nov 12th

The class started off with Mr.Max doing some things with grouping data and for an example he used the years of cars. He gave us three ways to do normal distribution. The first way was using NORMALCDF in our calculator...2nd vars 2..NORMALCDF(low,high,mean S.D). Then we used an excel spreadsheet and the ron blond website.http://www.ronblond.com/M12/norm.big.APPLET/index.html.

Friday, Nov 9

Hey!!
On Friday Mr. Maksymchuk went over some questions on our "review" paper, which took all class, hence there was no new notes or homework!!

Here are a few websites that might help you out in this unit:

http://www.shodor.org/UNChem/math/stats/index.html
"Standard deviation is a particularly useful tool, perhaps not one that the professor necessarily will require you to calculate, but one that is useful to you in helping you judge the "spread-outness" of your data."
-->This is off of the above website. I thought that I would paste it in here to show that other people do in fact, talk like Mr. Maksymchuk. (Note the bold word and the quotations).

http://www.childrensmercy.org/stats/definitions/stdev.htm

Hey! Today we started off doing mental math. He then talked about what he thought of our projects, and apparently he doesnt enjoy reading them. Remember that. Dont ever write "I hope you enjoyed reading this!". Next he went over the questions, 7 and 17, which were assigned on tuesday. He was going to do a homework check but the class talked him out of it.

Also Mr. Max figures our class average on the provincial exam will be about 58%.

Today all or most of the computers internet connections did not work properly, and there was no rsfiles drive either, so the notes will be posted in a bit.

Nov. 7th/07

Hey! Mr. Max wasn't here today so we were suppose to either work on our Statistics review questions (#7 and #17) or work on our Vector Project, which is DUE TODAY AT 3:40!!!!!!!!!!!!!!!!!!

Hello fellow classmates. Yesterday we kicked off class with a mental math and then continued on with our lesson on standard deviation and normal distribution. Here are the notes.







The next thing we will be working on is Z scores.

Z-scores are means of answering the question "how many standard deviations away from the mean is this observation?'' A positive Z-score indicates that the observation is greater than the mean and a negative Z-score indicates that the observation is less than the mean.

Just a reminder that projects are due at 3:40 today.

Hope everyone has a sensational day.

Normal Distribution

Hey Block 4! It's another wonderful week full of suprises and new experiences......or another unit of math. We started the new unit last week, but were still learning about it. Today we started with some new notes about NORMAL DISTRIBUTION which you can take a look at below.

If you have some time, you should take a look at the sites that Mr. Max was showing us!

http://www.seeingstatistics.com/

http://www.shodor.org/interactivate/activities/histogram/

Have a good one!

Standard Deviation

On thursday we did mental math and then we learned standard deviation. We learned how to do it in excel and on our calculators.

This first picture is just explaining why there are positive and negative numbers in the spread sheet. All the numbers inside the red circle would be negative and all numbers outside it would be positive.

This is the formula for standard deviation.

Above is the formula sheet we created in excel,

and these are the notes/summary we took at the end of class.

Our homework for the weekend is to do both questions on the sheet we were given at the end of the class. And our vectors project is due on Wednesday.

Hey Everybody! Today in math the other half of the class did their quiz and the other worked on their projects. Just a reminder that our projects are due Nov. 7th. We are also going to start a new unit on statistics soon!! Have a great day.

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/

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!

Hey everyone, Mr. Max wasn't here today so instead we had a subsitute. Just a reminder our Vectors Quiz is on Monday so make sure your ready for it. Our assignment for today was to prepare a formula sheet, or to work on other course material.

Good Luck on the quiz!

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

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.

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.

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.

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

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

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.

Parallelogram Method

ref. http://whyslopes.com/Analytic-Geometry-Functions/analGeo04e_Vector_Addition_Revisited.html

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.

Reference: http://library.thinkquest.org/28388/Maths/Vector/Vector1.htm

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

Reference:http://www.gomath.com/htdocs/lesson/parallelogram_lesson1.htm

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

Parralellogram

A parralellogram is a quadrilateral that has two pairs of parrallel sides.

This picture pretty much explains itself...

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.

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

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

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.

Parallelogram Method

http://www.nhn.ou.edu/~walkup/demonstrations/WebTutorials/Parallelogram.htm

At this point, you may be wondering why we bother with the parallelogram method at all. The reason is simple -- it is most closely related to the component metod of summing vectors, which is an important method for finding the exact length and direction of the resultant vector.

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

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

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

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.

October 18/07

Hello everyone,
Today we corrected questions 5 and 6 from the Vectors Review sheet that Mr. Maksymchuk gave us yesterday. The pictures above are the answers for numbers 5 and 6 using euklid.

DON'T EVER TRY TO PRINT EUKLID FROM INSIDE THE SCHOOL!!

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.

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.

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...

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!:)

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.

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

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!

http://www.edu.gov.mb.ca/k12/assess/archives/ap_mg_jan_o5.pdf

Thankyou kindly for reading my post, I hope this will help you in the class, have a greaaat semester!