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Excellent Exam Results A level and Full form of maths only full form? results are consistently among the best in the county. Revision sessions are now taking place most nights after school. Students and parents can check the revision timetable or speak to teachers for more details.
Year 10 parents’ evening for students in Houses FGHL is Wednesday 18 April. The 2018 Yearbook is now on sale to Year 13 students. Welcome to Ashby School At Ashby School, we want all our students to have a happy and successful learning experience. The school is consistently one of the highest performing state upper schools in Leicestershire.
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However, Ashby School prides itself on much more than its academic standards. Students of all interests and abilities are encouraged to get the most out of school life, whether through sport, music or one of the many other opportunities on offer. Our aim is for all students to achieve their full potential and to leave the school as responsible, confident and well-rounded citizens. We hope that they take with them long and fond memories of their time at Ashby School. Word Version PDF Version We are proud of the fantastic achievements of our school and it’s students.
We have also seen an increase in students gaining places at top universities including Russell Group and the Sutton Trust. Distinction on BTEC Level 3 Courses. Studying at CCHS Sixth Form CCHS Sixth Form Mentors and Support Staff recognise and respect each student as an individual. We work with each student to bring out their best attributes and seek to overcome any weaknesses. Additionally we aim to strengthen each individual’s potential to achieve in the highly competitive world they will be entering, whether it is remaining in education at university, progressing to employment or an apprenticeship.
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Not only is it important to have a strong academic achievement in subjects studied in the Sixth Form, it is also crucial to be a well rounded individual with highly developed personal skills and qualities, which are nurtured through the pastoral care offered supporting students in many areas of their adult life. Sixth Form students at Clacton County High School have the chance to experience university life one day a week. UK whereby Sixth Form students from six partnership schools across Colchester and Tendring study one of their A levels at The University of Essex as part of their post 16 studies. Enrichment Activities We believe that you not only need good grades but opportunities to develop the ‘soft skills’ such as a strong work ethic, positive attitude, good communication, good at time management and good problem solving skills. These are the core competencies that employers and universities require. This is why we offer a range of experiences including the opportunity to improve qualifications in the core subjects of English and Maths, and additional experiences in sport.
Extended Project As part of our Sixth Form offer, students uptake the Extended Project. This is an independent coursework project of the student’s choice and allows students to have an independent research task to discuss in interviews for work or for personal statements when applying to universities. It is equivalent to an AS Level. It is an independent project that requires a lot of research into an ethical topic.
Facilities in the Sixth Form At CCHS we have excellent facilities that can help with independent study. Students have access to resources across the school including library, ICT and study facilities together with specialist facilities such as Media, Drama and Production suites, Dance and Performance areas, Science Laboratories, a Fitness Suite and Climbing Wall. We have four 6th Form Study Pods which can be booked by a member of staff or by a student to do small group work. The Sixth Form Common Room is a place for relaxation at break and lunch time with its own canteen serving a selection of food such as paninis and coffees. Support and Guidance Students have regular access to a learning mentor, year leader, support assistant and careers advisors. The students meet two or three times per week with their personal mentor who supports their learning, progress and career choices.
The careers advisor and support assistant offer an “Open door ” approach to students but individual interviews can be arranged and referrals are made to connexions and other external agencies on request. Together we can Achieve More At Clacton County High School we work with a range of partners to ensure that we offer the widest choice of courses. The North East Essex Education Partnership consists of schools in the Tendring and Colchester area. It aims to improve teaching and learning and expand opportunities for our students attending the Partnership schools. The NEEEP Partnership consists of Clacton County High School, Harwich and Dovercourt High School, The Stanway School, The Gilberd School, Manningtree High School, Thomas Lord Audley School and St Helena High School. Many of our students will have the opportunity to work with students from these schools as part of the ‘Working Towards an A Grade’ Maths workshop held at Colchester United’s ground. CLACTON COUNTY HIGH SCHOOL is a member of The Sigma Trust, a company limited by guarantee registered in England and Wales, Company No 7926573.
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Registered Office: Walton Road, Clacton-on-Sea, Essex. Not to be confused with Angel. This article is about angles in geometry. An angle formed by two rays emanating from a vertex.
In planar geometry, an angle is the figure formed by two rays, called the sides of the angle, sharing a common endpoint, called the vertex of the angle. Angle is also used to designate the measure of an angle or of a rotation. This measure is the ratio of the length of a circular arc to its radius. In the case of a geometric angle, the arc is centered at the vertex and delimited by the sides. Euclid defines a plane angle as the inclination to each other, in a plane, of two lines which meet each other, and do not lie straight with respect to each other. According to Proclus an angle must be either a quality or a quantity, or a relationship.
Roman letters in the context of polygons. See the figures in this article for examples. In geometric figures, angles may also be identified by the labels attached to the three points that define them. For the cinematographic technique, see Dutch angle. The acute and obtuse angles are also known as oblique angles. Two lines that form a right angle are said to be normal, orthogonal, or perpendicular. Angles that are not right angles or a multiple of a right angle are called oblique angles.
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Two angles which share terminal sides, but differ in size by an integer multiple of a turn, are called coterminal angles. C and D are a pair of vertical angles. When two straight lines intersect at a point, four angles are formed. Pairwise these angles are named according to their location relative to each other.
A pair of angles opposite each other, formed by two intersecting straight lines that form an “X”-like shape, are called vertical angles or opposite angles or vertically opposite angles. The equality of vertically opposite angles is called the vertical angle theorem. Eudemus of Rhodes attributed the proof to Thales of Miletus. Angles A and B are adjacent. Adjacent angles, often abbreviated as adj.
In other words, they are angles that are side by side, or adjacent, sharing an “arm”. If the two complementary angles are adjacent their non-shared sides form a right angle. In Euclidean geometry, the two acute angles in a right triangle are complementary, because the sum of internal angles of a triangle is 180 degrees, and the right angle itself accounts for ninety degrees. The adjective complementary is from Latin complementum, associated with the verb complere, “to fill up”. An acute angle is “filled up” by its complement to form a right angle. The difference between an angle and a right angle is termed the complement of the angle. The tangent of an angle equals the cotangent of its complement and its secant equals the cosecant of its complement.
Such angles are called a linear pair of angles. The difference between an angle and a complete angle is termed the explement of the angle or conjugate of an angle. A reflex angle and its conjugate are explementary angles, and their sum is a complete angle. The angles a and b are supplementary angles.
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An angle that is part of a simple polygon is called an interior angle if it lies on the inside of that simple polygon. A simple concave polygon has at least one interior angle that is a reflex angle. The supplement of an interior angle is called an exterior angle, that is, an interior angle and an exterior angle form a linear pair of angles. In a triangle, three intersection points, each of an external angle bisector with the opposite extended side, are collinear. In a triangle, three intersection points, two of them between an interior angle bisector and the opposite side, and the third between the other exterior angle bisector and the opposite side extended, are collinear. This conflicts with the above usage. The angle between a plane and an intersecting straight line is equal to ninety degrees minus the angle between the intersecting line and the line that goes through the point of intersection and is normal to the plane.
The size of a geometric angle is usually characterized by the magnitude of the smallest rotation that maps one of the rays into the other. Angles that have the same size are said to be equal or congruent or equal in measure. In some contexts, such as identifying a point on a circle or describing the orientation of an object in two dimensions relative to a reference orientation, angles that differ by an exact multiple of a full turn are effectively equivalent. In order to measure an angle θ, a circular arc centered at the vertex of the angle is drawn, e. The measure of the angle AOC is the sum of the measure of angle AOB and the measure of angle BOC. In this postulate it does not matter in which unit the angle is measured as long as each angle is measured in the same unit. Units used to represent angles are listed below in descending magnitude order.
Of these units, the degree and the radian are by far the most commonly used. Angles expressed in radians are dimensionless for the purposes of dimensional analysis. The two exceptions are the radian and the diameter part. 400 grad, and 4 right angles. It is the unit used in Euclid’s Elements. It was the unit used by the Babylonians, and is especially easy to construct with ruler and compasses. The degree, minute of arc and second of arc are sexagesimal subunits of the Babylonian unit.
The radian is the angle subtended by an arc of a circle that has the same length as the circle’s radius. The radian is abbreviated rad, though this symbol is often omitted in mathematical texts, where radians are assumed unless specified otherwise. When radians are used angles are considered as dimensionless. These are distinct from, and 15 times larger than, minutes and seconds of arc. Each point is subdivided in four quarter-points so that 1 turn equals 128 quarter-points. Eratosthenes used, so that a whole turn was divided into 60 units. Other measures of angle used in computing may be based on dividing one whole turn into 2n equal parts for other values of n.
One advantage of this old sexagesimal subunit is that many angles common in simple geometry are measured as a whole number of degrees. One “diameter part” is approximately 0. It is a decimal subunit of the quadrant. A kilometre was historically defined as a centi-grad of arc along a great circle of the Earth, so the kilometer is the decimal analog to the sexagesimal nautical mile. Just like with the true milliradian, each of the other definitions exploits the mil’s handby property of subtensions, i. A mixed format with decimal fractions is also sometimes used, e.
A nautical mile was historically defined as a minute of arc along a great circle of the Earth. In a two-dimensional Cartesian coordinate system, an angle is typically defined by its two sides, with its vertex at the origin. The initial side is on the positive x-axis, while the other side or terminal side is defined by the measure from the initial side in radians, degrees, or turns. In three-dimensional geometry, “clockwise” and “anticlockwise” have no absolute meaning, so the direction of positive and negative angles must be defined relative to some reference, which is typically a vector passing through the angle’s vertex and perpendicular to the plane in which the rays of the angle lie. In navigation, bearings are measured relative to north.
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There are several alternatives to measuring the size of an angle by the angle of rotation. A gradient is often expressed as a percentage. In rational geometry the spread between two lines is defined as the square of the sine of the angle between the lines. Astronomers measure angular separation of objects in degrees from their point of observation. These measurements clearly depend on the individual subject, and the above should be treated as rough rule of thumb approximations only.
The angle between the two curves at P is defined as the angle between the tangents A and B at P. In 1837 Pierre Wantzel showed that for most angles this construction cannot be performed. Hilbert space can be extended to subspaces of any finite dimensions. In Riemannian geometry, the metric tensor is used to define the angle between two tangents.
A hyperbolic angle is an argument of a hyperbolic function just as the circular angle is the argument of a circular function. In geography, the location of any point on the Earth can be identified using a geographic coordinate system. Astronomers also measure the apparent size of objects as an angular diameter. For example, the full moon has an angular diameter of approximately 0. One could say, “The Moon’s diameter subtends an angle of half a degree. Solid angle for a concept of angle in three dimensions.
This approach requires however an additional proof that the measure of the angle does not change with changing radius r, in addition to the issue of “measurement units chosen. A smoother approach is to measure the angle by the length of the corresponding unit circle arc. Here “unit” can be chosen to be dimensionless in the sense that it is the real number 1 associated with the unit segment on the real line. Advanced Euclidean Geometry, Dover Publications, 2007. CRC Standard Mathematical Tables and Formulae, Boca Raton, FL: CRC Press, p. The Growth of Physical Science, p.
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Angles, integers, and modulo arithmetic Shawn Hargreaves blogs. Plane and Solid Geometry, American Book Company, pp. Hong Kong: Oxford University Press, pp. Angle definition pages with interactive applets that are also useful in a classroom setting. This page was last edited on 28 March 2018, at 02:21. Please forward this error screen to 209.
This article is about the study of topics such as quantity and structure. Greek mathematician, 3rd century BC, as imagined by Raphael in this detail from The School of Athens. Mathematicians seek out patterns and use them to formulate new conjectures. Rigorous arguments first appeared in Greek mathematics, most notably in Euclid’s Elements.
The universe cannot be read until we have learned the language and become familiar with the characters in which it is written. It is written in mathematical language, and the letters are triangles, circles and other geometrical figures, without which means it is humanly impossible to comprehend a single word. Without these, one is wandering about in a dark labyrinth. Mathematics is essential in many fields, including natural science, engineering, medicine, finance and the social sciences. Applied mathematics has led to entirely new mathematical disciplines, such as statistics and game theory. The history of mathematics can be seen as an ever-increasing series of abstractions. Between 600 and 300 BC the Ancient Greeks began a systematic study of mathematics in its own right with Greek mathematics.
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Mathematics has since been greatly extended, and there has been a fruitful interaction between mathematics and science, to the benefit of both. Mathematical discoveries continue to be made today. The word for “mathematics” came to have the narrower and more technical meaning “mathematical study” even in Classical times. This has resulted in several mistranslations. Aristotle defined mathematics as “the science of quantity”, and this definition prevailed until the 18th century. Three leading types of definition of mathematics are called logicist, intuitionist, and formalist, each reflecting a different philosophical school of thought.