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True or False? The equation x = | y | , with x >= 0, represents y as a function of x.
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SNHU WK 6 Ferris Wheel Is 29 Meters in Diameter Discussion
Mathematical models are constructed for many different practical applications, and we start to build some of them in this ...
SNHU WK 6 Ferris Wheel Is 29 Meters in Diameter Discussion
Mathematical models are constructed for many different practical applications, and we start to build some of them in this course. This discussion begins with a simple geometric model.
For your initial post, you must do the following:
Solve the problem in the Mobius module discussion.
Explain how you got your results in the Brightspace module discussion.
For your response posts, you must do the following:
Comment on your classmates’ analyses and their answers. Compare and contrast your problem-solving approach to how your classmates solved the problem.
Review the explanations given by your peers for their problem-solving strategies. Your comments may focus on the following:
How did they describe steps to make their explanations clear?
What additional details could they have included?
What details did they include that you may not have?
What changes would you make to your initial post?
Reply to at least two different classmates outside of your own initial post thread.
6-1 Trigonometric Models
Contains unread posts
Michael Foisy posted Apr 7, 2021 12:17 PM
A Ferris wheel is 27 meters in diameter and completes 1 full revolution in 16 minutes
A:.
Amplitude: A = 13.5
27/ 2 - which is half the height of the Ferris wheel.
Midline: h = 14.5
13.5 + 1 = 14.5 – half the height of Ferris wheel +1 for the platform being 1 meter above ground.
Period: P = 16
1 full revolution every 16 minutes
B:
h = -Acos(B*t)+C
h(t) = -13.5cos(Pi/8*t)+14.5
C:
If the Ferris wheel continues to turn, how high off the ground is a person after 36 minutes? 14.5
Daniel Fiedorowicz posted Apr 6, 2021 7:43 PM
to Group 1
Subscribe
Hello All,
A Ferris wheel is 22 meters in diameter and completes 1 full revolution in 16 minutes.
A. A Ferris wheel is 22 meters in diameter and boarded from a platform that is 1 meter above the ground. The six o’clock position on the Ferris wheel is level with the loading platform. The wheel completes 1 full revolution in 16 minutes. The function h(t) gives a person’s height in meters above the ground t minutes after the wheel begins to turn.
Amplitude: Based on the given information the Diameter of the Ferris wheel is 22 meters. The radius of the wheel is Diameter/2 so for this wheel the radius is 11 meters. Therefore the height will oscillate with amplitude of 11 meters above and below the center.
A= 11 meters
Midline: Passengers will get on the wheel 1 m above the ground, so the center of the wheel must be located 11+1=12 meters above ground level. The midline of the oscillation will be at 12 meters.
h= 12 meters
Period: The Ferris wheel takes 16 minutes to complete 1 revolution, so the height will oscillate with a period of 16 minutes. A person riding the wheel will board at the lowest point of the wheel and go up, making the function of the wheel a cosine function.
P= 16 Minutes
Shape= -cos
B. The basic Sinusoidal cosine function would be:
y=Acos(Bx?C)+D
In order to use this formula we need to calculate the value of the period:
2?|B|= 2?|16|=?8
so with that we can plug in the rest given information into the formula:
A=-11
B= ?8
C= 0
D= 12
x= time: t
h(t)=?11cos(?8t)+12
C. If the Ferris wheel continues to turn, how high off the ground is a person after 60 minutes?
I inserted 60 into our function as the value for t, then used excel to find the correct answer.
h(60)=?11cos(?8(60))+12=12
After 60 minutes of riding the wheel the person is 12 meters off the ground.
describe the four-step problem-solving process, discussion help
Please see attached DQ questions 200 words each. Attachments for supplemental information is also provided. 1,1- In your o ...
describe the four-step problem-solving process, discussion help
Please see attached DQ questions 200 words each. Attachments for supplemental information is also provided. 1,1- In your own words, describe the four-step problem-solving process. Explain why each step is important. Create a simple problem that could be used in a classroom and demonstrate how you would use each of the four steps to solve this problem. How would you teach this process in the classroom?1,2- Identify at least five different problem-solving strategies. Discuss when and how you would use each of these strategies to solve a problem. Create a problem, then select an appropriate strategy and describe how you would teach a student to use this strategy to solve the problem.2,1- In your own words, explain the concept of a numeration system. Describe some of the properties that give meaning to a numeration system. How would you teach the importance of numeration systems to a class?2,2- Explain, in your own words, how the concepts of equivalent sets, one-to-one correspondence, equal sets, and subsets have applications in everyday life. Why is it important for students to have a basic understanding of these fundamental concepts?3,1- Discuss various methods you might use to teach the commutative property and the associative property of addition. Explain how these properties are used in everyday life and why they are important to understand.3,2- Discuss the divisibility rules for the numbers 2 through 10. What is the value of knowing and understanding these rules? Give an example of how you would use these rules.4,1- Discuss various models for integer multiplication and division. What are the advantages and disadvantages of each method? Which method would you use to teach this topic?4,2- What are equivalent fractions? Explain how two fractions can be equivalent. Give practical examples of fractions that are equivalent. How would you teach this concept to a class?5,1- Explain how the base 10 number system works. How would you teach the notion of place value to a class? How are decimal numbers related to rational numbers? When is a decimal number also a rational number?5,2- Explain the process of decimal multiplication and division. Explain the mathematical justification for moving the decimal point when performing decimal division.6, 1- In your own words, explain the concept of a variable. Discuss how you can teach a class about the use of variables and how they can be used to create an algebraic expression.6, 2- How would you teach students to translate English statements into algebraic expressions? Discuss some of the common words and phrases used to represent mathematical operations.7,1- Out of the concepts you have studied in this course, choose one that you feel would be particularly difficult for students to understand. Provide a concrete real-world situation or example to help illustrate this concept.7,2- It is necessary to have a good understanding of mathematics in order to teach it. Who do you think would make a better math teacher: a person who has natural mathematical talent and understands concepts easily without making mistakes, or a person who had to struggle to gain their understanding of math and learn to avoid making mistakes?
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Recommender System.edited
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SNHU WK 6 Ferris Wheel Is 29 Meters in Diameter Discussion
Mathematical models are constructed for many different practical applications, and we start to build some of them in this ...
SNHU WK 6 Ferris Wheel Is 29 Meters in Diameter Discussion
Mathematical models are constructed for many different practical applications, and we start to build some of them in this course. This discussion begins with a simple geometric model.
For your initial post, you must do the following:
Solve the problem in the Mobius module discussion.
Explain how you got your results in the Brightspace module discussion.
For your response posts, you must do the following:
Comment on your classmates’ analyses and their answers. Compare and contrast your problem-solving approach to how your classmates solved the problem.
Review the explanations given by your peers for their problem-solving strategies. Your comments may focus on the following:
How did they describe steps to make their explanations clear?
What additional details could they have included?
What details did they include that you may not have?
What changes would you make to your initial post?
Reply to at least two different classmates outside of your own initial post thread.
6-1 Trigonometric Models
Contains unread posts
Michael Foisy posted Apr 7, 2021 12:17 PM
A Ferris wheel is 27 meters in diameter and completes 1 full revolution in 16 minutes
A:.
Amplitude: A = 13.5
27/ 2 - which is half the height of the Ferris wheel.
Midline: h = 14.5
13.5 + 1 = 14.5 – half the height of Ferris wheel +1 for the platform being 1 meter above ground.
Period: P = 16
1 full revolution every 16 minutes
B:
h = -Acos(B*t)+C
h(t) = -13.5cos(Pi/8*t)+14.5
C:
If the Ferris wheel continues to turn, how high off the ground is a person after 36 minutes? 14.5
Daniel Fiedorowicz posted Apr 6, 2021 7:43 PM
to Group 1
Subscribe
Hello All,
A Ferris wheel is 22 meters in diameter and completes 1 full revolution in 16 minutes.
A. A Ferris wheel is 22 meters in diameter and boarded from a platform that is 1 meter above the ground. The six o’clock position on the Ferris wheel is level with the loading platform. The wheel completes 1 full revolution in 16 minutes. The function h(t) gives a person’s height in meters above the ground t minutes after the wheel begins to turn.
Amplitude: Based on the given information the Diameter of the Ferris wheel is 22 meters. The radius of the wheel is Diameter/2 so for this wheel the radius is 11 meters. Therefore the height will oscillate with amplitude of 11 meters above and below the center.
A= 11 meters
Midline: Passengers will get on the wheel 1 m above the ground, so the center of the wheel must be located 11+1=12 meters above ground level. The midline of the oscillation will be at 12 meters.
h= 12 meters
Period: The Ferris wheel takes 16 minutes to complete 1 revolution, so the height will oscillate with a period of 16 minutes. A person riding the wheel will board at the lowest point of the wheel and go up, making the function of the wheel a cosine function.
P= 16 Minutes
Shape= -cos
B. The basic Sinusoidal cosine function would be:
y=Acos(Bx?C)+D
In order to use this formula we need to calculate the value of the period:
2?|B|= 2?|16|=?8
so with that we can plug in the rest given information into the formula:
A=-11
B= ?8
C= 0
D= 12
x= time: t
h(t)=?11cos(?8t)+12
C. If the Ferris wheel continues to turn, how high off the ground is a person after 60 minutes?
I inserted 60 into our function as the value for t, then used excel to find the correct answer.
h(60)=?11cos(?8(60))+12=12
After 60 minutes of riding the wheel the person is 12 meters off the ground.
describe the four-step problem-solving process, discussion help
Please see attached DQ questions 200 words each. Attachments for supplemental information is also provided. 1,1- In your o ...
describe the four-step problem-solving process, discussion help
Please see attached DQ questions 200 words each. Attachments for supplemental information is also provided. 1,1- In your own words, describe the four-step problem-solving process. Explain why each step is important. Create a simple problem that could be used in a classroom and demonstrate how you would use each of the four steps to solve this problem. How would you teach this process in the classroom?1,2- Identify at least five different problem-solving strategies. Discuss when and how you would use each of these strategies to solve a problem. Create a problem, then select an appropriate strategy and describe how you would teach a student to use this strategy to solve the problem.2,1- In your own words, explain the concept of a numeration system. Describe some of the properties that give meaning to a numeration system. How would you teach the importance of numeration systems to a class?2,2- Explain, in your own words, how the concepts of equivalent sets, one-to-one correspondence, equal sets, and subsets have applications in everyday life. Why is it important for students to have a basic understanding of these fundamental concepts?3,1- Discuss various methods you might use to teach the commutative property and the associative property of addition. Explain how these properties are used in everyday life and why they are important to understand.3,2- Discuss the divisibility rules for the numbers 2 through 10. What is the value of knowing and understanding these rules? Give an example of how you would use these rules.4,1- Discuss various models for integer multiplication and division. What are the advantages and disadvantages of each method? Which method would you use to teach this topic?4,2- What are equivalent fractions? Explain how two fractions can be equivalent. Give practical examples of fractions that are equivalent. How would you teach this concept to a class?5,1- Explain how the base 10 number system works. How would you teach the notion of place value to a class? How are decimal numbers related to rational numbers? When is a decimal number also a rational number?5,2- Explain the process of decimal multiplication and division. Explain the mathematical justification for moving the decimal point when performing decimal division.6, 1- In your own words, explain the concept of a variable. Discuss how you can teach a class about the use of variables and how they can be used to create an algebraic expression.6, 2- How would you teach students to translate English statements into algebraic expressions? Discuss some of the common words and phrases used to represent mathematical operations.7,1- Out of the concepts you have studied in this course, choose one that you feel would be particularly difficult for students to understand. Provide a concrete real-world situation or example to help illustrate this concept.7,2- It is necessary to have a good understanding of mathematics in order to teach it. Who do you think would make a better math teacher: a person who has natural mathematical talent and understands concepts easily without making mistakes, or a person who had to struggle to gain their understanding of math and learn to avoid making mistakes?
2 pages
Lda Solution
Question: In the production of new microchips, 4% of parts appear defective. So, any part has a prior probability of 0.04 ...
Lda Solution
Question: In the production of new microchips, 4% of parts appear defective. So, any part has a prior probability of 0.04 to be defective. A certain ...
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