Chapter 5: Working with contours
|
|
|
- Gervase Edwards
- 9 years ago
- Views:
Transcription
1 Introduction Contoured topographic maps contain a vast amount of information about the three-dimensional geometry of the land surface and the purpose of this chapter is to consider some of the ways in which these data can be extracted and presented. Natural three-dimensional surfaces such as topography are extremely difficult to summarize in any quantitative way and for this reason we invariably look at landscape in terms of a series of twodimensional slices such as those presented in Figure 4.2 in Chapter 4. These slices, or topographic cross-sections (or terrain profiles) of the surface, although only providing a partial view of landform, are extremely useful is visualizing the surface. They also lead us directly to the notion of slope. Slope of the land The slope or gradient of the land, as we all intuitively appreciate, expresses the relationship between the change in height of the surface with respect to a horizontal shift in position. The familiar expression 'rise over run' captures this notion of slope. In a formal sense slope is the first derivative of the elevation (E)/distance (D) function, E = f(d). Some of you may not fully appreciate, however, the variety of ways in which slope can be expressed. Commonly, slope is specified as (a) a ratio, (b) a fraction, (c) an angle in degrees, (d) a percentage, and less commonly as (e) an angle in radians. Figure 5.1 illustrates how these various measures of slope are derived and how they relate, one to the other. The first three measures will be familiar to those who remember their high school trigonometry. Perhaps one of the most familiar expressions of slope is the percentage, because road gradient conventionally is represented in this way on road signs. Conversion of percentage gradient to a slope in degrees is straightforward. For example, a steep slope of 30% means that the rise run x 100 = 30, so that 30 = 0.3 is the tangent of the slope; thus the angle of 100 slope (from tangent tables or the inverse tangent function on your calculator) is o. Remembering that there are 60' in 1 o minutes as 16 o + (0.70 x 60)' = 16 o 42'. of angle, this decimal angle can be expressed in terms of degrees and Note that a 50% gradient is tangent 0.5 = o and that a 100% gradient is tangent 1.0 = 45 o. These calculations serve to remind us of course that there is not a linear relationship between an angle in degrees and its tangent. It is likely that the only unfamiliar notion in Figure 5.1 is the radian. A radian is the angle at the centre of a circle subtended by an arc whose length is equal to the radius, R. Since the circumference, C, of a circle is 2πR in length, 360 o corresponds to 2π radians and 1 o = 2π/360 = radians. This type of angular measurement sometimes Is used by geomorphologists interested in defining the forces 49
2 E = 200 m - 50 m = 150 m D = 610 m m = 460 m (a) Slope as a ratio, E : D = 150 : 460 = (b) Slope as a fraction, E D = 1: (c) Slope as degree of angle tangent ø = = =1:3.067 = tangent = o (d) Slope as a percentage, E D x 100 (e) Slope as angle in radians = 18 o 03' x 100 = 32.6% ø = o x (1 o = radians) = radians 5.1: Various measures of slope. controlling the stability of slopes but it is not a slope measure in common everyday use. Topographic cross-sections A terrain profile or topographic cross-section is a diagram showing the rise and fall of the surface of the ground along a line or section between two points. The line of section is often a straight line but it may also be non-linear, such that drawn along a sinuous river course or along a winding road. We have seen several examples of linear profiles already in the contour planforms and profiles of Chapter 4. The slope at any point on one of these profile is the same as the corresponding slope on the ground only if the horizontal and vertical scales are the same. In most cases, however, it is both 51
3 convenient and instructive to exaggerate the vertical scale to make the relief fully apparent. The reason for this exaggeration becomes clear if we consider an example. If we were interested in the relief along a section as it appears on a 1: topographic sheet, relief of 100 metres (five times the contour interval) would show up on a vertical scale of 1: as a mere blip of 1/5 of a centimetre (2 mm). Relief detail can be seen much more clearly if the vertical scale (VS) is exaggerated with respect to the horizontal scale (HS). The degree of scale distortion in terrain profiles is specified by the vertical exaggeration, VE, where VE = VS. For example, if VS = 1/5 000 and HS = 1/50 000, HS 1/ VE = = = 10. When constructing a cross-section the vertical exaggeration should be 1/ set as low as possible while remaining consistent with the meaningful display of relief information. The steps for constructing a topographic cross-section follow: 1. Select the horizontal and vertical scales of the diagram. Typically, the horizontal scale is set by the scale of the map from which the section is derived. The vertical scale should be chosen to include the full range of elevations along the line of section. These scales should be shown on the axes of the graph together with a clear statement of the vertical exaggeration. 2. Draw a line on the map between the points for which the profile is required and determine the heights of the start and end points (by interpolation, if necessary). 3. Place the edge of a piece of paper along the cross-section marked on the contour map and, without moving the paper, mark the intersections of each contour and such features as rivers and roads on the paper in the manner depicted in Figure Transfer the contour-intersection marks from the edge of the piece of paper to the horizontal axis of the graph. Extend vertical lines from each intersection mark to its appropriate height indicated on the vertical axis; mark each projected intersection with a dot at the appropriate height. 5. The points plotted on the graph are then joined together by a smooth line (not a series of straight segments). 6. The cross-section is completed by the addition of a title, the horizontal and vertical scales, and a clear statement of the vertical exaggeration if any is involved. Although the topographic cross-section shown in Figure 5.2 is based on a straight line of section, exactly the same principles of profile construction are applied to a non-linear line of section. The only difference is that the strip of paper in this latter case must be rotated so that its edge follows the curve of the winding line of section. Care must be taken here to ensure that each centre of rotation of the paper strip remains fixed with respect to the map during rotation otherwise the plotted section length will be shorter than the actual length. Although this may be a tedious procedure it is necessary in order to transfer the true horizontal distance to the cross-section. There are a number of practical uses of terrain profiles, including the routing of roads (where 52
4 5.2: Construction of a topographic cross-section (terrain profile). gradient changes are important) and in testing for intervisibility. In the case of the latter, for example, the siting of microwave towers must be achieved so that a line-of-sight exists between adjacent towers. Another recently more important application of the principle of intervisibility is in mapping forested slopes to identify areas which can and cannot be seen from highways in order to minimize the negative aesthetic impacts of logging scars. This condition of intervisibility is tested easily with an appropriate cross-section or series of cross-sections. For example, if two points, A and C, lie on a proposed line of sight, we can see from their relative positions plotted in Figure 5.3 that a third point, B, represents an obstruction because it falls above the line of sight. In other words, this graphical test of intervisibility dictates that C will be visible from A (and vice versa ) if B is below the line AC, and obstructed if it is above it. Mathematical determination of intervisibilty In this simple case of determining intervisibility it may actually be easier to solve the problem mathematically rather than drawing a full cross-section. The mathematical equivalence of this graphical 53
5 5.3: Determination of intervisibility (positive slope); see text for explanation. test of intervisibility is to find the equation of the line AC and solve it for the x coordinate of the point B. If this calculated point is greater than the elevation of B then A can be seen from C; if it is less, B obstructs the view from A to C and vice versa. In our example we can simplify this task by setting A as the origin; the equation describing AC is given by E = md where E is elevation above A, D is distance from A, and m is the slope of the line. From Figure 5.3, for the line passing through A and C, m = = , so that E = D. Location B has an elevation of 155 m above sea level (or = 75 metres above A) and is metres from A (i.e., D = 1 000). Thus, at location B the line-of-sight elevation with respect to A is E = D = (1 000) = 47.5 metres. Since B is located 75 m above A, it must be above the line of sight for its location and therefore obstructs the view from A to C. Using a slightly different line of reasoning, the intervisibility problem can also be solved for these simple cases by comparing line-of-sight slopes. In Figure 5.3 it is evident that C will only be visible from A if the slope from A to B is less than that from B to C. Since slope A to B = = 0.075, and that from B to C = = 0.033, it follows that C is not visible from A : Determination of intervisibility (negative slope); see text for explanation. In these calculations slopes are positive because our reference direction is 'uphill' to the right. In other examples, negative slopes may be involved and signs must be strictly observed in order to give consistent and comparable measurements among slope segments. For example, consider the case of the negatively sloping surface depicted in Figure 5.4. Once again, to determine if C is visible from A, we let A be the origin as before and now the equation of the line AC is E = D = D. 54
6 Location B has an elevation of 155 metres above sea level (or = -65 metres with respect to an origin at A) and is metres from A (i.e., D = 1 000). The line-of-site elevation at B is E = D = (1 000) = metres. Since B has an elevation of -65 m, it is below the line-of-sight for its location and therefore does not obstruct the view from A to C. Again, using the relative slope criterion as before, A will be visible from C if the slope of line segment AB is greater than that of BC, and vice versa. Since slope AB = = and slope BC = = , it follows this time that A is visible from C You might note that we could have solved this intervisibility problem by comparing slope AB to that for AC; if slope AB>slope AC, C can be seen from A and if slope AB<slope AC, point B must obstruct the line of sight. Slope maps You should also note that the slope along a line of section is usually not the maximum slope for any point on that line. Only if the line of section fortuitously crosses the contours at right-angles will the section slope and the maximum slope coincide. Thus slopes along a line of section usually are less that the local slope maximum but they can never exceed it. Slope maps such as that shown in Figure 5.5 can be drawn for an area by constructing isolines (lines joining equal quantities) through a field of spot slope-values derived from slopes measured at right-angles to the contours. These maps have been used for such purposes as identifying zones of slope instability and areas too steep for conventional logging practices. The task of preparing such maps is rather tedious if done by hand but computers have considerably streamlined the process in cases where the surface configuration has been digitized. Slope maps represent a class of thematic (special purpose) map known as an isometric map because they use isolines joining equal-slope values to depict the spatial pattern of this surface property. In Figure 5.5 the pattern is generalized by using various graded shadings to group a number of slope ranges. Other maps of this type are discussed in Chapter 9. Slope maps are a step removed from the depiction of the spatial pattern of topographic elevation and they are not interpreted as readily as contour maps. Like most other kinds of graphics in cartography, however, the more these maps are used the more useful they become; practice makes practical, if not perfect! Whereas topographic contour maps depict the variation in elevation with distance [E = f(d)], slope isoline maps represent the differential form of that surface [(de/dd = S = f'(d)]. The slope can also vary spatially, however, and we refer to this property of a surface as its convexity or concavity. We have encountered the notions of convexity and concavity in a qualitative way already (see Figures 4.2C and D) but we now should refine these concepts a little by treating them as statements of the rate of change in 55
7 5.4: A slope map based on slope categories derived from topographic sheets of Connecticut and Massach-usetts. (After Raisz and Henry, 1937, Geographical Review, 27, ). slope with distance [ds/dd = f"(d)]. A convex slope is one in which slope decreases with distance and a concave slope is one in which slope increases with distance. Thus the degree of convexity or concavity can be specified as the rate of change in slope with distance. A slightly convex slope has a lower rate of change in slope as distance increases than does a strongly convex slope. The concavity of river profiles, for example, is an important geomorphic property which is related to the hydraulics and sedimentology of the river channel. A useful measure of the degree of this concavity is the exponent of the function describing the longitudinal profile of the river. In the simple case described by a power function, the two-dimensional relationship between elevation (E) and distance (D) is E = bd -P where P is some power representing the rate of change in E (a decline in this case, so P is negative) with increasing distance. this equation The exponent in the differential form of de/dd = S = -PbD -P-1, gives the rate of change in slope with respect to change in distance; thus the exponent, -P-1, is a measure of concavity. This type of mathematical description of river profiles quite readily can be generalized to threedimensional surfaces. Mapping of these higher-order surfaces rarely is undertaken, however, because the maps involve too many transformations and simply are too difficult to interpret. Here mapping gives way completely to mathematics. The description of topography in these quantitative terms is the concern of certain sub-fields of geomorphology such as morphometry and topology. But now it is time, once again, to leave these theoretical notions and return to 'hands on' work with maps in order to consolidate these ideas. Soon we will turn our attention to the problems of surveying in the field. 56
8 Chapter 1: Working with contours
FUNDAMENTALS OF LANDSCAPE TECHNOLOGY GSD Harvard University Graduate School of Design Department of Landscape Architecture Fall 2006
FUNDAMENTALS OF LANDSCAPE TECHNOLOGY GSD Harvard University Graduate School of Design Department of Landscape Architecture Fall 2006 6106/ M2 BASICS OF GRADING AND SURVEYING Laura Solano, Lecturer Name
Grade 7 & 8 Math Circles Circles, Circles, Circles March 19/20, 2013
Faculty of Mathematics Waterloo, Ontario N2L 3G Introduction Grade 7 & 8 Math Circles Circles, Circles, Circles March 9/20, 203 The circle is a very important shape. In fact of all shapes, the circle is
with functions, expressions and equations which follow in units 3 and 4.
Grade 8 Overview View unit yearlong overview here The unit design was created in line with the areas of focus for grade 8 Mathematics as identified by the Common Core State Standards and the PARCC Model
Map Patterns and Finding the Strike and Dip from a Mapped Outcrop of a Planar Surface
Map Patterns and Finding the Strike and Dip from a Mapped Outcrop of a Planar Surface Topographic maps represent the complex curves of earth s surface with contour lines that represent the intersection
PLOTTING DATA AND INTERPRETING GRAPHS
PLOTTING DATA AND INTERPRETING GRAPHS Fundamentals of Graphing One of the most important sets of skills in science and mathematics is the ability to construct graphs and to interpret the information they
Algebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard
Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express
Review of Fundamental Mathematics
Review of Fundamental Mathematics As explained in the Preface and in Chapter 1 of your textbook, managerial economics applies microeconomic theory to business decision making. The decision-making tools
Reflection and Refraction
Equipment Reflection and Refraction Acrylic block set, plane-concave-convex universal mirror, cork board, cork board stand, pins, flashlight, protractor, ruler, mirror worksheet, rectangular block worksheet,
Pre-Algebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems
Academic Content Standards Grade Eight Ohio Pre-Algebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small
Numeracy and mathematics Experiences and outcomes
Numeracy and mathematics Experiences and outcomes My learning in mathematics enables me to: develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different
Chapter 4: Representation of relief
Introduction To this point in our discussion of maps we have been concerned only with their planimetric properties, those relating to the location of features in two-dimensional space. But of course we
Common Core Unit Summary Grades 6 to 8
Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity- 8G1-8G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations
Correlation key concepts:
CORRELATION Correlation key concepts: Types of correlation Methods of studying correlation a) Scatter diagram b) Karl pearson s coefficient of correlation c) Spearman s Rank correlation coefficient d)
Graphical Integration Exercises Part Four: Reverse Graphical Integration
D-4603 1 Graphical Integration Exercises Part Four: Reverse Graphical Integration Prepared for the MIT System Dynamics in Education Project Under the Supervision of Dr. Jay W. Forrester by Laughton Stanley
Current Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary
Shape, Space, and Measurement- Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two- and three-dimensional shapes by demonstrating an understanding of:
The Map Grid of Australia 1994 A Simplified Computational Manual
The Map Grid of Australia 1994 A Simplified Computational Manual The Map Grid of Australia 1994 A Simplified Computational Manual 'What's the good of Mercator's North Poles and Equators, Tropics, Zones
Elements of a graph. Click on the links below to jump directly to the relevant section
Click on the links below to jump directly to the relevant section Elements of a graph Linear equations and their graphs What is slope? Slope and y-intercept in the equation of a line Comparing lines on
Number Sense and Operations
Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents
DRAFTING MANUAL. Gears (Bevel and Hypoid) Drafting Practice
Page 1 1.0 General This section provides the basis for uniformity in engineering gears drawings and their technical data for gears with intersecting axes (bevel gears), and nonparallel, nonintersecting
Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes
Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical
Part 1: Background - Graphing
Department of Physics and Geology Graphing Astronomy 1401 Equipment Needed Qty Computer with Data Studio Software 1 1.1 Graphing Part 1: Background - Graphing In science it is very important to find and
Slope Density. Appendix F F-1 STATEMENT OF PURPOSE DISCUSSION OF SLOPE
Appendix F Slope Density F-1 STATEMENT OF PURPOSE This document has been prepared with the intent of acquainting the general reader with the slope-density approach to determining the intensity of residential
Objective: To distinguish between degree and radian measure, and to solve problems using both.
CHAPTER 3 LESSON 1 Teacher s Guide Radian Measure AW 3.2 MP 4.1 Objective: To distinguish between degree and radian measure, and to solve problems using both. Prerequisites Define the following concepts.
ANALYTICAL METHODS FOR ENGINEERS
UNIT 1: Unit code: QCF Level: 4 Credit value: 15 ANALYTICAL METHODS FOR ENGINEERS A/601/1401 OUTCOME - TRIGONOMETRIC METHODS TUTORIAL 1 SINUSOIDAL FUNCTION Be able to analyse and model engineering situations
Prentice Hall Connected Mathematics 2, 7th Grade Units 2009
Prentice Hall Connected Mathematics 2, 7th Grade Units 2009 Grade 7 C O R R E L A T E D T O from March 2009 Grade 7 Problem Solving Build new mathematical knowledge through problem solving. Solve problems
2 Session Two - Complex Numbers and Vectors
PH2011 Physics 2A Maths Revision - Session 2: Complex Numbers and Vectors 1 2 Session Two - Complex Numbers and Vectors 2.1 What is a Complex Number? The material on complex numbers should be familiar
Concepts Sectors, arcs, circumference, areas of circles and properties of cones.
Making Witches Hats from Cones ID: XXXX Time required 45 minutes Activity Overview In this activity, students make cones from circles, exploring the relationship between the size of the sector cut from
Arrangements And Duality
Arrangements And Duality 3.1 Introduction 3 Point configurations are tbe most basic structure we study in computational geometry. But what about configurations of more complicated shapes? For example,
16 Circles and Cylinders
16 Circles and Cylinders 16.1 Introduction to Circles In this section we consider the circle, looking at drawing circles and at the lines that split circles into different parts. A chord joins any two
CIRCLE COORDINATE GEOMETRY
CIRCLE COORDINATE GEOMETRY (EXAM QUESTIONS) Question 1 (**) A circle has equation x + y = 2x + 8 Determine the radius and the coordinates of the centre of the circle. r = 3, ( 1,0 ) Question 2 (**) A circle
Mathematics. Mathematical Practices
Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with
Optical Illusions Essay Angela Wall EMAT 6690
Optical Illusions Essay Angela Wall EMAT 6690! Optical illusions are images that are visually perceived differently than how they actually appear in reality. These images can be very entertaining, but
Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
MILS and MOA A Guide to understanding what they are and How to derive the Range Estimation Equations
MILS and MOA A Guide to understanding what they are and How to derive the Range Estimation Equations By Robert J. Simeone 1 The equations for determining the range to a target using mils, and with some
Cabri Geometry Application User Guide
Cabri Geometry Application User Guide Preview of Geometry... 2 Learning the Basics... 3 Managing File Operations... 12 Setting Application Preferences... 14 Selecting and Moving Objects... 17 Deleting
Bridging Documents for Mathematics
Bridging Documents for Mathematics 5 th /6 th Class, Primary Junior Cycle, Post-Primary Primary Post-Primary Card # Strand(s): Number, Measure Number (Strand 3) 2-5 Strand: Shape and Space Geometry and
Intermediate 2 NATIONAL QUALIFICATIONS. Mathematics Specimen Question Paper 1 (Units 1, 2, 3) Non-calculator Paper [C056/SQP105] Time: 45 minutes
[C056/SQP105] Intermediate Time: 45 minutes Mathematics Specimen Question Paper 1 (Units 1,, 3) Non-calculator Paper NATIONAL QUALIFICATIONS 1 Answer as many questions as you can. Full credit will be given
In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
Mathematics (Project Maths)
Pre-Leaving Certificate Examination Mathematics (Project Maths) Paper 2 Higher Level February 2010 2½ hours 300 marks Running total Examination number Centre stamp For examiner Question Mark 1 2 3 4 5
Assessment Anchors and Eligible Content
M07.A-N The Number System M07.A-N.1 M07.A-N.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings
Objectives After completing this section, you should be able to:
Chapter 5 Section 1 Lesson Angle Measure Objectives After completing this section, you should be able to: Use the most common conventions to position and measure angles on the plane. Demonstrate an understanding
Experiment #1, Analyze Data using Excel, Calculator and Graphs.
Physics 182 - Fall 2014 - Experiment #1 1 Experiment #1, Analyze Data using Excel, Calculator and Graphs. 1 Purpose (5 Points, Including Title. Points apply to your lab report.) Before we start measuring
Higher Education Math Placement
Higher Education Math Placement Placement Assessment Problem Types 1. Whole Numbers, Fractions, and Decimals 1.1 Operations with Whole Numbers Addition with carry Subtraction with borrowing Multiplication
Common Core State Standards for Mathematics Accelerated 7th Grade
A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting
Expression. Variable Equation Polynomial Monomial Add. Area. Volume Surface Space Length Width. Probability. Chance Random Likely Possibility Odds
Isosceles Triangle Congruent Leg Side Expression Equation Polynomial Monomial Radical Square Root Check Times Itself Function Relation One Domain Range Area Volume Surface Space Length Width Quantitative
Trigonometric Functions and Triangles
Trigonometric Functions and Triangles Dr. Philippe B. Laval Kennesaw STate University August 27, 2010 Abstract This handout defines the trigonometric function of angles and discusses the relationship between
Mathematics (Project Maths Phase 3)
2014. M328 Coimisiún na Scrúduithe Stáit State Examinations Commission Leaving Certificate Examination 2014 Mathematics (Project Maths Phase 3) Paper 2 Ordinary Level Monday 9 June Morning 9:30 12:00 300
Freehand Sketching. Sections
3 Freehand Sketching Sections 3.1 Why Freehand Sketches? 3.2 Freehand Sketching Fundamentals 3.3 Basic Freehand Sketching 3.4 Advanced Freehand Sketching Key Terms Objectives Explain why freehand sketching
www.mathsbox.org.uk ab = c a If the coefficients a,b and c are real then either α and β are real or α and β are complex conjugates
Further Pure Summary Notes. Roots of Quadratic Equations For a quadratic equation ax + bx + c = 0 with roots α and β Sum of the roots Product of roots a + b = b a ab = c a If the coefficients a,b and c
Measurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve real-world and mathematical
Algebra 2 Chapter 1 Vocabulary. identity - A statement that equates two equivalent expressions.
Chapter 1 Vocabulary identity - A statement that equates two equivalent expressions. verbal model- A word equation that represents a real-life problem. algebraic expression - An expression with variables.
Unit 9 Describing Relationships in Scatter Plots and Line Graphs
Unit 9 Describing Relationships in Scatter Plots and Line Graphs Objectives: To construct and interpret a scatter plot or line graph for two quantitative variables To recognize linear relationships, non-linear
Biggar High School Mathematics Department. National 5 Learning Intentions & Success Criteria: Assessing My Progress
Biggar High School Mathematics Department National 5 Learning Intentions & Success Criteria: Assessing My Progress Expressions & Formulae Topic Learning Intention Success Criteria I understand this Approximation
Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School
Middle School 111.B. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education
Mathematics (Project Maths)
2010. M130 S Coimisiún na Scrúduithe Stáit State Examinations Commission Leaving Certificate Examination Sample Paper Mathematics (Project Maths) Paper 2 Higher Level Time: 2 hours, 30 minutes 300 marks
egyptigstudentroom.com
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education *5128615949* MATHEMATICS 0580/04, 0581/04 Paper 4 (Extended) May/June 2007 Additional Materials:
Copyright 2011 Casa Software Ltd. www.casaxps.com. Centre of Mass
Centre of Mass A central theme in mathematical modelling is that of reducing complex problems to simpler, and hopefully, equivalent problems for which mathematical analysis is possible. The concept of
Pennsylvania System of School Assessment
Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read
6.4 Normal Distribution
Contents 6.4 Normal Distribution....................... 381 6.4.1 Characteristics of the Normal Distribution....... 381 6.4.2 The Standardized Normal Distribution......... 385 6.4.3 Meaning of Areas under
What are the place values to the left of the decimal point and their associated powers of ten?
The verbal answers to all of the following questions should be memorized before completion of algebra. Answers that are not memorized will hinder your ability to succeed in geometry and algebra. (Everything
DATA VISUALIZATION GABRIEL PARODI STUDY MATERIAL: PRINCIPLES OF GEOGRAPHIC INFORMATION SYSTEMS AN INTRODUCTORY TEXTBOOK CHAPTER 7
DATA VISUALIZATION GABRIEL PARODI STUDY MATERIAL: PRINCIPLES OF GEOGRAPHIC INFORMATION SYSTEMS AN INTRODUCTORY TEXTBOOK CHAPTER 7 Contents GIS and maps The visualization process Visualization and strategies
GEOMETRIC MENSURATION
GEOMETRI MENSURTION Question 1 (**) 8 cm 6 cm θ 6 cm O The figure above shows a circular sector O, subtending an angle of θ radians at its centre O. The radius of the sector is 6 cm and the length of the
GRADES 7, 8, AND 9 BIG IDEAS
Table 1: Strand A: BIG IDEAS: MATH: NUMBER Introduce perfect squares, square roots, and all applications Introduce rational numbers (positive and negative) Introduce the meaning of negative exponents for
Chapter 8 Geometry We will discuss following concepts in this chapter.
Mat College Mathematics Updated on Nov 5, 009 Chapter 8 Geometry We will discuss following concepts in this chapter. Two Dimensional Geometry: Straight lines (parallel and perpendicular), Rays, Angles
Diagrams and Graphs of Statistical Data
Diagrams and Graphs of Statistical Data One of the most effective and interesting alternative way in which a statistical data may be presented is through diagrams and graphs. There are several ways in
Algebra and Geometry Review (61 topics, no due date)
Course Name: Math 112 Credit Exam LA Tech University Course Code: ALEKS Course: Trigonometry Instructor: Course Dates: Course Content: 159 topics Algebra and Geometry Review (61 topics, no due date) Properties
Experiment 9. The Pendulum
Experiment 9 The Pendulum 9.1 Objectives Investigate the functional dependence of the period (τ) 1 of a pendulum on its length (L), the mass of its bob (m), and the starting angle (θ 0 ). Use a pendulum
CHAPTER 2 HYDRAULICS OF SEWERS
CHAPTER 2 HYDRAULICS OF SEWERS SANITARY SEWERS The hydraulic design procedure for sewers requires: 1. Determination of Sewer System Type 2. Determination of Design Flow 3. Selection of Pipe Size 4. Determination
Topographic Survey. Topographic Survey. Topographic Survey. Topographic Survey. CIVL 1101 Surveying - Introduction to Topographic Modeling 1/8
IVL 1 Surveying - Introduction to Topographic Modeling 1/8 Introduction Topography - defined as the shape or configuration or relief or three dimensional quality of a surface Topography maps are very useful
Understanding Poles and Zeros
MASSACHUSETTS INSTITUTE OF TECHNOLOGY DEPARTMENT OF MECHANICAL ENGINEERING 2.14 Analysis and Design of Feedback Control Systems Understanding Poles and Zeros 1 System Poles and Zeros The transfer function
MATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
Hydrogeological Data Visualization
Conference of Junior Researchers in Civil Engineering 209 Hydrogeological Data Visualization Boglárka Sárközi BME Department of Photogrammetry and Geoinformatics, e-mail: [email protected] Abstract
TWO-DIMENSIONAL TRANSFORMATION
CHAPTER 2 TWO-DIMENSIONAL TRANSFORMATION 2.1 Introduction As stated earlier, Computer Aided Design consists of three components, namely, Design (Geometric Modeling), Analysis (FEA, etc), and Visualization
4. How many integers between 2004 and 4002 are perfect squares?
5 is 0% of what number? What is the value of + 3 4 + 99 00? (alternating signs) 3 A frog is at the bottom of a well 0 feet deep It climbs up 3 feet every day, but slides back feet each night If it started
4.4 Transforming Circles
Specific Curriculum Outcomes. Transforming Circles E13 E1 E11 E3 E1 E E15 analyze and translate between symbolic, graphic, and written representation of circles and ellipses translate between different
Solving Simultaneous Equations and Matrices
Solving Simultaneous Equations and Matrices The following represents a systematic investigation for the steps used to solve two simultaneous linear equations in two unknowns. The motivation for considering
Geometric Optics Converging Lenses and Mirrors Physics Lab IV
Objective Geometric Optics Converging Lenses and Mirrors Physics Lab IV In this set of lab exercises, the basic properties geometric optics concerning converging lenses and mirrors will be explored. The
Objectives. Experimentally determine the yield strength, tensile strength, and modules of elasticity and ductility of given materials.
Lab 3 Tension Test Objectives Concepts Background Experimental Procedure Report Requirements Discussion Objectives Experimentally determine the yield strength, tensile strength, and modules of elasticity
Structural Axial, Shear and Bending Moments
Structural Axial, Shear and Bending Moments Positive Internal Forces Acting Recall from mechanics of materials that the internal forces P (generic axial), V (shear) and M (moment) represent resultants
Session 7 Bivariate Data and Analysis
Session 7 Bivariate Data and Analysis Key Terms for This Session Previously Introduced mean standard deviation New in This Session association bivariate analysis contingency table co-variation least squares
Geometry. Higher Mathematics Courses 69. Geometry
The fundamental purpose of the course is to formalize and extend students geometric experiences from the middle grades. This course includes standards from the conceptual categories of and Statistics and
www.passpe.com Surveying for California Civil PE License Dr. Shahin A. Mansour, PE Chapter 10 Horizontal, Spiral and Vertical Curves
www.passpe.com Surveying for California Civil PE License Dr. Shahin A. Mansour, PE Chapter 0 Horizontal, Spiral and Vertical Curves Topics to be covered Types of Horizontal Curves Deflection Angles, Chord
Angles and Quadrants. Angle Relationships and Degree Measurement. Chapter 7: Trigonometry
Chapter 7: Trigonometry Trigonometry is the study of angles and how they can be used as a means of indirect measurement, that is, the measurement of a distance where it is not practical or even possible
Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013
A Correlation of Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates
Mathematics programmes of study: key stage 4. National curriculum in England
Mathematics programmes of study: key stage 4 National curriculum in England July 2014 Contents Purpose of study 3 Aims 3 Information and communication technology (ICT) 4 Spoken language 4 Working mathematically
Performance Level Descriptors Grade 6 Mathematics
Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.1-2 Grade 6 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with
Chapter 3: Weather Map. Weather Maps. The Station Model. Weather Map on 7/7/2005 4/29/2011
Chapter 3: Weather Map Weather Maps Many variables are needed to described weather conditions. Local weathers are affected by weather pattern. We need to see all the numbers describing weathers at many
Lecture 2. Marginal Functions, Average Functions, Elasticity, the Marginal Principle, and Constrained Optimization
Lecture 2. Marginal Functions, Average Functions, Elasticity, the Marginal Principle, and Constrained Optimization 2.1. Introduction Suppose that an economic relationship can be described by a real-valued
Chapter 23. The Reflection of Light: Mirrors
Chapter 23 The Reflection of Light: Mirrors Wave Fronts and Rays Defining wave fronts and rays. Consider a sound wave since it is easier to visualize. Shown is a hemispherical view of a sound wave emitted
National 5 Mathematics Course Assessment Specification (C747 75)
National 5 Mathematics Course Assessment Specification (C747 75) Valid from August 013 First edition: April 01 Revised: June 013, version 1.1 This specification may be reproduced in whole or in part for
MEMORANDUM. All students taking the CLC Math Placement Exam PLACEMENT INTO CALCULUS AND ANALYTIC GEOMETRY I, MTH 145:
MEMORANDUM To: All students taking the CLC Math Placement Eam From: CLC Mathematics Department Subject: What to epect on the Placement Eam Date: April 0 Placement into MTH 45 Solutions This memo is an
Trigonometric Functions: The Unit Circle
Trigonometric Functions: The Unit Circle This chapter deals with the subject of trigonometry, which likely had its origins in the study of distances and angles by the ancient Greeks. The word trigonometry
Road Rehabilitation and Reconstruction Using AutoCAD Civil 3D
Road Rehabilitation and Reconstruction Using AutoCAD Civil 3D Contents Introduction... 3 Introduction to Corridor Targets... 3 Surface Targets... 4 Width and Offset Targets... 5 Elevation or Slope Targets...
Paper Reference. Ruler graduated in centimetres and millimetres, protractor, compasses, pen, HB pencil, eraser, calculator. Tracing paper may be used.
Centre No. Candidate No. Paper Reference 1 3 8 0 4 H Paper Reference(s) 1380/4H Edexcel GCSE Mathematics (Linear) 1380 Paper 4 (Calculator) Higher Tier Friday 11 June 2010 Morning Time: 1 hour 45 minutes
Section 1: How will you be tested? This section will give you information about the different types of examination papers that are available.
REVISION CHECKLIST for IGCSE Mathematics 0580 A guide for students How to use this guide This guide describes what topics and skills you need to know for your IGCSE Mathematics examination. It will help
Grade 6 Mathematics Performance Level Descriptors
Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this
Algebra Geometry Glossary. 90 angle
lgebra Geometry Glossary 1) acute angle an angle less than 90 acute angle 90 angle 2) acute triangle a triangle where all angles are less than 90 3) adjacent angles angles that share a common leg Example:
Linear functions Increasing Linear Functions. Decreasing Linear Functions
3.5 Increasing, Decreasing, Max, and Min So far we have been describing graphs using quantitative information. That s just a fancy way to say that we ve been using numbers. Specifically, we have described
What is a Horizontal Curve?
Paul Deutsch What is a Horizontal Curve? Provides a transition between two tangent lengths of roadway. PI PC PT PC (Point of Curvature at beginning of curve) PI (Point of Intersection of tangents) PT (Point
