Author Archives: rubym2017

Blog Log #1 – The Impact of Dance

Posted by rubym2017 in English 11 and tagged with

I was interested in this article because I am a dancer myself and love reading about science and history of dance. Dance is one of my passions and I find it very intriguing to learn more about this topic. Reading this article, I noticed that the author is very fact based as they wrote this article explaining why it is a human desire to dance. I enjoyed learning the true facts behind the love for dance. The article stated that dance forms a bond between humans and causes people to connect through movement. I was able to make a connection to my own experience. I dance on a team and I feel very connected to my other team members when we are all dancing in unison. The article also states that dance improves our memory, coordinate muscle use, and helps us understand how our movement can be impactful. I find that I can really connect with this statement because I do believe that being a dancer has tremendously benefited my memory and coordination. I believe that dance is both a physical sport and an art form that let’s us express our emotions while forming bonds and improving ourselves.

https://bigthink.com/culture-religion/why-humans-dance?rebelltitem=1#rebelltitem1

Rube Goldberg Assignment

Posted by rubym2017 in Science 10 and tagged with

Ruby and Emma’s Rube Goldberg

The handle that is connected to the gear spins in a counter clockwise matter which pushes the marble to fall down to slide-like slopes. As the ball passes through the second slope it drops in to a vertical tunnel which leads the marble to fall into a shallow funnel that slows the momentum of the marble. Once the marble passes through the funnel, it drops onto a cardboard platform attached to a small spring which sends the marble to slide down a long wave-shaped slide. The marble reaches the end of the slide where it hits a larger golf ball on a platform. The golf ball then falls from said platform to another platform with a narrow opening which leads the golf ball to hit the floor. The ball continues to roll and hits the line of card boxes which resemble large dominos. The the card boxes fall one after another as they ascend a small set of stairs and hit the mini cereal box that pours into the bowl below.

Mechanical energy as the ball rolls from one point to another.

Gravitational energy as the ball drops down the vertical tunnel and funnel.

Elastic energy as the ball is sent to the slide by the spring platform.

Potential energy before the ball is set into motion by the gear.

Kinetic energy as the marble, golf ball and card boxes move through out the project.

Transformation between potential and kinetic when the motionless marble is forced to move from the turning of the gear.

Transformation between mechanical to gravitational as the ball that was rolling falls into the vertical tunnel.

Transformation between gravitational and elastic as the ball falls from the tunnel onto the spring-held platform which causes the ball to bounce to the next slide.

Math 10 Week 17 – Arithmetic Sequences

Posted by rubym2017 in Math 10 and tagged with

This week, we learned about arithmetic sequences and the different formulas to solve these sequences. In this blog post, I am going to show you the different formulas to simplify these arithmetic sequences.

Let’s say we have this sequence:

1, 4, 7, 10, 13…

First we need to find the difference in this pattern.

Look at the amount that this sequence jumps each time, we know that the difference is 3

To find the general rule, we use this formula:

Tn= t_1 + (n=1)(d)

Now all you need to do is plug in the information and do the algebra.

Tn=1+(n-1)(3)

Tn=1+3n-3

Tn=3n-2

Now, let’s say we wanted to find out what t_{12} would be.

Then we add the first term to the difference 11 times.

t_{12} = 1+(11)(3)

t_{12} = 34

 

Math 10 Week 15 – Substitution Method for System of Equations

Posted by rubym2017 in Math 10 and tagged with

In this blog post, I am going to show you how to use the substitution to solve system of equation questions.

So let’s say that we have two equations that look like this:

y=x+2 and 3x+4y=1

So first we are going to take the equation that has a variable with a coefficient of 1.

Then we are going to make sure that the variable is isolated. Then we are going to take the other part of the equation and substitute it into our second equation.

3x+4(x+2)=1

In this equation, we are only left with one one variable shown. Then from here we are going to distribute, sort and simplify.

3x+4x+8=1

3x+4x=1-8

7x/7=-7/7

x=-1

Then we check our results to see if they are correct and to find our Y value.

(y)=(-1)+2

y=1

(-1,1) are our coordinates.

 

 

Math 10 Week 14

Posted by rubym2017 in Math 10 and tagged with

This week, we learned about system of equations. In this blog post, I am going to talk about these equations and demonstrate some information.

First of all, what is system of equations?

A system of equations is a collection of two or more equations with a same set of unknowns.

Let’s say we had the two equations: 4x-2y=8 and 2x-y=4

We need to find an X value and a Y value that would work perfectly for both equations. We need to find the two coordinates that are true.

In this case (0,-4) would be the values that would make the statement true.

Tech Team Innovation

Posted by rubym2017 in Tech Team and tagged with

Tech Team:

  • What aspects of Tech Team are successful? Explain why.

I feel that an aspect of the Tech Team that I believe is the most successful is that we are an innovative group of individuals who are always willing to help the community of Riverside. I feel that this year, our team has been able to successfully lend assistance to our school members, teach and demonstrate information surrounding technology and produce creative project which contribute to the future of our school. I feel that as a group, we all excellently work together. Being apart of tech team has not only allowed me to learn technology based information but has also allowed to gain new friends and work with amazing people.

  • What aspects of Tech Team are challenging? Explain why.

I feel that an aspect of Tech Team that I personally found a bit challenging is that all though it was fun working and collaborating with my fellow team members, it sometimes was a challenge to be able to find a time for the creation team to meet that would work with all our schedules. Though in the end, it all came together.

  • What support does our school need from the Tech Team moving forward?

I feel that our school would benefit from being able to access help from the tech team more easily. I think that having a certain spot where students can come and receive help is a very good thing to have. I think that we should have more days where we go into classes and show students different aspects of technology that would help them through their journey at Riverside. Just last Thursday, I was asked by a teacher to teach two of her grade nine socials classes how to Tech Team Outside of Riverside:

Tech Team Outside of Riverside:

  • There is a Technology Leadership school in Albuquerque that uses technology-based learning to teach their students. Just like us, they take pride in helping and giving support to the community. They challenge themselves with inquisitive, hands-on projects.
  • Gleneagle Secondary School also holds a Tech Team just like Riverside. They teach students to best use their personal devices. Just like us, they are able to guide their students covering all device areas. They help their students device setup, Office 365 apps and other popular web apps.
  • Newtown High School also has a thriving Tech Team as well. I find this school’s tech team very interesting as they have many different experiences to offer.  They have many projects such as managing the local student community access television station, where the team contribute to creating the channel’s content, keeping up maintenance and assuring that the broadcast runs properly. This team also works on producing projects that can be anything with technological value. Whether they be a video, game, website, app, graphic, computer build, etc. These projects are completed individually and in groups.

It is amazing to see so many different schools who are involved in creating a team that takes pride in helping their school community just like Riverside.

 

Math 10 Week 13 – Slope Point Form

Posted by rubym2017 in Math 10 and tagged with

In this blog post, I am going to show you how to write an equation in slope point form using the information we have from a graph and y-intercept form.

So let’s say we had this graph:

We can see that there are two visible nice points where we can take information from to help us write this equation. (2,0) and (0,3)

Before we construct this equation, we have to determine the slope by using the change in y over the change in x method. (which is equal to 3/2)

Once we know our slope, then we can use the information shown the graph and plot it into our equation.

3/2(x-_)=y-_

(Where the blanks are, you would plot in the x1 and y1 coordinates.

3/2(x-2)=y-0

Then you have your completed point slope equation.

 

Math 10 Week 12 – Finding the Slope

Posted by rubym2017 in Math 10 and tagged with

In this blog post, I am going to show you how to find the slope of a line using the X and Y coordinates.

The equation we can use to solve this is:

So let’s say you have the coordinates (3,4) and (8,7)

You would then take the information given from these coordinates and place it into the equation.

Which would look like this: 4-7/3-8

Which would equal to -3/-5

Which is equivalent to 3/5

Knowing this method is really easy and will help you figure out slopes by using the coordinates.