Tessellating the Sphere with Regular Polygons

2004 ◽  
Vol 97 (3) ◽  
pp. 165-167
Author(s):  
Hortensia Soto-Johnson ◽  
Dawn Bechthold
Keyword(s):  
High School ◽  
High School Students ◽  
Euclidean Geometry ◽  
Spherical Geometry ◽  
Regular Polygons ◽  
School Students ◽  
Disney World ◽  
Spaceship Earth

Spherical geometry can be used to entice students into a deeper understanding of Euclidean geometry. Determining which regular spherical polygons tessellate the sphere is another motivating topic that is accessible to high school students. The most recognizable tessellations of the sphere are found on balls, such as soccer balls, volleyballs, and golf balls. Even Spaceship Earth at Epcot Center in Disney World involves tessellation.

Non-Euclidean Geometry Lesson Promotes Mathematical Reasoning

2021 ◽  
Vol 114 (11) ◽  
pp. 869-877
Author(s):  
Derek A. Williams ◽  
Kelly Fulton ◽  
Travis Silver ◽  
Alec Nehring
Keyword(s):  
High School ◽  
High School Students ◽  
Euclidean Geometry ◽  
Mathematical Reasoning ◽  
School Students ◽  
Non Euclidean Geometry ◽  
Taxicab Geometry

A two-day lesson on taxicab geometry introduces high school students to a unit on proof.

A General Intersection Formula for Subspaces of N-Dimensions

1975 ◽  
Vol 68 (2) ◽  
pp. 153
Author(s):  
J. Taylor Hollist
Keyword(s):  
High School ◽  
High School Students ◽  
Euclidean Geometry ◽  
Algebraic Model ◽  
Analytic Model ◽  
School Students ◽  
Four Dimensions ◽  
Intersection Formula

There are many approaches one could take in making leaps from the plane and space into four dimensions and then into n-space. One approach would be to extend the algebraic model with which most high school students are familiar. In this article, I want to look at an interesting formula concerning intersections by starting with the familiar analytic model for Euclidean geometry.

Activities: The Conic Sections in Taxicab Geometry: Some Investigations for High School Students

1998 ◽  
Vol 91 (4) ◽  
pp. 304-341 ◽  
Author(s):  
Fernand J. Prevost
Keyword(s):  
High School ◽  
High School Students ◽  
Euclidean Distance ◽  
Euclidean Geometry ◽  
Pythagorean Theorem ◽  
Conic Sections ◽  
School Students ◽  
Taxicab Geometry

The urban world in which many of us live does not lend itself to the metric of Euclidean geometry. Assuming that the avenues are perpendicular to the streets in a city, the distance from “fifth and fifty-first” to “seventh and thirty-fourth” is not the familiar Euclidean distance found by applying the Pythagorean theorem. The distance must instead be measured in blocks from fifth to seventh avenues and then from fifty-first to thirty-fourth streets. This taxicab metric, one of several me tries used in mathematics (Eisenberg and Khabbaz 1992), is practical for many applications and helps students pursue interesting investigations while deepening their understanding of familiar topics.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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