Wednesday, April 29, 2009

Attempt on a Quick Blog

This is Jonno here as your scribe today. I will warn you right now that this scribe will NOT be of the greatest quality, because of my hectic schedule. However, let's begin with the slides!

skip slide 1 for now

slide 2 contained information that we already learned which is finding the value of x, using logarithms and LN-->Logs with base e.

slide 3 was just a recap on how the functions transform. graph one is just e^x moved down 2 units, e^-x is a reflection of e^x on the y axis, and the last graph is e^x moved down one unit>>HOWEVER!!!<
Slide 4 was also old news. y=e^x and y=lnx are inverses of each other, which is why they reflect of the line y=x. basically, in the inverse graph, the x and y values of the original graph are switched around. That is why the domains and ranges of each function is switched around, as well as the roots and y-intercepts.

Slide 5 - as we learned today, e is a number that starts 2.71828, which is roughly close to 3, so their graphs look pretty similar. y=ln(-x), i believe, is y=ln(x) reflected over the y axis. In the second graph, i believe you multiply the y values or y=ln(x) by -1, then your move the graph down, 2 units.

Slide 6 - finally, something new! the slide basically explains exponential modeling, and i think you can understand more by reading it, than by me trying to explain it.

slide 7 - in slide 7, we finally start getting engaged in work and put exponential modeling to use. By using the formula, and plugging in the given information, we are able to find out the model of the function or learn the rate at which it grows.

slide 8 - there is a cool website link on the slide that brings you to a "clock" that predicts different things, such as births and deaths, using exponential functions. Mr. K also said that using base e was better because it already gives you the rate (or some other important number>>COMMENT IF YOU KNOW THE RIGHT TERM SO I CAN CHANGE IT) .

slide 9 - in this slide we continue to learn about exponential modeling and even introduced *p!(*the amount of time required to multiply m once!).

slide 10 - we use our new found knowledge in to solve the bacteria question. Once again, we just need to know what information we're given, plug it in, and then work it out. Of course, the answer is rounded off because you can't have half of a bacteria (unless maybe it was dead).

slide 11 - i understand that we were finding the half life and plugging it into the equation and such...but there are some things i don't understand on working it out...(IF ANYONE CAN HELP ME EXPLAIN THIS SLIDE LEAVE A COMMENT PLEASE)...Mr. K did say to raise your hand if you didn't understand the question, but i really wanted to see the video-__- so now i guess i need help...

slide 13 - after watching the star treck video, we are posed with a problem...was the guy with long ears telling the truth? I found the answer to be 1 000 000 after three days. Therefore if he was saying this some time during the fourth day, the means 3 days and a bit have passed making it POSSIBLE (i think)...but if it is EXACTLY 3 days, then he was lying.

slide 14 - To Be Continued


Once again, i would like to apologize for the sloppy scribe...I don't have much time today so i did my best to finish everything in about 1 hour... If you see ANY errors in my blog or if you would like me to edit/revise/add stuff to the scribe (or try to spice it off) just leave a NASTY comment (that is still apporpriate of course) and I will do my best to change it when i have time (probably Friday)

As for the next Scribe...i choose you! EMMELION!!!

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