January 8, 2013
Algebra 2
Well what I like about this class is that when ever I have a question you will answer me and when ever I don’t understand something you would try to explain it t me again .I know I would get frustrated but that’s because I have too much stress. What I didn’t like the class was when we learned about the F.O.I.L it confuse me at the end when you have to put all number and variable together. The other thing I didn’t like is some people in the class room are not going to say no names. What I enjoy learning was almost everything but I really enjoy learning was logarithms. I like because u don’t have to do a lot of steps and it really easy .Well I had trouble learning the functions at the begging but then I try and try until I got it . It took me almost a week to learn it. The thing that I could have done to improve my grade to all my work and to never say NO am not going to do it, and not to get mad when I can’t do something or when I have problem solving something . If I was the teacher I would teach the student the easy way on solving the problem. And I would not just give them work on the board I would go over it with them because if I give them the work the some of them not going to do it. And I would also change the room and how is set up. I thin I did well throughout this semester in this class because in my other class I have all C this the only class I have A in. I also enjoy being in this class because I get alone with almost every body. The topic in algebra 2 that we cover and I have a lot of trouble was absolute Value I do understand it but some time the negative sing just confuses me a lot. I really don’t like working with negative number because the are really confusing like when you have a negative and a positive together some time you have to change the sing when ever you get your answer or you have to add and get the sign from the bigger number all the stuff confuse me. This all I have to say MR. Johnson...

...Herbivorous birds, however, eat seeds, nuts, vegetables, or dried fruits. There are also species of birds that are omnivorous.
Mammals
Mammals are a class of Chordates that can be distinguished from reptiles and birds by the presence of hair, three middles ear bones, mammary glands in females, and the neocortex region of the brain. They have many varied habitats, including on and under land – pretty much anywhere where there is a supply of oxygen rich air. This restriction prevents some mammals from living deep in the ocean where they have no way to breathe periodically. Most mammals have hair or fur covering their body, and they are generally capable of regulating body temperature. They mostly walk on 4 legs, with only humans walking on 2. Aquatic mammal’s fins or flippers rather than legs, adapting them to oceanic habitats. The body plan of a mammal is designed for living and being motile in most environments. Most mammals are herbivores, many having compartmentalized stomach in which bacteria can breakdown the plant cellulose (i.e. cows). There are also omnivorous mammals, which are considered the most flexible of all, with the ability to live in the widest range of habitats. They can eat anything from seeds or leaves to fish or chicken!
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...1.While simplifying some math work, Peter wrote on his paper that x3 • x3 • x3 • x3 equaled x3+ 3 + 3 +3 . Did Peter simplify his work correctly and completely to a final answer? Would Peter’s work be the same if he were to simplify x3 + x3 + x3 + x3? Peter did not simplify his work. He should have added all of the exponents up but he failed to do that. To go further it would be 4x^3.
2. Simplify the given expression to rational exponent form, justify each step by identifying the properties of rational exponents used. All work must be shown. The -6 will become the numerator of the numerator of the rational exponent. 3 becomes the denominator. This equals 1/x to -5/^3.
3. Simplify the given expression to radical form, justify each step by identifying the properties of rational exponents used. All work must be shown. To get x^2/3 to have the same bottom as x^4/9 you have to multiply the top and the bottom by 3 and you will get 9. Now just subtract the top and get 2. You get x^2/9 in the end. So to change it to radical form 2 becomes the exponent and the denominator becomes the radical.
4. One of your friends sends you an email asking you to explain how all of the following expressions have the same answer.
5. Dear friend,
6. I am here to help you with your math problem. I love to help people! In the first problem the x is 27 and you that the root to get 3 because 3 times itself 3 times is 27. When...

...Cami Petrides
Mrs. Babich
Algebra Period 4
April 1, 2014
Extra Credit Project
12. When you flip a light switch, the light seems to come on almost immediately, giving the impression that the electrons in the wiring move very rapidly.
Part A: In reality, the individual electrons in a wire move very slowly through wires. A typical speed for an electron in a battery circuit is 5.0x10 to the -4th meters per second. How long does it take an electron moving at that speed to travel a wire 1.0 centimeter, or 1.0x10 to the -2nd?
Part B: Electrons move quickly through wires, but electric energy does. It moves at almost the speed of light, 3.0x10 to the 8th meters per second. How long would it take to travel 1.0 centimeters at the speed of light?
Part C: Electrons in an ordinary flashlight can travel a total distance of only several centimeters .suppose the distance an electron can travel in a flashlight circuit is 15 centimeters, or 1.5x10 to the -1st meter. The circumference of the earth is about 4.0x10 to the 7th meters. How many trips around the earth could a pulse of electric energy make at the speed of light in the same time an electron could travel through 15 centimeters of a battery circuit in 5.0x10 to the -4th meters per second?
For part A, the first step is to put (5.0) to the 10th to the -4th. The numerator would be (0.00050) if someone were trying to put 5.0x10 to the -4th in the form it’s supposed to be in. For the second scientific...

...Name:________________________________
Part 1
Exponential Functions Project
There are three parts to this project. You must complete Part 1 (60 points), but you may choose to do either Part 2 or Part 3 (40 points each). You may also do all three parts for a total of 140 points; however, you must fully complete either Part 2 or Part 3 to get credit (NOT ½ of Part 2 and ½ of Part 3). This project is due on December 5th. Turning it in late forfeits your right to extra credit and there will be a 10% deduction for each day it is late. You must show all of your work and write your answers in complete sentences; failure to do so will result in loss of credit. You must show work on separate sheets of paper and staple them to this packet when completed; write final answers on packet in space provided. In addition to handing in a hardcopy, you must a submit an electronic copy to cvhs.algebra.2@gmail.com; an electronic answer sheet is available from the Carnegie Website, under homework for Ms. Chen's Class.
http://carnegievanguard.com/apps/classes/505351/assignments/
Give Me My Money
You have recently been willed some money by a distant relative. The will specifies that the money is to be saved and will be available to you when you become financially independent of your parents. However, the will stipulates that you must first make a number of decisions. The first decision you must make is in what...

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Assignment #2 – Self-directed Learning and Assumptions of Andragogy
Shannon Goodwin
Strayer University
Adult Learning Theory
EDU 500
Dr. Rollia Oliver
October 23, 2013
Self-directed Learning and the Assumptions of Andragogy
Self-directed Learning
1. What do you think about self-directed learning in what and how we learn?
Self-directed learning has been defined as “an informallearning process in which an individual takes responsibility for his/her learning process by identifying their learning needs, setting goals, finding resources, implementing strategies, and evaluating the results” (Conlan, Grabowski, & Smith, 2003). Taking this definition into consideration, I believe self-directed learning is the most effective type of learning. Why – because self-directed means being single-minded, guided by one’s self. It means taking a meaningful and active role in one’s intellectual growth and development.
Self-directed learning allows people to focus on themselves. It affords them the opportunity to make decisions about their learning experience. The learner then becomes motivated, focused and determined to obtain the knowledge being imparted to him or her. This kind of empowerment increases the learner’s confidence level; making a lasting learning...

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Algebra2 PRACTICE Chapter 12 Test ____________________________ “…………………………..”
3/18/14
You may use a calculator for the entire test; however, the solutions for numbers 1 through 3 must be exact solutions—NO DECIMAL SOLUTIONS FOR THE FIRST PAGE. Do not rationalize. SHOW WORK !
I. Solve the following systems by either the substitution or the elimination (addition) method.
Write your answers as ordered pairs/ordered triples.(These are worth 5 points each)
2. 6x+y-z=-22x+5y-z=2x+2y+z=5
For #3, Solve the system using Cramer’s rule and Algebra. SHOW THE DETERMINANTS and give your solution as a simplified ORDERED PAIR. (exact solutions only). These are worth 4 points each.
Cramer’s ruleSubstitution and/or Elimination
II. Solve the following system by graphing, using the grid provided. (5 points)
324675549466500
-99060-698500 III. Part III tests your ability to use the calculator. You should solve the system by the methods indicated, evaluate the determinants, find the inverse, or perform the matrix arithmetic. Some may be easier to work without the calculator. Give exact answers; give no decimal approximations! If a particular operation is not possible or is undefined, then state the appropriate reason—no work is necessary.
For #5, solve the system using row reduced echelon form or matrix algebra and the...

...
Algebra2 Final Exam
Multiple Choice
Identify the choice that best completes the statement or answers the question.
Simplify the trigonometric expression.
1.
a.
b.
c.
d.
Answer B
In , is a right angle. Find the remaining sides and angles. Round your answers to the nearest tenth.
2.
a = 3, c = 19
a.
= 9.1°, = 80.9°, b = 18.8
c.
= 14.5°, = 75.5°, b = 18.8
b.
= 80.9°, = 9.1°, b = 18.8
d.
= 75.5°, = 14.5°, b = 18.8
Answer A
3.
What is the simplified form of sin(x + p)?
a.
cos x
b.
sin x
c.
–sin x
d.
–cos x
Answer C
Rewrite the expression as a trigonometric function of a single angle measure.
4.
a.
b.
c.
d.
Answer A
Short Answer
5.
Consider the sequence 1, , , , ,...
a.
Describe the pattern formed in the sequence.
b.
Find the next three terms.
6.
Consider the sequence 16, –8, 4, –2, 1, ...
a.
Describe the pattern formed in the sequence.
b.
Find the next three terms.
7.
Consider the graph of the cosine function shown below.
a. Find the period and amplitude of the cosine function.
b. At what values of for do the maximum value(s), minimum values(s), and zeros occur?
Verify the identity. Justify each step.
8.
sinΘ/cosΘ+cosΘ/sinΘ...

...345
THE TROUBLE WITH TALENT: ARE WE BORN SMART OR DO WE GET SMART?
________________
KATHY SEAL
Kathy Seal is a journalist and author who has written about education and psychology since 1985 for such publications as The New York Times, Family Circle, and Parents. Seal attended Barnard College, where she graduated magna cum laude. She is the author of two books: Riches and Fame and I the Pleasures of Sense (1971) and Motivated Minds: Raising Children to LoveLearning (2001). "The Trouble with Talent" appeared in the July, 1993 issue o/Lear's magazine.
'Jim Stigler was in an awkward position. Fascinated by the fact that Asian students routinely do better than American kids at elementary math, the UCLA psychologist wanted to test whether persistence might be the key factor. So he designed and administered an experiment in which he gave the same insolvable math problem to separate small groups of Japanese and American children. 2 Sure enough, most American kids attacked the problem, struggled briefly—then gave up. The Japanese kids, however, worked on and on and on. Eventually, Stigler stopped the experiment when it began to feel inhumane: If the Japanese kids were uninterrupted, they seemed willing to plow on indefinitely. 3 "The Japanese kids assumed that if they kept working, they'd eventually get it," Stigler recalls. "The Americans thought, 'Either you get it or you don't.'" 4 Stigler's work, detailed in his...

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