UBC Wiki - User contributions [en]

Course:LFS252

2012-03-15T19:14:41Z

VictoriaWall: /* Probability */

{{Infobox_New_Course

|title=Land, Food, and Community: Quantitative Data Analysis

|picture=Image:wiki.png

|subject code=LFS

|course number=252

|instructor=Dr Brent Skura

|instructor 2=

|instructor 3=

|email=brenton.skura@ubc.ca

|office=MCML 331

|office hours=

|schedule= Tuesdays and Thursdays
11:30 - 12:30 / 12:30 - 1:30

|classroom= FNH 60

}}
== LFS 252 Class Notes (Full class notes on bottom right under "lecture notes") ==
==='''''Announcements''''' ===
* March 15 2012 - '''Class cancelled'''
*Assignment 2 now posted (due March 28th)

===Central Tendency ===

'''Mean:''' the central tendency of a set of numbers, taken by dividing the sum of all the numbers by the amount of numbers in the set.

'''Median:''' when a collection of numbers in arranged in increasing order, the middle number of the collection is known as the median, if there is an even amount of numbers in the data set then the median is found by taking the mean of the two middle numbers.

'''Mode:''' the value that occurs the most frequently in a data set

'''Distribution:'''In probability theory and statistics, a probability distribution identifies either the probability of each value of a random variable (when the variable is discrete), or the probability of the value falling within a particular interval (when the variable is continuous)

'''Normal Distribution:''' The mean, median and mode are all equal. The data is distributed as a normal bell curve, which is symmetric about the mean/median/mode.

'''Skewed Distribution:''' The data is not distributed symmetrically. More than one half of the data lies to one side of the mode.

'''Left Skew:''' This is when the bulk of the data lies on the right-hand side of a curve; the median is to the right of the mean. The tail of the graph is to the left.

'''Right Skew:''' This is when the bulk of the data lies on the left-hand side of a curve; the median is to the left of the mean. The tail of the graph is to the right.

=== Sampling ===

'''Sample Space:''' Sample space is the body from which a sample may be taken. For example. There is a bowl containing an apple and an orange which means there is an equal chance of randomly selecting an apple or an orange.

'''Sampling without replacement:''' There is a bowl filled with 5 apples and 5 oranges. One apple is removed and eaten. This has now changed the sample space. You are also leaving a probability of selecting the remaining apples and oranges as follows: P(O) 5/9 and P(A) 4/9

===Probability===

'''Complement:''' The complement of an event A, is the set of all outcomes that are not A.
* The probability of an event and its complement occurring will always sum to 1.
* Probability of complement occurring is 1-(Probability of A occurring)

'''Mutually exclusive events:''' When two events cannot occur at the same time and are in no way connected. For example a person can either go to party A or party B but not both.
* Using the addition rule P (A or B)= P(A)+ P(B)- P(A and B). As you cannot attend both parties at the same time P(A and B)=0. Therefore the P(A or B)= P(A)+P(B)

'''Union of Events:''' Probability that A will occur, B will occur or both will occur (can be one or the other or both).
* Union=''or''
* Must use the addition rule to account of double counting: P (A or B)= P(A)+ P(B) - P(A or B).

'''Intersection of Events:''' Probability that both events will occur.
* Intersection="and"
* For independent events only, the probability of intersection is equal to P(A)P(B) (the product of both probabilities).

"Independant Variable"- example is fat: (person can't change the fat content but the fat can change the persons view on the product)

'''Independent Events:''' An event is independent if the outcome of the first event will not affect that of the second event. For example rolling a die.

'''Disjoint events:''' The probability of both events occurring at the same time is zero.
* P (A and B)=0
''Note:'' Disjoint events are not independent. This means that the outcome of the first event will effect the outcome of the second event. For example say you have a bag of 5 green marbles and 6 blue marbles. The chance of you picking a blue marble is 6/11 and the chance of you picking green is 5/11. You pick a blue marble and do not replace it. Now the probabilities have changed to 5/10 for a green marble and 5/10 for a blue marble. The first event has affected the second event.

'''Correlation and Regression'''
-Deals with the Relationships between variables A and B
-ex. weight and height
-intake of food and gaining weight as a person/animal
-In a perfect relationship r will equal 1, and then there can be postive 1+ and negative relationships 1-
-If the correlation co-efficient equals 0, there is no relationship between the dependent and independent variables

'''pearson product moment coefficient'''

*is symbolized by r which provides the direction of the correlation
*to calculate r= observed coverance/max possible co-variance
--> r= observed coverance/square root of [(variance A) x (variance B)]

Course:LFS252

2012-03-15T19:13:41Z

VictoriaWall: /* Probability */

{{Infobox_New_Course

|title=Land, Food, and Community: Quantitative Data Analysis

|picture=Image:wiki.png

|subject code=LFS

|course number=252

|instructor=Dr Brent Skura

|instructor 2=

|instructor 3=

|email=brenton.skura@ubc.ca

|office=MCML 331

|office hours=

|schedule= Tuesdays and Thursdays
11:30 - 12:30 / 12:30 - 1:30

|classroom= FNH 60

}}
== LFS 252 Class Notes (Full class notes on bottom right under "lecture notes") ==
==='''''Announcements''''' ===
* March 15 2012 - '''Class cancelled'''
*Assignment 2 now posted (due March 28th)

===Central Tendency ===

'''Mean:''' the central tendency of a set of numbers, taken by dividing the sum of all the numbers by the amount of numbers in the set.

'''Median:''' when a collection of numbers in arranged in increasing order, the middle number of the collection is known as the median, if there is an even amount of numbers in the data set then the median is found by taking the mean of the two middle numbers.

'''Mode:''' the value that occurs the most frequently in a data set

'''Distribution:'''In probability theory and statistics, a probability distribution identifies either the probability of each value of a random variable (when the variable is discrete), or the probability of the value falling within a particular interval (when the variable is continuous)

'''Normal Distribution:''' The mean, median and mode are all equal. The data is distributed as a normal bell curve, which is symmetric about the mean/median/mode.

'''Skewed Distribution:''' The data is not distributed symmetrically. More than one half of the data lies to one side of the mode.

'''Left Skew:''' This is when the bulk of the data lies on the right-hand side of a curve; the median is to the right of the mean. The tail of the graph is to the left.

'''Right Skew:''' This is when the bulk of the data lies on the left-hand side of a curve; the median is to the left of the mean. The tail of the graph is to the right.

=== Sampling ===

'''Sample Space:''' Sample space is the body from which a sample may be taken. For example. There is a bowl containing an apple and an orange which means there is an equal chance of randomly selecting an apple or an orange.

'''Sampling without replacement:''' There is a bowl filled with 5 apples and 5 oranges. One apple is removed and eaten. This has now changed the sample space. You are also leaving a probability of selecting the remaining apples and oranges as follows: P(O) 5/9 and P(A) 4/9

===Probability===

'''Complement:''' The complement of an event A, is the set of all outcomes that are not A.
* The probability of an event and its complement occurring will always sum to 1.
* Probability of complement occurring is 1-(Probability of A occurring)

'''Mutually exclusive events:''' When two events cannot occur at the same time and are in no way connected. For example a person can either go to party A or party B but not both.
* Using the addition rule P (A or B)= P(A)+ P(B)- P(A and B). As you cannot attend both parties at the same time P(A and B)=0. Therefore the P(A or B)= P(A)+P(B)

'''Union of Events:''' Probability that A will occur, B will occur or both will occur (can be one or the other or both).
* Union=''or''
* Must use the addition rule to account of double counting: P (A or B)= P(A)+ P(B) - P(A or B).

'''Intersection of Events:''' Probability that both events will occur.
* Intersection="and"
* For independent events only, the probability of intersection is equal to P(A)P(B) (the product of both probabilities).

"Independant Variable"- example is fat: (person can't change the fat content but the fat can change the persons view on the product)

'''Independent Events:''' An event is independent if the outcome of the first event will not affect that of the second event. For example rolling a die.

'''Disjoint events:''' The probability of both events occurring at the same time is zero.
* P (A and B)=0
''Note:'' Disjoint events are not independent. This means that the outcome of the first event will effect the outcome of the second event. For example say you have a bag of 5 green marbles and 6 blue marbles. The chance of you picking a blue marble is 6/11 and the chance of you picking green is 5/11. You pick a blue marble and do not replace it. Now the probabilities have changed to 5/10 for a green marble and 5/10 for a blue marble. The first event has affected the second event.

'''Correlation and Regression'''
-Deals with the Relationships between variables A and B
-ex. weight and height
-intake of food and gaining weight as a person/animal
-In a perfect relationship r will equal 1, and then there can be postive 1+ and negative relationships 1-
-If the correlation co-efficient equals 0, there is no relationship between the dependent and independent variables

'''pearson product moment coefficient'''
- is symbolized by r which provides the direction of the correlation
- to calculate r= observed coverance/max possible co-variance
--> r= observed coverance/square root of [(variance A) x (variance B)]

Course:LFS252

2012-03-15T19:12:37Z

VictoriaWall: /* Probability */

{{Infobox_New_Course

|title=Land, Food, and Community: Quantitative Data Analysis

|picture=Image:wiki.png

|subject code=LFS

|course number=252

|instructor=Dr Brent Skura

|instructor 2=

|instructor 3=

|email=brenton.skura@ubc.ca

|office=MCML 331

|office hours=

|schedule= Tuesdays and Thursdays
11:30 - 12:30 / 12:30 - 1:30

|classroom= FNH 60

}}
== LFS 252 Class Notes (Full class notes on bottom right under "lecture notes") ==
==='''''Announcements''''' ===
* March 15 2012 - '''Class cancelled'''
*Assignment 2 now posted (due March 28th)

===Central Tendency ===

'''Mean:''' the central tendency of a set of numbers, taken by dividing the sum of all the numbers by the amount of numbers in the set.

'''Median:''' when a collection of numbers in arranged in increasing order, the middle number of the collection is known as the median, if there is an even amount of numbers in the data set then the median is found by taking the mean of the two middle numbers.

'''Mode:''' the value that occurs the most frequently in a data set

'''Distribution:'''In probability theory and statistics, a probability distribution identifies either the probability of each value of a random variable (when the variable is discrete), or the probability of the value falling within a particular interval (when the variable is continuous)

'''Normal Distribution:''' The mean, median and mode are all equal. The data is distributed as a normal bell curve, which is symmetric about the mean/median/mode.

'''Skewed Distribution:''' The data is not distributed symmetrically. More than one half of the data lies to one side of the mode.

'''Left Skew:''' This is when the bulk of the data lies on the right-hand side of a curve; the median is to the right of the mean. The tail of the graph is to the left.

'''Right Skew:''' This is when the bulk of the data lies on the left-hand side of a curve; the median is to the left of the mean. The tail of the graph is to the right.

=== Sampling ===

'''Sample Space:''' Sample space is the body from which a sample may be taken. For example. There is a bowl containing an apple and an orange which means there is an equal chance of randomly selecting an apple or an orange.

'''Sampling without replacement:''' There is a bowl filled with 5 apples and 5 oranges. One apple is removed and eaten. This has now changed the sample space. You are also leaving a probability of selecting the remaining apples and oranges as follows: P(O) 5/9 and P(A) 4/9

===Probability===

'''Complement:''' The complement of an event A, is the set of all outcomes that are not A.
* The probability of an event and its complement occurring will always sum to 1.
* Probability of complement occurring is 1-(Probability of A occurring)

'''Mutually exclusive events:''' When two events cannot occur at the same time and are in no way connected. For example a person can either go to party A or party B but not both.
* Using the addition rule P (A or B)= P(A)+ P(B)- P(A and B). As you cannot attend both parties at the same time P(A and B)=0. Therefore the P(A or B)= P(A)+P(B)

'''Union of Events:''' Probability that A will occur, B will occur or both will occur (can be one or the other or both).
* Union=''or''
* Must use the addition rule to account of double counting: P (A or B)= P(A)+ P(B) - P(A or B).

'''Intersection of Events:''' Probability that both events will occur.
* Intersection="and"
* For independent events only, the probability of intersection is equal to P(A)P(B) (the product of both probabilities).

"Independant Variable"- example is fat: (person can't change the fat content but the fat can change the persons view on the product)

'''Independent Events:''' An event is independent if the outcome of the first event will not affect that of the second event. For example rolling a die.

'''Disjoint events:''' The probability of both events occurring at the same time is zero.
* P (A and B)=0
''Note:'' Disjoint events are not independent. This means that the outcome of the first event will effect the outcome of the second event. For example say you have a bag of 5 green marbles and 6 blue marbles. The chance of you picking a blue marble is 6/11 and the chance of you picking green is 5/11. You pick a blue marble and do not replace it. Now the probabilities have changed to 5/10 for a green marble and 5/10 for a blue marble. The first event has affected the second event.

"Correlation and Regression"
-Deals with the Relationships between variables A and B
-ex. weight and height
-intake of food and gaining weight as a person/animal
-In a perfect relationship r will equal 1, and then there can be postive 1+ and negative relationships 1-
-If the correlation co-efficient equals 0, there is no relationship between the dependent and independent variables

"pearson product moment coefficient"
- is symbolized by r which provides the direction of the correlation
- to calculate r= observed coverance/max possible co-variance
--> r= observed coverance/square root of [(variance A) x (variance B)]

Course:MATH110/Archive/2010-2011/003/Teams/Uri/Homework/13 Part3

2011-02-03T00:34:04Z

VictoriaWall:

'''pH'''

pH works on a logarithmic scale because in chemistry pH is defined as pH=-log[H3O+]
To find pH in a solution the following logarithmic formula is used:
A solution with [H3O+]= 1.0 x 10^-7 M (neutral) has pH of...

pH = -log [H3O+]
= -log(1.0x10^-7)
= -(-7.00)
= 7.00

In general at 25 degrees Celsius
- pH < 7 is acidic
- pH >7 is basic
- pH = 7 neutral

Since pH scale is a logarithmic scale a change of one pH unit corresponds to a 10 fold change in [H3O+]concentration

Example: lime has a pH of 2.0 this is 10 times more acidic than plums with a pH of 3.0

Reference: Principles of Chemistry: A Molecular Approach by Nivaldo J. Tro

Course:MATH110/Archive/2010-2011/003/Teams/Uri/Homework/13 Part3

2011-02-03T00:33:16Z

VictoriaWall:

'''pH'''

pH works on a logarithmic scale because in chemistry pH is defined as pH=-log[H3O+]
To find pH in a solution the following logarithmic formula is used:
A solution with [H3O+]= 1.0 x 10^-7 M (neutral) has pH of...

pH = -log [H3O+]
= -log(1.0x10^-7)
= -(-7.00)
= 7.00

In general at 25 degrees Celsius
- pH < 7 is acidic
- pH >7 is basic
- pH = 7 neutral

Since pH scale is a logarithmic scale a change of one pH unit corresponds to a 10 fold change
in [H3O+] concentration

Example: lime has a pH of 2.0 this is 10 times more acidic than plums with a pH of 3.0

Reference: Principles of Chemistry: A Molecular Approach by Nivaldo J. Tro

Course:MATH110/Archive/2010-2011/003/Teams/Uri/Homework/13 Part3

2011-02-03T00:24:04Z

VictoriaWall:

'''pH'''

pH works on a logarithmic scale because in chemistry pH is defined as pH=-log[H3O+]

Course:MATH110/Archive/2010-2011/003/Teams/Uri/Homework/13 Part3

2011-02-03T00:19:17Z

VictoriaWall:

'''pH
'''
pH works on a logarithmic scale because in chemistry pH is defined as pH=-log[H3O+]

Course:MATH110/Archive/2010-2011/003/Teams/Uri

2011-01-19T02:36:07Z

VictoriaWall:

{{
Infobox MATH110 Teams
| team name = Uri
| member 1 = Allie Miller
| member 2 = Justin Hsu
| member 3 = Matt Vetter
| member 4 = Victoria Wall
}}
In workshop M.

'''Homework 11'''
Write a linear model to predict the cost of producing flags of your team's Canton under the assumptions that the marginal cost is $7 per unit and that at the current production level of 20 items, the cost is $100.

MODEL: c= 7(n-20)+100
n= number of items
c =the cost

Describe your model. What does your model predict for a production of 150 items? According to your model, what happens to the average cost per item as production levels increase?

Our model predicts that for the production of 150 items it will cost $1010. The average cost per item increases as production levels increase. The original 20 items cost $5 each and from there increases to 7$ per item.

Other models which you get different behaviours are as followed:

the average cost remains constant as production increases:

c= xn

the average cost decreases as production increases

Course:MATH110/Archive/2010-2011/003/Teams/Uri

2011-01-19T02:29:28Z

VictoriaWall:

{{
Infobox MATH110 Teams
| team name = Uri
| member 1 = Allie Miller
| member 2 = Justin Hsu
| member 3 = Matt Vetter
| member 4 = Victoria Wall
}}
In workshop M.

'''Homework 11'''
Write a linear model to predict the cost of producing flags of your team's Canton under the assumptions that the marginal cost is $7 per unit and that at the current production level of 20 items, the cost is $100.

MODEL: c= 7(n-20)+100
n= number of items
c =the cost

Describe your model. What does your model predict for a production of 150 items? According to your model, what happens to the average cost per item as production levels increase?

Our model predicts that for the production of 150 items it will cost $1010. As the average cost per item increases as production levels increase. The original 20 items cost $5 each and from there increases to 7$ per item.

Other models which you get different behaviours are as followed:

the average cost remains constant as production increases:

c= xn

the average cost decreases as production increases

Course:MATH110/Archive/2010-2011/003/Teams/Uri

2011-01-19T02:24:40Z

VictoriaWall:

{{
Infobox MATH110 Teams
| team name = Uri
| member 1 = Allie Miller
| member 2 = Justin Hsu
| member 3 = Matt Vetter
| member 4 = Victoria Wall
}}
In workshop M.

'''Homework 11'''
Write a linear model to predict the cost of producing flags of your team's Canton under the assumptions that the marginal cost is $7 per unit and that at the current production level of 20 items, the cost is $100.

MODEL: c= 7(n-20)+100
n= number of items
c =the cost

Describe your model. What does your model predict for a production of 150 items? According to your model, what happens to the average cost per item as production levels increase?

Our model predicts that for the production of 150 items it will cost $1010. As the average cost per item increases as production levels increase. The original 20 items cost $5 each and from there increases to 7$ per item.

Other models which you get different behaviours are as followed:

the average cost remains constant as production increases:

c= xn

the average cost increases as production increases

Course:MATH110/Archive/2010-2011/003/Teams/Uri

2011-01-19T02:24:06Z

VictoriaWall:

{{
Infobox MATH110 Teams
| team name = Uri
| member 1 = Allie Miller
| member 2 = Justin Hsu
| member 3 = Matt Vetter
| member 4 = Victoria Wall
}}
In workshop M.

Write a linear model to predict the cost of producing flags of your team's Canton under the assumptions that the marginal cost is $7 per unit and that at the current production level of 20 items, the cost is $100.

MODEL: c= 7(n-20)+100
n= number of items
c =the cost

Describe your model. What does your model predict for a production of 150 items? According to your model, what happens to the average cost per item as production levels increase?

Our model predicts that for the production of 150 items it will cost $1010. As the average cost per item increases as production levels increase. The original 20 items cost $5 each and from there increases to 7$ per item.

Other models which you get different behaviours are as followed:

the average cost remains constant as production increases:

c= xn

the average cost increases as production increases

Course:MATH110/Archive/2010-2011/003/Groups/Group 18/Basic Skills Project

2010-12-02T22:53:51Z

VictoriaWall:

The topic that Group 18 will be focusing on is radical functions.

'''What are they?'''

For our group project we decided that one effective way of learning is to listen and watch someone explain it to you rather reading it. Watching youtube videos of people/professors explaining the math to you and showing you examples are a great start to learning a new skill. After watching the videos practicing examples also is very effective and necessary.
For what is a radical function, we went on to youtube.com and typed in “what is a radical function”. Many links came up that you can choose from. We decided that this link was the best to get started.

what is a radical function? click here and watch a video:

{{#ev:youtube | ANll0vDNNvY | 400}}
----

'''How to graph them?'''

To graph a radical function, we did the same thing and typed "how to graph a radical function" into youtube.com. These are simply just tools to learn the basics of radical functions. After watching these videos many times to wrap your head around it, you should practice using examples from your texts and referring back to these videos.

how do i graph the radical function? click here:

{{#ev:youtube | qMoyNkT2GHo | 400}}
----

'''How to use them?'''

You can use radical functions in everyday life. We read online that engeneering uses radical functions everyday!

'''
How to find functions describing circles？'''

<math>x^2 + y^2 = r^2 </math> is the equation of a circle. This can be rooted and therefor will be a radical function: y can be plus or minus a square root that equals r squared minus x squared. ( + or - <math> \sqrt{y} = r^2 - x^2</math>)

Here is a page we found on circles: [http://www.analyzemath.com/CircleEq/Tutorials.html]

'''MORE INFORMATION:'''
Here is a powerpoint on radical functions we found on google and a couple more links on radical functions.

graphing radical functions: [http://www.purplemath.com/modules/graphrad.htm]

powerpoint on radical functions: [hrsbstaff.ednet.ns.ca/adamst2/Radical_Functions.ppt ]

Also, here's other page that is pretty useful [http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_radical_graphing.xml ]
it explain what is radical function in a easy way, which is pretty easy to understand.

By the way for the link "graphing radical function"(link4), which mention earlier.It has lots of examples you can try to do, and practice. Practicing the questions helps to find out the part you are not clear with. Its really helpful.

Course:MATH110/Archive/2010-2011/003/Groups/Group 18/Basic Skills Project

2010-12-02T22:53:20Z

VictoriaWall:

The topic that Group 18 will be focusing on is radical functions.

'''What are they?'''

For our group project we decided that one effective way of learning is to listen and watch someone explain it to you rather reading it. Watching youtube videos of people/professors explaining the math to you and showing you examples are a great start to learning a new skill. After watching the videos practicing examples also is very effective and necessary.
For what is a radical function, we went on to youtube.com and typed in “what is a radical function”. Many links came up that you can choose from. We decided that this link was the best to get started.

what is a radical function? click here and watch a video:

{{#ev:youtube | ANll0vDNNvY | 400}}
----

'''How to graph them?'''

To graph a radical function, we did the same thing and typed "how to graph a radical function" into youtube.com. These are simply just tools to learn the basics of radical functions. After watching these videos many times to wrap your head around it, you should practice using examples from your texts and referring back to these videos.

how do i graph the radical function? click here:

{{#ev:youtube | qMoyNkT2GHo | 400}}
----

'''How to use them?'''

You can use radical functions in everyday life. We read online that engeneering uses radical functions everyday!

'''
How to find functions describing circles？'''

<math>x^2 + \sqrt{x}</math>

<math>x^2 + y^2 = r^2 </math> is the equation of a circle. This can be rooted and therefor will be a radical function: y can be plus or minus a square root that equals r squared minus x squared. ( + or - <math> \sqrt{y} = r^2 - x^2</math>)

Here is a page we found on circles: [http://www.analyzemath.com/CircleEq/Tutorials.html]

'''MORE INFORMATION:'''
Here is a powerpoint on radical functions we found on google and a couple more links on radical functions.

graphing radical functions: [http://www.purplemath.com/modules/graphrad.htm]

powerpoint on radical functions: [hrsbstaff.ednet.ns.ca/adamst2/Radical_Functions.ppt ]

Also, here's other page that is pretty useful [http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_radical_graphing.xml ]
it explain what is radical function in a easy way, which is pretty easy to understand.

By the way for the link "graphing radical function"(link4), which mention earlier.It has lots of examples you can try to do, and practice. Practicing the questions helps to find out the part you are not clear with. Its really helpful.

Course:MATH110/Archive/2010-2011/003/Groups/Group 18/Basic Skills Project

2010-12-02T22:49:59Z

VictoriaWall:

The topic that Group 18 will be focusing on is radical functions.

'''What are they?'''

For our group project we decided that one effective way of learning is to listen and watch someone explain it to you rather reading it. Watching youtube videos of people/professors explaining the math to you and showing you examples are a great start to learning a new skill. After watching the videos practicing examples also is very effective and necessary.
For what is a radical function, we went on to youtube.com and typed in “what is a radical function”. Many links came up that you can choose from. We decided that this link was the best to get started.

what is a radical function? click here and watch a video:

{{#ev:youtube | ANll0vDNNvY | 400}}
----

'''How to graph them?'''

To graph a radical function, we did the same thing and typed "how to graph a radical function" into youtube.com. These are simply just tools to learn the basics of radical functions. After watching these videos many times to wrap your head around it, you should practice using examples from your texts and referring back to these videos.

how do i graph the radical function? click here:

{{#ev:youtube | qMoyNkT2GHo | 400}}
----

'''How to use them?'''

You can use radical functions in everyday life. We read online that engeneering uses radical functions everyday!

'''
How to find functions describing circles？'''

<math>x^2 + \sqrt{x}</math>

<math>x^2 + y^2 = r^2</math> is the equation of a circle. This can be rooted and therefor will be a radical function: y can be plus or minus a square root that equals r squared minus x squared. ( <math> + or - \sqrty = r^2 - x^2</math>)

Here is a page we found on circles: [http://www.analyzemath.com/CircleEq/Tutorials.html]

'''MORE INFORMATION:'''
Here is a powerpoint on radical functions we found on google and a couple more links on radical functions.

graphing radical functions: [http://www.purplemath.com/modules/graphrad.htm]

powerpoint on radical functions: [hrsbstaff.ednet.ns.ca/adamst2/Radical_Functions.ppt ]

Also, here's other page that is pretty useful [http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_radical_graphing.xml ]
it explain what is radical function in a easy way, which is pretty easy to understand.

By the way for the link "graphing radical function"(link4), which mention earlier.It has lots of examples you can try to do, and practice. Practicing the questions helps to find out the part you are not clear with. Its really helpful.

Course:MATH110/Archive/2010-2011/003/Groups/Group 18/Basic Skills Project

2010-12-02T22:46:54Z

VictoriaWall:

The topic that Group 18 will be focusing on is radical functions.

'''What are they?'''

For our group project we decided that one effective way of learning is to listen and watch someone explain it to you rather reading it. Watching youtube videos of people/professors explaining the math to you and showing you examples are a great start to learning a new skill. After watching the videos practicing examples also is very effective and necessary.
For what is a radical function, we went on to youtube.com and typed in “what is a radical function”. Many links came up that you can choose from. We decided that this link was the best to get started.

what is a radical function? click here and watch a video:

{{#ev:youtube | ANll0vDNNvY | 400}}
----

'''How to graph them?'''

To graph a radical function, we did the same thing and typed "how to graph a radical function" into youtube.com. These are simply just tools to learn the basics of radical functions. After watching these videos many times to wrap your head around it, you should practice using examples from your texts and referring back to these videos.

how do i graph the radical function? click here:

{{#ev:youtube | qMoyNkT2GHo | 400}}
----

'''How to use them?'''

You can use radical functions in everyday life. We read online that engeneering uses radical functions everyday!

'''
How to find functions describing circles？'''

x^2 + y^2 = r^2 is the equation of a circle. This can be rooted and therefor will be a radical function: y can be plus or minus a square root that equals r squared minus x squared. ( + or - sqrt y = r^2 - x^2)

Here is a page we found on circles: [http://www.analyzemath.com/CircleEq/Tutorials.html]

'''MORE INFORMATION:'''
Here is a powerpoint on radical functions we found on google and a couple more links on radical functions.

graphing radical functions: [http://www.purplemath.com/modules/graphrad.htm]

powerpoint on radical functions: [hrsbstaff.ednet.ns.ca/adamst2/Radical_Functions.ppt ]

Also, here's other page that is pretty useful [http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_radical_graphing.xml ]
it explain what is radical function in a easy way, which is pretty easy to understand.

By the way for the link "graphing radical function"(link4), which mention earlier.It has lots of examples you can try to do, and practice. Practicing the questions helps to find out the part you are not clear with. Its really helpful.

Course:MATH110/Archive/2010-2011/003/Groups/Group 18/Basic Skills Project

2010-12-02T22:45:36Z

VictoriaWall:

The topic that Group 18 will be focusing on is radical functions.

'''What are they?'''

For our group project we decided that one effective way of learning is to listen and watch someone explain it to you rather reading it. Watching youtube videos of people/professors explaining the math to you and showing you examples are a great start to learning a new skill. After watching the videos practicing examples also is very effective and necessary.
For what is a radical function, we went on to youtube.com and typed in “what is a radical function”. Many links came up that you can choose from. We decided that this link was the best to get started.

what is a radical function? click here and watch a video:

{{#ev:youtube | ANll0vDNNvY | 400}}
----

'''How to graph them?'''

To graph a radical function, we did the same thing and typed "how to graph a radical function" into youtube.com. These are simply just tools to learn the basics of radical functions. After watching these videos many times to wrap your head around it, you should practice using examples from your texts and referring back to these videos.

how do i graph the radical function? click here: [http://www.youtube.com/watch?v=qMoyNkT2GHo]

{{#ev:youtube | qMoyNkT2GHo | 400}}
----

'''How to use them?'''

You can use radical functions in everyday life. We read online that engeneering uses radical functions everyday!

'''
How to find functions describing circles？'''

x^2 + y^2 = r^2 is the equation of a circle. This can be rooted and therefor will be a radical function: y can be plus or minus a square root that equals r squared minus x squared. ( + or - sqrt y = r^2 - x^2)

Here is a page we found on circles: [http://www.analyzemath.com/CircleEq/Tutorials.html]

'''MORE INFORMATION:'''
Here is a powerpoint on radical functions we found on google and a couple more links on radical functions.

graphing radical functions: [http://www.purplemath.com/modules/graphrad.htm]

powerpoint on radical functions: [hrsbstaff.ednet.ns.ca/adamst2/Radical_Functions.ppt ]

Also, here's other page that is pretty useful [http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_radical_graphing.xml ]
it explain what is radical function in a easy way, which is pretty easy to understand.

By the way for the link "graphing radical function"(link4), which mention earlier.It has lots of examples you can try to do, and practice. Practicing the questions helps to find out the part you are not clear with. Its really helpful.

Course:MATH110/Archive/2010-2011/003/Groups/Group 18/Basic Skills Project

2010-12-02T22:43:09Z

VictoriaWall:

The topic that Group 18 will be focusing on is radical functions.

'''What are they?'''

For our group project we decided that one effective way of learning is to listen and watch someone explain it to you rather reading it. Watching youtube videos of people/professors explaining the math to you and showing you examples are a great start to learning a new skill. After watching the videos practicing examples also is very effective and necessary.
For what is a radical function, we went on to youtube.com and typed in “what is a radical function”. Many links came up that you can choose from. We decided that this link was the best to get started.

what is a radical function? click here and watch a video:
http://www.youtube.com/watch?v=ANll0vDNNvY

{{#ev:youtube | ANll0vDNNvY | 400}}
----

'''How to graph them?'''

To graph a radical function, we did the same thing and typed "how to graph a radical function" into youtube.com. These are simply just tools to learn the basics of radical functions. After watching these videos many times to wrap your head around it, you should practice using examples from your texts and referring back to these videos.

how do i graph the radical function? click here: [http://www.youtube.com/watch?v=qMoyNkT2GHo]

'''How to use them?'''

You can use radical functions in everyday life. We read online that engeneering uses radical functions everyday!

'''
How to find functions describing circles？'''

x^2 + y^2 = r^2 is the equation of a circle. This can be rooted and therefor will be a radical function: y can be plus or minus a square root that equals r squared minus x squared. ( + or - sqrt y = r^2 - x^2)

Here is a page we found on circles: [http://www.analyzemath.com/CircleEq/Tutorials.html]

'''MORE INFORMATION:'''
Here is a powerpoint on radical functions we found on google and a couple more links on radical functions.

graphing radical functions: [http://www.purplemath.com/modules/graphrad.htm]

powerpoint on radical functions: [hrsbstaff.ednet.ns.ca/adamst2/Radical_Functions.ppt ]

Also, here's other page that is pretty useful [http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_radical_graphing.xml ]
it explain what is radical function in a easy way, which is pretty easy to understand.

By the way for the link "graphing radical function"(link4), which mention earlier.It has lots of examples you can try to do, and practice. Practicing the questions helps to find out the part you are not clear with. Its really helpful.

Course:MATH110/Archive/2010-2011/003/Groups/Group 18/Basic Skills Project

2010-11-25T18:11:37Z

VictoriaWall:

The topic that Group 18 will be focusing on is radical functions.

'''What are they?'''

For our group project we decided that one effective way of learning is to listen and watch someone explain it to you rather reading it. Watching youtube videos of people/professors explaining the math to you and showing you examples are a great start to learning a new skill. After watching the videos practicing examples also is very effective and necessary.
For what is a radical function, we went on to youtube.com and typed in “what is a radical function”. Many links came up that you can choose from. We decided that this link was the best to get started.

what is a radical function? click here and watch a video: [http://www.youtube.com/watch?v=ANll0vDNNvY]

'''How to graph them?'''

To graph a radical function, we did the same thing and typed "how to graph a radical function" into youtube.com. These are simply just tools to learn the basics of radical functions. After watching these videos many times to wrap your head around it, you should practice using examples from your texts and referring back to these videos.

how do i graph the radical function? click here: [http://www.youtube.com/watch?v=qMoyNkT2GHo]

'''How to use them?'''

You can use radical functions in everyday life. We read online that engeneering uses radical functions everyday!

'''
How to find functions describing circles？'''

x^2 + y^2 = r^2 is the equation of a circle. This can be rooted and therefor will be a radical function: y can be plus or minus a square root that equals r squared minus x squared. ( + or - sqrt y = r^2 - x^2)

Here is a page we found on circles: [http://www.analyzemath.com/CircleEq/Tutorials.html]

'''MORE INFORMATION:'''
Here is a powerpoint on radical functions we found on google and a couple more links on radical functions.

graphing radical functions: [http://www.purplemath.com/modules/graphrad.htm]

powerpoint on radical functions: [hrsbstaff.ednet.ns.ca/adamst2/Radical_Functions.ppt ]

Course:MATH110/Archive/2010-2011/003/Groups/Group 18/Basic Skills Project

2010-11-25T18:10:38Z

VictoriaWall:

The topic that Group 18 will be focusing on is radical functions.

What are they?

For our group project we decided that one effective way of learning is to listen and watch someone explain it to you rather reading it. Watching youtube videos of people/professors explaining the math to you and showing you examples are a great start to learning a new skill. After watching the videos practicing examples also is very effective and necessary.
For what is a radical function, we went on to youtube.com and typed in “what is a radical function”. Many links came up that you can choose from. We decided that this link was the best to get started.

what is a radical function? click here and watch a video: [http://www.youtube.com/watch?v=ANll0vDNNvY]

How to graph them?

To graph a radical function, we did the same thing and typed "how to graph a radical function" into youtube.com. These are simply just tools to learn the basics of radical functions. After watching these videos many times to wrap your head around it, you should practice using examples from your texts and referring back to these videos.

how do i graph the radical function? click here: [http://www.youtube.com/watch?v=qMoyNkT2GHo]

How to use them?

You can use radical functions in everyday life. We read online that engeneering uses radical functions everyday!

How to find functions describing circles？

x^2 + y^2 = r^2 is the equation of a circle. This can be rooted and therefor will be a radical function: y can be plus or minus a square root that equals r squared minus x squared. ( + or - sqrt y = r^2 - x^2)

Here is a page we found on circles: [http://www.analyzemath.com/CircleEq/Tutorials.html]

MORE INFORMATION:

Here is a powerpoint on radical functions we found on google and a couple more links on radical functions.

graphing radical functions: [http://www.purplemath.com/modules/graphrad.htm]

powerpoint on radical functions: [hrsbstaff.ednet.ns.ca/adamst2/Radical_Functions.ppt ]

Course:MATH110/Archive/2010-2011/003/Groups/Group 18/Basic Skills Project

2010-11-25T17:58:28Z

VictoriaWall:

Course:MATH110/Archive/2010-2011/003/Groups/Group 18/Homework October 20th, 2010

2010-10-20T08:42:55Z

VictoriaWall: /* Roland Will */

==MATH110/003/Groups/Group18HomeworkOctober20th,2010==

==Victoria Wall==
Problem 1
Five persons named their pets after each other. From the following clues, can you decide which pet belongs to Suzan's mother?

Tosh owns a cat,
Bianca owns a frog that she loves,
Jaela owns a parrot which keeps calling her "darling, darling",
Jun owns a snake, don't mess with him,
Suzan is the name of the frog,
The cat is named Jun,
The name by which they call the turtle is the name of the woman whose pet is Tosh,
Finally, Suzan's mother's pet is Bianca.

tosh owns a cat names Jun
bianca owns a frog named suzan
Jun owns a snake named Bianca --- Jun is suzans mother

==Roland Will==

Adam, Bobo, Charles, Ed, Hassan, Jason, Mathieu, Pascal and Sung have formed a baseball team. The following facts are true:

* Adam does not like the catcher,

* Ed's sister is engaged to the second baseman,

* The centre fielder is taller than the right fielder,

* Hassan and the third baseman live in the same building,

* Pascal and Charles each won $20 from the pitcher at a poker game,
-Pascal and Charles must be outfielders because Ed is the only non-outfielder that doesn't play cards.

* Ed and the outfielders play cards during their free time,
-Ed must be the pitcher because he is the only non-outfielder who plays cards and Pascal and Charles won $20 from the pitcher in poker

* The pitcher's wife is the third baseman's sister,

* All the battery and infield except Charles, Hassan and Adam are shorter than Sung,

* Pascal, Adam and the shortstop lost $100 each at the race track,

* The second baseman beat Pascal, Hassan, Bobo and the catcher at billiards,

* Sung is in the process of getting a divorce,

* The catcher and the third baseman each have two legitimate children,

* Ed, Pascal Jason, the right fielder and the centre fielder are bachelors, the others are all married

* The shortstop, the third baseman and Bobo all attended the fight,

* Mathieu is the shortest player of the team,

Determine the positions of each player on the baseball team.

Note: On a baseball team there are three outfielders (right, centre and left), four infielders (first baseman, second baseman, third baseman and shortstop) and the battery (pitcher and catcher).

==Answers==

Positions:
*Catcher:
*Pitcher: Ed
*First Baseman:
*Second Baseman:
*Short Stop:
*Third Baseman:
*Right Fielder:
*Center Fielder:
*Left Fielder:

Course:MATH110/Archive/2010-2011/003/Groups/Group 18

2010-10-13T04:20:52Z

VictoriaWall:

Group members:
* Audrey Chen
* Sifat Hasan
* Caitlin Lastiwka-Farquharson
* Victoria Wall
* Roland Will
==1-5==
==Victoria Wall ==
==1.A bus traveled from the terminal to the airport at an average speed of 30 mi/hr and the trip took an hour and 20 min. The bus then traveled from the airport back to the terminal and again averaged 30 mi/hr. However, the return trip required 80 min. Explain.==

' 'Lets call the terminal T and the airport A. If the bus travelled from T to A at 30mi/hr and it took them one hour and 20 mins to get from T to A at this speed, and there are 60 minutes in one hour, it took the bus 60min + 20min to get to A which is a total of 80min. The bus took 80 min to get from T to A. To get from A to T at the same speed (30mi/hr) it took the bus 80min. 80min = 80 min. This means going from A to T or vis versa at 30 mi/hr it will take the bus 80min.

==2.A lady did not have her driver's license with her when she failed to stop at a stop sign and then went three blocks down a one-way street the wrong way. A policeman saw her, but he did not stop her. Explain. ==

' 'The lady was walking. It never says she was driving.

==3.One of three boxes contains apples, another box contains oranges, and another box contains a mixture of apples and oranges. The boxes are labeled APPLES, ORANGES and APPLES AND ORANGES, but each label is incorrect. Can you select one fruit from only one box and determine the correct labels? Explain. ==

' 'if you selecet from the box APPLES AND ORANGES then you will be able to see the labels if they are correct or not.

==4.I am the brother of the blind fiddler, but brothers I have none. How can this be? ==

' 'Since it says that he is the brother of the blind fiddler it does not mean that the fiddle is male, since he has no brothers than the fiddler must be a female.

==5.Two quarters rest next to each other on a table. One coin is held fixed while the second coin is rolled around the edge of the first coin with no slipping. When the moving coin returns to its original position, how many times has it revolved? ==

' 'This is because the moving quarters revolves two full revolutions

==6-10==
== Caitlin Lastiwka- Farquharson ==

==6. Three kinds of apples are all mixed up in a basket. How many apples must you draw without (without looking) from the basket to be sure of getting at least two of a kind? ==

' ' To be sure you are getting at least two of a kind, you must select all of the other types of apples, plus two more. Meaning that only once you have selected all of the other apples can you be sure that you will select two of the kind you desire. It can be written like this: x,a x2, b and x3, c, with x representing the quantity of apples. This can be calculated by x2 + x3 +2. X2 representing one of the types of apples, x3 representing the other type and 2 representing 2 of the kind of apples you are trying to select. This is the only way to be sure you are getting at least two of a kind. ' '

==7. Suppose you have 40 blue socks and 40 brown socks in a drawer. How many socks must you take from the drawer (without looking) to be sure of getting (i) a pair of the same colour, and (ii) a pair with different colors. ==

' 'You must take three socks from the drawer to ensure you have a pair that match. This is because if you only select two, one could be brown and one could be blue. Selecting three, ensures that at least two of them will be the same colour. As for part two, you would need to select 41 socks to ensure you had a pair of different coloured socks because if you select 40 or less you could get all the same colour, but selecting 41 ensures you will have at least one pair of mixed colour. ' '

==8. Rueben says "Two days ago I was 20 years old. Later next year I will be 23 years old." Explain how this is possible. ==

' 'It is possible if your birthday is on the 31st of December and today is the 1st of January. This is because on the 30th of December (two days ago) you we’re 20 years old and now you are 21, later this year you will turn 22 on the 31st of December, and therefore 23 the next year.' '

==9. A rope ladder hanging over the side of a boat has rungs one foot apart. Ten rungs are showing. If the tide rises five feet, how many rungs will be showing? ==

' ' 5 rungs will be showing, because if there are 10 showing now, and they are each a foot apart, then for 5 more rungs to be showing there would need to be an increase in the level of water by 5 feet. ' '

==10.Suppose one-half of all people are chocolate eaters and one-half of all people are women. (i) Does it follow that one-fourth of all people are women chocolate eaters? (ii) Does it follow that one-half of all men are chocolate eaters? Explain. ==

' ' No, it does not follow that one-fourth of all people are women chocolate eaters and it does not follow that half of all men are chocolate eaters because are completely independent scenarios. Meaning that the the amount of women there are does not influence the amount of men that will eat chocolate. For example, If 50% of people are women and 50% of the entire population including men and women eat chocolate (arrived at by using the same logic that if 1/4 of women eat chocolate and 1/4 of men eat chocolate), that entire 50% could be comprised of women, meaning that no men eat chocolate disproving the statement.

==17~21==
==Audrey Chen==

==17.The zero point on a bathroom scale is set incorrectly, but otherwise the scale is accurate. It shows 60 kg when Dan stands on the scale, 50 kg when Sarah stands on the scale, but 105 kg when Dan and Sarah both stand on the scale. Does the scale read too high or too low? Explain. ==

''The scale read too low, since Dan is shown as 60kg and Sarah is 50kg, suppose 60+50=110, 105-110=-5, so that means the scale is smaller than 0 in the beginning''

==18. Alice takes one-third of the pennies from a large jar. Then Bret takes one-third of the remaining pennies from the jar. Finally, Carla takes one-third of the remaining pennies from the jar, leaving 40 pennies in the jar. How many pennies were in the jar at the start? ==

''If the total pennies is "x", Alice take 1/3x, so it has 2/3x left after Alice took it, than Bret take 1/3 out, after Alice took it, which is 2/3x*1/3= 2/9x, so in the beginning they have x, after Alice took it, it has 2/3x left, and Bret took 2/9x, so after Bret took it, it becomes 2/3x-2/9x= 4/9x-2/9x=2/9x left in the jar. Than Carla take 1/3 of the rest, so she took 1/3 of rest which is 2/9x*1/3=3/27x, so Alice took 1/3x, Bret tool 2/9x, Carla took 3/27x, three of them totaly took 1/3x+2/9x+3/27x=18/27x, so there still has x-18/27x= 9/27x= 1/3 left, 1/3x=40pennies, so x=120 pennies, so it was having 120 pennies in the jar.

Course:MATH110/Archive/2010-2011/003/Groups/Group 18

2010-10-13T04:19:54Z

VictoriaWall:

Group members:
* Audrey Chen
* Sifat Hasan
* Caitlin Lastiwka-Farquharson
* Victoria Wall
* Roland Will
==1-5==
==Victoria Wall ==
==1.A bus traveled from the terminal to the airport at an average speed of 30 mi/hr and the trip took an hour and 20 min. The bus then traveled from the airport back to the terminal and again averaged 30 mi/hr. However, the return trip required 80 min. Explain.

' 'Lets call the terminal T and the airport A. If the bus travelled from T to A at 30mi/hr and it took them one hour and 20 mins to get from T to A at this speed, and there are 60 minutes in one hour, it took the bus 60min + 20min to get to A which is a total of 80min. The bus took 80 min to get from T to A. To get from A to T at the same speed (30mi/hr) it took the bus 80min. 80min = 80 min. This means going from A to T or vis versa at 30 mi/hr it will take the bus 80min.

==2.A lady did not have her driver's license with her when she failed to stop at a stop sign and then went three blocks down a one-way street the wrong way. A policeman saw her, but he did not stop her. Explain.

' 'The lady was walking. It never says she was driving.

==3.One of three boxes contains apples, another box contains oranges, and another box contains a mixture of apples and oranges. The boxes are labeled APPLES, ORANGES and APPLES AND ORANGES, but each label is incorrect. Can you select one fruit from only one box and determine the correct labels? Explain.

' 'if you selecet from the box APPLES AND ORANGES then you will be able to see the labels if they are correct or not.

==4.I am the brother of the blind fiddler, but brothers I have none. How can this be?

' 'Since it says that he is the brother of the blind fiddler it does not mean that the fiddle is male, since he has no brothers than the fiddler must be a female.

==5.Two quarters rest next to each other on a table. One coin is held fixed while the second coin is rolled around the edge of the first coin with no slipping. When the moving coin returns to its original position, how many times has it revolved?

' 'This is because the moving quarters revolves two full revolutions

==6-10==
== Caitlin Lastiwka- Farquharson ==

==6. Three kinds of apples are all mixed up in a basket. How many apples must you draw without (without looking) from the basket to be sure of getting at least two of a kind? ==

' ' To be sure you are getting at least two of a kind, you must select all of the other types of apples, plus two more. Meaning that only once you have selected all of the other apples can you be sure that you will select two of the kind you desire. It can be written like this: x,a x2, b and x3, c, with x representing the quantity of apples. This can be calculated by x2 + x3 +2. X2 representing one of the types of apples, x3 representing the other type and 2 representing 2 of the kind of apples you are trying to select. This is the only way to be sure you are getting at least two of a kind. ' '

==7. Suppose you have 40 blue socks and 40 brown socks in a drawer. How many socks must you take from the drawer (without looking) to be sure of getting (i) a pair of the same colour, and (ii) a pair with different colors. ==

' 'You must take three socks from the drawer to ensure you have a pair that match. This is because if you only select two, one could be brown and one could be blue. Selecting three, ensures that at least two of them will be the same colour. As for part two, you would need to select 41 socks to ensure you had a pair of different coloured socks because if you select 40 or less you could get all the same colour, but selecting 41 ensures you will have at least one pair of mixed colour. ' '

==8. Rueben says "Two days ago I was 20 years old. Later next year I will be 23 years old." Explain how this is possible. ==

' 'It is possible if your birthday is on the 31st of December and today is the 1st of January. This is because on the 30th of December (two days ago) you we’re 20 years old and now you are 21, later this year you will turn 22 on the 31st of December, and therefore 23 the next year.' '

==9. A rope ladder hanging over the side of a boat has rungs one foot apart. Ten rungs are showing. If the tide rises five feet, how many rungs will be showing? ==

' ' 5 rungs will be showing, because if there are 10 showing now, and they are each a foot apart, then for 5 more rungs to be showing there would need to be an increase in the level of water by 5 feet. ' '

==10.Suppose one-half of all people are chocolate eaters and one-half of all people are women. (i) Does it follow that one-fourth of all people are women chocolate eaters? (ii) Does it follow that one-half of all men are chocolate eaters? Explain. ==

' ' No, it does not follow that one-fourth of all people are women chocolate eaters and it does not follow that half of all men are chocolate eaters because are completely independent scenarios. Meaning that the the amount of women there are does not influence the amount of men that will eat chocolate. For example, If 50% of people are women and 50% of the entire population including men and women eat chocolate (arrived at by using the same logic that if 1/4 of women eat chocolate and 1/4 of men eat chocolate), that entire 50% could be comprised of women, meaning that no men eat chocolate disproving the statement.

==17~21==
==Audrey Chen==

==17.The zero point on a bathroom scale is set incorrectly, but otherwise the scale is accurate. It shows 60 kg when Dan stands on the scale, 50 kg when Sarah stands on the scale, but 105 kg when Dan and Sarah both stand on the scale. Does the scale read too high or too low? Explain. ==

''The scale read too low, since Dan is shown as 60kg and Sarah is 50kg, suppose 60+50=110, 105-110=-5, so that means the scale is smaller than 0 in the beginning''

==18. Alice takes one-third of the pennies from a large jar. Then Bret takes one-third of the remaining pennies from the jar. Finally, Carla takes one-third of the remaining pennies from the jar, leaving 40 pennies in the jar. How many pennies were in the jar at the start? ==

''If the total pennies is "x", Alice take 1/3x, so it has 2/3x left after Alice took it, than Bret take 1/3 out, after Alice took it, which is 2/3x*1/3= 2/9x, so in the beginning they have x, after Alice took it, it has 2/3x left, and Bret took 2/9x, so after Bret took it, it becomes 2/3x-2/9x= 4/9x-2/9x=2/9x left in the jar. Than Carla take 1/3 of the rest, so she took 1/3 of rest which is 2/9x*1/3=3/27x, so Alice took 1/3x, Bret tool 2/9x, Carla took 3/27x, three of them totaly took 1/3x+2/9x+3/27x=18/27x, so there still has x-18/27x= 9/27x= 1/3 left, 1/3x=40pennies, so x=120 pennies, so it was having 120 pennies in the jar.

User:VictoriaWall

2010-09-18T06:21:03Z

VictoriaWall:

Hi there,

My names Victoria Wall and I am currently a transfer student from UVIC. I have done three years of University at UVIC but decided to transfer to UBC this year to major in nutrition with a minor in human kinetics. This transfer has put me back a few years to graduate. In order to take my other courses at UBC for my degree I am required to take first year UBC sciences. At UVIC I was in the rec and health program which consisted of mostly hkin courses. I have not done math since grade 12 so I am finding it hard to jump back into it but look forward to the challenge :).

PYTHAGOREAN THEOREM

The Pythagoras theorem was invented by a man named Pythagoras. This theorem was discovered by taking a triangle and realizing that if you made a square on each side of the triangle, that the largest square had the same area as the other two sides area combined. This theorem, however, only works for right angle triangles! This theorem is used to find the third length of a right angle triangle when given the lengths of two sides of the triangle. The side opposite of the right angle of the triangle is called the hypotenuse. The side to the left of the right angle of the triangle is called the adjacent side, and the side to the right of the right angle of the triangle is called the opposite side. For example, when given the length of the adjacent side (a) and the opposite side (b) we can then find the hypotenuse side (h) by using the Pythagoras theorem. This theorem uses the equation: a ^2 + b^2 = h^2. If a=5 and b=12 to find h we would plug the numbers into the equation and find that h equals 13.

source: http://www.mathsisfun.com/pythagoras.html

User:VictoriaWall

2010-09-18T06:17:43Z

VictoriaWall:

Hi there,

My names Victoria Wall and I am currently a transfer student from UVIC. I have done three years of University at UVIC but decided to transfer to UBC this year to major in nutrition with a minor in human kinetics. This transfer has put me back a few years to graduate. In order to take my other courses at UBC for my degree I am required to take first year UBC sciences. At UVIC I was in the rec and health program which consisted of mostly hkin courses. I have not done math since grade 12 so I am finding it hard to jump back into it but look forward to the challenge :).

PYTHAGORAS THEOREM

The Pythagoras theorem was invented by a man named Pythagoras. This theorem was discovered by taking a triangle and realizing that if you made a square on each side of the triangle, that the largest square had the same area as the other two sides area combined. This theorem, however, only works for right angle triangles! This theorem is used to find the third length of a right angle triangle when given the lengths of two sides of the triangle. The side opposite of the right angle of the triangle is called the hypotenuse. The side to the left of the right angle of the triangle is called the adjacent side, and the side to the right of the right angle of the triangle is called the opposite side. For example, when given the length of the adjacent side (a) and the opposite side (b) we can then find the hypotenuse side (h) by using the Pythagoras theorem. This theorem uses the equation: a ^2 + b^2 = h^2. If a=5 and b=12 to find h we would plug the numbers into the equation and find that h equals 13.

source: http://www.mathsisfun.com/pythagoras.html

User:VictoriaWall

2010-09-18T05:42:59Z

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