“Once I get into algebra, my parents will have to help me with my homework.” “I don’t need to know a lot of math.”
“Math is so boring.”
“I’m just not good with numbers. If I need to know that stuff, I ask my boyfriend.”
Does any of the above sound familiar? Or do you also feel what others feel about their Mathematics subject? Don’t be dismayed, you’re not alone. There are many.
While the geeks and nerds are enjoying problem solving, others surely hate the ancient Greeks for inventing Mathematics. Others have hatred or lack of enthusiasm with this subject. One that aggravates their frustration is the experience of spending hours solving complex math problems only to end up getting zero as the value of x or y. Others often ask, “Why do we need to study Math? Is it necessary in our everyday lives?” Unfortunately for others, yes it is. Actually if you just look and observe your classroom, it has been confined to the four corners. It comes to think that it was seldom taught as something practical that can be used in daily life. Every time we count the things we want to buy, the money in our wallets, the number of One Direction and KPop groups’ collections we have, checking the time, figuring out how long a trip will take by using a car or a plane and etc. we use math. Basic math that is, addition, subtraction, multiplication and division.

But when talk of the values of x and y, the median of this, the value of pi raised to the second power, everything else seems to go south and these concepts seem so alien, far away and abstract. Let us just countered by giving examples like, say you have whole pizza and there are five of you. Naturally, it would be divided into five slices so that each would have an equal share. However, one becomes greedy, says you, and wants to have more than one slice of the pizza. So instead of dividing it into five, you cut it up into six. And since you’re the one who did the cutting, you get the sixth slice in addition to your first...

...
ANALYSIS
Physics has a lot of topics to cover. In the previous experiments, we discussed Forces, Kinematics, and Motions. In this experiment, the focus is all about Friction. Friction is the force resisting the relative motion of solid surfaces, fluid layers, and material elements sliding against each other. There are several types of friction like fluid friction which describes the friction between layers of a viscous fluid that are moving relative to each other; dry friction which resists relative lateral motion of two solid surfaces in contact and is subdivided into static friction between non-moving surfaces, and kinetic friction between moving surfaces; lubricated friction which is a case of fluid friction where a fluid separates two solid surfaces; skin friction which is a component of drag, the force resisting the motion of a fluid across the surface of a body; internal friction is the force resisting motion between the elements making up a solid material while it undergoes deformation and sliding friction.
When surfaces in contact move relative to each other, the friction between the two surfaces converts kinetic energy into heat. This property can have dramatic consequences, as illustrated by the use of friction created by rubbing pieces of wood together to start a fire. Kinetic energy is converted to heat whenever motion with friction occurs, for example when a viscous fluid is stirred. Another important consequence of many types of friction can be wear,...

...
The case between Beauty and Stylish involves concept of a valid contract, pre-contractual statements, express term and misrepresentation.
A valid contract is established between Beauty and Stylish when an offer is accepted and there is intention for both parties to create legal relations. An offer refers to the expression of willingness of the offerer to be contractually bound by an agreement if his or her offer is properly accepted. It has to be clear and certain in terms. It must also be communicated to the offeree before it is being accepted. In addition, the acceptance has to be unqualified, unconditional and made by a positive act. In the case of Beauty and Stylish, a positive act refers to the signing of the contract. All terms of the offer must be accepted without any changes and cannot be subjected to any condition, taking effect only upon fulfillment of that condition. When Beauty and Stylish enter into the agreement, they must intend to bind and bound legally to each other by their agreement. This is the intention to create legal relations between two parties. In the meanwhile, this contract must possess consideration. A contract must therefore be a two-sided affair, with each side providing or promising to provide something of value in exchange for what the other is to provide.
Every contract, whether oral or written, contain terms. The terms of a contract set out the rights and duties of the parties. Terms are the promises and undertakings given by each...

...our forces. This is the heart of today’s defence-policy challenge. To understand
these questions, we need to ensure we understand Australia’s motivations. In
this chapter therefore, I want to contribute to our current debates by looking
back; first at how and why we came to adopt the ‘defence of Australia’ policies
in the 1970s and 1980s, then at the changes in our strategic environment in the
1990s, and finally at the way our strategic policy has evolved in response. All
these issues have been quite seriously misunderstood in much of our recent
defence debate. Getting them straight will help us to understand the strengths
163
History as Policy
and weaknesses of today’s policy, and hence to grasp more clearly where it
should go from here.
The ‘Defence of Australia’ Revolution
It may help to start with a definition. By ‘defence of Australia’ I mean the idea
that the principal function of the ADF, and the core basis for choosing its
capabilities, is the defence of the Australian continent from direct military attack,
and in particular the ability to do so against any credible level of attack without
relying on the combat forces of our allies—the self-reliant ‘defence of Australia’.
This idea began to evolve at the time of the SDSC’s foundation in the mid to late
1960s, and was further developed during the 1970s and 1980s, finding its most
complete expressions in the policies of the 1986 Dibb Review and the 1987
Defence of Australia....

...Yr 10
Mathematics
Assignment
LCR Maths
By Adonis Chigeza
Understanding and Fluency Tasks
Task A
1. y = 1.2𝑥 + 2.57
2. Interpolation: y = -3.43
Extrapolation: y = -8.23
Task B
a) The equation for the path of the ball is h = -0.1t^2 + 0.9t + 1 (h = height, t = time)
b) The vertical height of the ball after 2. seconds2.664m
c) The maximum height reached by the ball is 3.025m
d) The time of with the ball is at maximum height of 3.025 is 4.5 seconds
e) The total time in which the ball was in the air is 10 seconds
f) The two times in which the ball was 1 metre above ground is 0 and 9
Adonis Chigeza 10C
LCR Mathematics
Problem Solving and Reasoning Task
1.
Equation: y = -1.2𝒙2 + 8.4𝒙
a. The bridge is 7 metres wides so therefore it will successfully span the river with 2
metres to spare.
b. If a yacht has a 15 metre mask it will be unable to pass safely under the bridge
because the bridge only has a vertical height 14.7 metres.
Adonis Chigeza 10C
LCR Mathematics
2. Equation: v= -0.2h2 + 2.4h
a. The horizontal distance covered by the rocket when it reached its maximum
height of 7.2 metres was 6 metres.
b. The maximum height reached by the rocket was 7.2 metres.
c. At the horizontal distance of 9 metres from the launch site, there is a 5.2 metre
wall and at that vertical distance, the rocket has a vertical distance 5.4 metre.
That is not taking to account the dimensions of the rocket, however the rocket
cannot have...

...Nicolas, Fatima May D.
2014 45876
My Math Experience
When I was younger math was my favorite subject, it was something that I felt very confident
with. Unlike english, history, and literature, where I had to exert extra effort, math was the only
subject that really came naturally to me. I remember when I was a kid my dad would test me on math questions, usually about lines and figures. What kind of line intersects, what are parallel
lines? I was probably about 7 years of age, and it really impressed family friends when the
answer was correct.
In school, I always did well in math especially basic math, it was simple and it was easy.
Back then, I still have the capacity to help out other students and I was always helping out
friends with their assignments. I always got high grades on tests and I was usually done first
when it came to exams. It was really up until I started high school. Then, algebra happened, since
we didn’t have any lessons given regarding algebra (even the most basic ones) during elementary
I didn’t understand a word the teacher was saying, it was like I was reading a different language.
It was hard at first because I for one like solving problems with numbers but when it started
involving letters I knew I had to work harder because it would be different than what we have ...

...• What were the most revolutionary social and economic developments of the last quarter of the nineteenth century?
• How did different groups of Americans respond to those changes and how effective were their responses?
• What role did government play in these developments?
In the late 1900s some of the most social and economic developments were railroads, steel oil, the type writer cash register, light bulb and agriculture. The development of the railroad made it easier for immigrant to come to this country for work. This meant that there were more group of different races and cultures in America. And in some states there became an over population and city workers like police and garbage men could not keep up with the demand of so many people. Some groups mover to open land for the Homestead Act. They had hope of farming and staying on the land for at least five years as agreed but the supply and demand of agriculture did sustain so many farmer moved off the land well before their five years. The government played many different role I deescalating some issues in American history. Women and children were being worked for long hours and getting paid a little bit of nothing in return for their hard work. So the government put labor laws into place that were to protect women and children. As oil, steel and railroad industries grew so did the levels of pollution. The government again put laws that were to protect animals and the earth so that there would not...

...MATH 122 SYLLABUS
Faculty Information: Name: E-mail: Office: Office Hours:
Section 08 B-1-122 MAK MW 6:00 – 7:15 PM Fall 2013
Corrina Campau campauc@gvsu.edu A-1-132 MAK Phone: (616)331-2052 Tuesday, Thursday 3:45 – 4:30 PM Monday, Wednesday 3:30 - 4:30 PM Monday, Wednesday 7:15 – 8:00 PM by appointment only
Prerequisite:
MTH 110 (a grade of C or better is recommended) or assignment through GVSU Math Placement. You may wish to take the MTH 122 proficiency test which would allow you to waiver 122 and is offered during the first week of class and other times during the semester. For more information visit gvsu.edu/testserv and click on Math placement. College Algebra MTH 122 special edition for Grand Valley State University by John Coburn Students will be required to possess and make use of a TI-83 or TI-84 graphics calculator during the course. You are expected to have and use your calculator every class period. Students will not be allowed to share calculators on tests. Symbolic manipulating calculators (such as the TI-89) and calculators on cell phones, PDA’s, etc. will not be allowed on tests. Math 122 is part of the Mathematical Sciences General Education Foundation Category. Courses in the Foundations Categories introduce students to the major areas of human thought and endeavor. These courses present the academic disciplines as different ways of looking at the world. They introduce students to the...

...Or would you take His answer as-is because He is all knowing? I am going to explore through math whether or not we, as Christians, it is wrong to question God.
A bible verse that immediately comes to mind on the subject of the impossible is when Jesus feeds the five thousand.
13 When Jesus heard what had happened, he withdrew by boat privately to a solitary place. Hearing of this, the crowds followed him on foot from the towns. 14 When Jesus landed and saw a large crowd, he had compassion on them and healed their sick. 15 As evening approached, the disciples came to him and said, “This is a remote place, and it’s already getting late. Send the crowds away, so they can go to the villages and buy themselves some food.” 16 Jesus replied, “They do not need to goaway. You give them something to eat.”17 “We have here only five loaves of bread and two fish,” they answered.18 “Bring them here to me,” he said. 19 And he directed the people to sit down on the grass. Taking the five loaves and the two fish and looking up to heaven, he gave thanks and broke the loaves. Then he gave them to the disciples, and the disciples gave them to the people. 20 They all ate and were satisfied, and the disciples picked up twelve basketfuls of broken pieces that were left over. 21 The number of those who ate was about five thousand men, besides women and children. (Matthew 55:13-21 NIV)
These verses just go to...

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