Wednesday, February 16, 2011

Bad Designs that we use.

The drain cover


Source : Picture above

Source : Picture on the left.

The problem
The smaller picture above looks more similar to the real drain cover in SST. The drains with gigantic gaps in the covers can be found across a small part of the pathway to the back door , along the top of the steps led to the canteen. People with foots of small surface area encounters a very serious consequence when stepping on the drain.  When I first came to SST, I came in through the back door and stepped right on the drain with the middle of my foot placing on one of the metal line in the drain cover. At that time, I was wearing slippers . I  lost my balance and almost sprain my foot. Luckily I stood on the solid ground with my left foot to support me. People who share the characteristics as mine foot would most likely encounter this problem.

Proposed Solution

The school should purchase drain covers with smaller gaps in between to reduce the risk of  spraining their foot.

The locker


The problem

People would easily catch a glimpse of  our number code when we swing open the lockers. The door would be facing outwards and it is not possible for me to cover it when I am placing me stuff in the locker. If the switch is pointed at 'open' you can reset the code by switching the numbers. I would accidentally brush the combination code device and change the code . Inconsiderate people would reset the code of your locker without you knowing and lock all of your stuff inside. 

My Solution 

The locker should should a small opaque cover for the combination code. They could set a extra switch for code reset.

Tuesday, February 15, 2011

Chap 2: Real Numbers - Rational Numbers

The following fractions share a common denominator: 1/6, 2/6, 3/6, 4/6, 5/6, 6/6.

1/6 is a recurring decimal. 

Janice concluded that all other fractions with denominator are also recurring decimals.

No, I do not agree. Some of the fractions with the same denominator (6) can be simplified . After simplifying some of these fractions, the decimal value for these fractions stop at a point which is terminating decimals.

Eg: 3/30 = 0.1   This not a recurring decimal as the decimals to not repeat.
        1/30 = 0.33333333333333333
               = 0.3( with a dot on top of the number '3'.)
The two fractions above share the same denominator but both fractions belongs to different categories. 
3/6 can be simplified as 1/2. 1/2=0.5 ( Terminating Decimal)
6/6 can be simplified as 1.   1=1( Neither- Whole Number)

Real numbers - Rational Numbers :Exploring Recurring Decimals part 5.


Real numbers - Rational Numbers :Exploring Recurring Decimals part 4.


Real numbers - Rational Numbers :Exploring Recurring Decimals part 3.


Real Numbers - Rational Numbers :Exploring Recurring Decimals part 2.

Real numbers - Rational Numbers :Exploring Recurring Decimals


This part 1 of my post.

Friday, February 11, 2011

Reflections on the making of CNY Hamper .

1.What are we doing?What have we done?
We are discussing as a class on the items that we were to get for the hamper.We have bought decorations and the food with the class funds. After buying the items, same of our classmates work together to wrap up the hamper. We have prepared a hamper and submitted it to be presented it as a gift for the elderly.

How do we think that we are affecting the recipients of the hamper? What will be different for them?

The recipients will be touched that someone remember and are concern about them. They will know that they are not alone and many still understand them. They will feel much more happier and excited to receive gifts of care . They sense that there are people who want to share the joy and festive atmosphere with them.They have more supplies for their needs and they would be more positive .

What could be our next stop to care for this group of recipients.
Follow them along to an trips to some places of attraction to company them . We can help the volunteers with the elderly if he/she needs any assistance in a certain way.

Thursday, February 10, 2011

Real Numbers: Activity 3 - Let's examine the Patterns!

2. (a) A positive number multiplied by another positive number gives a .positive......... answer
    (b) A negative number multiplied by another negative number gives a .....positive..... answer.
    (c)A positive number multiplied by a negative number gives a .......negative... answer.
    (d)A negative number multiplied by a positive number gives a .......negative... answer.

3.      (+) x (+) = Answer:   3X4=12
  • (-) x (-) = Answer: -3(-4)=12
  • (+) x (-) =Answer: 3(-2)=-6
  • (-) x (+) = Answer: -4X2=-8

  • (+) / (+) = Answer: 4/2=2
  • (-) / (-) = Answer: -3/-3=1
  • (+) / (-) =: Answer: 8/-2=-4
  • (-) / (+) =Answer: -4/2=-2