SSA is considered ambiguous because sometimes two different triangles can be created when using the Law of Sines. We cannot use the Law of Sines in an ambiguous-case problem because an acute angle and an obtuse angle (supplementary to 180 degrees) can have the same sine. In this situation, there are two solutions because it turns out 'a'=19 is greater than 'h'=15.4 so there is an additional connection made, meaning you'll have two answers of sides and angles
0 Comments
Here is a link to my presentation
docs.google.com/presentation/d/17hm703tvjEWivnSgU41D1_BjSfeceSrZZmiRbKQl2IU/edit#slide=id.g1c277f2fc6_0_78 For your blog post I’d like you to reflect on your learning from this activity. What did you learn that you didn’t know before? What were your big takeaways? What connections did you make during this activity? How did this help (or not help) you make connections between graphs of trig functions and the unit circle? During the assessment portion, how did you handle not having the teacher there to affirm your reasoning?
Through this activity, I learned where values on the unit circle correspond to values on an x axis, without the use of a calculator or any reference sources. My biggest takeaway was connecting special right triangles to x and y values and all the steps required to plot a point on the x axis. The most significant connection that I made was the fundamental pieces that we learned much earlier and piecing them together to go from the unit circle to an x y plane. During the assessment, I trusted my partners reasoning and we did just fine. All of us could get from point A to point B without resources going into the test.
What do you need to know to make the mathematical model for predicting if the ball goes in the hoop?
I need to know the distance the hoop is from the spot the ball was released. I need to know the arc of the ball and the rate that the ball travels. 1) This function follows a pattern of gradual increase as time increases (exponential growth). 2) The domain of this function is x is greater than or equal to zero, while the range is y is greater than or equal to zero. How does this affect your predictions of domain and range of the function? Is there a problem with trying to extend a set of data points to continuous functions? Why or why not? What does this tell us about making predictions based on trends? Why or why not? I know that the domain and range are affected by the decrease in music sales that occurs in 2013. There will never be negative music sales, so i also know that the domain and the range will be above 0. It is difficult to extend the ongoing points, especially when the trends can dip and increase at a rate that is not easy to predict. Hence, trends are not easily predicted, without knowing the decrease in music sales in 2013, the trend would have otherwise continued to grow exponentially. 1) Each of the graphs represent the time it takes as the height of the flag increases. In graph A, the flag is raised at a linear rate, meaning the time and height increase by the same intervals; consistently. In graph B, C, D and E, the lines are interrupted by a certain variable. The rate the flag is raised and the time it takes increases with unpredictable numbers. In graph F, the height of the flag is raised in no time at all. The height and time exponentially grow.
2) Graph E shows the situation most realistically. Hoisting a flag may take a moment of extra time in the beginning and end of the process. The time and height usually do not increase at the exact same rate (linear). 3) Graph F is the least realistic. It is impossible to raise a flag fully in no time at all. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
February 2017
Categories |