Donnydedumdum Posted June 2, 2011 Report Share Posted June 2, 2011 Hey, I'm doing this investigation now and for part B I was recommended to do a 3 by 3 extension of the geometric system. Does anyone have a clue as to what sort of pattern I should end up with? Is it going to be related to the Envelope found in the 2 by 2 system? Reply Link to post Share on other sites More sharing options...
timtamboy63 Posted June 2, 2011 Report Share Posted June 2, 2011 You don't need to do a 3x3 for Part B, don't it's a waste of time. Instead, spend that time on the other parts and you'll get a better grade. Reply Link to post Share on other sites More sharing options...
Furaxis Posted June 5, 2011 Report Share Posted June 5, 2011 Which programs(windows) did you guys use to graph the planes by the way? Reply Link to post Share on other sites More sharing options...
Slovakov Posted June 5, 2011 Report Share Posted June 5, 2011 I think Autograph is the best device. There is a 30-day trial version free on the internet, and for me this is enough 1 Reply Link to post Share on other sites More sharing options...
Jaiveer Mariwala Posted June 8, 2011 Report Share Posted June 8, 2011 Hey, I'm doing this investigation now and for part B I was recommended to do a 3 by 3 extension of the geometric system. Does anyone have a clue as to what sort of pattern I should end up with? Is it going to be related to the Envelope found in the 2 by 2 system? There's no point, it would be too hard to prove. I tried anyway Instead of a parabola, you sort of end up with this bowl shaped thing. So the lines, this time, do not enter a three dimensional region. Instead of a 2D, like before. YOU DO NOT NEED TO DO THIS Reply Link to post Share on other sites More sharing options...
bouda Posted June 9, 2011 Report Share Posted June 9, 2011 Hi, I found the parabola, but i dnt know how to find the co-ordinates of the vertex. Could someone please help me ? Reply Link to post Share on other sites More sharing options...
dessskris Posted June 9, 2011 Report Share Posted June 9, 2011 isn't it very obvious, as you can just spot it on the graph?if it's not obvious try plotting more lines. it's supposed to be a linear FAMILY. Reply Link to post Share on other sites More sharing options...
bouda Posted June 9, 2011 Report Share Posted June 9, 2011 (edited) isn't it very obvious, as you can just spot it on the graph?if it's not obvious try plotting more lines. it's supposed to be a linear FAMILY.No i don't see it clearlyMaybe i am not aware of the meaning of "linear family" and i dnt think plotting more lines would help because i have about 40 different lines =)please can you tell me how you can get the equation for the parabola ? Edited June 10, 2011 by Austin Glau no text speak Reply Link to post Share on other sites More sharing options...
Sublime Sunshine Posted June 19, 2011 Report Share Posted June 19, 2011 You need many more lines than 40, if you are looking for a particular point on the parabola. Linear family means, they have the same basic formula but they have different numbers for gradients and intercepts. So try plotting more line and you will find it will be easier to find the vertex. Reply Link to post Share on other sites More sharing options...
Kaiwen Posted June 21, 2011 Report Share Posted June 21, 2011 Dang, still have problems with Part B, anyone mind highlighting how to solve it? My teacher won't even bother to suggest how many lines there should be and my line looks weird :/ Reply Link to post Share on other sites More sharing options...
dessskris Posted June 21, 2011 Report Share Posted June 21, 2011 as Sublime Sunshine just said, you need more than 40 lines. my teacher said 50 will do.and, to solve what? you basically do the same thing as before when solving the system. Reply Link to post Share on other sites More sharing options...
Hexi Posted June 24, 2011 Report Share Posted June 24, 2011 (edited) Ohoh. This portfolio.I probably took this one a bit over-the-top... After doing 2x2 and 3x3 I did nxn for the arithmetic sequence one.I would've done the same for the geometric bit if I had more than 2 weeks to do it :/For the part B, I simply dumped the general form into autograph and used the constant controller.I think I probably had somewhere between 900-1000 lines. Edited June 24, 2011 by Hexi Reply Link to post Share on other sites More sharing options...
alramsey Posted July 31, 2011 Report Share Posted July 31, 2011 so do we have to write about the limitations and scope although it's not in the guiding questions? Reply Link to post Share on other sites More sharing options...
dessskris Posted July 31, 2011 Report Share Posted July 31, 2011 so do we have to write about the limitations and scope although it's not in the guiding questions? yes, if you could find any! more is always expected of HL students so even if the task doesn't tell you they want the limitations to be discussed, you should know already it's in the IA criteria though Reply Link to post Share on other sites More sharing options...
alramsey Posted August 1, 2011 Report Share Posted August 1, 2011 so do we have to write about the limitations and scope although it's not in the guiding questions? yes, if you could find any! more is always expected of HL students so even if the task doesn't tell you they want the limitations to be discussed, you should know already it's in the IA criteria though where should i better include it? at the end of each part or at the very end of everything? does for example, a ∈ R suffice as scope/limitation? Reply Link to post Share on other sites More sharing options...
dessskris Posted August 1, 2011 Report Share Posted August 1, 2011 you should always include it whenever necessary e.g. when stating the conjecture and in the conclusion. Reply Link to post Share on other sites More sharing options...
timtamboy63 Posted August 1, 2011 Report Share Posted August 1, 2011 so do we have to write about the limitations and scope although it's not in the guiding questions? yes, if you could find any! more is always expected of HL students so even if the task doesn't tell you they want the limitations to be discussed, you should know already it's in the IA criteria though where should i better include it? at the end of each part or at the very end of everything? does for example, a ∈ R suffice as scope/limitation? Yes, but only if you provide examples as to why it doesn't work for (in this example) complex numbers, etc. Reply Link to post Share on other sites More sharing options...
dessskris Posted August 1, 2011 Report Share Posted August 1, 2011 so do we have to write about the limitations and scope although it's not in the guiding questions? yes, if you could find any! more is always expected of HL students so even if the task doesn't tell you they want the limitations to be discussed, you should know already it's in the IA criteria though where should i better include it? at the end of each part or at the very end of everything? does for example, a ∈ R suffice as scope/limitation? Yes, but only if you provide examples as to why it doesn't work for (in this example) complex numbers, etc. only if you've learnt complex numbers that is. otherwise just state a∈R because you've only tested with real numbers and your teacher would understand. Reply Link to post Share on other sites More sharing options...
timtamboy63 Posted August 15, 2011 Report Share Posted August 15, 2011 so do we have to write about the limitations and scope although it's not in the guiding questions? yes, if you could find any! more is always expected of HL students so even if the task doesn't tell you they want the limitations to be discussed, you should know already it's in the IA criteria though where should i better include it? at the end of each part or at the very end of everything? does for example, a ∈ R suffice as scope/limitation? Yes, but only if you provide examples as to why it doesn't work for (in this example) complex numbers, etc. only if you've learnt complex numbers that is. otherwise just state a∈R because you've only tested with real numbers and your teacher would understand. That's true. Keep in mind that your teacher submits what you guys have covered in class when they submit the IA to the IB. So, if you haven't learnt complex numbers, you won't lose marks for not testing your conjectures for complex numbers. Or, you could always teach yourself, and impress the IB, if that's possible Reply Link to post Share on other sites More sharing options...
banana.sh Posted August 26, 2011 Report Share Posted August 26, 2011 Hint:x(a+d)+y(a+2d)=a+3d orx(a+d)+y(a+2d)+z(a+3d)=a+4dbetter to doax + (a+d)y = a + 2dless terms...You will see the significance later once you solve the question. (on your x and y... WHAT'S LEFT?)Erm.. I feel stupid for asking this, but how did you get this answer? What chapter is this from? Reply Link to post Share on other sites More sharing options...
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