MoodleDocs - Contribucions de l'usuari [ca]

Text editor

2013-05-22T15:03:55Z

Alrachels:

{{Editing text}}
The text editor (sometimes referred to as the 'HTML editor' or even 'TinyMCE') has many icons to assist the user in entering content. Many of these icons and functions should be familiar to anyone who uses a word processor. Some examples of where you will see the text editor include: Editing Section headings, description of an activity, writing an answer to a quiz question or editing the content of many blocks.

[[Image:HTMLeditor tools M2 1.png|thumb|The standard version of the text editor tool bar]]

==List of groups==
For those who are not familiar with the tool bar, here are the functions listed by group using the above example. Remember that the site administrator can edit or provide additonal toolbars.

Row 1
*[[Image:HTML_editor_group_font_style.png]] - Font, size and heading group
*[[Image:HTML_editor_group_undo_redo.png]] - Undo and Redo group
*[[Image:HTML_editor_group_find_replace.png]] - Find and Replace group
*[[Image:HTML_editor_group_fullscreen_1.png]]|Full screen toggle
Row 2
*[[Image:HTML editor group text effects.png]] - Text effect group
*[[Image:HTML editor group line format.png]] - Line format group
*[[Image:HTML_editor_group_formatting.png]] - Formatting group
*[[Image:HTML_editor_group_color.png]] - Color group
*[[Image:HTML_editor_group_paragraph.png]] - Paragraph group

Row 3
*[[Image:HTML_editor_group_lists.png]] - Number and Bullets and indents
*[[Image:HTML_editor_group_link.png]] - Link group
*[[Image:HTML_editor_group_insert.png]] - Insert group
*[[Image:HTML_editor_group_HTML_spell.png]] - HTML source toggle & spellchecker

==Special features==

===Color pickers===
*[[Image:HTML_editor_group_color.png]]
There are four levels of selecting a font or background color,
*A quick pick 5x8 matrix of colors
*"More colors" that links to Picker, Pallet and Named tabs
<gallery>
Image:HTML_editor_color_selector_basic_1.png|A quick pick 5x8 matrix of colors
Image:HTML_editor_color_selector_more_picker_1.png|A rainbow color picker tab
Image:HTML_editor_color_selector_more_pallet_1.png|A Pallet tab with a 18x12 matrix of colors
Image:HTML_editor_color_selector_more_named_1.png|A Named tab with custom pallets
</gallery>

===Insert images and media===
[[Image:HTML_editor_group_insert_MU_1.png|thumb|The Insert images and media group]]

* 1 Insert Image - uses [[File picker]]
* 2 Insert Emoticon (only visible if the site administrator has enabled the "show emoticons as images" ''filter in Settings>Site administration>Plugins>Filters>Manage filters'')
* 3 Insert Media - uses [[File picker]]
* 4 Insert Equation - uses java script editor
* 5 Insert Non breaking space
* 6 Insert Custom character - Special keyboard characters
* 7 Insert Table -

<gallery widths="300px">
Image:Files_File_picker_upload_files_add_1.png|File picker Upload file screen
Image:HTML editor equation editor 1.png|Equation editor
Image:HTML_editor_custom_character_selector_1.png|Custom character selector
</gallery>

====Insert table====
<gallery widths="300px">
Image:HTMLeditor_Insert_Table_general_1.png|General tab
Image:HTMLeditor_Insert_Table_advanced_1.png|Advanced tab
</gallery>

'''To add borders to a table'''

Cell borders are crucial for helping readers to follow the rows across the screen. If they aren’t showing already you can add them as follows:

#In the Wiki page containing your table, click its Edit tab
#Carefully select all the cells of the table
#Then right click (Macs: Command+click or Ctrl+Click) over any part of your selection to get a context menu; from it select Cell > Table Cell Properties; the cell properties dialog box then loads.
#Click on its Advanced tab, set Border Color to black (for instance), then click Apply, and then click Update.
#Click Save; the Wiki page containing your table will then load displaying its borders.

==Site administration settings==

===Manage editors===

A site administrator can enable / disable text editors in ''Settings > Site administration > Plugins > Text editors > Manage editors''. By default the TinyMCE HTML editor and plain text area are enabled.

===TinyMCE editor settings===
{{New features}}
The TinyMCE HTML editor has its own settings page ''Settings>Site administration>Plugins>Text editors>TinyMCE HTML editor>General settings'' with the following options:

====Plugins====
*Buttons for equations, emoticons,images, media, automatic linking, and spell-checking may be enabled, disabled or uninstall here by clicking on their eye.
*Additionally the equation, emoticon and spell check buttons have links to their Settings screens.

[[File:pluginstexteditor.png |thumb|none|upright=2.0|alt="The TinyMCE editor plugins screen" | The TinyMCE editor plugins screen]]

=====Insert equation=====

Accessed from ''Settings>Site administration>Plugins>Text editors>TinyMCE HTML editor>Edit equation'', this allows you to enable or disable the TeX filter in the editor context and thereby display the Dragmath button. If you have a global custom TeX filter, then disable this setting.

=====Insert emoticon=====
Accessed from ''Settings>Site administration>Plugins>Text editors>TinyMCE HTML editor>Insert emoticon'', this allows you to enable or disable the emoticon filter in the editor context and thereby display the emoticon button.

=====Spell checker=====
If you want to disable the TinyMCE spell checker and rely on browser spell checker functionality instead, you can do this by disabling the ''spellchecker'' plugin by clicking the eye in ''Settings > Site administration > Plugins > Text editors > TinyMCE HTML editor > General settings''

You can select a different spell engine from ''Settings> Site administration > Plugins > Text editors > TinyMCE HTML editor>Check spelling'' and can choose languages for the spell checking feature

{|
|[[File:Spellengine.png|thumb|Choosing a different spell engine]]
|[[File:spelllanguagelist.png|thumb|add additional languages for spell checking]]
|[[File:Spellcheck.png|thumb|Spell checking in action in the editor]]
|}

If PSpellSpell is selected then aspell 0.50 or later must be installed on your server and the path to aspell set in Settings > Site administration > Server > System Paths.

===Customising the editor toolbar===
{{New features}}

An administrator can remove or add buttons to the TinyMCE editor toolbar by altering the Editor toolbar box in ''Settings>Site administration>Plugins>Text editors>TinyMCE HTML editor>General settings'' as demonstrated in the screencast [http://youtu.be/vTW1DImro9c Customise the text editor in 2.4]

{|
| [[File:editortoolbar.png|thumb|The Editor toolbar box]]
|[[File:horizontalrule.png|thumb|Example of simpler toolbar with added horizontal rule button]]
|[[File:inserttime.png|thumb|An "insert time" button has been added]]

|}

Here is the [http://www.tinymce.com/wiki.php/Buttons/controls default list of TinyMCE buttons available for use]

====Available fonts list====

In addition to the default fonts, a site administrator can add extra fonts by typing their name and string in the box in ''Settings > Site administration > Plugins > Text editors > TinyMCE HTML editor>General settings'' as demonstrated in the screencast [http://youtu.be/udP7Bnur30Y How to add extra fonts].
{|
|[[File:comicsans.png|thumb|Example of custom font]]
|}

====Custom configuration====
{{New features}}
A new setting from 2.4.1 in ''Settings>Site administration>Plugins>Text editors>TinyMCE HTML editor>General settings'' provides a box in which an administrator can apply custom formats. See MDL-37186 for more details with examples, and see also the [http://www.tinymce.com/wiki.php/Configuration:formats TinyMCE configuration page]

{|
|[[File:bottomtoolbar.png|thumb| Example 1:Toolbar at the bottom]]
|[[File:customstyles.png|thumb| Example 2: Custom styles]]
|}

*Example 1: Moving the toolbar to the bottom:

Add the following:
{"theme_advanced_toolbar_location" : "bottom"}
*Example 2: Adding your own custom styles.
(This might be useful for example if you want a "house style" for important notes, key points or similar)
In the editor toolbar, enter "styleselect" and then in the custom box add the following code, changing it to suit your purposes:
{"style_formats" : [
{"title" : "Bold text", "inline" : "b"},
{"title" : "Red text", "inline" : "span", "styles" : {"color" : "#ff0000"}},
{"title" : "Red header", "block" : "h1", "styles" : {"color" : "#ff0000"}} ]}

==See also==

* [[Text editor FAQ]]

[[Category:Site administration]]

[[de:Text-Editor]]

Short-Answer question type

2012-10-01T23:39:09Z

Alrachels:

{{Questions}}
In a short answer question, the student types in a word or phrase in response to a question (that may include a image). Answers may or may not be case sensitive. The answer could be a word or a phrase, but it must match one of your acceptable answers exactly. It's a good idea to keep the required answer as short as possible to avoid missing a correct answer that's phrased differently.

The [[Quiz]] and [[Lesson module|Lesson]] modules both have short answer question types. The analysis of the question given below works for both modules. However there is another analysis type available for Lesson which is not available in a Quiz (see note below).

==Question set-up==
#Select the question category
#Give your question a descriptive name.
#Create the question text. If you're using the HTML Editor, you can format the question just like a word processing document.
#*Tip: if the answer is intended to fill a gap in the text, use underscores (5 or more) to indicate where the gap is.
#Select an image to display if you want to add a picture to the question (see step 4 in [[Multiple Choice question type]] for more detail).
# Set the 'default question grade' (i.e. the maximum number of marks for this question).
# Set the 'Penalty factor' (see [[Short-Answer_question_type#Penalty_factor|Penalty factor]] below).
# If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Choose whether the answers are case-sensitive. Case sensitivity can be tricky where capitalization is important. Will you accept '' Ban Ki-moon'' as well as ''ban ki-moon'' as an answer?
#Next, fill in the answers you will accept. You could give common misspellings partial credit with this option. For example will you accept "Ban Ki moon"? Use [[Short-Answer_question_type#Wildcard_usage|wildcards]] to allow for variants on a word pr phrase.
#Add grade for each answer.
#Create feedback for any and all answers. This will appear if the student enters that answer.
#*'''Note:''' It is good practice to add a single wild card * for the last answer, so you can create a feedback response and a score for all other answers students might have.
#Click Save Changes to add the question to the category.

=== Penalty factor ===

The 'penalty factor' only applies when the question is used in a quiz using adaptive mode - i.e. where the student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty factor is more than 0, then the student will lose that proportion of the '''maximum''' grade upon each successive attempt. For example, if the default question grade is 10, and the penalty factor is 0.2, then each successive attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.

==Wildcard usage==

You can use the asterisk character (*) as a wildcard to match any series of characters. For example, use <code>ran*ing</code> to match any word or phrase starting with ''ran'' and ending with ''ing''. If you really do want to match an asterisk then use a backslash like this: <code>\*</code>

If you want one question with the two answers ''fuel'' and ''oxygen'', you ought to be able to limit the number of variants by writing <code>fuel*oxygen 100%</code>. This would accept ''"fuel oxygen", "fuel, oxygen", "fuel; oxygen", "fuel and oxygen", "fuel & oxygen" "fuel oxygen", "fuel und oxygen" "fuel&&oxygen"''. It would even accept ''"fuel or oxygen", "fuel but not oxygen" "fuel|oxygen"'' which might not be so good but you can never be completely safe!

Here are some answers and scores for a question "What does a rocket burn?". 
#<code>oxygen*fuel</code> with a score 100% 
#<code>*fuel*</code> with a score 50% 
#<code>*oxygen*</code> with a score 50% 
#<code>*air*</code> with a score 40% 
#<code>* </code> with a score of 0% 

The order of the answers is important. The answers are evaluated from 1st to last. When a match is found the process stops. If no match is found the question is scored wrong and the general response is used. It is a good practice to put a wild card as the last answer so the evaluation process knows what to do when nothing above it matches.

Without wildcards, the answers are compared exactly, so be careful with your spelling!

==Feedback for wrong answers==

When you wish to have short answer type questions, you naturally have a limited number of variations that would be acceptable. So in case you wish to give a feedback in case of a wrong answer, you must spell out the right answers exactly and then use * as a final answer which will have grade as zero, and feedback will be the one for wrong answer.

Effectively, ANYTHING other than the specific answers mentioned by you will be treated as this option due to wildcard and will be deemed wrong; it'll give 0 marks and show the feedback for a wrong answer.

Here is an example:

What is a rabbit?

answer1: animal 
feedback: right 
grade: 100%

answer2: mammal 
feedback: right 
grade: 100%

answer3: vertebrate 
feedback: right 
grade: 100%

answer4: * 
feedback: ouch! that was wrong 
grade: none

Remember: you cannot do negative marking in this type and ANYTHING other than your right answer will be treated as option 4 due to the wildcard and given that feedback and zero marks.

==Tip: Prototype your questions==
You may like to prototype your short answer questions to catch common acceptable answers you hadn't thought of. Start out by creating a few acceptable answers, then include the question in a quiz for no points. Be sure to tell students you are testing a new question. Once the quiz is over, review students' answers and add their acceptable answers to the list.

==Lesson module note==

In the Lesson module, there are two different student answer analysis systems available for the Short Answer type of question: the ''simple system ''is used by default. The second type only available in Lesson Module is called "Regular Expressions". See [[Short answer analysis]] for a description of the new type, with examples.

==See also==
[[MP3_player#Inserting_sounds_into_questions|Adding sound to a question]]

[[fr:Question à réponse courte]]
[[ca:Tipus_de_pregunta_de_resposta_breu]]
[[ja:記述問題タイプ]]
[[de:Kurzantwort-Fragen]]

Using TeX Notation 3

2012-08-22T00:37:00Z

Alrachels: /* Intersecting Lines */

==Geometric Shapes==

There are two ways to produce geometric shapes, one is with circles and the other is with lines. Each take a bit of practice to get right, but they can provide some simple geometry. It may be easier to produce the shapes in Illustrator or Paint Shop Pro or any one of a number of other drawing packages and use them to illustrate your lessons, but sometimes, some simple diagrams in Moodle will do a better job.

==Circles==

Circles are easy to make.

{| class="nicetable"
|-
| [[Image:cfmimetex20.gif|left]]
| Circles are easily created, and only needs a number to determine how large the circle is.
To create the circle use $$ \circle(150) $$. This makes a circle of 150 pixels in diameter.

|}

==Creating Arcs==

Arcs are also easy to produce, but require some additional parameters. The same code structure used in circles create the basic shape, but the inclusion of a start and end point creates only the arc. However, notice where the 0 point is, not at the true North, but rather the East and run in an anti-clockwise direction.

{| class="nicetable"
|-
| [[Image:cfmimetex21a.gif|left]]
| $$ \circle(120;90,180)$$
| [[Image:cfmimetex21b.gif|left]]
| $$ \circle(120;0,90)$$
|-
| [[Image:cfmimetex21c.gif|left]]
| $$ \circle(120;180,270)$$
| [[Image:cfmimetex21d.gif|left]]
| $$ \circle(120;270,360)$$
|}

This structure breaks down into the \circle command followed by the diameter, not the radius, of the circle, followed by a semi-colon, then the demarcation of the arc, the nomination of the start and end points in degrees from the 0, East, start point. Note that the canvas is the size of the diameter nominated by the circle's parameters.

==The \picture Command==

Using circles and arcs as shown above is somewhat limiting. The \picture command allows you to use a frame in which to build a picture of many layers. Each part of the picture though needs to be in its own space, and while this frame allows you to be creative, to a degree, there are some very hard and fast rules about using it.

All elements of a picture need to be located within the picture frame. Unexpected results occur when parts of an arc, for example, runs over the border of the frame. (This is particularly true of lines, which we will get to next, and the consequences of that overstepping of the border can cause serious problems.)

The \picture command is structured like:
\picture(100){(50,50){\circle(200)}}
\command(size of frame){(x co-ordinate, y co-ordinate){\shape to draw(size or x co-ordinate, y co-ordinate)})

'''NOTE:''' The brace is used to enclose each set of required starting point coordinates. Inside each set of braces, another set of braces is used to isolate each set of coordinates from the other, and those coordinates use their proper brackets and backslash. Count the opening and closing brackets, be careful of the position,

{| class="nicetable"
|-
| [[Image:cfmimetex24a.gif|left]]
| $$ \picture(100){(50,50){\circle(200)}}&&

The picture frame brings elements together that you may not otherwise see.

Because of the frame size of 100px and the centre point of the circle in the mid-point of the frame, the 200px circle will be squashed. Unexpected results occur when sizes are not correct.
| [[Image:cfmimetex24b.gif|left]]
|
Using the picture frame, you can layer circles
and lines over each other, or they can intersect.

$$ \picture(100){(50,50){\circle(99)} (50,50){\circle(80)}} $$
|-
| [[Image:cfmimetex24c.gif|left]]
| You may want to see an image of a circle with a dot in the middle.
You may have to try to place the centre dot correctly , but the
ordering of the elements in the image may have an impact.

$$ \picture(100){(48,46){\bullet}(50,50){\circle(99)}} $$
| [[Image:cfmimetex24d.gif|left]]
| Using the same ideas as above, you can make semi-circles.

$$\picture(150){(50,50){\circle(100;0,180)}(100,50){\circle(100;180,360)}}$$
|}

==Lines==

----

'''Warning:''' Drawing lines in TeX Notation in Moodle is an issue, go to the [[Using_TeX_Notation#Reserved_Characters_and_Keywords| Using Text Notation]] for more information. If the line is not noted properly then the parser will try to correctly draw the line but will not successfully complete it. This means that every image that needs be drawn will be drawn until it hits the error. When the error is being converted, it fails, so no subsequent image is drawn. Be careful and make sure your line works BEFORE you move to the next problem or next image.

----
{| class="nicetable"
|-
| [[Image: cfmimetex26.gif|frame|left| a couple of lines]]
| $$\red \picture(200){(20,0){ \line(180,0)}{(20,180){\line(180,0}$$

The structure of the picture box is that the \picture(200) provides a square image template.

The (20,0) provides the starting coordinates for any line that comes after. In this case the start point is at 20pixels in the x axis and 0 pixels in the y axis. The starting point for all coordinates, 0,0, is the bottom left corner and they run in a clockwise manner. '''Do not confuse this with arcs.'''

The \line(180,0) determines the length and inclination of the line. In this case, the inclination is 0 and the length is 180px.

These are enclosed in braces, all inside one set of braces owned by the \picture() control sequence.

The next set of commands are the same, that is, the (20,200) are the coordinates of the next line. The x co-ordinate is the 20, that is the distance to the right from the 0 point. The y co-ordinates is the distance from the bottom of the image. Whereas the first line started and ran on the bottom of the picture frame, the y co-ordinate starts at the 200 pixel mark from the bottom of the image. The line, at 180 pixels long and has no y slope. This creates a spread pair of parallel lines.
| [[Image: cfmimtex27.gif|thumb|right|150px|\picture explained]]
|}

While this explains the structure of a line, there is a couple of elements that you need to go through to do more with them.

==Squares and Rectangles==
Drawing squares and rectangles is similar, but only slightly different.

There should be a square box tool, and there is, but unless it has something inside it, it does not display. It is actually easier to make a square using the \line command.

{| class="nicetable"
|-
| [[Image: line03.gif|left]]
|This box is constructed using:
$$ \picture(250){(10,10){\line(0,230)}(10,10){\line(230,0)}(240,10){\line(0,230)}(10,240){\line(230,0)}}$$
It is a 250 pixel square box with a 230 pixel square inside it.
| [[Image: line04.gif|left]]
|This box is different in that is has the equal length indicators that are used in a square.
$$ \picture(250){(10,10){\line(0,230)}
(5,120){\line(10,0)}
(10,10){\line(230,0)}
(120,5){\line(0,10)}
(240,10){\line(0,230)}
(235,120){\line(10,0)}
(10,240){\line(230,0)}
(120,235){\line(0,10)}}$$
|-
| [[Image: line05.gif|left]]
| The rectangle then becomes the same thing, but with one side shorter. For a portrait canvas it would be:
$$ \picture(250){(10,10){\line(0,230)}(10,10){\line(150,0)}(160,10){\line(0,230)}(10,240){\line(150,0)}}$$
| [[Image: line06.gif|left]]
|The rectangle can also produce a landscape shape:
$$ \picture(250){(10,10){\line(0,160)}(10,10){\line(230,0)}(240,10){\line(0,160)}(10,170){\line(230,0)}}$$
|}

==Controlling Angles==

Controlling angles is a little different. They involve a different perception, but not one that is unfamiliar. Consider this:

We have a point from which we want to draw a line that is on an angle. The notation used at this point can be positive, positive or positive, negative or negative, positive or negative, negative. Think of it like a number plane or a graph, using directed numbers. The 0,0 point is in the centre, and we have four quadrants around it that give us one of the previously mentioned results.

{| class="nicetable"
|-
| rowspan="4"|[[Image:co-ordquadrants.png|left]]
| [[Image:line06a.gif|left]] $$\picture(100){(50,50){\line(40,45)}}$$,
a positive x and positive y
|-
| [[Image:line06b.gif|left]]$$\picture(100){(50,50){\line(-40,45)}}$$
a negative x and positive y
|-
| [[Image:line06c.gif|left]]$$\picture(100){(50,50){\line(-40,-45)}}$$
a negative x and negative y
|-
| [[Image:line06d.gif|left]]$$\picture(100){(50,50){\line(40,-45)}}$$
a positive x and a negative y
|}

Essentially, what these points boil down to is that anything above the insertion point is a positive on the y axis, anything below is a negative. Anything to the left of the insertion point is a negative while everything to the right is a positive.

{| class="nicetable"
|-
|[[Image:line06e.gif|left]]
| $$\picture(100){(50,50){\line(40,45)}(50,50){\line(-40,45)}(50,50){\line(-40,-45)}(50,50){\line(40,-45)}}$$

The co-ordinate alignment process in TeX is not that good that you can use one set of co-ords as a single starting point for all lines. The layering of each object varies because of the position of the previous object, so each object needs to be exactly placed.

This co-ord structure has a great deal of impact on intersecting lines, parallel lines and triangles.
|}

==Intersecting Lines==

You can set up an intersecting pair easily enough, using the \picture control sequence.

{| class="nicetable"
|-
| [[Image:cfmimetex31.gif|left]]
| $$ \picture(200){(10,0){\line(150,150)} (0,130){\line(180,-180)}} $$

The lines that are drawn can be labeled.

$$ \picture(200){(10,0){\line(150,150)}(0,130){\line(180,-180)}
(0,10){A}(0,135){B}(140,0){C}(140,150){D}(62,80){X}} $$

To produce another image.
| [[Image:cfmimetex32.gif|right]]
|-
| colspan="3" style="text-align: center;"| To which you may want to ask the question:
$$The \ \angle \ of \ AXB \ is \ 72\textdegree. \ What \ is \ the \ value \ of \ \angle BXD? $$
[[Image: cfmimetex32a.gif|center]]

NOTE: Labeling this image, above-right, turned out to be fairly simple. Offsetting points by a few pixels at the start or end points of the lines proved a successful strategy. The X point proved a little more problematic, and took a number of adjustments before getting it right. Experience here will help.
|-
| colspan="2"| With labels the drawing can become a little more like your traditional geometric drawing, but the devil is in the details. The parallel markers need to be placed properly, and that is where experience really comes into it. On lines that are vertical or horizontal, you can get away with using the > or < directly from the keyboard, or the <math>\gg</math> or <math>\ll</math> symbols. In either case, you need to position them properly.

The code:
$$\picture(200){(15,45){\line(170,0)} (15,30){c}(170,28){d}(15,160){\line(170,0)}(15,145){e}(180,143){f}(50,20){\line(110,175)}(58,20){a}(140,185){b}(42,32){\kappa}(53,48){\beta}
(150,165){\kappa}
(90,38){\gg}(80,153){\gg}
}$$
| [[Image:line10.gif|right]]
|}

==Lines and Arcs==

Combining lines and arcs is a serious challenge actually, on a number of levels. For example lets take an arc from the first page on circles.
{| class="nicetable"
|-
| [[Image: line11.gif|left]]
| Fairly innocuous of itself, but when we start to add in elements, it changes dramatically.

$$ \circle(120;90,180) $$
|-
| [[Image: line12.gif|left]]
| $$\picture(150){(75,75){\circle(120;90,180)}(75,75){\line(-70,0)}(75,75){\line(0,75)}} $$
All elements in this drawing start in the same place. Each is layered, and properly placed on the canvas, and using the same co-ord to start makes it easy to control them. No matter the size of the arc, intersecting lines can all be drawn using the centre co-ords of the arc.
|}

==Triangles ==

Of all the drawing objects, it is actually triangles that present the most challenge. For example:

{|
|-
| [[Image:line13.gif|left]]
$$\picture(350){(10,10){\line(0,320)}(10,330){\line(330,0)}(10,10){\line(330,320)}}$$
|This is a simple triangle, one that allows us to establish a simple set of rules for the sides. The vertical always has an x=0 co-ord and the horizontal always has a y=0 co-ord.

In this case with an x value of 330 on the horizontal, and a y value of 320 on the vertical, the hypotenuse should then have a value of x=340, and the y=330, but not so, they actually have an x=330 and a y=320.

There is no need to add the starting point co-ords to the x and y values of the line.
| [[Image:line14.gif|right]]
$$picture(350){(10,10){\line(330,0)}(340,10){\line(0,320)}(340,330){\line(-330,-320)}}$$

|}

This triangle has been developed for a Trigonometry page - but the additional notation should provide insight into how you can use it.

{| class="nicetable"
|-
| [[Image:line16.gif|left]]
| This is a labeled image, but it has an \fbox in it with its little line. With some effort, it could be replaced with two intersecting short lines.
$$\picture(350,150){(25,25){\line(300,0)}(325,25){\line(0,110)}(25,25){\line(300,110)}(309,25){\fbox{\line(5,5)}}
(307,98){\theta}(135,75){\beta}(150,5){\alpha}(335,75){\epsilon}}$$
|}

{| class="nicetable"
|-
| The triangle shows like:
[[Image:trig01.gif|left]]
|We use the different elements of the triangle to identify those things we need to know about a right-angled triangle.

The hypotenuse is always the side that is opposite the right angle. The longest side is always the Hypotenuse.

To identify the other elements of the triangle we look for the sign <math>\theta</math>. <math>\Theta</math> is the starting point for naming the other sides.

The side that is opposite <math>\angle \theta</math> is known as the Opposite.

The side that lies alongside <math>\angle \theta</math> is known as the Adjacent side.

To determine which is which, draw a line that bisects <math>\angle \theta</math> and whatever line it crosses is the Opposite side.
|-
| colspan="2"| The code:
$$ \picture(350,250){(25,25){\line(300,0)}(25,25){\line(0,220)}(25,245){\line(300,-220)}(310,25){\circle(100;135,180)}(20,100){\line(310,-75)} (25,25){\fbox{\line(5,5)}}(25,25){\line(150,150)}(165,140){Hypotenuse}(120,2){Adjacent}(2,80){\rotatebox{90}{Opposite}}(270,40){\theta}}$$
|}

==See Also==

* [[Using TeX Notation]]
* [[Using TeX Notation 2]]
* [[Using TeX Notation 4]]

[[Category: Mathematics]]