|
Education
Web
 Charles A. Dana Center: Symmetry of Design: Teacher Notes
DRAFT Student Activity Mathematical Models with Applications, Fine Arts Module Geometry Unit, Analyzing Strip Designs 50 Finite Designs In this activity, we’ll be analyzing designs again but designs that were not created by translation or glide reflection. These designs, like so many...
1
0
DRAFT Student Activity Mathematical Models with Applications, Fine Arts Module Geometry Unit, Analyzing Strip Designs 50 Finite Designs In this activity, we’ll be analyzing designs again but designs that were not created by translation or glide reflection. These designs, like so many others, both natural and man-made, have a repeating element that creates the design but the design is created only through rotations and reflections. The simplest type of design is a finite design, also
7
0
http://www.utdanacenter.org/mathtoolkit/downloads/models/geo2_symmetry.pdf#page=7
www.utdanacenter.org/mathtoolkit/downloads/models/geo2_symmetry.pdf#page=...
After the students have completed the activity, the transparencies The Seven Strip Designs may be shown to the students to assist them in visualizing the seven strip designs that exist. The Summary <span class="highlight">of</span> Seven Types <span class="highlight">of</span> Strip Designs can also be used to reinforce translation units <span class="highlight">and</span> fundamental units, as well as the seven strip designs. <span class="highlight">Finite</span> Designs This activity revisits the idea <span class="highlight">of</span> a fundamental unit but using designs that have no translation or glide reflection. Define <span class="highlight">and</span> describe a <span class="highlight">finite</span> design. Show the
9
0
http://www.utdanacenter.org/mathtoolkit/downloads/models/geo2_symmetry.pdf#page=9
www.utdanacenter.org/mathtoolkit/downloads/models/geo2_symmetry.pdf#page=...
DRAFT Teacher Notes Mathematical Models with Applications, Fine Arts Module Geometry Unit, Symmetry <span class="highlight">of</span> Design Charles A. Dana Center 9 This is a nice site that has lots <span class="highlight">of</span> information about the transformations <span class="highlight">of</span> decorative art which includes mandalas <span class="highlight">and</span> border designs. The worksheets have lots <span class="highlight">of</span> examples <span class="highlight">of</span> both <span class="highlight">finite</span> <span class="highlight">and</span> strip designs. Some <span class="highlight">of</span> the student examples were created by high school students during a summer program. www.math.okstate.edu/~wolfe
50
0
http://www.utdanacenter.org/mathtoolkit/downloads/models/geo2_symmetry.pdf#page=50
www.utdanacenter.org/mathtoolkit/downloads/models/geo2_symmetry.pdf#page=...
DRAFT Student Activity Mathematical Models with Applications, Fine Arts Module Geometry Unit, Analyzing Strip Designs 50 <span class="highlight">Finite</span> Designs In this activity, we’ll be analyzing designs again but designs that were not created by translation or glide reflection. These designs, like so many others, both natural <span class="highlight">and</span> man-made, have a repeating <span class="highlight">element</span> that creates the design but the design is created only through rotations <span class="highlight">and</span> reflections. The simplest type <span class="highlight">of</span> design is a <span class="highlight">finite</span> design, also
53
0
http://www.utdanacenter.org/mathtoolkit/downloads/models/geo2_symmetry.pdf#page=53
www.utdanacenter.org/mathtoolkit/downloads/models/geo2_symmetry.pdf#page=...
DRAFT Student Activity Mathematical Models with Applications, Fine Arts Module Geometry Unit, Analyzing Strip Designs 53 Problems: Draw any lines <span class="highlight">of</span> symmetry <span class="highlight">and</span> find the fundamental unit for each <span class="highlight">of</span> the following <span class="highlight">finite</span> designs. Lightly shade in the fundamental unit. Describe the design using its symmetries (x-fold rotation, y lines <span class="highlight">of</span> symmetry). Ignore any slight imperfections in the designs. 1.
Charles A. Dana Center: Fine Arts Module: Geometry
transformations that exist. They will also explore the connections between kaleidoscopes and finite designs. The unit concludes with an investigation of a non-rigid transformation, a distortion, used to create interesting works of art. This artistic style is know...
1
0
transformations that exist. They will also explore the connections between kaleidoscopes and finite designs. The unit concludes with an investigation of a non-rigid transformation, a distortion, used to create interesting works of art. This artistic style is known as anamorphic art. Sequencing The recommended sequence for this unit is: Symmetry of Design Kaleidoscopes Anamorphic Art Each of the sections could be taught without the other two; however all three sections together create a collection of activities that
4
0
http://www.utdanacenter.org/mathtoolkit/downloads/models/geo1_intro.pdf#page=4
www.utdanacenter.org/mathtoolkit/downloads/models/geo1_intro.pdf#page=4
transformations that exist. They will also explore the connections between kaleidoscopes <span class="highlight">and</span> <span class="highlight">finite</span> designs. The unit concludes with an <span class="highlight">investigation</span> <span class="highlight">of</span> a non-rigid transformation, a distortion, used to create interesting works <span class="highlight">of</span> art. This artistic style is known as anamorphic art. Sequencing The recommended sequence for this unit is: Symmetry <span class="highlight">of</span> Design Kaleidoscopes Anamorphic Art Each <span class="highlight">of</span> the sections could be taught without the other two; however all three sections together create a collection <span class="highlight">of</span> activities that
Future Car: Model Car Design 9-12
Model Car Design As you observed in this segment of Scientific American Frontiers, engineers are continually trying to improve the efficiency and environmental sustainability of automobiles. Radical changes such as a hybrid engine that uses both gasoline and elec...
Sequences
Sequences Sequences Topic Index | Algebra2/Trig Index | Regents Exam Prep Center A sequence is an ordered list of numbers. The sum of the terms of a sequence is called a series. • Each number of a sequence is called a term (or element) of the se...
The Real Bionic Man
Hold a class discussion in which students match up parts of the human eye and brain to the three devices used in Professor Norman's bionic "eye." Back to Top Discussion Questions 1. What technological advances must occur before bionic implants can become a reality?...
Fewer Watts and Fatter Wallets
2005 federal income tax returns. Let's analyze a prospective car buyer's decision. The buyer can buy a hybrid automobile for $21,500 which has an expected highway mpg of 50. A comparable non-hybrid car might cost $16,000 and get 22 mpg on the highway. Assume the car buyer...
Economics
Strand: Microeconomics Content Standard 5: Students shall analyze the organization of business firms in a market economy. MI.5.E.1 Compare and contrast major forms of business organizations • sole proprietorship • partnership (e.g., limited, general) • corporat...
1
0
Strand: Microeconomics Content Standard 5: Students shall analyze the organization of business firms in a market economy. MI.5.E.1 Compare and contrast major forms of business organizations • sole proprietorship • partnership (e.g., limited, general) • corporation (e.g., public, private, hybrid business) • non-profit 7 Economics: Microeconomics Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Amended June 2009 Key: MI.5.E.1 = Microeconomics
7
0
http://arkansased.org/teachers/pdf/economics_061009.pdf#page=7
arkansased.org/teachers/pdf/economics_061009.pdf#page=7
Strand: Microeconomics Content Standard 5: Students shall analyze the organization <span class="highlight">of</span> business firms in a market economy. MI.5.E.1 Compare <span class="highlight">and</span> contrast major forms <span class="highlight">of</span> business organizations • sole proprietorship • partnership (e.g., limited, general) • corporation (e.g., public, private, <span class="highlight">hybrid</span> business) • non-profit 7 Economics: Microeconomics Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Amended June 2009 Key: MI.5.E.1 = Microeconomics
18
0
http://arkansased.org/teachers/pdf/economics_061009.pdf#page=18
arkansased.org/teachers/pdf/economics_061009.pdf#page=18
Gross Domestic Product (GDP) The market value <span class="highlight">of</span> final goods <span class="highlight">and</span> services produced within a country during a year <span class="highlight">Hybrid</span> business A form <span class="highlight">of</span> business ownership that combines select features <span class="highlight">of</span> the basic forms <span class="highlight">of</span> ownership to reduce taxation <span class="highlight">and</span>/or limit liability Incentives In market economies, the reasons for increasing profit, interest, wages, <span class="highlight">and</span> rent Inflation Rise in the general level <span class="highlight">of</span> prices; an economic period where prices are rising <span class="highlight">and</span> purchasing power is decreasing Intrinsic Non-monetary
9-12
16 Writing: Conventions Grades 9-12 English Language Arts Curriculum Framework Amended 2006 Arkansas Department of Education Key: W.6.9.8=Writing. Standard 6.Grade 9.8 th Student Learning Expectation Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard En...
1
0
16 Writing: Conventions Grades 9-12 English Language Arts Curriculum Framework Amended 2006 Arkansas Department of Education Key: W.6.9.8=Writing. Standard 6.Grade 9.8 th Student Learning Expectation Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions in written work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12
17
0
http://arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=17
arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=17
16 Writing: Conventions Grades 9-12 English Language Arts Curriculum Framework Amended 2006 Arkansas Department <span class="highlight">of</span> Education Key: W.6.9.8=Writing. Standard 6.Grade 9.8 th Student Learning Expectation Strand: Writing Standard 6: Conventions Students shall apply knowledge <span class="highlight">of</span> Standard English conventions in written work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS <span class="highlight">AND</span> CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12
Academic Standards-English/Language Arts Grade 12
1 2 Page 119 Grade 12 English/Language Arts WRITING: Applications (continued) 12.5.4 Write historical investigation reports that: • use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument. • analyze seve...
1
0
1 2 Page 119 Grade 12 English/Language Arts WRITING: Applications (continued) 12.5.4 Write historical investigation reports that: • use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument. • analyze several historical records of a single event, examining critical relationships between elements of the topic. • explain the perceived reason or reasons for the similarities and differences in historical records with information derived
7
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade12.pdf#page=7
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
1 2 Page 119 Grade 12 English/Language Arts WRITING: Applications (continued) 12.5.4 Write historical <span class="highlight">investigation</span> reports that: • use exposition, narration, description, argumentation, or some combination <span class="highlight">of</span> rhetorical strategies to support the main argument. • analyze several historical records <span class="highlight">of</span> a single event, examining critical relationships between elements <span class="highlight">of</span> the topic. • explain the perceived reason or reasons for the similarities <span class="highlight">and</span> differences in historical records with information derived
Microsoft Word - Pre Calculus including Trig Final Version Jan 2005.doc
a conic, the ratio of the distance of a point from a fixed point to its distance from a fixed line End Behavior A reference to the graph of a polynomial function as rising or falling to the right and rising or falling to the left Exponential Functions A function in whi...
1
0
a conic, the ratio of the distance of a point from a fixed point to its distance from a fixed line End Behavior A reference to the graph of a polynomial function as rising or falling to the right and rising or falling to the left Exponential Functions A function in which variable(s) occur in exponent(s) Finite Sequence A finite sequence with n terms is a function whose domain is the set of integers {1, 2, 3, …, n} Finite Series The indicted sum of a finite sequence Geometric Sequence A
12
0
http://arkansased.org/teachers/pdf/precalculus.pdf#page=12
arkansased.org/teachers/pdf/precalculus.pdf#page=12
a conic, the ratio <span class="highlight">of</span> the distance <span class="highlight">of</span> a point from a fixed point to its distance from a fixed line End Behavior A reference to the graph <span class="highlight">of</span> a polynomial function as rising or falling to the right <span class="highlight">and</span> rising or falling to the left Exponential Functions A function in which variable(s) occur in exponent(s) <span class="highlight">Finite</span> Sequence A <span class="highlight">finite</span> sequence with n terms is a function whose domain is the set <span class="highlight">of</span> integers {1, 2, 3, …, n} <span class="highlight">Finite</span> Series The indicted sum <span class="highlight">of</span> a <span class="highlight">finite</span> sequence Geometric Sequence A
|
