Monday, June 16, 2014
Goodbye for now!
For many of you this is the last time I will see you in my classroom for the remaining years of high school. I wish you luck and happiness. No matter what the problem, just remember that I am always here for you. Good luck and may the Force be with you.
Friday, June 13, 2014
Dev Katherine Marissa
This is my third attempt at posting this lovely project so I really hope if works!!
Reflection:
This year in pre calc trig was a but if a struggle for Marissa and Katie. Marissa struggled most with starting a new unit yet barely knowing and finishing the last one. "It was a faster pace than what I was used to." Said Warren. Katie struggled most with tests. "Just the fact that they were 70% of the grade really stressed me out and scared me." They both should have taken more advantage of the fact that Mr. Jackson is in school ALL the time and they should have gotten more help. All in all if was a great year. "Thanks for all of the help and har work!"
-Marissa and Katie
Thursday, June 12, 2014
DEV Project
1. Verify the identity.
Sin(x)(cos(x)+1)/cos(x)=(sin(x)*csc(x))(tan(x)+sin(x))
-First, distribute sin(x) to cos(x)+1.
(cos(x)*sin(x)+sin(x))/cos(x)=((x)*csc(x))(tan(x)+(x))
-Separate the addition being done to (Cos(x)*Sin(x)+Sin(x))/Cos(x).
(Cos(x)Sin(x))/Cos(x)+Sin(x))/Cos(x)=(Sin(x)*Csc(x))*(Tan(x)+Sin(x))
-Then multiply (Sin(x)*Csc(x)) together and see that they multiply to equal 1.
(Cos(x)Sin(x))/Cos(x))+(Sin(x)/Cos(x))=Tan(x)+Sin(x)
- In the (Cos(x)Sin(x))/Cos(x))+(Sin(x)/Cos(x)) section, have the first cosines divide out.
Sin(x)+(Sin(x)/Cos(x))=Tan(x)+Sin(x)
-Turn the (Sin(x)/Cos(x)) into Tan(x).
Sin(x)+Tan(x)=Tan(x)+Sin(x).
2.The time on an analog clock is 7:54. Find the angle made from the minute hand, clockwise to the hour hand.
-From the 11 to the 7th hour on the clock there are 8 ∏/6 's, which is just 8∏/6.
-From the minute hand to the 11 there is 1/5th of a cycle. To turn the 1/5 into radians you have to multiply it by ∏/6 to get ∏/30.
-From the hour hand to the 7 there are 9/10ths of a cycle and when multiplied by ∏/6 it equals 9∏/60.
-To get the total distance between the minute hand, clockwise to the hour hand we need to add all of these distances together which would be (8∏/6)+(2∏/60)+(9∏/60)= 91∏/60
-91∏/60 is the final answer.
3. Convert 76∏/12 to degrees and find its co-terminal angles.
In order to first convert this angle to degrees, multiply it by 180/∏ since there are 180 degrees in 1∏.
(76∏/12)*(180/∏)
The pies make a 1, and you can instead multiply 76*15 to make it easier since 180/12=15.
76*15=1140 degrees.
Now that we have converted the radian measure to degrees, we now will find the coterminal angles of this measure on the unit circle. Since there are 360 degrees in the unit circle, we both add and subtract 360 from 1140 to find the angles that are the same on the unit circle, but have different degrees
because they are in different cycles.
1140+360=1500 degrees
1140-360=780 degrees
You have now found two coterminal angles of 1140 degrees.
4. The highest point of a ferris wheel is 471 feet off of the ground. The loading point is 13 feet off of the ground. It takes 3 minutes and 30 seconds to make one revolution. Find an equation that represents height as a function of time in seconds.
In order to write the equation, we will need to find the amplitude, the vertical shift, and the b value.
To find the amplitude/wavelength, we need to take how high the bottom of the ferris wheel is off the ground and subract it from the highest point of the ferris wheel.
471-13=457 ft.
This will give us the height of the ferris wheel. Then, since the amplitude is half the height of the ferris wheel, we divide the height of the ferris wheel by 2.
457/2=228.5 ft.
amplitude=228.5 ft.
Now we need to find the vertical shift, which is how high the point of origin is off of the ground. Since the origin is half of the ferris wheel added to how high the bottom of the ferris wheel is off the ground, we will just plug in the numbers.
amplitude/half of ferris wheel: 228.5 ft.
height of bottom of ferris wheel off the ground/ loading point: 123 ft.
228.5+123=241.5ft
vertical shift/k value= 241.5 ft.
Finally, we need to find the b value. The equation to find the b value is 2∏/period, and the period in this case is 3 minutes and 30 seconds, which is the time of one revolution. First, we need to convert minutes into seconds.
3 minutes and 30 seconds= 210 seconds
2∏/ 210= ∏/105
Now that we have all of the necessary components, it's time to write the equation that represents height as a function of time.
y=aCos(b+h)+k
Now, just plug in the numbers.
y=241.5-228.5Cos∏/105t
5. Find the tan(105 degrees)
First, you have to find the individual tangents of two known angles on the unit circle that add to 105. For this problem, 60+45 is the easiest way. Use the tangent addition identity equation and plug in the numbers.
tan(60+45)= (tan60+tan45)/(1-tan60*tan45)
Next, replace the tan60 and tan45 with the actual values, calculated using Y/X.
tan(60+45)= (√3+1)/(1-√3*1)
Then, rationalize the denominator by using the special form of 1.
=(√3+1)/(1-√3)*(1+√3)/(1+√3)
=(3+1+2√3)/(1-3)
After that, finish solving the equation.
=(4+2√3)/(-2)
We can factor out a 2 in the numerator, since 2 goes into both 4 and 2√3.
= 2(2+√3)/(-2)
The 2's then divide out, leaving a negative 1 in the numerator. This gives us the final answer of:
-(2+√3)
6. Simplify the identity.
sec^5(x)+1/(cosx+sin^24x)+5/(cos^2x)
=1/(cos^5x)+1/(cosx+sin^24x)+5/(cos^2x)
First, we need to get common denominators. Unfortunately in this problem, the common denominator ends up being a combination of all 3 denominators, which would be (cos^5x)(cosx+sin^24x)(cos^2x). So to find this, you have to multiply the numerator and denominator by the terms that aren't there to get all 3 in the denominator, which in turn also multiplies those terms by the numerator. It gets a little messy.
So the new equation is:
(cosx+sin^24x)(cos^2x)/(cos^5x)(cosx+sin^24x)(cos^2x) + (cos^2x)(cos^5x)/(cos^5x)(cosx+sin^24x)(cos^2x) + 5(cos^x+sin^24x)(cos^5x)/(cos^5x)(cosx+sin^24x)(cos^2x)
Super messy, but now we can add the numerators together. But, before this, we have to distribute the terms in the numerators to each other to get the terms outside of the parentheses.
(cosx+sin^24x)(cos^2x) = cos^3x+sin^24x*cosx
(cos^2x)(cos^5x) = cos^7x
5(cosx+sin^24x)=(5cosx+5sin^24x)(cos^3x)=5cos^4x+5sin^24x*cos^3x
So, now we have terms to add together without parentheses.
(cos^3x+sin^24x+cosx+cos^7x+5cos^4x+5sin^24x*cos^3x)/(cos^5x)(cosx+sin^24x)(cos^2x)
Notice there are both (cos^2x) and (cos^5x) in the denominator, which can be combined to become (cos^7x).
This new (cos^7x) can be divided with the (cos^3x) in the numerator, becoming (cos^4x) in the
denominator, since both are being multiplied.
So, the final simplified equation becomes: (really messy, but about as far as you could easily go)
(cos^3x+sin^24x+cosx+cos^7x+5cos^4x+5sin^24x)/(cos^4x)(cosx+sin^24x)
Ryan's reflection: We chose these problems for the D.E.V. project because we believe they best represent the units we've learned this trimester. We chose a few problems, such as #6 and the ferris wheel to challenge ourselves and to really see how well we understood everything. I think that working through these problems with Tyler and Edmund made me understand the content more than ever before. It helped with prep for the exam and my future calculus endeavors. We tried to use problems that were a little bit of everything from the trimester. Not only will it help me with math related problems in the future, it also helps to gain experience working through problems with a group of people, which is almost guaranteed to happen sometime in life. What I learned is that even when you challenge yourself and the problems seem impossible, time is the most valuable resource. If you take time to work through extremely difficult problems, you can achieve the correct answer. This was my 2nd DEV and overall another great experience for me.
Tyler's reflection: Creating problems for the D.E.V. project has made me look back at earlier tests and homework assignments, giving me a chance to look back at how to do certain problems to get me ready for the upcoming exam. When working through some of the identity problems, I had to figure out how to start from the end and change it into the beginning of the problem which helped me figure out different ways to verify identities.We chose these problems because it took a little section out of every unit we worked with this trimester and used problems that accurately represented our knowledge of these units.These problems accurately provide an overview of my best mathematical understanding of what I've learned so far by how complex we tried to make them while still being able to work with. What I learned from this project is that i knew more about these units than i really
thought and that this will really help my understanding when I go to take the exam.
Edmunds reflection: Our entire group learned a lot from this trimester's dev project. We came up with problems from all three units we have learned, and made sure the problems we picked reflected the main ideas of each unit. For example, we did a convert radians to degrees problem as well as a clock problem. We did these problems because the conversion helps you to better understand the unit circle while the clock problem requires previous understanding of the unit circle to complete. One of the problems we took from unit 2 was a Ferris wheel problem, because in order to write the equation you would need to have an understanding of trigonometric equations. We picked a verifying identity problem for unit three because it combined all previous problems we had to solve in that unit. I learned a lot from this project, because this tri I attempted to explain the problems like I was actually teaching, as opposed to just writing out steps. My mathematical understanding of many concepts improved because of this project.
Sin(x)(cos(x)+1)/cos(x)=(sin(x)*csc(x))(tan(x)+sin(x))
-First, distribute sin(x) to cos(x)+1.
(cos(x)*sin(x)+sin(x))/cos(x)=((x)*csc(x))(tan(x)+(x))
-Separate the addition being done to (Cos(x)*Sin(x)+Sin(x))/Cos(x).
(Cos(x)Sin(x))/Cos(x)+Sin(x))/Cos(x)=(Sin(x)*Csc(x))*(Tan(x)+Sin(x))
-Then multiply (Sin(x)*Csc(x)) together and see that they multiply to equal 1.
(Cos(x)Sin(x))/Cos(x))+(Sin(x)/Cos(x))=Tan(x)+Sin(x)
- In the (Cos(x)Sin(x))/Cos(x))+(Sin(x)/Cos(x)) section, have the first cosines divide out.
Sin(x)+(Sin(x)/Cos(x))=Tan(x)+Sin(x)
-Turn the (Sin(x)/Cos(x)) into Tan(x).
Sin(x)+Tan(x)=Tan(x)+Sin(x).
2.The time on an analog clock is 7:54. Find the angle made from the minute hand, clockwise to the hour hand.
-From the 11 to the 7th hour on the clock there are 8 ∏/6 's, which is just 8∏/6.
-From the minute hand to the 11 there is 1/5th of a cycle. To turn the 1/5 into radians you have to multiply it by ∏/6 to get ∏/30.
-From the hour hand to the 7 there are 9/10ths of a cycle and when multiplied by ∏/6 it equals 9∏/60.
-To get the total distance between the minute hand, clockwise to the hour hand we need to add all of these distances together which would be (8∏/6)+(2∏/60)+(9∏/60)= 91∏/60
-91∏/60 is the final answer.
3. Convert 76∏/12 to degrees and find its co-terminal angles.
In order to first convert this angle to degrees, multiply it by 180/∏ since there are 180 degrees in 1∏.
(76∏/12)*(180/∏)
The pies make a 1, and you can instead multiply 76*15 to make it easier since 180/12=15.
76*15=1140 degrees.
Now that we have converted the radian measure to degrees, we now will find the coterminal angles of this measure on the unit circle. Since there are 360 degrees in the unit circle, we both add and subtract 360 from 1140 to find the angles that are the same on the unit circle, but have different degrees
because they are in different cycles.
1140+360=1500 degrees
1140-360=780 degrees
You have now found two coterminal angles of 1140 degrees.
4. The highest point of a ferris wheel is 471 feet off of the ground. The loading point is 13 feet off of the ground. It takes 3 minutes and 30 seconds to make one revolution. Find an equation that represents height as a function of time in seconds.
In order to write the equation, we will need to find the amplitude, the vertical shift, and the b value.
To find the amplitude/wavelength, we need to take how high the bottom of the ferris wheel is off the ground and subract it from the highest point of the ferris wheel.
471-13=457 ft.
This will give us the height of the ferris wheel. Then, since the amplitude is half the height of the ferris wheel, we divide the height of the ferris wheel by 2.
457/2=228.5 ft.
amplitude=228.5 ft.
Now we need to find the vertical shift, which is how high the point of origin is off of the ground. Since the origin is half of the ferris wheel added to how high the bottom of the ferris wheel is off the ground, we will just plug in the numbers.
amplitude/half of ferris wheel: 228.5 ft.
height of bottom of ferris wheel off the ground/ loading point: 123 ft.
228.5+123=241.5ft
vertical shift/k value= 241.5 ft.
Finally, we need to find the b value. The equation to find the b value is 2∏/period, and the period in this case is 3 minutes and 30 seconds, which is the time of one revolution. First, we need to convert minutes into seconds.
3 minutes and 30 seconds= 210 seconds
2∏/ 210= ∏/105
Now that we have all of the necessary components, it's time to write the equation that represents height as a function of time.
y=aCos(b+h)+k
Now, just plug in the numbers.
y=241.5-228.5Cos∏/105t
5. Find the tan(105 degrees)
First, you have to find the individual tangents of two known angles on the unit circle that add to 105. For this problem, 60+45 is the easiest way. Use the tangent addition identity equation and plug in the numbers.
tan(60+45)= (tan60+tan45)/(1-tan60*tan45)
Next, replace the tan60 and tan45 with the actual values, calculated using Y/X.
tan(60+45)= (√3+1)/(1-√3*1)
Then, rationalize the denominator by using the special form of 1.
=(√3+1)/(1-√3)*(1+√3)/(1+√3)
=(3+1+2√3)/(1-3)
After that, finish solving the equation.
=(4+2√3)/(-2)
We can factor out a 2 in the numerator, since 2 goes into both 4 and 2√3.
= 2(2+√3)/(-2)
The 2's then divide out, leaving a negative 1 in the numerator. This gives us the final answer of:
-(2+√3)
6. Simplify the identity.
sec^5(x)+1/(cosx+sin^24x)+5/(cos^2x)
=1/(cos^5x)+1/(cosx+sin^24x)+5/(cos^2x)
So the new equation is:
(cosx+sin^24x)(cos^2x)/(cos^5x)(cosx+sin^24x)(cos^2x) + (cos^2x)(cos^5x)/(cos^5x)(cosx+sin^24x)(cos^2x) + 5(cos^x+sin^24x)(cos^5x)/(cos^5x)(cosx+sin^24x)(cos^2x)
Super messy, but now we can add the numerators together. But, before this, we have to distribute the terms in the numerators to each other to get the terms outside of the parentheses.
(cosx+sin^24x)(cos^2x) = cos^3x+sin^24x*cosx
(cos^2x)(cos^5x) = cos^7x
5(cosx+sin^24x)=(5cosx+5sin^24x)(cos^3x)=5cos^4x+5sin^24x*cos^3x
So, now we have terms to add together without parentheses.
(cos^3x+sin^24x+cosx+cos^7x+5cos^4x+5sin^24x*cos^3x)/(cos^5x)(cosx+sin^24x)(cos^2x)
Notice there are both (cos^2x) and (cos^5x) in the denominator, which can be combined to become (cos^7x).
This new (cos^7x) can be divided with the (cos^3x) in the numerator, becoming (cos^4x) in the
denominator, since both are being multiplied.
So, the final simplified equation becomes: (really messy, but about as far as you could easily go)
(cos^3x+sin^24x+cosx+cos^7x+5cos^4x+5sin^24x)/(cos^4x)(cosx+sin^24x)
Ryan's reflection: We chose these problems for the D.E.V. project because we believe they best represent the units we've learned this trimester. We chose a few problems, such as #6 and the ferris wheel to challenge ourselves and to really see how well we understood everything. I think that working through these problems with Tyler and Edmund made me understand the content more than ever before. It helped with prep for the exam and my future calculus endeavors. We tried to use problems that were a little bit of everything from the trimester. Not only will it help me with math related problems in the future, it also helps to gain experience working through problems with a group of people, which is almost guaranteed to happen sometime in life. What I learned is that even when you challenge yourself and the problems seem impossible, time is the most valuable resource. If you take time to work through extremely difficult problems, you can achieve the correct answer. This was my 2nd DEV and overall another great experience for me.
Tyler's reflection: Creating problems for the D.E.V. project has made me look back at earlier tests and homework assignments, giving me a chance to look back at how to do certain problems to get me ready for the upcoming exam. When working through some of the identity problems, I had to figure out how to start from the end and change it into the beginning of the problem which helped me figure out different ways to verify identities.We chose these problems because it took a little section out of every unit we worked with this trimester and used problems that accurately represented our knowledge of these units.These problems accurately provide an overview of my best mathematical understanding of what I've learned so far by how complex we tried to make them while still being able to work with. What I learned from this project is that i knew more about these units than i really
thought and that this will really help my understanding when I go to take the exam.
Edmunds reflection: Our entire group learned a lot from this trimester's dev project. We came up with problems from all three units we have learned, and made sure the problems we picked reflected the main ideas of each unit. For example, we did a convert radians to degrees problem as well as a clock problem. We did these problems because the conversion helps you to better understand the unit circle while the clock problem requires previous understanding of the unit circle to complete. One of the problems we took from unit 2 was a Ferris wheel problem, because in order to write the equation you would need to have an understanding of trigonometric equations. We picked a verifying identity problem for unit three because it combined all previous problems we had to solve in that unit. I learned a lot from this project, because this tri I attempted to explain the problems like I was actually teaching, as opposed to just writing out steps. My mathematical understanding of many concepts improved because of this project.
DEV
https://www.youtube.com/watch?v=_QnjmWamlyc
here's my DEV
overall i had a lot of fun filming the DEV... i had to use Openshot while running Ubuntu, a Linux os, which is a tremendous pain. but i learned how to get it done. i believe the most important things we go over in class is the basics. if you don't have a clear understanding of the basics, you can't move forward. in my video i go over 4 aspects of the class and 1 use of the material. initially i had difficulties with getting the basics because of my adhd, however if i hear it multiple times and quickly i can understand it very well.
here's my DEV
overall i had a lot of fun filming the DEV... i had to use Openshot while running Ubuntu, a Linux os, which is a tremendous pain. but i learned how to get it done. i believe the most important things we go over in class is the basics. if you don't have a clear understanding of the basics, you can't move forward. in my video i go over 4 aspects of the class and 1 use of the material. initially i had difficulties with getting the basics because of my adhd, however if i hear it multiple times and quickly i can understand it very well.
Wednesday, June 11, 2014
Christian's DEV project
I chose to demonstrate the concepts that I did because I felt that they would be the best concepts for me to explain the most expertly. I feel good about them, particularly the graphing identities problem, because I feel like it was fairly difficult and that I did a decent job explaining it. This is a great project as it helps students further understand how to perform these problems, making them more comfortable. I may use this method in the future to help my self more thoroughly understand a concept
Kristin's DEV
I chose this problem set because I felt they were the types of problems I had the best grasp on. But trying to make them all story problems AND make the problems themselves challenging proved to be really hard for me. I learned that being a math teacher sucks, but I also learned a few new things about taking care of infants, thanks to the theme of my DEV. Also my wifi has been particularly slow today and it's a little infuriating to have a bad connection while you're trying to upload a 35-slide power point onto dropbox so you can get your project so you can study for your exam that you have in the morning. Bright side! I'm pretty much done being a Junior. That's amazing.
Here's the link for my project:
https://www.dropbox.com/s/xtr7el9r52gme93/THE%20Daddy%20DEV%21.pptx
DEV Project: Kaitlyn K and Rhiannon
Here is a link to our presentation: http://www.authorstream.com/Presentation/Weezie-2178409-devergent/ (All pictures provided by Google).
Rhiannon's reflection:
Rhiannon's reflection:
1. I chose some of the concepts for a diverse range of problems that were complex. I also picked problems I have had trouble with, like the clock problem, converting degrees to radians, and the verifying problem.
2. The problems cover all of our units and tend to be more difficult problems thus representing mathematical growth.
3. I have already done the DEV project first trimester, but it's interesting to see how it's differed. I feel like I have a much better grasp on the problems. It also helped me motivate myself to work outside of class and budget my time
Kaitlyn's Reflection:
1. The first reason that I picked the Ferris Wheel problem and a graphing concept was because I always struggled with them. I did not have a good grasp on how to find the "b"-value, so that messed up most of my problems. These concepts, along with the others that I did were hard and challenging for me. Doing them in the DEV helped me get better at them.
2.These problems show that I understand the concepts well enough to create my own challenging problems.
3.This assignment really helped me prepare for the exam. I got to understand the concepts better. As Rhiannon said, this DEV was different from Functions, which was interesting and frustrating at the same time.
DEV project by Ally and James
James: This class seemed to be easier than functions last trimester. The DEV project was easy to think up ideas with the graphing and the identities to chase from. The graphing and the identities were the easier part of the class to remember compared to remember the entire unit circle with all of the radians and the degrees. The unit circle would have been easy to write up but the steps to make it would take a couple days to type up and find a unit circle to use for the DEV project.
Ally: I decided to choose these units because at first they were difficult for me. I was so used to using a calculator and adding, subtracting, multiplying, and dividing radians was something I wasn't used to without a calculator. towards the end of the units it got very easy for me to be able to do this. I also choose these units because it reminded me of what I did in Algebra 2b, and I was very familiar with the unit circle and still have it memorized since that class. This DEV project has expanded and enhanced my knowledge on the Trig. identities and proving those, and graphing and figuring out my own way to make graphs and there inverse functions as well. This class has challenged me with the idea that you don't need to rely on a calculator, and that the brain can do a lot more than what you even think. I'm very glad I took this class and I hope to continue on in math pass this year.
DEV Project Lauren and Lindsey
Lindsey- We tried to chose one type of problem from each lesson that we did. We both chose some of the problems that we found difficult throughout this trimester. I chose to do one of the story problems that I really struggled with at the beginning of the class. I had a hard time finding out how to convert 60 mph into inches per second. Explaining how to do this step by step helped my understanding a lot! And now on our last test I understood how to do it much better than when we first had tests on those problems. This assignment is very stressful because you have to make sure your problems are correct and we had to change our problems a few different times to make them fully correct. Teaching someone else how to solve a problem really helps your understanding, this is definitely a project that all math classes should be required to do.
Lauren- Lindsey and I did the DEV project together. We both made a couple problems that we could chose from. We made problems that we understood the most. With each of these problems, they challenged us because we made them hard and complicated. It took us awhile to figure out each step and also how to teach each step. Each of the problems we chose are from different units. There are maybe 2 from the same unit, but we tried to get a variety of problems. This assignment did help me. I learned how to do a step by step problem that I did not really know how to do. The ones Lindsey did I did not know how to do that well so I learned how to, and the same goes for Lindsey. I liked this project and thought it was very helpful for me.
Tuesday, June 10, 2014
D.E.V. Project - Gavin
Well I finally finished it all up and even though it's not as polished up as I would have liked (It's a little terrible...) but it turned out alright at least.
I found that actually making the problems definitely proved to be the hardest part of doing this project as it was tiring to try and find a happy medium between complexity and simplicity whilst covering the required topics without making too boring at the same time (Not that it's really exciting either!). It was a good learning experience for the unites and problems I did though, sicne it required me to do much more than just solve it on a piece of paper as I really had to know how it worked to make a decent video of it. Oh Before I Forget, make sure you don't make yourself too busy all the time and actually work on the project gradually as I came up with a lot of the stuff yesterday and then did all the recording and editing today like an idiot.. Don't be like me!
On a side note I wish I had better lighting as I couldn't find any fixtures that would have worked right and it's much too dark during the video.. (Dem shadows..).. Also that video editing was awful I mean wow.. GG Gavin.. Anyways lots of fun!
I found that actually making the problems definitely proved to be the hardest part of doing this project as it was tiring to try and find a happy medium between complexity and simplicity whilst covering the required topics without making too boring at the same time (Not that it's really exciting either!). It was a good learning experience for the unites and problems I did though, sicne it required me to do much more than just solve it on a piece of paper as I really had to know how it worked to make a decent video of it. Oh Before I Forget, make sure you don't make yourself too busy all the time and actually work on the project gradually as I came up with a lot of the stuff yesterday and then did all the recording and editing today like an idiot.. Don't be like me!
On a side note I wish I had better lighting as I couldn't find any fixtures that would have worked right and it's much too dark during the video.. (Dem shadows..).. Also that video editing was awful I mean wow.. GG Gavin.. Anyways lots of fun!
My D.E.V.
Here is my D.E.V. project!
I noticed that when I went through my prezi sometimes the videos had issues and only displayed a green screen instead of what I filmed. Usually restarting the presentation where I left off fixed it, but here are the links just in case!
Problem 1: PART 1
Step 1: https://www.youtube.com/watch?v=RCCVJH-J-VU
https://www.youtube.com/watch?v=fElKtI-Zydc
https://www.youtube.com/watch?v=7-5Yc-wUMeU
Step 2: https://www.youtube.com/watch?v=_HJYejX9cGk
Steps 3&4: https://www.youtube.com/watch?v=H81vMLJoGa0
Step 5: https://www.youtube.com/watch?v=PizFYDCWbUM
Step 6: https://www.youtube.com/watch?v=G0QO8SO5D6c
PART 2: https://www.youtube.com/watch?v=OhOIGJWgI5E
PART 3: https://www.youtube.com/watch?v=jzSXz67yCT8
Problem 2: https://www.youtube.com/watch?v=KtY3Nsl9wFo
https://www.youtube.com/watch?v=GhZ3j_v9lKU
Problem 3: https://www.youtube.com/watch?v=4A2Ru_hJXHE
https://www.youtube.com/watch?v=6akQFG5-CZc
https://www.youtube.com/watch?v=DyGxwCwqdjU
Problem 4: https://www.youtube.com/watch?v=R1D5GhueD00
I noticed that when I went through my prezi sometimes the videos had issues and only displayed a green screen instead of what I filmed. Usually restarting the presentation where I left off fixed it, but here are the links just in case!
Problem 1: PART 1
Step 1: https://www.youtube.com/watch?v=RCCVJH-J-VU
https://www.youtube.com/watch?v=fElKtI-Zydc
https://www.youtube.com/watch?v=7-5Yc-wUMeU
Step 2: https://www.youtube.com/watch?v=_HJYejX9cGk
Steps 3&4: https://www.youtube.com/watch?v=H81vMLJoGa0
Step 5: https://www.youtube.com/watch?v=PizFYDCWbUM
Step 6: https://www.youtube.com/watch?v=G0QO8SO5D6c
PART 2: https://www.youtube.com/watch?v=OhOIGJWgI5E
PART 3: https://www.youtube.com/watch?v=jzSXz67yCT8
Problem 2: https://www.youtube.com/watch?v=KtY3Nsl9wFo
https://www.youtube.com/watch?v=GhZ3j_v9lKU
Problem 3: https://www.youtube.com/watch?v=4A2Ru_hJXHE
https://www.youtube.com/watch?v=6akQFG5-CZc
https://www.youtube.com/watch?v=DyGxwCwqdjU
Problem 4: https://www.youtube.com/watch?v=R1D5GhueD00
Monday, June 9, 2014
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Reflection:
I chose the concepts I did because I understood them enough that I thought I would be able to explain them. I'm not all that great at math, and I wouldn't consider myself an expert at it at all. I actually took my time on this and tried to do the best I could.This assignment did help, because it made me feel more confident about some of the things we did earlier this trimester for the exam.
Saturday, June 7, 2014
Wednesday, June 4, 2014
MAkeup Blog post- my journey in pre-calc trigonometry
Going from Pre-Calc Functions to Pre-calc trig was a bit of a bumpy transition. I went from extended algebra to extended algebra and the unit circle added to it. I really struggled at the beginning. It was one of those things where I would understand it, but as soon as it got more complicating....it ALL got complicating. Some things I really struggled on were the six trig functions. Those were really confusing to me. I understood sine and cosine functions to a certain extent, but once secant, cosecant and tangent came into play, I KNEW NOTHING! The next unit was rough as well. Like always, I understood everything until cosecant and secant want to ruin my life (figuratively of course) with their graphs and then sine and cosine are difficult with the story problems... BOY do i struggle on those... Now this next unit comes and I actually understand everything, but who is to say that this unit won't end up like the last two? Leaving me confused and stressed. Though I kind of like how the tests are accumulative so I can still practice the old stuff. One thing I really struggle with arethe clock problems. I do NOT understand those. i feel like i am starting to get the hang of them... On the unit circle unit test, I struggled on #22
. This is the work I had, and the work that I recently just did. I now understand how to get it to radians. One thing I do need to still practtice is converting that to degrees.
But overall, I have been working hard to understand this material. To any future trig student I really suggest being very studious in this class because it will pay off in the long run. I have really enjoyed Trig.
But overall, I have been working hard to understand this material. To any future trig student I really suggest being very studious in this class because it will pay off in the long run. I have really enjoyed Trig.
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