Lindy Walton
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Thank you for this interesting question. In physics in particular, there are many constants that use normal (unitalicized) lowercase Roman letters. In the print copy they are distinguishable from variables because the variables are in italics. In braille, the italics are disregarded. Within the context of the subject matter, it should be clear to the reader whether the letter represents a variable or a constant. There is no need for the transcriber to explain.
However, if the two identical letters are used in the same equation or mathematical statement, we may have a clarity issue. I quickly found an example involving the electrostatic constant which shows a normal lowercase letter e and an italicized lowercase letter e in the same expression. In that case, the normal "e" is part of a larger unit "eV" (electronvolt) so I expect the second e, which is a variable, will not be confusing.
The topic of identical letters in two different typefaces in the same expression is under discussion in the BANA technical committees. As the rules currently stand, the distinction between normal and italics is not shown in the braille transcription.
If you would like to attach some examples of what you are finding in your work, we can discuss this further.
Lindy
Hi. If you could attach an image of the page, I may be able to make a suggestion. Context may provide a solution. What is the age level of the reader?
Lindy
Charles, you have found a very interesting challenge to our guidelines. The would be no question if the author had used the word "per" instead of a slash, or if the actual numerator and denominator of the problem were used in the narrative ("3 mol CO2" instead of "3 moles of CO2", etc.). However, this is not the case. The slash launches us into Nemeth Code. The fraction, then, is "3 moles of CO2 [per or over] 1 mole of C3H8" which means the second transcription is the correct one. I have repeated it here for clarity.
(See the next post for the simbraille)
Lindy
After some discussion about the pros and cons of inventing a way to depict the arrows as braille symbols, the consensus is to use tactile graphics to represent the arrows which are printed above the number line. If the upper (blue) arrowhead is above blank space, a light lead line should be added, leading vertically down to the number line from the arrowhead.
When this method is first shown in the book, explain in a transcriber's note that the lower arrow (gold in print) is read first, then the upper arrow (blue in print) unless the narrative is clear enough.
If this is for grade level 4 or above, the number line and its labels may be done with braille symbols as outlined in Unit 6 of Guidelines and Standards for Tactile Graphics. See section 6.5.1. Note that you may shorten the length of the number line in order to fit it on the same line as the answer choice identifier, to the right of each subitem.
If you have further questions regarding the tactile graphic, please post your question on the Tactile Graphics forum.
Thank you for your question.
Lindy
Because the number lines in your book show two arrows, the standard instructions given in section 6.5.1 of Guidelines and Standards for Tactile Graphics are not going to work here. I am going to run this by others on the Nemeth committee to come up with some ideas for you. Thank you for the challenging question!
Lindy
Following the rules of the Nemeth Code, here is how to transcribe 7.EE.A.2 and MP.2 in an EBAE transcription. The multipurpose indicator (dot 5) comes into play.
7.EE.A.2
#7.",E,E.",A".2
MP.2
,M,P".2
When transcribing in "EBAE and Nemeth" there is no switching between codes -- the entire transcription follows Nemeth Code rules, even for numbers and letters within the document that are not mathematical constructs. 7.EE.A.2 and MP.2 will need to follow the rules of the Nemeth Code in an EBAE transcription. I will post the simbraille for these two soon -- I need to run this by the committee. Thank you for your question.
Thanks for the information and pathway to finding the Nemeth interpreter in Braille2000. It seems to be very basic, not showing levels like it used to do in version 1.
Hi Shelley. What your attached image shows is not a system of equations, as far as I can tell. The text which precedes these four equations says "Each equation represents one of the hanger diagrams." I'm not familiar with hanger diagrams, but it seems from the text that these are four separate equations. 2y = x is a simplification of the other three equations in your example,
If the student is asked to express one variable in terms of another, that would be solving a system of equations. For example, that second equation "2y = x" is expressing x in terms of y. That might be a solution to a system. But in this case, it is just simplifying the terms of each of the other three equations.
If there is a mathematician reading this, please correct me if I am misinterpreting this topic. Maybe you can explain it better? Is "system of equations" an outmoded term?
Thank you.
Lindy
Hi Susan. Thank you for your question. Actually, the DXB translation is correct. The "ow" symbol is the contracted form of the comma which is used to represent the comma and the space in the subscript position. Nemeth Code, Section 78, is where you will find the rule.
Lindy
Beth, you really have me thinking on this one! I "asked my expert" chemist about the significance of the print layout and her answers are copied below, in italics. If I am understanding her correctly, it seems to me that the arrangement of the diagrams is significant, which, to me, points to a good reason to use tactile graphics. By reproducing the drawings, you will not need to try to interpret what they mean. The possibility of giving the wrong interpretation is too risky.
FIRST EXAMPLE (sp and 2p and x's) (I asked "Is there a reason the 2p diagram is raised higher than the sp diagram?") ANSWER: It is important to note that the 2p diagram is raised to indicate that it is a little higher in energy than the sp diagram. The x's may be indicating that there will be other electrons from another atom bonding to that carbon atom that has sp hybridization. That would be my guess based on the little bit of wording that was copied over.
SECOND EXAMPLE (the more complex display) (I asked " Is there significance to the vertical alignment of the energy arrows? That is, are the six configurations related to one another and is that why the text has aligned them in this manner?" ANSWER: The alignment is intentional because the orbitals at the top of the image are highest in energy and the ones at the bottom are lowest in energy. It is also important to keep the ones that have two lines with electron arrows the same because those denote two orbitals that are at the same energy level.
I hope this helps.
Lindy
Hi Julie. I honestly do not know if Larry's Speakeasy is available in braille.
Can anyone answer Julie's question?
Lindy
