Search Results for 'cartesian'
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Search Results
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In reply to: UEB Math worksheets for 1st grade
Hi Melissa!
With respect to analog clocks in tactile graphics, we can say with certainty that the rules for adding braille to analog clock TGs have not changed from those published in Guidelines and Standards for Tactile Graphics (GSTG) 2010. I have inside information from BANA that soon-to-be-released updates in GSTG do not make any changes to this.
Specifically, following the rules under GSTG 6.1, we should not add the numeric indicator to digits on analog clocks, whether using the UEB Technical code or Nemeth code.
At the very beginning of Unit 6-1 in Guidelines and Standards for Tactile Graphics (GSTG) 2010, there is a table that indicates when to use the numeric indicator and when not to use the numeric indicator. It indicates that the numeric indicator is not to be used in Cartesian graphs, clocks, number lines and other types of technical graphics. I am including a screen shot of the relevant page from GSTG in this reply to your question.
This goes for inside and outside these types of graphics. Learners should have been taught that these types of graphics will not contain any numeric indicators. However, note that the grade 1 indicator is necessary in certain case if single letters or letters corresponding to shortform words are used in these types of graphics.
Hope this helps!
If you have any additional questions related to this or if you have other questions pertinent to TGs, please don't hesitate to ask.
In reply to: UEB Math worksheets for 1st grade
The question of whether to use the numeric passage indicator and numeric terminator has come up again but with more than analog clocks. Should we use the numeric passage indicator on the line before and after the image for clocks, number lines, Cartesian planes/coordinate grids or do "we just ignore the general UEB rules in this situation despite none of the official ICEB or BANA books about UEB stating this exception." The quote is from a coworker that is still trying to get me to use the numeric passage indicator on analog clocks.
Do we use any type of numeric indicator or terminator for analog clocks, number lines, or Cartesian graphs? Before or after the graphic or inside the graphic?
Please help.
Thank you!
Topic: Sets of numbers – R, N, Z
The Cartesian product of the three sets R, N and Z is RxNxZ = [(s, y, z): x is a member of R, y is a member of N, z is a member of z}. I think it is what you called a double struck R. I tried to copy and paste from the document, without any luck. Hope this helps.
In reply to: Labeling values on cartesian graphs using UEB code
Kathedral,
With a little help from our friends in the TG world at NBA, we can offer the following.
For Tiger Software Suite
Set your system to create lines according to the following:
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<li style="list-style-type: none;">
- Axis lines: Drawing Color 6, Line width 2
- Tick marks: Drawing Color 6, Line width 1
- Grid lines: Drawing Color 2, Line width 1
- Braille symbols: Drawing Color Braille
In MS-Word or CorelDraw, use a 1-point dashed line for the background grid, and a 1.5-point solid line for both axis lines and the tick marks.
In all applications, the actual plotted line should be heavier than any other line on the TG.
Finally, I encourage you and others to attend the 'Braille Bytes' webinar this Tuesday, 17 December. Our topic will be the relevant rules and considerations for creating a Cartesian Coordinate TG as you see here. See the following for logging in!
<b>Braille Bytes: Basic Scientific Graphics</b>
<i>Presenter: Donald Winiecki</i>
Tuesday, December 17 at 1:00p ESTDescription: Across all STEM fields, the most basic and even the most common scientific graphics are those that appear on an X-Y coordinate system (i.e., the Cartesian coordinate graph). In this webinar, we will first introduce critical standards that apply to all Cartesian graphs, and then show how those standards apply as the graphs become more complex. We will also explore important design considerations for each tactile graphic based on their end-use and method of production.
<b>TO JOIN</b>
<b>Please join from your computer, tablet or smartphone.</b>
https://global.gotomeeting.<u></u>com/join/389957541
<b>You can also dial in using your phone.</b>
United States: +1 (646) 749-3129
Canada: +1 (647) 497-9391
Access Code: 389-957-541Please let us know if these resources provide you with what you need!
_don winiecki
In reply to: Labeling values on cartesian graphs using UEB code
Hello.
Are you aware of any settings, like the above, for Cartesian graphs that would assist with Windows (print to Tiger Embosser) or Tactile View?
In reply to: Labeling values on cartesian graphs using UEB code
Thanks for the question Susan!
The following responses reference <i>Guidelines & Standard for Tactile Graphics, 2010</i> (i.e., GSTG). If you're curious, you can find GSTG at the following URL: http://www.brailleauthority.
First off, GSTG (2010) specifies that we should omit the number sign on Cartesian graphs (see GSTG, Unit 6, pages 6-1 through 6-2, and section 6.6.2.1). No transcriber's note or other accounting is required for this. However, GSTG indicates that if the labels allow for confusion in cases where braille might be interpreted as either a number or alphabetic character, the numeric indicator (dots 3456) should be used to clarify what is meant. That said, since you indicate that the teacher wants an <u>empty</u> Cartesian graph (i.e., a graph without braille labels for what each axis represents) for students' use, there may be no such confusion and a numeric indicator will likely not be necessary anywhere on your TG.
If you are faced with crowding on the coordinate number lines, GSTG 6.6.2.3 allows us to omit some of the numbers. For example, while including all tick marks from -10 to 10 across the coordinate regions you could choose to omit odd numbers to save space.
For more space saving, it is also allowable to omit the dot 5 from negative number signs. This follows from the way GSTG correlates information on number lines with the way we should represent the axes on a Cartesian graph -- see GSTG 6.5.1.11 (page 6-21) and the example in GSTG on pages 6-23 through 6-25.
In general, all of the advice in GSTG 6.6.2 is useful when converting Cartesian graphs to TGs.
Additionally, it may be important to find out what methods students will be using to plot information into the empty Cartesian graphs you provide. This is because the plotted lines students add should be the most distinctive lines on the graph (GSTG 6.6.2.2). This means that you should choose a method for reproducing your TGs so that whatever method students use to plot data on the Cartesian plane, those lines will be bolder and more distinct than your grid lines and axis lines.
While we are on the topic of the tactile "vocabulary" of lines on a Cartesian graph, GSTG 6.6.2.2 indicates that the grid lines should be the least distinctive of all lines on the graph, and the axis lines should be tactually distinct from the grid lines. However, as above, the actual data plot lines should be the most distinctive on a completed graph.
Finally, our resident expert in the use of CorelDraw on the <i>NBA TG Skills Group</i> provides the attached screenshot for setting up and using CorelDraw's "TM Macro" to accomplish the above. Please note that the "TM Macro" in CorelDraw will automatically insert numeric passage indicators and terminators above and below the Cartesian graph, and insert dot-5 before the minus sign on negative numbers -- you will have to remove those features manually after the "TM Macro" in CorelDraw does it's thing.
Please let us know if this answers your questions!
Good morning,
I have been asked to make blank cartesian graphs, in UEB, for a 6th grader. The teacher wants the graphs to have units of 1 labeled, in all 4 quadrants from -10 to 10. What suggestions might you have for me to fit this with as little over-crowding as possible? I plan to eliminate the dot 5s with the negative signs. But what about the numeric indicator? Could this be eliminated as well? Thank you for your help!
Susan
In reply to: Number Lines
Hi Raymond, thank you for writing and supplying an example for viewing.
To answer your question regarding margins for number lines, we can state the following under these conditions. If the transcription involves Nemeth within UEB context and allows the use of braille cells to represent number lines, 4th grade or higher, BANA guidance advises following Nemeth format decisions within [BANA 2016] Guidance for Transcription Using the Nemeth Code within UEB Contexts. p. 19, step 7.
Graphics are spatial arrangements that are arrayed on more than one line in print. With this said, material is placed between blank lines within margin parameters that accommodate Nemeth displayed material. Therefore, displayed material would follow, narrative, exercise without subitems, and exercise with subitems Nemeth Code rules. This means the graphic can be placed two cells to the right of the material above with runovers two cells to the right of that.
For the sample you’ve submitted, the graphic can be placed in 5-7 if all the number lines can be accommodated on one line. We recommend you spot-check the material in its entirety before making any formatting decisions. The main objective to consider is that number lines are similar to Cartesian graphs, in that, it is imperative to maintain the proportional spacing between units to be measured. If it is found that some number lines require division between lines, we suggest you employ [G&S 6.5.1.11] for all number lines and place indentions in cell 3. A transcriber’s note can be placed at the beginning of the volume explaining the format used for number lines and the reason for it.
Hi Elizabeth, the tactile graphics committee would like to reiterate the fact that zig zag patterns should not be added to a TG when they are non-existent in print. One should always strive to make the “material fit” using the G&S 6.6 Graph component guidelines as I mentioned earlier. Now in the event that these “breaks” do exist in print, follow print design. These can be spurred then thermoformed if using the collage method or drawn as lines when using graphics software. Regardless of the method used, you might want to input a transcriber’s note explaining what the interruption method is (lines, zigzags, etc.) and what these breaks achieve.
Attached please find a Cartesian zig-zag interrupted y-axis, followed by a bar-graph break image and TG transformation.
NOTE: THIS IMAGE WAS RETRIEVED FROM: https://peltiertech.com/broken-y-axis-in-excel-chart/
I am attempting to create cartesian graphs using MS Publisher. I've gone through each of the BANA Guidelines and Standards for creating graphs and our tiger embosser isn't handling it well.
The 2.5 pt solid lines for the X and Y axis cuts through the paper and 1.5 pt dotted grid lines will not register (the tiger often ignores it). It also seems impossible to get numbers embossed along the axes of a 4-quadrant graph without completely whiting out the area behind the numbers.
What adjustments should/can I be making in order to emboss a workable graph with a tiger? I am stumped. If someone can share an example of a basic grid that my tiger can emboss, I'd greatly appreciate it!
In reply to: Shaded Area in Graph
Hi, again,
I found a copy of the Guidelines and Standards Supplement that had a similar Cartesian Graph in Example 10. Do you know what they used to make the shaded regions? I thought at first they were the metal plates that came in the gray boxed graphic tools from years ago. I do not think they are though, at least not the ones I have. Any help would be appreciated.
Thanks,
SusieIn reply to: Number alignment for line graphs in nemeth code.
6.6.4.1 is referring to the numbers which are values along the axis line -- those that label the ticks -- specifically on line graphs. Since a line graph is usually the upper right quadrant (6.6.4) there would not be negative values.
Please provide a scan of the example in question, so that we can determine whether it is a Cartesian graph or a line graph. 6.6.2.3 is referring to lines on a Cartesian graph and in 6.6.2.1 is says that the numeric indicator is [u]not[/u] used on Cartesian graphs regardles of whether they are transcribed in literary or Nemeth code.
Many transcribers get confused over the differences between a line graph and a Cartesian graph. Hopefully when you provide a scan, we will be able to clarify the intent of the Guidelines.Betty
In reply to: Numeric Indicator
I have to admit I have some confusion about the whole Cartesian graph thing. The first example is obviously a Cartesian graph and needs no numeric indicator on the axes values. If you could give me a day, I will check with someone who is more knowledgeable about math things, just to be sure.
In reply to: graph question
Cartesian graph
Guideline 6.6.2 of the Tactile Graphics guidelines gives only a few remarks about Cartesian Graphs. 6.6.2.1 says that numeric indicators should not precede the numbers on the x-axis and y-axis lines. (I don't know if the supplement of braille examples is available yet.)
My recommendation is to include only what is in the print copy, that is, braille the 10s and the -10s, aligning as you would in a number line only without the numeric indicators. Because the graph is isolated in this example (there is only one of them on this page) I would reproduce exactly what you see in print.
As a side comment, having brailled hundreds of these graphs, within a chapter full of Cartesian graphs I do not feel that it is necessary to reproduce all 400 dots for every single graph. The first graph should be shown in full, but following graphs in the chapter can be simplified. You can tell the reader in a transcriber's note that all squares or dots or tic marks on the x- and y-axis scale are "one unit" which eliminates the need to constantly show the 10s and -10s (which often get in the way of the graph line). You also need not show the entirely empty quadrants, as long as you include the origin and a few units above/below/left/right of it for orientation within the plane. I would apply these suggestions only to high school and levels above that.
**IF THE SCALE CHANGES you must be very sure to show a full graph grid and include all labels. A TN telling the reader that the scale has changed in the next graph is very important.
As always, I welcome comments to the contrary.
Topic: graph question
Hello!
The attached cartesian has only the values identified on it as -10 and 10 for both the x- and y-axis. (I'm not worried about the A and B points plotted on the graph) I am hoping it has attached--it is difficult to read. Would I only put in the -10s and 10 when making my graph? Or do I put in the range that will fit (probably even numbers), even though the sighted students would not have access to that and would have to count? Thank you very much for any assistance. I did not find anything about that specific issue in the TG book.
Susan
