thursday, October 25, 2007
October 25
Hey, so here's a quick preview into what we did today.
- We started off with mental math (#5)
- Then we went over when to use which method. (triangle/parallelogram)
- Next we did a few examples from the old provincials exams
- We also talked about the project, which Mr.Max already blogged about
k well Mr.Max didn't save the stuff for me to post for you guys. So i'll give ya this for now and when he gets back on monday I'll post the the method chart and whatever else there is.
Jayde
Vector Project Instructions
Here are the vector project instructions:
Vector Project - Math 40SA-1
Instructions:
Learning Objective: to correctly 'add' two
or more vectors using appropriate scales,
methods and strategies.
1. Select a 'scenario.' DESCRIBE your
scenario using a maximum of one paragraph
of text, using technically correct communication
skills. (ex. how you get to school, football passes or run plays, directions to/from)
2. SELECT a 'FROM' location. This location indicates where your scenario starts from (and goes to)
3. SELECT a 'to' location. This is where
the vectors eventually will end, and
completes the 'from/to' idea.
4. Using a minimum of three vectors
(including the resultant vector), PROVIDE
instructions on how to get from 'FROM' to
'TO'.
PARAGRAPH FORM
& CORRECTLY SCALED
VECTOR DIAGRAM
(with or without technology)
Euklid or ArcView or GoogleMaps
MACRO 'big scale', maps of geographical
areas
MICRO 'small scale', smaller than reality
5. Once your resultant is established,
INCLUDE three other, alternate routes, that will also get you from 'FROM' to 'TO'. (detours?) use the same paragraph form and scale diagrams to DESCRIBE appropriately these routes.
Your project will include (since it is a project...)
Title page
Table of Contents
Diagrams (various)
Description of Scenario
Descriptions of Routes
An introduction and a conclusion
Due Date: To be discussed in class
***There is no limitation on the format of the project....i.e. It does NOT have to be created on paper. Electronic versions of same are encouraged and even welcomed....
RM
Vector Project - Math 40SA-1
Instructions:
Learning Objective: to correctly 'add' two
or more vectors using appropriate scales,
methods and strategies.
1. Select a 'scenario.' DESCRIBE your
scenario using a maximum of one paragraph
of text, using technically correct communication
skills. (ex. how you get to school, football passes or run plays, directions to/from)
2. SELECT a 'FROM' location. This location indicates where your scenario starts from (and goes to)
3. SELECT a 'to' location. This is where
the vectors eventually will end, and
completes the 'from/to' idea.
4. Using a minimum of three vectors
(including the resultant vector), PROVIDE
instructions on how to get from 'FROM' to
'TO'.
PARAGRAPH FORM
& CORRECTLY SCALED
VECTOR DIAGRAM
(with or without technology)
Euklid or ArcView or GoogleMaps
MACRO 'big scale', maps of geographical
areas
MICRO 'small scale', smaller than reality
5. Once your resultant is established,
INCLUDE three other, alternate routes, that will also get you from 'FROM' to 'TO'. (detours?) use the same paragraph form and scale diagrams to DESCRIBE appropriately these routes.
Your project will include (since it is a project...)
Title page
Table of Contents
Diagrams (various)
Description of Scenario
Descriptions of Routes
An introduction and a conclusion
Due Date: To be discussed in class
***There is no limitation on the format of the project....i.e. It does NOT have to be created on paper. Electronic versions of same are encouraged and even welcomed....
RM
Wednesday, October 24, 2007
October 24/07
Hey guys, Mr. Max was not here today, so we had to finish the rest of the
Vectors Review. Try to get some work done if you can, their should be enough classmates to help you if you got any problems.
Have fun.
Vectors Review. Try to get some work done if you can, their should be enough classmates to help you if you got any problems.
Have fun.
Tuesday, October 23, 2007
Hello fellow classmates, we started off the day with Mental Math. It was an alright test. Then he went around and check the one question we did out of the 4 he gave us on Friday. We could of did the question on EUKLID or graph paper. It took a while to get around the class but he did. I think most of the kids did it on EUKLID.Then we went and corrected the questions as fast as we could.
Here are the question 3,4 and 7
Question 3
Question 4
Question 7
That is what we did all class and there is a discussion for a test or a project for this unit. Have nice day.
Here are the question 3,4 and 7
Question 3
Question 4
Question 7
That is what we did all class and there is a discussion for a test or a project for this unit. Have nice day.
Monday October Twenty Second
Hey, there is a ? out there being that we can either have a test or a project for our unit end. Also there was some templates made for triangles and squares. There available on the transfer drive and we can use them on the exam so two thumbs north. well then.
Friday, October 19, 2007
October 19, 2007
Hey, so we started off with mental math. We then did an example of the parallelogram method. Here is the question and the answer.
Mr. Max showed those people, that wanted to do it by hand, how to do it.
For homework you need to do one question for the vectors review sheet. You can choose from questions 3,4,7, and 10.
Have a good weekend!
Parallelogram Method
When two arrows or vectors (representing motions if you wish) have a tail at the same place, they may be added together by moving the tail of one to the head of the other with the aid of a parallelogram, and then using the head to tail method for addition. This gives the parallelogram method for adding a pair of arrows or vector addition. The resultant arrow does not depend on which arrow, the first or second, is moved. Here is a repeatable and reproducible methods, arbitrarily defined, for vector or arrow addition. More generally, parallelograms can be used to displace or move arrows from one location to another without changing their lengths or directions.
vectors in a straight line
Vectors in a Straight Line
Whenever you are faced with adding vectors acting in a straight line (i.e. some directed left and some right, or some acting up and others down) you can use a very simple algebraic technique:
Choose a positive direction. As an example, for situations involving displacements in the directions west and east, you might choose west as your positive direction. In that case, displacements east are negative.
Next simply add (or subtract) the vectors with the appropriate signs.
As a final step the direction of the resultant should be included in words (positive answers are in the positive direction, while negative resultants are in the negative direction).
ref- wikipedia
Whenever you are faced with adding vectors acting in a straight line (i.e. some directed left and some right, or some acting up and others down) you can use a very simple algebraic technique:
Choose a positive direction. As an example, for situations involving displacements in the directions west and east, you might choose west as your positive direction. In that case, displacements east are negative.
Next simply add (or subtract) the vectors with the appropriate signs.
As a final step the direction of the resultant should be included in words (positive answers are in the positive direction, while negative resultants are in the negative direction).
ref- wikipedia
Parallelogram Method
Parallelogram Method
Let's say you have a box on the ground, and the box is being pulled in two directions with a certain force. You can predict the motion of the box by finding the net force acting on the box. If each force vector (where the magnitude is the tension in the rope, and the direction is the direction that the rope is "pointing") can be measured, you can add these vectors to get the net force. There are two methods for adding vectors:
Parallelogram Method
The Parallelogram MethodThis is a graphical method for adding vectors. First, a little terminology:
The tail of a vector is where it originates.
The head of a vector is where it goes. The head is the end with the arrowhead.
This method is most easily executed using graph paper. Establish a rectangular coordinate system, and draw the first vector to scale with the tail at the origin. Then, draw the second vector (again, to scale) with its tail coincident with the head of the first vector. Then, the properties of the sum vector are as follows:
The length of the sum vector is the distance measured from the origin to the head of the second vector.
The direction of the sum vector is the angle.
[edit] Example
In the image at the right, the vectors (10, 53°07'48") and (10, 36°52'12") are being added graphically. The result is (19.80, 45°00'00"). (How did I measure out those angles so precisely? I did that on purpose.)
The native vector format for the parallelogram method is the 'polar form'
I hope i didnt repeat
Let's say you have a box on the ground, and the box is being pulled in two directions with a certain force. You can predict the motion of the box by finding the net force acting on the box. If each force vector (where the magnitude is the tension in the rope, and the direction is the direction that the rope is "pointing") can be measured, you can add these vectors to get the net force. There are two methods for adding vectors:
Parallelogram Method
The Parallelogram MethodThis is a graphical method for adding vectors. First, a little terminology:
The tail of a vector is where it originates.
The head of a vector is where it goes. The head is the end with the arrowhead.
This method is most easily executed using graph paper. Establish a rectangular coordinate system, and draw the first vector to scale with the tail at the origin. Then, draw the second vector (again, to scale) with its tail coincident with the head of the first vector. Then, the properties of the sum vector are as follows:
The length of the sum vector is the distance measured from the origin to the head of the second vector.
The direction of the sum vector is the angle.
[edit] Example
In the image at the right, the vectors (10, 53°07'48") and (10, 36°52'12") are being added graphically. The result is (19.80, 45°00'00"). (How did I measure out those angles so precisely? I did that on purpose.)
The native vector format for the parallelogram method is the 'polar form'
I hope i didnt repeat
Parallelogram Method of Vector Resolution
The parallelogram method of vector resolution involves using an accurately drawn, scaled vector diagram to determine the components of the vector. Briefly put, the method involves drawing the vector to scale in the indicated direction, sketching a parallelogram around the vector such that the vector is the diagonal of the parallelogram, and determining the magnitude of the components (the sides of the parallelogram) using the scale. If one desires to determine the components as directed along the traditional x- and y-coordinate axes, then the parallelogram is a rectangle with sides which stretch vertically and horizontally. A step-by-step procedure for using the parallelogram method of vector resolution is:
1. Select a scale and accurately draw the vector to scale in the indicated direction.
2. Sketch a parallelogram around the vector: beginning at the tail of the vector, sketch vertical and horizontal lines; then sketch horizontal and vertical lines at the head of the vector; the sketched lines will meet to form a rectangle (a special case of a parallelogram).
3. Draw the components of the vector. The components are the sides of the parallelogram. The tail of the components start at the tail of the vector and stretches along the axes to the nearest corner of the parallelogram. Be sure to place arrowheads on these components to indicate their direction (up, down, left, right).
4. Meaningfully label the components of the vectors with symbols to indicate which component is being represented by which side. A northward force component might be labeled Fnorth. A rightward velocity component might be labeled vx; etc.
5. Measure the length of the sides of the parallelogram and use the scale to determine the magnitude of the components in real units. Label the magnitude on the diagram.
The parallelogram method of vector resolution involves using an accurately drawn, scaled vector diagram to determine the components of the vector. Briefly put, the method involves drawing the vector to scale in the indicated direction, sketching a parallelogram around the vector such that the vector is the diagonal of the parallelogram, and determining the magnitude of the components (the sides of the parallelogram) using the scale. If one desires to determine the components as directed along the traditional x- and y-coordinate axes, then the parallelogram is a rectangle with sides which stretch vertically and horizontally. A step-by-step procedure for using the parallelogram method of vector resolution is:
1. Select a scale and accurately draw the vector to scale in the indicated direction.
2. Sketch a parallelogram around the vector: beginning at the tail of the vector, sketch vertical and horizontal lines; then sketch horizontal and vertical lines at the head of the vector; the sketched lines will meet to form a rectangle (a special case of a parallelogram).
3. Draw the components of the vector. The components are the sides of the parallelogram. The tail of the components start at the tail of the vector and stretches along the axes to the nearest corner of the parallelogram. Be sure to place arrowheads on these components to indicate their direction (up, down, left, right).
4. Meaningfully label the components of the vectors with symbols to indicate which component is being represented by which side. A northward force component might be labeled Fnorth. A rightward velocity component might be labeled vx; etc.
5. Measure the length of the sides of the parallelogram and use the scale to determine the magnitude of the components in real units. Label the magnitude on the diagram.
Parallelogram Method
Okay well everyone sure jumped on getting this done quick and with mydial up it wasnt the easiest. I hope I didnt repeat anything anyone said too much..
Parallelogram Method
1. Draw the vectors required to sum up using arrows to indicate the direction.
2. Form a parallelogram with the vector.
3. The answer is the line joining from the point with 2 tails to the point with 2 tips.
1. Draw the vectors required to sum up using arrows to indicate the direction.
2. Form a parallelogram with the vector.
3. The answer is the line joining from the point with 2 tails to the point with 2 tips.
Parallelogram is a convex quadrilateral with two pairs of parallel sides. Altitude (or height) is the segment perpendicular to the base. Special parallelograms are rectangles, squares and rhombuses
Thursday, October 18, 2007
p-gram method example
Example:
Add: 50 Units at 20°+70 U at 140°
reference: http://homepage.mac.com/dtrapp/ePhysics.f/WDvectors.html, created and © 1998 by William Dietsch
Parellelogram method
The vector parallelogram method involves drawing the vectors from the same point. The vectors are used as the sides for a parallelogram. The opposite sides are drawn in, and then the resultant is the diagonal of the parallelogram.
ref: http://www.wwusd.org/whs/physics/VectorsNotes.htm
ref: http://www.wwusd.org/whs/physics/VectorsNotes.htm
Tip-To-Tail Method
1. Draw the vectors required to sum up using arrow to indicate the direction.
2. The vectors should be connected tips to tails.
3. The answer is the line joining from the ends with the direction to the tip.
1. Draw the vectors required to sum up using arrow to indicate the direction.
2. The vectors should be connected tips to tails.
3. The answer is the line joining from the ends with the direction to the tip.
http://library.thinkquest.org/28388/Maths/Vector/Vector1.htm
Parellelogram method
Parallelogram Method
When two arrows or vectors (representing motions if you wish) have a tail at the same place, they may be added together by moving the tail of one to the head of the other with the aid of a parallelogram, and then using the head to tail method for addition. This gives the parallelogram method for adding a pair of arrows or vector addition. The resultant arrow does not depend on which arrow, the first or second, is moved. Here is a repeatable and reproducible methods, arbitrarily defined, for vector or arrow addition. More generally, parallelograms can be used to displace or move arrows from one location to another without changing their lengths or directions.
reference-http://whyslopes.com/etc/ComplexNumbers/apCmplx06.html
When two arrows or vectors (representing motions if you wish) have a tail at the same place, they may be added together by moving the tail of one to the head of the other with the aid of a parallelogram, and then using the head to tail method for addition. This gives the parallelogram method for adding a pair of arrows or vector addition. The resultant arrow does not depend on which arrow, the first or second, is moved. Here is a repeatable and reproducible methods, arbitrarily defined, for vector or arrow addition. More generally, parallelograms can be used to displace or move arrows from one location to another without changing their lengths or directions.
reference-http://whyslopes.com/etc/ComplexNumbers/apCmplx06.html
Tip-to-Tail Method
Tip-to-Tail Method
We can add any two vectors, A and B, by placing the tail of B so that it meets the tip of A. The sum, A + B, is the vector from the tail of A to the tip of B. Note that you’ll get the same vector if you place the tip of B against the tail of A. In other words, A + B and B + A are equivalent.
reference: http://www.sparknotes.com/testprep/books/sat2/physics/chapter4section2.rhtml
We can add any two vectors, A and B, by placing the tail of B so that it meets the tip of A. The sum, A + B, is the vector from the tail of A to the tip of B. Note that you’ll get the same vector if you place the tip of B against the tail of A. In other words, A + B and B + A are equivalent.
reference: http://www.sparknotes.com/testprep/books/sat2/physics/chapter4section2.rhtml
Parallelogram Method
Parallelogram Method
To add A and B using the parallelogram method, place the tail of B so that it meets the tail of A. Take these two vectors to be the first two adjacent sides of a parallelogram, and draw in the remaining two sides. The vector sum, A + B, extends from the tails of A and B across the diagonal to the opposite corner of the parallelogram. If the vectors are perpendicular and unequal in magnitude, the parallelogram will be a rectangle. If the vectors are perpendicular and equal in magnitude, the parallelogram will be a square.
To add A and B using the parallelogram method, place the tail of B so that it meets the tail of A. Take these two vectors to be the first two adjacent sides of a parallelogram, and draw in the remaining two sides. The vector sum, A + B, extends from the tails of A and B across the diagonal to the opposite corner of the parallelogram. If the vectors are perpendicular and unequal in magnitude, the parallelogram will be a rectangle. If the vectors are perpendicular and equal in magnitude, the parallelogram will be a square.
Paralleogram method
Parallelogram method for vector addition
1 Choose an appropriate scale (e.g., 10 units [U] = 1 cm).
2 Draw a vertical reference line. (For reference orientation and angle measure)
3 Place a point of application (PA) on the reference line.
4 Draw the first component to scale with its tail at the point of application.
5 Draw the second component to scale with its tail at the point of application.
6 Construct a parallelogram with the two components as adjacent sides.
7 Draw the resultant as the diagonal of the parallelogram pointing away from the PA.
8 Measure the length of the resultant line and use the scale to determine the magnitude.
9 Determine the direction of the resultant using the vertical reference line and the PA at the vertex of the angle
Example: Add: 50 U at 20°+70 U at 140°
REF http://homepage.mac.com/dtrapp/ePhysics.f/WDvectors.html
1 Choose an appropriate scale (e.g., 10 units [U] = 1 cm).
2 Draw a vertical reference line. (For reference orientation and angle measure)
3 Place a point of application (PA) on the reference line.
4 Draw the first component to scale with its tail at the point of application.
5 Draw the second component to scale with its tail at the point of application.
6 Construct a parallelogram with the two components as adjacent sides.
7 Draw the resultant as the diagonal of the parallelogram pointing away from the PA.
8 Measure the length of the resultant line and use the scale to determine the magnitude.
9 Determine the direction of the resultant using the vertical reference line and the PA at the vertex of the angle
Example: Add: 50 U at 20°+70 U at 140°
REF http://homepage.mac.com/dtrapp/ePhysics.f/WDvectors.html
The Parallelogram of Forces Method is one of the graphical methods developed to find the resultant of a coplanar force system. Two or more concurrent forces can be replaced by a single resultant force that is statically equivalent to these forces.
The illustration shows two vectors and their resultant. The resultant force is shown as the dashed vector. In order to resolve these forces graphically, one must first extend the lines of action of two concurrent forces until they intersect. This intersection is known as the point of origin for the system. Both forces, as well as the resultant, must ALL act either away from or toward the point of origin.
http://www.uoregon.edu/~struct/courseware/461/461_lectures/461_lecture8/461_lecture8.html
The illustration shows two vectors and their resultant. The resultant force is shown as the dashed vector. In order to resolve these forces graphically, one must first extend the lines of action of two concurrent forces until they intersect. This intersection is known as the point of origin for the system. Both forces, as well as the resultant, must ALL act either away from or toward the point of origin.
http://www.uoregon.edu/~struct/courseware/461/461_lectures/461_lecture8/461_lecture8.html
Parallelogram Method
The parallelogram method of vector resolution involves using an accurately drawn, scaled vector diagram to determine the components of the vector. Briefly put, the method involves drawing the vector to scale in the indicated direction, sketching a parallelogram around the vector such that the vector is the diagonal of the parallelogram.
Here is the link were I copied this paragraph http://www.glenbrook.k12.il.us/gbssci/phys/class/vectors/u3l1e.html
Here is the link were I copied this paragraph http://www.glenbrook.k12.il.us/gbssci/phys/class/vectors/u3l1e.html
parallelogram
-A paralleogram has two sets of parallel sides.
-The parallel sides are congruent.
-Opposite angles of a parallelogram are congruent and its diagonals bisect eachother.
-The area of a parallelogram is gotten by using A=BH where B is the base and H is the height.
-The parallel sides are congruent.
-Opposite angles of a parallelogram are congruent and its diagonals bisect eachother.
-The area of a parallelogram is gotten by using A=BH where B is the base and H is the height.
October 18/07
Wednesday, October 17, 2007
Hello, today is early dismissal so we wont be learning a lot. All we did today was go over questions 9 from exercise 2 that we were assigned last night for practice.
For tomorrow were supposed to do questions 5 and 6 from the Vectors Review that we got today. There will be a homework check. Hope you have a good early dismissal.
For tomorrow were supposed to do questions 5 and 6 from the Vectors Review that we got today. There will be a homework check. Hope you have a good early dismissal.
Tuesday, October 16, 2007
Hello everyone. Mr. Max went over the homework questions on Euklid, heres the picture.
Then we did some notes and examples on Resultant Vectors.
And we learned about the triangle method in which the head of the second vector is attached to the head of the first vector and the resultant is where the second vector ends up.
I know this is late but I have been having computer problems.
Then we did some notes and examples on Resultant Vectors.And we learned about the triangle method in which the head of the second vector is attached to the head of the first vector and the resultant is where the second vector ends up. I know this is late but I have been having computer problems.Monday, October 15, 2007
Hi, I was gone friday so this unit is very new to me; bare with me I'm learning as I do this. There was questions due from Friday-- All of question #8 in the booklet. Here are most of the corrections..
The picture below is of question 8b done by hand.
Now this picture below is of the same question(8b) but with using Euklid.
Wow with that said homework for tonight, due tomorrow..
Create two vectors, V1 and V2, such that...
Create two vectors, V1 and V2, such that...
V1 represents pushing a shopping cart with a force of 20 newtons in a direction of 33 degrees S of W.
V2 represents a wind, blowing with a force of 4N in a direction of 15 degrees N of W.
Try and do as much as you can, do not leave it blank there is a homewooork checkkk!!!
One last thing that Mr.Maks said he wanted on here is..
Resultant: The distance between two vectors.
Have a good day!:)
Wednesday, October 3, 2007
October 3, 2007
Hello class mates. I hope your having a wonderful afternoon. Here are some shots of what we did today in class. They should help you understand how to complete the questions.
Today we went over questions 3 and 4 in exercise 3 on sample spaces. Question 3 is about your chance of seeing a polar bear and losing your luggage using a tree diagram. Question 4 is about the chances of Sally sending 3 emails to Ricardo, Tom, and Pierre. You can use a tree diagram but the way Mr. Maksymchuk showed us above is much easier. If you want some extra help in probability you can get accelerated math questions for more practice. Sorry if my post is not up to par. I am new at this and i hope my next one is better and more help.
Today we went over questions 3 and 4 in exercise 3 on sample spaces. Question 3 is about your chance of seeing a polar bear and losing your luggage using a tree diagram. Question 4 is about the chances of Sally sending 3 emails to Ricardo, Tom, and Pierre. You can use a tree diagram but the way Mr. Maksymchuk showed us above is much easier. If you want some extra help in probability you can get accelerated math questions for more practice. Sorry if my post is not up to par. I am new at this and i hope my next one is better and more help.
Tuesday, October 2, 2007
Sample Spaces
Bonjour. Today we went into detail about sample spaces, and how to form a sample space from in Exercise 3. We did a specific question about a Laboratory mouse. The lab mouse had a choice of going left or right at each fork in the road, and couldnt go back the way it came. The lab mouse encounters four forks and is likely to choose LEFT or RIGHT.
We created a tree diagram first, giving all possible choices the lab mouse could have made at each fork. After, we created an excel chart, which was basically a method for representing a sample space prior to answering each question. It basically gives you an alternate way to look at the question and interpret it.
Mr. Max also is assigning Accelerated math for anyone who wants extra practice on these probability questions. Have fun.
-AO
Monday, October 1, 2007
Hello Fellow Classmates,
I decided to volunteer to be the scribe for today, scribing really isn't that hard. The object to making a scribe is to teach what you learnt in class back to your classmates the best way that you possibly can.
Today we were working on some more probability questions and taking notes on what Mr. Maksymchuk taught, pay attention in class cause this unit is harrrd. Here are some of the example questions we did:
This is a link to the old exams that could be alot of help for you in the future or while learning probability!
Thankyou kindly for reading my post, I hope this will help you in the class, have a greaaat semester!
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