week 2 Math Blog Post- Hannelie Jogha

For this week I found many things important while learning our lesson on quadratics. I found being able to solve the equation, put it into a table of values is extremely important because you need to be able to complete these steps in order to graph it. I found a few methods in solving for Y in the table of values but this way was the easiest for me.

Important Key things to remember:

  • I found is very important to remember your negatives and positives because if you get the wrong number you cannot properly graph them. Watching for when you have two negatives, that creates a positive is very critical and sometimes hard to remember.
  • When writing down your work, make sure you have it written out to show your work so you don’t get confused or miss a step.

Starting off I found an equation that I could use to solve and place into the table. I used the equation: Y=x2-x-6. 

  1. First step I like to do is re-write the equation so I have it laid out in-front of me. Next you input all the numbers. For this equation I input -3 into the X slot. Therefor my equation would have no “X’s” involved and would be replaced with numbers. 

2. Next, you re-write the equation with the new inputted numbers. Which for the first one would be -3^2+3-6. Which you would continue to solve/simplify in order to find Y.

3. next you solve the equation. You take-3 and times it to the power of 2. Which means -3 times -3 which would create positive 9 because a negative and a negative make a positive. Then moving to the next slot is now +3 which is positive as well, because a negative and a negative is a positive. Lastly, you keep the -6 on the end. This equation is now 9+3-6.

which is very easy to solve because 9+3=12 AND 12-6 =6. Therefor it =6. 

4. Now that we have solved the equation and we know that the first plot point is 6 and we can then input it into our table.

Now you can repeat the same process until you have found Y for every X slot. Until you have filled your table up so you can then graph them.

This is another example on how you input the numbers: using the next X number which was -2.

These examples I found most crucial and important to learn because these steps are what guide you into being able to plot your points on a graph. If you were to continue to the next section to plot points you would simply take your X coordinate and your Y coordinate and match it up. So the point would sit on X’s Number and Y’s number where they intertwine.


Week 1 Math Blog Post – Hannelie Jogha

One of the most important things we learned this week was solving an equation. I think this was one of the most important because it ties everything in this unit together and you have to start with solving an equation before anything else. I chose to talk about linear equations and the process of solving one.

  • A few things I try to remember while solving is to make sure I use the correct steps in order. In this specific case brackets would come first.
  • making sure you use negatives in the correct spots, and when a negative is used with another negative it becomes a positive.
  • Flipping the signs when dealing with negative numbers can also be a factor.
  • making sure you show your work to help you keep track and section off your calculations as you go.

Process for an example of an equation: First I chose the equation and looked into the steps I need to take because this equation makes it easier to understand the basic concept and steps for a more challenging equation.

  1.  With this example with this equation they have brackets therefor I would do that first. In this equation you take the number outside the bracket and multiply the numbers in the brackets going from left to right.

2. After I multiplied the numbers I have now have a smaller equation without the brackets. Now I need to isolate the Y and create an equation. For this specific equation I moved the 5y to the left, and moved the 6 to the right side. Therefor my equation became 3y-5y=-30-6.

3. Next I simplify that equation, therefor it became 2y=-36. I first did 5y-3y which is 2y, and then -30 – 6 is -36. which this now means I can now divide by 2.

4. watching my negative numbers and dividing both sides by -2, I have my final answer below.

I found this important because it is one of the main things we learned. After some practice I found this much easier to do and understand.

Neuron Post- Psychology 12

Dendrites  – They are made to receive and communicate to other cells. They use an electrochemical charges to communicate to the cell body. These look like trees which helps increase the area of the cell body. 

Axon-  An Axon is almost like a very thin and long cable which runs through your brain. Within this cable, It sections off into different parts. This is almost like a pathway for neutrons to transport to other neutrons.

Cell body- The cell body is where the nucleus is contained. The cell body connects to the “dendrites” which would travel through the axon to send messages to the other neurones.

Myelin Sheath- this is a layer over and forms around your nerves in your brain. This allows electrical impulses to get to other cells through the nerve at a quick speed.

Nodes of Ranvier- They allow the ions to go in and out of the neutron which sends electrical signals.

Terminal branches of axon- These are the end of the branches coming from the axon, the end of the branch is what is called the “terminal”. This is when a cell body is attached to another neutron.

  • All of these are connected through the axon with branches.
  • The Schwann cells are found in he central nervous system, their job is to protect and form a “layer” or shell around the neuron.

the Astrocytes are found in the central nervous system. 

The ependymal are found in the ventricles cells.  

Rube Goldburg Science Project 2020

For this assignment we had to create an obstacle coarse that would show how to complete a task of our choice. We chose to get a marble into a hole as our task. Our coarse went throughout the counter down onto a lower table, and then onto the floor. We had 3 levels of a coarse. Our coarse we started by using a piece of food to bump the piece down the incline to hit jingo pieces until a marble fell through the tunnel. Then it reached the 2nd level which knocked down another row of jenga knocking a marble into a hat which made the folder open up. That knocked over another large row of jenga up another incline to knock a larger marble into the last hole. Once the marble was knocked over that was the end of our task.

We also had 4 energy transformations in our project which were: 

Chemical to mechanical

mechanical to mechanical

mechanical to sound

mechanical to gravitational. 

3 simple machines:

incline plane

screw and

wheel and axle.

science self assesment



1 2 3 6