Sunday, December 8, 2013

SP#6: Unit K Concept 10: Converting Repeating Decimals into Rational Fractions


Pay careful attention to each dot as they will guide you throughout the problem and give you important information on what is being done. Also pay careful attention to what you must do with the whole number from the repeating decimal.

Wednesday, November 27, 2013

Fibonacci Beauty Ratio

NAME:
Michael C.
Foot to navel: 107cm
Navel to top of head:  64 cm
Ratio: 107/64 = 1.67
Average:
1.80
Navel to chin: 44cm
Chin to top of head: 18cm
Ratio: 44/18 = 2.44
Knee to navel: 57cm
Foot to knee:      51 cm
Ratio: 57/44 = 1.30
NAME:
Jesus H.
Foot to navel: 111cm
Navel to top of head: 56cm
Ratio: 111/56 = 1.98
Average:
1.77
Navel to chin: 44cm
Chin to top of head: 20cm
Ratio: 44/20 = 2.2
Knee to navel: 57 cm
Foot to knee: 51cm
Ratio: 57/51 = 1.12
NAME:
Austin V.
Foot to navel: 94cm
Navel to top of head: 63cm
Ratio: 94/63 = 1.49
Average:
1.66
Navel to chin: 45cm
Chin to top of head: 18cm
Ratio: 45/18 = 2.5
Knee to navel: 51cm
Foot to knee: 51cm
Ratio: 51/51 = 1
NAME:
Leslie N.
Foot to navel: 97cm
Navel to top of head: 62cm
Ratio: 97/62 = 1.56
Average:
1.70
Navel to chin: 46cm
Chin to top of head: 19cm
Ratio: 46/19 = 2.42
Knee to navel: 51cm
Foot to knee: 45cm
Ratio: 51/45 = 1.13
NAME:
Vanessa C.
Foot to navel: 99cm
Navel to top of head: 64cm
Ratio: 99/64 = 1.55
Average:
1.62
Navel to chin: 46cm
Chin to top of head: 21cm
Ratio: 46/21 = 2.19
Knee to navel: 55cm
Foot to knee: 49cm
Ratio: 55/49 = 1.12

          In this activity, the golden ratio was used as a standard to see who is the "most beautiful" according to  various measurements. Vanessa C. had an average that is closest to the golden ratio of 1.618 so she won the competition out of the 5 people that were measured.
         The Fibonacci golden ratio for beauty is, in my humble opinion, a bunch of baloney. This ratio HEAVILY discriminates against those who were graced with more height than others. I am proud of my 6'2 height, but apparently Fibonacci didn't take too well against taller people, probably because he was some sort of midget. In addition, the only way to ace the second section is to have a face as long as a horse's or a ridiculously small torso. I cannot recall if there was a time when horse faces were deemed "beautiful" but I do know that in today's world, this would be deemed unfavorable. Which is why I must call this ratio a hoax and an embarrassment for REAL mathematicians that made REAL accomplishments. Thank you.

Fibonacci Haiku: A Really Bad Idea

Chocolate
Milk
Mix them
It's pretty good
Don't mix chocolate and juice
Now that is just a really bad idea


Citation
Images Used: http://www.tammysrecipes.com/files/hotchocolatemix400dry.jpg
http://www.craigharper.com.au/uploaded_images/poison.jpg
http://johnlarroquetteproject.com/wordpress/wp-content/uploads/2008/08/orange-juice-01.jpg

Sunday, November 17, 2013

SP#5: Unit J Concept 6: Partial Fraction Decomposition with Repeated Factors


Pay careful attention to each dot as they will guide you throughout the problem and give you important information on what is being done. This problem has a lot of work to it and requires a special step in the middle in order to solve for a large system of equations.

SP#4: Unit J Concept 5: Partial Fraction Decomposition with Distinct Factors

Pay careful attention to each dot as they will guide you throughout the problem and give you important information on what is being done. The calculator part can be done with a simple RREF function on any calculator to solve for the final answer.

Monday, November 11, 2013

SV# 5: Unit J Concept 3-4: Solving Systems of Equations with Matrices

               In order to understand this video, the viewer must pay special attention the the mouse cursor. It will be guiding them on where to look when I mention certain steps and what is going on during the problem. The viewer should also take note of the part at the end, as it will explain to them a vital learning point of this entire concept.

Sunday, October 27, 2013

SV# 4: Unit I Concept 2: Finding parts of a Logarithmic Equation and Graphing It

                 Watch for the cues during the video that will help you solve the problem. These cues will point out any important details or steps in order to work out that specific step of the problem. Also note that the various steps taken provide necessary answers that may be asked for in other questions.

Thursday, October 24, 2013

SP#3: Unit I Concept 1: Graphing and Identifying Parts of an Exponential Function

      
              Several things to note here are the different colored dots that correspond to each step and a brief explanation on each step. Bear in mind that this graph will not have any x-intercepts with the reason stated above. The graph must also include arrows to indicate that the graph stretches indefinitely. 

Tuesday, October 15, 2013

SV#3: Unit H Concept 7: Expanding Logarithmic Expressions Using "Clues"


     
             This video will be going over expanding log expressions using clues or variables that hold a speicfic value and can be used to represent the expression using properties of logs. We start from a condensed expression and move on to a final answer consisting of the clues and one "given" clue.
            Watch for the cues during the video that will help you solve the problem. These cues will point out any important details or steps in order to work out that specific step of the problem. Also note that the various steps taken provide necessary answers that may be asked for in other questions.

Sunday, October 6, 2013

SV#2: Unit G Concept 1-7 : Finding Parts of a Rational Function and Graphing Them

         
             This video will be going over rational functions and how to find parts of them. We will also be graphing the rational function and labeling all the parts we found. The parts we will find are the asymptotes, holes, domain, x-intercepts, and y-intercepts.
             Watch for the cues during the video that will help you solve the problem. These cues will point out any important details or steps in order to work out that specific step of the problem. Also note that the various steps taken provide necessary answers that may be asked for in other questions.

Saturday, September 28, 2013

SV #1: Unit F Concept 10: 4th and 5th Degree Polynomials


Hello this Omar T. from period 5.
          This video will be going over a 4th degree polynomial problem by finding the zeros. Each step is essential to finding the zeros of the problem. The instructions also call for any additional values you may find during the problem.
          Watch for the cues during the video that will help you solve the problem. These cues will point out any important details or steps in order to work out that specific step of the problem. Also note that the various steps taken provide necessary answers that may be asked for in other questions.

IMPORTANT NOTE: There is a mistake on the last step. The complete factorization with the radicals should have a 10x because you multiply the x by what you are dividing it by. It should look like this.
 

Monday, September 16, 2013

SP#2: Unit E Concept 7: Graphing Polynomials, Identifying All Parts


     This problem is graphing a polynomial function when given a set of zeros. In this case, the zeros given were -1,-1, 1, and 3. From there, the polynomial function had to be found and then the end behavior and y-intercept. Finally, with the help of a graphing calculator, an accurate graph can be drawn using the information we solved for. The amount of steps in this problem is 5.
      There are several things to pay attention to when following this program. Each step has a colored dot that corresponds to a list at the bottom of the image with brief explanations on each step. The amount of zeros automatically tells us which degree this polynomial will be in (the 4th). Another thing to look out for is to pay attention to the zeros first because that is what we are technically starting with. 

Monday, September 9, 2013

WPP#3: Unit E Concept 2: Identifying parts of a Quadratic Application

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SP#1: Unit E Concept 1: Identifying parts of a Quadratic


     This picture illustrates the steps to finding the many parts of a quadratic function. The Parent Function, vertex, y-intercept, x- intercept, and axis must be found.The steps will show how to solve the problem and the answers are listed to the right. Arrows point to the different parts of the graph that is in the question.
   There are several things to look for in this problem. One is that this quadratic will be facing downwards because of the negative (a) value. Another important factor here is that this quadratic cannot be graphed because it has imaginary numbers as x-intercepts. This graph does not have an imaginary number scale and cannot be used to graph this quadratic.