Parallel Lines
Perpendicular Lines
Cylinder
Circle
Obtuse Angle
Acute Angle
Square
Maddy, Hayleigh, Kasey, and I.
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San Francisco 1906
1906 San Francisco
Magnitude: 7.7-7.9
Ignited several fires around the city that burned for three days and destroyed nearly 500 city blocks. The earthquake and fires killed an estimated 3,000 people and left half of the city’s 400,000 residents homeless. The largest aftershocks occurred at the ends of the 1906 rupture or away from the rupture entirely; very few significant aftershocks occurred along the main-shock rupture itself. It generated a tsunami wave only approximately 10 cm in height.
Del Monte (last survivor alive) didn’t remember much about his family’s dramatic escape, but “was told that his mother bundled him up after the shaking stopped and ran out to the street where his father commandeered the rig, which they rode down to the waterfront as flames licked at them from all sides,”. “After being forced out of his home in North Beach after the 1906 Great Earthquake and Fire as an infant, he ultimately witnessed our City’s rise from the ashes more than a century ago seeing it rebuilt better than ever,”.
Rose Barreda: “Many burned-out people passed our house with bundles and ropes around their necks, dragging heavy trunks. From the moment they heard that fatal, heart-rending sound of the trumpet announcing their house would be burned or dynamited, they had to move on or be shot. As the sun set, the black cloud we watched all day became glaringly red, and indeed it was not the reflection of our far-famed Golden Gate sunset.”
After the earthquake had occurred, over 20,000 people were left without a home. The military built 5,610 relief houses to help out the civilians. The houses were packed close to one another, and they charged people $2 a month for rent. Some things that the San Francisco area had to achieve to prevent themselves from another catastrophe, were to redesign so that when it happens, not all buildings would be demolished. They want to issue a standard called shelter-in-place, which means that the house would be damaged, but not enough to where the people cannot live in it anymore.
Climate Zones
To start off, what I notice in the tropical region is that the climate seems to be increasing but I wouldn’t say they are increasing drastically. Over the time periods shown precipitation fluctuates and seems to stay close to the same starting average. Observing the dry region I notice that the climate fluctuates and the precipitation is decreasing making the land more dry. The the mid temperate region is increasing in climate over the time periods shown and the precipitation is also increasing. Although they are not drastic changes. Looking at the snow region the temperature is increasing but I wouldn’t say it is very consistent. The precipitation is also significantly increasing. Finally, observing the polar region, averages seem to have a pattern to them through each period of time, changing by one degree. The precipitation is increasing and within the last two time periods it has significantly increased.
From my observations I notice more climate change in the colder regions, as well as, the regions with precipitation increased. Precipitation is usually increased in the snow and polar regions more significantly then the other regions. They seem to have a pattern each time period and seem to be more sporadic than the other averages from other regions. Precipitation is increasing in colder zones. I believe this is because the climate is becoming warmer because of the emissions getting trapped in the atmosphere. Perhaps, these are the reasons that the ice caps are melting rapidly and places like America and Trump feel like climate change is not present because their region isn’t facing it as prominent as others.
Waste Observation
Week 18: Precalculus 11
Using the Cosine Law
This week in math we learned how to use the cosine law when solving for an unknown angle.
First, we need to know when we would use the cosine law. Unlike using the sine law, when we use the cosine law the angle that is given does not usually have a matching length. As well as, when you use the cosine law there is usually only one angle given rather than two or three.
Our first step to using the cosine law is to know the formula.
Now, we have to put it to use in a equation. So if this was our triangle:
With what is given in the equation, we just plot into our formula and change the variables if needed. For our equation we changed the variable of A to Q, B to P, and C to R. First, solve the square roots of 17 and 23 and then subtract 2(17)(23). Next, we have to multiple it by Cos 72. Finally, square each side of the equation so that we get q by itself.
Now, we have just solved for the side length of q.
Week 17: Precalculus 11
Finding a Reference Angle in Standard Position
This week in math we learned how to find a reference angle in standard position.
First to find the reference angle we need to know what the rotation angle is. The rotation angle is the angle between the first x-axis (rotating counter-clockwise) and the terminal arm is shown below.
A circle is 360 degrees. So, if we use what we know we need to divide the circle into four quadrants and divide 360 by four. This gives us reference points.
Now the reference angle is the angle closest to the centre (0,0) and the horizontal axis (X-axis).
Using the reference points we know (where we divided 360 by four) we can easily find the reference angle. All we have to do is take the nearest horizontal axis reference point this case 180, and subtract our rotation angle which is 120…
…Or if our rotation angle is past 180 we can take our rotation angle which is now 250, and subtract our nearest horizontal axis reference point which in this case is 180.
It’s really that simple.
Core Competencies
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Open in new tab Week 16: Precalculus 11
Solving Rational Equations
This week in math we learned how to solve rational equations rather than expressions.
When solving for a rational equation our goal is to determine solution(s) for the variable (x).
If our equation was:
Let’s state the non-permissible values: X cannot be 2, -1, or 0.
Our first step to solving this there is two options; cross multiply or find a common denominator. You would only be able to cross multiply when the equation includes only two fractions. In this case, we are able to.
After we cross multiply we need to expand.
After expanding we have to realize whether it is a quadratic or linear equation. This case it is a quadratic equation. This means we have to use the zero product law, making one side equal to zero.
Next we have to solve the quadratic, meaning factor it. This can be done by simply factoring, completing the square, or using the quadratic formula.
After factoring we have found the values for our X variable. These are our possible solutions and can be checked by verifying them.
Week 13: Precalculus 11
Solving Absolute Value Equations Using Algebra
This week in math we learned how to solve an absolute value equation using algebra.
Our goal when solving an absolute value equation is to solve for X, the absolute value means X will always be positive. We know an equation is absolute because it is determined with | signs surrounding the equation.
If our equation was:
We first isolate X to solve for it. Next we take the same equation but multiple it by -1 and solve for X, this is called piecewise notation.
Now that we have solved twice for one equation we take both answers for X and replace it in the equation wherever X is using the original equation (the one you didn’t use piecewise notation on).
After doing this it will determine whether both are solutions, only one, or none. To keep in mind all answers are not going to be pretty so when solving if you get a fraction keep going with it because although it may not look like something your are used to it may end up turning out correct.
Thermos Challenge
For our thermos project we had to create a thermos within the range of $3.00 that wouldn’t decrease in temperature more than 20 degrees celsius from boiling point.
Our first prototype consisted of two styrofoam cups, aluminum foil, and sand. We choose these materials because we know the Styrofoam cups trap in heat due to their small air pockets which blocks the energy flow. In other words, it is useful to convecting heat. We choose foil to radiate the heat back. Finally we used sand to insulate the foil which radiated the heat back. In the end, we lost 18 degrees celsius in 10 minutes. At a cost of $2.70.
Our second prototype consisted of aluminum foil, a plastic cup and lid, a styrofoam cup, and sand. We inserted the styrofoam cup into the plastic cup to change the insulator to see if it affected our temperature in any way. We used the plastic lid to keep the heat inside the cup allowing the steam to not escape keeping hot. In the end, we lost more heat than prototype one; 21 degrees celsius in 10 minutes. At a cost of $2.25.
Our third prototype consisted of aluminum foil, tape, floor underlay, a lid, and a styrofoam cup. We eliminated the extra cup and sand to make the thermos more compact allowing the heat to stay tighter creating greater thermal energy. We added tape to help. Finally, we added more aluminum foil and floor underlay under the lid to trap in more heat. In the end, we lost 16 degrees celsius in 10 minutes. 
Our final product consisted of a plastic lid, foam underlay, aluminum foil, tape, and two styrofoam cups. We kept our materials the same to create convection and insulation while the foil conducted the heat, although we also added an extra styrofoam cup to put the other cup that is wrapped in foil to help the insulation for when the heat exits the first cup to the foil and radiates back, the second cup preventing heat loss as much as possible. In the end, we lost 10 degrees celsius in 10 minutes. At a cost of $3.50.
