problem solving about kite

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Kite Questions with Solutions

Kite Formulas

We define the length of segments \( AC \), \( BD \) and \( AO \) using small letters as follows: \( AC = e\), \( BD = f \) and \( AO = g \). We now present the formulas that may be used to find the sides, the area, perimeter and angles of the kite. Note that: \( OC = AC - AO = e - g\) and \( BO = OD = f/2 \) Area of triangle \( AOB = (1/2)(BO)(AO) = (1/4) f g \) Area of triangle \( BOC = (1/2)(BO)(CO) = (1/4) f (e-g) \) Area of triangle \( ABC = (1/4) f g + (1/4) f (e-g) = (1/4) f g \) Area \( A \) of Kite: \[ \displaystyle A = 2 \times \text{Area of tringle} ABC = \dfrac{f \cdot e}{2} \] Use the Pythagorean theorem in the right triangle \( BOC \) Sides \( a \) and \( b \): \[ \displaystyle a = b = \sqrt{ \left(\dfrac{f}{2}\right)^2 + (e-g)^2} \] Use the Pythagorean theorem in the right triangle \( AOB \) Sides \( c \) and \( d \): \[ \displaystyle d = c = \sqrt{ \left(\dfrac{f}{2}\right)^2 + g^2} \] Perimeter: \( \displaystyle p = 2 a + 2 d \) Use the right triangle \( AOB \) to write: \( \tan(\alpha / 2) = \dfrac{f/2}{g} \), which gives Angle \( \alpha \): \[ \displaystyle \alpha = 2 \arctan (\dfrac{f}{2g}) \] Use the right triangle \( BOC \) to write: \( \tan(\gamma / 2) = \dfrac{f/2}{e-g} \), which gives Angle\( \gamma \) : \[ \displaystyle \gamma = 2 \arctan \left(\dfrac{f}{2(e-g)}\right) \] The sum of all angles in triangle \( ABC \) is equal to \( 180^{\circ} \), hence Angle \( \beta \): \[ \displaystyle \beta = 180 - \dfrac{\gamma}{2} - \dfrac{\alpha}{2} \] A kite calculator is included and may be used to check answers to calculations.

Questions with Solutions

Question 1 Calculate the sides \( a \) and \( d \), the area, the perimeter and the angles \( \alpha, \beta \) and \( \gamma \) of a kite with the diagonal axis of \( 0.8 \) meters, the second diagonal \( 0.40 \) meters and distance \( AO \) of \( 0.2 \) meters. Solution Given: \( e = 0.8 \), \( f = 0.4\) and \( g = 0.2\) Area: \( \displaystyle A = \dfrac{f \cdot e}{2} = \dfrac{0.4 \cdot 0.8}{2} = 0.16 \) square meters Sides: \( \displaystyle a = b = \sqrt{ \left(\dfrac{f}{2}\right)^2 + (e-g)^2} = \sqrt{ \left(\dfrac{0.4}{2}\right)^2 + (0.8-0.2)^2} \approx 0.63 \) meters Sides: \( \displaystyle d = c = \sqrt{ \left(\dfrac{f}{2}\right)^2 + g^2} = \sqrt{ \left(\dfrac{0.4}{2}\right)^2 + 0.2^2} \approx 0.28 \) meters Perimeter: \( \displaystyle p = 2 a + 2 d = 2 \cdot 0.68 + 2 \cdot 0.28 \approx 1.92 \) meters Angle: \( \displaystyle \alpha = 2 \arctan (\dfrac{f}{2g}) = 2 \arctan (\dfrac{0.4}{2\cdot0.2}) = 90^{\circ}\) Angle: \( \displaystyle \gamma = 2 \arctan (\dfrac{f}{2(e-g)}) = 2 \arctan (\dfrac{0.4}{2(0.8-0.2)}) = 36.87^{\circ}\) Angle: \( \displaystyle \beta = 180 - \dfrac{\gamma}{2} - \dfrac{\alpha}{2} = 180 - \dfrac{36.87}{2} - \dfrac{90}{2} = 116.57^{\circ} \)

Question 2 Calculate the sides \( a \) and \( d \), the angles \( \beta \), \( \gamma \), the area, the perimeter of a kite with the diagonal axis of \( e = 1.5 \) meters, the second diagonal \( f = 0.50 \) meters and angle \( \alpha = 30^{\circ} \). Solution Use triangle \( AOB \) to write: \( \sin(\alpha/2) = \dfrac{f/2}{d} \) The above gives: \( d = \dfrac{f/2}{\sin(\alpha/2)} = \dfrac{0.5/2}{\sin(15^{\circ}} = 0.97 \) meters Use triangle \( AOB \) to write: \( \tan(\alpha/2) = \dfrac{f/2}{OA} \) The above gives: \( g = OA = \dfrac{f/2}{\tan(\alpha/2)} = \dfrac{0.5/2}{\tan(15^{\circ}} = 0.933 \) meters Use triangle \( BOC \) to write: \( \tan(\gamma/2) = \dfrac{f/2}{AC-AO} = \dfrac{0.5/2}{1.5 - 0.933} = 0.44091\) The above gives: \( \gamma = 2 \arctan(0.44091) = 47.59^{\circ} \) Side: \( a = \sqrt { (1.5 - 0.933)^2 + (0.5/2)^2} = 0.63 \) meters Angle: \( \displaystyle \beta = 180 - \dfrac{\gamma}{2} - \dfrac{\alpha}{2} = 180 - \dfrac{47.59}{2} - \dfrac{30}{2} = 141.21^{\circ} \) Perimeter: \( \displaystyle p = 2 a + 2 d = 2 \cdot 0.63 + 2 \cdot 0.97 \approx 3.2 \) meters Area: \( \displaystyle A = \dfrac{f \cdot e}{2} = \dfrac{0.5 \cdot 1.5}{2} = 0.375 \) square meters

Question 3 Given the second diagonal \( f = 0.60 \) meters and angles \( \alpha = 30^{\circ} \) and \( \beta = 120^{\circ} \), calculate the lengths of the diagonal axis \( AC = e\) the second diagonal \( BD = f \) and angle \( \gamma \) Solution Use triangle \( AOB \) to write: \( \tan(\alpha/2) = \dfrac{f/2}{OA} \) Which gives: \(OA = g = \dfrac{f/2}{\tan(\alpha/2)} = \dfrac{0.60/2}{\tan(15^{\circ})} = 1.12 \) meters Use triangle \( ABC \) to write: \( \alpha / 2 + \gamma /2 + \beta = 180^{\circ} \) Hence: \( \gamma = 2(180 - \alpha / 2 - \beta) = 2(180 - 15 - 120) = 90^{\circ} \) Use triangle \( BOC \) to write: \( \tan(\gamma / 2) = \dfrac{BO}{OC} \) Which gives: \( OC = e - g = \dfrac{BO}{\tan(\gamma / 2)} = \dfrac{0.6/2}{45^{\circ}} = 0.3 \) Hence: \( e = 0.38 + g = 0.3 + 1.12 = 1.42 \) meters.

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Advanced Geometry : Kites

Study concepts, example questions & explanations for advanced geometry, all advanced geometry resources, example questions, example question #1 : how to find the length of the diagonal of a kite.

The area of a kite is half the product of the diagonals.

The diagonals of the kite are the height and width of the rectangle it is superimposed in, and we know that because the area of a rectangle is base times height.

Therefore our equation becomes:

Example Question #2 : How To Find The Length Of The Diagonal Of A Kite

None of the other responses is correct.

Example Question #3 : How To Find The Length Of The Diagonal Of A Kite

Using the kite shown above, find the length of the red (vertical) diagonal. 

Example Question #4 : How To Find The Length Of The Diagonal Of A Kite

Example Question #6 : How To Find The Length Of The Diagonal Of A Kite

Example Question #1 : Kites

Example Question #8 : How To Find The Length Of The Diagonal Of A Kite

Example Question #9 : How To Find The Length Of The Diagonal Of A Kite

Example Question #2 : Kites

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(Jump to Area of a Kite or Perimeter of a Kite )

A Kite is a flat shape with straight sides. It has two pairs of equal-length adjacent (next to each other) sides.

Play with a Kite:

Area of a Kite

Example: a kite has diagonals of 3 cm and 5 cm, what is its area.

Area = 3 cm × 5 cm 2 = 7.5 cm 2

Example: You don't want to get wet measuring the diagonals of a kite-shaped swimming pool. So you measure unequal side lengths of 5.0 m and 6.5 m with an angle between them of 60° . What is its Area?

If you can draw your Kite, try the Area of Polygon by Drawing tool.

Perimeter of a Kite

The Perimeter is the distance around the edges.

Example: A kite has side lengths of 12 m and 10m, what is its Perimeter?

Perimeter = 2 × (12 m + 10 m) = 2 × 22 m = 44 m

Rhombus and Square

When all sides have equal length the Kite will also be a Rhombus .

When all the angles are also 90° the Kite will be a Square .

A Square is a Kite? Yes! So it doesn't always look like the kite you fly.

A concave Kite is called a Dart

GEOMETRY PROBLEMS USING PROPERTIES OF KITE 

Problem 1 :

Kite Perimeter = _____

Perimeter of a kite  p = 2(a + b)

a = 12 and b = 20

p = 2(12 + 20)

So, the perimeter of a kite is 64.

Problem 2 :

Kite x = _____ y = ____ 

In the above triangle △ABD                                                                   

∠B =18 º and ∠D = 18 º

In the triangle △AOD

sum of interior angle of a triangle = 180 º

∠A + ∠O + ∠D = 180 º

x + 90 º + 18 º = 180 º

x + 108 º = 180 º

x = 180 º - 108 º

In the triangle △BDC

∠B = ∠D

∠B = y, ∠D = y and ∠C = 29 º

In the triangle △DOC 

Sum of interior angle of a triangle  = 180 º

∠D + ∠O + ∠C = 180 º

y + 90 º + 29 º = 180 º

y + 119 º = 180 º

So, the values of x and y is 72 º and 61 º .

Problem 3 :

Kite's Perimeter = 86 ft. 

Given, perimeter of a kite = 86 ft.

Let a = 3y and b = 6y - 2

86 = 2(3y  + 6y - 2)

86 = 2(9y - 2)

86 = 18y - 4

18y = 86 + 4

5x - 15 = 2x + 3

5x - 2x = 15 + 3

So, the values of x and y is 6 and 5.

Problem 4 :

By observing the figure,

One pair of opposite angles will be equal.

The sum of the interior angles of a kite is equal to 360 º .

x + 146 º + 47 º + y = 360 º

x + 146 º + 47 º + 146 = 360 º

x + 339 º = 360 º

x = 360 º - 339 º

Problem 5 :

∠ADB = ∠ABD = (4x - 3) º

∠AOB = 90 º

∠AOB + ∠ABD + ∠OAB = 180 º

90 º + (4x - 3) º + 41 º = 180 º

131 º + (4x - 3) º = 180 º

128 º + 4xº = 180 º

4x º = 180 º - 128 º

x º = 52º/4

∠BCO + ∠BOC + ∠OBC = 180 º

y º + 90 º + 59 º = 180 º

y º + 149 º = 180 º

y º = 180 º - 149 º

So, the values of x and y is 13 º and 31 º .

Problem 6 :

If WXYZ is a kite, find m ∠XYZ.

W + X + Y + Z = 360 º

73 º + 121 º + Y + 121 º = 360 º

315 º + Y= 360 º

Y = 360 º - 315 º

Problem 7 :

If MNPQ is a kite, find NP.

Using Pythagorean Theorem :

(NP) 2 = (NR) 2 + (PR) 2

(NP) 2 = (8) 2 + (6) 2

(NP) 2 = 64 + 36

(NP) 2 = 100

Squaring on both sides.

NP = √100

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Angles in Kite Worksheets

Add-on to your practice with this collection of angles and properties of kites worksheets. High school students learn how to find the indicated vertex and non-vertex angles in a kite, determine the measure of angles with bisecting diagonals and solve for 'x' in problems involving algebra as well. Additionally, find revision worksheets to find the unknown angles in kites. Equip yourself with the Angles in a kite chart for thorough knowledge. Browse through some of these worksheets for free!

Find the Indicated Angles | Vertex and Non-Vertex Angles

Apply the properties of the kite to find the vertex and non-vertex angles. Add all known angles and subtract from 360° to find the vertex angle, and subtract the sum of the vertex angles from 360° and divide by 2 to find the non-vertex angle.

• Download the set

Find the Indicated Angles | Diagonals

The longer and shorter diagonals divide the kite into two congruent and two isosceles triangles respectively. Apply appropriate triangle theorems to find the indicated angles.

Find the Vertex and Non-Vertex Angles | Solve for 'x'

The measures of the angles are given as a linear equation. Use the appropriate properties and solve for x. Substitute the value of x to determine the size of the unknown angles of the kites.

Solve for x | Find the Angles in a Kite - contain Diagonals

Use appropriate triangle theorems and solve algebraic expressions to find the value of 'x'. Plug in the value to find the indicated angle(s) in each of the eight kites featured in this set of printable high school worksheets.

Solve for x | Find the Indicated Angles in a Kite

Recapitulate the concepts with this batch of pdf worksheets to bolster skills in finding the size of the indicated vertex and non-vertex angles with and without diagonals involving algebraic expressions.

Related Worksheets

» Angles in Parallelograms

» Angles in Rhombus

» Angles in Trapezoids

» Angles in Quadrilaterals

» Angles

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Kite Worksheets

Kite worksheets are useful for students to gain a good understanding of kites and their properties. Kite is a geometrical shape found in many real-life objects around us. It is a quadrilateral with two pairs of adjacent, congruent sides. To master the topic of kites requires a thorough understanding of all its identifying properties. Kite worksheets cover various questions based on kite properties, calculating its area, recognizing their patterns , and many more.

Benefits of Kite Worksheets

Kite worksheets comprise well-structured practice exercises to promote the conceptual knowledge of students. These worksheets support structured learning for a better understanding of each topic. Kite worksheets are loaded with multiple visual simulations to develop a step-wise approach toward problem-solving.

Download Kite Worksheet PDFs

The objective of these worksheets is to help students learn about kites along with cultivating a problem-solving mindset. These worksheets have numerous examples and illustrations to boost active learning in students. These worksheets are free to practice resources. Additionally, students can download these free PDFs to practice anywhere.

Helping with Math

Kites in Mathematics: A Comprehensive Guide for Students

Introduction.

A kite is a simple yet interesting quadrilateral shape often appearing in various mathematical problems and concepts. This article is designed to give students an in-depth understanding of kites, their properties, and how they can be applied to real-life situations. We will cover grade appropriateness, math domain, common core standards , definition, key concepts, illustrative examples, real-life applications, practice tests, and FAQs related to kites.

Grade Appropriateness

Kites are generally introduced to students around 4th to 6th grade as they start learning about different quadrilateral shapes and their properties. However, the complexity of problems involving kites can vary, making them relevant for students in higher grades.

Math Domain

Kites belong to the domain of Geometry, specifically the subdomain of Quadrilaterals, which deals with studying different types of four-sided polygons .

Applicable Common Core Standards

The concept of kites aligns with the following Common Core Standards:

4.G.A.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.

5.G.B.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

6.G.A.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing them into rectangles or decomposing them into triangles and other shapes.

Definition 

A kite is a type of quadrilateral having two pairs of consecutive, non-overlapping sides that are congruent (equal in length). The vertices where the congruent sides meet are called the non-adjacent or opposite vertices . The figure below represents a kite.

Key Concepts

Diagonals : A kite’s diagonals are perpendicular to one another, and one diagonal is bisected by the other.

Angles: The angles between the congruent sides of a kite are equal.

Perimeter : The perimeter of a kite is the total or sum of all the lengths of the sides.

Area: The area of a kite is one-half the product of its diagonals and can be calculated using the formula: Area = $\frac{d_1 × d_2}{2}$, where d1 and  d2 are the lengths of the diagonals.

Properties of Kites

• A kite consists of two pairs of congruent sides that are adjacent. 

Side AB is congruent to side AD, and side BC is congruent to side DC.

• Two angles are equal where the two pairs of sides meet.

• The longer diagonal forms two congruent triangles .

• Diagonals form a cross at a right angle (90°). 
• The longer diagonal cuts the other diagonal equally into two parts.

Discussion with Illustrative Examples

Consider a kite ABCD, with AB = BC and AD = CD. The diagonals AC and BD intersect at point E. Also, the diagonals are perpendicular, so ∠BEC = 90°.

In the kite ABCD, the angle between the congruent sides is equal, so ∠ABC = ∠ADC.

Find the perimeter of a kite with its pairs of equal sides as two and five units.

The figure below shows a sample illustration of the kite in this example. The perimeter of a kite is the sum of all the sides of the kite. You can calculate the perimeter by adding the sides of each pair. 

Perimeter=2+2+5+5

Perimeter=14 units

Therefore, the perimeter of the kite is 14 units.

Find the area of the kite given below.

Lengths of the diagonals are:

d 1 =2+2=4 

A kite’s area is equal to half of the product of its diagonals. Hence, we have,

Area= ½ (diagonal 1)(diagonal 2)

Area= ½ (4)(8)

Area= ½ (3)(2)

Area=16 square units

Therefore, the area of the kite is 16 square units.

Examples with Solutions

Example 1 True or false

The diagonals of a kite are always equal in length.

False; a kite’s two diagonals are not the same length.

Given a kite with diagonals 8 cm and 12 cm, calculate its area.

Area= ½ (8)(12)

Area= ½ (96)

Area=48 cm 2

Therefore, the area of the kite is 48 cm 2 .

The lengths of a kite’s three sides are three ft., 5 ft, and 3 ft.

a. Find the length of the fourth side.

b. Find the perimeter of the kite.

a. A kite has two pairs of adjacent equal sides, then the length of the fourth side is 5 ft.

b. To calculate its perimeter, we have,

Perimeter=3+3+5+5

Perimeter=16 ft.

Hence, the perimeter of the kite is 16 ft.

Real-life Application with Solution

A park is shaped like a kite with 100 meters and 60 meters diagonals. What is the area of the park?

The lengths of the diagonals are:

diagonal 1=100 meters

diagonal 2=60 meters

Finding the area, we have,

Area= ½ (100)(60)

Area= ½ (6000)

Area=3000 m 2

Therefore, the area of the park is 3000 m 2 .

Practice Test

A. Tell whether the following objects resemble a kite.

B. Calculate the perimeter and area of the given kite.

Frequently Asked Questions (FAQs)

How to tell if a quadrilateral is a kite.

A kite has two pairs of consecutive, non-overlapping sides that are congruent (equal in length). The vertices where the congruent sides meet are called the non-adjacent or opposite vertices. A kite also has perpendicular diagonals, where one bisects the other. 

What is the total of a kite’s internal angles?

A kite’s internal angles add up to 360°. 

How many sides does a kite have?

A kite has a total of four sides. The two pairs of sides have equal lengths.

How many pairs of equal angles does a kite have?

There is only one pair of equal angles in a kite. Two angles are equal where the two pairs of sides meet.

How do we calculate the perimeter and area of a kite?

The perimeter of a kite can be calculated by adding all the lengths of the sides.

Let us say we have the sides m, n, m, and n; the perimeter of a kite is given by

Perimeter=m+n+m+n=2m+2n.

The area of the kite can be calculated using the formula: Area= $\frac{d_1 × d_2}{2}$, where d1 and d2 are the lengths of the diagonals.

Recommended Worksheets

Kite (Reduce, Reuse, Recycle Themed) Math Worksheets Area of a Kite (Earth Hour Themed) Math Worksheets Quadrilaterals (Real Estate Themed) Math Worksheets

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Troubleshooting and Problem Solving: single line kites

How to fly  single line kites :.

Stand with your back to the wind . Hold your kite up by the bridle point and let the line out. If there is sufficient wind , your kite will go right up. Let the kite fly away from you a little, then pull in on the line as the kite points up so it will climb. Repeat this until your kite gains the altitude necessary to find a good steady wind. Light Wind?  Have a helper take the kite downwind and hold it up. On command, the helper releases the kite and the flier pulls the line hand-over-hand while the kite gains altitude. Practice this high-launch technique. No Helper?  Prop the kite up against a bush, post, or wall. Reel out enough line for altitude and simply pull the kite aloft. If the kite sinks tail first, there might not be enough wind. If it comes down head first or spins, there might be too much wind. Different kites  fly in different winds. Bridles:  If your kite has an adjustable bridle, move it higher (nearer the top) in higher winds, and lower (towards the tail) in lower winds. (Adjust no more than 1/2″ at a time.) Kite Tails :  Adding tails to single line kites helps them to remain stable in stronger winds. Use light-weight materials so you can use lots! Looks great!

AVOIDING PROBLEMS:

• Use the correct flying line
• Too heavy a line will weigh a kite down
• Too light a line and your line might snap and you may lose your kite
• Do not use mono-filament ( fishing line). It is hard to see and can be dangerous
• If flying lines cross, one will cut or nick the other

PROBLEM SOLVING:

If your kite spins and the wind is not too strong

• Too short a tail can cause your kite to spin
• Check to see if the struts are correctly fitted or that both sides of the kites are equal
• On  delta kites , make sure the leading edge struts are pushed all the way down into the wingtips. Your tow point (where the line attaches) may be too forward…try moving the tow point toward the nose of the kite

Kite fails to launch but the wind is strong enough to support the kite's weight:

• If a tail is too heavy or long the kite will not fly
• Replace or remove part of the tail
• A tow point is located back so a kite can be flown in light wind conditions or to stop the kite from spinning, too far back and the kite will refuse to fly…relocate the tow point forward

Kite pulls to one side:

• A kite might pull to one side to release wind
• Relocate the tow point forward
• There may be wind conditions that cause the kite to pull to one side. Tape a piece of tail to the opposite side

Submitted by: Kirsten Bissell

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Grade Levels

Grades K-4, Grades 5-8, Grades 9-12

Art, Mathematics, Physical Science, Geometry, Measurement and Data Analysis, Problem Solving, Flight and Aeronautics

Lesson Plans / Activities

PRINCIPLES OF FLIGHT

In the Kites Guide, through observation, the students will identify common occurrences and make inferences about air and how it moves. They will “see” wind as it works, identifying its direction of travel and its strength by observing its effects on a windsock. Students will follow directions to create their own simple kites and come to understand the power of wind as it applies to the simple activity of flying it. They will begin to view wind as a force that is capable of doing work, whether it be for fun or to perform a job.

Grade Level: PK-4

Time Required: 45 minutes

National Science Standards Addressed:

• Abilities necessary to do scientific inquiry
• Understanding about scientific inquiry
• Position and motion of objects
• Objects in the sky
• Science and technology in local challenges
• Science as a human endeavor
• Compute fluently and make reasonable estimates
• Understand patterns, relations, and functions
• Use visualization, spatial reasoning, and geometric modeling to solve problems
• Apply appropriate techniques, tools, and formulas to determine measurements
• Formulate questions that can be addressed with data and collect, organize, and display, relevant data to answer them
• Problem Solving

Topic: Wind, weather measurement, air, motion, force, work

Students will follow directions to create their own kites and understand the power of wind as it applies to the activity of flying a kite. They will view wind as a force that is capable of doing work, whether it be for fun or to perform a job.

Grade Level: 5-12

Time Required: 120 minutes

Topic: Wind, air, motion, force, geometric shapes, patterns, sequencing, lift, pressure

This activity is part of the Museum in a Box Lessons  

8 Real-life Examples Of The Kite Shape

Imagine soaring high above the earth, with the wind in your face and the sun on your back, riding on the wings of a magnificent kite. While this may sound like a recreational activity, kites have a wide range of real-life applications that make them more than just a fun pastime. 

Geometry and geometric figures have various real-life examples. Similarly, from scientific research to military surveillance, kites have been used throughout history for a variety of purposes, showcasing their versatility and utility as a tool. In this discussion, we will explore some of the most impressive and fascinating real-life examples and applications of kites, highlighting how these simple yet effective devices have shaped our world.

Rising high: Exploring real-life examples of the kite shape

Kites are a classic example of the kite shape. They typically have two pairs of equal sides and one pair of unequal sides, creating the familiar diamond shape. Kites are often flown on windy days for recreation and fun and can be found in a variety of colors, shapes, and sizes.

2. Diamond Rings

Many diamond rings incorporate the kite shape as part of their design. This can be seen in the shape of the setting or the band, adding a unique and modern touch to the ring. Kite-shaped diamonds can also be used as a centerpiece in the ring, creating a stunning and eye-catching piece of jewelry.

3.  Earrings

Kite-shaped earrings are a popular jewelry design. They can be found in many different styles, including stud and drop earrings, and are a unique and trendy way to accessorize any outfit. Kite-shaped earrings can be made from a variety of materials, such as metals, stones, and gems.

4. Stained Glass Windows

The kite shape is often used in stained glass window designs, creating beautiful and intricate patterns that are brought to life when the light shines through. Stained glass windows can be found in many buildings, such as churches and museums, and can add a sense of beauty and wonder to the space.

5. Windowpanes

The kite shape can also be found in some windowpane designs, adding a modern and unique look to the architecture of a building. Kite-shaped windowpanes can be made from a variety of materials, such as glass, wood, or metal, and can be used in both residential and commercial buildings.

6. Kite-shaped paper clips

They are a type of paper clip that is designed to resemble the shape of a kite. They are typically made of metal wire and have two loops at the top, which can be used to hold sheets of paper together. They are popular among people who want to add a little bit of fun and personality to their office supplies.

7. Party Decorations

Kite-shaped decorations are a playful and whimsical addition to any party decor. They can be found in a variety of colors and materials, adding a fun touch to the festivities. Kite-shaped decorations can be hung from the ceiling or placed on tables, adding a festive touch to any occasion.

8. Yoga Posture

The Kite posture in yoga involves standing on one foot with the other leg lifted and extended behind the body, creating a kite shape with the body. This posture can help improve balance, strength, and flexibility. The kite shape of the body in this posture can also help improve posture and alignment.

The Relationship between rhombuses and kites: Understanding the similarities and differences.

The relationship between rhombuses and kites is an important concept in geometry. It is often stated that all rhombuses are kites, but all kites are not rhombuses. This means that there is a certain degree of similarity between these two types of quadrilaterals, but they also have distinct features that set them apart.

Understanding the characteristics and differences between rhombuses and kites is essential to solving geometry problems and making accurate measurements. Furthermore, many geometry activities can also help with the understanding of the same. In this context, it is important to explore the features and conditions that make this conclusion true.

Rhombuses and kites: Features, differences, and conditions

Features of Rhombuses:

• A rhombus is a quadrilateral with four equal sides.
• The opposite angles of a rhombus are equal.
• The diagonals of a rhombus intersect at right angles.
• A rhombus has two pairs of parallel sides.

Features of Kites:

• A kite is a quadrilateral with two pairs of equal adjacent sides.
• The two non-adjacent angles of a kite are equal.
• The diagonals of a kite intersect at right angles.
• A kite has one pair of parallel sides.

Therefore, while all rhombuses are kites, not all kites have the additional properties necessary to be classified as rhombuses. 

Let’s soar high: Effective strategies for teaching about the kite shape

Kites are a fascinating and fun subject to teach in geometry class. However, some students may struggle to understand the concept of the kite shape, which can be a challenging shape to grasp. To make it easier for your students to learn about this shape, it is important to use effective teaching strategies that cater to different learning styles.

1. Real-world examples: From cubes to cylinders to even squares, every shape has some or other real-life example. Hence, start by showing real-world examples of kites. Bring in a few different types of kites, or show pictures of kites in different shapes and sizes. Ask students to identify the common features of kites, such as the two pairs of congruent sides and the diagonals that intersect at right angles.

2. Hands-on activities: Provide students with materials to construct their own kites. You could use paper, string, sticks, or you could use pre-made kite kits. As they construct their kites, encourage them to pay attention to the shape and angles of the kite.

3. Geometry software: Use geometry software such as Geogebra or Desmos to demonstrate how the kite shape can be constructed and manipulated. This can be particularly useful for showing how the diagonals of a kite bisect each other, and for exploring the properties of quadrilaterals in general.

4. Collaborative problem-solving: Give students a problem that involves kites, such as finding the area or perimeter of a kite with specific measurements. Collaborative learning encourages them to work in pairs or small groups to solve the problem and to explain their reasoning to each other.

5. Visual aids: Use visual aids such as posters or diagrams to help students visualize the properties of kites. For example, you could create a poster that shows the angles and sides of a kite, or a diagram that shows how the diagonals of a kite intersect at right angles. These aids can help students better understand the geometry of kites and how they relate to other shapes.

In conclusion, kites are not just a fun toy to play with, but they have real-life applications and examples that can be seen all around us. From the kite-shaped wings of airplanes to the kite-like shape of a diamond, the kite shape is a versatile and important geometric shape. It can also be seen in the design of wind turbines and other structures that rely on aerodynamics.

Moreover, the cultural significance of kites in different parts of the world further highlights their importance. As educators, we can use kites to teach students about geometry, physics, culture, and creativity. By incorporating kite-related activities into the curriculum, we can help students understand the practical applications of geometric shapes and inspire them to explore the world around them. Furthermore, these can also be clubbed with some geometry quotes to make the class and the interaction between students and teachers even more interesting. 

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of  Smartynote -‘The notepad app for dyslexia’, 

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PROBLEMS INVOLVING PARALLELOGRAMS, TRAPEZOIDS AND KITES

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March 27, 2024

Solar Eclipse Experiment Will Fly a Kite to Avoid Cloudy Skies

A kite-borne experiment will observe the sun’s mysterious corona during the upcoming total solar eclipse

By Anavi Uppal

The 2017 total solar eclipse, photographed by the Solar Wind Sherpas. Red corresponds to light from Fe XI and green corresponds to light from Fe XIV.

Miloslav Druckmüller, Shadia Habbal, Pavel Starha, Judd Johnson, Jana Hoderová

This article is part of a special report on the total solar eclipse that will be visible from parts of the U.S., Mexico and Canada on April 8, 2024.

Shadia Habbal has gone to the ends of the Earth for science. The University of Hawaii astronomer leads a group of researchers called the Solar Wind Sherpas. These scientists have traveled around the world to observe 18 total solar eclipses since 1995—including in the Arctic and Antarctica. Each trip has involved two years of preparation for a few precious minutes of standing in the moon’s shadow, hoping to catch a glimpse of the sun’s corona —the feathery outer solar atmosphere that is usually outshined by our star’s light.

Yet more than a third of the eclipses the Sherpas traveled to have been clouded out. In 2021 the group trekked all the way to Antarctica and didn’t see any part of the total eclipse. That was “a brutal, heart-wrenching, miserable experience,” says Sage Constantinou, an astronomy graduate student at the University of Hawaii and a member of the Sherpas.

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The team will have another chance during the upcoming total solar eclipse over North America on April 8. And this time they have an unconventional plan for getting around the clouds. The scientists will launch a massive kite loaded with instruments two miles high into the sky, hopefully above any eclipse-obstructing clouds. The project will be the first to use a kite for solar eclipse observations. If it works, it will allow a view of the corona even if the skies are cloudy.

Earth constantly feels the effects of the solar corona. The sun produces a solar wind—a constant stream of protons and electrons that flow from the corona—and sometimes sends out massive “burps” of particles called coronal mass ejections. These particles can hit Earth and cause disruptions that range from beautiful auroras to damaged satellites. Astronomers such as Habbal want to know exactly how this solar wind forms in the corona, and a total solar eclipse is the best way to study the corona’s full extent.

The April eclipse will be especially spectacular because the sun is ramping up to the maximum point in its 11-year activity cycle, expected to occur in mid- to late 2024. During solar maximum, the corona becomes hotter and more complicated, with its usual two-lobed structure splitting into spiky flower petals.

Members of the Solar Wind Sherpas test their kite on a 600-meter-long tether during the April 2023 total solar eclipse in Australia.

Credit: Shadia Habbal

During the upcoming eclipse, the Sherpas will fly their instruments on a kite with an impressive 4,000-meter-long tether, which will allow it to soar above most mid- and low-level clouds. The red, yellow and blue kite is about as large as a two-car garage. Below it will dangle a giant hip-flask-shaped container holding a spectrometer, an instrument that can detect different wavelengths of light emitted by the sun’s corona. The container is crowned by a helmetlike solar tracking device that houses two cameras—one with a dark solar filter for before the total eclipse and an unfiltered one that will be used during totality. The cameras automatically point at the sun by searching for the brightest location in the sky.

The Sherpas tested a shorter, 600-meter-long version of their kite during the April 2023 total solar eclipse in Australia. They were able to collect data on the eclipse, but their solar tracker failed to keep the sun fully centered. This created multiple overlapping spectra of the sun that were difficult to interpret. The researchers have since worked to improve their tracker. For the April 2024 eclipse, they will use the full-length tether with the goal of proving that a kite is a relatively low-cost way to study solar eclipses from above the influence of most clouds. Their kite setup cost about $160,000 to develop, whereas the alternative—a specially modified NASA plane—costs hundreds of thousands of dollars to use each time.

The team designs and fabricates all of its scientific equipment. Constantinou’s office features a drill press, two 3D printers and a blacksmithing forge under his desk. “This is one of my favorite things about this group,” he says. “When you come up with some idea for an instrument design, instead of having to go to the shop and have them design it, I can just make it.”

The Sherpas mainly use their spectrometers and cameras to look at bright emission lines from different types of iron in the sun. The star’s extreme heat energizes its gas atoms and slams them together, causing them to lose electrons. This process produces bright emission lines that scientists measure to determine the temperature of different parts of the solar atmosphere.

The 2006 eclipse in Libya was one of Habbal’s favorites—during the last 40 seconds of totality, she captured the world’s first photograph of the corona in the Fe XI emission band, which is the light from iron atoms that have lost 10 electrons and corresponds to a temperature of roughly two million degrees Fahrenheit. Habbal’s images in Fe XI revealed previously unseen features and provided a new way of looking at the sun, says Giulio Del Zanna, an astrophysicist at the University of Cambridge, who is not part of the Sherpas.

For the April 2024 eclipse, the Sherpas have chosen to go to areas of Arkansas, Texas and Mexico because they are predicted to have low cloud cover. “Months before the eclipse, I always have eclipse nightmares,” Habbal says. “Like, either we went to the wrong place or we didn’t have things ready in time.” She has spent sleepless nights worrying about problems with the kite. “But we shouldn't shy away from doing things that are out of the norm or thinking outside the box as scientists,” Habbal adds.

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Solving the ‘3 Body Problem’

Unpacking netflix’s new hit with the times’s cosmic affairs correspondent..

Produced by Alex Barron

Edited by Lynn Levy

Engineered by Efim Shapiro

Featuring Dennis Overbye

The show “3 Body Problem” premiered on March 21 and quickly became one of Netflix’s most-watched titles. It is an adventure story about a group of scientists contending with an extraterrestrial threat. But despite its science fiction trappings, the show is often based in real — and complex — scientific concepts, whether string theory or nanomaterials. In this episode, Dennis Overbye, The Times’s cosmic affairs correspondent, breaks down some of the more brain-bending science behind “3 Body Problem.”

On today’s episode

Dennis Overbye is the cosmic affairs correspondent for The Times, covering physics and astronomy.

The New York Times Audio app is home to journalism and storytelling, and provides news, depth and serendipity. If you haven’t already, download it here — available to Times news subscribers on iOS — and sign up for our weekly newsletter.

Dennis Overbye is the cosmic affairs correspondent for The Times, covering physics and astronomy. More about Dennis Overbye

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April 5, 2024 feature

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Scientists harness chemical dynamics for complex problem solving

by Tejasri Gururaj , Phys.org

At the intersection of chemistry and computation, researchers from the University of Glasgow have developed a hybrid digital-chemical probabilistic computational system based on the Belousov-Zhabotinsky (BZ) reaction which can be used for solving combinatorial optimization problems.

By harnessing the inherent probabilistic nature of BZ reactions, the system demonstrates emergent behaviors like replication and competition seen in complex systems, reminiscent of living organisms. This could pave the way for novel approaches to computational tasks that are fazed by the limitations set by modern computation.

Combining electronic control and chemical dynamics offers a way to perform efficient computation, combining the best of both towards the development of adaptive, bio-inspired computing platforms with unparalleled efficiency and scalability.

The research led by Prof. Leroy Cronin, the Regius Chair of Chemistry at the University of Glasgow, was published in Nature Communications . Prof. Cronin spoke to Phys.org about their work and stated his motivation behind pursuing the same.

"I wanted to see if we could make a new type of chemical information processing system as I am inspired by how biology can process information in wet brains," he said.

Limitations of modern computing

Modern computing relies on transistors, the building blocks of electronic devices, that are used to create logic gates and memory cells , forming the basis of digital circuits. But, the need and demand for more computational power means that transistors are getting smaller and smaller.

The miniaturization of transistors has several limitations due to constraints set by fabrications and the laws of physics. The smaller the transistor, the harder it is to manufacture and requires more power, dissipating more heat and being less and less energy efficient.

This has led scientists to explore other types of computing, such as quantum computing, which while being extremely powerful at solving problems classical computers can't suffer from scalability issues due to error correction.

On the other hand, computation based on physical processes , such as chemical reactions , uses a mixture of systems such as digital, chemical, and optical. This opens up new avenues for unconventional computing architectures with capabilities beyond traditional digital systems.

The BZ reaction

The BZ reaction is a classic example of a chemical oscillator, with the reactant and product concentrations undergoing periodic changes. It is observed in many chemical systems, such as laboratory settings and biological systems.

The BZ reaction's ability to exhibit complex, nonlinear dynamics makes it an attractive choice for studying emergent phenomena and unconventional computing paradigms.

In this research, the BZ reaction serves as the foundation for a hybrid computational system due to its inherent oscillatory behavior, adaptability, and responsiveness to external stimuli. By harnessing the dynamics of BZ reactions, researchers can emulate complex behaviors seen in natural systems, providing a versatile platform for computation.

The concentrations can serve as binary information (with 0 being low concentrations and 1 for high concentrations) and the oscillating concentrations can serve as time-dependent variables. Additionally, information can propagate between individual cells having BZ reactions through processes like diffusion.

Prof. Cronin further explained, "The reaction has two states on and off and each box [or cell] in the network can be flashing independently, in sync, or after communication. This is the process by which the system can be programmed to compute a problem which is then read out by the camera."

A hybrid programmable information processor

The core of the information processor is a 3D-printed grid of interconnected reactors. Each reactor or cell hosts the BZ reaction, making it an array of BZ reactions.

The input to this array is electronic and is controlled by magnetic stirrers capable of manipulating the reaction within these cells. There are also interfacial stirrers capable of facilitating interactions between coupled cells (via diffusion), this helps to synchronize the oscillations.

The researchers observed that the oscillations of the reactant and product concentrations occur as forced-damped oscillations, with the stirrers playing a crucial role in controlling them.

This behavior is a characteristic feature of BZ reactions, where chemical species undergo periodic changes in concentration over time. These changes are noticed by the changes in the color of the liquids.

The output processing involves two key components: a convolutional neural network (CNN) and a recognition finite state machine (rfsm). These components analyze the reactant and product concentrations within the BZ reaction, which are captured using video cameras.

The CNN classifies the concentrations into discrete chemical states, while the rfsm determines the corresponding chemical state based on this classification.

In simple terms, the discrete chemical states are classified and determined based on the concentrations of reactants and products within the BZ reaction, which are themselves probabilistic due to the nature of the reactions.

The probabilistic nature arises because the BZ reaction is non-linear, resulting in complex interactions between chemical species that exhibit inherent variability and unpredictability in their behavior over time.

The entire system operates smoothly and continuously based on a feedback loop based on the changing colors of the liquid. When the concentrations are oscillating the system is "on" indicated by blue colors and when there is a lack of oscillations, the liquids are red, meaning that the system is "off."

This loop manipulates the stirrers based on the colors, ensuring that the process is continuous with the help of "forced" or external control.

Chemical cellular automata and solving optimization problems

The researchers used the hybrid processor to showcase its computational capability by implementing chemical cellular automata (CCA) in 1D and 2D.

These are mathematical models to simulate complex systems composed of simple components interacting locally with each other according to predefined rules.

This leads to emergent behaviors such as replication and competition exhibited by "Chemits," which are multicellular entities defined by patterns of chemical concentrations within the grid of interconnected reactors hosting the BZ reaction.

These behaviors resemble those observed in living organisms and contribute to the complexity and adaptability of the computational system.

Moreover, the researchers demonstrate that their computational approach, which incorporates both electronic and chemical components, can efficiently tackle combinatorial optimization challenges, like the traveling salesman problem.

On the application side of things, hybrid systems like these could be very useful for deep learning tasks that require non-linear behavior. Chemical systems inherently offer such characteristics, making hybrid-computation architectures resource-efficient for specific problems where non-linearities and probabilistic behavior are vital.

Prof. Cornin added, "I see that a solid-state version could replace artificial intelligence hardware and be trained much easier."

In the future, he wishes to explore the miniaturization of this technology and increase the size of the grid to solve truly large problems.

Journal information: Nature Communications

© 2024 Science X Network

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Pave the Way for Self-regulation and Problem-solving With Social-emotional Learning

Posted: April 3, 2024

Problem-solving is a social-emotional learning (SEL) skill children need for lifelong success. Effective problem-solving skills support children's ability to self-regulate, focus on tasks, think flexibly and creatively, work with others, and generate multiple ways to solve problems. When young children develop and build these skills, it positively impacts their interactions with others, grows their capacity to manage challenges, and boosts a sense of competence.

A group of school-age children are stacking plastic blocks with an educator.

The foundation for effective social problem-solving is grounded in self-regulation, or the ability to regulate emotions when interacting with others. It is easier to focus on one's feelings and the feelings and perspectives of others and to work cooperatively toward solutions when a child can self-regulate and calm down. Children develop self-regulation skills over time, with practice and with adult guidance. Equally important is how an adult models emotion regulation and co-regulation. 

"Caregivers play a key role in cultivating the development of emotion regulation through co-regulation, or the processes by which they provide external support or scaffolding as children navigate their emotional experiences" (Paley & Hajal, 2022, p. 1).

When adults model calm and self-regulated approaches to problem-solving, it shows children how to approach problems constructively. For example, an educator says, "I'm going to take a breath and calm down so I can think better." This model helps children see and hear a strategy to support self-regulation.

Problem-solving skills help children resolve conflicts and interact with others as partners and collaborators. Developing problem-solving skills helps children learn and grow empathy for others, stand up for themselves, and build resilience and competence to work through challenges in their world. 

Eight strategies to support problem-solving 

• Teach about emotions and use feeling words throughout the day. When children have more words to express themselves and their feelings, it is easier to address and talk about challenges when they arise. 
• Recognize and acknowledge children's feelings throughout the day. For example, when children enter the classroom during circle time, mealtime, and outside time, ask them how they feel. Always acknowledge children's feelings, both comfortable and uncomfortable, to support an understanding that all feelings are OK to experience.  
• Differentiate between feelings and behaviors. By differentiating feelings from behaviors, educators contribute to children’s understanding that all feelings are OK, but not all behaviors are OK. For example, an educator says, "It looks like you may be feeling mad because you want the red blocks, and Nila is playing with them. It's OK to feel mad but not OK to knock over your friend’s blocks."
• Support children's efforts to calm down. When children are self-regulated, they can think more clearly. For example, practice taking a breath with children as a self-regulation technique during calm moments. Then, when challenges arise, children have a strategy they have practiced many times and can use to calm down before problem-solving begins.  
• Encourage children's efforts to voice the problem and their feelings after they are calm. For example, when a challenge arises, encourage children to use the phrase, "The problem is_______, and I feel______." This process sets the stage to begin problem-solving.
• Acknowledge children's efforts to think about varied ways to solve problems. For example, an educator says, "It looks like you and Nila are trying to work out how to share the blocks. What do you think might work so you can both play with them? Do you have some other ideas about how you could share?"
• Champion children's efforts as they problem-solve. For example, "You and Nila thought about two ways you could share. One way is to divide the red blocks so you can each build, and the other is to build a tower together. Great thinking, friends!"
• Create opportunities for activities and play that offer problem-solving practice. For example, when children play together in the block area, it provides opportunities to negotiate plans for play and role-play, build perspective, talk about feelings, and share. The skills children learn during play, along with adult support, enhance children’s ability to solve more complex and challenging social problems and conflicts when they occur in and out of the early learning setting.

References: 

Paley, B., & Hajal, N. J. (2022). Conceptualizing emotion regulation and coregulation as family-level phenomena. Clinical Child and Family Psychology Review ,  25 (1), 19-43.

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• Made by History

Women Could Be the Key to Solving Biden’s Inflation Perception Problem

A lthough inflation is declining, prices are still higher than they were a few years ago, which means that the issue is likely to be significant in the 2024 presidential campaign. President Biden’s consistently low poll numbers , in part, are caused by the perception that the economy is still in bad shape, despite data indicating the opposite.

In 1948, President Truman faced a similar dilemma as he confronted high inflation while campaigning to remain in the White House. A look at how Truman’s campaign team addressed the issue—by making inflation tangible to everyday voters—offers a successful playbook that the Biden campaign could follow as a way of telling a broader story about the strong economy.

In the summer of 1948, very few people expected President Truman to still be president in 1949. There had been a Democratic president for 16 years, and no party had held the presidency for a longer continuous stretch since Republican dominance during Reconstruction. The political winds also seemed to be shifting with Republicans gaining control of the House of Representatives in the 1946 midterms.

Read More: The Fed's 2% Inflation Target Is a Made Up Number

Democrats’ success in the 1948 presidential election appeared even less likely because the party was deeply divided over race and civil rights. That summer, Sen. Strom Thurmond (D-S.C.) led a walkout by white southern segregationist Democrats at the party convention and ended up running on a third-party Dixiecrat ticket. Truman, who had been named FDR’s vice-president in 1944 to appease party moderates, similarly failed to win the backing of the left wing of the party that wanted to do more to address civil and economic rights. Instead, the left wing of the party rallied around FDR’s previous vice president, Henry Wallace, who also split the party in 1948 by running for president on a third party ticket as a progressive.

With the party fractured, all signs pointed to a victory for Republican Gov. Thomas Dewey of New York, as did the nascent polling conducted by George Gallup. But Gallup and conventional wisdom were famously wrong, and Truman was elected president in 1948.

An important part of Truman’s come-from-behind win in 1948 is seldom told. The grassroots efforts of women—led by the director of the Women’s Division at the Democratic National Committee (DNC), India Edwards—were crucial to Truman’s victory. The women campaigned around discussions of inflation grounded in real-time data from across the country, and their work was praised at the time by journalists and party insiders as critical in keeping Democrats in the White House for four more years.

As soon as Republicans took control of the House of Representatives in January 1947, they removed all price controls (or caps on how much retailers could charge consumers for common household products) that were still in place from World War II. Prices for staple goods began to rise almost immediately, and Democrats seized on this inflationary increase to bring voters back to the Democratic side.

As the Cold War ramped up with the Soviet Union, President Truman also linked the inflation caused by “ the Republican policies of the 80th Congress ” to the looming threat of communism. In March 1947, he gave a speech outlining what became known as the Truman Doctrine, in which he pledged U.S. support to any country fighting communism and declared that “ the seeds of totalitarianism are sown in misery and want .” Throughout the 1948 campaign, Truman and his team argued that inflation was a problem not only because it made daily life difficult for many Americans, but because it increased the appeal of communism on the home front. Tying rising prices for staple goods to the broader geopolitical goals of the country proved to be a winning strategy the campaign used repeatedly.

While the President connected inflation to the Cold War in his campaign speeches, Director Edwards and other women at the DNC made sure voters understood exactly how it affected their pocketbooks. The DNC’s Women’s Division had been a central part of presidential campaigns since 1932 and was a nationwide network of tens of thousands of women. Edwards turned out that grassroots network in support of Truman by maintaining a tight focus on inflation, using real-time data from stores across America to tell the story.

To reach women across the country, the Women’s Division broadcast radio programs throughout the summer and fall of 1948. That July, one program featured Edwards “interviewing” Margery Clifford, wife of White House Counsel Clark Clifford. They talked about how much the price of butter, shoes, and other necessities had increased, and how Clifford had to stretch her household budget as she shopped for her three children. Edwards closed the broadcast by stating, “What can the American housewife do about high prices? The answer is to vote! And vote Democratic!”

In the fall of 1948, the radio program kicked into high gear by broadcasting two new programs a week for the last month of the campaign. Those programs gave real-life, up-to-the-minute examples of how hard Republicans had made it for women to feed their families by removing price controls. On Sept. 22, the Division sent letters to Democratic county chairwomen in 15 cities throughout the country. Each city was assigned two dates in October, and a short shopping list. The local leaders were instructed to find volunteers who would shop for requested items on certain days and send the Women’s Division the price of each item via telegram. On Oct. 14, for instance, the Division wanted to know the price of loin pork chops, eggs, soap, and string beans in St. Louis, Salt Lake City, and Detroit. On Nov. 1, the day before the election, they wanted the price of hamburger meat, milk, eggs, and cabbage in Dallas, San Francisco, and Cleveland. This data, and the contrast between the fall 1948 prices and those paid at the end of 1946 when price controls were still in place, were incorporated into the scripts of the radio programs.

Read More: No Recession? Thank Women

The radio programs also featured interviews with women throughout the country who spoke about their personal struggles with high prices. The format was tremendously popular and effective, with Variety magazine declaring the series “the most novel radio pitch in election campaign history.”

Truman knew the value of Edwards’s work. When he phoned campaign headquarters after the election was called for him, he spoke to Edwards first, because her team had been so crucial to the victory.

Following the example of the women at the DNC in 1948, the Biden campaign can tell voters—often, and in concrete terms—how much inflation rates have dropped and what that means for the prices of everyday household goods. Simply quoting a declining percentage won’t do the trick. Actual data on declining inflation rates now versus a year or two ago makes inflation something people can easily understand and relate to their lives.

The Truman campaign relied on women nationwide to do this work, and the Biden campaign should as well. Women continue to be a core constituency for Democrats, and making sure that party women throughout the country are given specific, concrete tasks that connect directly to the major points of the president’s reelection campaign is another lesson that can be drawn from nearly 80 years ago. Party activists want to work for the party, not just raise money. Deploying grassroots women to tell the story of inflation also makes the story of an improving economy resonate in meaningful ways.

With today’s technological advances and social media platforms, getting real-time, on-the-ground prices from around the country will be much easier than relying on the letters and telegrams used in 1948. And having local women publicize those numbers constantly, using what technology is available to the campaign in 2024 but also highlighting the impact in particular communities, is the major lesson that Democrats can learn from the women who Truman credited with his election in 1948.

Melissa Blair is an associate professor & department chair of history at Auburn University. She is the author of Bringing Home the White House: The Hidden History of the Women who Shaped the Presidency in the 20th Century . She is also the co-author, with Vanessa Holden & Maeve Kane, of a women's history textbook, American Women's History: A New Narrative History .

Made by History takes readers beyond the headlines with articles written and edited by professional historians. Learn more about Made by History at TIME here . Opinions expressed do not necessarily reflect the views of TIME editors.

More Must-Reads From TIME

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• Want Weekly Recs on What to Watch, Read, and More? Sign Up for Worth Your Time

Write to Melissa Blair / Made by History at [email protected]

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Mastering Algorithmic Problem Solving: Insights From Kotlin Heroes

Prepare for technical interviews and hone your algorithm skills during our special event ‘ Mastering Algorithmic Problem Solving: Insights From Kotlin Heroes ‘ featuring two ICPC World Champions, the most significant award in algorithmic problem-solving.

Meet our expert presenters:

Pavel Mavrin is a tutor and researcher at JetBrains, renowned for his expertise in algorithms and data structures. Pavel won the ICPC World Champion title in 2004. Watch his Parallel Algorithms lecture .

Pavel Kunyavskiy is an ICPC 2014 champion and Technical Lead in Kotlin Common Backend at JetBrains. With his vast experience in judging and participating in programming competitions, Pavel is here to share his invaluable insights.

During the ‘Mastering Algorithmic Problem Solving: Insights From Kotlin Heroes’ livestream, they’ll tackle problems from our last competition, Kotlin Heroes: Episode 9. Hosted by JetBrains and Codeforces, Kotlin Heroes contests are perfect for honing your programming skills, whether you’re a seasoned programmer or new to programming.

Date: Apr 9, 2024

Time: 6:00 pm CET

Join us for an engaging session packed with problem-solving strategies, tips, and more!

See you there!

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Tell Us About Your Problem-Solving Administrative Professional

For Administrative Professional Day, share your stories of a staff assistant, administrative assistant or executive assistant who makes a difference

Across Duke, roughly 1,000 administrative professionals in schools and departments help their units function smoothly.

And when things get busy, plans change quickly, or problems arise, these colleagues often find themselves in the middle of the solution.

In advance of National Administrative Professionals Day on April 24, we want to hear how Duke’s staff assistants, administrative assistants or executive assistants use their creativity, resourcefulness and problem-solving skills to help teams navigate the day to day.

Send a note and photo (if you have a picture) by 12 p.m. on April 12, to hr.duke.edu/sendnews . We’ll be in touch to chat more with you.

Send story ideas, shout-outs and photographs through  our story idea form  or write  [email protected] .

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