Perception and Art Lecture 2: Color and Light

Thomas Morley

Description

• cours magistral

Perception and Art Lecture 2: Color and Light Bob Dougherty Stanford Institute for Reading and Learning ARTH202, Winter 2007

• discussion period
• single sensor
• normal color space
• subtractive color
• human color vision
• visible light
• visual perception
• spectrum
• color

Sujets

• Cours magistral
• Dougherty
• Stanford
• Normal
• Perception
• Single
• Discussion
• Sensor
• Spectrum

Informations

• Publié par: olli0
• Nombre de lectures: 27
• Langue: English

Extrait

Mathematics I Frameworks
Student Edition




Unit 6
Coordinate Geometry






nd2 Edition
May 5, 2008
Georgia Department of Education


One Stop Shop For Educators


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Mathematics I Unit 6 2 Edition

 
Table of Contents 



Introduction: ........................................................................................................................................................................... 3
Video Game Learning Task...................... 6
New York Learning Task........................ 11

Quadrilaterals Revisited Learning Task ................................................................................................................................ 13

Euler’s Village Learning Task................ 15




Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 5, 2008
Copyright 2008 © All Rights Reserved
Unit 6: Page 2 of 15

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Mathematics I Unit 6 2 Edition

Mathematics 1 Unit 6
Coordinate Geometry
Student’s Edition

Introduction:   
This unit investigates the properties of geometric figures on the coordinate plane. Students
develop and use the formulas for the distance between two points, the distance between a
point and a line, and the midpoint of segments. In addition, many topics that were
addressed in previous units will be revisited relative to the coordinate plane. Focusing
students’ attention on a coordinate grid as a reference for locations and descriptions of
geometric figures strengthens their recognitions of algebraic and geometric connections.

Enduring Understandings:
• Algebraic formulas can be used to find measures of distance on the coordinate plane.
• The coordinate plane allows precise communication about graphical representations.
• The coordinate plane permits use of algebraic methods to obtain geometric results.

Key Standards Addressed:
MM1G1: Students will investigate properties of geometric figures in the coordinate
plane.
a. Determine the distance between two points.
b. ine the distance between a point and a line.
c. Determine the midpoint of a segment.
d. Understand the distance formula as an application of the Pythagorean Theorem.
e. Use the coordinate plane to investigate properties of and verify conjectures
related to triangles and quadrilaterals.

Related Standards Addressed:
MM1G2: Students will understand and use the language of mathematical argument
and justification.
a. Use conjecture, inductive reasoning, deductive reasoning, counterexample, and
indirect proof as appropriate.
b. Understand and use the relationships among a statement and its converse,
inverse, and contrapositive.

MM1G3: Students will discover, prove, and apply properties of triangles,
quadrilaterals, and other polygons.
d. Understand, use, and prove properties of and relationships among special
quadrilaterals: parallelogram, rectangle, rhombus, square, trapezoid, and kite.
e. Find and use points of concurrency in triangles: incenter, orthocenter,
circumcenter, and centroid.

Georgia Department of Education
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May 5, 2008
Copyright 2008 © All Rights Reserved
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MM1P1. Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.

MM1P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.

MM1P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers,
and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.

MM1P4. Students will make connections among mathematical ideas and to other
disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.

MM1P5. Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical
ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical
phenomena.


Unit Overview:

This unit continues to develop concepts, skills, and problem solving utilizing the coordinate
plane. In fifth grade, students began plotting points in the first quadrant. Throughout sixth,
seventh, and eighth grade they continued to progress from working in the first quadrant to
using all four quadrants. Students have made scatter plots and have worked with both lines
and systems of lines, including finding equations of lines, finding slopes of lines, and
finding the slope of a line perpendicular to a given line. This unit offers the opportunity to
Georgia Department of Education
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May 5, 2008
Copyright 2008 © All Rights Reserved
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use calculators, especially when computing distances. The explorations in this unit lend
themselves to computing with a calculator allowing students to focus on the emerging
patterns and not the arithmetic process.
In eighth grade, students discovered and used the Pythagorean Theorem. This unit allows
students to extend this theorem to the coordinate plane while developing the distance
formula. It includes work with distance between two points and distance between a point
and a line. Students are expected to discover and use the midpoint formula. They will
revisit the properties of special quadrilaterals while using slope and distance on the
coordinate plane.

Formulas and Definitions
2 2Distance Formula: d = (x − x ) + ( y − y ) 2 1 2 1

x + x y + y⎛ ⎞1 2 1 2Midpoint Formula: , ⎜ ⎟
2 2⎝ ⎠




Tasks: The following are tasks that develop the concepts, skills, and problem solving
necessary for mastery of the standards in this unit:
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Video Game Learning Task

John and Mary are fond of playing retro style video games on hand held game
machines. They are currently playing a game on a device that has a screen that is 2 inches
high and four inches wide. At the start, John's token starts ½ inch from the left edge and half
way between the top and bottom of the screen. Mary's token starts out at the extreme top of
the screen and exactly at the midpoint of the top edge.

Mary
2"
1"
John
0.1"
0.1" 4"2" 3"1"

Starting Position
As the game starts, John's token moves directly to the right at a speed of 1 inch per second.
For example, John’s token moves 0.1inches in 0.1 seconds, 2 inches in 2 seconds, etc.
Mary's token moves directly downward at a speed of 0.8 inches per second.
Mary
2"
Mary -
after
one
second
1"
John John -
after
one
second
0.1"
0.1"
4"2" 3"1"
After One Second
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Let time be denoted in this manner: t = 1 means the positions of the tiles after one second

1. Draw a picture on graph paper showing the positions of both tokens at times t = ¼, t
= 1/2, t = 1, and other times of your choice.



2. Discuss the movements possible for John’s token.



3. Discuss the movements possible for Mary’s token.



4. Discuss the movem