reflection #2 (vectors)

This is my reflection on vectors

This unit was one of the shortest ones i have ever done, i understood most of it other then the Parallelogram Method, and when all the questions were put into super complicated problems where words were switched around. That was the only time i was somewhat lost. Other then that i got everything i was so excited and proud, it was taught well and pretty easy understood.

:)


...sorry was late...

Reflection on Vectors

Well Vectors is one of the shortest units ever :O. Haha, but I myself had trouble with some stuff like the Parallelogram Method, but when the pre-test came, and Mr. K showed us how it was done, I sorta got how to do it. So this unit wasn't really bad, although it was pretty confusing. So overall this unit wasn't really the best for me, but I got through it. Good luck on the test everyone, and don't forget to post your reflections!

Okay so today was our pre-test.

We got into groups and worked together on the questions.

Mmmm the test was alright, I'm glad we got to work with other people because I was honestly stuck on a few questions.

Here's a little review:

Let's say vector a is going 6 cm east of west and turns 90 degrees south. That vector, b, is 10 cm south of north. It's tip-to-tail so we have to use the triangle method. We need to find the resultant, which is the missing vector that connects to vectors a & b, creating a triangle.
Since one of the angles is 90 degrees, we can use the pythagorean theorem. a(squared)+b(squared)=c(squared)
36+100=136
11.66=c

The resultant vector equals 11.66cm.

Don't forget how to use trisolv2 on your graphing calculators. It really helps me.

Well our test is tomorrow..actually very soon..so study and good luck=)
(sorry for the late scribe)


The next scribe can be Lamael(:

Reflection

Our topic is about vectors, for me it is kind of easy an hard. Í am confuse about the question finding the direction. Like the last Pre-test.

The airspeed of an airplane is 300km/h. A wind blows from due east at 50km/h. In what direction does the plane need to head in order to travel north.

That question bug me and it is confusing. I just trying to solve it but i don't know how. When we take the test, i just guessed it and when we discuss it by group we were also confused how to do it. I'm also trying to figured it out but my brain hurts.

On the other hand, other problem is a bit easy compare to that question. Just being humble but vectors is more easier that statistic. ^_^..Statistic is really hard for me.

by the way...we have test..On Tuesday 05, 2009...shh don't tell anyone..^_^

reflection

I have to admit, this unit for me isn't that great. I'm not sure how to use some of the methods to solve the problems. I get how to finding the angle and the direction. The only thing that I think I'm going to have trouble with is the adding of the vectors and trying to find the place to put the vectors. But overall I think this unit is okay, not the best but it was the fastest unit so far.  

Reflection

Personally I found the unit on Vectors to be somewhat confusing. I don't feel 100% confident in using the different naming methods such as Direction Angle Direction. I am okay with using the Angle Direction of Direction. Also at first I was not sure where to place the protractor when measuring out an angle from a word problem. I am okay with this now though. Overall I found this unit to be a little more confusing than the stat unit.

Today's Slides: May 4

Here they are ...

Applied 40S May 4, 2009

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Reflection

Reflection

The vector unit was not too difficult. The beginning was easy like when we had to find the length using our rulers, then angle using our protractor, and just all 4 notations for writing a vector. Once we got to using the Pythagorean Theorem on vectors it was a little confusing for me at first, but I eventually got it. I like using "trisolve2" i think it is way easier to solving a triangle. I don't like the parallelogram method so much. I know I have to work on that.

Vectors

Soaring, flying, there's no star in heaven that we can't reach, if were trying, were breaking free. [8]

Sorry song stuck in my head just watched HSM again. Haha, so anyways, here is my blog after a 2 day rest, I already forgot what I was supposed to talk about even though I did write down notes on what I should scribe on today.

So on May 1st, which was last Friday, I was chosen by Iris (grr, don't like you =P), we had our last class of Vectors. Yipee! But which also means that there will be another test coming up which is on Tuesday. And tomorrow will be our Pre-Test, so everyone be prepared =). And also just a reminder don't forget to post your reflection for the unit Vectors.

Back to my post

So on Friday Mr. K finally finished the unit of Vectors, he also showed us another method aside from the Triangle Method. And it is called the Parallelogram Method, instead of having the vectors go from tip-to-tail. The Parallelogram Method goes from tail-to-tail.

This is how the Parallelogram Method is to be used:
















So anyways instead of 2 vectors being connected, there will be 3 vectors. Thus forming the parallelogram shape, and when you put another vector down the middle, it also forms two triangles. Also a reminder that when you are creating a diagram like this, make sure that the scale respects your diagram.

After that explanation Mr. K solved a problem with us, this problem was kinda confusing for me but it all worked out in the end, here it is:



















There really isn't much to explain any further, so all I gotta say is study hard and prepare for the Vectors test on Tuesday.

Next person I chose is Camilla for scibe! Haha.

Today's Slides: May 1

Here they are ...

Applied 40S May 1, 2009

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April 30, 2009

According to Mr. K the world has been visited by alliens! hahaaaaa =)

back to reality..

Today Mr. K started the class off by introducing us to a new program which he had on his calculator, it is called "TRISOLV2." Providing the program with atleast 3 bits of information, either angles or sides, the TRISOLV2 program can solve the entire triangle. Meaning the program solves the remaining unknown sides or angles.

He then gave us connecting cords for our graphing calculators and he sent the program to some of the students, from there we were to send the program throughout the rest of the class. Once we all had the program on our graphing calculators Mr. K continued on with the lesson.

He first reviewed adding vectors with the class, here is an example..

Find vector A+B

vector A is 6 km east

vector B is 10 km south

These vectors should look as shown below..

1 cm = 1 km

**Remember when using the triangle method the vectors are arranged tip-to-tail.**

The resultant of this vector addition would be the missing vector which connects all the vectors together by creating a triangle (3 sided figure)

1 cm = 1 km

Now to find the length of the resultant vector you can use pythagorean theorem. You can only use pythagorean theorem if one of the angles equals 90 degrees. In this case it does since the vectors go from east straight down to south.

The resultant vector equals 11.66 cm

Next Mr. K gave us another vector addition to solve, we were to use the triangle method aswell. But not just trying to find the length of the resultant vector, Mr. K also showed us how to solve for the angles of the triangle too. Here is the example that he used

Find vector A+B
vector A is 3 m east
vector B is 4 m north

1 cm = 1 m

These vectors should look like this..

The resultant vector is shown in the next image

Using pythagorean theorem as used in the example above, we find the length of the resultant vector as 5 cm.

Since the direction of the vector A goes east and vector B goes straight up to north, a 90 degree angle is created.

So the information that we are given all together would be side-angle-side (3cm-90 degrees-4cm)

Therefore, we must use the tri-function inverse TAN to find angle B

Now that we know that angle B equals 53.1 degress we are now able to use the TRISOLV2 program on our graphing calculator to determine the remaining unknown sides and angles of this triangle! All you have to do is open the TRISOLV2 program enter in the 2 sides and the angle into place as labled on the program. (What I mean is make sure that sides a b and c match whats on the diagram above and also the same goes for angles A B and C) Once you have entered in the known sides and angle press solve and the program should look a little somthing like this.

This tells us that angle A = 36.87 B = 53.13 and C = 90

also side a = 3 b = 4 c = 5

I have explained all that I understood and if you have any inputs please tell moi! =)

I CHOOSE KYLE TO SCRIBE NEXT =P

Today's Slides: April 30

Here they are ...

Applied 40S April 30, 2009

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Well today wasn't the most productive day just because of the fire bell. But still we still did manage to get some work done. First we reviewed homework I myself learned a few new things for example.

The word COLLINEAR which when you break it down CO as in two and LINEAR meaning line

Here is an example of it




Vector AB is collinear to Vector BC, this works
because Vector AB is on the same line as BC.





Another thing I learned is that vectors must have an arrow above them when you write it or else it's not a vector just a line for example





And so forth, without the arrow it's just not a vector



So anyway besides homework review we also reviewed some trigonometry turns out we really need it in this unit. Some important ones included Pythagorean theorem , sin law and cosine law.

We then learned some useful properties of angles for example Opposite angles, and Alternate angles, Corresponding angles



So from what I gathered when two lines cross each other they make 4 angles now if you label two angles say A and B it will look like this






Though i am not sure why we do this but Mr K told me that across from angle A will also be angle A and across from angle B will also be B sort of like this.




That's the rule for opposite angles

Now the next is Alternate angles, now this to I also have trouble with so bear with me



Now from what I understand top left corner A
is equal lower right corner A and vice versa for B






So basically by knowing the alternate angle rules
the top right B angle is 120 degrees and the top left A angle is 60 degrees







And that is how you use the alternate angle rule

Lastly now were going to take a look at corresponding angles which looks like this




Kind of like alternative but your looking at what I guess is angles on the same side. For example this picture (B angles being on the same side and A angles on the same side)



So just like all the other rules each angles are completely the same what I mean by this is





If that is 110 degrees then that must mean the B angle is also 110 degrees and if that is 80 degrees then the A angle must be 80 degrees as well.



And this concludes my scribe sorry if it isn't informative as you all might have hoped it would be but I am still trying to get my head around this whole concept. The next scribe I choose is

IRIS......

Today's Slides: April 29

Here they are ...

Applied 40S April 29, 2009

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Today's Slides: April 27

Here they are ...

Applied 40S April 27, 2009

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