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.

Sorry for the late post.. Yesterday we had the Vectors unit test. Thanks, Chiquitita for the excellent test review! I personally thought the test was pretty hard.. but more preparing and time would have helped me. Any different opinions out there?

What have we learned?

'What were we supposed to have learnt in designer measurement unit?' The simple question that we started off with in the class. Mr. Maks is letting us pick 1 question to work on in our old Design and Measurement Portfolio booklet. These are questions that we could possibly see on the Provincial Exam:
PICK ONE from the following ...
page 6 of 6 Question B
--- Or---
Page 8 of 8 Question 5a

** Hint** Excel will help out for both questions

Today In class we started off with some mental math. After that we went over vector question #7 from exercise 3. He then showed us how to print from Euclid, by pushing the prtSc button which is on the top of the key board, then you open up word and right click and paste your picture, and she's ready to print. We then did a vector question that we handed in for marks . The question was, Diver on ocean floor, walking 40m in a direction w37 degree's followed by another walk measured 25m at a 130 degree bearing calculate Resultant? We then went over the question and the answer was, the resultant vector is 42.09m, in a direction 18 degrees west of south.

VECTOR TEST REVIEW

Today in class Mr. Max gave us our vector test review, which is for our test that is on MONDAY MARCH 23!!



We are allowed to bring in a piece of looseleaf with whatever we want on it to the test.



Mr. Max directed our attention to the government website where there are old ProvincialExams.

http://www.edu.gov.mb.ca/k12/assess/archives/index.html



The first problem we used as a review was June 2008 written exam, question 13.



The question is Danielle and David are pulling a wagon. Danielle pulls in a direction of N 75 E and David pulls in a direction E 30 S. The resultant force is 80 Newtons due east.



A) Sketch a vector diagram of the forces acting on the wagon, Include all angles. ( 1 mark) Mr. Max reminded us to look at how much the question is worth and evaluate how much you should do. Seeing as this is only for one mark, a 'messy' diagram will suffice as long as you include what is asked for in the question.



B) Determine the magnitude of the force exerted by Danielle. Show your work. ( 2 marks)

hint: use the parallelogram method, because there are two forces acting on one object in different directions.



June 2006 written exam, question 13 is very similar to the question above.



June 2006 written exam, question 12.



A boat on a lake travels a distance of 3km at a bearing of 250. It then turns to a bearing of 155 and travels a distance of 4.5 km.



A) How far is the boat from its starting point? show your work. (2 marks)

(One mark for appropriate strategy and a mark for the correct answer)



B) In what direction should the boat travel to return directly to its starting point? (1 Mark)



June 2007 written test question 3.


Given the two vectors x and y shown below, which diagram correctly shows vector addition?



January 2005 written test question 13



A group of snowmobilers leaves a lodge and travels across a lake at a speed of 40 km/hr for two hours in a direction of N 50° E. The snowmobilers then change direction and travel at 50 km/hr for ½ hour, due south.



A) Calculate the direct distance of the group of snowmobilers from the lodge.Indicate your strategy. (2 marks)



B) A second group of snowmobilers from the same lodge plans to travel to a landmark located 75 km W 25° S. Because of unsafe ice conditions on that part of the lake, the snowmobilers must take an indirect route. Design a route that is 125 km or more that will get them to the landmark. Describe all directions and distances. (3 Marks)





At 3:15 we switched to doing problems from Exercise 4.



Question 8



An aircraft flying horizontally on a heading of 285 is pushed by a wind with a bearing of 15. Angles are measured clockwise from the north. The indicated airspeed of the plane is 300kph. the wind speed is constant at 90 kph.



A) Draw the velocity vectors.



B) After 1 hour and 15 minutes of flight, what will be the aircraft's change in location (nearest half kilometer)?



Exercise 4 Question 5



A river of .62 miles wide is flowing at 6mph. Marie's boat travels at 20mph in still water.



A) in what direction should she point her boat if she wanted to end up going straight across the river (to the nearest tenth of a degree)?



B) To the nearest tenth, what is the actual velocity of Marie's boat relative to the shore?



C) How many minutes will it take her to get across by travelling in this direction?





TEST: MONDAY MARCH 23rd!!!



Have a great weekend, and don't forget to study!



** I am still working on uploading the screen shots**



*Chiquitita*

Kiwi fruit

Yesterday was a work period, so we did work. Also Mr. Maksymchuk gave kiwies (kiwis, don't really know) to everyone who wanted one. All in all, very fun, but thats about it

Today in Mr. Max's class, we started off with mental math. Question number 5 caused a very large debate. The question was if you took 2 sphere's and intersected them, what shapes would you get. Mr. Max was very determined that he was right. He was so determined, he made a trip to Mr. Chapmen's room to get two oranges, but came back with two kiwi's. He managed to prove that he was right. After he explained, some of us think otherwise. After wards we worked on exercess 3 and he did a homework check ay the end of class.

Friday, March 13, 2009

during fridays class Mr. Maksymchuk allowed us to go and watch the jv basketball team play a game. They lost, but it was a nice way to spend the class. The gymnasium was exciting because everyone was cheering very loudly and hoping for the home team to win. Sadly they never but it was close and everyone had fun.

Tell Me....

...how you're going to use your cell phone as a WORTHWHILE, CREATIVE, NECESSARY learning tool this semester in this class...

Really, I'm interested. And I think that if you can explain why you NEED to use it, maybe you should.

But I don't know if anyone will be able to make a decent argument.

Consider this a challenge...

... Sorry you guys this was supposed to be up on the blog February 19. It was the day of our matrices test, so... that's was we did of course. Hope you guys did well. So today when Mr. Max was talking aout the whole cell phone thing... what do you guys think? Should cell phones be allowed in class or not??? Let me know what your input is!!

Cell Phones Are Evil...Or Are They?

Check it out....Ms. Davis has much for us to consider, don't you think? The link appears below, and if you have strong opinions, what are they?

RM

http://coolcatteacher.blogspot.com/2009/03/making-case-for-cell-phones-in-schools.html

Monday March 9th, 2009

Today we kicked off the class with the mental math! Then we seen Mr. Max's srceen and it showed what he was looking at. We seen costco, and an email and other tabs open. So we asked howcome we aren't allowed to look at our emails but you are. He responded that he was looking at them during the afternoon break, and insisted that he would show us. The email was about cell phones and if they were evil or good in schools. What do you think? (Feel free to respond)

In my opinion I believe that cell phones should be allowed in school premissies, but i believe that in classes the cell phones should be either turned off or turned on silent, NOT VIABRATE, because some phones take such a long time to reboot and it also wastes a lot of battery power to turn cell phones on and off all the time. But if the phone was turned onto silent, the student wouldn't know whether or not if they have a new message or not. So therefore I think cell phones should be allowed in schools and in classrooms as long as the cell phone is on silent.

Next, in class we exchanged and corrected our homework assignment we had assigned for the weekend. The assignment was done only on graph paper with a ruler, pencil, and done to scale. The assignment was graded out of; scale stated, correct portrayal strategy, correct magnitude, and correct direction. The assignment was out of four marks total.

Next, Mr. Max assigned a new assignment. The assignment was Exercise three, question three, due for tomorrow, and that was all we did this class, so have a great night!

March 06/09

Hey everyone, today in class we started with mental math. Mr. Maks also had a new message on the screen when he locked them. It was how many pancakes does it take to shingle a roof? Answer: It doesn't matter canoes can fly. hahaha. Any way back to the important stuff. After everything was corrected Mr. Maks read us an article about a school in the States. I have to say it was pretty crazy what they have to do and what they're not allowed to do. We didn't discuss this very much. Next Mr. Maks showed us a math game that is actually pretty entertaining, and don't worry he put the link on the blog so you can go to it when ever you want to.



Once that was all said and done Mr. Maks started teaching us something new. It's called the Triangle Method. It's where you put two or more vectors together tail to head. The objective is to find the distance "as the crow flies" from start to finish. It also doesn't matter how many vectors you want to use or what order you put them in as long as the start and finish always stay the same.



I insist that you watch the video if you did not understand how I explained it.

Math Tuesday March 3

Sorry this is late i forgot that it was my turn to scribe.

We had a sub today so it was just a work period.

We are to be working on The Baseball Park question. If finished that we are supposed to move onto our vector booklets and work on Exercise 2 & 3.

I personally have very little idea about what we are to be doing with the vectors so i am very little help to those who do not understand, but Mr.Max is back Thursday.

Tutoring is Thursday as well.

March 2nd, vector scaling

Today, we started with mental math and moved along to vectors.
Turning to page B-5, exercise 2. We went through example questions to make sure we had a handle on what we were learning and we were shown a little more about Euklid .

Mental note:
Around the 21 minute mark of the video, there is a demonstration on how to measure angles on euklid. Its worth watching.

There will be links posted to our blog, to past grade 12 applied math blogs so we can look at past vector lessons and posts.

The video is stubborn, and wont upload, so if you need to watch it you need to go on the network and find it. (march 2nd vector scaling)

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.

Feb 26

Today, we started the class off with mental math, and Mr.Maks showed us a new program he is trying out, and can watch what is on our screen... yes... that means things like auto trader... kijji... hotmail... all those things he will be able to monitor and watch if he wants to. He can also lock our computers, send a question etc to everyone computer. We also got our tests back and handed in our Mental Math for the 10 days. At the end of the class, we talked about Vectors and went over question 2 in the terminology booklet.

* Page 5 due for monday (the ballpark question)*
* Start to bring GraphPaper *

Doll Clothes to Baseball Parks

Today there was no Mental Math, due to technical difficulties.

Mr. Max did a homework check on Question 2 Problem B from the Design and measurement booklet.

Then Mr.Max showed us how to do the question.

We started by having a crash course lesson about Euklid, as we were creating the piece of fabric.

There are 33 sets of clothes (each 16x9) and each set has 36cm of waste. On the bottom of the fabric there is 2cm of waste and on the side there is 1cm of waste.

*** Be sure not to double count the corner waste.***

There is 248cm outside "scrap" material
and 36cm^2 waste per set
your total waste would be 1,436 cm^2

You pay $10 for the piece of fabric, and you charge $2.49 for each set of clothes.


Homework: Page 5 of 5, Question 3 Part A-Ballpark Park question. DUE MONDAY MARCH 2, 2009

Tomorrow's scribe is *Beckles

Today in class, we did a mental math, a homework check on question 2.a) of our assignment "Design and Measurement" and went over how to go about solving it, and started on our homework assignment (2. b) from the same booklet.

How to do question 2. a):

1. Cut the ceiling into 4 parts (dotted lines on the diagram) and find the measurements of each side. In this case, the measurements are, for each section, 175 x 222.5

2. Figure out how many tiles can go length-wise and width wise by dividing each side of each section by 30 (length and width of each square tile). 35 tiles per section. 140 tiles for the whole ceiling.

3. The remainder side lengths for length and width are shown in b) by calculating the total amount of needed tiles by multiplying the length by 4 (because the sections are divided).

The remainding length of tiles on the length side is 7 x 4=28. This means that you need 28 tiles that are 12.5cm x 30 cm.

The remainding length of tiles on the width side is 5 x 4=20. This means that you need 20 tiles that are 25cm x 30cm.

4. Calculating the corners is just finding the remaining lengths, which are 25cm x 12.5cm. Then multiply it by 4 (4 corners)

5. Calculate the number of tiles needed.

140+20+14+2= 176 full tiles.

6. Tiles are sold in packages of 25, so you divide 176 by 25 to get the amount of packages needed.

176/25= 7.04. *8 packages are needed*

7. The price without taxes:

8 x 66.95= 535.60

The price with taxes:

535.60 x 1.12= $599.87.

Monday, febuary 23

Today in class we did mental math, then we were homework checked on the cake problem.

Dan is preparing to serve his rectangular cake(9" by 13"). he requires at least five large pieces of cake (4" by 3") and at least five smaller pieces of cake (2" by 2"). Create a scale drawing to show how Dan could get the most pieces from this cake with at least five of each, and the least possible waste. calculate the total waste.
As far as I could tell it is just trial and error. If you cut your cake correctly you should be left with 1" by 1" of waste.

Mr. Maks then showed us how we could do 2A with the help of a spreadsheet.

We have now been assigned question 2 A in the booklet for homework.