bee oh bee number eight!

Well I guess this is the last bob I will do for this school year. Sequences and series are quite interesting to me. It's interesting how you can form series out of sequences...and sequences out of series! Yes...This unit has been quite fun, fast and a little easier to understand. It wasn't as hard as I thought...but problem solving might slow me down if I don't know what Im supposed to do! As well as formulas...I can't remember those haha...but I will. So good luck to everyone on the test. Hope we all do well.
I guess I'll reflect on the whole semester as well. The semester has been great. At the beginning of the semester I did okay and second term came and I didn't do as well. Combinatorics and probability were quite challenging for me. I did like the transformations unit though. Every moment in our class was great...like pi day...where we all got sick of pie and didn't want it anymore...when we carried on with the rest of the questions while Mr. K. stepped out and we laughed when he came in to tell us to do the questions...when we had that conversation with Eddie's class...everything was fun!.. from the smartboard to the old traditional white board...which personally I like better. I miss the math dictionary...haha...it would have been cool because if we still did it on the white board we could have written: END OF COURSE. haha which would have been exciting!!!!! but to everyone...good luck on the test, exam and future studies whether you choose to go to college, university, take a year off, come back or are continuing here at DMCI. BYE everyone for now!

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...

BEE OH BEE number five.

Well hello hello again. Here I am bobbing once again. I thought this unit was okay. There were many unexpected quizzes! It sucks because some of us didn't do so well on them. So hopefully on our test we will get the better grade to boost up our marks. At first I thought this unit was easy then it kinda got hard with the pick and choose formulas. Then I understood those and then the binomial theorem dun dun dun! haha well that was quite confusing at first but it is quite amazing how everything works with the number phi. Good luck everyone ! Hope we all do well =)

BEE OH BEE number four!

Exponents and Logs weren't that difficult at first. One thing I learned for sure is that : Logarithms are Exponents. Converting exponents into logarithmic form and back wasn't hard. Using the change of base law wasn't hard either. What I found hard was the problems that involved exponential models. The quiz this morning caught me off guard as well. Clearly I was highly unprepared for that and the pretest wasn't that bad but those problems do get the best of me. They are a challenge for me and hopefully I do well on the test. Same to everyone else. Good luck and study hard!

FlickR photo!

hello everyone here is my flickR picture...

just click the picture...
also...
Happy Belated Birthday to Craig!

&

Happy Advanced Birthday to Graeme!

Scribe Postage # 2!

Hello everyone! It is me your scribe for today. I am filling in for Craig due to the lack of his presence in class. The class started off with Mr. K. asking if the podcast was a useful tool to any of us. It is indeed a useful tool to all of us, whether we use it as a review or help with our scribe posts. We learned that on April 17th we are going to have a Skype call with Eddie’s class. After the break, we will be discussing what we can talk to them about.

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.

BEE OH BEE three.

hello hello again mr. BOB! well this unit was quite fun and challenging. The sine dance...haha...due to the lack of my dancing skills I got confused hahaha...but anyways I think I could remember those equations better by looking at them than doing the sine dance. Identities...they are pretty clever. Yup. I found this unit okay. It wasn't that difficult. Although, it does get sort of confusing when proving an identity is true because there are different ways to solve them. That is probably the most challenging part. Hopefully we all do well on the test. To everyone good luck!

BEE OH BEE numero dos

well it looks like I am bob-ing again! well this unit went by pretty quickly! I'd have to say this unit was okay for me because it seems that I understood the things that went on in class. Although, graphing reciprocals was quite challenging...and it still is. I enjoy doing stretches and translations =) haha those are quite fun and I seem to understand how to do them as well as reflections. The problem solving question we had solved on Friday's class and as well as today's class was quite challenging! I understand it but it takes quite a while to solve. I think that if I had more questions like that to solve then I'd understand it better and have a better grasp on how to solve those kinds of questions. Well I think this about wraps up my bob!
I hope everyone does well on the upcoming pre-test and test.
Good luck and good bob-ing!

ex 10

hello...so today in class we learned how to graph inverse functions...in class it seemed easy when Mr. K went over it ....but as I was trying to do exercise ten I realized I was lost....and I was wondering if we could go over a couple questions from exercise ten...I don't know if I'm the only one...but anyone feel free to comment on this..thanks

BEE! OH! BEE!

One of my favourite classes has got to be the day we got the wonderous smartboard. It is one of my favourite classes because it was filled with such excitement and fun as we explored the many wonders of the smartboard.
My progress in the class has been okay, so far...could be better but it's all right for now. It's probably because of that surprise quiz that we got...kind of caught me off guard...I guess it caught everyone off guard...and it was one of the rare times that I froze and blanked out!!! It sucks because by the time I figured how to do the first question..time was up! I guess I just need to learn how to relax and not be so tense before a test/quiz.
Something that I learned that I thought was "cool" is the way the unit circle is set up. It's quite amusing...I was just in awe when we first learned how to decipher where the angles lie and what coordinates they had.
Something I didn't quite get before was graphing equations and figuring out how to write equations for graphs...it is still quite difficult for me but I understand how to do it..it's because I'm quite slow at it and I guess my brain doesn't work as fast as a lot of the other students in the class.
I have not yet encountered something we learned in class with the real world yet or in another class.
Radians and degrees are both similar in a few ways. For one thing, they are both used to give the magnitude of an angle. They can both be applied to the unit circle. Another thing is they can both be given in a positive or negative value. Although, there are similarities to both radians and degrees there are also some differences they both contain.

Radians can be written with pi whereas degrees are written with a degrees symbol. Radians are easier to work with in the unit circle, in my opinion because fractions are used whereas in degrees a multiple of some degree is continually added on. Another difference I found between radians and degrees is that I only know of radians being used for the unit circle whereas degrees can be used in temperature.

Also, good luck to everyone on writing the test!

A quiz, a block of wood and a math dictionary...

Morning:
The first thing we did in class was go over question 16 from exercise 4 from homework the night before. The question asked where the coordinates were for a) cos (θ + π/2) and b) cos (θ - π). From the previous question, 15, we had figured out that P (θ) was (-3/5, -4/5). So to arrive at answer a) you have to add 90º but Mr. K. explained to us that doing that is the same as (x, y)--R 90º---> (-y, x). So (-3/5, -4/5) would become???...of course! You guessed it! (4/5, -3/5).
For b) you would rotate it 180º. You would have the same number for coordinates but different signs. (x, y)--R 180º-->(-x, -y). (-3/5, -4/5) would become (3/5, 4/5).
Then, we had a quiz on circular functions. There were four questions that we had to do in a given amount of time. The first question was converting degrees into radians. The second question was converting radians into degrees. The third question was stating which quadrant each angle was in. The fourth question was finding what P (Ө) was.
After the quiz was over, we marked it in class and Mr. Kuropatwa taught us how he marked it by telling us how we can gain or lose marks.
One thing Mr. K. stressed was the lovely equal sign. He said not to put equal signs everywhere or leave a string of them lying around. He said there must be something on both sides of the equal sign.

You could also lose marks for doing that!
Aside from that he also distinguished between arithmetic and concept errors. An arithmetic error is when you write something and write it wrong the second time.
For example: You write + 3 in one line and in the next you accidentally write + 30. A concept error is when you do not know what you are doing. An example is trying to solve an equation and you don’t know how to solve it, so you write something but it is wrong.
Something else to consider is NOT TO FORGET writing your units because you could lose marks for that, especially on the exam.
Decimal points. Mr. K. said we have to round to four decimal places unless it is indicated in the question to round to a specific decimal place. Note: for the exam we will be rounding to three decimal places.
So from that quiz, basically to sum it all up we learned how to be a "detective" in marking quizzes/tests/exams.
Things to remember:
-when possible to give exact values: DO IT!
-don’t round to decimal points UNLESS indicated in the question.
-show ALL WORK.

Afternoon:For the afternoon class we started off by solving questions on the board given to us by Mr. K.Solve for x; [0, 2π]:
1)
2cos²x – cosx – 1 = 0
(2cos x + 1) (cosx - 1) = 0
cosx = -1/2 cosx = 1
x=2π/3, 4π/3 x = 0, 2π

We began by factoring the each equation and solving for x.

2)
sec²x + 2secx = 0
secx (secx + 2)=0
secx = 0
undefined

secx = -2
cosx = -1/2
x = 2π/3, 4π/3

3)4sin²x = 1
4sin²x-1=0
(2sinx - 1) (2sinx + 1)=0
sinx = ½ sinx= -1/2
x = π/6, 5π/6, 7π/6, 11π/6
[remember: this method makes Mr. K. smile =) and you never have to worry about the other roots because it gives you both]

That was fairly simple or so we thought. Mr. K. then asked us what were to happen if we were asked to solve for x with the interval as all the real numbers. So with question 3 Mr. K asked us what the sin of 13π/6 would be and we said it would be ½. He then explained to us that there would be an infinite number of possibilities for the angle of sin=1/2.
So we got:
x = π/6 + 2kπ; kЄI
x = 5π /6 + 2kπ; kЄI
x = 7π /6 + 2kπ; kЄI
x = 11π /6 + 2kπ; kЄI

*Lauressa noticed a pattern to put ± infront of π/6 + 2kπ; kЄI, by doing that that could eliminate writing x = 11π /6 + 2kπ; kЄI. Also, if you put ± infront of 5π /6 + 2kπ; kЄI that could eliminate writing x = 7π /6 + 2kπ; kЄI.
Mr. K said we could think of it as half circles instead of the full circle by adding kπ instead of 2kπ. You would then get x = π/6 + kπ; kЄI and x = 5π /6 + kπ; kЄI.

*C-box [Craig] also noticed a pattern which was ± π/6 + kπ; kЄI, which eliminates writing all four above. Mr. K. said that if you understand how to write it that way then you can do it but if not write it the way he originally taught us.

That then led to the block of wood! DUN! DUN! DUN! [cue scary music!] Just kidding! Okay, so the block of wood Mr. K. showed us had three different rectangular faces. He said that although each is a different representation of the wooden block it is all the same block. That was his analogy for solving problems. That there can be different representations for one concept. Like, sin2x = 1/2. It can be represented graphically with a graph, of course, symbolically with an equation and numerically with a table of values. So to solve sin2x = ½ we let θ = 2x.

We did that then Mr. K. said that since it said 2x there would be two answers for each [however many x there is/are there will be that many multiples, thereof] and we got:
sinθ = ½
θ = π/62
x = π/6
x = π/12

θ = 5π/6
2x = 5π/6
x = 5π/12

θ = 13π/6
2x = 13π/6
x = 13π/12

θ = 17π/6
2x = 17π/6
x = 17π/12

Mr. K. then said all of this would make more sense on Monday because he will show us graphs. After all of that we wrote in our math dictionary for the first time. It was so exciting. Seriously! haha =)
[math dictionary, click link for image] http://img505.imageshack.us/img505/9599/mathdictionarynz4.gif

Okay that's all of this lengthy post folks! Sorry that it was long! =Þ...and remember: don't ever write x = 2x, use colours in your math dictionary, do exercise five, we may be getting a smart board sometime this week and Aichelle rocks!!!...just kidding about the last part..haha. =Þ
Have a good day, do your homework and if I have failed to leave information out of this blog post or if I have made a mistake anywhere, please tell me so I can fix it toute de suite.

homework ex. 4

Okay, whoa! haha. I do not know how to do number 16 and I'm pretty sure I'm not the only one. I was working on it with John earlier and we understand that it's pi and pi/2 but we do not know how to get the answers that were in the exercise book. =S...So if we could go over this in class it would be most excellent and greatly appreciated because I was doing my math, I understood everything until bam! 16! my favourite number! bee tee double you [btw-by the way] has stumped me! Okay well I am done with this post and fellow classmates feel free to comment on this with your problems or just your opinion. =Þ Bye, have a good night/evening and thank you! [my favourite colours! WOO!]