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!
Monday, November 5, 2007
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.
Thursday, November 1, 2007
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.
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.
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
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