DAY 1: 25 May

The topic on finding midpoint and distance of the line is indeed very interesting and enriching for me today. This topic is in general, rather easy to understand, and I feel the only thing left is the speed of completing the questions. I tend to be a little slower today because the x intercepts and y intercepts was rather confusing at certain points of time. Nonetheless, this topic was fun. I had never thought we could use Pythagoras Theorem together with coordinate geometry. This goes to show how topics of math are always interlinked and can be used hand-in-hand together.

DAY 2: 26 May

Type a 100-word reflection for today's lesson and comment on your work.

Submission of Designs:
Design 1
(LONDON 2010)

Design 2

Design 3

Design 3 (Optional)

Window Settings:
Xmin = -14
Xmax = 14
Ymin = -7
Ymax = 7


Blue Ring
Y1 =
2 + sqrt(16-(x+9)^2)
Y2 =
2 - sqrt(16-(x+9)^2)
Black Ring
Y3 =
Y4 =

Red Ring
Y5 =

Y6 =

Yellow Ring
Y7 =
-2 + sqrt(16-(x+4.5)^2)
Y8 =
-2 - sqrt(16-(x+4.5)^2)
Green Ring
Y9 =
-2 + sqrt(16-(x-4.5)^2)
Y10 =
-2 - sqrt(16-(x-4.5)^2)

Window Settings:
Xmin = 0
Xmax = 6
Ymin = 0
Ymax = 6

y1= 3 + sqrt(9-(x-3)^2)
y2= 3 - sqrt(9-(x-3)^2)
y3= 7 - x/(2 <= X)/(x<=4.5)
y4= 2/3 *(2x-0.5)/(2-X)/(x<=3.1)
Design 3:
syringe only (the lines):
y1= 2/(1<=x)/(x<=5)
y2= 1.5/(1<=x)/(x<=5)
y3= -1.5x + 3.5/(0.5<=X)/(x<=1)
y4= 1.5x/(0.5<=X)/(x<=1)
y5= -.25x + 3.25/(5<=X)/(x<=5.75)
y6= .25x + .25/(5<=X)/(x<=5.75)

y1= 1.75+(1.56-(x-3.75)^2)^1/2 /(2.19<=X)/(X<=3.75)
y2= 1.75-(1.56-(x-3.75)^2)^1/2 /(2.19<=X)/(X<=3.75)
y3= 1.75+(1.1-(x-3.75)^2)^1/2 /(2.65<=X)/(X<=3.75)
y4= 1.75-(1.56-(x-3.75)^2)^1/2 /(2.65<=X)/(X<=3.75)
y5= 1.75+(1.56-(x-2.5)^2)^1/2 /(0.94<=X)/(X<=2.5)
y6= 1.75-(1.56-(x-2.5)^2)^1/2 /(0.9<=X)/(X<=2.5)
y7= 1.75+(1.1-(x-2.5)^2)^1/2 /(1.4<=X)/(X<=2.5)
y8= 1.75-(1.1-(x-2.5)^2)^1/2 /(1.35<=X)/(X<=2.5)
y4= 1.75+(1.56-(x-3.75)^2)^1/2 /(2.65<=X)/(X<=3.75)

Day 2 Reflections:
The use of graphic calculator was rather difficult - firstly, because my macbook faces some technical difficulties with the graphic calculator, and secondly, because the conversion of equation to make y the subject was rather confusing. In the end, after traveling to my classmate's house and spending 1 hour gruesome hour there doing the London Olympics graph, I finally managed to complete it. However, I don't think I might be able to complete design 2, 3 and 4.Nonetheless, I will still try my best. The grraphic calculator is indeed very intriguing.