Intro: Applications of Periodic Functions

Pre-Exam Tutoring - He will make available as much time as possible to help us after school and in the evenings. If we are going to come we should tell Max that we are coming so that we don't waste each others time.

We just got a copy of Jan 09 exam to study from. For exam we can use java applets, cheat sheet (formula sheet), excel, etc.

For periodic functions we can use either our calculator or Graphmatica. There is a video, so I won't go into detail this time. I may make little notes for you though.

* Listen at the 30min mark, eh.

CLICK HERE TO WATCH THE INTRO. VIDEO

CLICK HERE FOR THE NOTES

Lease vs. Purchase w/ Stratigies

"There will never be a dance party in fifth block applied math." - Mr. Max

We bought/leased cars today with our TVM solvers and/or spreadsheets. The question we are supposed have done by the end of the class is question 3 (involving Maila) on the back side of the first page of the booklet we got yesterday (Personal Finance Review).

While Max kept talking I kept listening and ignored the actual question, so I didn't really get anything done (I don't really like all this stuff anyway).

A useful way to "solve" the purchase problem is to use the PMT function in excel.

I'll expand on everything soon, just need to have something posted.

Finishing Design & Measurement Before the Break

Ok... I knew what a 2 by 4 was before Mr. Max tried to explain it, he just confused the crap out of me. I understand again now that I've drawn it.

note:
The cost for building one picnic table is not double if you build two tables.
note:
One tick means foot, two means inch.

We were assigned two more questions, you only have to choose one. The first one was on page(s) 11 and 12. It's about a picnic table and looks rather difficult. The second question is on page 13 and is about book shelves.

We are going to look at our answers for all four of these questions after the break and post them to the blog (so make sure you have the right answer).

He didn't check if we had the other question (that we have chosen) done and he won't be sad if we have homework over the break.

We haven't done any mental math all week and we haven't started a new unit.

This is the last class we have before the break (in case you didn't konw).

Spring Break starts on Friday (Parent Teacher morning and afternoon).

School resumes on Monday, April 6th and we also have that Friday off (Good Friday).

Easter is on the 12th.

Measuring/Displaying Direction (Vectors unit)

Guess what we did first!?... MENTAL MATH. Yeah *in squeaky voice*.

There it was! "HE" locked my computer while I was in the middle of scribing. I really really don't like that. Actually I don't like any of it.

Interesting and Kinda Random:

We see north as up because its conventional. That's just how it is. His point is were going to use these as directions, well, they are directions and were going to use them.

Measuring/Displaying Direction (this is what we started learning)

Ok, I didn't write down the notes and I don't have the screen shots or the video with me, only the examples, so these methods will truly be my interpretation (don't look at me if something's wrong).

I'll use the examples to explain the methods, somehow.

Method 1: Look at which quadrant the line is in. When you write your answer you use the first cardinal (of that quadrant), state how far it goes to the next, then state the next (next meaning the other cardinal of that quadrant). So this would be E 19*deg S. You could also go the other way and say S 71*deg E, but everyone just likes the other way better.

Method 2: Is almost exactly the same as the first method only you write it like this, 19*deg S of E. You could also write it 71*deg E of S. I find it self explanatory when I write it like this.

Method 3: I assumed in the first two methods you know how degrees relate with the cardinal directions. I'll just say this, one quadrant has 90*deg in it, so from north to south there are 180*deg and there are 360*deg in all. The third method is just that. All you would say for this is, 320*deg, because when you go from north to west its 270*deg then you have to add on 50 because there is 50 degrees till you reach the blue line (90 - 40 = 50).

Orange Line: 188*deg, 8*deg W of S, 82*deg S of W, S 8*deg W, W 82*deg S

Purple Line: 79*deg, 11*deg N of E, 79*deg E of N, E 11*deg N, N 79*deg E

Homework = Ex. #1; 4-6. Ex. 2 #1-8. These won't be due till around the middle of next week (he'll be adding to it), and he wants us to use paper (graph paper) and pencil instead of Euklid (even though we will be using Euklid for most of this unit).

Oh, and the baseball diamond question (you know the really long one) is due for Monday. I don't mean to remind Max, but the chances of him forgetting are slim so I'll remind you instead.

Here is the video, and if you really want, here are the slides.

Exercise 5: Question 2

a) The weekly production of kitchen and bedroom suites:
Factory A: 3* [30/40] = [90/120] ~note: these matrices are 2 by 1
Factory B: 8* [10/15] = [80/120] ~these are also 2 by 1
There are three factories of type A so I multiplied the production for one week in a factory by three to represent the amount produced in all three factories of this type. The same was done to the second type of factory which has eight factories.
To find the total amount of suites over both factories I now add the amounts that I acquired in the first step:
[90/120] + [80/120] = [170/240] ~again 2 by 1 matrices
Therefore, in one week, 170 kitchen suites are produced and 240 bedroom suites are produced.

b) The total market value of the goods purchased:
[170 240] * [1500/2200] = [783,000]
This says that 170 kitchen suites and 240 bedroom suites multiplied by their respective prices ($1500 per kitchen and $2200 per bedroom) gives us the total value of all the suites. Note, that when I did this, the number of suites was in a 1 by 2 format and the prices are in a 2 by 1 format so that multiplying could be achieved.