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Shadows Portfolio IMP 2. Over the duration of six weeks, we worked in a
math unit called "Shadows." During the unit, we worked to ...
shadows portfolio. The unit problem was to find a formula that expressed
"s" (the length of a shadow) in terms of the variables L ...
math portfolio 1. This unit's ... it. Using similarity, we were able to use proportions,
which was the foundation of our shadows equation. With ...
... There is one thing that is good about the portfolio. That ... graduate. Job shadows
can be a rather worthless piece of the requirements. ...
... may also include shifting investment rights from the core to the lines of business
and into the shadows. This can work if the investment portfolio is kept ...
Submitted by shorty6272 on November 13, 2006
Category: Miscellaneous
Words: 2923 | Pages: 12
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The unit problem was to find a formula that expressed "s" (the length of a shadow) in terms of the variables L, D, and H (the unit problem is expressed in the diagram below).
Some of the components that we had to learn in order to solve the unit problem were similarity, congruency, right triangles, trigonometry, logical reasoning, and proofs. We began by examining shadows and the variables that affected the lengths of them; in homework 2 my group took the height of the light source and varied it to see if it made a change in the length of the shadow. When we did similarity we began by drawing simple objects and shrinking them or enlarging them to show the similarity. In homeworks six through thirteen we found how angles must be congruent and sides must be proportional in order for two triangles to be similar to each other. Proportions were another main idea in this unit because they gave us an understanding on how two ratios must relate to each other.
Although I had previously seen proportions homework ten gave me a clear visual on how they greatly relate to triangles since sides must be proportional for two triangles to be similar. For congruency I think I knew pretty well yet the supplemental worksheets helped me understand it more thoroughly. I found that congruency shortcuts helped me determine whether or not two triangles were congruent in a much faster and simpler way. Right triangles were mainly used in the supplemental worksheets and in the unit problem since side "d" is the horizon and sides H and L are completely vertical thus creating a right triangle. Also, when we did the activities with the mirror on the floor they showed right triangles since our bodies were vertical and the floor was the horizon.
Another main homework that used right triangle was homework nineteen because in order to find the height of the tree I drew two right triangles and made a proportion to figure out side L which was the height of the tree....
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