This document contains a multi-part math problem about using similar triangles to estimate heights and distances. Part A asks students to use similar triangles to find the height of a building from given measurements. Part B asks students to use the mirror method with their group to estimate the height of an object and provide their measurements and explanation. Part C compares the estimates from Parts A and B and asks if they seem reasonable. Follow-up questions involve pooling the class data and comparing estimates from the two methods.
Math Games in Learning App Generator - Gabriel's Seeds. More than 25 math game layouts helping educators to quickly make engaging and personalized learning apps for kids (K-3). http://www.gabrielsseeds.eu
Math Games in Learning App Generator - Gabriel's Seeds. More than 25 math game layouts helping educators to quickly make engaging and personalized learning apps for kids (K-3). http://www.gabrielsseeds.eu
Frogs, Amphibians and their Threatened Environment - Discovery and Expression...Frogs Are Green
Frogs, Amphibians and their Threatened Environment - Discovery and Expression Through Art - K-3 Teaching Curriculum by Susan Newman, founder, Frogs Are Green
Children in K-3 are introduced to frogs, amphibians and the world that surrounds them. By learning about the Earth’s environment and wildlife and having an understanding of the eco-system, they can creatively express themselves through art and share with others how everyone can help the earth by being eco-friendly. Students will be introduced to photographers and artists, both classical and current, who focus on nature and wildlife.
Looking for a place to do some much-needed R&R? Walla Walla is a wonderful getaway for anyone in the Pacific Northwest, and Walla Faces Inns has the accommodations to make your stay relaxing and memorable!
Tawheed, the oneness of God, is the core of Islamic faith. mankind created as the vicegerent of God is assigned the duty of implementing this concept on earth in every walk of life since the day of the first man, Adam.
Dr. Abu Ameenah Bilal Philips, a devoted Dai'e who graduated from University of Madinah wrote a numbers of books on Islam in English. In this books, he discusses the issues of tawheed in an easy to understand language and style. It caters to the needs of all, especially the general readers
Burns-Fazzi, Brock specializes in providing benefit plans for credit union executives and directors. Utilize their expertise by reading this newsletter! This issue contains: understanding salary surveys, schedule of upcoming events, introducing the BFB Foundation, and BFB Earns SSAE 16 SOC 1 Type II Certification. www.nafcu.org/bfb/
Frogs, Amphibians and their Threatened Environment - Discovery and Expression...Frogs Are Green
Frogs, Amphibians and their Threatened Environment - Discovery and Expression Through Art - K-3 Teaching Curriculum by Susan Newman, founder, Frogs Are Green
Children in K-3 are introduced to frogs, amphibians and the world that surrounds them. By learning about the Earth’s environment and wildlife and having an understanding of the eco-system, they can creatively express themselves through art and share with others how everyone can help the earth by being eco-friendly. Students will be introduced to photographers and artists, both classical and current, who focus on nature and wildlife.
Looking for a place to do some much-needed R&R? Walla Walla is a wonderful getaway for anyone in the Pacific Northwest, and Walla Faces Inns has the accommodations to make your stay relaxing and memorable!
Tawheed, the oneness of God, is the core of Islamic faith. mankind created as the vicegerent of God is assigned the duty of implementing this concept on earth in every walk of life since the day of the first man, Adam.
Dr. Abu Ameenah Bilal Philips, a devoted Dai'e who graduated from University of Madinah wrote a numbers of books on Islam in English. In this books, he discusses the issues of tawheed in an easy to understand language and style. It caters to the needs of all, especially the general readers
Burns-Fazzi, Brock specializes in providing benefit plans for credit union executives and directors. Utilize their expertise by reading this newsletter! This issue contains: understanding salary surveys, schedule of upcoming events, introducing the BFB Foundation, and BFB Earns SSAE 16 SOC 1 Type II Certification. www.nafcu.org/bfb/
During 2014, ILC-UK, supported by specialist insurance company, Partnership Assurance Group plc (Partnership), is undertaking a series of events to explore the relationship between our changing demography and public policy.
The second event in the series will explore how much we really know about life expectancy at the highest ages. How many of us are living to 90 and beyond? Why have estimates of life expectancy required revision? What does this tell us about increasing longevity? And what does this trend mean for public policy and long-term population planning?
At the end of February 2012, ILC-UK, with the support of Partnership, published a report which explored the impact of the Retail Distribution Review (RDR) on people with small pension pots.
Whilst the report supported the principles of the RDR, it expressed worries about the creation of an ‘advice gap’ where the poorest and least well-off pensioners might fail to receive critical financial advice.
Since the publication of the report, Government, the FSA and HM Treasury have taken forward a number of positive policy initiatives, some of which addressed some of the issues in the ILC-UK report. The ABI has developed a new code of conduct for members which will support the consumer to take the open market option. The DWP has been developing “operation big pension pot”. And the FSA has published guidance on simplified advice.
However, the problems highlighted in the ILC-UK report are far from solved and there remain a number of immediate challenges. The combination of the end of compulsory annuitisation, the introduction of the RDR, the growth in the number of small pension pots and the introduction of auto enrolment will require further policy action in the short term, and certainly before 1 January 2013.
This summit was convened with a view of creating a policy consensus to tackle the challenges ahead. Following the Summit, ILC-UK will publish a report which sets out the recommendations which emerge from the event.
The Retirement Income Summit focused on three specific themes. Senior representatives from Government, industry and consumer organisations debated
Post RDR financial advice may be beyond the means of the average person. How can we fill the advice gap?
People with average sized pension pots are entitled to reasonable outcomes. How can we improve the pensions annuity process for the consumer and industry?
Good regulation protects the consumer but it must not inadvertently damage the potential of products and services to increase pensioner income? How can we ensure that the length and complexity of communications required by legislation does not damage communications?
This is the storyboard for the first class designed for the SAV school in 2011. This will be a good model to move forward with our team project. The instructor recently told me, it is still best to creat a PPT and send him a few slides at a time via email attachment. The other capability is SKYPE or Google+. This time we need a 3rd grade class in math that involves shopping in their local culture. Let's see some ideas for how we want to develop the project by Sunday, Nov. 25. Many thanks!
Lab 6 LightINSTRUCTIONS·On your own and withou.docxVinaOconner450
Lab 6: Light
INSTRUCTIONS:
·
On your own and without assistance, complete this
Lab 6
Answer Form
and submit it via the
Assignments Folder
by the date listed on your
Course Schedule
(under
Syllabus
).
·
To conduct your laboratory exercises, use the Laboratory Manual that is available in the classroom. Laboratory exercises on your CD may not be updated.
·
Save your
Lab 6
Answer Form
in the following format:
LastName_Lab6 (e.g., Smith_Lab6)
.
·
Submit your document in a Word (.doc or .docx)
or
Rich Text Format (.rtf) for best compatibility.
Experiment 1: Ray Diagrams
Procedure 1:
f =
s
i
=
h
i
=
Procedure 2:
s
i
=
h
i
=
Procedure 3
:
Step 1: Determine what kind of image will form based on the placement of the object inside the focal length?
Step 5: What do you notice about the size of the image? Is this image real or virtual, and how do you know?
Questions
1.
Is the resulting image for the concave mirror real or virtual; and, how do you know? Use your measurements to calculate the magnification.
M =
For the concave mirror, use the lens equation, magnification equation, and the provided distances (not any measured image distances) to calculate s
i
and h
i
. How do your measured values compare?
s
i
=
h
i
=
Is your image for Convex Lens A real or virtual, and how do you know? Use your measurements to calculate the magnification.
M =
For Convex Lens A, use the lens equation, magnification equation, and the provided distances to calculate s
i
and h
i
. How do your measured values compare?
s
i
=
h
i
=
Measure and record the image height and image distances for Convex Lens B.
Is the image formed through Convex Lens B real or virtual, and how do you know? Use the lens equation to find s
i
and h
i
, and compare this to the actual measurements.
s
i
=
M =
Experiment 2: Exploring Mirrors
Procedure and Observations (subjective)
Step 1: Look into the side of the mirror that bulges out toward you. Write down how the image appears (orientation and magnification) and how many objects you can see in the background.
Step 2: Hold the mirror close to your face, and then gradually move it away. Note what happens to your image as you get farther from the mirror.
Step 3: Now turn the mirror over and look into the side that bends inward. Note down how the image appears (orientation and magnification) and how many objects you can see in the background.
Step 4: Place this mirror as close as you can to your eyes and note what you see differently. Write down how the orientation and magnification change as you move the mirror farther away.
Questions
What kind of mirror did you use in Procedure/Observations 1—is it convex or concave?
Is your image in this type of mirror a virtual image or a real image? How do you know?
Did the convex mirror give you a good view of a lot of objects to either side o.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Chapter 3 - Islamic Banking Products and Services.pptx
New week 10
1. Problem 5.1
A. Use what you know about similar triangles to find the buildings height
from the given measurements. Explain your work.
B. As a class choose a building or other tall object. Work with your
group to estimate the objects height using the shadow method.
Include the measurements your group made, and explain in words
and drawing how you used these measurements to find the objects
height
2. 5.1 FOLLOW UP
1.
2.
As a class we will share the data each group found
for their tall object/building.
Create a line plot of the data.
What does the line plot tell you about the objects
height?
3. Welcome to Pre-Algebra!
1. Please have your homework on your
desk and get started on your warm
up.
2. Sketch the Graph
3. Please have out your spiral
notebooks
– 5.2 Using Mirrors to Find Heights
4. THINK ABOUT THIS
As you work on this investigation think about this
question:
Can you explain why each angle of the large triangle
is equal to the corresponding angle of the small
triangle?
5. USING MIRRORS TO FIND
HEIGHTS
The shadow method is useful for estimating
heights, but it only works if you are outside on a
sunny day.
In this problem we will use a mirror to help estimate
heights. The mirror method works both indoors and
outdoors.
6. SCENARIO
Jim and Qin-Zhong, students in Mr. Anwar’s class, are
using the mirror method to estimate the height of their
school building. They have made the follow
measurements and sketch:
Height from the ground to Jim’s eyes: 150cm
Distance from the middle of the mirror to Jim: 100cm
Distance from the middle of the mirror to the building: 600cm
7. PROBLEM 5.2
1. Use what you know about similar triangles to find the buildings
height from the given measurements. Explain your work.
2. With your group, use the mirror method to estimate the height of
the same object or building you worked with in Problem 5.1. In your
answer, include all the measurements your group made, and explain
in words and drawings how you used the measurements to find the
objects height.
3. How does the height estimate you made using the shadow method
compare with the height estimate you made using the mirror
method? Do you think your estimates for the object’s height are
reasonable? Why or why not?
8. 5.2 FOLLOW UP
1. Work with your teacher to pool the results from
all of the groups. Make a line plot of the data.
2. Compare the line plot of the estimates you made
using the mirror method to the line plot of the
estimates you made using the shadow method.
Which method seems to give more consistent
results?
9. WELCOME TO PRE-ALGEBRA !
TUESDAY/WEDNESDAY/
THURSDAY
1.
2.
3.
4.
Please copy your
homework in your
agenda.
Finish & Discuss 5.2
5.3 Using Similar
Triangles to find
distance
Assignment
Workbook p. 184 - 186
10. PROBLEM 5.2
1. Use what you know about similar triangles to find the buildings
height from the given measurements. Explain your work.
2. With your group, use the mirror method to estimate the height of
the same object or building you worked with in Problem 5.1. In your
answer, include all the measurements your group made, and explain
in words and drawings how you used the measurements to find the
objects height.
3. How does the height estimate you made using the shadow method
compare with the height estimate you made using the mirror
method? Do you think your estimates for the object’s height are
reasonable? Why or why not?
11. 5.2 FOLLOW UP
1. Work with your teacher to pool the results from
all of the groups. Make a line plot of the data.
2. Compare the line plot of the estimates you made
using the mirror method to the line plot of the
estimates you made using the shadow method.
Which method seems to give more consistent
results?
12. USING SIMILAR TRIANGLES TO
FIND DISTANCES
Mr. Anwar’s class went to Bevport pond for a picnic.
Darnell, Angie and Trevor wanted to find the distance
across the pond. Darnell and Angie suggested that
Trevor swim across with the end of a tape measure in
his mouth. Trevor declined – the water was very cold!!
They decided to try to use what they had learned about
similar triangles to find the distance across the pond.
They drew a diagram and started making the necessary
measurements.
13. PROBLEM 5.3
Darnell, Angie and Trevor made the diagram below.
A. Name two similar triangles in the diagram.
B. What is the scale factor from the large triangle to the small
triangle?
C. What is the distance across the pond? (measured along
the dotted line)
D. On your school campus or neighborhood, find a pond or
some other feature, such as a park, a playground or a wooded
area. Use the ideas in this problem to estimate across the
feature. Explain your work carefully.
14. 5.3 FOLLOW UP
Is this large triangle Darnell, Angie and Trevor
measured the only one that will work to find the
distance across the pond? If you think other
triangles could be used, make a drawing of Bevport
Pond showing another triangle that could be
measured to determine the distance across the
pond. If you think no other triangles would
work, explain why not.
15. Quarter 2: Week 8
WARM-UP:
David is using the shadow method to estimate the
heights of three trees in the school yard. For each
set of data, make a diagram showing the tree, the
meterstick, and the shadows, and then determine
the missing information.
Height of tree = ?
Height of meterstick = 1m
9
Length of shadow of tree = 2
Length of meterstick’s shadow =
1
2
16. Quarter 2: Week 8
WARM-UP:
Charlotte is using the mirror method to find the
heights of objects. Here are some of the
measurements she recorded. Make a diagram for
each situation, and determine the missing
information.
Height from the ground to Charlotte’s eyes = 1.5m
Distance from center of mirror to Charlotte= 1.5m
Distance from center of mirror to shed = ?
