BOB

Well this unit went by pretty fast huh? So fast that I almost forgot to do this....again =S It was a pretty simple and quick unit. Mainly involved with graphing and equations I found every concept pretty easy to grasp. On the quiz and pre-test I did fairly well. I think the test won't be too complicated but I could be wrong, so I'm going to look over a bit more of the unit until the test comes later in the day. Good luck to everyone on their test!

BOBING before the Election

Wow... This week has been so hectic. Haha Well this unit was ok. I understand most of the unit in general. The only problems that I have with the conics unit is the problem solving questions. Maybe that's because I don't have a proper understanding of the unit becuase of everything that has been going on. I am un sure about the test but it's alright. I wonder if there is any repremend for today and this bob. Hah. So I'm off to study again.. Good luck on the test and have a great DAY.

BOB !!!!!!

This unit on conics was somewhat difficult for me. Especially the part of the unit on the hyperbola, because I did not comprehend all of what the hyperbola was about. Other then the transverse and conjugate axis and the equations of an elipse and hyperbola to be the same. I found that the circle and parabola part of the unit was very easy for me because it was basically review from grade eleven. I found the elipse part of the unit to be also not as hard because it was straight forward and I understood it very well. All in all i found this unit to be alright, although sometimes difficult, it was alright.

BOBing (Can't think of anymore names right now i'm so tired)

This unit was super fast (which could end up to be a good thing or a bad thing...i would say bad) it felt like we spent maybe 4 classes max.
Otherwise this unit was pretty good understood most stuff because it was somewhat similar to what we did in Grade 11. Love the fact that there's actually formulas to follow and memorize, not like counting. The only thing that I'm not liking about this unit it is the last part where Mr.K started applying it to real life things in those problem solving format, i found those pretty difficult, i either was over thinking it or not thinking at all.
I'm actually almost very tempted to say this unit was relatively ....easy! Almost seems to good to be true(it's a trick), but i know Mr.K is gonna shove those words down my throat eat them and choke on them when we get the test.

BOBbing On BOBbing

Another unit come and gone. The pre-test and test loom over the class, as nervous students prepare for "the day of two tests". Myself, I'm continuing with my busy life and finally sitting down at my computer at 11:00 pm to write a quick BOB. This unit has been fairly tricky considering the introduction to quite a few new topics, while embellishing on older ones.
The hardest part for me so far is simply remembering which formula goes with which shape, and what the difference between the horizontal and vertical versions of each. However, it is a very correctable problem with lots of practice. I'm sure most of the class is comfortable with the material, or at least that's what I thought based on Friday's class. So , without further ado, "Good Luck!" I think I will eat a bowl of Lucky Charms for breakfast tomorrow, "They're Magically Delicious!" Although, I don't think I'll need it, and I hope no one else does.
Do I even have to say it???

BoBiNg

Guten Tag,

Awesome test wooo! I am über-prepared for this puppy! Just going to do some of mista siwwy's links to make sure. Don't know why but I just completely grokked in fullness this unit. Though kinda disappointed that we lost our last review class for the exam. But that's why the blog exists and I'm sure that Mr.K will have all sorts of mathematical goodies posted for preparation for the exam. Well I wish everyone luck!

(P.S. Miles! Remember the VB.NET book!)

Happy Mother's Day, BOB.

So here's my sixth bob so far this year. Conics, has actually been fun. (: Math is fun if you know what you're doing and understand it. Haha, it's weird but true. This unit has been pretty straight forward. I just have to remember to look at the question completely before drawing a graph. That's where i usually make my mistakes. -_-" But other than that i understand the concepts and everything. I think this test is going to be a good one. (: I don't have much else to say. Good luck everyone on the pre test and test tomorrow! =D

B.O.B.

It seems this unit went by quite quickly. There isn't too much to say other than it was simply straightfoward; parabola, circles, hyperbolas and ellipses.

Though this unit is quite simple and easy to understand, I am uneased by the way this unit seems "too" easy. I know there's going to be something that I'll miss but that's only because that's been happening in the past.

Well, the only way not to become a victim of worrying is to practice!

By the way, nice review posted Mr. Siwwy! hehe

Goodluck to everyone tomorrow! On the pretest and test! =)

BOB

Hey y'all! We have finished our unit on Conics. This has been a really short unit. We've learned about the standard formula of a parabola, circle, ellipse and, a hyperbola. We did a few paper-folding to help us find some patterns and relationships between the points and distances. This unit has been very easy to understand.

I hope everyone will do good on the test tomorrow! =D

Ohh my lanta!

Ohh my lanta, I almost forgot to BOB.

Anyways, conix was pretty much a very short unit. I didn't even know what the unit was called until I read the other BOB's. It was such a smooth unit that I actually got everything we were being taught. Good luck on the test guys.

Bob 6

Well one more unit is over and it's time to bob again. I personally found this unit pretty fun with all the paper folding. It was pretty easy and I hope that I do good on the pre-test and the test. That's all I have to say for now so I wish everyone the best of luck on both tests. Bye now and see you guys on Monday!!!

BOBa Fett

Hi all!

I'm really confident about this unit. I understand everything and whatnot, I feel like everything is going right, but, I get some more practice problems. The links provided by MrSiwWy are good and can help us do better on the test. Remember, perfect practice makes perfect.

Good luck to all!

Research Assistant

I remember when Mr. K told us about this, I was ecstatic. I want to help =) This research assistant post will be concerning the Conics unit , and I hope I do it correctly. Well, I went on the net and found some resources to help anyone who doesn't fully understand the unit yet, and to help give people some extra review for the test tomorrow.

REVIEW/TUTORIALS
http://jwilson.coe.uga.edu/EMT668/EMAT6680.F99/Erbas/emat6690/Insunit/conicsunit.html

http://www.scit.wlv.ac.uk/university/scit/maths/calculus/modules/topics/precalc/conics/learn.htm

PRACTICE TESTS/QUIZZES
http://www.absolutevaluepublications.com/studentworkbooks/principlesmath12/PM12%20Conics%20Lesson%207.pdf

http://mathforum.org/mathtools/cell/a2,12.15.4,ALL,ALL/

I hope I did this right, and even more so, I hope it helps whoever see's this and follows the links. I already used some of the practice quizzes to help me review, hope they help you as well. Good night!

Pre-BOBulus

Wow, I hate my internet. Took me hours just to get this fully functional BOB up, it's a miracle I arrived at the "create post" successfully. Well here goes my BOB.

I think the unit of Conics was a breeze. Extremely easy, nothing truly difficult was presented to us, and the very little homework. But, I do have a rant regarding what Mr. K said concerning people going up to the board. Throughout the course, we've seen the utilization of the smartboard optimize and manifest itself as the base learning mechanic of the class. But we always seem to see the same people go up, while the rest of us just watch. I guess it's good to experience learning through visual means, but kinesthetic learning is a good change of pace to help us fully engulf ourselves in the information being presented. I don't think it's a big deal, however. Many of us are probably more visually-oriented learners now. Well, that was just a rant, all this free time due to this incredibly easy unit got me to thinking. I don't suggest anything though, I'm just sharing my view. Back to the unit, Conics brought back the well known parabola and circle back from last year's precalculus class, and also introduced some new funky sections for us, such as the ellipse and the hyperbola. As long as you know the properties and definitions of each conic section, you'll be fine. Reiterating my previous description, this unit was extremely easy. I hope (and am strongly believing) that everyone will do great on this test.

GOOD LUCK ON THE TEST TOMORROW EVERYONE!!!

BOBIN` NUMBA 6!

I would say this unit was really fun. It was like half math and half art class. Putting a bunch of dots on the paper and folding them and not knowing that we made an ellipse and hyperbola! It was pretty amazing. Also Mr. K's "ALMIGHTY SWORD" haha. It was pretty funny. I've learned so much about ellipse and hyperbola, I also learned more things about parabolas and circles. They're all connected in some way or another. Well, goodluck on the pretest and the test everyone! :))

BOB-ing 6

I really like this unit... That's all I have to say. I grasped the concept pretty much faster than I did with the other units. I'm more focused than ever on Math mainly because I know that I have to strive harder to accomplish my goal in this course. I like this unit too because it's a breath of fresh air. I mean that we've never encountered ellipses and hyperbolas. Now, I've learned something different and interesting. They're easy to manipulate too! The equations are pretty much the same and that's what's going to confuse the minority. Also, those applications seem difficult but not really... They're okay... I think I'm going to do well on the test. I hope! So, good luck to me and to everyone else!

bee oh bee number: Mr. K's favourite number...6

This unit was quite interesting because we got to see Mr. K's almighty sword in action and see how circles, ellipses, parabolas, and hyperbolas are related to eachother. I found this unit easy in a sense but also a little challenging if I don't know what the information in front of me really is. All I have to do is look at it more carefully then I can determine what is being asked of me. The quiz which I knew about then forgot about that same day caught me by surprise haha...but I think I did well on it. Hopefully we all did. Hopefully I do well on the test because I really like this unit. It's interesting. So to everyone, good luck on the pretest and the test.

ess-see-are-eye-bee-ee

Today’s class started out with us being divided into separate groups and one panel. We worked on questions that Mr. K. prepared for us on the smartboard because we were supposed to have bus ridership. Before that Mr. K. talked about the gizmo call we are going to have with Eddie’s class. Remember: comment on the gizmo blog post.

Question 1:
For this question we must plant a coordinate plane on the diagram. In this question we placed it in the middle. Since we placed the coordinate plane in the middle our vertex is zero. To find the maximum depth, first, we must find the equation of the parabola. The equation of the parabola is x² = 4p y. This equation is not complete because we do not know the value of p. To find the exact value of p we plugged in a point from our graph. Then once we found p our equation was complete. From that equation we found x when y was at 3m. We found x to be ±√50 or ±5√2. After that we found the measure of the distance from those two points, which was 2√50 or 10√2.

Question 2:
For this question we determined the equation of the parabola by drawing a sketch from what we were given.

Question 3: For this question we determined that the equation we were making was for an ellipse because the definition of an ellipse is - a locus of points that move in such a way that the sum of the distances from a given point, p to a and p to b is the same.


Question 4:
For this question we drew a sketch to helps us find the equation for the parabola and we also substituted values from one of the given points to help us determine p.

Question 5:
To determine the equation for this hyperbola we to into consideration what was given and we also the slope to determine a and b.

This concludes our class and my scribe post. If I have failed to leave any important key points or information please tell me so and I will fix it right away.
Also, our pre-test is Monday morning and our test is Monday Afternoon.
Tuesday, we will start probability.
Don't forget to bee oh bee!
oh my gosh I always forget...haha the next scribe is Timmy...

Today's Slides: May 11

Don't forget to comment on this post regarding our upcoming gizmo call with Eddie's class."

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 right-hand corner that says [full]. Click it and the slides will display in full screen mode.

S-C-R-I-B-E

Good evening to everyone. Sorry if this post is late, I passed out on the couch while watching the hockey playoffs (Buffalo vs. Ottawa) and just woke up, haha. Anyway, here is today's scribe post.

MORNING CLASS

We started off the morning with word problems.

1.
















This problem was solved by yours truly (ahem haha). From the given question, we are given that the foci are (+6,0) and the focal radii is 4 units. Since we know what the focal radii is, we could determine the vertices of the hyperbola by subtracting the focal radii from the foci. Doing those, we should get (+2,0) as our vertices. Thinking about it, the x-value of the vertices are the same as the a value in an equation of a hyperbola. We then get that the a value is 2. We already know the c value of the ellipse equation, so that's enough information to solve for b by using the Pythagorean identity, c²=a²+b². Substituting are values, we then find out that the value of b is the square root of 32, or 4 rt.(2). Now that we have our respective values, we can now write our equation.







In this question, it doesn't matter what form you leave your equation on because it doesn't specify whether you leave your equation in standard equation (the equation above) or in general form (the equation below). Moving on...

2.














This problem should be pretty straightforward as it is like one of the problems we did yesterday/2 days ago.

3.
















This problem is a bit different from the ones we did. In this problem we were given the directrix of the parabola (x-2=0 or x=2) and the vertex (-1, 3). From that we can determine that the parabola opens to the left. Also, from the data given, we can also determine the p value, which is 3. Now that we have enough data, we can determine the equation, which is on the image, in red colour.
Note: the equation underlined in blue is wrong because we forgot to consider the vertex.

4.












Now on to the "real" word problem. This problem requires some thought and some manipulation. From the graph given, we can see that we drew a Cartesian plane on the graph so it would make it a bit easier for us. We plotted out several points on the graph like (10,0), which is the distance from the origin/cliff, (0,40), which is the vertex of the graph/height of the cliff and (?,30) which is the point that we're trying to find. From the solution on the image, we can see that we used the point (10,0) to determine the value of p, which is -5/8. Now that we've found p, it's as easy as substituting the values and solving for x. We then find out that x = +5, but we reject -5 because if we throw -5 distance, we're throwing into the cliff. Also Mr. K pointed out that since it's a word problem, we ALWAYS have to put our answers in a sentence.

5.















This problem seems to be straightforward, but requires a bit of thinking, like any other else. We know that the center is at (0,0) as it is given, and a vertex which is (rt.(6), 0). Thinking back, we know that the x-value of the vertex is equal to the a value in the equation of an ellipse. Now that we know a, we can solve for b by putting in 9 for the x value and 5 for the y value. We then find out that b = rt.(2).

We end our morning class here.

AFTERNOON CLASS

We started our afternoon class with a quiz. I'm kinda hesitant on putting up the solutions here because some of us haven't written the quiz. But if you want to see it, check today's slides. After the quiz, we went to our groups and solved a couple of problems.

1.














This question got most of us wondering. But Grey-M figured it out and once he put up the solution, we were all like, "oooohhh I see I see". It seems pretty straightforward.

2.














We didn't really get to finish this problem because the bell rang, beckoning us to go home and have fun!! But we did the first part of the problem, which seemed pretty straightforward.

The next scribe will be Aichelle.

NOTE: THE PRE-TEST IS ON MONDAY MORNING, THE TEST IS ON MONDAY AFTERNOON. WE WERE SUPPOSED TO HAVE THE PRE-TEST TOMORROW BUT WE HAVE BUS RIDERSHIP TOMORROW SO MR. K MOVED IT ON MONDAY MORNING. TOMORROW'S CLASS WILL BE A WORKSHOP.