Number Grid Investigation Aim: My aim is to find out how the number of rows and columns in a square, on a certain sized grid will affect the difference between the product of the top left number and the bottom right number in the square subtracted from the top right number and the bottom left number. Prediction: I predict that when you've got numbers in a square box in a 10 by 10 grid, the difference will always be a square number because the box is shaped as a square. Method: Firstly
Number Grid Investigation In numerical way I am going to multiply the top left number with right bottom number and the top right number with bottom left number and than I am going to find the difference between the products. The difference of product is going to be same as the size of a grid (in width) in 2 x 2 size. In 3 x 3 size the difference going to be four times bigger than a grid (width) size. I will also use the 5 x 5 grid, 6 x 6 grid and 7 x 7 grid to see how it works. E.g.
Number Grid Investigation My coursework task is to investigate why, in a number grid square of 1-100, when a section of two by two squares is extracted and the two opposite squares are multiplied and then subtracted the result is always 10. I will also be testing and studying whether it is true for three by three, four by four, five by five e.t.c number squares. I shall also be studying what will happen if I change the size of the grid square upon which I am extracting the numbers from
Number Grids Investigation Introduction In the following piece of coursework, I intend to investigate taking a square of numbers from a 10 x 10 grid, multiplying the opposite corners and then finding the difference between the two products. I was first asked to take a 2 x 2 square from a 10 x 10 grid, multiply the opposite corners and then find the difference. This is the result I received; 2x2 squares 15 16 25 26 Square 1 15 x 26 = 390 16 x 25 = 400 Difference
T-Numbers. I will be investigating the relationship between T-totals and T-numbers. In my investigation I will also try and find out the relationships between the grid size and the transformations. The T-number is always the number at the bottom of the T shape and the T-total is always all the numbers inside the T shape added together. 1 2 3 10 11 12 19 20 21 [IMAGE] 9 By 9 Grid: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
T-Totals Investigation Aim I am investigating the different relationships between the T-total and T-number of the T-shape by translating it to other positions on the grid. First I am going to use 9×9 grid then go on to smaller sizes like 8×8 7×7 6×6 5×5 to investigate whether the size of grid affects the T-total and T-number. This can be done by rotating it and then use vectors to find out if there is any relationship if it is translated. Mr. Zaman Contents Title Page and
The Open Box Investigation The aim of this investigation is to find the largest volume within for an open box with any size square cut out I will be increasing the square cut out by 1cm until I reach a point where the volume decreases. At this point I will decrease the square cut out by 0.1cm until I reach the maximum volume. This will be done on several different grids until I see a pattern which I will then use to create a formula. I will record my results in a table for the different
the components in a single row. Next is grid layout. As long as you can determine the rows and columns, you can use this layout. It is possible to use grid layout for most of the applications which you want to develop with a single panel. You can always use filler labels to occupy the empty spaces. So grid layout works fine in such cases. But if you want to have a very neat GUI with very good layout, you need to go for more than 1 panel. In that case, grid, flow, and border are all used together
Investigating Patterns in Grids of Different Sizes Introduction: For my coursework I will be investigating patterns in grids of different sizes. Within the grid each square has a number. E.g. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 For each boot (highlighted above) I will develop a formula to work out the total value of the numbers added up. The boot will consist of three numbers up
Number Grid Coursework My task is to investigate a 2x2 box on a 100 square I will take a 2x2 square on a 100 square grid and multiply the two corners together. I will then look at the relationship between the two results, by finding the difference. Test 1 ====== 54 55 54 x 65= 3510 64 65 55 x 64= 3520 3520-3510= 10 DIFFERENCE = 10 Test 2 ====== 5 6 5 x 16= 80 15 16 6 x 15= 90 90-80= 10 DIFFERENCE = 10 Test 3 ====== 18 19 18 x 29= 522 28
Investigating The Answer When The Products Of Opposite Corners on Number Grids Are Subtracted Introduction The purpose of this investigation is to explore the answer when the products of opposite corners on number grids are subtracted and to discover a formula, which will give the answer in all cases. I hope to learn some aspects of mathematics that I previously did not know. The product is when two numbers are multiplied together. There is one main rule: the product
that works its way into our imaginations and serves to constrain how we act. For example in the setting of a workplace the power does not pass from the top down; instead it circulates through their organizational practices. Such practices act like a grid, provoking and inciting certain courses of action and denying others. Foucault considers this as no straightforward matter and believes that it rests on how far individuals interpret what is being laid down as 'obvious' or 'self evident', institutional
marshy area, and is the furthest away from the nearest town (7 km). Its grid reference is . It was also the furthest to walk to, it was far away from built up areas, and we had to walk for half a mile to reach the area. Site 2 is closer to the main road, and (unlike source 1) it is within a few minutes walking distance. This site is within 4 km of Lyndhurst; it is more built up and developed here. Millyford Bridge’s grid reference is . The Balmer Lawn (site 3) is located within 1 km of Brockenhurst
Stair Shape on a 10x10 Number Grid Introduction For this investigation I will be investigating the relationship between no. total and stair no. on a 10x10 number grid. I will also be comparing results when the stairs are moved around the grid, finding patterns that may occur. Method A diagram of the stair shape is shown below. There are three numbers on the bottom layer, two on the second and one on the top, starting from left. The stair no. will be identified by the number in the
Step-Stair Investigation For my GCSE Maths coursework I was asked to investigate the relationship between the stair total and the position of the stair shape on the grid. Secondly I was asked to investigate the relationship further between the stair totals and the other step stairs on other number grids. The number grid below has two examples of 3-step stairs. I will use Algebra as a way to find the relationship between the stair total and the position of the stair on the grid. I will use
opposite corners in grids. I will start by investigating a 7x7 grid. Within this grid I will use 2x2, 3x3, 4x4, 5x5, 6x6 and a 7x7 grid. I will do this to find whether I can find a pattern. I will do this by multiplying the two opposite corners together then subtracting them. I will try to find the patterns and do a formula that will work for all grid sizes and shapes. I will experiment shapes and sizes of all different grids. Prediction I predict that in a 7x7 grid all the opposite corners
what the artists did achieve stands nonetheless among the greatest art of the ancient world. The process by which these decorations were achieved is quite well understood. In some cases, though not all, draughtsmen laid out the representations using grids made by measuring rods and paint-covered strings snapped against the walls. The images and inscriptions were then applied in red paint outlines which were corrected as necessary in black. The care involved at this stage is seen in that sometimes errors
T-totals Introduction For my T-totals maths coursework I will investigate the relationship between the T-total and T-number, the T-total and T-number and grid size and the T-shape in different positions. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 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
the formulas for 5 different size stairs on 3 different grid sizes, I will go on to investigate the relationship between all of the formulas. From this I will be able to discover the ultimate formula that will allow me to work out any stair size on any size grid and in any position. As any other formula I will need to predict and prove it, to check that it is correct. But I also need to investigate if there is anywhere on the grid that my formula will not work. Lastly I will write a conclusion
this T. On a 9x9 grid a T would look like this: [IMAGE] From this we can see that if: T number = n 1 = a 2 = b 3 = c 11 = d 20 = n [IMAGE] a = n-19 From this we can see that the T-Total b = n-18 will equal: c = n-17 d = n-9 1 + 2 + 3 + 11 + 20 = 37 e = n Using the algebraic formula for each of the numbers we can see that: T-Total = (n-19) + (n-18) + (n-17) + (n-9) + (n) = 5n-63 We can see that if we apply this formula to a 9x9 grid we can find the