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Blog Post 6 – Hannelie Jogha

We did a lot of practice on scale factoring and it can be very important to most of the problems we had to work with. Scale factoring is what you use to enlarge or decrease the measurements of the rectangles, or whatever you are working with. Scale factoring is used to show the way it is stretched.

  1. with this example I have the sides written as 2 and 4. 
  2. 2 x 2= 4 and 4 x2 =8
  3. When using a scale factor of 2 you are stretching the sides. Therefor it would now become 4 and 8. 

  1. This example using bigger numbers of 4, 8, 9. With the scale factor of 3. 
  2. You do the same thing and make it three times bigger. 4 x 3 =12, 8 x 3= 24, and 9 x 3= 27. Therefor, I now have sides of 12, 24 and 27.

 

 

 

math blog post- Hannelie Jogha

This blog post I chose to focus on finding angles with intersecting lines when it adds to 360 degrees. As well as understanding the different terms when choosing your reasonings.

reasonings: 

complementary-  Angles that add to 90 degrees

supplementary- Angles that add to 180 degrees

Vertical Opposite- an equal opposite

  1. The first step is I like to evaluate if It is a triangle and it adds to 360 degrees, or if it it goes all the way around and adds to 360 degrees. For this specific equation I have 104 degrees already written in for me.

2. The next step I like to take is to see how I can make a total of 360 degrees within my equation. I know that 104 + 104 = 208 which solves 2 of the angles.

3. To find the next two angels, I use the equation 360-208=152. Now that I have 152 I divide that by 2 to find the two angles that are equal. 152 divided by 2 = 76. therefor 76 is each angle.

To double check my work I use the long format to show my equation to check my answer:

104 + 104 + 76 +76 = 360 

4. Now I have all my angles with all my work shown, I know can decide how to classify them with a reasoning:

For angle 5: Vertically opposite: This one I classified as vertically opposite because we are given the angle of 104 degrees on one side, and for this diagram both ends are equal. therefor, it is the same. So because it is straight across (opposites) it is vertically opp.

For angle 6: supplementary: this one I classify it as supplementary because the angle adds up to 360 degrees. 

For angle 7: vertically opposite: this one I classified as vertically opposite as well, because it is right across vertically from angle 6 which is 76 degrees as well.

 

Blog post – Hannelie Jogha

This week we learned mainly about how solving for a triangle and finding the missing angle. I found this important because it is the base line to all of the questions in this unit and understanding how to solve these are super important.

Things I ask myself before doing a question: 

  • Is there a 90 degree angle?
  • Is there a 180 degree line?
  • Can I solve another side without calculations beforehand?

Example 1: 

  1. Starting with a very simple example: we have 65 degrees in one corner and 70 in another corner. 

 

 

 

 

 

 

2. First I add together the 65 and the 70. where I get 65+70=135

  • knowing I have 135, I now can figure out what to add in order to get 180.
  • I like to subtract the sum of the two angles to figure out what the missing side is.

3. Therefor I would have 180-135 which is 45. So the angle would be equal to 45.

to check my work: 70+65+45+180

 

Example 2: 

  1. This next example, I have this angle to solve. Starting off, I notice that it is a right angle which means that inner corner is 90 degrees.

2. now that we know it has to be equal to 90 degrees, we fill in the blanks.

3. So I have 16 degrees. 16+____=90?

4. You could do a few methods to find your answer, I like to use the angle given to find the missing angle. For this equation I did 90-16=74. Therefor, the missing angle is 74 degrees.

 

 

Week 3 Blog Post- Hannelie Jogha

During this week I found some skills a little difficult, and wanted some extra practice on a few skills.

Some key points to remember: 

general form: Y intercept/ Y= ax2 + bx +c = 0

Vertex: Vertex Point/ Y=a(x-b)2 +c 

factored: X intercept y= a (x-b) (x-b)

For this example, I want to focus on general form quadratic equations, and converting these equations.

The function I chose to show is y=(x+3)2 – 9 which we put into general form which is y=ax2+bx+c.

I like to write out both equations again so I can cleary see them so I do not mix up a number or write it incorrectly.

You then re-write the equation in a longer form. So we square what is in the brackets so we can see it clearly.

Now I multiply where the arrows indicate, and write it out fully. Therefor, now I have 4 terms and the constant.

I now have to put the like terms together, so I take x2 with x2 which gives me 2×2. Same thing with 3x and 3x, therefor that gives me 6x.

Now my equation is in general form, and has all of the terms included.

Another step within quadratics that I found important was being able to identify the pattern and what direction you graph in.

For this example, i can already see that it is a negative so I know it will be a downwards angle instead of upwards. I can also tell it would start at zero on the graph because it has no vertex point within the function. These are a few ways I can identify and start to spot before doing any actual calculations.

 

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.

 

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

 

 

Desmos Self Portrait-Hannelie Jogha

This assignment we used demos as a tool to help us with our equations and seeing how each number fits into the graphing chart. We created a self portrait character that was made up of shapes that we needed. My character looks a little scary, but looks like it has a fun personality which I think represents me well. I used a blue and green outlining because those are my two favourite colours and I tried to make the other colours represent my natural hair and eye colours.

Link- https://www.desmos.com/calculator/ylsqxkdski

Write up- This assignment we had to create a “self portrait” on demos graphing. This was challenging to figure out, but once you get started you start to see how it works it started to get a lot easier to form what you wanted. While making the portrait I found it most challenging to balance it all and get the sizes to be the exact size and space you want it in. For example, trying to get the hair to reach around your head, and not have it stick out or have it end in different places was one thing I had a lot of challenges with. But once you put in the coordinates of where you wanted to end it seemed to come together. I used different shapes when trying to create a portrait. I used linear, quadric, and circle reactions to create my character. I mostly used lines and circles to put my face together (eyes, brows, nose, mouth etc. )  Overall, this assignment really showed how equations can create many different shapes/lines and how playing around with the numbers made a huge difference in the graphing.

Wonder Project 1- Science 10

Question- As humans, would we be able to permanently colonize and live on another planet? What would life look like? 

We always hear about how earth is going to end in the near future, and how we won’t have a place to live. But what if we could move and colonize to another planet? Would it be possible? How would we live? Is it safe? How would it affect us? Those are all questions that come to mind when this topic comes up. I have researched to find out if it was possible to colonize on the moon or another planet. But most importantly what would life look like?

Living on the moon-

The moon has a very dusty rough surface, making it not the best place to colonize. Scientists have reported that the moon Is not a “pleasant” place to live compared to earth. The moon has Lunar days and nights, that occurs when the moon is rotating on its axis in line with the sun. The lunar times last 14 days each. The average temperature during the Lunar days would be around 123 degrees Celsius. During Lunar nights it can get as cold as -233 degrees Celsius. Which does not make it suitable for us to be living on. Some parts of the moon have ice, water, and no light during because of how the sun orbits around. 

By these facts, it shows that the moon is not the most convenient place to colonize. If we ended up colonizing we would need to have heaters to keep is from freezing, and air conditioners to keep us from over heating. This would take a toll in our daily lives. 

Living on Mars-

Unlike other planets, Mars has seasons depending on its axis and where you are located. The southern part of mars, which is away from the sun has very cold winters, and the northern part has very hot summers. The northern part has 7 Months of spring, 6 months of summer, 5 months of fall, 4 months of winter. A year on mars is longer than a year on earth. About a 5-month difference. That means that a day on Mars is over 24 hours, so time is a little off.

Living on mars would be more challenging than living on the moon due to the lack of information on Mars. Mars is a place where we have had very little exploration on, and lack off information. Mars is shown to be a lot more challenging to live on then the moon. 

Supplies-

Living in space would be a very challenging time due to needing so much supplies to just survive. As humans we would need a craft or our “homes” to have oxygen for us to breathe that would circulate and keep us alive. We would have to have an oxygen tank while being outside of the craft. 

Another thing we would need is food and water. Food and water are another necessity that we would need. Because of science developing you can now take more foods with you. You used to be able to only take freeze-dried food and now you have more varieties.

 

Conclusion- 

In conclusion, This question is a tough one, because we will never truly know what life would be like unless we actually travel. My research has shown that earth is a much safer place for humans and wildlife to be living in.

Scientists believe that the moon especially, is a planet that we would be able to one day colonize on. The moon is a place where we could build, develop and live on. But the risks, dangers, and life style is not the best decision in the present. But in the future this could be a possibility. But as of now, we need a lot more research and space exploration.

Video- Will we ever be able to colonize the moon? 

My Wonder information Template- 

wonder template

Work Cited- 

https://www.space.com/28355-living-on-other-planets.html

https://www.nationalgeographic.com/news/2018/02/there-s-only-one-way-for-humanity-to-survive–go-to-mars-/

https://www.livescience.com/32663-what-is-it-like-to-live-in-space.html

Hannelie Jogha 

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