Math for FE8A

Math
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

Math And Science in FE7B

What an absolutely mar-vell-ous March break! I went skiing in the great province of Quebec, which is the reason why I missed three days of school. So . . . um . . . oops! Annnyyyywwwwaayyyy, since it's a new term, class FE7B is starting new subjects in both math and science! Firstly with math, we are starting the unit of Data Management and Probability!! We are able to role dice, throw paper cups and all that jazz! In the first part of the unit, we had to make tree diagrams to find all of the possible outcomes for different experiments. Here is an example of a problem we may encounter.

At a clothing store there is a sale that any customer can buy 1 pair of shoes, 1 pair of shorts and 1 tee-shirt for $30. There are 5 different coloured shirts-red, blue, purple, yellow and green. There are 3 different coloured shoes-orange, silver and cream. There are two different coloured shorts-gray and taupe. What are all the possible outcomes that customers can buy?There are 30 possible outcomes.

Also, with probability we have been taught how to find a Relative frequency when conducting an experiment through Experimental probability. For example: If you roll a die 10 times and if the 3 side appears 2 times, you can use experimental probability to find the relative frequency of the 3 side.

EP= A favourable 2

_______________ = _____ =

TOTAL 10

.20%

As for science, our new unit is about heat in the environment. I do not have much info on what work we've done but I do have info on what work we will be doing. In this unit class Fe7B will learn about how the Earth is organized and what it was like before us humans arrived and changed everything. How have humans affected heat on the planet and what was the heat like on the Earth before we came? Hopefully, all of these questions will be answered soon!

Ill blog soon!

Sorry I haven't blogged in a while...

Hi everybody!

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

Fe8a math and science

Math
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.

Water Systems, Algebra and Probably Probability

During the past week in FE8A, we covered water systems in science and word problems, with algebra, in math. Also, after the break, we will be finished algebra and we'll start a new unit about probability. Our unit test will be tomorrow, March 9th, and will count on our third term report card.

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

Math And Science In Fe7B

Hello everybody! Happy spring is just around the corner? Well, that is not the case for me. Personally, I wish SUMMER was just around the corner. Well, back to work in Fe7B! We have just finished our math unit on Patterning and Algebra! Now, we were just given a math assignment due tomorrow. The question is: How many pianos are there in the city Toronto?? Using an estimated guess, my group calculated that there are 212 000 pianos in Toronto. Hopefully, we aren't too far off! But, how does one start to tackle this problem? It is not very difficult. First think, where are pianos found? Most commonly they are found in homes, schools, and music stores. Take into consideration that pianos are very expensive and probably are not very common throughout all of Toronto's areas. Also, the population of Toronto would be helpful and useful when trying to estimate the number of pianos. You definitely do not want to guess that there are 10.5 million pianos in Toronto when he population is much less. Not very likely! Also, if you think that there are approximately 3 people in every household, you could divide 3 from the population of Toronto to find the total number of households in all of Toronto. After that, you can then guess how many households have pianos (possibly 1 out of every 4 homes) and then divide your number of households by 4 to get your total number of pianos throughout all the homes in Toronto! This math question helps students make more accurate and educated estimations in math!

As for science, we are soon going to finish up our unit in science on pure substances and mixtures. We have recently been given a science assignment. The objective is to design how you would construct a science procedure of mixing the solute salt with the solvent water. You have to control variables, meaning, keeping everything constant, except for what you are trying to find. Besides the assignment, we just learned about maple syrup and sugar. Both are processed similarly. Example: Both are boiled to dilute the water and create a different substance. Also, both are filtered during the process. Most importantly, the raw materials create a variety of products. For example: Sap can create maple syrup and maple sugar. Also, sugar can and sugar beets create plain white sugar, brown sugar, and molasses. I guess you learn something new everyday!

That is all for now! I'll blog soon!

New Things in Math and Science!!!

Hi guys.

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

The Advantage of Technology in a Class

In a our classroom we we don't just read and do questions from the textbook we push it to the max all out awesomeness with hands on work and cool technology like smart technology tools. It offers much more understanding and application of what we learn through note-taking. Hands-on work also offers for the user to become more friendly with tools (IE: dustless cutters back-saw and much more)

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.