HAPPY BIRTHDAY GRAEME!

HAPPY EIGHTEENTH BIRTHDAY!!!

***Craig-4th (belated)***
***Graeme-7th***
***Chris-13th (advanced)***

Much love ! =)
Good luck with your DEV =)


---Aichelle ROCKS!

scribe seven? haha

| View | Upload your own

bob

This unit was definitely a harder unit for me to understand. I like how things go together but I have a lot of trouble figuring out what I have to do first. Sometimes I can start solving a problem but I don't know what to do next. I find this unit really challenging and hope that I can do well on the test. The pretest was all right; I answered most of the multiple choice questions and I had trouble with the long answer question. Although we spent a lot of time on this unit I still have a lot of trouble with it but hopefully I can do better on the test. Good luck everyone and don't forget to BOB or study!

scribe number six.

Hello today's class was a very short class due to Mr. K's absence for most of the class. He had to attend a meeting. I am lucky that I do not have to do a very lengthy scribe.

Mr. K started off by asking us if this was true:
[see slide two for original slide.] We then found out that it was not true. After that Mr. K asked us if we knew what derivative rule would give us a product in the for its derivative. We figured out that the chain rule would do just that. So instead of differentiating the function we would anti-differentiate it by running the chain rule backwards. Remember: the chain rule involves a composite of functions and do not forget to add the constant.

So to test this out Mr. K gave us a number of problems to work on. The first three problems were pretty straight forward. All that had to be done was to run the chain rule backwards. The last three problems were a little bit different. There must be a product in order to run the chain rule backwards. If there isn't a product you can just simply multiply by the number one but you need to be clever about it. Here is an example[see slide three for original slide]: The last three problems were similar to the example shown above. Shortly after that, Mr. K departed to his meeting and Ms. Pangan came in to supervise us. We were assigned eleven question 1-21 odds only! If you did not finish those in class it is for homework. We also used the smartboard but it froze and somehow got disconnalcted [Chris' word] [disconnected]! but have no fear Craig saved the day and fixed it ! ZING! After that he successfully powered it off! I'm not quite too sure who has been scribe yet so I will ask in class and decide from there.

bob...

Hello...
time for another bob...this unit was very short but it had a lot of things to remember...the first few days we started this unit I was okay with it but then the last few days have gotten much more difficult..The Second Fundamental Theorem of Calculus kind of confuses me...There are a few things about each concept that are hard but it is mostly that...I think that is what will get to me the most and probably the accumulation functions next but I will try my best to get a better grasp of everything...hopefully we all do well on the pretest and on the test..

bob..

Okay wow! Time for another bob! I really find this unit tough the optimization problems are like =| I find it hard because most of the time I do not know what the question is asking and I am not able to draw my diagram! Anti-derivatives are quite tough as well, those I do not like! Hmm the mean value theorem I think I get the gist of that =) hopefully! I also hope I understand the first and second derivative tests; they're all right. I honestly think I am going to fail this test...I know I say that a lot but I'm serious this time...so I'm hoping that all this studying will pay off because otherwise I'm going to fail!...Good luck everyone! =)

Scribe five.

Today's class started off with Mr. K. showing us a new tool on the internet which we can possibly use for our DEVs. I cannot quite recall what that tool was called or what the site was but basically it is a tool where you can record your voice while explaining a video in the background where you can draw to highlight points and even fast forward or slow down the video. I will post a link on here later once I figure it out. Soon after that we got into our pretest.
We did our pretest and I think most of us found it difficult. Our pretest consisted of five [or fifteen lol] multiple choice questions and one long answer/free response question. So to get right on to it I think most of us got number one but basically you could put it into your calculator.
Once you realize that you can just simply plug that into your calculator.
The second question involved the quotient rule. Remember: the quotient rule-high d low minus low d high all over low low!
Basically, you must remember how to use the quotient to solve the question, so remember it! Number three was more difficult for a few of us. I didn't get it at first but I asked Mr. K. about it and hopefully I can do an all right job explaining it. The next question involved the Pythagorean theorem.uestion number five was also another difficult question we encountered. The last and final question was the long answer. Depending on what your slope was or how you drew your tangent line the answers varied among the class. Mr. K. said he wasn't looking for the correct answer in a question like this he was more interest in the process of how to go about the question. That was the last question. Do not forget to study or do a bob and that we don't have school on Friday! Everyone enjoy your extra long weekend! Good luck everyone!
The Next Scribe is...pending for now.

13-0-13 V. 3

Hello this is my third BOB. I really found this unit difficult because of everything that goes into it. First we learned all of the rules and then we learned how to use those rules in more difficult questions like the related rates problems. When we first got introduced to related rates I was just absolutely lost but I kind of understand them and hopefully I won't do too bad on the test. We all have to do some studying (except for Chris maybe) because after that super hard pretest we were like =S ! There were questions that I didn't understand on the pretest but I asked Mr. K. about it and I think I get them now...even though he said one of those questions would not be on the test..it's still good to understand how to do them. I think I will try to get more help from Mr. K. because I find calculus extremely difficult and I'll understand it better. I think we should all do that if we are confused about calculus. Also, I am going to make a math dictionary for myself soon. I told myself I would before calculus started and I never got to it but I know Craig has made one for himself which is excellent and I think we should all invest in a math dictionary! Good luck to everyone ! I still have to do the scribe =S and study for math + English homework + Chem homework + study for world issues + bake cookies for bake sale...WOW ! okay good luck once again! =)

Scribe number four.

Hello, hello again.
I am filling in for Robert today because he does not have enough time to do one but don't worry, he can scribe at a later date! As you all may know or not know we have started a new cycle, which means anyone can be picked for scribe! *applause and cheering* So today's class started off with everyone writing their signatures on the smart board. However, to everyone's surprise it got eraseD!
Mr. K. started off by telling us that we'd be learning about derivatives of trigonometric functions and we also took a look at the first slide which can be found in the previous post. The picture on the slide was taken by a former student of Mr. K's for a flickR assignment.
Shortly after that we had all received our marks. We received two marks; raw and transformed. The raw mark is how we did in the term and the transformed mark is based on a curve. Basically, Mr. K. took the average of our precal40S marks, which was 77.5 and based it on that. The reason why we have the transformation is because Mr. K. said it is to ensure you do not get penalized for taking a university course in high school. For a more thorough explanation of all this please see Mr. Siwwy's scribe below or by simply viewing the labels under his name or scribe posts. We also had all of our quizzes, pretests and tests back. We had a short discussion on a few of the answers because we were unsure of them. Also, see slide two to view how the curve looks like; blue = pc40s curve.
After that we finally got to our lesson. First we had a mini review and solved a problems on the board which can be found on slide three. Then we put the equation sin(x) into our calculators and we found the derivative of that, which can be found on slide four. We found it to be cos(x). We also dealt with cos(x) and found the derivative of that to be -sin(x) . However, Mr. K. said that this does not tell us anything because it is not a proof. We took a look at the derivative rules and the Squeeze theorem-if two different functions are approaching the same point and there is a function sandwiched in between the two functions then it must also be approaching that point. [If I have that wrong, please inform me.] Next, we visited Visual Calculus, the website to view the proof for the derivative rules of a trigonometric function. To see the step by step proof on the site you may click this link or view the slides and click the little circle for the link on slide five.
After that we found the derivatives of secant(x) and cosecant(x). We found those by the proofs that have just been proved and the quotient rule [see Monday's scribe or slides for a review]. Please view slide six. Slide seven explains how a reciprocal function's derivative can be found by using the quotient rule. Slide eight contains the rest of the trig. function's derivative. However, they are not complete. They are for homework as well as the rest of the trig. questions we left out on the previous exercise [4.3].
That was basically our class. Hopefully you found this scribe post somewhat interesting and useful. If I have failed to mention something or if I misinterpreted anything, please let me know. Thanks! =)
Since Robert will be away tomorrow and he will not be able to scribe I am going to pick Graeme and I guess since Robert was supposed to scribe today he can scribe for Friday?.

13-0-13 V. 2

Hello!
It seems I find myself blogging on blogging again! This unit went by pretty quickly, especially since there were only 4 parts in the textbook in Chapter 3. I was actually quite surprised that I have been understanding and getting most of the questions because usually I'm quite confused. I've been doing all right in the group work so hopefully I will be able to do well on the test. The pretest was all right I got most of it right which is good and things cleared up when we had discussed things with our group and in our MEGAGROUP during the fire drill. Each time I got something right I got super excited! I really hope that I do well on the test, actually I hope we all do well. Good luck to everyone!

13-0-13

Well...it is time for me to bob again. It's the first of my last this year. Well it seems to me that my muddiest point was the whole unit. It has really confused me a lot. I always had to get someone else to explain things to me. (Thanks Chris, Graeme, Craig, Robert) haha. I understand that a derivative is the slope of the rate of change. I get how first and second derivatives work. Continuity kind of confuses me. I think it's when I read a question that I get all mixed up because I don't quite understand it but if I read it over again and try to understand what it's asking me then I will be able to get it. In class I seem to get things more than when I'm just doing a question by myself...it's weird how that works and I think I'm not the only one that happens to. I really like the feeling of when I understand something, it's like yay! lightbulb! That only happens sometimes though. Overall, I found this unit quite challenging. I will try my best to decipher what is in front of me and try to solve it carefully.
Good luck to everyone on the test and pretest! =)

Scribe post # 3

[filling in for Mark, he will be tomorrow's scribe]
In today's class we talked about the assignment we had on Friday, which was to create a problem identifying which 3 out of the 4 functions were related. Next, we talked about the hits we are getting from around the world. The map can be seen on the right, if you scroll down. After that, we searched for a wonderful picture to start of the slides with. It's the picture with the swirly smarties! Yay! Smarties = Yummy!

Mr. K. then brought up the term continuous functions. He asked us what we thought it meant. After a short discussion (and spelling analysis) about continuous functions we came up with an informal definition. We said that a continuous function is a function that we can draw without lifting the pencil off the paper at any point. If you cannot draw the graph without lifting the pencil then it is not continuous. We also concluded that all polynomial functions are continuous functions (X², X³...). Functions like 1/X are not continuous. Absolute value functions can be continuous depending on the kind of function. When a function contains a hole/corner/cusp it is not a continuous function. If a function is differentiable then it is continuous. However, if the function is continuous it does not mean it is differentiable.

We then saw examples of infinite discontinuity and jump discontinuity. This can be seen on slide number 6. Next, we moved on to a couple of question to determine if they were continuous or not. Then we clicked the link found directly on the slide and took a quiz.

We also learned how to Factor a Difference of Cubes and Factor By Grouping.
***Factoring By Grouping should be learned in grade ten, although it is not in the curriculum. Since a number of us didn't learn it, we were taught/re-taught it today.
See slide 10.

On slide eleven we talked about the Intermediate Value Theorem and Corollary. A corollary means it does not need to be proven; follows naturally. On slide twelve, we talked about the Extreme Value Theorem. We said that if a function has a solution it has a root and if it is continuous it has to have a min and a max aka extreme values.

Homework: 2.8 ODDS up to 13 + 2
Tomorrow's scribe will be Mark.
***sorry if I did anything wrong...please tell me if I did so I can fix it.

assignment

Okay here is my post for the assignment..I hope I did it right and it shows up okay...=)

Critical Numbers

Exponential Functions Lab: Team Sandy/Robert/Aichelle

Hello,
Our group consisted of Sandy, Robert and me, Aichelle.

For question one, we came up with:
similar---> both have inverses.
different---> linear functions have a common difference; exponential functions have a common ratio.

For question two, we said the y-int. was 3 and the growth factor was 4.

We found the value of a to be six in question three.
We know this because:
we were given: f(x) = a ^ x and f(1)=6
so that means a ^ x = 6
and if x = 1
then, a ^ x = a ^ 1
a ^ 1 = 6
or
a ^ 1= 6 ^ 1
since they have the same exponent [1] we can say a = 6.

We said the graph is less than one because the graph is decreasing. As the x-value increases, the y-value decreases. Therefore, a has to be less than 1 in order for that to occur.

For question five we came up with an equation of f(x) = 2 * 5 ^ x.

And lastly, for question 6, we said that the salmonella bacteria growth that doubles every six hours is equivalent to a sixteen fold increase each day because:
there are 24 hours in a day and it takes 6 hours for the bacteria to double.
24hrs/6 hrs = 4 times the bacteria doubles in a day.
since it is doubling we must square how many times in doubles in a day.
4² = 16 times or 16 folds in a day.

Thanks...
---Sandy/Robert/Aichelle.

Scribe postage # 1!

Hello everyone! My name is, Aichelle, the lucky recipient of posting today's scribe. How are you today? ...oh really, that's great! =) So today in class, Mr. K. started off by showing us a slide with a graphic. In a group Mr. K. asked us to make a list of what we know about functions. After a few minutes students went up to the board and jotted down some key points. After a number of people went up to the smart board, Mr. K. had called up every other student who had not been up there and add on to the list.



This the result of everyone's brain power put together. Sandy said that every function has a degree. She is right but Mr. K. informed us that every polynomial function has a degree. Ethan stated that functions have x and y variables. Mr. K. told us that you don't always have to use x and y as variables and that other graphs that aren't functions can have x and y variables. I said that functions can be inverted Mr. K. corrected me by saying l +0 l functions can be inverted.

After the discussion was over on what we knew. Mr. K. talked about the famous block of wood. He said the block of wood has different faces/sides but it's all still the same block of wood. This was an analogy to functions/graphs. Functions can be respresented in different ways as Mark said [numberically, graphically, verbally] but it's still all the same thing. Mr K. also talked about stuff we did not write. He mentioned intercepts, the shape [concave up/down], the "flavour" [linear, quadratic, peacewise, trigonometric, exponential], and the two different variables [independent and dependent].

We then looked at a description of a function made by a student. The student's way of describing it was clever but it was wrong. [Found on second slide]

Next, we looked at a chart which had questions attached with it. Graeme said the growth of the population looked as if it was growing exponentially. Mr. K. told us to whip our calculators out so we could see how that data changed. We plotted the data into our calculator [everyone did so except me due to the lack of battery power!] and we saw how the population dramtically changed. We saw that as the years have gone by the population increased faster. Mr. K. talked about change and said that is what calculus is about. Change. We also tried to find an equation that fit that data...it was close but it wasn't good because it wasn't as accurate [78% accuracy]. [Found on slide three, slide four shows the plotted data]

We moved on to the next slide and graphed it on our calculators.since we cannot have a negative number under the square root. √4 -x²---> The domain must be [-2, 2]. We found the range on the calculator [-32.2385, 20.2435]. We know two roots already which are -2 and 2. There was another one that we found on the calculator, 1.0627. [Found on slide 5]

Lastly we analyzed a graph. Mr. K said these are questions we must be able to answer when describing a graph. Like, finding g (3). We went over the first three questions and time was cut short due to the bell. [Found on slide 6] That was our first official class. Yesterday was basically an introduction with a few ground rules.

*Reminders*
Homework: Chapter 1, section 1 [1.1] ; odds + 4
Sign up for the blog [Yesterday's homework.].
Use labels for your scribe posts.
OH! Graeme is the next scribe lol.