Transcript: Vector mapping project Intro We used the Belknap academic building and ekstrom library as our two locations. we measured the vectors using skills learned from this class . Path 1 Path 1 The first path we established, labeled 1 with each vector associated by alphabetical character. Leaving the Academic building from the North-Eastern door and walking a straight path for 613.48 ft using Google Maps set to view a satellite image set to north being the y-axis. We took a screen shot on the path and posted it to our One Note file to use its compass to measure the angle of the first vector in Path 1, we labeled this vector 1a. At the end of vector 1a we measured the distance for 1b. At the tip of vector 1a begins the origin of 1b. Path 1b is a vector with magnitude of 906.38 ft at an angle of 172 degrees measured using North as a y-axis on Google Maps. Finally, Vector 1c of Path 1 was oriented at the end of vector 1b. Using North on google maps as a reference of the y-axis we measured 1c to have a magnitude of 328.58 ft at an angle of 270 degrees. Path 2 path 2 Our second path, labeled Path 2 took what we considered to be the more direct route. Both paths 1 and 2 started at what we considered the same origin. We felt that using different doors was acceptable considering that the whole building was what we were call this origin. Starting Path 2 began at the western entrance to the building. Using the method of measuring distance and angles as described previously, vector 2a had a magnitude of 413.27 ft and measuring angle of 172 degrees referencing north on google maps as our y-axis. Vector 2b begins where vector 2a ended, with a magnitude of 306.50 ft and an angle of 83 degrees. Vector 2c the final vector of Path 2 measured at an angle of 154 degrees and with magnitude of 214.84 ft. programming programming Our team developed a program using the Python Idle 3.9.1 to compute the data that we recorded. We first needed to let the program know that we were going to be asking it to do some calculations. So, we used the “import math” to allow it to understand and help us with calculations. Now that the program understand the math functions we'll be using, we added input for the user to identify the type of calculation they would like to perform. Now we needed to let our program know how to keep a memory of our range of possible inputs. Using the “tmpList” function gave our program a memory. This allowed the user to input as many vectors as they wished for the program to convert. Our “If-else if” statement allowed the user to input and assign variables to what we were later going to ask the program to compute. By assigning inputs with a float attached gives the user the ability to use decimals when defining variables. Finally, in both the “if” and the “elif” statements end using a “tmpList.append (xxxx)” where the xxxx is what we asked the program to remember and how to format it. Programming (cont.) programming (cont.) Now that we have asked the program to do a task, we need to teach it what we mean when asking to perform said task. With out being specific in each of these functions we could confuse the program and have errors. When writing a definition of a function we needed to give the function a through function that lets the program know what inputs to use in the function that we defined. “displace = math.sqrt((tmpX ** 2) + (tmpY ** 2))” this is simply the Pythagorean Theorem, a great example of the difference between how we usually use math and how our program sees math. programming (cont.) Programming (cont.) To review, we have shown the program how to ask the question that we are teaching it and we have defined all functions and variable its needs to solve the questions. This is our “main” function. Our main function is the work horse of the program. In the picture, the main function is shown as a visual aid of all the functions we defined, how we told the program to compute each function, and how to associate the functions. Also shown in the figure is how we added in text to explain to the user what exactly was computed. This helps clarify the results. Programming (cont.) programming (cont.) Once we finished our coding, we tested it to show that it was working properly. Using our understanding of Polar and Cartesian coordinates we asked the program to perform a up 1 unit and left 1 unit, using vector addition and the definition Pythagorean Theorem. To prove this is the accurate calculation we checked that the program answered with the decimal value of the equation we used that’s equal to 1.414. We asked the program to round the second decimal place using the round function (xxxx, 2); where xxxx is the variable we asked it to round for us. The program was behaving correctly, we explained to it we were going to ask it a range of questions, and taught it how to handle all possible inputs. Now to show our program performing the exact calculations. first successful test. exact calculations Excel excel After we mapped
Transcript: Go on Exchange present your country abroad Work with different mentalities Diversity Explore different cultures Be a Member Develop your skills Have an impact Enrich your knowledge AIESEC Be a Leader Lead your team Achieve your vision Coach others Be a mentor EXPERIENCE YOUR AIESEC JOURNEY Gives you a great experience
Transcript: BANGLADESH Officially known as People's Republic of Bangladesh Located in South Asia 147,570 Sq. km(56977 sq. miles) land Population= 142 million Water- 6.4 % Capital: Dhaka Other city: Chittagong(sea port) Division: 7 District: 64 Official language: Bengali Currency: Taka National Day: 26 March Victory Day: 16 December History 3000 B.C Dravidian people came 300-1200 C.E Hindu empires 1200-1757 C.E. Muslim Rule 1757-1947 British colonial rule 1947-1971 East Pakistan 1971-2011 Modern day Bangladesh Government and Politics Unitary state Parliamentary democracy Major parties: Bangladesh Awami League Bangladesh Nationalist Party (BNP) National symbols of Bangladesh Anthem Amar Shonar Bangla Animal Royal Bengal Tiger Bird Oriental Magpie Robin Fish Hilsa Flower White Water Lily Fruit Jack fruit Tree Mango Tree Economy Agriculture based economy Rice, jute are the primary crops Wheat is assuming greater importance Tea is grown in the northeast Garments industry is one of the largest in the world Geography Bordered by India on north, east and west Burma to the far southeast By the Bay of Bengal to the south Low-lying Ganges Delta Himalays stops clouds, causing rain Natural floods, tornados and cyclones are common Less than 12 m (39.4 ft) above the sea level Worst effected country in the world by climate change Religion Culture and Festivals Cuisine National Heroes Tourism Thanks for Your Patience in Listening
Transcript: VECTOR ABOUT Vision Education via Creativity in Teaching and On ground training for Real life experiences Vision Children in shelter homes and street shelters(slums) should be able to aim for a better future with overall personality development and pursue higher education in a field of their choice with essential moral values and life skills. OUR IMPACT Impact Measuring success Measuring success Key elements Key components WHAT DRIVES US Click to edit text DIVING DEEPER DIVING DEEPER PROGRAM 1 PROGRAM 1 Key results KEY RESULTS PROGRAM 2 PROGRAM 2 PROGRAM 2 PROGRAM 3 TIMELINE Towards A Better Future... First Reading Club At Salvation Life Skill Experiences Vector Anniversary Trek 2017 January 2018 December 2017 February 2018 October 2018 April 2018 First Book Club at Salvation Salvation Army Parel Street Shelter PERSONAL PROFILES PERSONAL PROFILES TESTIMONIALS " " TESTIMONIALS " TESTIMONIALS " " TESTIMONIALS "
Transcript: Vectors!! Step one: Find the inside angle. The navigator on an airplane knows that the plane's velocity through the air is 250 km/hour on a bearing of 237. By observing the motion of the plane's shadow across the ground, she finds to her surprise the plane's ground speed is only 52 km/hour and its direction is along a bearing of 15. She realizes the ground velocity is the vector sum of the plane's velocity and the wind velocity. What wind velocity would account for the observed ground speed? 237-15=222 Outside angle: 222 360-222=138 inside angle: 138 Step two: Find what is "a" Law of Cosine Equation !! which is: a²=b²+c²-2(b)(c)Cos(A) a²=52²+250²-2(52)(252)Cos(42) =2704+62500+(-26000)(.74) =65204+(-19240) =45964 =214.3 km/hr 52 42 52 52 250 250 250 b 138 250 250 52 52 42 a 52 a=214.3 c 138 250
Transcript: Named after it's discoverer, Pythagoras, it is one of the earliest theorems known to civilization. It is a part of Euclidean geometry and deals with only right triangles. The definition of the Pythagorean theorem is "The area of the square built upon the hypotenuse of a right triangle is equal to the sum of the areas of the squares upon the remaining sides." Basically, a^2 +b^2 = c^2 Cosine The cosine function is used to find the x component of the vetor. Cos = adj/hyp adj is the adjacent side of the angle . hyp is the hypotenuse. As with the sine function we will have to rearrange the equation to find the adjacent side (x componet). The equation will look like: (hyp)Cos = adj Sine The sine function is used to find the y component of the vector. Sin = opp/hyp opp is the opposite side of the angle . hyp is the hypotenuse side of the triangle. When you are given a vector you are given the angle and the hypotenuse. You need to find the opposite side (y component). In order to do this we will have to rearrange the equation like so: (hyp)Sin = opp 35º Adding Non-Perpendicular Vectors One of the easiest and quickest ways to define a vector is to use the Pythagorean theorem and the tangent function. After you use the tail to head method to graph your vectors you connect the tail of the first to the head of the last. Now, using the Pythagorean theorem, you square your adjacent and opposite sides, add them together, find the square root of the sum, and you have the magnitude of the resultant. Next, you use the tangent function and you have the heading of the resultant. Remember that tan=opp/adj. Unfortunately none of this will work if the vectors do not form a right triangle. Vector Operations Example Given: v=95 km/h =35º Unknown: vx=? vy=? Rearranged equations: vy = vsin vx = vcos vy = (95 km/h)(sin35º) vy = 54km/h vx = (95km/h)(cos35º) vx = 78km/h What happens when you are given a resultant vector and you need to fingure out its components? In order to find the components you have to resolve the vector. Resolving the vector breaks the vector down into its x and y components. But how do you do this? Vectors When adding non-perpendicular vectors you must break each vector into its components. What this means is that you must break each vector into its x and y components. After you have broken each vector into its component you can add their x and y values together. Plot the resulting x and y coordinates and now you can use the Pythagorean theorem and tangent function to find the resultant. vy Tangent is defined as opposite/adjacent. It is very useful because you can enter the side lengths of two sides and find the degree of any angle, depending on which two side lengths you enter into the equation. When making a coordinate system you plot two different values along the x and y axis respectivly. A common coordinate system is a compass. It uses the y axis as north and south and the x axis as west to east. v = 95km/h vx Resolving Vectors Tangent Function There are two equations used to find the components. Sin = opp/hyp Cos = adj/hyp These are the trig funtctions sine and cosine. Using the theorem and tangent The Pythagorean Theorem Coordinate systems In order to solve a problem involving coordinate systems you have to use one that can actually solve the problem. For example if you were trying to measure the velocity of a car you couldn't use a coordinate system that measured altitude. Using sine and cosine To find the x component of a vector you need to use cos. You multiply the magnitude of the vector by the cos of the degree of the vector. Finding the y component is just as easy, you just swap sin in for cos. Abbreviated sin and cos
Transcript: Vector Projects (cc) photo by Franco Folini on Flickr (cc) photo by Metro Centric on Flickr The End! Project 2 Project 3 Project 4 Logo #1 Project 4 Logo #2 (cc) photo by Metro Centric on Flickr (cc) photo by jimmyharris on Flickr Project 1
Transcript: - There are several pictures of the flag blowing in the wind, but there is no wind on the moon - We really wanted to beat Soviets to the moon, so could it be staged? - The shadows are all facing different directions which could be the cause of several stage lights - If there is no water on the moon, how could footprints be created? - The surface of the moon is dusted with fine grained rock, shouldn't the rocket have put a crater in its surface? - In the pictures there are no stars on the moon, why not? Shouldn't their be stars on the moon? - Flag Theory: The flag waving picture is actually an illusion for the picture. Armstrong put a wire in the end of the flag and waved it before the picture was taken so it would look cool in the photograph. - Star Theory: Have you ever tried to take a picture of the stars at night? They don't show up. The bright light of the moon washed out all the stars in the background. - Shadow Theory: Because the sun was hovering just above the moon and Aldrin and Armstrong were standing on uneven ground, different objects cast shadows in different directions. - Footprint Theory: The dust on the moon is so fine grained that the dust sticks together because of friction, meaning footprints can be created - Crater Theory: Underneath all the moons find grained dust, there is actually a very solid rock interior meaning that most rockets landing would not make a mark. "One small step for man, one giant leap for mankind" - Neil Armstrong - The moon landing improved our nation in a number of ways. There were several inventions that were inspired by moon landing technology which were ahead of their times just like the rocket parts in Apollo 11. - It gave us dominance in a whole new battle ground. Because we were the first ones to the moon, it gave us an unspoken ownership of the territory called space. - It also arose some questions and uncertainty that stick around even today. Could the moon landing have been faked? Some people think so. - Took place during the cold war - Became urgent when our enemy, Russia, released Sputnik -We wanted to have dominance of space, it was like the next frontier -Micheal Collins, Buzz Aldrin, and Neil Armstrong were the pilots of Apollo 11 -Micheal Collins never actually set foot on the moon, just piloted the ship - Neil Armstrong was the first man on the moon - About 1/5 of the worlds population watched the moon landing live (600 million people) Apollo 11 Moon Landing - Running shoes were able to be improved after Apollo 11. Manufacturers of shoes were inspired by the moon boots to make running shoes with more shock absorption, superior stability, and motion control. - The moon suits actually inspired better firefighter uniforms as well. It influenced better light weight breathing equipment. Even today the breathing equipment is still based off of astronauts suits. - Wireless tools were something that were developed off of science from the moon landing. Devices like electric drills and screw drivers were improved in ways such as: they were made cordless and came with the portable charging feature. Continued Conspiracy: Moon landing fake? What is the Significance? Background Inventions Inspired By Apollo 11 There was some problems with the moon landing: - Aldrin broke off a knob that powered the main engine, the the two men fixed it with a felt tipped pen - While landing on the moon, they were aimed at a bunch of rocks versus the smooth surface they wanted to land on, but Armstrong steered them back to safety - They were passing landmarks 3 seconds before scheduled, meaning they were going to land kilometers away from where they planned Conspiracy: Debunked
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