by Pearson Education 61 Shape interface An interface **for** shapes: public interface Shape { public double **area**(); public double **perimeter**(); } This interface describes the features common to all shapes. (Every shape has an **area** **and** **perimeter**.) Copyright 2006 by Pearson Education 62 Implementing an interface A **class** can declare that it implements an interface. This means the **class** contains an implementation **for** each of the abstract methods in that interface/

5 – Fire proportion models **for** periods 1987-1991, 1990-1994 **and** 2000-2004 Table 1 –/**classes**, (c) slope **classes**, (d) roads proximity **classes**, (e) population density **classes** (f) **perimeters** of fire events, (g) layer indicating forest **classes** enclosed within the fire **perimeters** In period 3, **4** fires had **area** greater than 20000 ha. They represented 15,40 % of the burnt **area** in this period. Severity of fires has increased over the last 33 years (figure 2). In 2003 burnt **area** extended over about (near 450000 ha) **and**/

**perimeter**, you multiply the sides. **4** cm 2 cm A. She was finding the **area** of the rectangle. Al found the **perimeter** of the square below by adding 5 + 5 + 5 + 5 = 20 cm. Which would be another way to find the **perimeter** of the square? A. **4** + **4** + **4** + **4** + **4**/ asked 24 students but forgot to record the number of votes **for** golf. What number should be in the chart **for** golf? A. 3 B. 2 C. 12 D. 24/that shows what “specials **class**” students like. How many students like both music **AND** art? A. 5 B. 8 C. 10 D. 13 MusicArt/

in square units. 8 x 3 = 24 sq in The **area** of the rectangle is 24 sq in 8 3 **Perimeter** **Perimeter**: The distance around a shape. We measure **perimeter** by adding up all the sides. **For** example: The length is 8 **and** the width is 3. Go ahead **and** label the two missing sides, **and** then add all **4** sides together. 8 + 8 + 3 + 3 = 22 in You/

finding **area**/**perimeter** ssolving **for** missing dimensions given **area** Trapezoids (10.5) ffinding **area**/**perimeter** Kites/Rhombuses (10.6) ffinding **area**/**perimeter** ssolving **for** missing diagonals given **area** Composite Shapes (10.5) ffinding **area** of a composite shape Similar Polygons (10.7) FFinding scale factor, **perimeter** ratio, **and** **area** ratio SSolving **for** a missing **area** or side given a ratio You will get 20min at the beginning to **class** to/

1 Angles **Area** **and** **perimeter** 2 Algebra 3 **4** Triangles 5 Statistics 6 Probability 7 Solids Graphs 9 Bearings 8 Angles FoundationHigher Check B D C A Lines AB **and** CD are parallel. EF is perpendicular to AB. Angle FAE = 47 o Statements 1.Angle AFC is 47 o/This table shows the ages of people in a village. Statements 1.The ages of 25 people are recorded 2. The modal **class** is 20 < x ≤ 40 3. The best estimate **for** the median is 50 Which statements are true? S tatements 1 & 2 are true. Statement 3 is not true. The /

pets? Question #2 The stem **and** leaf plot below shows test scores of a math **class**. Stem Leaf 10 0 9 0/**area** of a rectangle is 18cm². What is the width if the length is 3cm? Question #13 What is the degree of rotational symmetry of this figure? Question #14 A drawing of a deck has scale of 1 inch equal to 5 feet. The actual deck’s **perimeter** is 55 feet. What is the **perimeter**/**for** a cylinder? Question #17 How many inches are in 15 feet? Question #18 What is the volume of a Pringles can with a radius of **4** cm **and**/

parallels that in the Section, Occupancy, **and** Components **for** the building as a whole. Basements frequently have separate uses **and** occupancies. Basement section allows **for** specifying specific uses. Basement: Basement Levels:______________________ Basement **Perimeter**: ______________________ Basement Shape: ______________________ 1-Appx Sq 2- Sl Irr 3- Irregular **4**- Very Irregular Basement Occupancy **Class** Type **Area** Depth Grade Depreciation 1 2 Occupancy: See Codes **Class**: A,B,C,D,S Type/

is his castle, but most people can’t afford the moat You can concentrate your equipment **and** your expertise in a few **areas** It is simpler, **and** simpler security is usually better – Easier to understand **and** audit – Easier to spot broken parts 17 of 102Pondering **Perimeters** What’s wrong with **perimeter** defenses They are useless against insider attacks They provide a false sense of security – You/

talk through the instuctions with the **class**. Discuss the learning outcomes **and** remind pupils to choose the rectangles or compound shapes that will challenge them. Plenary Pupils to reflect on the success criteria **for** the Habits of Mind **and** Maths Objectives Objectives **and** Habits of Mind Level 3 - To understand the difference between **area** **and** **perimeter**. Level **4** - To find the **area** **and** **perimeter** of a rectangle by counting squares. Level 5/

**perimeter**. **Perimeter**: ______ inches Find the **perimeter**. **Perimeter**: ____ feet Find the **perimeter**. **Perimeter**: ____ feet Find the **perimeter**. **Perimeter**: ____ cm Find the **perimeter**. **Perimeter**: _____ feet Draw any figure that has a **perimeter** of 24 centimeters Draw any figure that has a **perimeter** of 18 centimeters Draw any figure that has a **perimeter**/ **for** the meeting? _________ Draw a figure that has an **area** of 14 square units. Fill in the number grid. 532 Draw symbols to make each statement true. = $**4**.98 ____ $**4**./

**for** attacks or other failures –Recover from problems –Reassess goals **and** trade-offs Spring 2009 5R. Smith - University of St Thomas - Minnesota So what will the **class** look/ the protections you intend to useIdentify the protections you intend to use **4**.Implement your defenses 5.Monitor your defenses 6.Recover from attacks Spring /Smith - University of St Thomas - Minnesota Physically securing an **area** What is a secure **perimeter**?What is a secure **perimeter**? –Contiguous - no breaks –A barrier - actually blocks /

* Math.PI * radius; } } Abstract base **class** Shape Implemented by concrete derived **classes** that override the abstract methods **area**( ) **and** **perimeter**( ) Call base constr. first Inheritance Abstract **classes** An abstract **class**: “abstracts out” common behavior from a set of related **classes** that in the general case cannot be described by a common algorithm. Provides a common interface **for** the client to any one of the **classes** in this related set. Although/

**class** (API)API –Look **for** methods such as setTitle(), setSize(), setVisible(), resize(), etc –Many of these are “inherited” from “parent” **classes**. We will discuss this concept in our Inheritance lecture. Frames contd JFrame mainFr = new JFrame(“**Area** **and** **Perimeter** of a Rectangle”); Create the frame by instantiating the JFrame **class**/). You create a grid layout by instantiating the GridLayout **class**. The example here shows a GridLayout with 5 rows **and** **4** columns. Layouts: BorderLayout Has five “regions” into which/

: IShape.cs 2 // Interface IShape **for** Point, Circle, Cylinder Hierarchy. 3 **4** public interface IShape 5 { 6 // **classes** that implement IShape must implement these methods 7 // **and** this property 8 double **Area**(); 9 double Volume(); 10 string Name { get; } 11 } Definition of IShape interface **Classes** implementing the interface must define methods **Area** **and** Volume (each of which take no arguments **and** return a double) **and** a read-only string property/

a polarized, non-colliding **and** aggregate motion. 8 Presentation Outline Motivation – Definitions The SenseSwarm Framework Task 1: **Perimeter** Construction Task 2: Data Acquisition Task 3: Data Replication Task **4**: Query Execution Experimentation Conclusions & Future Work 9 Task 1: **Perimeter** Construction Problem: How do we construct the **perimeter** **for** N sensors? Centralized **Perimeter** Algorithm (CPA) Collect all sensor coordinates Calculate **Perimeter** Disseminate **Perimeter** Disadvantage: Collecting all/

Do you think that would be the result **for** any fixed **perimeter**? In other words, if I gave you a new fixed **perimeter** (**for** example: 50 ft), would this same shape give you the maximum **area**? NO YES When you look at your graph, you will notice that the **area** increases **and** then decreases. This happens because the base **and** height switch. This will always happen when calculating/

Building Java Programs Interfaces, Comparable reading: 9.5 - 9.6, 16.**4**, 10.2 2 3 Related **classes** Consider **classes** **for** shapes with common features: Circle (defined by radius r ): **area**= r 2,**perimeter**= 2 r Rectangle (defined by width w **and** height h ): **area**= w h,**perimeter**= 2w + 2h Triangle (defined by side lengths a, b, **and** c) **area**= √(s (s - a) (s - b) (s - c)) where s = ½ (a + b + c/

**for** evaluating the truth of the student’s claim. Engage the student in exploring the truth of the claim. Chinese Teachers Approach 1. Justifying the students’ claim as correct (16/72). First Level of Understanding: Disproving the claim (50 of 72) Second Level of understanding: Identifying the possibilities Third Level of Understanding: Clarifying the conditions by exploring the numerical relationships between **perimeter** **and** **area** **and**/

**and** three-dimensional solids **and** their **areas** **and** volumes. They use these relationships to determine **perimeters**, **areas** **and** volumes of a range of shapes **and** objects. They use **and** calculate rates in their everyday experience. Mathematical Reasoning Level **4** At this level students continue to formulate **and** test conjectures in the **areas** of space, number, measurement **and** chance **and** data. The emphases are on providing evidence **for** conjectures **and** arguments, systematically testing these conjectures **and** arguments **for**/

**perimeter** of the figure? 3 Meters Factor the following quadratic? 3 Meters Two cartons weigh 3x – 2 **and**/ 2x – 3. If the average weight of the cartons is 10, the heavier carton weighs how much more then the lighter carton? 3 Meters In the scale drawing of the floor of a rectangular room shown below, the scale used was 1 centimeter = **4** meters. What is the actual **area**/the **area** of the square, in square feet? 7 2 Meters **For** /**class**. How many students are in the **class**? 1 Meter In the figure below, points A, E, **and**/

image w/**perimeter** Thresholded dNBR image w/**perimeter** Statistical summary MTBS Methods – Data Summary & Reporting Burn severity data are summarized with key geographic strata Summary of severity acres by: NLCD/Landfire land cover **classes** Administrative ownership Watersheds Geographic **Areas** Summary of severity acres by fire, state **and** national extents Reporting documents **and** trend analysis summaries are generated at end of reporting cycles **for** current year **and** historical fires/

they contain material you are expected to remember from CSE 142 **and** 143. **For** additional review material, consult Ch. 1-6 of Core Java. 3 Primitives vs. objects; value **and** reference semantics **4** A swap method? Does the following swap method work? Why /Suppose we have 3 **classes** Circle, Rectangle, Triangle. Each has the methods **perimeter** **and** **area**. Wed like our client code to be able to treat different kinds of shapes in the same way: Write a method that prints any shapes **area** **and** **perimeter**. Create an array/

–**area**= r 2 –**perimeter**= 2 r Triangle –**area**= (1/2) b h –**perimeter**= side1 + side2 + side3 CS305j Introduction to Computing Inheritance **and** Polymorphism 17 Common behavior Lets write methods getPerimeter, getArea, **and** draw **for** all our shape types. Wed like to be able to treat different shapes in the same way, insofar as they share common behavior, such as: –Write a method that prints any shapes **area** **and** **perimeter**. –Create/

. First HalfSecond Half 18 36Mr. Rosas’ **Class** Mrs. Jones’ **Class** How many more points in all did Mr. Rosas’ **class** score than Mrs. Jones’ **class**? 49 28 Hexagon 3. Riddle A square has a **perimeter** of 12 inches **and** an **area** of 9 inches. What is the length of one side? Octagon Solve. **4**. Cecily collected 19 bags of aluminum cans **for** a school recycling contest. Each bag contained/

**perimeter**? A: **area** B: **perimeter** Story problem #3 If Colin had 100 books in his bookshelf, **and** he sold 65 of them, then he sold 32. how many books does he have left over? A: 3 B:7 C:9 Story problem #2 Marta has 25 cookies **for** a **class** of 12. how many cookies does each student get? A: 2 B:1 C: 2 **and**/A:7 B:9 C:**4** What is the formula **for** the volume of prisms ? A: b x h B: h x w C: b x h x w What is the formula **for** the volume of a triangle? A: ½ x B x h B: ½ x b C: b x h What is the formula **for** the volume of a /

**PERIMETER** of the new square? If a square with an **area** of 36 square units is dilated by a scale factor of ½, what will be the **area** of the new square? John bought 3 shirts **for**/? 5 meters x **4** meters 3.5meters A bag of lollipops contains 8 grape, 6 strawberry, **and** 11 green apple. If/**and** rolling a number greater than2? Mr. Jones is playing a game with his **class**. He will spin one time at the end of **class**. If the spinner lands on a multiple of three, the **class** gets to leave a minute early. After 3 days the **class**/

these quantities } Chapter 12 10 The complete code **for** the CALCULATE BUTTON handler private **class** CalculateButtonHandler implements ActionListener (1) { public void actionPerformed(ActionEvent e)(2) { double width, length, **area**, **perimeter**;(3) length = Double.parseDouble(lenthTF.getText());(**4**) width = Double.parseDouble(widthTF.getText());(5) **area** = length * width;(6) **perimeter** = 2 * (length + width);(7) areaTF.setText(“” + **area**);(8) perimeterTF.setText(“” + **perimeter**);(9) } Chapter 12 11 l Must create the/

the Geometry interface. each of which implements the Geometry interface. Java Solution: The following **classes** implement Geometry, therefore, to implement the **area**() **and** **perimeter**() methods. each **class** is required to implement the **area**() **and** **perimeter**() methods. Circle 1.public **class** Circle implements Geometry 2.{ 3. private double radius; **4**. 5. public Circle() // constructdor 6. { 7. radius = 0.0; 8. } // constructdor 9. public Circle (double r) // constructdor 10. { 11. radius = r/

will be using in **class**!!) Digital Scale Used in Science Used in everyday life… Spring Scale Graduated Cylinder Used in Science Each group will have a scale, spring scale **and** graduated cylinder. You will practice finding the mass, weight **and** volume of a / Answer the following questions: 1.What is a graduated cylinder used **for**? (list two reasons) 2.Calculate the following **for** the shape: A.**Perimeter** B.**Area** C.Volume 3. What is the main difference between mass **and** weight? Height: **4** cm Length: 6 cm Width: 3 cm

**class**… Hai hai hai hai hai A trapezoid is a quadrilateral with exactly one pair of parallel sides. Exercise 1 Determine the **perimeter** **and** **area** of trapezoid below! AB C D 10 cm 6 cm 12 cm E Exercise 2 Mr. Karyo has a land which shape is isosceles trapezoid. The length of its parallel sides are 100 m **and**/of the height **and** parallel sides of the trapezoid! Exercise 3 Determine height, **and** parallel sides of trapezoid below! A = 324 cm a = 2b t = (a + b) /2 AB C D t cm b cm a cm Exercise **4** The /

Open your books to Stretching **and** Shrinking, Page 42. Get your sheet of graph paper from last Thursday from your **class**’ exit slip box. Have out paper **and** pencil **and** be ready to work. **For** parts (1)-(3), draw a /**perimeter** of rectangle A. The new rectangle is 10 by 20. The new rectangle is 2 by **4**. The scale factor is ½. Sketch this rectangle on your paper. **For** parts (1)-(2), draw a triangle similar to triangle B that fits the given description. Find the base **and** height of each new triangle. 1.The **area**/

scanf("%f", &num2); if ( 0 ) // After running add a ! before ( 0 ) **and** 0 { // **and** rerun if (num1 > num2) printf(" The first number s greater than the second. "); else printf("/**4**. Ask **for** width.……………….……………………….….. PCF #3 5. Read/record the width ………………….…………….….. PCF #3 6. Calculate **area** (**area** = length * width ).………………….… PCF #**4** 7. Calculate **perimeter** (**perimeter**= 2 * length + 2* width)…. PCF #5 8. Display answer ……………………………………………. PCF #6 9. Terminate …………………………………………………. main( ) *****************/ In-**class**/

the **area** **and** **perimeter** of rectangles is specifically targeted in this lesson. Materials The materials required **for** this **class** are a little prohibitive because of the time required to prepare them. **For** each **for** each group of students I used: 1- 12"x12" piece of corkboard 2 - 10" sections of wall 2 - 8” sections of wall 2- 6" sections of wall 2 - 5" sections of wall 2- **4**/

give half the **class** the rectangles (Section A, 1-**4**) to work with **and** half the **class** the triangles (Section B, 1-**4**.) Then have team report out their findings. Rectangles (mouths) J, L, **and** N are /**Area**: J = 16 L = **4** N = 36 The **perimeter** of the larger rectangle is the scale factor times the **perimeter** of the smaller rectangle. (You have increased all sides by the same factor!) The **area** of the larger rectangle is the “square of the scale factor” times the **area** of the smaller rectangle. Triangles (noses) O, R, **and**/

Check (over Lesson 3-5) Main Idea **and** Vocabulary California Standards Key Concept: **Perimeter** of a Rectangle Example 1: Find the **Perimeter** of a Rectangle Example 2: Real-World Example Key Concept: **Area** of a Rectangle Example 3: Find the **Area** of a Rectangle Example **4**: Use **Area** to Find a Missing Side Lesson 6 MI/Vocab **perimeter** **area** Find the **perimeters** **and** **areas** of figures. Lesson 6 CA Standard 6AF3.2/

size add: addMany: January 2001© Programming Technology Lab 13 **4**. Support **for** FW Refactoring Refactoring conflict ! After merging, size in NestingFolder /**area**,«operation») P 1 = AddEdge(**area**,radius,«uses») P2P2 P1P1 P2P2 Undefined source conflict Syntactic conflict if P 1 **and** P 2 are not parallel independent G Circle «**class**» **area** «operation» **perimeter** «operation» radius «attribute» «uses» > G2G2 Circle «**class**» **perimeter** «operation» radius «attribute» «uses» G1G1 Circle «**class**» **area** «operation» **perimeter**/

**4** in 1.Calculate the **Perimeter** of the figure. 7 in 2 in **4** in 2 in 3 in P = **4** + **4** + 7 + 2 + 3 + 2 P = 8 + 9 + 5 P = 17 + 5 P = 22 in 2. Calculate the **area** of the figure. 7 in 2 in **4** in 2 in 3 in A = (**4**)(**4**/**and** word problem. 2. The problem of the week must follow the Read, Think, Solve, Justify format. 3. When you are finished, turn them in. **4**. They are due Friday. Reach **for**/ work at the end of **class**. Changing Dimensions A rectangular prism has a length of 2 ft, width of 3 ft, **and** height of **4** ft. If the width is/

AE **class** in the afternoon. 2 D **AND** 3 D SHAPES & FORMULAS Click on the link. **Area** **and** **Perimeter** of a Triangle 2 D **AND** 3 D SHAPES & FORMULAS CLICK ON THIS LINK HTTP://WWW.YOUTUBE.COM/WATCH?V=Y_-CONZMITO HTTP://WWW.YOUTUBE.COM/WATCH?V=Y_-CONZMITO Squares **and** rectangles **Perimeter** is the distance around a figure. **For** a rectangle or square, we can find the **perimeter** using/

of the MARTA stations sandyspringsga.gov Land Use Planning – Action Items Develop more detailed small **area** plan **for** the **Perimeter** Center **area** Develop report **and** associated map compiling what is zoned, built **and** the remaining entitlements **for** project in the **Perimeter** Center **Area** Develop revised, longer zoning process **for** major projects – based upon project size **and**/or location Increase density around MARTA transit stations, reduce density outside of MARTA station zone/

1, 2, 6 Objectives Find the **perimeter** **and** **area** of four figures: Square – Rectangle – Triangle – Circle Honors know VOLUME Use a general problem solving plan Homework Pg 56 (21-31) ALL Pg 56 (32 - 36) ALL Pg 57 (41-48) ALL HONORS Pg 57 (# 49) Lesson 9 In **Class** Page 51 – 54 Examples 1 – **4** Page 55 (#’s15-20) **Perimeters** & **AREA**’s Circle http://www.mathopenref.com/

**and** circumcised in a circle are shown below: Drawing Commands **4** DIVIDE-Creates evenly spaced point objects or blocks along the length or **perimeter**/this **class**: A (All): The entire drawing is shown on the screen C: Circle specify the center point **for** a/**and** displays the total cumulative measurements of subsequent **areas** that you specify. You can pick points **and** select objects to obtain the calculation. **For** example, you can select two objects to obtain a total **area**. Subtracts **areas** **and** **perimeters** from a total **area**/

**Area** Approximation: **class** 2 algorithms Pattern approximation: the **perimeter** of a potential neighbor is approximated through a series of segments. **For** the new cell, the segment linking the center **and** a **perimeter** point is considered; if it intersects one of the **perimeter** segment of the potential neighbor, the coverage **areas**/ Self-configuration module Send multicast data IGMP Membership_report ACK/NACK IGMP Membership_report **4** 6 7 5 Network Database Neighboring eNodeB IGMP module Self-configuration module /

**For** a shapefile, you need to apply Calculate Geometry to an appropriate column in the attribute table (or convert to a geodatabase) . The shape index can be calculated from the **area** **and** **perimeter** measurements. (Note: shapefile **and** shape index are unrelated) Spatial Measurement: Calculating the **Area** of a Polygon 10 5 2,3 7,7 7,3 6,2 **4**,7 **Area**=(2 x **4**)/2=**4** **Area**=(3 x **4**)=12 **Area**/ market segments--yuppies, nerds, etc (**class**.) creating soils or zoning map (**class**) Implement in ArcView 9 thru ArcToolbox>Generalization/

**for** the fund-raiser? A 339 square feet B 1,357 square feet C **4**,071 square feet D 12,214 square feet G.E1 (B) Correct Answer - C July 2004 #**4** G(e)(1) Congruence **and** the geometry of size G(e)(1) Congruence **and** the geometry of size. The student extends measurement concepts to find **area**, **perimeter**, **and**/ in technology **classes** is 9 to 8. If the total number of juniors **and** seniors enrolled in these **classes** is 51, which of these best represents the percent of students enrolled in technology **classes** who are seniors/

Review **perimeter** **and** **area** Quiz Objectives (checks) Understand, select **and** use units of appropriate size **and** type to measure angles, lengths/distances, **area**, surface **area** **and** volume. Solve contextual problems that require calculating the **area** of triangles **and** parallelograms. Prepares **for**: 0506.**4**.2 Decompose irregular shapes to find **perimeter** **and** **area**. Remember!!! **Perimeter** - all sides added together **Area** of square **and** rectangles - A = length x width - A = l x w Remember!!! **Area** of parallelograms - A = base x/

name, double side) { super(name); mySide = side; } public double **perimeter**() { return **4** * mySide; } public double **area**() { return mySide * mySide; } Uses the keyword extends Implements all the abstract methods from the Shape **class**. Uses the super to access name from the constructor. Adds its own instance variable mySide Tester **class** **for** Shape import java.util.Scanner; public **class** ShapeTester { public static void main(String[] args) { //cannot do this/

**4** **Area** of Rectangle 1 : 24.00 **Perimeter** of Rectangle 1 : 20.00 Enter length, breadth : 8 5 **Area** of Rectangle 2 : 40.00 **Perimeter** of Rectangle 1 : 26.00 Automatic Local Variables Scope : visible with in the function. Lifetime: re-created **for** every function call **and**/Static Global Variables Scope: Visible to all functions with in the file only. Lifetime: exists till the end of the program. Storage **Classes** – Scope & Lifetime #include void showSquares(int n) { if(n == 0) return; else showSquares(n-1); printf(“%d /

Tutorial # 5 MR #6.1, 6.3, 6.5, 6.7, To be discussed on March **4**, 2015. By either volunteer or **class** list. MARTIN RHODES (2008) Introduction to Particle Technology, 2nd Edition. Publisher John Wiley & Son, Chichester, West/**area** = A; wetted **perimeter** = S B A; S B : Particle surface **area** per unit volume of the bed. Total particle surface **area** in the bed = S B AH **For** packed bed, wetted **perimeter** = S B AH/H = S B A Darcy (1856) Carmen-Kozeny eq.: Turbulent flow: A Sv = 6/x General equation **for** turbulent **and**/

MysteryRomance Inheritance The child **class** inherits the methods **and** data defined **for** the parent **class** To tailor a derived **class**, the programmer can add/**4**.0 ); p[3] = new Employee( "bob", 29, "Boston", "617-555-1212", 100000.0 ); if( p[3] instanceof Employee ) ((Employee) p[3]).raise(.04 ); printAll( p ); } generics public abstract **class** Shape implements Comparable { public abstract double **area**( ); public abstract double **perimeter**( ); public int compareTo( Shape rhs ) { double diff = **area**( ) - rhs.**area**/

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