Unit 3 test

Here's a blank copy of the Unit 3 test to use as practice before Tuesday's follow-up test:

Unit 3 test

Wednesday and Friday

You have all class to work on Supercorrections and prepare for the follow-up test next Tuesday. Please feel free to use this document to discuss problems:

http://etherpad.com/HwRSczyOkJ

If you'd like me to jump into a discussion, just let me know with an email.

Although I will be in London for the rest of the week, I am available via email. Just shoot me your questions!

Update: I'm now in the UK (Wednesday)- if you use the Etherpad link above, I can contribute to your discussion.

Scribe Post for 10/10/09

Mr. O'Brien passed the Unit 3 Quiz #2 tests back today, and we went over them for the first part of class. While going over the test, Mr. O'Brien stressed the importance of considering the order of operations while condensing logarithms. He also explained some of the simplifying, and explained why an expression such as

is not fully simplified, and should be further simplified to:



Mr. O'Brien also emphasized that we should use "=" only when the equation is completely equal, and "≈" if the equation is approximately equal. For example, if you have the equation x = 12/13, the equals sign is appropriate. But if you make 12/13 a decimal, it should be written as x ≈ .923 because the decimal is being rounded. He also pointed out that people were losing points for not following directions (for example, rounding to four decimal places when the problem specified to round to three decimal places).

He also explained problem #9 in detail, as follows:
ln 4x = 14/13 can be rewritten as




either by thinking of it as just directly translating it into this form, or by making each side of the equation raised to a power of e, like this:




He then explained checking it without a calculator. He also said to beware of extraneous solutions for our test. A problem can be done perfectly correctly, but then the solutions can be extraneous. This means we should be careful to check our answers by substituting the values back into the equations. He later said how we need to use common sense in checking our answers. For example, if we're doing a carbon dating problem and we get a negative answer for the time, there's obviously a problem with our math.

---

We then went to p. 270 of the textbook, which went over all of the things we're expected to know for the test. The themes of the test are the basics, as well as real-life problems. Note: we do not have to "recognize the five most common types of models involving exponential and logarithmic functions". We have to be able to use things from section 3.5, but we don't have to have them memorized.

---

After this, we reviewed homework questions. Mr. O'Brien talked about how, in order to minimize the amount of time we spent on problems during math tests, we should go through the problems to see if there are things we can recognize. For example, repeated calculations can use the "function machine" on our calculators. (Enter the function into the y= on our calculator, and then use a table that's set to ask for the independent variables.)

He also reviewed the correlation between




with the first equation being used for daily, monthly, yearly, etc. compounding, and the Pert equation being used for continuous compounding. (We will not need to have these equations memorized for the test).

Then we reviewed using the [STO→] key to store long values to letters in our calculators. To store a value (for example .56273) to a letter (or example A), type [.56273][STO→][ALPHA][A]. Then to recall the value, simply type [ALPHA][A].

Remember that % decrease is (amount of decrease/total amount). The amount of decrease is the difference of the two values.

---

For homework, we have to correct all our homework to turn in next class, do 8 problems from the Chapter 3 Review Test to include with our homework packet, and revise for the test next class. Mr. O'Brien said that the test will have a lot of word problems.

Scribe for next class is Andy.

HW

Purplemath.com log links (scribe?)

HW:

• Choose 8 problems from the Chapter 3 Review/Test. Include them with your homework packet.
• Organize your homework- make sure each assignment is completely checked and corrected and that each has your name, date, and the assignment at the top. Stack your homework ordered from oldest to newest with the homework cover page on top. Staple your stack in the lower right hand corner. You will hand in your homework on the day of the test before you take your test.
• Revise for the test. Rest. Psych yourself up. Don't be late and don't be sick- Monday is game day...

Scribe Post 8.12.09

We started off with reviewing our Quiz from last class, and our Homework from last class. Then we took a Quiz regarding Log's. Our Quiz lasted for most of the class, but then we moved on to the next chapter.

We started off on pg.265, with problem #26 concerning the half-lives of Radon, and graphing the function y=ae^(-bt), where t is the length of time, b is the horizontal dilation, a is the vertical dilation, and y is the final value of the Radon. We subbed in values as t=1599, y=50, a=100, and then calculated for b, which was b=ln(1/2)/-1599. We then reversed our process, and calculated a with the values of 1.5=ae^-1000[ln(1/2)/-1599], which gave us the value of a=2.3g. We then filled in the values on TI-SmartView, which graphed the equation as a decaying function.

We then confirmed that the function did match the graph. Our homework deals with these functions tonight, but we don't have to memorize the functions for a test.

Next times scribe is Molly.

HW:

* p. 265/15, 17, 19, 25, 27, 35, 39, 41, 43, 45, 51, 55, 59, 63

Tyler's Late Post

In class on Friday we took the first quiz on chapter 3 and then we went over our homework on pg. 253. The majority of the class time was consumed by the quiz. We did not go over any new materials, however we stressed a few laws of log to remember for the next quiz (which is tomorrow).

Notable Points:

1. The base property:


2. ln=e

I hope the class found everything else easy to follow with log. I apologize for the post being so late, most likely it wasn't any help to any of you. Homework for tomorrow is to study for the quiz. Review the HW from pg. 243, and 253 to study. There is also a HW assignment on pg. 253 due for tomorrow. Good luck to everybody on the test.

Here is a website that looks very useful for studying the rules of log: http://www.themathpage.com/aPreCalc/logarithms.htm

HW:

* p. 253/101, 97, 95, 91, 87, 59, 55, 53, 39, 33 (whichever are not finished in class)
* Be sure other homework is up to date

Unit 3 Logarithms, Scribe Post

Today we began class by a quick discussion of the mid-term, Mr. O’Brian mentioned that some of the questions on the test will be multiple choice. He also mentioned that students need to understand the concepts we have gone over so far this year.
Next we looked over the Unit 2 test, Mr. O’Brian stressed that students check all answers and make sure that you answer the question that is being asked. When your are supercorrecting pick apart the problem, see how many connections you can make, and show many different ways you can solve it. One note to make is anytime you have a test question concerning a function, you need to have a equal sign and function name with the solution. Mr. O’Brian explains that the questions on the supercorrection follow-up test are the problems he believes to be the most important, the problems he wants to “stick” in student’s minds.
Next, we took notes on the Big Three Log Properties. The first is . The seconds is . The third is .

Next we created a proof for: .
Proof:
Let and
So:
Multiply:
Simplify:

Therefore:
Q.E.P.

We next proved the second of the Big Three Log Properties which is similar to the first proof but changes the multiplication and addition.
The third proof is almost similar to the second property applied multiple times. Mr. O'Brian said that for bonus, students should prove the third Log property.
Next, we looked at the other log properties on page 230 of our textbooks. Mr. O’Brian said that students should say the properties out loud in words to make sense of them.

We took notes on the Change of Base Formula which is .
Proof:

Take the log of both sides:


Therefore:
Q.E.P
In the last 15 minutes of class Mr. O'Brian let us work on the homework problems.

Next Class: Mr. O’Brian noted that students should check their answers for the homework to prepare for the quiz because “there is no fudging with logs”. Quiz on friday will be non-calculator. Mr. O'Brian said that for bonus, students should prove the third of the Big Three Log Properties.

Tyler will be the next class scribe

HW:

* p. 243/47-59 odd, 69-79 odd, 80
* p. 253/12, 14, 30, 56, 86, 94
* p. 253/9-23 odd, 27, 29, 35, 49, 57, 65, 81, 93, 99
* Look over your homework in preparation for the quiz next class

Unit 3 logarithms, Scribe post, Collin Downs

Today we started class with the super correction follow up test for the first 25 minutes of class. We then jumped to (1+1/x)^x which is also called e and what happens to it when it gets very large and how neither the base or the power wins and makes the function go towards 1 or a large number. We used this to show the transformation from A=P(1+r/n)^nt to A=Pe^rt because you can substitute n/r for x and 1/x= r/n so you can substitute e for 1+r/n and get A=Pe^rt. We then went on to homework where we talked about #21 with reference to the purple math visual of turning a log into an exponential. The last thing we learned today was the big three log properties with reference to the mystery function worksheet.
1. log(a*b)=log(a) * log(b)
2. log a^n= n*log a
3. log a/b= log a - log b
These will be used in our homework tonight which is p. 243/11-45 odd, 61-67 odd.

 HW:

• p. 243/11-45 odd, 61-67 odd

Today we did a warm-up with a liftoff function. example: g5(125)= g5(5^3)=3. Then we had to sketch y=4^x and use it to sketch a graph of a) y= 4^(-x) - 3, b) y=16*4^x and c) y=4^(0.5x). In b) 16=4^2 which makes y=4^2 + 4^x = 4^(x+2). In c) 4=2^2 which makes y= (2^2)^(0.5x)= 2^x. Then we discussed exercises 55 and 59 from hw. We used a formula A=P(1 + (r/n))^nt and GDC. Then we also used A=Pe^(rt) formula. Then we did the last page of Mystery function. Then we realized that mystery function and liftoff function is log. Definition: x=b^y means the same as y=log (b)^x. We went to http://www.purplemath.com/modules/logs.htm.
example: log(27)^9, in words: "The power you raise 27 to to get 9"
Then we found the inverse of exponential: f(x)=b^x then: y=b^x, then inverse: x=b^y, then solve for y: y= log(b)^x. So f^(-1)(x)=log (b)^x

Monday, November 23rd, 2009

Lift-off function

Check out the log definition graphic over at Purple Math.


HW:

• p. 236/1-29 odd, 33, 39-44 all, 49-69 odd
• Be sure you are ready for the Supercorrection Follow-up Test (blank copy of the test available here)

Today we did a warm-up with rational functions. We reviewed graphing and simplifying, and molly wrote up a google-doc on 'steps to graph rational functions.' We also discussed the equation 0/0=0, and pondered whether or not the answer would be 1, or whether it would result in an error on your calculators. We calculated our asymptotes for our warm-up using division to find the end-behavior. We explored rational functions using grapher, and added extra x's on the numerator's using our previous equation's from our warm-ups. We also fooled around with adding 7x, 5x, 12x, etc. and 2x, etc. on the numerator and denominator (respectively) to change the horizontal asymptotes. What we ascertained is that when there is a larger power on the denominator than on the numerator, the end behavior reached closer and closer to 0, regardless of the numerator's behavior. We can find the end behavior of our graphs by using division if the numerator's power is higher than the denominator's power, if the powers are the same then the lead coefficient of the numerator divided by the lead coefficient of the denominator is the horizontal asymptote for the end behavior, and if the power in the denominator is higher than the highest power in the numerator, then the end behavior is y=0. We finished by graphing the functions with all of the above information. We then calculated f(x) is less than or equal to 0. We used molly's steps to solve and graph our second equation. We revised our steps by adding that you can cancel portions of equations if it is possible. We changed our equation from g(x)=(2-x)(2+x)/(x-2) =-x-2, x does not equal 2. Mr. O'Brien went over what to expect for the test, and gave us the revision problems for the test, and encouraged us to do extra problems if we wanted to. Mr. O'Brien corrected the notion that Juniors will be in class on the 17th when the Supercorrections are due, and we spent the rest of the class reviewing any homework problems we wanted to.

We started class with a radical function warm up. After we did this problem, but before we went over it, we went over the quiz for the first half of class, and learned some ways to use our calculators to solve for i or find a complex conjugate. Next we went over the homework problems from two nights ago, on page 179. We went over problems 43 and 47, finding the roots over rational numbers, real numbers, and complex numbers for #43. For #47, we solved by factoring by grouping, then solving for zero. We learned how to factor a number that is the sum of two squares. So (x^2 +25) becomes (x+ 5i) (x-5i), which is the difference between two squares. When a complex number is a root, another root will be the complex conjugate. So since 5i is a root, - 5i is too. After going over those two problems we went back to the warm up. To help solve this problem, we went to http://calc101.com/webMathematica/long-divide.jsp This website can do long division, and it will show you the steps as well. We then went over how to find a slant asymptote. To find the slant asymptote, you can use the form of the radical function where there is and x + c outside of the fraction. To find the y-intercept it is easiest to use the original, unfactored form. All the x values will cancel out, and you will be left with the c values, which have no x value. This is the y intercept. We then talked about a removable asymptote, which is when a factor cancels out of a radical function, but should still be in the domain. For example: (x^2 + 1)(x + 1) ( x-3)/(x-2) (x-1) (x-3) The (x-3) will cancel out, but x cannot equal 3, so you must draw an open circle at this point on the graph.
There is no quiz on Friday, but the Unit 2 test is on Tuesday.

To start class, we went over the quiz we took Wednesday. Number four was found to have a cost of zero when x=80. Therefore, Mr. O'Brien gave the option of making a note on this problem if we got it wrong for this reason, and passing it back in. We then switched gears, and looked at the projects done by our classmates. We then went over the previous night's homework, involving imaginaries. Mr. O'Brien pointed out that with imaginaries there are often multiple ways to solve the problem. This discussion lead us to the fundamental theorum of algebra. Counting multiplicity, every nth degree polynomial has n complex zeros. We were then introduced to the rational roots test. This states: If a polynomial function has rational zeros, then they must be of the for a/b, where a is a factor of the constant term and b is a factor of the leading coefficient.

Friday, October 23rd

We warmed up with two simple questions, one from the book and one that Mr. O’brien came up with. The problem from the book was number 42, a cubic function with three different roots. The other one was a quartic function, and we were able to solve it through the use of Wolfram alpha, or guess and check, but lead to our later exploration of Polynomial Long Division and Synthetic Division later in the class.
Before we refreshed on these two forms of division, we went over homework, which was composed of problems from section 2.1 and 2.2. since this was our first time looking over chapter two homework together, we refreshed on some basics, like finding the Axis of Symmetry (of quadratics) and and the roots of polynomial functions etc. This will be the material present on next class’ quiz.
Our lesson regarding Synthetic Division and Polynomial Long Division showed us that while both were effective, each had their time and place. Synthetic Division was more simple, but Polynomial Long division could be used regardless of what the polynomial is being divided by. We then saw how the remainder theorem can help one find function values.

Scribe Post 10/27/09

At the start of class we had a quiz on the 2.1-2.2 homework. This took us up to 10:05, and from there we began going over some of the more recent homework problems, including pg. 159 (13, 23, 49, 25, 59, and 37). Problem 37 segued nicely into a discussion of the remainder theorem, which as we learned can be used to quickly find specific values of a function such as f(5). Next, we did a review of complex numbers, proceeding with a Venn-diagram of the various types of numbers and the relationships between them. This lead discussion towards terms such as rational, irrational, pure imaginary, etc.; we also reviewed operations involving complex numbers, including a brief discourse on complex conjugates. This took us right up to 10:50, our homework being p. 167/17, 19, 21, 29, 33, 37-51 odd, 65, 71. I haven't gotten a chance to talk to anyone about being the next scribe yet, so I'll do that at the beginning of next class.

Homework for 10/27/09

I was unclear on how to do pg. 159(37). Could we go over this in class? Thanks!

- Molly W.
W-2 Pre-AP Calc

HWK assigned10/18

I had trouble on problems p.134/23 ,79, p.149/21, 29, 33, 41. I forgot how to put parabolas in standard form and also forgot what a and b are in the equation for the axis of symmetry.
-Henry W-2

Pre-AP Calc 10/19/09

Class summary and notes!

The first 2o (it was ACTUALLY 25) minutes of class we spent taking the Suppercorrection quiz. Then we worked in our books on page 134, going over a matching-function-to-equation exercise. We saw the definition of polynomial function, which we won't need to learn, phew (it's REALLY complicated-looking). Then we went on to learning about polynomial functions. WolframAlpha!

•Linear functions are a special type of polynomial functions

•Every polynomial function has the property that they always are ARN

•As x approaches infinity, the function itself also approaches infinity

•As x approaches -infinity, the function also approaches -infinity.

•An odd degree means that the end lines go in opposite directions.

•An even amount of turning points means the end lines go in opposite directions.

•The amount of turning points is AT MOST one less than the exponent.

•Double roots (or roots with multiplicity).

•Even routes make a smooch.

Scribe Post for 9/29/09

We started off today's class with a competition using our knowledge of transformations (translations, dilations & reflections) to formulate equations for graphs shown on the overhead. (The Kings won extra credit!) We then went over the answers from the quiz last class and talked about the unit test on Thursday.

THE TEST will cover all assigned homework and content learned in chapter 1. When you come to class that day you should have all of your homework organized as specified on the class website so you can take a full eighty minutes to complete the test. You should study by: making sure you understand the points explained in the chapter summary, doing six questions of your choice from pgs. 117-122, and reviewing all hw, notes, and quizzes.

In the last ten minutes of class Mr. O'Brien answered the questions we had on today's homework which covered inverse functions. The questions included problems 21, 23, 27, 61, and 63 on page 99. If you still have any more questions on the homework or on any part of chapter 1 you should see Mr. O'Brien or email him. Good luck on the test!

--The scribe for next class will be Andy--

Scribe Post for 9/25/09

We started the class by going over some problems that we'd forgotten from the last time. Then we spent thirty minutes on the test. After that we went over some problems from the homework for this class. Some people weren't clear on the (fog) and (gof) problems, but we went over them. Then we took notes on inverses until the end of class.

Scribe for the next class is Sean.

Scribe Post for 9/23/09

We spent the first 10 minutes or so going over the GeoGebra homework packet from last class. After that we discussed translation, reflection, and dilation. After this, we discussed problems from the homework: p. 70 (53, 55, 56) We took a break from going over homework, so Mr. O'Brien could pass back our quizzes. We quickly went over the answers. Mr. O'Brien also answered why calculators see -4² as being -16 -- and that to fix that we should enter the problem as (-4)² to get the answer of 16. Then, we went over p. 79 (25d, 31bd, 47, 55, 56, 53), and GeoGebra (20-22). In the last five minutes or so of class, we filled out a brief survey from the National Council of Teachers of Mathematics.

Scribe Post for 9/21/09

We took the test for the first thirty minutes. People had questions on p.71/31, p.71/53, 55, 56, p.79/65, p.79/31b and d. People also had question on 53-60 on how to write the new equation. The concepts of these problems are what most people seemed to need instruction on. Also as I said on my other post, I don't understand how to put the equation into words. Some people had trouble finishing the classwork in class. People also had trouble figuring out the parabola equations.

Homework for 9/21/09

Hey Mr. O'Brien. Can we go over 79/25d, 31d, and 61 in class? Thanks!

- Molly

Tuesday's class

In the beginning of the class we took out all of our homework that we have completed so far this year. Which was three assignments. Then, we took out our graphing calculators, and while going over problems Mr. O'Brien taught us how to use the calculators in more detail. We got our first quiz handed back to us and then went over it. We were given a chance to ask questions about problems that didn't understand. While going over all of these we were all shown how to get the answers by using the graphing calculator. People had trouble with problem 35 on page 49; problem 33, 57, and 59 on page 61; problem 71 and 103 on page 119. All these problems were gone over
in class. Then, after all of this we went onto the symmetry sight off the class website, and downloaded the page. We then learned about symmetry proofs. And the ten problems on these pages was our homework.

Collin will be the next scribe.

How to find a line of best fit on TI-84 Plus

Someone asked how to find a line of best fit on the graphing calculator, so I'm putting it on here... This is how I do it on my TI-84 Plus, but it's probably similar for everything else.

Linear Equation
To find the line of best fit for a linear equation, pretend we had the points: (-2, 5) (1, 11) (3,15)
Go to STAT > Edit... Under L1, enter all the x-coordinates. Under L2, enter all the y-coordinates. Then hit STAT > CALC > LinReg. Hit ENTER. You'll see something like this:

LinReg
y=ax+b
a=2
b=9
This means y=2x+9.

Quadratic Equation
Say you have a quadratic with these points: (-2, 3) (0,-5) (2, 11) (3, 28)
Go to STAT > Edit... Under L1, enter all the x-coordinates. Under L2, enter all the y-coordinates. Then hit STAT > CALC > QuadReg. Hit 2nd>1 (L1), then enter a comma, and then 2nd>2 (L2). Then hit ENTER. It will give you something like this:

QuadReg
y=ax²+bx+c
a=3
b=2
c=-5

This means that the equation is y=3x²+2x-5

Cubic Equation
For a cubic equation, enter the points. Pretend they're (-2, -8) (-1, -6) (0, -6) (1,4) (2, 36)
Go to STAT > Edit... Then enter all the x-coordinates under L1 and the y-coordinates under L2. Then hit STAT > CALC > CubicReg. Type 2nd>1 (L1), comma, then 2nd>2 (L2). Hit ENTER. You'll see something like this:

CubicReg
y=ax³+bx²+cx+d
a=2
b=5
c=3
d=-6

This means it's y=2x³+5x²+3x-6.

Good luck :)

Homework for 9/15

Could we go over problems p.49/89 and p.63/47. I got an answer, but I would like to review them. Also I could use a quick review on graphing calcs. Tyler from my W-2 class gave me a good overview on how to use them on the homework problems, but I don't know how to use them for other types of problems.
Thank you,
Henry W-2

Friday September 11th's class

Some students were struggling using these calculators. They could not find the “abs” or figure out how to graph these equations. Seeing that the focus of todays class was using these graphing calculators, we need further instruction on how to use the different utilities on these calculators. Some forgot how to graph palaboras, solve quadratics, and use domain and range. Solving quadratics to find the domain of equations was another struggle we had. Few kids can remember the equations such as point slope, distance formula, midpoint formula, and others. When in front of us we can use them, however remembering why they work (as you explained in class) is different. We should go over the definitions of intervals (relative minimum/relative maximums) and odd/even functions. Other than those things the class did not have many questions. None of these stuck out as a great problem other than using the calculators.

The Scribe List

This is The Scribe List. Every possible scribe in our class is listed here. This list will be updated every class. If you see someone's name crossed off on this list then you CANNOT choose them as the scribe for the next class.

This post can be quickly accessed from the [Links] list over there on the right hand sidebar. Check here before you choose a scribe for tomorrow's class when it is your turn to do so.

IMPORTANT: Make sure you label all your Scribe Posts properly (Your Name, Unit Title, Scribe Post) or they will not be counted.

Extra Credit: Tyler

Cycle 3

Nathan Katharine Collin Sean Henry Miles Amber Marcel

Tyler Daniel Kyle Petra Sophie Andy Molly

Katharine, Functions, Scribe Post

Mr. O'Brian,
Overall the class believed that the homework went well and was a fair amount of problems. Some sections that the class had trouble with was pg. 49 (65, 75-78) The class seemed to not clearly understand domain. More importantly the class did not know how to find the domain easily, we were wondering if there was a equation to help solve the problem. On problems, 75-78, the class also wondered if there was a equation to find the solution, instead of simply guess and check. One of our class questions for the quiz next class is if we are able to have a note card to write the formulas on?
Hope your feeling better,
Katharine

Note: Tyler will be the next class scribe

Superfluous technology use

We have spent far too much class time subscribing to your blog.

Welcome

Welcome to our class blog. This will be our space to discuss mathematics. There are a few basic guidelines to posting online. First, read this post from another blog about personal branding and the internet. Remember the blogging is a very public activity and your writing may be read by anyone on the internet- for as long as it exists. So, please be sure to use your first name only, and do not use a photo of yourself. If you like, you may use an image of something to represent you but that is not you (an avatar).

After each class, the scribe will post a synopsis of the day's events (Scribe Post). A student at another school described the role of a scribe as this:

A scribe post is basically like you are teaching the class again, but this time in your words in a way that other people can understand it. You can also recap other important things that we talk about in class (like Pi Day) so that if someone was away in our class, they would know what they missed. Also don't forget that when you scribe, you get the power to choose the next scribe.

You will also use this blog to post your revision questions before a unit test revision (Revision), and you may make a posting to share at any time (On My Mind).

Your contributions to the class blog consist of a quiz grade (rubric on the class website). To ensure that you receive credit for your contributions, please ensure that any post you make has exactly three labels:

1. Your first name.
2. The unit of study, e.g. Functions
3. The type of post: either Scribe Post, Reflection, or On My Mind.

Below are some guidelines for student bloggers that another teacher, Bud Hunt, came up with:

Students using blogs are expected to treat blogspaces as classroom spaces. Speech that is inappropriate for class is not appropriate for our blog. While we encourage you to engage in debate and conversation with other bloggers, we also expect that you will conduct yourself in a manner reflective of a representative of this school.

Never EVER EVER give out or record personal information on our blog. Our blog exists as a public space on the Internet. Don’t share anything that you don’t want the world to know. For your safety, be careful what you say, too. Don’t give out your phone number or home address. This is particularly important to remember if you have a personal online journal or blog elsewhere.

Again, your blog is a public space. And if you put it on the Internet, odds are really good that it will stay on the Internet. Always. That means ten years from now when you are looking for a job, it might be possible for an employer to discover some really hateful and immature things you said when you were younger and more prone to foolish things. Be sure that anything you write you are proud of. It can come back to haunt you if you don’t.

Never link to something you haven’t read. While it isn’t your job to police the Internet, when you link to something, you should make sure it is something that you really want to be associated with. If a link contains material that might be creepy or make some people uncomfortable, you should probably try a different source.

To kick us off, add a brief comment to this post- thoughts or additions to the above discussion of privacy and blogging.

Note: This blogging model is courtesy of Darren Kuropatwa.