Wednesday, March 28, 2007
Developing Expert Voices  Invitation to the Blog
You can take a sneak peak at the new blog here.
Click that picture ... there's a great article at the other end of that link.
Saturday, March 24, 2007
Scribelicious...
Morning Class
We started out the morning with conversing about Aichelle's awesome scribe post and why it should be inducted to the hall of fame! We discussed her insightful use of colour and change in font to grab our attention so we realize what was important. We then discussed the way she took apart the questions we had been having trouble with the previous day and how that was an excellent EXPERT quality. Mr. K also took note of the apparent misinterpretation of his explanation for how to solve 4 to the exponent x  9 to the exponent x and has decided to run us through that explanation again once we get back from our Spring Break.
Next we went over the changes made to our Developing Expert Voices document to which became almost like a chat box the night before because of the sudden number of people editing at once. Some good work was accomplished though and we now have our final rubric, YAY! A good question was brought up by a Jennifer from another class about whether or not outsourcing your project was a good idea or not. Mr. K stated that outsourcing was an interesting idea but by no means meant that you do your part of the work and then leave your partner in New York to do the rest alone. It is a team effort so must be done together. You are still responsible for your project and making sure you use your time to your advantage, so that it gets in on time. A reminder to all: Don't forget your due dates! They are all clearly marked in the Google Calender Mr. K graciously made up for us on our blog, no excuses!
Finally we started our math for the day. Mr. K asked us as a class what the definition of an inverse was. Craig said that is was the negetive equivalince of a number. y=f(x) ~ x=f(y) Graeme added that it caused the X and Y values to be reversed or exchanged. Mark then said that it changes the inputs into outputs and referred to Mr. K's analogy of Baby play and parent clean up >here for review http://pc40sw07.blogspot.com/2007/02/lostintranslationandstretching.html . Mr. K put it simply as one undoes what the other does.
Mr. K then put up tables of values and asked us to fill them in...unfortunately they were exactly the same tables only bigger so took us no time at all! Haha. He "quickly" drew in the tables he meant to have included there and told us to again fill them in.
Well that is my scribe post..I'm not sure if the pictures of the slides are going to show up and if not then if someone could explain why not in the comment box so I could fix it that would be awesome!
Friday, March 23, 2007
Developing Expert Voices Rubric out of beta v.1.0
Developing Expert Voices Rubric
The teaching of mathematical concepts is the main focus of this project; so we can teach other people and learn at the same time.
Acheivement Descriptors
Instead of levels 14 (lowest to highest) we use these descriptors. They better describe what this project is all about.
Novice: a person who is new to the circumstances, work, etc., in which he or she is placed; a beginner.
Apprentice: to bind to or place with a master craftsman, or the like, for instruction in a trade.
Journeyperson: any experienced, competent but routine worker or performer.
Expert: possessing special skill or knowledge; trained by practice; skillful or skilled.
Acheivement  Mathematical Challenge (25%)  Solutions (55%)  Presentation (20%) 
Novice  Problems illustrate only an introductory knowledge of the subject. They may be unsolvable or the solutions to the problems are obvious and/or easy to find. They do not demonstrate mastery of the subject matter.  One or more solutions contain several errors with insufficient detail to understand what's going on. Explanation does not "flow," may not be in sequential order and does not adequately explain the problem(s). May also have improper mathematical notation.  Presentation may or may not include visual or other digital enhancements. Overall, a rather uninspired presentation. Doesn't really stand out. It is clear that the student has invested little effort into planning their presentation. 
Apprentice  Problems are routine, requiring only modest effort or knowledge. The scope of the problems does not demonstrate the breadth of knowledge the student should have acquired at this stage of their learning.  One or more solutions have a few errors but are understandable. Explanation may "flow" well but only vaguely explains one or more problems. Some parts of one or more solutions are difficult to follow. May include improper use of mathematical notation.  The presentation style is attractive but doesn't enhance the content; more flashy than functional. It is clear that the student has invested some effort into planning their presentation. 
Journeyperson  Not all the problems are "routine" in nature. They span an appropriate breadth of material. At least one problem requires careful thought such as consideration of a special case or combines concepts from more than one unit. Showcases the writer's skill in solving routine mathematical problems.  All solutions are correct and easy to understand. Very few or no minor errors. Explanation "flows" well and explains the problems step by step. Solution is broken down well and explained in a way that makes it easy to follow. May have minor use of improper mathematical notation. May point out other ways of solving one or more problems as well.  The presentation may use multiple media tools. The presentation style is attractive and maintains interest. Some of the underlying message may be lost by some aspects that are more flashy than functional. It is clear that the student has given some forethought and planning to their presentation. 
Expert  Problems span more than one unit worth of material. All problems are nonroutine. Every problem includes content from at least two different units. Problems created demonstrate mastery of the subject matter. Showcases the writer's skill in solving challenging mathematical problems.  All solutions correct, understandable and highly detailed. No errors. Explanation "flows" well, explains the problems thoroughly and points out other ways of solving at least two of them.  The presentation displays use of multiple media tools. The presentation style grabs the viewer's or reader's attention and compliments the content in a way aids understanding and maintains interest. An "eye opening" display from which it is evident that the student invested significant effort. 
Creativity (up to 5% bonus)
The maximum possible mark for this assignment is 105%. You can earn up to 5% bonus marks for being creative in the way you approach this assignment. This is not a rigidly defined category and is open to interpretation. You can earn this bonus if your work can be described in one or more of these ways:
 unique and creative way of sharing student's expertise, not something you'd usually think of;
 work as a whole makes unexpected connections to real world applications;
 original and expressive;
 imaginative;
 fresh and unusual;
 a truly original approach; presentation method is unique, presented in a way no one would expect, e.g. song, movie, etc.
Today's Slides: March 23
To see a larger image of the slides go here. When you get there you'll see a button in the bottom righthand corner that says [full]. Click it and the slides will display in full screen mode.
Thursday, March 22, 2007
Scribe Postage # 2!
Next, we talked about the rubric for our assignment. It is due tomorrow at 9:00 am! So, people get busy revising, editing and putting your thoughts on what we need! There have been some changes and additions from a few people already but we still need to finalize it for tonight. Mr. K. also talked about being an expert. He said that being an expert is like being in the centre of a circle and being on the edge and pulling more and more knowledge in. Experts are constantly on the edge bringing in more knowledge.
Next, Mr. K put up some questions on the smart board for us to do as a review. As he stepped out of the class, what had happened was we, Chris, Vincent and I had solved the problems on the board with Richard’s help. Then, Richard took the role of “teacher” and moved us onto the next slide and enlarged the equations for all of us to see. Then, unknowingly, Mr. K. popped his head into the class and said at anytime we could put our answers on the board. Simultaneously, the class burst out into laughter because we were one step ahead of him. After that we clued him in on what was going on and he explained to us that the questions on the board were a bit different from the previous ones.
Also, any number to the exponent zero equals one.
We experimented with flips of graphs on fooplot by changing the equations.
This is what we got as our results. That was pretty much our class and if I have failed to exclude something within this scribe post or if I have made a mistake please tell me and I will fix it as soon as possible. Thanks. Homework is number nineteen and the questions on 20 that we did not do [10, 11, 12].
Oh, and the next scribe is Kasia which means lucky Craig will be the scribe when we get back from the break.
Today's Slides: March 22
To see a larger image of the slides go here. When you get there you'll see a button in the bottom righthand corner that says [full]. Click it and the slides will display in full screen mode.
Wednesday, March 21, 2007
International Day for the Elimination of Racial Discrimination
Xponent men 3: The last stand
Tuesday:
As we all know, yesterday was the day when we wrote the terrifying identities test, and I bet that test left everyone with anything but a smile on their face. As Mr. K said the previous day, it was obvious that there was some anxiety concerning the formidable identities test. But despite all worries and the incredible tension in the room when we were attacking the paper with our minds, I hope everyone managed to perform adequately on the test. Now on for some actual knowledge that was conveyed our way.
Wednesday Morning:
Now that the identities test was clearly out of our way, it was inevitable that the following day would bring forth a new unit to our growing intellect. This seemingly excruciating unit is of course exponents and logarithms. But I must add, I do applaud Mr. K's method to introduce this unit, which will be explained in the very next paragraph.
This method of course, all begin with Mr. K up at the Smartboard. He waited there until class had essentially began, then showed us the introductory slide. This slide of course, consisting of numbers to help us segway smoothly into the unit. The slide consisted of these numbers:
2
3
4/9
1/4
Then Mr. K told exactly what we were to do, write each of these numbers in different ways. We were told that we must write each of the above numbers in different forms, but each must consist of an exponent. He started the ball rolling by giving examples of such for the first number, 2. The examples he gave were 4 ^{1/2} and (1/2)^{1} . These examples fit as 4 to the exponent half equals 2 since if you have an exponent 1/2, the number is first calculated to the power of 1 then the square of that number. In this case, 4 to the exponent 1 is 4, then the square root of 4 is 2. For 1/2 to the exponent 1, negative exponents, as we have learned in the past, mean we must take the reciprocal of the base, which in the case of 1/2 is 2. After he gave us these examples, he gave us time to determine more for each of the number. He said to either come up with four different ways or as many as we can for each. Then he gave us a while to work on them (although it felt like more than a while =p).
Once Mr. K stopped us, we began to convey all of our thoughts onto the Smartboard. We collectively assembled many different methods for writing each of these, and through writing these we noticed some very obvious patterns. Here are the slides of which our answers are integrated upon:
Just some of the possibilities of writing 2 exponentially. From writing these possibilities, we began to uncover a pattern to determine how to write a number in different ways using exponents. This pattern can be seen through the 8^{1/3} which is equivalent to (1/8)^{1/3}. Using such examples can show that when we write any number to an exponent x, we can also write the reciprocal of that number to the exponent negative x.
From writing these values we further elaborated upon the aforementioned pattern. Then we quickly continued writing all of the possibilities for the next number, 4/9.
At this point, Mr. K asked if there were any ways we could come up with numbers with exponents that do not include the number 1. For exponents which do not contain 1, such as the exponent 2/3, this simply means that we must square both the numerator and denominator (if the base is a fraction) then take the cube root of both. For the exponent 2/3, we simply take the reciprocal of the base then apply the exponent 2/3.
At last, we wrote down some possibilities for the number 1/4. Another pattern emerged, concerning the number 1/4, this pattern was shown by the expressions (1/8)^{2/3}, (1/32)^{2/5}. This pattern seems to always have 2 as a numerator in the exponent, but increases by odd intervals for the denominator. As for the denominator of the base, it increases by a certain exponent, then is divided by 2. This pattern along with the other can help us when trying to write two numbers with the same base, which will be described in a little bit.
After we were done with all of those, and now that we knew there are an infinite number of ways to write any number using exponents, we moved on. But all of this was a great preparation for our real lesson for today. Solving the following equations:
2^{x} = 64
27^{2x1} = 3
3^{x} = 1/27
He taught us that we must solve these by making the bases equal to each other. If you set them equal to each other, since the bases are equal, they must equal the same number in the end, meaning that the exponents must also be equal. So if you set the bases equal, you can determine an unknown exponent since they must be equivalent. This is what we must know for this unit, as this is how we will perform and carry out logarithmic expressions.
Such as for the equation 2^{x} = 64, we can solve this numerous ways, but as Mr. K said, and as we have learned before, we must set the bases equal to each other. The two most obvious ways to do so are as follows:
The above also states what to do in each step, although there are bound to be more complex problems in the future, leading to more steps. But each of the above show the basic structure for solving these equations; rewrite the equation with equal bases then you can get rid of the bases and set the exponents equal to each other. But remember, such as in the second example, make sure you keep the x when you alter the exponent if the x is in that exponent. Such as in 64^{(1/6)x}, when the 2^{x} was changed to a power to the base of 64, the x must still remain. Don't just change it to 64^{1/6}.
As for the other equations, the same mechanism was used for each solution, so just remember that if the bases are the same, then the exponents must also equal each other.
The work for each equation can be seen here.
Wednesday Afternoon:
In the afternoon class, we didn't learn anything as the afternoon was marked by a workshop concerning racism. In class we just talked about certain events, and Mr. K read out a story of which he was given to conduct the workshop. We began talking about incidents, and certain stories which pertained to the subject, and most of what we talked about in class can probably be found on the podcast. And that's about all I can say for now, as I'm running out of time.
Well that's my scribe everybody! Sorry if it came up late, I've already went back and forth with practicing for talent show and now my parents are angry with me so I have to cut this short. I won't have much time to edit this and even entirely complete it, so I'll be adding more to this post maybe later tonight or tomorrow, sorry for the inconvenience. If there's any mistakes, complaints, or anything whatsoever, just tell me, I still have to edit much of this post. I hope my scribe is useful to anyone that didn't attend class and it's at least sufficient considering the high standards on our blog. See you all tomorrow! OH and one last thing... the scribe for tomorrow will be...
Craig
Have a good night everyone! Don't forget to do your homework!
Today's Slides and Homework: March 21
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom righthand corner that says [full]. Click it and the slides will display in full screen mode.
Tuesday, March 20, 2007
Lessons from the geese?
The geese who inhabit the wildlife preserve where we walk each day are back; not many, but a few as the ice begins to melt. I wonder if you see them yet, returning for spring flying along in "V" formation? Do you know what science has discovered as to why they fly that way?
FACT 1  As each Goose flaps its wings it creates uplift for the birds that follow. By flying in a V formation, the whole flock adds 71 per cent greater flying range than if each bird flew alone.
FACT 2  When a Goose falls out of formation, it suddenly feels the drag and resistance of flying alone. It quickly moves back into formation to take advantage of the lifting power of the bird immediately in front of it.
FACT 3  When the lead Goose tires, it rotates back into the formation and another Goose flies to the point position.
FACT 4  The Geese flying in formation honk to encourage those up front to keep up their speed.
FACT 5  When a Goose gets sick, wounded or shot down, two Geese drop out of formation and follow it down to help and protect it. They stay with it until it dies or is able to fly again. Then, they launch out with another formation or catch up with the flock.
Are there lessons we can learn from a gaggle of geese? What do you think?
BOB
Monday, March 19, 2007
BOB THE BOOGER
THINGAMABOB
BOBING FOR MATH
SAMUS
Talladega Nights: The Ballad of Ricky BOBby
Good luck to you all.
Bob # 2
BOB !!!
Dino Petrelli
BOB
Not one of my favourites but it was ok. Hey Sam you never did show me the sine dance, so i don't know it yet, you'll have to show me later. The pretest was hard today during 2nd class so tonight I'm locking myself in my room till I get these identities down pat. Im sure we've all missed a few classes due to illness but boy was these first days the wrong ones to be sick especially at the beginning of our new unit, Mr.K to be honest I was sooo lost when I came back to class I prayed you didn't ask to put my answer on the smartboard since you made your new rule, about different people having to go up to the board. Well I did the exercises and though some were tricky, I feel a better about the test tomorrow. The pretest was challenging but it helped a lot, see all of you guys in class tomorrow and come prepared.. oh yea sorry my bob is up the night before the test, I've had problems with the net.
BYE
Tito BOB
With the words of the Red Jumpsuits and their song Cat and Mouse "I said I'd never leave you'll never change I'm not satisfied with where I'm at in life" aim high in life guys. But don't aim so high that even you can't reach.
Jojo Rock's Scribe post v2
In today's morning class we did some review work. Really wasn't review to me, some reason I don't remember seeing half of those questions before.
1sec^2x is identical to..
a) tan^2x b)tan^2x c)cot^2x d)csc^2 e)cos^2x
What my good friend John did for this question was write down the basic identity cos^2x+sin^2x=1. From there he divided everything by cos^2x because it would give 1/cos^2x on the right side which is equal to sec^2x. But also you end up with
1 + tan x = sec^2x
Simplifying this you get tan^x = 1sec^2x and your final answer of a!
The slides posted up by Mr. K shows a lot of what happened next. Like when given cos x = 1/3 and sin x < 0, we can find the value of sin x by drawing out out unit circle and by using the Pythagorean theorem we can find the missing side therefore just by looking at it we can easily the value of sin x. Thank you Sam for the wonderful work done in this question.
Everything is straight forward after that. We were given more questions which you can see in the slide show. Sorry guys no funny anime pictures or displays today. Maybe another time. Anyways I forgot to BOB, and I need to study for the test tomorrow and for the test in my history class... Ohh yeah SCRIBE TOMORROW is err let me check the list.. Since its an easy scribe tomorrow my very good friend MrSiwWy is who I will choose. Peow.
Today's Slides and Homework: March 19
To see a larger image of the slides go here. When you get there you'll see a button in the bottom righthand corner that says [full]. Click it and the slides will display in full screen mode.
BOB's your uncle...

V
BOBby Burnquist
Kasia
Sunday, March 18, 2007
Blogging On BOBbing
BOB
Overall, the unit went faster than expected but i have do more practice and doing the homeworks all over again to better in some areas to improve but i have give my luck on the pretest and the big test on tuesday, good luck to everyone on it and let the spring time come faster (needed badly hahaha!!!)
Bobminton
The BOBinator
So we're now done our third unit, the unit of identities. I think this unit began quite quickly, and lots of information was just thrown at us (especially for me since I wasn't there for the first class of Identities). But as the unit progressed, I think we kind of moderated our learning pace and things began to become more clear and visible in my mind. Mr. K was right, and throughout my bob I'll probably stress it repeatedly, practice is the only way to get good at identities. Homework in this unit is especially beneficial to understanding how to manipulate identities and mathematically "massage" them accordingly. If you payed attention and continued with your homework regularly, I don't think this unit would be particularly difficult. Don't forget, practice is the only way!!! So, overall, this unit went by extremely quickly, but for the amount of material we learned I think we went at wellregulated pace. In essence this unit wasn't too difficult, particularly if you kept up with your homework. There isn't much more to say, so I'll end this bob with a list of the common identities you should know for the test. They are as follows:
 sin^{2}Î¸ + cos^{2}Î¸ = 1
(note: you can derive other equations by dividing every term by either sin^{2}Î¸ or by cos^{2}Î¸, which will give:
tan^{2}Î¸ + 1 = sec^{2}Î¸ and 1 + cot^{2}Î¸ = csc^{2}Î¸)  tanÎ¸ = sinÎ¸ / cosÎ¸
 cscÎ¸ = 1/sinÎ¸
secÎ¸ = 1/cosÎ¸
cotÎ¸ = 1/tanÎ¸ or cosÎ¸/sinÎ¸  remember the sine dance :
sin(Î±+Î²) = sinÎ±cosÎ² + cosÎ±sinÎ² (change sign for Î±Î²)
cos(Î±+Î²) = cosÎ±cosÎ²  sinÎ±sinÎ² (change sign for Î±Î²)  don't forget to watch for a difference of squares!
GOOD LUCK ON THE TEST AND PRETEST EVERYONE!! DON'T FORGET TO PRACTICE THOSE IDENTITIES!
One of the significant things I need to point out in this unit was I really really needed to practice.
YOU CAN'T MEMORIZE THE SOLUTIONS, but just derive them. I think another downfall of mine is when you try to remember all the solutions in a short amount of time and then you mix them up when your put under pressure. Ha ha yes, I shall be a prime example of that.
The sine dance, I admit that the dance doesn't really help (sorry for all your effort Mr. K) but the rhythm has definitely stuck in my head.
Am I ready for this test? Well, just a little more practice and it might be all right.
Good luck to all of you....practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice
that makes it perfect....
Until the next BOB.
BOB
Not knowing what to do next is quite the mystery at times and I find that amusing. The more you struggle to find the answer, the greater you feel when you solve it.
Overall, this unit was quick and simple. I'm not sure if I have any problems or had any problems over this unit. I'm guessing I might run into some eventually, so the best I can do is try to study. I will admit that the Sine Dance helped me remember the Sum and Differences but when I'm trying to recall it, I don't imagine the dance, I retrace its rhythm.
Good luck to you all on the test and pretest!
BEE OH BEE three.
Saturday, March 17, 2007
Flickr Assignment Rubric v1.0
It is paramount that the picture be in tune with the purpose of the assignment. It should show, first of all, the student's understanding of how the photo is related to mathematics. The hot spots are important too, because that's essentially your way of teaching other people. Creativity is a factor, because keeping one's interest in the photo contributes to the learning process. Finally, the picture quality should be kept in mind too. If we can't see the picture, it's going to be hard achieving all the other requirements.
Tags
The picture must be tagged properly with the course tag and assignment tag. If tags are misspelled or no tags are present the photo cannot be graded and will receive a grade of ZERO. Not tagging your photo properly and accurately is analogous to not handing in your work or not putting your name on it.
Classification  Mathematical Content (50%)  Hot Spots (35%)  Photograph (15%) 
Level 4  Packed with mathematical concepts/facts. (Minimum 7 concepts/facts.)  All hot spots accessible; i.e. "smaller" hot spots are "on top" of larger ones, they do not obscure each other. All hot spots are actually labels and relate to parts of the photo (not on blank space with filled in notes). One or more hot spots include a link to a relevant supporting resource on the internet. Minimum 7 hot spots.  In focus or appropriately focused for effect. The subject of the picture occurs "naturally," it is not a contrived shot. Really makes the viewer "see" math in a place they hadn't realized it existed. (Example: trigonometry) 
Level 3  Significant number of concepts/facts included. (Minimum 5 concepts/facts.)  All hot spots accessible. Most hot spots are actually labels and relate to parts of the photo. Not more than one hot spot on blank space. One or more hot spots may include a link to a relevant supporting resource on the internet. Minimum 5 hot spots.  In focus or appropriately focused for effect. The subject of the photo has been "set up" or contrived yet still illustrates math found in "the real world." (Example: derivative) 
Level 2  Some effort to include content evident. (Minimum 3 concepts/facts.)  Most hot spots accessible. Most hot spots are actually labels and relate to parts of the photo. More than one hot spot is on "blank" space. May or may not include links to relevant supporting resource on the internet. Minimum 3 hot spots.  In focus or appropriately focused for effect. Although it is a "real world" picture, objects have been used to "draw" the math. An obviously contrived shot. (Example: trigonometry) 
Level 1  Very scarce content related to assignment.  Less than three hot spots are visible or have information related to the theme of the assignment.  It is evident that little effort went into finding and shooting a picture that reflects the theme of the assignment. 
Level 0  Content unrelated to theme of assignment.  No hot spots or mostly unrelated to the theme of the assignment.  Out of focus and/or otherwise difficult to look at. 
Creativity (up to 5% bonus)
The maximum possible mark for this assignment is 105%. You can earn up to 5% bonus marks for being creative in the way you approach this assignment. This is not a rigidly defined category and is open to interpretation. You can earn this bonus if your work can be described in one or more of these ways:
 unique and creative way of looking at the world, not something you'd usually think of;
 original and expressive;
 imaginative;
 fresh and unusual;
 a truly original approach.
BOBING ONCE AGAIN!
GOOD LUCK EVERYONE ON THE TEST!!!
BOB3
Friday, March 16, 2007
BOB
We also learned that we don't have to memorize all those Trig ID's. Mr. K said that we just need to memorize a few, such as sin^2(θ) + cos^2(θ) = 1. We can derive the other identities from them.
Mr. K said, "The only way to get good as this, is to do more of this..." For me, its a very good thing if you keep on practicing these problems. For some reason, the ID's get stuck in your head if you keep practicing and practicing.
I hope everyone will do well on the next test. NO PROCRASTINATING! XD
TGIF... PARTY!!
Well anyways, Mr. Kuropatwa also mentioned that there would be a new math curriculum. There would be a Trades Mathematics, which is required for carpentry, plumbing, etc, Mathematics for the Sciences, which is similar to PreCal, and Fundamentals of Mathematics, all coming in the near future.
Soon after, Mr. K showed us his very own webpage that he made for a couple of semesters now. It gives you a review of the all the units of the course. He said he will link to it on our blog and I think it'll be very useful for studying.
This has almost brought us to the end of the class but before that, we got into groups and had a little competition to see who could solve multiple choice identity questions. Right when the answers were put up the bell rang and class was over.
A reminder that the pretest is on Monday I believe and for the students who missed today's quiz must make it up Monday at lunch. The test is on Tuesday and Wednesday is the beginning of a new unit. DON'T FORGET TO DO YOUR BOBS. HAVE A GOOD WEEKEND GUYS!
P.S. The next scribe will be Jojo stones! < it was picked out of a hat
Today's Slides: March 16
Until then, for those of you looking for slides, here's something to think about ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom righthand corner that says [full]. Click it and the slides will display in full screen mode.
Sponge BOB
sin(Î±  Î²) = (sin Î± )( cos Î² )  ( cos Î± )( sin Î² )
cos(Î± + Î²) = (cos Î± )( cos Î² )  ( sin Î± )( sin Î² )
cos(Î± Î²) = (cos Î± )( cos Î² ) + ( sin Î± )( sin Î² )
sin(Î¸) =  sin (Î¸)
The early bird catches the worm... So I decided to do my BOB while I am still unable to sleep... So this unit will be a challenge for me, partly because I wasn't in class for 3 1/2 lessons. But I kinda understand  
most of the things in it. There was Eddie and his very inspiring message to us from Georgia. The SINE dance is one of the main highlights of this unit. Well, there's Pi Day, where we ate at least 12 different kinds of pie. I have had enough pie for the whole year! Here are something's I learned: 
Thursday, March 15, 2007
BOBing 3
New Cycle... Done Unit... Proof???
Well today was a very interesting day.
The Morning Class =)
AKA. The Land of Proofs.
At first we talked about the Developing Expert Voices Rubric. The rubric in fact is a representation of our goals and beliefs on what should be done in the project. This proving that if we work the rubric correctly… We could easily get a higher degree of a mark. Well that’s what I think anyways… Hahaha
Afterwards we were asked to solve the question;
Hahaha.. Graeme, stepped up to the plate and solved it. Afterwards we all asked for an explanation.. hahaha… It’s so cool and funny when we do that…
Well anyways… Afterwards Mr. K directly showed us the AWESOME proof of the sin and cosine identities. Wow… It’s SO INTERESTING!!!!!!(very sarcastic…)
The most interesting part about it is how it incorporates the sine and cosine function with the unit circle. The most interesting thing about it (well for me at least) is how it uses functions that we have learned in past grades like the distance formula (Grade 10) to utilise the proof to the best extent.
You know.. I think that these are most likely going into our dictionary…
AFTERNOON CLASS
AKA. In The End...
Well we spent the afternoon... With some shocking events… Unfolded with a truthful and insane amount of work related activities…
To start off Mr. K gives us another Question to solve…
To explain this in thoroughly… the problem required is more of an inverse of what we learned. Instead of utilizing the concept of solving the more complex equation, we inverse and solve the simpler equation. Thus attributing the goals and responsibilities to the sine and cosine difference identities. After creating another attribute to simply the equation. We multiply the equation with the attribute simply and prove that one side of the equation is equivalent to the other side of the equation.
Afterwards Mr. K gave us the question
To solve this we had to realise that the question was actually equivilant to this (Well Danny realized it)
Afterwards (well before actually) we solved the equation and came up with this answer.
Afterwards we did this with cosine which lead to a multitude of answers. This stating that we can use cos(2Î¸) to solve a multitude of questions.
Note: Mr. K is picking who’s going to the smart board to write answers now… So be prepared and warned…
Afterwards we did this question which was a review of the previous question at the beginning of the afternoon class.
Surprisingly enough… With this we finished the unit on Identities… We then did some practice questions and…
Quiz Tomorrow..
PreTest Monday...
TestTuesday.
New Unit Wednesday…
Flickr Assignment #1 due after Spring Break..
Homework is Exercise the NEXT
Be sure to get your BOBS up… Again..
And… The Next Scirbe is… BERTMAN!!!
Today's Slides: March 15
To see a larger image of the slides go here. When you get there you'll see a button in the bottom righthand corner that says [full]. Click it and the slides will display in full screen mode.
Wednesday, March 14, 2007
Pi it's history, it's present, it's the future, it's in my belly!
February 27: The Earth is estimated to have traveled 1 radian of its orbit since the New Year
July 22: 22/7 in the majority of date formats, an ancient approximation of pi
November 10: The 314th day of the year (in leap years, November 9)
December 21, 1:13 p.m.: The 355th day of the year (in leap years, December 20), celebrated at 1:13 for the Chinese approximation 355/113
Developing Expert Voices
Think back on all the things you have learned so far this semester and create (not copy) four problems that are representative of what you have learned. Provide annotated solutions to the problems; they should be annotated well enough for an interested learner to understand and learn from you. Your problems should demonstrate the upper limit of your understanding of the concepts. (I expect more complex problems from a student with a sophisticated understanding than from a student with just a basic grasp of concepts.) You must also include a brief summary reflection (250 words max) on this process and also a comment on what you have learned so far.
Timeline
You will choose your own due date based on your personal schedule and working habits. The absolute final deadline is May 31, 2007. You shouldn't really choose this date. On the sidebar of the blog is our class Google Calendar. You will choose your deadline and we will add it to the calendar in class. Once the deadline is chosen it is final. You may make it earlier but not later.
Format
Your work must be published as an online presentation. You may do so in any format that you wish using any digital tool(s) that you wish. It may be as simple as an extended scribe post, it may be a video uploaded to YouTube or Google Video, it may be a SlideShare or BubbleShare presentation or even a podcast. The sky is the limit with this. You can find a list of free online tools you can use here (a wiki put together by Mr. Harbeck and myself specifically for this purpose). Feel free to mix and match the tools to create something original if you like.
Summary
So, when you are done your presentation should contain:
(a) 4 problems you created. Concepts included should span the content of at least one full unit. The idea is for this to be a mathematical sampler of your expertise in mathematics.
(b) Each problem must include a solution with a detailed annotation. The annotation should be written so that an interested learner can learn from you. This is where you take on the role of teacher.
(c) At the end write a brief reflection that includes comments on:
• Why did you choose the concepts you did to create your problem set?
• How do these problems provide an overview of your best mathematical understanding of what you have learned so far?
• Did you learn anything from this assignment? Was it educationally valuable to you? (Be honest with this. If you got nothing out of this assignment then say that, but be specific about what you didn't like and offer a suggestion to improve it in the future.)
Experts always look back at where they have been to improve in the future.
(d) Your presentation must be published online in any format of your choosing on the Developing Expert Voices blog. url: tba.
Experts are recognized not just for what they know but for how they demonstrate their expertise in a public forum.
Levels of Achievement
Instead of levels 14 (lowest to highest) we will use these descriptors. They better describe what this project is all about.
Novice: A person who is new to the circumstances, work, etc., in which he or she is placed.
Apprentice: To work for an expert to learn a skill or trade.
Journeyperson: Any experienced, competent but routine worker or performer.
Expert: Possessing special skill or knowledge; trained by practice; skillful and skilled.