Personal Finance

Hello everyone! Today we started our new unit Personal Finance. When we came to class, Mr.K immediately divided the class into 3 groups, then we looked at some Developing Expert Voices projects posted in our DEV website.
The first thing we learned on this new unit was the formula:

Mr.K also taught us how to use our calculator program TVM Solver, and then we used what we've learned on some practice questions.

To get to your TVM Solver program in your calculator, Press APPS(Applications), then press enter on Finance, and then enter on TVM Solver.
Our Homework for tonight is page 158, numbers 1-7.

FIN.... The next scribe is Chris A. ~(_8(])

Today's Slides: April 30

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BOB

..I know its late to do this BOB since we just finished our test..lol..,but I think I still need to have one for when Mr K. looks at our posts. This unit on vectors wasn't as hard as our past units. This was actually a fun unit. Dont you guys think so. Measuring and figuring out angles and sides kept us all awake...especially KYLE..lol just joking.

B o B

I almost forgot to do my BOB... I think that our unit Vector was not as hard as our past units. We just have to understand the questions and keep our work clean and easy to read so we don't get confused. The only part that I get confuse sometimes is drawing the angle, like the 18 degree West of South. But I think I'm ready to take the test today. Good Luck everyone! ~(_8(])

B.O.B

Well guys our vectors unit is finally done, i am kind of glad because i was never really good in the angle department. This unit wasn't as easy as some people made you think, the unit actually involved a lot of math and thinking to go along with it. About half way through the unit we got a program called trisolve2, this program help me out a lot and it made me understand a bit more that i knew. I think my "moment of clarity" was a couple days ago when i stayed a little after class and asked a few questions. I hope everyone does well on the test and good luck to you guys.

BOB

I thought that Vectors was kind of confusing at the beginning, but I've learned how to understand it more by reading the questions extra carefully. There are still some questions that confuse me, but I think that it'll be okay. Before the test, I did a whole bunch of questions from the textbook, and like Mr.K said, we're just doing the same question over and over again. I feel like I'm ready for the test. But I really don't like questions with three vectors. Hehe, goodluck on the test everyone! I hope I get a good mark!

BOB

i can't believe that there's only a month left this school year, sweet ! Well vector unit is not really that hard, you just have to understand what the question says and if you do everything should be fine because we do same calculation for each one all the time. I hope I'll do good on the test. Good luck to you guyz.

BOB

Oh my, this month flew right by, just like this unit. So now we have come to the end of the unit "vectors". I wasn't sure what to expect in this unit whether it was to be difficult or quite easy, but now i realize it was a little bit of both. The two quizzes we did the other day really explain my understanding of the unit. The morning quiz, which had scalar diagrams, definitions etc was no problem I understood that stuff very well. The afternoons quiz was okay I'm good with word problems as long as I don't have to move the vectors, once that comes along to me it becomes confusing. That's were I seem to have a problem, also sometimes I know when I'm supposed to use the program on the calculator and other times I'm not to sure. But i do like drawing the pictures/diagrams with the measurement's and angles it ends up being quite fun.I don't know about some parts of the unit but hopefully there won't be too many questions about the stuff I have a hard time with. I hope I do well on the unit test, I need to boost up my mark. Good luck everyone!

-Britt<3

BOB

wow, test 2orrow, and only a month of school left.This unit makes you think alot ,but otherwise like mr.k had said they are all calculated the same way , and method.well i have to say good luck people , and don't worry i'm just as scary as you guyz.

Scribe April 25, 2007

On our morning class we started out with a pre-test and right after that, Mr. K puts us in a group to share our answers and hand in one paper. But there wasnt enough time so we continued the group discussion in the afternoon.

And here are the questions & answers on our pretest this morning.

1.The vector represents a velocity of 50 km/h towards [030°]. What is 4v?
(a) 50 km/h towards [-120°] (b) 50 km/h towards [120°]
(c) 200 km/h towards [030°] (d) 200 km/h towards [120°]

-> answer = c

=4x50 =200

the direction stays

2.The airspeed of an airplane is 300 km/h. A wind blows from due east at
50 km/h. In what direction does the plane need to head in order to travel
due north?
(a) [010°] (b) [296°] (c) [304°] (d) [350°]

-> answer = d

bec. if the wind is travelling due to east and the plane wants to go north the angle of the plane should be around 340-360 degrees....

-and the closest one is the 350 deg.

3. Corrie and Allan are pulling on a rock with equal force, they are at an angle
of 40° to each other.
If the resultant vector has a force of 50 newtons, determine the magnitude of the force with which each is pulling.

- its a tail to tail diagram so we use the parallelogram method....

- the answer would be 140, in my diagram I add the 90 & 50 to get the result of the magnitude of the force.....

4. If the resultant force remains at 50 newtons, at what angle could Corrie and
Allan pull in order for Corrie to pull with double the force of Allan?

- the two should pull at a 90 dgrees angle... bec if Allan is pulling 100N & Corrie pulling 50N...the resultant vector will be 50N by using the pythagorean theorem....

5. An airplane travels at a speed of 250 km/h in a direction 30° north of west for
one hour. It then travels at a speed of 300 km/h for 40 minutes in a direction
of 42° east of north. To return directly to its starting point, in what directionand what distance must the airplane travel?

-first change the velocity of the plane to distance...

250 x (60/60) ->60mins represents 1hr
= 250km

300 x (40/60)

= 200km

- then punch in all the info into the calculator and use the trisolv2 program

-and the result would be like this

-The plane should head of Bearing 163.187 deg. (73.187 + 90) with a distance of 285.848 km.

I gues thats it for me.....

The next scribe will be Al Andrei.............

BOB

From all the units that we have covered so far in Math, i think that I like this VECTOR UNIT the best. I think that the only thing that confusses me is the directions which is very important. But I think im going to do fine on the test, i just have to really listen and think about it. Ex. 30 degrees North of West. Besdies that i find it easy, you just have to really understand the question. But when we did the quiz yesterday, i found the questioning kinda confussing and hard to understand, but after the whole class went through it, I understood it.

Today's Slides: April 25

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Scribe August,23,07

My apologies for those who were'nt in class yesterday for posting my scribe late, my network connection was acting up again. Well here it is. Yesterday we started our class with a suprise quiz. Heres a recap on the quiz.

These were the five ways in which a vectors direction can be stated. Some of us had a little bit trouble with this because we got confused. The confusion was having a degree with either "west of south" or "south of west", because those two are different directions.

For this question, we had to use exact measurement since it is asking for a scale drawing. we use our calculator if it asks to calculate the vectors.

*Remember* Dont forget to indicate a scale. It represents your measurement.

Part A is drawn that way because it states that it is East 15 degrees. Therefore we place the protractor upside down with the zero line on the horizontal line of the "T" scale( I forgot what it was called lol). We then measure the down from zero since it is also stated that it is South.

Part B is similar to part a except the direction is not given instead we were given a bearing.

We then start to measure the angle by starting at North working your way around the protractor until it is 300 degrees.

These questions were new to us. I think this was the first time we were given questions lke these.The first question we just added the vectors since they are both east meaning pointing the same direction. Speaking of direction, the second question is different. The answer is 1 meter west because a vector is going 3 meters east and another one at 4 meters west. Unlike the first one we added the same direction, for this one we subtract.

In the afternoon period, we had another quiz. This quiz was more on problem solving.

On this question we moved one vector to make this question easier. By moving the vector we can easily construct the resultant vector making it easier to find missing angles by looking for the "Z". When we have three information about the triangle, we then use our program in our calculator called Trisolve and punch in these information. By doing this, the calculator solves the rest of the missing info about the triangle.

Scribe

Question:

A ship needs to travel in the direction of 40°. The ship has a speed of 20 Knots in still water. A current of 6 Knots at 360° is pushing the ship. Determine the direction the ship needs to be headed, and the magnitude of the ship's resultant velocity.

Solution:

First you have to understand what each vector means and where to put it.

Then you plug in the angles and sides what you already know

The vectors form a letter "z" so the angles correspond with one another.

You then plug in your answers into the calculator

Calculator Functions:

• Go to your TRISOLVE2 program in your calculator


• Enter angle AB as 120°


• Enter side A as 6


• Enter side B as 20


• Press 3 to solve

You will then end up with this:

Plug in the answers to your original diagram. Your diagram should look something like this

You then subtract 44.941° from 20° to calculate the bearing which is your final answer!

BEARING 24.9°

Anyway i hoped that helped everyone understand this problem a little better! The next scribe is JOWELL

Today's Slides: April 24

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Today's Slides: April 23

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Vectors; April 20, 2007

Vectors; April 20, 2007.
By Ivy S.

April 20th is Friday and we only had one class. Some of us were confused about the Thursday problem that Mr. K gave us before he left. You know what would Mr. K do; he will go over it with us......but he thought us something, he told us about "The fish." We all learned something. I actually forgot the line but basically the point that Mr. K was telling us to teach our selves. Teach ourselves because we can actually understand it better than waiting for the answers. Understand it better because it is better to find the answer for yourself than depending.


OK! begin lets this.....This is our problem on Thursday that some students are confused.

And we have two different answers & two reasons how we got those.

The first one:


This is how some of my classmates got their answers. They explained that it doesn't matter where to put the vectors because you can move the vectors around, but they didn't actually move it. Sure do this answer looks good but sorry for disappointing the readers this is not the answer some of my classmates had this little misunderstanding.

The Second One:

sooo... readers.. can you see the difference? Well if you compare the two you will see the resultant vectors are different. Even if you say it can't be because these vectors have the same angle and magnitude. They do but what about the direction? what about how to relate it to the problem?

Here how it goes.

COMPLETE SCRIBE WILL BE POST THIS AFTERNOON.

SORRY PEOPLE..

Today's Slides: April 20

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Vectors

Today when we came into class Mr.K handed out these linking cords for our calculators. After they were handed out he told us about this new program that we would be downloading onto our calculators. Once we had the program and actually learned how to use it, it seem like math in this unit got so much easier. The program was amazing, it almost does all the work for you.

The Program

The program is designed to help you find angles and the length of sides on a triangle. Once you get the hang of it, it is really easy to use. First, before you can punch any of the data into your calculators you must find three(3) facts about the triangle. The facts can be either angles or sides, but keep in mind that you must know at least one(1) side before this will work. So now you have your three facts, then you punch them into your calculators and hit solve. Within a matter of second the calculator will show you the other sides and/or angles. So like i said this program is really helpful and safes you time.

To get to this program you hit the PRGM button ( program) then hit enter on TRISOLV2 then enter again. And there it is your into the program.

Once we got good with the program we went and touched upon the Pythagorean Theorem. The Pythagorean theorem states that a^2 + b^2 = c^2. Also as you can see by the picture All angles are represented by capital letters and the sides are represented by lower cased ones. The same letters will always be opposite from each otherFor the rest of the class we worked on some problems using the new program. Some things Mr.K told us when doing problems is to make sure your sketches are big and the dimensions are clear.

The Afternoon Class

In the afternoon class we talked about Opposite angles, Alternating angles, and Corresponding angles

Opposite angles mean the angle opposite of another one is the same, just like in the picture. (The A's are equal angles and the B's are equal angles)

Alternating angles mean you have one angle and then on the other side of the transversal line the next angle is the same as well( all the A's are equal angles, and all the B's are equal angles)

Corresponding angles mean the angles on corresponding sides of the transveral line are congruent ( the A's are equal and the B's are equal to one another)

I hope my scribe was helpful, tomorrow's scribe is Ivy

Today's Slides: April 19

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Scribe Wednesday, April.18/07

Well here's the scribe for Wednesday, April.18/07 sorry it's a little late but I had work today and my Internet decided not to publish my written scribe twice, so maybe the third times the charm.

First off we talked about a collaboration project with a grade 9 computer class in New York City for our D.E.V projects. We would get the content done the problems as well as their solutions and send it over to our partners in New York. They would then make it as some would say "look Pretty" but you are responsible for telling them what you want, keeping in touch with them and making suggestions after all you will be marked on their work too. If you choose to participate in this a one week extension on your project will be given. The dilemma is Mr.K needed to know by today, but as we all noticed in class everyone has chosen I believe to do their D.E.V projects independently.

We also learned how to make a Wiki, the one thing we thought was quite complicated but in reality wasn't.
Here are the steps:
1. First go to http://pbwiki.com
2. Then choose a wiki name (example. 12345@pbwiki.com) and type your e-mail address.
3. Next wait for an e-mail to be sent to your account, in that e-mail there will be a link click on it and enter the information provided
*remember
- Don't use your last name just your last initial
- click "educational" as purpose
- and accept their terms
That's about it short and sweet, you know have a wiki:)

We then continued onto yesterday's topic of word problems with vectors.























Next we moved onto a dictionary slide, showing the different ways to name a vector entitled "General Notation for a Vector". Also a vector can be named with two V's (VV) as well. Then the secondary slide which is also a dictionary slide shows the definitions for Equivalent Vectors, Opposite Vectors, and The Zero Vector.

Then we moved onto the next slide.




















Well ladies and gentlemen thats all for me today.
The next scribe will be...KyLe

Bye, Bye
-Britt<3

Today's Slides: April 18

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Scribe

Hello guys, sorry that my scribe is a little late. This is the scribe for yesterday's and monday's class.

Adding Vector

A vector is represented by directed line segments. The arrwohead indicates the direction of the vector, and the length of the segment indicates its magnitude.

A geometric vector has two components: the magnitude or the length of the vector and the direction in which the vector acts.

Parallelogram

When two vectors are acting on the same point, the are arranged tail to tail, they can be added using the parallelogram method of addition.

For Example:

You have a 3 cm vector facing to east and a 4 cm vector facing south.

Copy each vectors and put them on the opposite side of the original vectors, but still facing on the same direction.

The diagonal line is called the resultant vector. Measure it to get the answer.

If you did all the measurements correctly, your answer should be 5 cm.

Triangle Method

When two vectors are arranged sequentially, they are haed to tail, this vectors can be added using the triangle method of addition.

For Example:

There is a 3 cm vector facing east and a 4 cm vector facing north and they're connected tail -to- head.

Connect both vectors to get the resultant vector. Like this.

If you also did all the measurements right, your must be 5 cm.

When adding vectors, you must indicate the length of the resultant vector and an angle with the direction, or you can also use a bearing for your final answer.

You can use the compass directions to guide you in getting the angle you're looking for.

When you got the resultant vector and the angle your answer should look something like this:

5 cm at 42 degrees North of East

That is the end of my scribe. The next scribe is Brittany !

Today's Slides: April 17

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Today's Slides: April 16

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The Main Thing!

You've mentioned in your BOB's the increasing difficulty of your studies. Can this be of any value?

BOB

Our unit Statistic is confusin... because of many formulas and the different calculator command.... And some of the problem I dn't know how to do it, but yesterday's review and today's class really helped me.... now I kinda understand which formula im going to use or calculator commands in each problem..... I hope I dn't get confuse on tomorrow's test and atleast I could get 50% on the test....... ----->>> wishing u all best of luck!.... :S

BOB

Well, it is the day before our test and i am starting to get nervous, I think that the unit was difficult, but once i started understanding the formulas it started to get easier, but im still having problems. I think that it was to get the idea of an example and using it for another question, but it usually doesn't work, you have to really understand what is happening. Well, GOOD LUCK everyone!!

Bob

i think this unit has been the hardest one we're done so far this year. There are alot of formula's that you need to remember and if you mix them up you could get very confused. When we first started statistics i thought it was pretty easy, things were just making sence. As the unit went on Mr K kept introducing new things and i had no idea what was going on. But when it came test time i felt i was ready and then the test was postponed until after spring break thats what screwed me up. When we came back i had no idea how to do anything and was really not looking forward to the postponed test. Now going into the night before the test i really believe that our last two classes have helped me learned more about the things i didn't know. Goodluck to all on the test tomorrow because i know i'll need it.

Today's Slides: April 12

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BOB; ivy

well..the end of our statistic unit...this unit is also pretty hard....but i'm just pushing myself to get every details...i know right about now it's too late to ask for help to do the binomial distribution...i will try my best in this test...it's fun doing the confidence interval for me..calculating the mean and the standard deviation. To get the standardized. Well might as well tell myself goodluck for this test.

BOB

Well yet agin another BOB, I feel as if I just did one..haha. But anyway this unit was different it took a while to wrap my head around it, for the math itself isn't difficult, it's understanding the amaterial and remembering what to do. I really wish we could have done the test before spring break because I felt that I knew most of the stuff, but now i feel a little lost, when I went back to try to do old questions it was ahrd to remember. I couldn't remember some stuff I almost felt as if I had to re-learn it. Hopefully I do well on this test, I really wnat my term mark to go up. Best of luck guys!
-Britt<3

BOB

OK... so statistics... Well before i start i would like to say sorry if i haven't been up here or anywhere else like the DEV blog thing.. my computer is sick so i had to kidnap my grandma today and force her to bring me home with her so i can use hers... so i can BOB.. YA bob..
So i guess the first thing i would like to say about STATISTICS is that it has frustrated me more than once this term and that I am glad it is almost over.. One thing i noticed was that it was really difficult going through it once with the class and Mr.k. For a while i thought i could possibly fail this unit. The thing that i noticed though was that when i went though it a second time ( on my spare time of course) from the beginning of chapter to the end, it was so much easier because i already had the knowledge that Mr.k had already gave us in my mind. The text book gave me that extra little push into the "I-know-what-I-am-doing-now" zone. I still believe i might have some problems, this isn't an extra easy unit. But the text book helped.. its great to know its not just a paper weight AND it taught me some neat things. Like how i knew that you should clear the Lists and turn off the Y plots when you shade norm. So that's my little blurb about statistics.. GOOD LUCK ON YOUR TEST!!!

BOB

It's a hard unit but today i think i understood what i was being taught. There are some problems i still dont know how to do but hopefully the test questions should be one's that i actually can do. I think that the unit is hard because there are so many steps on doing it that id probably wont remember how to do them. welps i hope i pass this test. *crosses fingers*

BOB

This unit is soo hard. I think our lesson today KIND OF helped me a little bit but not enough to make me more confident about the test tomorrow. Theres just so many things we have to know on the calculator and i forget how to do it! Or that i dont know how to get to that function. Hopefully i'll pass this test! or better yet, maybe Mr. K might postpone it!

Today's Slides: April 11

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BOB

Just like others said, Statistics was really a hard unit. There where a lot of times that I don't even know what to do or I could not follow the steps that we have to do on the calculator, but in the end it was okay. For me to pass this upcoming test, I really need to study. I think the key to pass this test is to know what formula to use on a certain question and to understand the question itself. Like everybody else said, this is really a confusing unit, so good luck to you guys. I hope we all do well.

BOB

In the unit of Statistics, everything is pretty complicated. Analyzing the problems carefully is one thing that we should always do. This unit also involves probability, which makes it more complex in understanding. The topic that I am comfortable and confident with are z-scores and the confidence intervals. Learning Statistics also involves different calculator functions which will be remembered if we understand the meaning of the problems that we have. Statistics is also important because it is used by different professionals in the real world like teacher applying that knowledge in the marks of their students. Speaking of marks, I hope I get a good mark in our upcoming test tomorrow??.. Oh well, good luck to us! ;-)

BOB

Wow this unit is so hard, its like every question u do is like different.After the pre-test it hit me hard.Like i can only answer 30 percent of the question.Aleast the unit isn't hard as proability.But yeah im like freaking out on the test.I did my homework and reviewed some question ,but until the pretest its just different.

B O B

I think that our unit Statistics is a hard and confusing unit, because of the different calculator commands that we have to learn how to use. But some part of it was easy to understand and use on problems, like finding the 95% confidence interval and the margin of error. What I think about our pre-test this morning is that it was short but confusing, I didn't even get the answer for the last page questions. If our test is tommorow, I really have to study tonight... and I'm gonna start now. ~(_8(])

BOB

I guess i'll do a BOB as well, just incase we do have the test tomorrow, which I hope doesn't happen. So, today in class we did the pretest and I think we were all confused about it x| So yeah, I think that's why we shouldn't have our test tomorrow. Anyway, overall I thought that statistics was okay, I think that the unit overall was okay. It took awhile to get, but eventually I got it. And that's basically it, yup. Kay, bye!

BOB

Hello! So I think... I THINK we have to BOB. I'm not too sure, but I'll write a BOB tonight just in case our stats test is tomorrow! Well statistics was a very long and hard unit! I feel confident in some areas of statistics, but not all. I feel like I'm most confident with z-scores, and the 95% confidence level. The other topics just confuse me sometimes. I really have a hard time approaching the question, and figuring out which function to use on my calculator! normalpdf, normalcdf, binompdf, binomcdf, invnorm!!??! But I'm trying to do many different problems so that I could understand it more. And it's working! And I HOPE I get a good mark on the test! .. if our test is tomorrow!

scribe

So we did our statistics pretest today! Mr. K wasn't there and we all got different answers and were not sure about the problems. So I'm not going to do the problems since we don't know if there right or wrong! So I'll continue my scribe tomorrow!

So it's tomorrow now! and Mr. K was there and we went over the pretest. aaand here it is.


















and the next scribe is cris_J

Monday's Homework

Here it is ...





And the answer are ...

Confidence Interval

On Thursday, we talked about confidence intervals.

A confidence interval gives an estimated range of values which is likely to include an unknown population parameter, the estimated range being calculated from a given set of sample data.

We had this problem…

Some Senior 4 students in a large high school want to change a tradition at graduation. Instead of wearing the usual cap and gown, they want to wear formal clothes. A quick survey of 96 randomly selected students shows that 41 prefer formal wear.

To answer this question, construct a “confidence interval”, most often a “95% confidence interval”.

Find the probability (P), the mean (µ), and the standard deviation (σ) first.
p = 41 / 96
= 0.43


µ = n ∙ p
= 96 (0.43)
= 41.28



σ = √ n ∙ p ∙ (1 - p)
= √ 96 (0.43) (1 – 0.43)
= √ 23.5296
= 4.851

For data that have a normal distribution with mean and standard deviation, a 95% confidence interval is:

µ ± 1.96σ

This is the range of values that lie within 1.96 standard deviations of the mean. The probability that a particular data value lies in that range is 0.95. This is shown in the graph.

95% confidence interval = µ ± 1.96σ
= 41.28 ± 1.96 (4.851)
= 41.28 ± 9.508

---

= 41.28 – 9.508
= 31.772

or

= 41.28 + 9.508
= 50.788

We write it this way: (31.772, 50.788)

= (31.772 / 96) × 100
= 33%



= (50.788 / 96) × 100
= 53%

And we write it this way: (33%, 53%)

With 95% confidence, we know that between 33% and 53% of 96 students prefer formal wear.
Now, find the Margin of Error and Percent Margin of Error.

The margin of error is the proportion that we add to, and subtract from, the mean to construct the confidence interval.

For a 95% confidence interval: Margin of Error = ± 1.96σ

1.96 × 4.851 or 9.508 represents the half-width of the interval. This is the margin of error. To express this as a percent, we divide it by the sample size, which is 96, and multiply by 100.

% Margin of Error = ± (9.508 / 96) × 100
= ± 9.904%

Is it possible that a majority of students prefer formal wear?
** Yes, but not likely, because the high end of the 95% confidence interval is just 3% over the half of the sample size and the Margin of Error is a little bit high. When you conduct a survey, the smaller the Margin of Error, the better the results of the survey.

The next scribe is Donna (",)

Tennyson

Today's Slides: April 5

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flickr

ProbabilitY

Flickr Assignment

Probability Assignment