Project Math Access DVD 05 - Geometry - Part 16
Transcript Start
Audio Description: Part sixteen, production and use of complex tactile drawings; example one.
TEACHER: One of the examples that is difficult for a visually impaired student to do is one that covers a lot of different angles and lines. As a sighted person we can see the whole picture at one time and we can find angle 1 and then quickly find angle 11.
Whereas a blind student who is using the Braille has to systematically search the whole page to find the information. And John is going to demonstrate how this is difficult.
Audio Description: The problem consists of seven intersecting lines. There are thirteen angles identified.
TEACHER: So, John, if you want to try to find number 21.
Audio Description: John flips to the second page of the test.
JOHN: Okay, here we go. This is 21 and it says "Find the measure of angle 6". So I’m going to flip through these graphs here.
Audio Description: John flips to the back of the test, which contain a set of tactile graphics which have already been created. Okay, here's the correct graph. It wants me to find the measure of angle 6, okay.
Audio Description: The lines and angles were created using the braille writer and a glue gun. And the angles are identified in braille. John continues to search for angle six.
JOHN: That's angle 8, 7... angle 6 is right here. But see where, okay, angle 6 is right, it's this angle right here.
Audio Description: The camera shows a close-up of angle six and two neighboring angles.
JOHN: But now some of the, well let's see, this one was actually kind of an easy one to do actually. I hate to say it. Because it's not, I mean I can tell clearly that this is the angle, some of them they were so close together I couldn't tell what the braille is... pointing to or you know, what the labels are pointing to because the angles are so close together. But angle 6 is right here.
TEACHER: Okay, look up question 18.
Audio Description: John goes back to page two of the test.
JOHN: 18, 18... This wants angle 3.
Audio Description: Once again, John flips back to the back of the test and the tactile graph.
JOHN: One thing that is a little weird about this one is that some of the angles aren't labeled; these two angles up here that I'm talking about that aren't labeled at all.
Audio Description: John points to the two angles that are not labeled.
JOHN: 1, go down, 5, 5... Okay, here's angle 3 right here. It's on the inside of the figure. It's this one right here.
Audio Description: John points to angle three.
TEACHER: Okay, good. What is one of the difficulties with now if you, they are asking you to find the measurement of angle 3... now you've already found the measurement of angle 1 and 4, but how have you, would you... document that so then you wouldn't have refigure out the information?
JOHN: Well see, the problem here is that I have to, see now finding the angle is only half the battle, actually one quarter of the battle, because now... you've got to go back and look in your Braille Lite to see what the measures of the other angles are, and how they relate. Then, you have to put your hands back on the paper and find out how they relate to angle 3, so that you can find its' measure.
So first I would have to look up in my Braille Lite, which could take several seconds, and see what angles 1 and 4 looked like. And they wouldn't necessarily be, you know, right next to each other as far as answers go, so I'd need to skim through a couple answers to see... what they would equal, and then I would need to try and find angles 1 and 4 on the page, which are where,
Audio Description: John searches for the correct angles on the tactile graph.
JOHN: I'm still looking. Angle 4 is right here; angle 1 is right here, okay. So angle 1 and 4 are right here and angle 3 is here. So... actually, no angle 3, yeah angle 3 is right here. So 1 and 4 is on the outside, 1 is on the outside and then 4 and 3, 3's right here.
Sometimes I'm not quite that lucky though. Sometimes the angles are farther apart. They want to find the measure of let's say 1 and angle 6 and then they ask you how that relates to, say just for example, angle 13 or something like... that or angle 10. Well, that would be kind of hard to put all my fingers on those same points at once so I could see how they relate. Sometimes to get around this problem I can use a Wikki Stix, but sometimes that is pretty hard, too, because the angles are so, how do you say it... they're so wide that the Wikki Stix doesn't ﬁt on all three points and then I'm presented with a problem there, as well.
TEACHER: And when a sighted person is doing a problem like this, they can actually write down the angles measurements on the print copy so that... they don't have to keep going back and looking up what the angles are, whereas John has to... look them up in his Braille Lite to find out what the angles are. A sighted person would just write it directly on the test once they figure it out so that they... don't have to keep going back and forth looking up the information.
JOHN: Right, now in other geometric problems they give you values of certain angles and for example, this one just wants... sometimes I don't need necessarily find the measures of the other angles that relate to angle 3, for example. Sometimes they may tell you, okay angle 1 is like 45 degrees and angle 4 is 72 degrees. And if l don't have that written down in my Braille Lite, then I would have to look back on the test
Audio Description: John goes back to the beginning of the test.
JOHN: To see what the measurements were. So that entails going back to this first page,
Audio Description: John has to flip through several pages before he finds the correct one.
JOHN: Actually second page here, and if this question... had the measurements labeled out, I would have to then search for the angles in question. Normally that's part of a big list of measurements that they give you.
TEACHER: And once again, a sighted person can write that information directly on the diagram so... that they don't have to keep looking back and forth, or remembering what they angles are.