Week 5 in Pre-Calculus 11 – Factoring with Substitution

I chose this because it seems like a useful and easy method to do on most factoring questions that have multiple binomials.

When I’m talking about substituting, I’m talking about replacing a binomial with a variable, for example (3a-4)(a+2) turns into AB, where A is (3a-4) and B is (a+2).

Let’s look at how we can use this to factor.

When we look at the binomials, we notice that we can substitute the binomials for variables to be able to simplify. Let (3a-4) = A, and (a+2) = B

Now the expression has been simplified to

With the expression like this, it is easier to see how we can write this as a product of binomials,

We’re not done yet though, because we have to remember that the variables were substituted. Substituting back gives us:

We can distribute to get ,

 

Which simplifies to

 

 

Week 4 in Pre-Calculus 11 – Dividing Radicals

I chose this because its important to understand the rules to be able to complete the operations correctly.

Dividing monomials is pretty simple, as you simply divide as you think you would divide, so in this post I will focus on dividing binomials, which includes using a conjugate.

What is a conjugate? The conjugate of 1+2 is 1-2, so it’s simply just switching the sign in the middle of an operation.

First, we need the conjugate of the denominator to cancel it out, as we can see the conjugate of 3+\sqrt{10} is 3-\sqrt{10}

Next, we multiple the nominator and denominator by the conjugate to cancel out the denominator.

So:

Now we need to properly distribute by multiplying as usual.

is also the same as

This can still be further simplified by multiplying top and bottom by -1, which will reverse the signs.

After that, we still need to distribute in the nominator, giving us:

is also the same as which is the same as

 

 

 

Week 3 in Pre-Calculus 11 – Adding and Subtracting Radicals

I chose to explain this topic because to me it is more complicated than multiplying radicals, so I think there will be more educational value for me to explain this.

The operations for adding and subtracting radicals are done with mixed radicals, so being able to convert from entire to mixed (and sometimes vise-versa) is crucial.

To be able to combine (through adding/subtracting) radicals, the index and radicand have to be the same.

As said before, we have to convert to mixed, which is done the same as before.

In mixed radical form:

After converting to mixed, we can see that the radicals have the same index and radicand as some other radical, so now we actually add and subtract. To do this we just combine the coefficients with like terms (remember, like terms in radicals: same index & radicand)

So, 3+2 is 5, and -4-2 is -6, meaning the answer is

 

 

In the case of operations on unsimplified mixed radicals, the mixed radical still has to be in simplest mixed radical form.

While these radicals are mixed, they still can be further simplified.

63 becomes root 7 with a coefficient of 3, but we can’t just ignore the other coefficient. to combine them, simply just multiply the coefficients. \frac{1}{3} multiplied by \frac{3}{1} is 1.

Do the same thing to the second radical, and you will find out that they have the same radicand in simplest forms, meaning you can further simplify.

5\sqrt{45}

Science 10 – Scientific Method & Paper Airplanes

 

 

 

 

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Hypothesis: If the paper airplane weighs more, then it’s max flying distance will be shorter because the weight will create drag and slow down the plane.

 

Results of experiment:

Average distance of plane with no paperclips: 2.42m

Average distance of plane with 2 paperclips: 1.58m

Average distance of plane with 4 paperclips: 1.62m

 

Analysis:

The weight of the paper plane did impact the distance, however the test wasn’t perfect because the style of the plane deviated the results quite significantly.

 

What to change:

Using a more consistent style of paper plane would support our hypothesis a lot more.

 

To recreate the experiment:

  • Create 3 paper planes, same style, paper, folding.
  • 2 paperclips on one plane, 4 paperclips on another plane, same position, do not position clips in any beneficial way such as sealing exposed cockpit, the sole purpose of the paperclips is for weight.
  • Throw plane, same spot, throw, person throwing, amount of force used.
  • Record results.