BOB

Sorry my BOB is late also, it's because of the trip. Oh, and sorry i haven't been to class yet. I've been feeling really sick since we got back from our trip to Banff =| But i'll be coming back to school soon x)
So, anyway about vectors. I thought that was pretty easy at first, the rules and stuff were simple. But when the rules of moving vectors were allowed, I really didn't understand where to put the vectors or where it was suitable to put the vectors. But i'm so glad that we're done with vectors to tell you the truth. Well, i'm not, I still have to do the test x( That's okay. I'm so glad we're doing Personal Finance x) Yay! Okay, see you guys soon!

BOB

Sorry, my BOB is late because of our trip...
The last unit that we learned was about vectors. This topic is not new to me because i have learned it in my physics class. I didn't have much difficulty in this lesson because of its introduction in physics which have problems more complicated than those that we had. I now have a much better understanding of vectors. Some of us in class had a hard time understanding on how to tell the direction of the vectors, but we all helped each other if we don't get a problem. I think i don't have any difficulties in this unit because in problem solving, you just have to read and understand the question word for word. I'll ask Mr. K. if I can write the test tomorrow and I hope I get a good mark in it. ;-)

BOB

Ok i know this is MUY MUY MUY TARDES! but my internet was disconnected and ive been busy. BUT its here and i guess its better to have one then not, not umn .. vectors. Well that was short. and easy. I hope i did well on the test. I didnt find this unit as difficult as the last one. I am just hoping that I read all my questions right.
hopefully we can get through personal finance like we did vecotrs.

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

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.

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

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.

Today's Slides: April 23

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.

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

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.

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