In this assignment I am going to try to find the relation between the t-total and the t-number and then will express this in an algebraic form. I have been asked in the question to find the relationship between the t-total ad the t-number in a nine by
Abdul Khan W3 16/06/01 T-SHAPES Introduction This assignment is called 'T-Shapes'. In this assignment I am going to try to find the relation between the t-total and the t-number and then will express this in an algebraic form. I have been asked in the question to find the relationship between the t-total ad the t-number in a 'nine by nine' grid; I will d this by creating a table for the t-total and t-number. Hence I will try to discover the common difference and then fid the formula connecting the t-number to the t-total. 2 3 4 5 6 7 8 9 0 11 12 13 14 15 16 17 18 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 75 76 78 79 80 81 'T-TOTAL' Add all the numbers up including the t-number. 50 51 52 60 'T-NUMBER' The number at the bottom of the 'T' 69 algebraically Classified an 'n' I am investigating the relationship between the t-total and the t-number. 37 20 42 21 47 22 52 23 57 24 62 25 67 26 72 27 77 28 82 29 Pattern: I have noticed a pattern in my results that each time the t-number increases by 1 the t-total increases by 5. I know that; As 5 is the most common difference the must be a '5n' in the formula. 22 23 24 32 41 Un
Investigate different shapes of guttering for newly built houses.
Introduction For my maths coursework I was required to investigate different shapes of guttering for newly built houses. The purpose of guttering is to catch as much water running of the roof as possible. The guttering for newly built houses needs to have as large an area as possible so it can hold as much rainwater as possible. For the purpose of this investigation the material used for the production of the guttering will have a fixed width of 30cm. I will be investigating 6 different shapes: * Triangle * Rectangle * Square * Semi-circle * Half-octagon * Trapezium Task Guttering A firm has been asked to make guttering for newly built houses. Investigate Plan To investigate which type of shape will hold the maximum amount of water, I will be calculating the area of the cross-section of each different type of guttering. If possible, I will be changing the variables until I find the maximum area for each shape, the variables being length of sides and size of angles. I will then compare the highest values of each shape and pick the one with the maximum area. Formulas Triangle Area = 1/2 a?b?sin c Rectangle Area = a?b Square Area = l?h Semi-circle Area = 1/2?? ?r² Half-octagon Area = divide the shape into triangles, work out the area of each triangle and then add them together Trapezium Area = 1/2 (a+b)?h Triangle In the case of the
This report is about working out the formula to a hidden faces equation, I will find the nth term, put my results into a table and, figure out if the formula works.
Introduction This report is about working out the formula to a hidden faces equation, I will find the nth term, put my results into a table and, figure out if the formula works. Method I am going to find out how many hidden faces (the faces that aren't visible from any angle) there on cube 2 cubes 3 cubes 4 cubes 5 cubes 6 cubes 7 cubes 8 cubes 9 cubes I am doing this to try and find an easier way to find out how many hidden faces there are in.... say 100 cubes rather than do trial and error, or put cubes together and work it out. I will record my results in a table that has 3 columns, , number of cubes 2, number of hidden faces 3, the formula I will prove this by picking a low number like..1, and a really high one like 100 and test my formula on it. Hypothesis I predict that the formula is 3n-2. Number of cubes Number of hidden faces Formula 3n-2 2 4 3N-2 3 7 3N-2 4 0 3N-2 5 3 3N-2 6 6 3N-2 7 9 3N-2 8 21 3N-2 9 24 3N-2 My formula works because 3n-2 = 3X1-2 31=3 3-2=1 it works with all numbers 3n-2 = 3X6-2 3X6=18
Gone to Soon.
Gone to Soon I can't think, I can't speak, I'm numb inside, there is no beginning or end just this intolerable anger, and never-ending pain! I can't take this any more, if he doesn't stop; I'm going to have to hit him. There will be no question in the matter of what will happen to me, but just that one instant when nothing will matter anymore, because I will have got even. However, what he will do to me will be unimaginable! I'm 15, and have been picked on every year that I have been here at Saddlebunch Grammar School. Everyday I wake up and just imagine the unbearable torture he is going to put me through for another unliveable day. My parents don't know, there not at home long enough to see me, or the bruises he gives me. Once he had a metal bar that wrapped around his fingers, and when he punched me in the jaw, that was more than I could handle. I felt a crack, heard a large crunching sound and, black. I woke up in the nurse's office. Apparently, he had brought me in saying that I had walked into a lamppost, and he had found me unconscious on the floor. The nurse knew this was a lie, but there was nothing she could do about it. He blamed me for letting my jaw break; I was put in the bin and left in the middle of the playground with sellotape holding the lid shut. They timed it so that when everyone went to class they would leave me out there. I could be there for hours
Are High Imagery Words Easier To Retrieve From The Short Term Memory Than Abstract Words?
Are High Imagery Words Easier To Retrieve From The Short Term Memory Than Abstract Words? Abstract The aim of this experiment was to establish whether concrete or abstract words have an effect on recall. The one tailed hypothesis was "High imagery words facilitates recall in both the long-term and short-term memory. An independent measures design was used. One control group was exposed to a list of written concrete words. The other control group was exposed to a written list of abstract words. Both groups were allowed a sixty second exposure time and then immediately asked to free recall as many words as they could. The results showed a significant difference in the recall of the concrete words compared to the abstract words. The mean difference of group 1 minus group 2 was 2.90. The confidence interval of this difference was 95%. In conclusion, it is expected that concrete words will facilitate a higher recall than abstract words. Introduction Alternative Hypothesis - High imagery words facilitates recall from both the short-term memory and long-term memory Null -Hypothesis - Any difference in the recall of high imagery words and abstract words from the short-term memory and long-term memory is due to chance. Atkinson and Shiffrin (1968) proposed a dual-processing model, sometimes referred to as the multi-store model, which focuses on information processing. Data enters
T - ToTaLz WkD CwK- ChEk it OuT !!!!
Muslimz 4 lyf! GCSE Maths Coursework Tasks ) Investigate the relationship between the T-total and the T-number 2) Use the grids of different sizes. Translate the T-shape to different positions. Investigate relationships between the T-total and the T- number and the grid size. 3) Use grids of different sizes again, try other transformations and combinations of transformations. Investigate relationships between the T-total and the T-number and the grid size and the transformations. Plan For my GCSE Maths coursework I am going to look and analyse at a grid nine by nine with the numbers starting from 1 to 81. There is a shape in the grid called the T-shape. This is highlighted in the colour red. This is shown below: - The total number of the numbers on the inside of the T-shape is called the T-total. 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 The total of the numbers inside the T-shape is 1+2+3+11+20=37 This is called the T-total. The number at the bottom of the T-shape is called the T-number.
Data Handling Coursework
Data Handling Coursework Maths Aim: To find out what factors affect the car prices and show how these factors affect it. Introduction: In this investigation I aim to find out the main factors which affect the price of a car. I also aim to find out if there is only one factor or a combination of factors affecting the price of the cars. Firstly I will decide which method I am going to use and which line of enquiry would provide me with the best results. I will include in my investigation all of my explanations, details, tests and theories. I will be using 39 cars either five or six from each make, depending on the availability of the cars for each make. To show my results clearly and make them easy to understand I will be recording my data in tables and expressing the results in various scatter graphs, box and whisker diagrams and cumulative frequency diagrams. The reason for which I am expressing my results in a series of ways is because I will then be able to interpret them easier and so draw conclusions. Hypothesis: As the age of the car increases the percentage depreciation in the price will also increase, meaning that the price of the car will decrease. The factors that play a major role in the pricing of the car are percentage deprecation, age, status of the car e.g. if it is new or second hand, the engine size, the mileage and finally the make. My first table will
Graphs of Sin x, Cos x; and Tan x
Graphs of sinx°, cosx° and tanx° Here are the sketch graphs of the trigonometric functions f(x) = sinx°, f(x) = cosx° and f(x) = tanx°. You may be asked to draw or sketch these graphs in your exam. Try to remember what they look like, and follow these tips: If you are asked to draw or plot the graph, you will need to use your calculator to generate the y-values. For example, if you were asked to plot the graph of f(x) = sinx° for 0° x 360° , you would use you calculator to find sin0°, sin10°, sin 20°, ...., sin 360° and then plot these values on the graph paper. Plotting a trigonometric graph is time-consuming and it is therefore more likely that you will be asked to sketch the graph. However, even if you think that you remember what the graph looks like, your calculator can be used to check. For example, sin0° = 0 and cos0° = 1, so you have the starting points of the graphs. Tan90° has no value (your calculator will display an error message), so you know that the graph cannot cross the line x = 90°. Transformations of graphs; y = asinbx° and y = acosbx° Remember Given a graph, f(x): * The transformation af(x) causes a stretch, parallel to the y-axis with a scale factor of a. * The transformation f(bx) causes a stretch, parallel to the x-axis with a scale factor of . These rules also apply to trigonometric graphs Question 1 See whether you can
Mathematics Coursework - Beyond Pythagoras
) The numbers 3, 4, and 5 satisfy the condition 3² + 4² = 5² because 3² = 3x3 =9 4² = 4x4 = 16 5² = 5x5 = 25 and so 3² + 4² = 9 + 16 = 25 = 5² I will now have to find out if the following sets of numbers satisfy a similar condition of (smallest number) ² + (middle number) ² = (largest number) ². a) 5, 12, 13 5² + 12² = 25 + 144 = 169 = 13² b) 7, 24, 25 7² + 24² = 49 + 576 = 625 = 25² 2) Perimeter b) Nth term Length of shortest side Length of middle side Length of longest side Perimeter Area 3 4 5 2 6 2 5 2 3 30 30 3 7 24 25 56 84 4 9 40 41 90 80 5 1 60 61 32 330 6 3 84 85 82 546 7 5 12 13 240 840 8 7 44 45 306 224 9 9 80 81 380 710 0 21 220 221 462 2310 I looked at the table and noticed that there was only 1 difference between the length of the middle side and the length of the longest side. And also if you can see in the shortest side column, it goes up by 2. I have also noticed that the area is /2 (shortest side) x (middle side). 3) In this section I will be working out and finding out the formulas for: * Shortest side * Middle side * Longest side In finding out the formula for the shortest side I predict that the formula will be something to do with the differences between the lengths (which is 2). But I don't know the formula so I will have to work that out.
Show that certain aspects of cars can determine the price of a second hand car.
Introduction In this investigation, I am going to show that certain aspects of cars can determine the price of a second hand car. In this investigation, I have made the following hypotheses: * The price of a new car will decrease the most in the first few years * There will be a positive correlation between the depreciation and the age * The make will influence the price of the second hand car * There will be a positive correlation between the engine size and the price of the second hand car * There will be a negative correlation between the mileage and the price of the second hand car * The colour will not influence the price of the second hand car * The fuel type will not influence the price of the second hand car The main variables in this investigation that could make a difference on my investigation are the following: * Make * Second hand price * Age * Engine size * Mileage To do this investigation properly, I will need to prove my hypotheses. This will be done by me collecting the data from the database that was issued to us at the beginning of this investigation. I have also looked at sources from websites and car magazines regarding the prices of second hand cars. Second hand car dealers, newspapers and the television also are very useful sources of information. These sources will be very useful as for example the car dealers, they would have a lot of
