for capturing the sweeping arc of a bright display or large pillars and curtains over a wide landscape. A fast lens refers to the maximum aperture of the lens or the amount of light that your lens will let in. This is usually designated by an “f-number” – for example f/2.8. The smaller the f-number, the bigger the maximum aperture is for your lens and the more light that will be collected in the image. A lens set at f/2.8 will allow your more light into the camera than will a lens set at f/4. You must also have the ability to manually focus your camera lens or to set the focusing ring to infinity. In low-light or dark situations, the automatic focus feature on your camera will not work. Your exposures will depend on the brightness of the aurora and ISO setting. The ISO setting measures the sensitivity of the camera’s image sensor and follows the same principle of ISO ratings for film photography. An ISO setting of 800 increases the sensitivity of the image sensor more so than an ISO setting of 400. As such, a higher ISO setting would be more appropriate for dark or low-light situations. Faint aurora displays, which can sometimes show beautiful hidden colors, might require an exposure lasting up to 30 seconds with the aperture set at f/2.8 and ISO setting of 800. Brighter aurorae can be imaged in less time and with a lower ISO setting. Depending on the size of your lens, longer exposures will also lead to stars trailing in the image. For the most striking photos,…
The Other Side of the Lens Peering through the viewfinder, I adjusted the focal length of the lens. The girls flitted within the frame, fueled by a sugar-induced hysteria. All five cradled ice cream cones, exuberantly embracing each other with sticky hands. Crisp pine trees lined the path through camp, framing the elated chaos. With a click, I stopped down the aperture, extending the depth of field and drawing each member of my wacky sixth grade group into focus. Hitting the shutter, I captured…
Today, I decided to play with my own camera of the ESO Canon. I thought that I have learned manual setting on my mentor’s Leica camera. So I wanted to try with my own camera, since it came with manual settings. First, I tried set different ISO, aperture, and shutter-speed numbers. I have to be honest that it wasn’t easy, because I couldn’t tell if is too dark or too bright. I just had to do my best to guess the ISO and shutter speed. With my first try, the first picture was too dark, so I turn…
ten-base system are important foundations of later mathematical concepts. The development of these concepts takes years and is built upon pre-number and early number development. Therefore, the development of place value and understanding of the ten-base system needs to be understood in relation to early concepts. Classifying and patterning are elements of pre-number development that need to be developed as part of numeracy. Classifying helps children distinguish what to count and forms a basis…
60 was used for basic math and 360 was used for circles The Sumerians also gave us the decimal system. The Hindu’s gave us the Arabic Numeral System which gave mankind counting numbers. With the extension of numbers, math took off. The Hebrew’s gave us another numeral system but this one went into the hundreds. The Babylonians gave us the digit 0 and then we had a a completed number system for that time. Agriculture was a ginormous element when civilization was first coming together and it has…
Computers have all but replaced humans for doing complex calculations. But computers handle numbers much differently than humans do. At this point, the majority of people use base-10 for their math. The base of a number system refers to the number of number symbols used in that system. In base 10 the numbers used are 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. Humans use this system because it shortens numbers. Humans have 10 fingers so it is logical that base-10 counting systems developed naturally. But…
2014 pp. 90 identifies that a major cause of student’s difficulties in mathematics has been how they understand and process numbers. The teacher then writes on the board 723- 246. The class is asked to copy and complete the above exercise in their books. The teacher then asked a student the answer. The student says “four hundred and seventy-seven”. The teacher interrupts the student: “That is not the way you have been taught to do it” The students haven’t discussed to reason on the answer…
note the location of the file) so as to not lose any of your work. Once completed, you will submit this document to WGU for grading. Instruct What student misconceptions have you encountered related to fraction, decimal, and percentage concepts? How do you help students understand the notion of equivalence among fractions or prepare them for this understanding? One misconception I have encountered with fraction is that students have a misunderstanding of what the denominator and numerator…
A student will start to develop their place value knowledge once they are confident using number names, classifying objects, identifying patterns and as they begin to develop their counting skills. From Year 1, the Australian Curriculum expects students to count collections to 100 by partitioning numbers using place value (ACARA, 2016). This means students need to learn about grouping in tens and that two-digit numbers are made up of tens and ones. Booker, Bond, Barrow and Swan (2014, p. 87)…
I. Introduction I became interested creating and applying methodologies for mathematics education because the entry-level mathematics students often encounter difficulties in understanding magnitudes of large numbers. I shall begin my case study from some experiments that how accurately the children could estimate the numbers magnitudes by various aspects of a stimulus. Thus far, my research has followed two lines of inquiry. The first line of study is to identify children’s different…