Out loud. Speaking activates a different part of the brain. If you're trying to understand something, or increase your chance of remembering it later, say it out loud. Better still, tiy to explain it out loud to someone else. You'll learn more quickly, and you might uncover ideas you hadn't known were there when you were reading about it.
Don't just read. Stop and think. When the book asks you a question, don't just skip to the answer. Imagine that someone really is asking the question.
The more deeply you force your brain to think, the better chance you have of learning and remembering. We put them in, but if we did them for you, that would be like having someone else do your workouts for you. And don't just look at the exercises. U s e a pencil. There's plenty of evidence that physical activity while learning can increase the learning.
They're not optional sidebars—they're part of the core content! Don't skip them. Part of the learning especially the transfer to long-term memoiy happens after you put the book down.
Your brain needs time on its own, to do more processing. If you put in something new during that processing time, some of what you just learned will be lost.
Lots o f it. Your brain works best in a nice bath of fluid. Dehydration which can happen before you ever feel thirsty decreases cognitive function. Pay attention to whether your brain is getting overloaded. If you find yourself starting to skim the surface or forget what you just read, it's time for a break.
Once you go past a certain point, you won't learn faster by trying to shove more in, and you might even hurt the process. Your brain needs to know that this matters. Get involved with the stories. Make up your own captions for the photos. Groaning over a bad joke is still better than feeling nothing at all.
Pick up a model kit or some wood and tools and make something really cool! Or work out something you will build one day when you have the time and money. All you need is a pencil and a problem to solve..
We deliberately stripped out everything that might get in the way of learning whatever it is we're working on at that point in the book. And the first time through, you need to begin at the beginning, because the book makes assumptions about what you've already seen and learned.
We couldn't cover every single element of the syllabus so we paid attention to what questions our own brains were asking, asked students what they found tricky, and we included extra things which allow you to find patterns that link the learning together because your brain loves patterns. So, if you're going to need to pass a test, then you'll also need a reference book that covers the syllabus for that test, but don't worry. We've picked out the trickiest and most interestingparts in this book, and we've emphasized understanding geometry so you should be in great shape to slot those extra details into place quickly.
If you're doing high school geometry you'll probably be familiar with—and possibly terrified of—geometry proofs. There are no formal proofs in this book. We believe that, for most people, proofs make learning geometry harder than it needs to be.
Instead, we've used visual exercises to explore patterns and general rules in ways that we are confident that you'll remember and even be able to show other people. We're working on another book in this mini-series that will handle all that formal logic and proof stuff, but for now you're in great shape if you understand geometry in the real world T h i s is j u s t a b o u t t w o - d i m e n s i o n a l 2D g e o m e t r y.
We promise it's not just so we can sell you another book called Head First 3D Geometry soon! We've covered many of the most important techniques you'll use when working in two dimensions, so you're all set for exploring further dimensions at the end of this book.
In fact, we've even snuck in a couple of 3D problems that you can work in 2D, because geometry is about solving interesting problems in the real world, not just on paper.
We believe your brain needs to see what something is, and figure out why you would even care about it, before you can give it an unfamiliar label. We do use the geometry jargon you'll need to know for tests from time to time, but not until we're sure you'll know what we're talking about.
We encourage you to use real words to describe patterns and not sweat the official formulas too much. Gome and talk to us at www. If there's something we didn't cover that's really puzzling you, then throw us a question and we'll see if we can help you with a Head First style way of figuring it out.
Of course we won't do the work for you, which is why T h e exercises and activities are not add-ons; they're part of the core content of the book.
Some of them are to help with memory, some are for understanding, and some will help you apply what you've learned. Don't skip the exercises. T h e geometry investigations are particularly important; they'll help you discover how your brain likes to figure stuff out—known as logic in formal geometiy proofs that come much later not in this book. They also give your brain a chance to hook in to the geometiy that is all around you in the real world.
The redundancy is intentional and important. One distinct difference in a Head First book is that we want you to really get it. And we want you to finish the book remembering what you've learned. Most reference books don't have retention and recall as a goal, but this book is about learning, so you'll see some of the same concepts come up more than once. The Brain Power exercises don't have answers. For some of them, there is no right answer, and for others, part of the learning experience of the Brain Power activities is for you to decide if and when your answers are right.
In some of the Brain Power exercises, you will find hints to point you in the right direction. They did a fantastic job, and we're really grateful that they keep coming back for more!
She is studying nutrition with plans of getting a second degree in nursing. This is her second time reviewing for the Head First series. David M y e r s taught college and high school math for 36 years. Mostly for fun, he collaborated on several math and programming textbooks in the '80s and '90s. Since retiring in from a long tenure at The Winsor School in Boston, MA, he has been delighted to start a new completely-for-fun career as a volunteer at his Quaker Meeting and in prisonrelated activities.
Currently, he is an instructor of mathematical sciences at Loyola LTniversity Maryland and served as department chair of mathematics retired at Hereford High School.
She consistently pushed us toward the bigger picture—and it's a much better book for that. Extra props to her for googiing our odd British phrases and sayings to find LIS. Couv-Uey Kash to Brett McLaughlin, who started us off on this book, and provided some really kick-ass training on the Head First way and why it rules the world.
We heard everybody named in person buys a copy Also for never holding back on telling us that some algebra was "disgusting" when we'd crossed the line. The O'Reilly team: To K a r e n Shaner, who handled the tech-review process, and provided a pep talk when the comments first started coming. To our production editor, Rachel Monaghan, for being patient about the fact that we mistyped "Length" eight times in one chapter.
To Lou Barr, for her genius Head First template. And to Scott DeLugan and Sanders Kleinfeld, for once again going above and beyond to get the book out. Lindsey's friends and family: To Helen, for understanding that when I say, "I'll be there in a minute.. I'm almost done And for accommodating a year of lost weekends and working-onvacation, and never, ever being intolerant of yet another conversation about triangles.
And to Joe—my brilliant, dyspraxic stepson—for being our "learning differences" guinea pig. Dawn's friends andfamily: Work on this book would have been lot harder without my amazing support network of family and friends.
I've truly appreciated all your support and encouragement. With a subscription, you can read any page and watch any video from our library online. Read books on your cell phone and mobile devices. Access new titles before they are available for print, and get exclusive access to manuscripts in development and post feedback for the authors. Copy and paste code samples, organize your favorites, download chapters, bookmark key sections, create notes, print out pages, and benefit from tons of other time-saving features.
Handsome, rich and single. I can't believe I didn't put the pieces together sooner. Ever get the feeling there's something they're not telling you? If you want to master the real world, you need to get geometry. It's a set of tools for turning a little bit of information into a complete picture. Whether you want to design something, build something or find out how a situation really went down, geometry can make sure you've always got the lowdown.
To the officers it looked like an open and shut case but Benny is still claiming he's innocent. So yeah, I owed Micky a little money and went out to meet him at some waterfront warehouse. Next thing I know, I hear a buncha noise, and Micky's lying dead, shot through the back! I was gonna pay him, I swear.
It wasn't that much money, not enough to o f f the guy over it. Owe There are veiy few clues to go on, so the GSIs are relying on you to work up the only solid clues they've got: the ballistics evidence. Pullets travel in straight lines The whole basis of your investigation is something that all bullets have in common: they travel in straight lines.
Bullets don't randomly ihange direition. Bullets don't wiggle around like this- Angles matter Angles are formed where straight lines meet. Because bullets move in straight lines, taking aim really means deciding what the angle is between you and the target.
The angle of the shot determines whether the bullet hits or misses the target. A shot at this angle hits the target A shot at this angle misses the target- The case rests upon you finding the answer to j u s t one question At the crime scene, the investigators took some measurements and sketched the positions of Benny, Micky's body, and the point where they found the bullet in the wall, all relative to the building where the crime took place.
So, to solve the crime, all you have to do is prove that from where Benny was standing to the target Micky , the bullet would have traveled in a straight line that joins up perfectly with the bullet path. T h e line Bevuty aim down to Wit M ' t t y finding missing angles Well, this is easy! You can see just by looking at it that the line from Benny to Micky and the line for the bullet path join up to make one straight line.
Jill: Hang on—I'm not sure we can really go by eye like that! Joe: Oh, well, we could use a ruler to check it. But I'm pretty sure it's a straight line. Frank: I don't think we could trust it, even if the ruler showed it was straight—the sketch clearly says "drawing not to scale.
Joe: What? Well, it's useless then, isn't it? But I don't think we can go on what the sketch looks like. We're going to actually have to work out whether the line segments reallyjoin up into one straight line. Joe: But we've only got three angles to go on.
I bet the chief will say we need to fill them all in. He's gonna be mad. Jill: W i a t if we could find a way to guess some angles based on other angles or something?
But that just sounds really inaccurate—not exactly good for our case in court! Frank: It sounds like the right kind of approach though. And anyway, I think they've measured five angles, not just three Does the sketch tell you five angles, or just three? Is there a way you could start to find some of the angles you haven't been given on the sketch?
Instead of drawing a curve, like we do for most angles, we mark it with a square corner. But what about all those other angles that aren't marked on the sketch? Line s e g m e n t s are parts of l i n e s In geometiy jargon, a line goes on forever in both directions. A line segment is just a bit of a line with a start and an end.
Angle Magnets Which of these angles matches the mystery angle? Do we know if they're straight? In geometry, unless you're specifically told to measure an angle, assume that the drawing isn't accurate, but that the numbers on the sketch are. We calculate missing angles rather than measure them. The other line segments on the sketch represent things like walls or the path between two points. They're all definitely straight.
In fact, the two line segments we're interested in—the bullet path and the path from Benny to Micky—are also straight. What we need to find out is whether they join up to form one single straight line. Can you work out their complements? Complements can never be negative. Only acute angles can be complementary. Head First 2D Geometry. Read more. Head Rush Ajax Head First. Head First Python.
Head First Design Patterns. Head First Networking. Head First C. Dawn Griffiths started life as a mathematician at a top UK university. She was awarded a First-Class Honours degree in Mathematics, and was offered a university scholarship to undertake a PhD studying particularly rare breeds of differential equations.
She moved away from academia when she realized that people would stop talking to her at parties, and went on to pursue a career in software development instead.
She currently combines IT consultancy with writing and mathematics. When Dawn's not working on Head First books, you'll find her honing her Tai Chi skills, making bobbin lace or cooking nice meals.
She hasn't yet mastered the art of doing all three at the same time. She also enjoys traveling, and spending time with her lovely husband, David.
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