Open Discussion Post

Folks, this post is for you to discuss ideas with me and each other. In class I asked you to check your understanding with the two parent functions whose graphs are given below. You have to sketch the transformed functions and then state the transformations in words, in the correct order of occurrence.  

(Comment on this post if by the end of tomorrow you want to confirm what your transformed functions look like. )

 

Homework due Saturday, 12/11/11

Folks, below are the questions from your textbook that will help you revise many concepts from previous topics we have learned and also to help stretch your understandings further.

Page 155, Ex. 7.4

# 2, 7, and 8

Page 157, Ex. 7.5

# 5, 9, and 12

Page 152, Ex. 7.3

# 2, 3, and 7

Page 146, Ex 7.1

# 3, 6 and 7

Page 149, Ex. 7.2

# 5 and 7

Page 163, Ex 7.6

# 14

Page 165, Ex. 7.7

# 4

Once again, be sure to do these in your homework journals and be sure to indicate which exercise number and which question number you are attempting. You need not copy the questions. There are a total of 16 questions and I suggest that you do them gradually over the break. Please avoid doing all the questions at the last minute, you will needlessly suffer if you do so. You can use the blog to post queries or to discuss your process with your peers.

Homework due Friday, 04/11/11

The homework is to plot graphs for the functions x cubed, and x to the power 4. For each one, please choose your axes and scales wisely and try and be as accurate when plotting fractional values. Remember to work in your graph books and in pencil so that you can correct stuff without making an absolute mess of things. I shall also be sending you the worksheets by e-mail in case you misplace or forget them in school.


Be sure to keep in mind what we discussed in class about the domain and range of each function. We are not just talking about values that you have plotted, but all possible values. Also, please think about the "end behaviour" of these functions:

What happens when we plug in really large inputs?

What happens when we plug in values that are very small (really negative)?

Homework due Monday, 24/10/11

You have been given the worksheet for the homework and a copy of the worksheet will be e-mailed to you as well. You may use this post to write comments and questions.

Homework due Tuesday, 18/10/11

Do question 2 from Exercise 7.7 on page 165 of your textbook. 

Homework due Monday, 17/10/11

Page 163, Exercise 7.6, Question 12. 

Term Project due Friday, 14/10/11

So folks, you've obviously been burning the midnight oil on your term projects. For those of you who got an incorrect equation for the perpendicular line in your Part I of the project, the correct equation (which is also obvious from the diagram) is:

              y = 3x - 4


Knowing the correct equation will be very helpful for part (d) i) in your Term Project Part II.

Now, before I give any hints and, surely, you will not need any hints for most of the project except for part (d) ii), I want you to post questions that you may have and that way I can post hints accordingly.

For now I will give you the following leads:

• Note that AM and MB are equal segments since M is the midpoint of AB.
• If you take any point on the perpendicular line you will see that it forms two triangles, one with points M and B and the other with points M and A. Pay attention to what kind of triangles are formed.
• Simran had suggested a great alternative idea in class for checking if lines are perpendicular or not. The method she used can also be used to prove the equidistance of any point on the perpendicular from the end points of the segment. 
• Remember that you have learned about congruent figures!