6.03 Calorimetry Honors Lab

A right triangle has an area of 54. If the base is 9, what is the perimeter?

The next thing we have to do is find the perimeter of the small triangle & that comes out to be 58 in.

32. A right circular cone cut parallel with the axis of symmetry could reveal a

The initial circumference of the balloons were 41.5cm. The temperature of the hot water was 58℃, the room temperature water was 25℃ and the cold water was -4℃. After the balloons were placed in the water for 3 minutes, we got our results. The final circumference of the balloon in the hot water was 40.5. It shrank 1cm less which is a surprise since it should expand.

To prepare a quantitative solution, you need to know the weight of the substance and the quantity of the solution. For example, you have 40 grams of NaOH (Sodium Oxide) in 1000mL of water. The amount of water and weight of the substance makes a Mole. one mole is equal to 1000mL of water and 40 grams of NaOH and varies by the amount of water you have but the weight of the substance must also change. To make a correct solution, you need to know the atomic mass of the substance and how much water you have in mL or L. If there are multiple elements, you need to add the combined weight of all elements (EX. NaOH= 23+16+1+40 grams.) and then divide the weight by the mass. To make a solution, you should use a beaker or flask that can measure at least

We’re looking for the angle marked so to find it we use the formula for sin(x) which tells us to take the opposite value (0.915m) over the hypotenuse value (1.524m) and plug it into a formula using arcsin, which will give us the angle. So we have:

To identify a Special Right Triangle. The angle measure must be known first. If the given angle measure is 45°-45°-90° Special Right Triangle. Also if the given angle measure is a 30° or a 60°. Then the triangle is a 30°-60-°-90° Special Right Triangle

The height is 16 feet because since the triangles are similar by AA similarity. With that being said, you have to set up the triangles proportionally, so you have 5 over 20 is equal to 4 over x, then you solve for x. 2 angles of one triangle are congruent to 2 angles of the second triangle. So you have 20/5=x/ then cross multiply. Once you cross multiply u get 5x = 80, then solve it to the height. That is how you get 16 feet for the height

It would be depicted into a diagram of triangle as follows: Diagram

A preconception that my students might have is that they wrongly believe that only angles with the same orientation can be of the same size. In order to address this false statement, as we are going over classifying angles, I will not only be giving same oriented angles but angles that are oriented opposite. For my students a common misunderstanding in this learning segments are when students cannot correctly identify a pair of vertical angles and liner pair angles or students identifies a non-vertical angles as vertical angles. In order to get over this misconception, I will provide students with strategies they can use when examining angles. I will show them some examples and give them enough think time to analyze the problem and come up

D, and H. If pairs of shoes were sold at halfprice, the straight line connecting points A and

“The three points of intersection of the adjacent trisectors of the angles of any triangle form an equilateral triangle” (Bogomolny).

D − R + = 5 6 7 8 4 3 7 8 = 4 3 8 7

c £1100 when x = 1.45 so 145 boards hired out 7 b r (m) A (m2) 1 106 2 75 3 90 4 126 5 177

If you know base (b) and height (h) of the triangle, the following formula can be applied.