Harrison Bergeron Building Understanding
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Monthly Archives: September 2016
The Canadian Charter of Rights and Freedoms to “Harrison Bergeron”
House Building Understanding
Les Muffins
Graphs of Exponential Functions
I I
I noticed that the graphs of y=4^x and y=4^-x were the same, but were on different sides of the y-axis. They also had the same y-intercept. In our graph(y=4^x), the graph always approaches the x-axis, however it never touches it. This line which the graph approaches is called the asymptote. In this case, the asymptote is the x-axis. Adding a constant to the function would also move the graph along the y-axis (vertically) and adding a constant to the exponent would move the graph along the x-axis (left and right). Finally, adding a negative sign in front on the base would reflect the graph along the x-axis.
Combien du sucre?
Dans la céréale, il y a 6.5g du sucre
Dans la barre du chocolat il y a 9g du sucre.
Sam the Athlete Paragraph
Irrational Number Research
The irrational number I researched is “e” or Euler’s number. It is equal to about 2.71828182846... and is known to over 1 trillion digits of accuracy. This number was found by a mathematician named Leonhard Euler in the 1700’s and he calculated this number to 23 decimal places and is also the base of natural logarithms. It can be calculated as the sum of an infinite series but is more commonly used in the study of compound interest. Compound interest is interest on interest and is the result of reinvesting interest. This type of interest grows at a faster rate than simple interest which is interest only calculated on the principal amount. There are many ways to calculate “e” but none of them give an exact answer as it is irrational. One method is to find the value of e is: 1/0! + 1/1! + 1/2! + 1/3! + 1/4! + 1/5! + 1/6! + 1/7! + … which results in 2.71828182846...
Sources:
http://qz.com/362732/the-other-irrational-numbers-we-could-celebrate-instead-of-pi/
http://www.mathsisfun.com/numbers/e-eulers-number.html
https://en.wikipedia.org/wiki/Compound_interest
https://plus.maths.org/content/where-does-e-come-and-what-does-it-do
Math Football
- Explain your process The football that my group and I have constructed was not complete but here is the process: Starting off, we knew that the spaghetti noodles were too long so we all had to snap them in half. Then we snapped them once more since they were again, quite long. After, we decided to construct our football out of hexagons and triangles. We constructed the base of the football in the shape of a hexagon. Then, we added triangles to every second side of the base and the football kind of started to take shape. However, after we finished the sides of the triangle, it started to collapse on its own so someone had to hold on to it while we added interior parts to support the shape. In the end, we finished the general structure of the football but did not get a chance to reinforce it so that it would stand better on it’s own.
- What did you learn/change? At first we constructed the football using the spaghetti that was only snapped once. However, after we built the hexagon, it was too big so we decided to use smaller pieces of spaghetti to construct it. After the outermost structure was built, we decided that we should attach triangular spaghetti shapes to the inside of the football to have it maintain it’s shape.
- How is this a math problem? This is a math problem because we have to know what shapes go together well and know what shapes are useful to keep the structure intact. I also needed to know how many triangles and hexagons I would need in order for the structure to look ball-like.
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