All posts by amyt2018

What Darwin Never Knew

Evolution is the theory created by Charles Darwin. Basically, evolution is that all life came from the same source and diverged as life made it to new areas. However, Darwin did not know that his theory was correct. With the discovery of DNA, the understanding of life changed has well. DNA holds the history of life. Scientists can compare similar animals and see how similar they are too each other and see how they unique. In a study, Scientists compared the human and chimp genome to see what makes humans different from our closest relative. By comparing the DNA, scientists found the humans and chimps 99% identical. The one precent difference is what give humans apposable thumbs and growing brains.

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The discovery of DNA allowed scientists to look at the genes of all life. With the help from DNA, scientists can properly chart the tree of life. Scientists can look at DNA and see how closely related animals are. we can see how animals diverged from the original source. Switches are a major part of DNA. They turn genes on and off and at certain levels of intensity. we can find genes the go untouched in some life and are extremely important to others.

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When we find more insects and bacteria in the future, similar to the picture above, we can look at the DNA to find out were it fits onto the tree of life. The discovery of DNA helped use prove that not only was Darwin correct, but that all life is truly related.

Math 10 – week 18 – elimination

This week in math 10 we learned how to solve equations with using elimination. Elimination in incredibly similar to using insertion.

The first step to solving something using elimination is to add or subtract. in this case I will use subtract.

7x+y=15

3x+y=3

I’m going to make all of the number in the second equation negative

7x+y=15

-3x-y=-3

Now to subtract. Note: when using elimination, make zero pares with x or y

4x=12

Now to divide by 4

X=3

We can then insert x back into the equation to find out y

7(3)+y=15

21+y=15

X=-6

my core competencies reflection:

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Math 10 – week 15 – graphing

This week in math 10, we learned how to tell what a graph will look like by looking at a linear equation. The equation is: y=mx+b

m = slope

b = y intercept

lets take a look at this picture and find the equation.

Remember the equation for slope is y/x or rise/run. So, after finding to nice points, the slope is 7/1, witch can be simplified to just 7. The y-intercept for this line -8, so the equation for this line is: Y=7x – 8.

Know, lets to the opposite, take an equation and make a graph from it: Y=1/3x + 4.

My recommendation would be to start form the y-intercept and then add the slope

Y=1/4x + 2

Math 10 – week 17 – substation

This week in math 10 I learned how to solve equations with using substitution. The steps for substitute are as fallows:

  1. Pick an equation to rearrange
  2. Substitute equation
  3. Solve equation
  4. Substitute the number just found, back into the rearranged equation
  5. Verify solution on both equations

The equations being solved for this example will be y-x=1 and 2x+3y=18.

The first step is to pick an equation to rearrange and rearrange it. The best option is always the equation with a coefficient of 1. So, the best option for rearranging is y-x=1.

y-x=1

y-x+x=1+x

y=1+x

The second step is to insert the rearranged equation and substitute into the second equation. We are going to put y=1+x into 2x+3y=18. We are going to want to put 1+x into the equation where the y is in the second equation because y is equal to 1+x.

y=1+x and 2x+3y=18 becomes 2x+3(1+x)=18

If you notice, the equation has become a simple 9th grade equation.

The next step is to solve the equation

2x+3(1+x)=18

2x+3+3x=18

5x+3=18

5x+3-3=18-3

5x=15

5x/5=15/5

x=3

Now to take the number we found (3) and insert it back into the rearranged equation (y=1+x).

y=1+4

y=4

Now to verify the numbers in both equation

y-x=1

4-3=1

2x+3y=18

2(3)+3(4)=18

6+12=18

Math 10 – Week 16 – converting equations

This week in math 10, we learned about the different form of equations and how to change between them.

Here are the different equations:

Slope intercept form

y=mx+b

Slope Point form

y-y2=m(x-x2)

General form

0=mx+y+b

 

Slope intercept form to Slope Point form (y=mx+b to y-y2=m(x-x2))

We want to take the equation y=4x+8 and convert it to slope point form. This is one of the most simple conversion.

The first step is to fin a point to convert: (0,8) being put into the slope changes to (1,12)

Next, you would just inster the number into the equation: y-12=4(x-1)

Slope intercept form to General form (y=mx+b to 0=mx+y+b)

This conversion is also very simple. All you need to do to subtract y:

y=4x+8

-y

0=4x-y+8

Slope Point form to General form (y-y2=m(x-x2) to 0=mx+y+b)

This conversion is a little more complicated. The first step is to convert form slope point form to slope intercept form:

We need to find the y-intercept, you can do that by applying the slope to the point in the equation: y-12=4(x-1) turn into y=4x+8.

You then can apply the conversion for Slope intercept form to General form.

math 10 – week 14 – slope

This week in math 10 we learned different ways to calculate slope. Slope is presented in the form of rise over run () or y over x ( ).

The first way is counting. We will be solving the slope of this picture

The first step is to find the some reasonable integer coordinates that the line passes over.

 

The next step is to count the rise and the run

The rise of the slope is 4 and the run of the slope is 2. The fraction would be 4/2.

 

The second way is to use math. I will show a step by step lesson in how to solve the slope of: (2,10) and (6,17)

Before the math, this is the equation to use to solve for slope:

Slope=y1-y2/x1-x1

The first thing to do is a basic recommendation. Highlight the y factors in each equation. We are used to dealing with x first.

(2,10) (6,17)

Second plug the coordinate into the equation.

10-17/2-6

Lastly solve

7-/4

Sometimes the fraction can be simplified but that is not the case here.

Math 10 – week 13 – analysis

This week in math team we learned how to dissect graphs and connect it to a story. Here the graphs that we will be dissecting.

George and his family watched a movie together and the graph show the relationship between the amount of popcorn and time.

We can dissect George’s graph first. It starts on the y axis so we can assume he has a full bole of popcorn at the start of the movie. The line on the graph goes down really fast and ends up the x axis really early so we can deduce that he ate all of his pop corn really fast.

Know lets dissect George’s sister’s graph. Her graph starts at the same place as before, so she had a full bole of popcorn at that start of the movie. her graph is really curvy, so we can assume that she was eating the popcorn slowly at times and fast too.

Geroge’s dad’s graph is next. There is a strate line in the graph so he did not eat any popcorn for a while.

Gorege’s mom did not get her pop corn right at the star of the movie, I know this because it dose not start at the y-axis. There is a long strate line and we can

mind map relection

For my assignment, I decided to do the mind map and I decided to use bubbles. I like how easy bubbles is to use. I don’t like the automatic colour options. I had to dig into what the character and understand why she did the things that she did. I don’t think I would use this website again because I have a perfectly good program already on my laptop. I think I would redo this assignment in the future when we understand the characters more. I used growth mindset when I was wiling to use the different website.