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===**Tutorial #6  **===

media type="file" key="recording for math.mp3"

**Volume of Prisms and Cylinders **
** Formula: **  ||
 * ==== ==== || ===Base x Height === ||
 * ===== ==== || ===(Length of Base x Width of Base) x Height === ||
 * ===== ==== || ===Volume of Prism === ||
 * ==== ==== || === ===
 * ==== ==== || ===Base x Height === ||
 * ===== ==== || ===Area of circle x Height === ||
 * ===== ====

|| ===<span style="color: rgb(0, 0, 0);">(π x radius ^ 2) x Height === ||

=**Definitions:**= <span style="font-size: 110%; color: rgb(189, 239, 233); font-family: Arial,Helvetica,sans-serif; background-color: rgb(30, 53, 204);">
 * <span style="display: block; font-family: Georgia,serif; text-align: left;">

Polyhedron: **<span style="color: rgb(50, 170, 179);"> a solid made out of polygons
 * <span style="color: rgb(50, 170, 179);">

(note: the shape on the right is a polyhedron because it is made out of pentagons and triangles which are polygons.)

||>

[] ||
 * <span style="display: block; font-size: 120%; color: rgb(105, 35, 139); font-family: Arial,Helvetica,sans-serif; text-align: left;">


 * Polygon:** a shape that has no curves, all its edges are connected, its sides only intersect two other sides...etc.

(note: the circle on the right is not a polygon because it has curves.)

||>

[] ||

<span style="color: rgb(50, 127, 16);">

<span style="font-size: 120%; color: rgb(96, 180, 45);"> <span style="color: rgb(95, 114, 54);">**Volume:** the amount of space taken up by an object, measured in cubic units (ex. cm cubed, in. cubed.)   ||>

[] ||

<span style="font-size: 120%; color: rgb(47, 44, 181);">


 * Bases:** two sides that are parallel to each other and have the same shape and size

||>

[] || Height: **<span style="font-size: 120%; color: rgb(204, 30, 33);"> the vertical distance between the bases (top to bottom), has to do with Theorem 12.6 below
 * **<span style="color: rgb(204, 30, 33);">

"If two solids have the same height and the same cross-sectional area at every level, then they have the same volume" (Geometry textbook, pg. 744). In other words, you only need to find the vertical height of the prism or cylinder, not the height on its side. ||>
 * Theorem 12.6 Cavalieri's Principle**

[] ||  ||

**For more information, click on:** Different explanations: [] [] || <span style="color: rgb(11, 239, 77);">Practice problems: [] [] || Real life application: [] [] ||
 * < [[image:twominutetutorials:infinity.gif width="122" height="121"]] || <span style="color: rgb(245, 36, 158);">
 * <span style="color: rgb(96, 180, 45);">[[image:twominutetutorials:percent-lg.gif width="121" height="121"]] || <span style="font-size: 120%; color: rgb(79, 161, 121);">
 * <span style="color: rgb(240, 209, 25);">[[image:twominutetutorials:pi.PNG width="117" height="112"]] || <span style="color: rgb(240, 209, 25);">
 * [[image:twominutetutorials:sym_less_than_or_equal_sign-blue.jpg width="114" height="114"]] || <span style="color: rgb(128, 0, 128);">

<span style="color: rgb(128, 0, 128);">Old Site:
http://twominutetutorials.wikispaces.com/Volume+of+Prisms <span style="color: rgb(128, 0, 128);"> ||

= = = = = = =Reflection:= ====1.) I thought the scores given to me were fair, because they corresponded to what the college students said, what the rubric required, and the amount of effort I put into the whole project. I also think the scores were relevant and helpful. I agreed with the students’ comments about how the web page was detailed, organized, and easy to follow for anyone, and that the podcast was clear (sounding). However, I also agree with the students’ critique. I agreed with what they said about how there should have been more emphasize on the formula for volume, how there should have been easier practice problems for those unfamiliar with Geometry, and how the real life application example did not apply to finding volume. With these relevant and helpful pointers, I could now know what to improve on the web page.====

====2.) Because of the college students’ comments, I added a formula to calculate the volume of prisms and cylinders, found easier practice problems to add to the previous, more advanced one, and chose a relevant real life application example. Knowing how easy it would be to make these corrections be, I made the changes my webpage.====

====3.) The most important thing to me when working on a project is pacing and doing things step-by-step, due to the fact there are so many chances for error. In this project, I first understood what was being asked of me. With a purpose in mind, I chose an easy math concept I was already familiar with, to make a web page out of, just to lessen the amount I would have to do. Then, I tried to see how Wikispaces worked. Next, I wrote down what I was going to say on the podcast and later recorded it. With the script finished, I was able to know what visuals or were needed. By doing things in this orderly fashion, I could easily find and make changes, because I would be working on one task at a time.====

====4.) From this project, I basically learned how to create a web page and do recordings on the computer. I am not sure what potential applications this skill would provide, but I am positive that any skill that differentiates you from others will be beneficial.====