Wednesday, December 9, 2009
The Presentation
Get your power point presentations done very soon.
Using the power point tool you will be able to create a presentation of about ten slides to get your audience more knowledgeable about your topic.
Many topics are: Is our society a consumer based society? Do we throw out too many items?
Get more informed and try to do as much work in class as possible. Please note that by only showing a slide you in fact are boring your audience. For further questions about this topic, please refer to Mr.Foster or fellow classmates.
Tuesday, December 1, 2009
The Great Debate!
What do you need to do?:
Question people, ask questions similar to what they have purchased or why they have purchased an item. Did they replace it? You might want to even ask if job's make people bias, or maybe the community is a consumer based community. Get to the point ask questions about why they purchase everything! Good luck if you have any further questions refer to me at school or Mr. Foster, if you still have trouble read over the sheet and then if you STILL have trouble ask a friend or parent.
Tuesday, November 24, 2009
Systems, and a project.
Remember everyone if you are having trouble understnading what I am saying please refer to my previous post if you STILL have trouble go to Mr.Foster early or after school, and everything will be dandy.
Ok so firstly here are some notes you need to remember.
-Undersired outputs are called side effects.
-All systems evolve when humans are impacting the system.
-An example of this is global warming.
-Human input may change the outputs and/or side effects
Good Effects that we do:
-Energy use reduction
- Hybrid Cars
- Sierra Club/ and WWF
Bad Effects:
-Water overus
-food waste
-cars and pollution
-Habitat destruction
These and good effect affect something called Global Climate Change.
Individual Project:
For those who missed the class you will be given a page with information on the porject which involves surveying people you know unless you really want to survey people you aren't familliar with, and so get the page tomorrow morning if you missed the class.
Tuesday, November 17, 2009
Systems: Open? or Closed?
Closed System:
This system has no start or stop button. These systems usually run in a circular motion allowing nothing to escape. An example of this is your body's ciculation. Heart pumps oxygen into cells, cells come back to get more oxygen, it is a continuous cycle.
Feedback:
The problem with any system is that without feedback you cannot know whether or not everything is going well. If you are at one end of a conveyor belt you can't see what's coming off of the other side, so it is wise to get FEEDBACK! You're brain is constantly getting feedback from the rest of your body.
Monday, November 9, 2009
The Five Simple Machines You Need To Know.
In this blog I will be talking to you about two different simple machines.
(FOR LEVERS REFER TO A BLOG POSTED 2 WEEKS AGO)
The Wedge:
The wedge is similar to an inclined plane but is of course different. A wedge is usually used to keep something in place or separate two different objects. A door stopper is a wedge because it keeps a door from moving.
How do you find the MA of a wedge? divide the slopes length by its length at the end that is thickest.
The Pulley:
Do you remember when you were little, and maybe had a tree house? Well for me I would take a rope, attach something like a sandwich to the end of it and pull it up into my tree house, but a pulley is slightly different because instead of pulling the rope yourself you have to install a fixed pulley which is a way of saying a circle with a piece of metal that is attached.
If you are having trouble visualizing GOOGLE: FIXED PULLEY and it will be very easy to find on google images.
Monday, November 2, 2009
NO SCIENCE!
Today we didn't have science class due to the RESPONSIBILITY ASSEMBLY. Congratulations to Hannah McMillan (sorry if I spell your name wrong). Remeber to try to go over your notes for any future pop quizzes. Review:
-MECHANICAL ADVANTAGE.
Important dates:
November 3rd: web outline+ materials (toy story project)
November 9th: Web outline+ technical drawing (toy story project)
November 17th: Calculation, research report, construction.
Hope you have a nice review of everything!
Monday, October 26, 2009
MECHANICAL ADVANTAGE- October 26th 2009
For an inclined plane : you find the length of the slope and divide it by the height of the slope.
So lets say the force you exert is 600
and the distance covered by an object you are pulling is: 1000(km)
MA= 6 over 10
To be honest, I need to have a further understanding of this topic, and the internet and my notes aren't great resources at the moment. So for further questions refer to Mr.Foster.
REMEMBER TO:
Complete all homework and come prepared to class.
Monday, October 19, 2009
Levers, and The Inclined Plane
This is a second class lever. Ask yourself... where is the fulcrum? the Fulcrum is usually supports the rest of the lever. Now pretend that you are transporting some wood to your grandma's house where would you put the wood? In the basket, but is the wood going to exert and force and magically move itself to your grandma's house? no. So you need you effort. Its easier to lift than drag in some cases like this example so get your hands ready to lift. This is a second class lever because the fulcrum is in the far left the load is in the middle and the effort (YOU!) is on the side opposite the fulcrum.
This is simply a ramp but does it really make life easier? Well many people will agree that they would rather roll or slide an object than lift it. The resistance is gravity the force is YOU! and the object..well you can choose. How can you make it even easier to do this, while exerting less force? Make a longer ramp. Although you increase the distance you decrease the effort.... which for those people who don't like working well this is probably good for you.
Sunday, October 11, 2009
Note Taking and Texbook Work-Class of October 9th
Ok so on Day 4 of this week we went over information about notes and note taking.
Facts About Learning:
-You lose 47% of what you learned in 20 minutes.
-You lose 62% of what you learned after the first day.
Facts About Note Taking:
-It will be WAY easier to retain information if you:
-Turn off your cell phone, iPod, Radio, Computer, or anything that could potentially distract you during your studying or note taking.
-You need your absolute concetration, so move any objects thtat could potentially distract you, or that you might get bored of your work and use, toys...etc.
For those of you who weren't in class we read from pages: 414-434 (Science Textbook)
We are sadly no longer working on the levers project and will be working out of the textbook due to unsafe behaviour in the classroom.
Thursday, October 8, 2009
I am your new correspondent and although I haven't been to my class on Day 4 (that I will be rountinely reporting about) I must remind you that IF YOU DON'T SIGN UP FOR A JOB, it will be taken very soon. October 16th is when you can have two jobs! YOU NEED TO PAY YOUR RENT! So get moving...NOW.
Thanks, and be prepared for next class!
Evelyn
Wednesday, October 7, 2009
We have a new writer!
As Evelyn begins Katie, Eric and Haley move on to bigger and better things. We wish them luck in their future endeavours.
Hope you enjoy the new writer!
Mr. F
Thursday, May 7, 2009
FE7B, Math, Science and Fun!
Wednesday, May 6, 2009
Surface area of cylinders examples.
I was totally going to blog today about our new math unit figuring out the surface area of cylinders. But, I saw that Eric already wrote about that. So, I'm just going to show some examples of figuring out the surface area of a cylinder.
Let's say that the radius is 4cm and the height is 8cm. We need to find out the surface area for the complete cylinder.
The formula is:
SA = 2(πr²) + 2πrh
Now, we solve
SA = 2π(4cm)² + 2π(4cm)(8cm)
SA = 2π(16cm²) + 2π(32cm²)
SA = 2(3.14)(16cm²) + 2(3.14)(32cm²)
SA = 100.48cm² + 200.96cm²
SA = 301.44cm²
The surface area is 301.44cm².
Now, we have an example with an open-ended cylinder. Or, you could say, just the curved part.
The radius is 3cm and the height is 7cm.
The formula is:
SA = 2πrh (<- you will notice this is just the second half of the full formula)
SA = 2π(3cm)(7cm)
SA = 2π(21cm²)
SA = 2(3.14)(21cm²)
SA = 131.88cm²
The surface area is 131.88cm².
Just a note, you probably realized that I figured out how to do a squared symbol! On the keyboard, you press and hold Alt and then type 0178. Now, you can get ²²² (I'm very proud of myself for finding that...)
So, until next week.
-K
Tuesday, May 5, 2009
Cylinders and Water Systems Summitives.
OK, good evening online community. So today in class we learned how to find the surface area of a cylinder. The fist step is to separate the 3d cylinder into many 2d diagrams. (look left)
After that you need to remember the formula for are of circles (r2)
The height of the cylinder acts as the length of the rectangle and the circumference would be the width of the rectangle.
So the formula would be SA=2(π r2 )+2 π r h
the home-work assigned was pg.260 Q 1+2
in question 1 we where asked to find the curved surface area and in question 2 we where asked to find the surface area of the whole cylinder.
For question 1 you only do the 2 π r h piece and for 2 you use the whole formula.
Science
Recently in science we have satarted a new project for the water systems unit. I already explaned it in the last blog.
Wednesday, April 29, 2009
Current Events in FE8A
In math, the basis of the Pythagorean theorem is: a2+b2=c2, which says that a squared plus b squared is equal to c squared. In this case a, b, and c are all variables of side lengths, if you don't have c you can use the theorem to find it.
An example would be:
From here we would do:
a2+b2=c2
(5cm)2+(10cm)2=c2
25cm2+100cm2=c2
125cm2=c2
√125cm2=√c2
11.180339887498948482045868343656cm= c
11.18cm =c
Also remember to show all of the decimals shown on the screen then round.
In science we have a new project to create a machine that will draw ground water, represented by a 250g weight, from the ground and pull it up and down as many times possible in 2 minutes. The width of the hole is 10cm and the depth is 74cm. In this project we use our Foster money to buy supplies such as motors ($3000). This is going to be expensive.
Eric out
Tuesday, April 28, 2009
Math and Science.
Sunday, April 19, 2009
Aren't worms simply delightful?
1. Sun-The sun produces sunbeams that provide energy for plants
Thursday, April 16, 2009
Pythagorean Theorem and some other stuff...
So I'm sorry I haven't blogged in a while... My Easter weekend was so hectic! But still fun! Because I got candy! :)
Anyways, we started a new unit in Math about the Pythagorean Theorem. Now, I know that seems like just some long words (or at least that's what it sounded like to me at first) but it is actually a very interesting theory that is quite relevant.
The theorem has to do with right-angle triangles. Basically, what it helps you do is find the length of the hypotenuse (or side opposite the right angle) as long as you know the measures of the other two sides. The formula is a2 ('a' squared) + b2 = c2. Here is an example triangle:
...Okay never mind the "Add Image" button isn't working...
Well, let's imagine a right-angle triangle that has one side (a) of the right-angle 3cm, and the other (b) is 4cm. We want to find out what the length of the hypotenuse is. So, we use the formula.
a2 + b2 = c2
Then, we solve it - you will notice that it is the same way we would figure out the value of a variable (c) in algebra.
(3)2 + (4)2 = c2
9 + 16 = c2
25 = c2
square root of 25 = square root of c2
square root of 25 = c
5 = c
The length of the hypotenuse in this triangle is 5cm.
**This formula can only be used to find the measures of a right-angle triangle.
In Science, we started a sub-unit on electric circuits, gear trains, batteries, motors, and all that kind of stuff. At the end of the unit, we are going to build a car that we are going to race. I was planning on showing you diagrams of the circuits we have worked on, but that darn image button isn't working. Oh well, I guess I will show you next week.
So..
Until next week,
-K
Sunday, April 5, 2009
Fe8a Probability Review and Science
Recently in science we have been looking at making water drinkable there are many different ways, some of which we can use during a black-out. The main source of water we use is our tap-water the city water and the reason for this is that it is cheap and easy to get. Also there are pump filters that have little filter membrane that only water molecules can fit through. Next UV water filters filter water with UV radiation to kill any living organisms in the water. The last resort is to boil water on a stove or open fire this water is good for 30 minutes before it needs to be boiled again.
Eric out
Friday, April 3, 2009
Odds For and Against
So today is a Friday and we don't have school today! Hurray! And then we have Easter weekend off next week so that's 3 short weeks in a row! Yay!
In case you haven't noticed, I'm quite excited about that.
And I'm also excited because my birthday is on Monday! I like my birthday! Because I get cake!
Well. That was interesting. Now I will talk about school. Like I'm supposed to.
In Math class we have our unit test on Thursday about probability. Last week I talked about Theoretical and Experimental probabilities, and Eric talked about Tree Diagrams so I'm going to talk about odds for and against an event.
So, let's say you are flipping a coin 3 times, and you want to find out the odds for getting two heads and one tails, in any order.
First, you would draw a tree diagram and list out the possible outcomes. I will skip the tree diagram part, because I would have to do that in Paint and then attach it and quite frankly I'm too lazy to do that.
Anyways, the possible outcomes are:
HHH
HHT
HTH
HTT
THH
THT
TTH
TTT
The ones in red are the favourable outcomes (two heads, one tails).
Now, odds are expressed in a part to part ratio in lowest terms.
Here is the formula.
Odds For = favourable outcomes : total outcomes - favourable
Then, we substitute in the numbers.
Odds For = 3 : 8 - 3
Odds For = 3 : 5
And we would take down to lowest terms if it was possible, but it isn't in this case.
Now we can do odds against getting more than one tail.
Here are the possible outcomes again:
HHH
HHT
HTH
HTT
THH
THT
TTH
TTT
The favourable ones are in green (more than one tail).
Here is the formula.
Odds Against = total - favourable : favourable ( <-- you will notice that it is the reverse of Odds For)
Now, we substitute in.
Odds Against = 8 - 4 : 4
Odds Against = 4 : 4
And then take it to lowest terms.
Odds Against = 1 : 1
So, that is how we figure out odds for and against an event.
Until next week,
-K
Sunday, March 29, 2009
Math for FE8A
In class last week we started off with experimental probability and theoretical probability. These are both ways of finding the probability of a chance of winning a game or losing to friend in Rock-Paper-Scissors. A good example of this flip a coin four times and record the outcome and see if the out come is HHTH (Heads Heads Tails Heads). First we should make a tree-diagram this will include all possible outcomes.
From this data we can tell that there are a total of 32 outcomes. Only one is the one we want, the favorable outcome, which is HHTH. The way to find relative frequency is favorable over possible in this case the fraction is 1/32 you can leave the probability as a fraction or you can change it to a percentage. The way you do that is you make the fraction a decimal(divide denominator by numerator) and multiply by 100. The result is 3.12% The relative frequency is 1/32 or 3.12%.
The other way is experimental probability so flip one coin four times and record the outcome, do this four times.
1st htth
2nd ttht
3rd hthh
4th tthh
To find experimental probability we do occurrence over trial so that would be 0/4 or 0%.
Usually theoretical probability works better.
Eric out
Thursday, March 26, 2009
Math And Science in FE7B
Sorry I haven't blogged in a while...
So I haven't written in a while. The week before the break was so hectic I just couldn't find the time before I left... and then obviously I was away last week. And yesterday was crazy. And I am about to go to basketball so I will try to do this quickly. But enough with the excuses.
In Math we have started a new unit: Probability. So far we have learned about Tree diagrams, possible outcomes, theoretical probability, and experimental probability. This unit really applies in life, as we can use it the same way we would use percentages. If there is a survey going on, someone could guess that 15 our of 45 girls would say purple or pink is their favourite colour. So using the theoretical probability formula, we can find the TP of a girl having the favourite colour pink or purple.
TP= favourable outcomes / possible outcomes
= 15 / 45
= 0.3333
= 33.33%
The theoretical probability of a girl saying their favourite colour is pink or purple is 33%.
So now, we can predict that if we interviewed 150 girls, 33% of them would say pink or purple is their fave colour. That would equal 50 girls. That is the theoretical probability.
Then, let's say, you interviewed said 150 girls and 37 of them liked pink or purple. That would be an experimental probability. So, let's use the formula.
EP= times event occurs / tries
= 37 / 150
= 0.2467
= 24.67%
In this situation, the experimental probability of the event happening is 24.67%.
So, that is the difference between TP and EP. TP is a guess; how many times an event should happen. EP is how many times the event actually does happen.
In Science we started a new project on how much water our household uses. I will tell more about that next week.
I got to go now. My mom's yelling for me to come.
Until next time I blog (probably Wednesday but you never know...)
-K
Sunday, March 22, 2009
Fe8a math and science
Last week was the week before march break and during that week we looked at probability. One example of what we did was the making and presentation of our "how many blades of grass are there in Glenview's field" poster. For this activity we had to our estimating and in some cases, geometry skills.the way me and Nathan solved it was we cut our diagram in to shapes we knew how to solve the area of like a square, triangle and rectangle. We were also allowed to use the internet to find facts on how any blades of grass are in one meter and from there you go on to solve the answer.
Science
during the last week we took more notes which covered mostly the same material that I discussed in my last blog. Also we took a look at Google earth to see the tributaries of the don river and one of them is just behind our school that leads all the way to the lake. Also one important thing to think about is when you put salt on your driveway in the winter you are actually salting the lake.
Eric out
-see you next week.
Sunday, March 8, 2009
Water Systems, Algebra and Probably Probability
Science: Water systems
(same picture as Mr. Foster)
The system seen above is the water system. In the water system there are a lot of different things happening.
1. There is the evaporation of water over the body of water, which is condensing and precipitating back into the body of water.
2. Water evaporates off of the land. Although land does not usually have water on its surface, there is water within the soil and the porous rocks.
3. Transpiration is when the plants release water vapor. This usually happens in rain forests, which contributes to the almost constant rain.
4. Small bodies of water are also part of the water system. They are there because of the displacement of land and because of the level of the water table. Water evaporates off of these smaller bodies of water, like any other body of water.
Math: Algebra - Word Problems
Algebra word problems are solved using the GRASP method, which includes: Given is your let statement it tells the reader what the variable is like A, B, or C. Required is the translation of the question into a equation. Analysis the way you will solve the equation.
Synthesis the answer tho the question. Proof the answer to the question in a statement.
Example
Mary bought 3 lambs for $15 how much was each lamb?
1. let N represent 1 lamb
2. 3n = $15
3. 3n/3 = $15/3
4. n=$5
5. one lamb was $5(not very realistic)
Eric out
see you
Thursday, March 5, 2009
Math And Science In Fe7B
New Things in Math and Science!!!
So I'm sorry I didn't write yesterday... Although I'm pretty sure I don't any avid readers who would be too upset about that... Anyways.
In Math we had our Algebra Unit Quiz and now we are starting on third term Algebra: word problems. This is just like translations, except we have to solve the equation. There are four steps to solving a word problem.
1. Write your "let" statement
2. Write the equation
3. Solve the equation
4. Write a statement answering the question
So, here are some examples of one-step word problems and answers.
Q: Mary will be 31 years old in 14 years. How old is Mary now?
A: Let c represent how old Mary is now
c + 14 = 31
c + 14 - 14 = 31 - 14
c = 17
Mary is seventeen years old.
Q: 7 times a certain number is 56. What is the number?
A: let x represent the number
7x = 56
7x / 7 = 56 / 7
x = 8
The number is eight.
Now, here is an example of a 2-step word problem.
Q: David spent $12.50 at the candy store. He spent $5 on a bag of Gummy Bears. He spent the rest on 6 chocolate bars. What was the cost of one chocolate bar?
A: Let q represent the cost of one chocolate bar
$5 + 6q = $12.50
$5 - $5 + 6q = $12.50 - $5
6q = $7.50
6q / 6 = $7.50 / 6
q = $1.25
One chocolate bar costs $1.25.
In Science we started a new unit on water systems. We learned about the water cycle a few days ago. In the water cycle, the water starts out in the ocean basin, as the water always wants to take the lowest possible position. When the sun shines down on the water, it evaporates and turns into water vapor. As it rises up, the vapor cools and condenses into droplets. These droplets create a cloud suspended in the air. As more and more droplets join the cloud, it basically becomes a saturated mixture with the air. When it reaches that saturation point and no more droplets can be added, the water goes to the bottom of the cloud. (Think of when you add Kool-Aid mix to water. When you hit the saturation point, all of the extra mix is at the bottom of the glass.) These droplets then fall as precipitation. The fallen water either goes directly back into the ocean if the cloud hasn't moved, or it goes onto the Earth. The water then becomes surface run-off and runs into a river or stream that eventually leads back to the ocean.
Something I was thinking about was why rain isn't salty if it comes from saltwater oceans. The answer to this is something we learned in grade 7 when we learned both about pure substances and mixtures, and heat. When the salty ocean water is heated and turns into vapor, only the water has hit its boiling point. The salt hasn't, and therefore doesn't change states. So the vapor in the air is freshwater. That is why we can use it for tasks such as watering plants.
I have to go now, so...
Until next Wednesday
-K
Sunday, March 1, 2009
The Advantage of Technology in a Class
For example the Smart technology tool like the Smart board, document camera and senteo (clickers) All of these tools help us in math and also science with implementing our topics in new way to get a better under standing and let us expand on our thinking. The smart-board, mostly used for lessons of math and science and the occasional web surfing for examples in science. The smart document camera is used for taking digital pictures of paper with designs or plans, the most recent use of the camera was in 2008 for the golf ball transport machine when we showed our designs of the machine on the smart-board and took ideas from each one to come up with one big machine.Next senteo clickers often used for math quizzes of the multiple-choice variety. That is how the smart Technologies help us in our class room.
In addition hands on work is a very lucky for us to have because we where the only classes that made a Rube Goldberg while the other classes where doing questions out of the text book. Hands on work also lets us get more comfortable with the tools we and also if we got into the trades section of work we will already know how to use a lot of tools. Next hands on work helps us apply the concepts we learned taking notes. that is how hands on work helps us in our class room by applying concepts and showing them in different ways to fully under stand.
In conclusion I think that hands on work and cool Smart technologies offer learning in a way that is more fun and easier to understand.
Eric out
see you next week.
Wednesday, February 25, 2009
Algebra and Other Stuff
So, tomorrow is our final quiz on this algebra unit for term 2! Hopefully everyone in FE8B has been studying hard - I know I have!
Some things that we have learned for the final quiz are doing 2 step equations, and then how to solve equations that have different terms in them. For example: when the variable is the numerator or denominator of a fraction, when there are variables on both sides of the equal sign, and when we have to break brackets with variables in them. Here are some examples of each.
When the variable is the numerator of a fraction:
x/2 + 3 = 7
x/2 + 3 - 3 = 7 - 3
x/2 = 4
2(x/2) = 4 (2)
x = 8
check:
(8)/2 + 3 = 7
4 + 3 = 7
7 = 7
-> In that equation, I first moved the whole integer (+3) from the left side to the right by undoing it on the left, then doing the same function to the right side. Then I multiplied the fraction by 2, as that was the denominator, and did the same to the other side. The two 2s cancel each other out, leaving me with x=8. Then, I checked and it worked out.
When the variable is the denominator:
4/x + 6 = 10
4/x +6 - 6 = 10 - 6
4/x = 4
x(4/x) = 4(x)
4 = 4x
4/4 = 4x/4
1 = x
check:
4/(1) + 6 = 10
4 + 6 = 10
10 = 10
-> In that equation, I did the same as in the previous. So in the 4th line I multiplied the 4/x by the denomitor (x) and did the same to the other side. The two x's cancel each other out on the left side, giving us 4=4x. Then we divide each side by 4 (the coefficient) so that we get 1=x.
When there are variables on both sides of the equation:
3x = 5 + 2x
3x - 2x = 5 + 2x - 2x
x = 5
check:
3(5) = 5 + 2(5)
15 = 5 + 10
15 = 15
-> In that, all we have to do is cancel the integer with the variable on one side, and do the same function to the other side. That's how we got 3x-2x on the left side.
Finally, when there are brackets to break:
2(3 + x) = 10
6 + 2x = 10
6 - 6 + 2x = 10 - 6
2x = 4
2x / 2 = 4 / 2
x = 2
check:
2(3 + 2) = 10
6 + 4 = 10
10 = 10
-> In that equation, to break brackets what you have to do is multiply the number outside the brackets by each of the ones inside the brackets separately. Then it is just like any of the equations above.
In Science we started a new unit on water systems. We learned about how most of our water on the earth is polluted, to deep to get, or is salt water. Did you know 97% of the Earth's water is salt water? I didn't know that before today. Anyways, I will report more on that next week as we get more into the unit.
Until next Wednesday,
-K
Wednesday, February 18, 2009
Well, since it was a loooong weekend and I was sick yesterday, I only have one day to report on (today). Luckily, we did lots of math today! And I didn't write about math last week so let's talk about math!
So we have been learning more about integers and algebra. We have gotten into solving equations with variables and simplifying expressions.
To solve and equation with a variable:
There are two methods.
The first is to add the opposite integer of the coefficient to each side of the equation.
ex: x+2=34
x+2-2=34-2
x=32
check
2+(32)=34
34=34
The second is to divide each side by the coefficient.
ex: 4x=24
4x/4=24/4
x=6
check
4(6)=24
24=24
To simplify an expression:
You put all the integers with the variable together and use distributive property.
ex: 3x+4y-5y+x-2x+7
=3x+x-2x+4y-5y+7
=2x-y+7
*In that expression you can't use distributive property, as none of the integers have a common factor. An example with distributive property:
2x+6y-4y-8x+10
=-6x+2y+10
=2(-3x+y+5)
That's all for now!
Until next Wednesday,
-K
Tuesday, February 17, 2009
How Do Scientific Equipment Help Students Achieve Academic Excellence?
Students across the district should be very grateful for the opportunity to create a better academic future!
Ill blog soon!
Sunday, February 15, 2009
Math And Science
99 x 11= 1089
99 x 22= 2178
99 x 33= 3267 - Find the next 6 terms in the pattern.
In these terms, we can see that the thousands digits are increasing by one each time. We can see that the hundreds digits are increasing by one each time as well. Also, the tens digits are decreasing by one each time. Finally, the one's digits are decreasing by one each time as well. We can now figure out the next six terms in the pattern.
99 x 44= 4 3 5 6
-1 -1 +1 +1
99 x 55= 5 4 4 5
-1 -1 +1 +1
99 x 66= 6 5 3 4
-1 -1 +1 +1
99 x 77= 7 6 2 3
-1 -1 +1 +1
99 x 88= 8 7 1 2
-1 -1 +1 +1
As for science, class FE7B has been continuing with our experiments. But,have now recently have reported how our hypothesis were related to our observations. Here is an example of two powders that Fe7B experimented with:
With the unaided eye Powder Number 1 appeared to be consisted of thick and large individual particles. The attraction between the particles was very strong due to the size. When mixed with water, the powder particles were able to attract each other much easier causing the attraction of the water to be minimal. This then caused the strongly attracted powder to clump and become heavier than the water, sinking to the bottom of the test tube. Also, a new form of matter was formed by the trapping of air particles with the liquid. The mixture had three properties causing itself to be heterogeneous.
With the unaided eye Powder Number 2 appeared to be consisted of small, thin and smooth individual particles. The attraction of particles was very weak due to the size. When mixed with water, particles held no attraction to each other and quickly became attracted to the water. This caused the powder to separate evenly throughout the mixture and dissolve after one minute of shaking. The mixture had only one property causing itself to be a solution or a homogeneous mixture.
I'll blog soon!
Wednesday, February 11, 2009
A Short Post
This post may be short because I just got home a few minutes ago and I have to go out again soon, so I'm sorry in advance.
Anyways.
In Science we did the testing of our Hydraulic/Pneumatic Transport System Things yesterday. Overall, it went pretty well. No one in my class made anything that did the entire task, but there were many intelligent and interesting concepts. It was a bit chaotic, but we learned a lot. And now, we get to go back, take what we learned, and redo our systems to (hopefully) work better a second time. I think that by doing this, we learn a lot more than we would be just reading a textbook and taking some notes. We got to see exactly how to use Simple Machines and Hydraulic/Pneumatic Systems to move a load from point A to point B. We put the theories we learn from the textbook into use. If we didn't do that, they would just stay as words on a page to us, not an actual concept that works and moves in real life. In my past years, Science has just been textbooks, notes, and tests. Doing Science this way, getting actively involved, is much more engaging and challenging. I don't know how I could survive Science any other way now that we have done it like this.
And now I have to go so...
Until next Wednesday,
-K
Wednesday, February 4, 2009
Integers
In Math we have started a new unit on Algebra and Integers. We have just been working on Integers so far. But what are integers you may be wondering? Well, an integer is simply just any positive or negative number. It can be a fraction, decimal, or whole number. Some other key terms we have learned are opposite integers and a zero pair. Opposite integers means that they are the same distance from zero on a number line. For example, -3 and +3. Opposite integers are also zero pairs because when added together they equal zero.
We have learned so far how to add and subtract integers.
To add integers with the same sign, you just add the numbers together and keep the same sign.
ex: (+4) + (+6)
=(+10)
To add integers with a different sign, you subtract the smaller value number from the larger one and then take the sign from the larger value number.
ex: (+5) + (-13)
=(-8)
To subtract integers, you switch the second integer from negative to positive or vice versa and then add the two together. Then, you follow the same addition rules as I stated above.
ex: (+3) - (-7)
=(+3) + (+7)
=(+10)
(+8) - (+2)
=(+8) + (-2)
=(+6)
So, that is what we are doing in Math. Have a good week!
Until next Wednesday,
-K
Monday, February 2, 2009
As you can see, the answer is 3.307 which can be rounded to 3.31. The decimal is put after the place value spot of the 9 in 129. This is just like any other long division problem.
As for science, we have really gotten into experimentations involving substances and mixtures. In class, FE7B has started an activity involving experimentation. How will four solutes react with the solvent water? We first made hypotheses for all four powders. Then, we were able to start conducting our experiment. There needed to be a list of materials.
- water
- glass rod
- experimental powders
- graduated cylinders
- test tubes
- Florence flask
- funnel
- Safety glasses
- Test tube rack
- triple beam balance
Procedure: What steps will you take to make an experiment that will give you results that support your hypothesis?
- Put on safety glasses or goggles. Tie back hair, consider safety before anything else.
- Gather materials and equipment.
- Put four test tubes into test tube rack.
- Measure 20 mL of water using the graduated cylinder and put it into one of the test tubes. Repeat this procedure with the other 3 tubes.
- Using the triple beam balance, measure 2 grams of each substance and place into each test tube
- Place thumb over top of test tube and shake for 1 minute.
- Make observations. Look for not dissolved solute at the bottom of the test tube. Look for particles suspended throughout the mixture and any other reactions between the solutes and the solvent.
- Clean up and put away your materials and apparatus.
- Draw conclusions
That is basically all that FE7B has covered so far. I'll blog next week!
Wednesday, January 28, 2009
Go Math!
In Math, we have been learning about fractions, decimals, and percents as I have mentioned in past my posts. But, how does all this come into play in our real lives? Well, it is actually very relevant, especially decimals and percents.
For example, let's say we're going shopping. We are at the CD store, and there are two CDs we are deciding between, let's say the David Cook CD and the David Archuleta CD. The DC CD is originally $25, but you get 15% off. The DA CD is originally $30, but you get 25% off. Which one is cheaper?
Well, it would look like the David Archuleta CD is cheaper, as you get 10% more off. But let's see how that turns out when you calculate it.
For the DC CD:
15% is equal to 0.15. So when you multiply $25 by 0.15 we should get what 15% of $25 is. That comes out to $3.75. Then we subtract $3.75 from $25 to get $21.25, our new price.
For the DA CD:
25% is equal to 0.25. So when you multiply $30 by 0.25 we should get what 25% of $30 is. That comes out to $7.50. Then we subtract $7.50 from $30 to get $22.50, our new price.
We just figured out that the DC CD is cheaper than the DA CD by $1.25.
So then what CD do we buy? The David Archuleta one, obviously! David Cook isn't even worth $21.25. ;-)
Percents and decimals also come in handy when calculating things such as tax on an item, how much tip to give you server at a restaurant, and many more. So, this was a very useful unit to learn, as it will definitely become relevant in our lives.
Until next Wednesday,
-K
Wednesday, January 21, 2009
Lots and Lots of Science in FE8B
So, we learned about our summative in Science. I was right, we are making a hydraulic system. What we have to do is transport 4 cans of toxic liquid from a factory onto the back of a truck. I know this sounds impossible, but we are actually just moving 4 film canisters of water from one side of a desk to a cardboard truck Mr. Foster made on the other side. However, we can't touch the canisters, we have to be well away from the "toxic" area, and just use controls to move the canisters. We can use either hydraulic systems (liquids) or pneumatic systems (gases). Yesterday, we did a workshop to give us an introduction on how these systems work.
First, what we had to do was take two 20mL syringes and attach them with 5 cm of plastic tubing. Then, we put the plunger on one syringe at 20mL (all the way open) and the other plunger all the way down. Then we pushed on the syringe that was open and observed what happened. The other plunger was pushed out to about the 19.5mL mark. I think the reason that the plunger wasn't pushed out exactly the same amount is because the air in the tube was compressed a bit before it exerted the force on the plunger, therefore taking up a lesser volume, but I'm not sure about that.
Next, we set one plunger at 20mL and the other completely in. We pushed as hard as we could on the plunger that was out, but then held the other in place so that it couldn't move. We could push the plunger in to the 5mL mark before the tube connecting the two syringes fell off. This is because the air compressed, but I guess it only could to a certain point and then found a way out of the container, as compressed fluids are always trying to do.
Then, we repeated the two experiments but had a 50cm piece of tubing connecting the syringes instead of 5cm. We had the same results for the first experiment. But, for the second we could press the plunger all the way in. I think this is because there were more particles and a certain amount of force, so there was less pressure than fewer particles and the same amount of force. However, this could have also been because we had different people pushing the plunger in and prevent the other from moving, so something may have varied with that. This could have skewed our results.
We then filled our system with water, and went back to using a 5cm tube. When we pushed on the one plunger, it moved the other plunger exactly the same distance. I guess this is because water is incompressible, so no force was lost compressing it. When we prevented the other plunger from moving, nothing happened; we couldn't push the plunger in. This is because water is incompressible, so we couldn't push the particles together.
The final thing we did was put one 20mL syringe at one end of the system, and a 10mL syringe at the other. We put the plunger in the 10mL syringe out all the way and pushed the 20mL syringe's plunger in all the way. When the system had air in it, the plunger on the 20mL syringe moved out a shorter distance. But, that was just an illusion because it actually moved the same volume of air we pushed in (10mL) but on the larger syringe, it didn't look like it because it was a shorter distance on the syringe scale. This was because the 20mL syringe was wider than the 10mL one. When we did the same thing except with water in the system, the results were the same.
So, that is what we have been doing in Science. I can't wait for our summative - I'm quite excited about it!
Until next Wednesday,
-K
Sunday, January 18, 2009
Science and Math - FE8A
Science
This week in science we watched two Bill Nye movies covering Friction (the force of rubbing, often transferred into heat) and Simple Machines (covered in earlier posts). Both of these topics will applied in our in our summative. Our summative will be mostly on our fluids unit that is what we have been studying for the last few weeks. Like Katie said in her last blog it must be something dealing with hydraulics.
Math
Currently in math the class was taught how to add and subtract fractions. For adding and subtracting you need to find a common denominator and then proceed to adding/subtracting the fractions. To find a common denominator, you sometimes need to multiply both the numerator and denominator of the fraction you wish to change to make it the correct number. For example, 2/10 + 2/5. You need to multiply the top and the bottom of the second fraction to get the denominator of 2/5 to be 10. Once you've multiplied by the correct number to get the same denominator, you can go ahead and add the fractions. Ex. 2/10 + 2/5 -> 2/10 + (2/5)x2 -> 2/10 + 4/10 = 6/10
Until next time,
~Eric
Thursday, January 15, 2009
Math And Science
Sheila ran 3km in 15 minutes. Stacy ran 4000m in 20 minutes. Stacy said that she ran faster than Sheila did. Is Stacy right?
The first step is to convert these rates into the same unit of measurement. IF we know 1000m = 1 km then we also know that 4000m= 4km.
The second step is to convert both rates into their simplest form. 3 divided by 3 equals 1, so 15 divided by three equals 5. What ever you do to one term, is applied to the other term as well. 4km divided by 4 equals 1 and 20 divided by 4 equals 5.
The rates are both 1km/5 minutes.
So, the answer is: No, Stacy is not right. Both Sheila and Stacy ran the same speed.
For science we have really gotten into the unit on pure substances and mixtures. Not only has class FE7B been learning very valuable note taking skills, but we have been connecting previous knowledge to newly learned information. Here are some key words that we have learned.
Heterogeneous- A mixture with two or more different sets of properties. Homogeneous- A mixture that's parts all have the same composition and properties. Pure Substance- Materials whose properties are not a blend, but are all the same. All of the particles are identical and the properties are effected by particles.
An example of a homogeneous mixture is kool aid mix with water
An example of a heterogeneous mixture is oil and vinegar
An example of a pure substance is gold.
That is basically all of what class FE7B has covered. I'll write next week!
Wednesday, January 14, 2009
In Science we have been learning all about fluid pressure. Next Science class (which I think is tomorrow...) Mr. F will tell us about the summative assignment we are doing for this unit. So far we know that it has something to do with hydraulic systems and building something, so I'm guessing we are building a hydraulic system. Hydraulic systems are systems that use fluids under pressure to create movement. An example of one of these is a barber's chair. The air in the raising/lowering device is under pressure. When you press on the pedal, it opens up a hole at the top of the container the air is in. When a fluid is under pressure, the particles will all rush out quickly and with a lot of force if a hole is opened. So, that is what the air does. That force is applied to the chair, pushing it upwards. That's an example of a hydraulic system. I can't wait for our summative!
In Math have learned how to multiply fractions, and soon we will learn how to divide fractions and how to turn a fraction to a decimal and back again. I will keep you updated.
Until next Wednesday,
-K
Friday, January 9, 2009
A Math-Science Sandwich From FE8A
The song above is very funny i think every one would like it.
Science
This week in science we learned about pressure in fluids. One thing that was a large topic during one class was the way in which your ear worked (if you are in grade 8 would would have seen a picture of my face on the smart-board) and what happens when you are sick. Also we talked a lot about the circulatory system which relies on pressure entirely. The reason is when the heart is beating it acts like a pump that draws in blood and after the heart has pumped enough blood the valve shuts and blocks off the blood flow. On the second beat that blood is pushed into the 2 large veins in your body, that branch off in to smaller veins and those veins into smaller ones. A cool fact: it takes 16 minutes for all the blood in your body to circulate your body once.
Math
This year we stared the unit: Fractions and Decimals. this unit so far consists of reducing fractions, adding, subtraction, mixed numbers, improper fractions and we have yet to start the decimals unit.
See you next time.
-Eric
Wednesday, January 7, 2009
My first blog in 2009!
Well, there has been only three days so far after the break and, let me tell you, we have already done so much! It's a bit of a contrast to over the holidays where I did next to nothing... But anyways here is what we have been learning in math and science.
We have only had one science class so far, but it was definitely an memorable one. To introduce our new part of the fluids unit, Mr. Foster did an experiment for us. He balanced a meter stick half on a desk and half off of it. On the side that was on the desk, he put three pieces of newspaper. He then said we had to make a prediction to what would happen if he got a metal bar and hit (hard!) down onto the side of the meter stick hanging off the desk. Our choices were:
a) nothing would happen
b) the meter stick would split the newspaper in half
c) the meter stick would break where the paper meets the wood
or d) the paper would be lifted up
I personally chose answer d) because I was thinking of the meter stick like a first class lever, in which case the load (the newspaper) would be lifted. I wasn't counting on Mr. Foster whacking the meter stick as hard as he did; I thought it would be a more smooth, slow movement.
But no, Mr. Foster hit the meter stick like it he wanted to kill it. Everyone in the class was so surprised at the huge "BANG" that was made. I think my heart skipped a beat I was so surprised!
So, what actually happened was c). The meter stick split in half where the paper had been sitting on it. And this was because of pressure (our new sub-unit). There was a ton of air particles in the room exerting a great amount of force on the large surface area of the newspaper so even though Mr. F whacked the meter stick with all his might, it was next to nothing compared to the air particles on the paper. So the force that Mr. F exerted on the meter stick went to where the paper met the wood, breaking it in half.
Overall, it was a very interesting experiment (as petrifying as it was at the time) and we learned a lot from it.
In math we started a new unit on fractions. Right now, our sub unit is on how to add and subtract fractions. We have learned about converting improper fractions to mixed numbers and back again, adding mixed numbers, adding improper fractions, and just adding normal fractions. I can't wait for the rest of the unit!
Until next Wednesday,
-K
Tuesday, January 6, 2009
2009 Blogging
Here is a problem that could occur involving ratios.
Francis decided to have a garage sale of all her old toys when she was younger. In total she had 12 dolls, 6 rubber balls, one yo-yo, and 1 set of paintbrushes. By the end of the garage sale Francis had only 3 dolls and 2 rubber balls. Francis wants to know how many items she sold.
We can use ratios to figure this problem out.
Francis had 20 items in total. She sold her yo-yo, her paintbrush set, 6 of her twelve dolls, and 3 of her 6 rubber balls. In total, she only has 9 items left of the 20. We can present this ratio as a part to whole. 9:20. In total, she sold 11 items with 9 items left over. We can present this ratio as a part to part. 9:11.
Ratios are fun and are used everyday! Class FE7B is very excited to see what we will learn in this unit!
As for science, we have only begun our unit on pure substances and mixtures so I will tell you readers next week about what we learned. Here is a safe website on pure mixtures and substances for anyone who wants to learn more about this unit. http://www.chem4kids.com
Have fun and I'll write next week!