Posted by drea on Saturday, August 20, 2011 at 8:20pm.
It is easier to read and understand your prob. in mathematical form.
(-4,-3), (1,1).
d^2 = X^2 + y^2,
d^2 = (x2-x1)^2 + (y2-y1)^2,
d^2 = (1-(-4))^2 + (1-(-3))^2,
d^2 = (1+4)^2 + (1+3)^2,
d^2 = 5^2 + 4^2,
d^2 = 25 + 16 = 41,
d = sqrt41 = 6.40.
Some of the steps can be omitted when you learn the operation.
chicken butt
i RULE!!!!!!!!!!!!!!!!!!!!
, the author's not a eexrpt mathematician (in fact, he's a graphics designer who appears to be working in video games), so he may have never tried going through an explanation of Euler's formula to find out that it's not magic. I only did so myself with the help of a video lecture by Edward Burger that I found on one of his DVD courses on mathematics for The Learning Company: Burger is generally extremely clear and a good resource if you can find his stuff in your library as I did. Not sure what's available on YouTube, etc. to unpack that particular bit of mathematical magic. However, it shouldn't come as TOO much of a shock to anyone who knows at least enough about complex numbers to know that multiplying a vector by i gives a 90 counterclockwise rotation on the complex plane.All that said, the use of color in formulas seems like a great way to organize one's own thinking about what's going on as well as to do presentations to others. Might be a very nice thing to have students do for themselves/each other when they explain their ideas and problem solutions. Kids do like color and coloring, I can say that for sure based on one of the most successful units I've ever taught to alternative education students back in 1999-2000: graph coloring. Students who'd never done squat in my classes suddenly were writing A exams and enjoying themselves. Too bad I didn't figure that out a lot sooner.