I chose this way to demonstrate my information because I believe that it was a clear way to show it. I chose this information because I remembered a website with all the information that I was seeking. However, it did not show all the information that I wanted; like the percentages of Chlamydia cases per age which I was able to demonstrate in my infographic. I personally believe that my graphic was easy to read but when shown to my friend they disagreed.
I started out by making the head with a circle, then the eyes. I used y= Square root to make the eyebrows. I had to ask my friend Tim to do the right one, which was simple enough but when I did the other eyebrow I ran into some troubles, I tried for a solid 10 minutes of switching negatives, the x and y, adding and subtracting until I gave up and eventually used good old Khan Academy to figure out the mirror version of it. To make my hair I made about 2o parablas and cut them off so they would look more like my hair although the colour is off and I wear a hat basically every day. I learned that functions are not only used to mark down how much money 12-year-old Suzy would make if she sold 12 watermelons for $8 each minus the 15 dollars it cost to set up and other simple graphing questions like that.
Yianni, Damian and I decided to graph the number of stairs that were mounted per second.
In this lab, we had to find out the height of the Canadian flagpole in front of our school. We were supposed to use triangulation to calculate the height. Our idea was to measure from two different distances then see if they were the same. We measured from 2m and 10m. Our answer’s varied by about 2 meters. We developed another strategy to measure my height and my shadow’s height. We then took the quotient of my height/my shadow’s height. Then we multiplied that number by the hight of the flagpole. Which gave us an answer of 10.6. Which was not close to either of our other calculations so we went with that anyway.
Here is my Math 9 Finance Project. I was unable to get the latex to work so I had to write the calculations normally in the document. I would rather loose marks then not have it handed in so here they are.
This is a misleading graph because in this comparison, it looks as if Ms. Smith’s class has an average that is 5x better than Mr Jones’ class, but the truth is that Ms. Smith’s class and Mr. Jones’ class have a low average and they are both bad. OK I’m just kidding, It shows with the numbers that Ms Smith’s class only has a 0.8% higher average. Because they both start and a high number and whoever made this added as many values in between 73.0 and 74.0 to make it seem as if Ms. Smith’s class is 5x better than Mr. Jones’ class.
1) I believe that statistics are very important in our society because it is the base of many facts, and of course facts are important because it (should be) is the truth. So statistics are a big part of how we find out about our world.
2) I learned that about 24% of statistics are mathematically flawed because when numbers are involved, the question of authority of that stat is usually not questioned. (Writing this after 3) I also learned that my made up statistic about statistics being made up on the spot was actually correct. Or so I have now read.
3) The problems with statistics is that they can be made up when told, did you know that 86% of statistics are made up on the spot? OK you probably got that that was made up but I think you understand my point. As well as when the study is being done, it is not done properly and there is a biased answer. Like if we asked only Winnipeg fans who they wanted to win the cup and our final outcome was that everybody wants Winnipeg to win.