Distance Assignment: Population Density
The population density reading made me stop and think about all the variables that go into a population growth model. I found it interesting to read about how family size can be changed with just a little education. The interpreting data worksheet was very interesting to me. I will able to use this part to help my students view data from a variety of different graphs. The random sampling section I think could be used by our biology teacher so I thought I'd pass this website on to her. I remember her doing some sort of activity like this last year. Overall, I think I could see me referring to this website again.
Connie G
Thursday, July 22, 2010
Wednesday, July 21, 2010
population density
I found this site and information interesting. I am teaching a class this year on ecology and I will be using this site and info in my class when i'm covering population growth and density. It will be useful in many ways.
Week One Summer 2010 Shortcourse : Math in Science Context: Distance Assignments
Week One Summer 2010 Shortcourse : Math in Science Context: Distance Assignments: "Here is a link to the distance assignment in population biology. https://docs.google.com/document/edit?id=1lUzs23IC1QWKABg_di82OwZ8Fq2S1KzpB..."
I like this population simulation. I used to do an exponential growth activity with my 7th graders that focused on cell division. The students always entered the activity with preconceptions about the rate of division. I ask them to guess how many cells we would have after ten divisions. They always multiply by 2. Then when they see the actual growth they are amazed. It would be interesting to have them graph the results.
I also liked the random sampling activity. It would be a good math and science activity to reinforce sample counts.
I can see myself using the population simulator in geography class. I also agree with klindema about incorporating a writing lesson with the assignment.
I like this population simulation. I used to do an exponential growth activity with my 7th graders that focused on cell division. The students always entered the activity with preconceptions about the rate of division. I ask them to guess how many cells we would have after ten divisions. They always multiply by 2. Then when they see the actual growth they are amazed. It would be interesting to have them graph the results.
I also liked the random sampling activity. It would be a good math and science activity to reinforce sample counts.
I can see myself using the population simulator in geography class. I also agree with klindema about incorporating a writing lesson with the assignment.
Tuesday, July 20, 2010
Population Activity
I really like the Random Sampling activity. I can definitely use it to teach about sampling methods. The International Population module is a very interesting tool. I will be using it when I create my lesson plan for this class. I will have students choose a country and then find two data points generated by the model. Students will then create an exponential model from those two points. Students will then create a data set of at 6 points. They will then use MS Excel to create an exponential curve to fit the model.
I did notice that in some countries, the population model began to decrease at some point in time. If a student chooses a country whose population model changes from increasing to decreasing, then they will be encouraged to look into the concept of logistic growth as opposed to simple exponential growth.
The Lesson of Kaibab was very interesting to me. It showed how much impact we can have when we try to impact nature without considering the long term consequences.
Every class in our building is required to have reading and writing components. It is often difficult to find interesting things to read and write about in a math course. These population links provide many resources for me to tie reading and writing to mathematics as they allow me to assign questions beginning with "Why...."
I did notice that in some countries, the population model began to decrease at some point in time. If a student chooses a country whose population model changes from increasing to decreasing, then they will be encouraged to look into the concept of logistic growth as opposed to simple exponential growth.
The Lesson of Kaibab was very interesting to me. It showed how much impact we can have when we try to impact nature without considering the long term consequences.
Every class in our building is required to have reading and writing components. It is often difficult to find interesting things to read and write about in a math course. These population links provide many resources for me to tie reading and writing to mathematics as they allow me to assign questions beginning with "Why...."
response to Population Biology
Population biology is one of my favorite topics in biology. I remember one of my freshman Biology professors many years ago making a very pointed comment about the effects of too rapid population growth on societies in developing countries (to the effect that those people reap the harvest of their behavior, but not stated so nicely). I remember how, as a Biology graduate student I failed to convince my peers, not even the environmental science students, that human population growth was an important concern in the biological science field.
The World Bank Group article laid out the facts very clearly. Some of the work sheets were a fun challenge. I could not run the program for the International Population Module. The Glencoe worksheets, the Lesson of the Kaibab, and the age structure charts were quite familiar to me. Looking through the various parts of this activity reminded me of how much I have forgotten about this topic that I have taught and which I like.
The World Bank Group article laid out the facts very clearly. Some of the work sheets were a fun challenge. I could not run the program for the International Population Module. The Glencoe worksheets, the Lesson of the Kaibab, and the age structure charts were quite familiar to me. Looking through the various parts of this activity reminded me of how much I have forgotten about this topic that I have taught and which I like.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
I found this website to be very interesting and helpful. There are many things from this website that I could incorporate into my 8th grade math class. I espeically like the estimating population lab. I think that this lab would be a great hands-on experiment that my students would enjoy completing and not to mention the academic value in recording data and interpretting graphs.
Thursday, July 15, 2010
Population activity
I found the site interesting and from a math standpoint, some of it is useful since typically, population growth resembles exponential growth. In my biology days, population studies were interesting because of how carrying capacity of a biome is raised and how it governs the population. From a social standpoint, the graying of countries causes many concerns and a lessening of the general population, ie. China, etc, is not always a good thing particularly for the elderly as they may seem to be in the way. (After all pensions are expensive, especially if they live a long time.) Since I am nearing the retirement age, this does concern me. So from a math standpoint, it is interesting to start looking at how a demographic similar to Europe strains the workforce and effects ecomonies. So using the website and activity, tailored to suit my needs will lead to many math applications. I must comment though, that my wife and I have three children, two daughters (married now) and a son and I never think about how much money they were to raise, rather, I think about the emptiness I would have have not knowing them.
Population Biology
There was a hugh amount of information on this website. They will be great to use in my 7th grade science class. All of the information is easy to read and the interactive websites are also easy to use.
The extra worksheets will be great to have as a resource.
I thought that this whole website will be a great resource to every teacher.
The extra worksheets will be great to have as a resource.
I thought that this whole website will be a great resource to every teacher.
Wednesday, July 14, 2010
Population Biology
I liked the module/simulation dealing with the populations in different countries. I think it will really help in explaining or predicting what will happen to a population. I have my kids look at age structure diagrams and try to figure it out, but with this they can actually compare different age structures and see what will happen to the populations.
I liked the interactive game where they could match to practice learning terms dealing with demography.
I probably wouldn't use the crosswords because I use discoverykids online puzzle maker to make any word puzzles I want and can tie the exact vocabulary to the chapters.
I liked the interactive game where they could match to practice learning terms dealing with demography.
I probably wouldn't use the crosswords because I use discoverykids online puzzle maker to make any word puzzles I want and can tie the exact vocabulary to the chapters.
Week One Summer 2010 Shortcourse : Math in Science Context: Distance Assignments
Week One Summer 2010 Shortcourse : Math in Science Context: Distance Assignments: "Here is a link to the distance assignment in population biology. https://docs.google.com/document/edit?id=1lUzs23IC1QWKABg_di82OwZ8Fq2S1KzpB..."
Population Biology
The population biology website was very interesting. It had many education, useful links on the page. I found it interesting that the more health care is provided, the fewer children were born. I hadn't thought about it that way. I also was very interested to see that the areas with the higher income, the lower the birth rates. (I thought that made total sense--I would have a lot more money if I hadn't had 4 DAUGHTERS...and I haven't even gotten to the weddings yet!)
I thought the highlights link was a good summary of the article.
I found the exercise for the international population module very interesting. I likes comparing the populations. I think kids would find that fun and fascinating.
I also liked both the random sampling worksheet and interpreting ecological data were good worksheets. It is always good to have kids read graphs--it seems to be something they struggle with. The estimating worksheet is also a good application for the students.
In the extras, I enjoyed the crossword puzzle and the wordsearch--they are always good to get the brain thinking in a different way.
Posted by Tami R at 8:48 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz
Week One Summer 2010 Shortcourse : Math in Science Context: Distance Assignments: "Here is a link to the distance assignment in population biology. https://docs.google.com/document/edit?id=1lUzs23IC1QWKABg_di82OwZ8Fq2S1KzpB..."
Population Biology
The population biology website was very interesting. It had many education, useful links on the page. I found it interesting that the more health care is provided, the fewer children were born. I hadn't thought about it that way. I also was very interested to see that the areas with the higher income, the lower the birth rates. (I thought that made total sense--I would have a lot more money if I hadn't had 4 DAUGHTERS...and I haven't even gotten to the weddings yet!)
I thought the highlights link was a good summary of the article.
I found the exercise for the international population module very interesting. I likes comparing the populations. I think kids would find that fun and fascinating.
I also liked both the random sampling worksheet and interpreting ecological data were good worksheets. It is always good to have kids read graphs--it seems to be something they struggle with. The estimating worksheet is also a good application for the students.
In the extras, I enjoyed the crossword puzzle and the wordsearch--they are always good to get the brain thinking in a different way.
Posted by Tami R at 8:48 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz
Population
I liked this link because it was very informational and fairly easy to follow. I also liked how it was all put on through google docs.
I think I could use this with my math classes. We do some things on population growth and also many things on percentages and predictions.
I think I could use this with my math classes. We do some things on population growth and also many things on percentages and predictions.
Week One Summer 2010 Shortcourse : Math in Science Context: Distance Assignments
Week One Summer 2010 Shortcourse : Math in Science Context: Distance Assignments: "Here is a link to the distance assignment in population biology. https://docs.google.com/document/edit?id=1lUzs23IC1QWKABg_di82OwZ8Fq2S1KzpB..."
WOW this website overall has a TON of information I can use with my 7th and 10th grade biology students! The links were easy to follow and the content goes along with the materials that I teach in the first semester of the school year.
As for the population biology lesson, the graphs and terminology were great and like I stated before they correlate with my 10th grade content. I will add this link to my portaportal site!!
WOW this website overall has a TON of information I can use with my 7th and 10th grade biology students! The links were easy to follow and the content goes along with the materials that I teach in the first semester of the school year.
As for the population biology lesson, the graphs and terminology were great and like I stated before they correlate with my 10th grade content. I will add this link to my portaportal site!!
Population
I really enjoyed looking at these population assignments. It is a great way to get kids involved in the content and it also shows some great ideas for incorporating math in the science classroom. This subject is often difficult for students and these will be some good resources.
POPULATION
The population activity would be a great lesson idea. The activity incorporates math and science, but also it incorporates Geography. It could be used in all these classes.
Monday, July 12, 2010
Population Distance Assignment
I found the population growth rate text assignment to be quite interesting. It's a topic that I know I have covered in the past, but hadn't given it a lot of thought again until now. It really was staggering to read the statistics. When I went to the internation population applet, I did the simulation with the African country of Mali. The average birth rate was 7.3 children and the life expectancy was only 45 years old. The simulation fit with the stats presented in the text.
I am not sure that I would use the the applet except to reinforce another text. I wasn't sure exactly how changing the birth rate, for instance, affected the other stats. It was not very easy to interpret, but with more directions for the software, it might be useful.
The interpreting data worksheet was a good resource for introducing the concept of data collection and analysis. It would be a good jumping off point, but it would definitely require more information than was available on the worksheet.
I thought the random sampling activity would be the most useful for me. I could see it being used in ecology, the study of bacterial growth, hematology, etc.
I haven't used the biology corner website in the past. I am looking forward to spending a bit more time with it to see what I could apply to my students.
I am not sure that I would use the the applet except to reinforce another text. I wasn't sure exactly how changing the birth rate, for instance, affected the other stats. It was not very easy to interpret, but with more directions for the software, it might be useful.
The interpreting data worksheet was a good resource for introducing the concept of data collection and analysis. It would be a good jumping off point, but it would definitely require more information than was available on the worksheet.
I thought the random sampling activity would be the most useful for me. I could see it being used in ecology, the study of bacterial growth, hematology, etc.
I haven't used the biology corner website in the past. I am looking forward to spending a bit more time with it to see what I could apply to my students.
Saturday, July 10, 2010
Week One Summer 2010 Shortcourse : Math in Science Context: Distance Assignments
Week One Summer 2010 Shortcourse : Math in Science Context: Distance Assignments: "Here is a link to the distance assignment in population biology. https://docs1.google.com/document/edit?id=1sAJZ_WjR4b1fIPnDcbKHRuCLjpUBsdK-..."
Has anyone looked at the optional links and had trouble getting them to work? The links on many of them take me to a blank document or don't work. Is it possible to have an address behind them?
Has anyone looked at the optional links and had trouble getting them to work? The links on many of them take me to a blank document or don't work. Is it possible to have an address behind them?
Friday, July 9, 2010
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Thurs. 1) Why is power delivered via AC not DC? 2) Have you and your group decided on a topic for your lesson plan? If not, ..."
Power is delivered via AC because it is relatively easy to change the voltage of power, using a devise called a transformer.
I have not decided on what lesson plan I will do.
Power is delivered via AC because it is relatively easy to change the voltage of power, using a devise called a transformer.
I have not decided on what lesson plan I will do.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Thurs. 1) Why is power delivered via AC not DC? 2) Have you and your group decided on a topic for your lesson plan? If not, ..."
From what I've read on the internet, AC power is cheaper to deliver and its delivery is much more efficient. The question of efficientcy stems from the fact that AC power is delivered using is low current yet the result is high voltage.
Concerning the lesson plan, I liked the linear motion exercises we used yesterday. I teach calculus, and this would be a nice way to reinforce the formal definition of derivative as well as the concept of derivative as rate of change. I'm looking forward to the lesson concerning radioactive decay because exponential growth and decay are such prominent topics in both calculus and precalculus.
From what I've read on the internet, AC power is cheaper to deliver and its delivery is much more efficient. The question of efficientcy stems from the fact that AC power is delivered using is low current yet the result is high voltage.
Concerning the lesson plan, I liked the linear motion exercises we used yesterday. I teach calculus, and this would be a nice way to reinforce the formal definition of derivative as well as the concept of derivative as rate of change. I'm looking forward to the lesson concerning radioactive decay because exponential growth and decay are such prominent topics in both calculus and precalculus.
Thursday, July 8, 2010
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Thurs. 1) Why is power delivered via AC not DC? 2) Have you and your group decided on a topic for your lesson plan? If not, ..."
Power is delivered via AC to be able to use high voltage so there is not as much energy transferred to waste on its travels.
Still thinking about lesson plan. I am considering maybe the brightness lab - I like using probes and would like to implement them more into my lessons.
Power is delivered via AC to be able to use high voltage so there is not as much energy transferred to waste on its travels.
Still thinking about lesson plan. I am considering maybe the brightness lab - I like using probes and would like to implement them more into my lessons.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Thurs. 1) Why is power delivered via AC not DC? 2) Have you and your group decided on a topic for your lesson plan? If not, ..."
1. As stated before I believe this question has been answered and I really have no new material to add. AC is easier because it has a low current but high voltage.
2. I am considering using the stuff we talked about today with position, velocity, and accel and explaining derivatives. Also possibly the data graphing involved with Ohms Law.
1. As stated before I believe this question has been answered and I really have no new material to add. AC is easier because it has a low current but high voltage.
2. I am considering using the stuff we talked about today with position, velocity, and accel and explaining derivatives. Also possibly the data graphing involved with Ohms Law.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
1) After reading the other posts, I think we already have this answer down... To sum up, AC has a low current but a high voltage making it ideal for transport over large distances.
2) For my lesson plan I am thinking of doing the specific heat of natural materials lab and then having student calculate the slopes and averages using excel
2) For my lesson plan I am thinking of doing the specific heat of natural materials lab and then having student calculate the slopes and averages using excel
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Thurs. 1) Why is power delivered via AC not DC? 2) Have you and your group decided on a topic for your lesson plan? If not, ..."
1. With DC you would have a large voltage drop at the end of the line and you would need a large wire to handle it. AC maintains a steady voltage.
2. Still thinking about which topic I want to use. It will either be slope, logs, or a calculus one.
1. With DC you would have a large voltage drop at the end of the line and you would need a large wire to handle it. AC maintains a steady voltage.
2. Still thinking about which topic I want to use. It will either be slope, logs, or a calculus one.
Thursday's questions
In order to adjust the voltage for long-distance transmission easily AC is used. DC would require a larger number of generators and circuits, thus costing much more money.
I am considering an activity on population or on radioactive dating.
I am considering an activity on population or on radioactive dating.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Thurs. 1) Why is power delivered via AC not DC? 2) Have you and your group decided on a topic for your lesson plan? If not, ..."
AC is delivered to customers in an easier fashion than DC. AC has low current but has high voltage and does not require the heavy us of networking.
As for the lessons I would most likely use the density of various metals. I have used Excel quite a bit in middle school because of science fair data. I need to use cell equations more often also.
AC is delivered to customers in an easier fashion than DC. AC has low current but has high voltage and does not require the heavy us of networking.
As for the lessons I would most likely use the density of various metals. I have used Excel quite a bit in middle school because of science fair data. I need to use cell equations more often also.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Thurs. 1) Why is power delivered via AC not DC? 2) Have you and your group decided on a topic for your lesson plan? If not, ..."
1) I'm going to say because if DC was used only individuals close to the source of power would get a decent amount of electricity. Those far from the generator would not get much.
2) I too am waiting for radioactive decay as this ties in well with talking about fossils and radioactive dating for biology and environmental science.
1) I'm going to say because if DC was used only individuals close to the source of power would get a decent amount of electricity. Those far from the generator would not get much.
2) I too am waiting for radioactive decay as this ties in well with talking about fossils and radioactive dating for biology and environmental science.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
1. AC and DC both require a network to be distributed but AC does not require as heavy of a network as DC. What this means is that the transmission lines do not have to be as thick and the towers do not have to be as strong for an AC network as a DC network. With this being said, the AC network will not cost as must to build. The reason for this is because AC has higher voltage but lower current. DC has lower voltage and higher current.
2. I really liked the motion and velocity labs that we did today. The math that was used in these labs was more familar to me than the math that we used at the beginning of the week. If I am more familiar with the math concepts than it will be easier to engage my students.
2. I really liked the motion and velocity labs that we did today. The math that was used in these labs was more familar to me than the math that we used at the beginning of the week. If I am more familiar with the math concepts than it will be easier to engage my students.
1) Why is power delivered via AC, not DC?
In DC systems, which Thomas Edison instituted in the late 1800s, voltage dropped considerably over relatively short distances (something like 10% per kilometer). If transmitted at low voltage, AC would also incur very significant voltage drops. There was no low cost way to transform DC power to high voltage for transmission and set it down again for usage - the DC rotary-converter was expensive and high-maintenance. (Transformers, however, raised and lowered the voltage of AC power relatively conveniently, and electric power can be transmitted over long distances at high voltage with less loss of power.) Edison's solution was to have numerous DC generating facilities close to where power was consumed. This was considerably more costly than generating large amounts of AC power at big facilities, transforming, transmitting at high voltage, and transforming to usable voltage at consumption sites. Westinghouse and Tesla won the "War of Currents" against Edison. (source: Wikipedia.org: "War of Currents"
2) Still planning to use the topic of radioactive decay with a lesson involving Excel.
In DC systems, which Thomas Edison instituted in the late 1800s, voltage dropped considerably over relatively short distances (something like 10% per kilometer). If transmitted at low voltage, AC would also incur very significant voltage drops. There was no low cost way to transform DC power to high voltage for transmission and set it down again for usage - the DC rotary-converter was expensive and high-maintenance. (Transformers, however, raised and lowered the voltage of AC power relatively conveniently, and electric power can be transmitted over long distances at high voltage with less loss of power.) Edison's solution was to have numerous DC generating facilities close to where power was consumed. This was considerably more costly than generating large amounts of AC power at big facilities, transforming, transmitting at high voltage, and transforming to usable voltage at consumption sites. Westinghouse and Tesla won the "War of Currents" against Edison. (source: Wikipedia.org: "War of Currents"
2) Still planning to use the topic of radioactive decay with a lesson involving Excel.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
1. Yes, our density did fall within both confidence levels. Our density was 2.61 and the true density was 2.71.
2. As the interval increases, the confidence level increases closer to 100%. The higher percentage of your confidence, the larger the range should be. In order to teach this to my students, I would have to use a visual aid. Since I teach 8th grade I would need to keep it as simple as possible. I really liked Jenny's explanation and visual aid idea. Students would be able to better understand this concept if approached in this manner.
3. I am not sure about this. I would assume that if human error occurred on the first measurement than this would effect the subsequent measurements. However, I also think that it depends on how significant the human error is. Even though human error may have occurred your results will not be ruined.
4. This is something that our group struggled with. We still have not been able to figure this out.
5. I have never used excel within my math class yet. I am excited to use it this year. I am also excited to be using excel to help explain a concept that many of the students struggle with, slope. By using excel to graph and find slope, students will be bale to see that these concepts are actually used outside of the classroom. Students often ask, "Why do we have to learn this when we will never use it again?"
Another tool that I plan on implementing into my classroom are the blogs. This is a wonderful tool to help students discuss lectures and share ideas. I have never used a blog before so I was not sure how to incorporate into my classroom. I now have a better idea of how to use it within a math classroom.
2. As the interval increases, the confidence level increases closer to 100%. The higher percentage of your confidence, the larger the range should be. In order to teach this to my students, I would have to use a visual aid. Since I teach 8th grade I would need to keep it as simple as possible. I really liked Jenny's explanation and visual aid idea. Students would be able to better understand this concept if approached in this manner.
3. I am not sure about this. I would assume that if human error occurred on the first measurement than this would effect the subsequent measurements. However, I also think that it depends on how significant the human error is. Even though human error may have occurred your results will not be ruined.
4. This is something that our group struggled with. We still have not been able to figure this out.
5. I have never used excel within my math class yet. I am excited to use it this year. I am also excited to be using excel to help explain a concept that many of the students struggle with, slope. By using excel to graph and find slope, students will be bale to see that these concepts are actually used outside of the classroom. Students often ask, "Why do we have to learn this when we will never use it again?"
Another tool that I plan on implementing into my classroom are the blogs. This is a wonderful tool to help students discuss lectures and share ideas. I have never used a blog before so I was not sure how to incorporate into my classroom. I now have a better idea of how to use it within a math classroom.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
AC/DC
It boils down to money. You can use smaller transmission line and dial down the voltage for consumers. You can also run long distances because of the higher voltage. DC is not as practical because of the size of line required to carry the current. You also can't use transformers with DC, you need to use resistors to slow the current.
Lesson plans
I really liked the velocity and motion labs we did today. They were hands on and fun, but also used math. It helps that it is math that I am more familiar with. I was not as intimidated by the math involved.
It boils down to money. You can use smaller transmission line and dial down the voltage for consumers. You can also run long distances because of the higher voltage. DC is not as practical because of the size of line required to carry the current. You also can't use transformers with DC, you need to use resistors to slow the current.
Lesson plans
I really liked the velocity and motion labs we did today. They were hands on and fun, but also used math. It helps that it is math that I am more familiar with. I was not as intimidated by the math involved.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Thurs. 1) Why is power delivered via AC not DC? 2) Have you and your group decided on a topic for your lesson plan? If not, ..."
Thursday Questions
1. DC power would be too expensive to transmit through long distances. It would require heavy-gauge copper wire and require constant service for break downs. AC allows us to raise voltage while reducing current while transmitting and still be able to reduce the voltage to send it into individual buildings.
2. As we are doing individual lesson plans, I am giving thought to using the motion sensor application to help students understand graphs better.
Thursday Questions
1. DC power would be too expensive to transmit through long distances. It would require heavy-gauge copper wire and require constant service for break downs. AC allows us to raise voltage while reducing current while transmitting and still be able to reduce the voltage to send it into individual buildings.
2. As we are doing individual lesson plans, I am giving thought to using the motion sensor application to help students understand graphs better.
Thursday questions
1. Power is lost while being delivered along transmission lines. DC is generally low voltage and higher current, while AC has high voltage and low current. This difference results in several things. One is that DC requires heavier lines. So AC transmission lines are cheaper, because they are smaller. Also less power is lost through AC, again a savings of money.
2. I liked the lesson this afternoon about deriving the derivative by graphing and using excel. I plan to work on developing unit on derivative and incorporate what we did to have the students develop and demonstrate who the line equations describe/define the derivative.
2. I liked the lesson this afternoon about deriving the derivative by graphing and using excel. I plan to work on developing unit on derivative and incorporate what we did to have the students develop and demonstrate who the line equations describe/define the derivative.
Thursday Blogs........AC verses DC
1. AC is easier to distribute than DC because AC can be raised or lower in voltage by a transformer. This allows very high voltages to be used in long distance transfer of electricity. it is then stepped down several times before it is supplied to the customer. As the voltage is increased in a circuit, the current, decreases for a given load. This allows the use of lighter wire to transmit large amounts of electricity.
2. I am unsure as to what to how to design a lesson for my any of my classes this fall. I would like to implement the use of the motion equipment and calculation of velocity.
2. I am unsure as to what to how to design a lesson for my any of my classes this fall. I would like to implement the use of the motion equipment and calculation of velocity.
AC not DC
The reason that we use AC for powerlines is that you cannot increase the amps in DC. With a variety of loads at any given time, it would be inefficient to use DC. Every load would need its own generator and circuit.
wednesday
1. we calculated that the density for our sample to be 2.79. We believe our metal was Aluminum since the density of Al is 2.698. the actual density does fall within the 90% and 95% confidence level. the significance of this allows us to ascertain identify unknown solid samples
2. the increase in confidence interval can cause an increase in the possible density values.
3. Human error in measurements can have a adverse affect of results...if limited test are run... but with a high number of test being performed a human error in measurement would probably not have much affect. An error might carry on to all the measurements or it may not affect it at all.
4. the calculated value of our bulb was 68.12 watts.
5. In teaching science in grades 8 through 12 and with our science department requiring Science Fair projects. I have used excel quite a bit for designing graphs and tables. I have my physics and physical science students graph all types of motion. I have used motion detectors some with the CBL and CBR.
2. the increase in confidence interval can cause an increase in the possible density values.
3. Human error in measurements can have a adverse affect of results...if limited test are run... but with a high number of test being performed a human error in measurement would probably not have much affect. An error might carry on to all the measurements or it may not affect it at all.
4. the calculated value of our bulb was 68.12 watts.
5. In teaching science in grades 8 through 12 and with our science department requiring Science Fair projects. I have used excel quite a bit for designing graphs and tables. I have my physics and physical science students graph all types of motion. I have used motion detectors some with the CBL and CBR.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Wed: These are some questions regarding density that could go on the blog. 1. Did the true value for density fall within the ..."
After wondering what the heck we did and if we had the correct metal we found out we were given zinc. Our density average was 7. Our confidence level fell within the proper range since Zinc's density is 7.14.
Our interval changes slightly as the percent increases. The 90% was 7.3 or -6.7 and the 95% was 7.4 or -6.6. I think this would be difficult to explain to my level of students.
As for graphical approach I think that it would be much easier for students to understand the image infront of them rather than a data table. The errors would be more visible in a graphical representation.
As stated earlier I thought a constant light of a movie projector or laser light would possibly not give an inverse square drop off. We found our bulb to 3.44 lumens.
I use wikis, excel, and animoto with my students. I am thinking about using a blog with my students this year but I don't think they will follow it very well, but they might surprise me. I allow students to use different forms of technology so they can express or explain themselves in a 21st century form
After wondering what the heck we did and if we had the correct metal we found out we were given zinc. Our density average was 7. Our confidence level fell within the proper range since Zinc's density is 7.14.
Our interval changes slightly as the percent increases. The 90% was 7.3 or -6.7 and the 95% was 7.4 or -6.6. I think this would be difficult to explain to my level of students.
As for graphical approach I think that it would be much easier for students to understand the image infront of them rather than a data table. The errors would be more visible in a graphical representation.
As stated earlier I thought a constant light of a movie projector or laser light would possibly not give an inverse square drop off. We found our bulb to 3.44 lumens.
I use wikis, excel, and animoto with my students. I am thinking about using a blog with my students this year but I don't think they will follow it very well, but they might surprise me. I allow students to use different forms of technology so they can express or explain themselves in a 21st century form
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Wed: These are some questions regarding density that could go on the blog. 1. Did the true value for density fall within the ..."
1. The true value id fall within my confidence intervals. The condfidence level says that we are that percentage that we have the correct value.
2. The confidence levels goes up as the percentage goes up. You give yourself more room to become confident of your result.
3. The determinant error might not affect the results and this would not plague the lab results. If you used a different substance to measure or a different amount then the results could be thrown out that was way off from the other results.
4. I cannot think of any. We calculated the power output of the bulb to be 0.5366 W.
5. We use probes for labs with a Labpro computer program. I would like to use more excel program for the lab reports because then the students can see more graphs and data tables to help them understand the relationships.
6. We have not had time to talk about this.
1. The true value id fall within my confidence intervals. The condfidence level says that we are that percentage that we have the correct value.
2. The confidence levels goes up as the percentage goes up. You give yourself more room to become confident of your result.
3. The determinant error might not affect the results and this would not plague the lab results. If you used a different substance to measure or a different amount then the results could be thrown out that was way off from the other results.
4. I cannot think of any. We calculated the power output of the bulb to be 0.5366 W.
5. We use probes for labs with a Labpro computer program. I would like to use more excel program for the lab reports because then the students can see more graphs and data tables to help them understand the relationships.
6. We have not had time to talk about this.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Wed: These are some questions regarding density that could go on the blog. 1. Did the true value for density fall within the ..."
1. Our group had zinc. We got a density average value of 7. Zinc's density is 7.14, so we were within the confidence level. The confidence level gives us a range of likelihood for our info, accounting for errors.
2. The interval actually increases the higher the percentage, but this seems contrary to our thoughts (thinking that the higher the percent confidence the more precise it should be). I think I would be able to explain to the students.
3. If you take each part of the experiment separately, so nothing is dependent on the previous measurement, and have enough data to continue, there should be no effect to your experiment. Graphically your error would stand out. There would be an effect if you build your experiment onto a previous measuring error because all of the subsequent measures would also be off. The slope may be the same, but the data points will be wrong.
4. Any light that is directed in parallel (like a laser) would not give the inverse square. Our initial output from our light was 3.44 lumens.
5. I am not likely to use the blog--I find it un-user friendly. I haven't experimented too much with google docs. Excel seems to be a nice alternative to the calculator. The lab quests and the probe may be beneficial, though I think they would be better incorporated into the science department rather than my math.
Extra: In answer to the question about graph vs table, I think the graph is easier to interpret. It gives the student a visual as to what is happening rather than just looking at the numbers and trying to picture what is going on.
1. Our group had zinc. We got a density average value of 7. Zinc's density is 7.14, so we were within the confidence level. The confidence level gives us a range of likelihood for our info, accounting for errors.
2. The interval actually increases the higher the percentage, but this seems contrary to our thoughts (thinking that the higher the percent confidence the more precise it should be). I think I would be able to explain to the students.
3. If you take each part of the experiment separately, so nothing is dependent on the previous measurement, and have enough data to continue, there should be no effect to your experiment. Graphically your error would stand out. There would be an effect if you build your experiment onto a previous measuring error because all of the subsequent measures would also be off. The slope may be the same, but the data points will be wrong.
4. Any light that is directed in parallel (like a laser) would not give the inverse square. Our initial output from our light was 3.44 lumens.
5. I am not likely to use the blog--I find it un-user friendly. I haven't experimented too much with google docs. Excel seems to be a nice alternative to the calculator. The lab quests and the probe may be beneficial, though I think they would be better incorporated into the science department rather than my math.
Extra: In answer to the question about graph vs table, I think the graph is easier to interpret. It gives the student a visual as to what is happening rather than just looking at the numbers and trying to picture what is going on.
Hope All is Going Well
Hi Folks,
I am unable to join you today but have posted your distance assignmnet on the blog. Also, later today, I will post your questions for tonight. If you have technical or any other questions that I might be able to help with, please email me at Cathy.Ezrailson@usd.edu.
Take care,
I am unable to join you today but have posted your distance assignmnet on the blog. Also, later today, I will post your questions for tonight. If you have technical or any other questions that I might be able to help with, please email me at Cathy.Ezrailson@usd.edu.
Take care,
missing you all in Chamberlain
Hoping you are all having a great time time today at USD! See you on Friday!
Wednesday Questions
Our density did not fall within the range calculated. We believe we had zinc for an unknown metal because the density was near our value but outside the range.
The wider the range the higher the percent chance you would fall within that range.
The power for the lightbulb we calculated at 67.7 milliwatts or 0.677 watts.
I do use excel on a daily basis. I encourage my students to use it as well.
The wider the range the higher the percent chance you would fall within that range.
The power for the lightbulb we calculated at 67.7 milliwatts or 0.677 watts.
I do use excel on a daily basis. I encourage my students to use it as well.
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
I am Mary Jo Bondy and I teach at Parker High School. I teach 7th grade science, Physical Science, Chemistry, Anatomy and Physiology, and Physics.
I am Mary Jo Bondy and I teach at Parker High School. I teach 7th grade science, Physical Science, Chemistry, Anatomy and Physiology, and Physics.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Wed: These are some questions regarding density that could go on the blog. 1. Did the true value for density fall within the ..."
1. Did the true value for density fall within the confidence interval? What is the significance of the confidence interval with respect your experimentally measured density and the true value of density?
Our true value did not fall within the confidence interval. Our experimental value was within 90 to 95 percent of the true value.
2. Does the interval increase or decrease and as the confidence level changes from 90 to 95 to 99% and is the change intuitive? Could you explain the change to your students conceptually?
As the confidence level goes up, the confidence interval must become wider. When I’m hitting a golf ball toward a green, I say to myself, “I’d have to hit this shot 10 times to hit the green once”. Thus, my confidence level is 10%. If I wanted to hit the green 90% of the time for the same shot, I might want to increase the size of the green in order to accomplish this. Unfortunately, if I was trying to hit the golf ball into water, I’d have a 100% confidence in my ability to accomplish the task, no matter how small the body of water.
3. The procedure for measuring density for the liquid used a graphical approach as opposed to our three trials and average method for determining the density of the solid. If you made a determinant (human) error for your first measurement in the liquid density portion, would this error plague or affect the subsequent measurements? (try to think of a situation where it would not and a situation where it would).
The fact that the measurement is cumulative means that the error on the first trial is worked out of successive computations. Had we emptied the beaker and started from zero each time, then the error would have accumulated into each computation. Assuming the person releasing the liquid from the buret into the beaker will not be off by more than one graduate, the size of the potential error on each pour would start at 1 graduate in 5, but would be reduced to 1 in 35.
4. Look at the plot for light intensity, again. Look at this expression of yesterday's question: Can you think of any light sources that might not give a inverse square law drop off? Also, determine the power output of your bulb in the light lab
A laser would not be subject to the inverse square law. The power output of our bulb was 67 lumen or .099watts/meter squared.
5. Discuss the tech tools you are using (blog, google docs, excel, lab quests and probes) and how you might use them (or not) in your teaching? Why?
I don’t see myself using a google docs because our school server has a document upload system on it. I use that regularly. Access to any uploaded document is on the web, so anyone can get to them. All of the things we use Excel for are currently being done on our graphing calculators with a graphlink cable. I would like to learn more Excel so as to be able to have students learn it as I’d imagine the college bound seniors going to need it. I don’t see myself blogging in any way. I would definitely like to use the probes and lab quests to supplement the things I am teaching in calculus and precealculus.
1. Did the true value for density fall within the confidence interval? What is the significance of the confidence interval with respect your experimentally measured density and the true value of density?
Our true value did not fall within the confidence interval. Our experimental value was within 90 to 95 percent of the true value.
2. Does the interval increase or decrease and as the confidence level changes from 90 to 95 to 99% and is the change intuitive? Could you explain the change to your students conceptually?
As the confidence level goes up, the confidence interval must become wider. When I’m hitting a golf ball toward a green, I say to myself, “I’d have to hit this shot 10 times to hit the green once”. Thus, my confidence level is 10%. If I wanted to hit the green 90% of the time for the same shot, I might want to increase the size of the green in order to accomplish this. Unfortunately, if I was trying to hit the golf ball into water, I’d have a 100% confidence in my ability to accomplish the task, no matter how small the body of water.
3. The procedure for measuring density for the liquid used a graphical approach as opposed to our three trials and average method for determining the density of the solid. If you made a determinant (human) error for your first measurement in the liquid density portion, would this error plague or affect the subsequent measurements? (try to think of a situation where it would not and a situation where it would).
The fact that the measurement is cumulative means that the error on the first trial is worked out of successive computations. Had we emptied the beaker and started from zero each time, then the error would have accumulated into each computation. Assuming the person releasing the liquid from the buret into the beaker will not be off by more than one graduate, the size of the potential error on each pour would start at 1 graduate in 5, but would be reduced to 1 in 35.
4. Look at the plot for light intensity, again. Look at this expression of yesterday's question: Can you think of any light sources that might not give a inverse square law drop off? Also, determine the power output of your bulb in the light lab
A laser would not be subject to the inverse square law. The power output of our bulb was 67 lumen or .099watts/meter squared.
5. Discuss the tech tools you are using (blog, google docs, excel, lab quests and probes) and how you might use them (or not) in your teaching? Why?
I don’t see myself using a google docs because our school server has a document upload system on it. I use that regularly. Access to any uploaded document is on the web, so anyone can get to them. All of the things we use Excel for are currently being done on our graphing calculators with a graphlink cable. I would like to learn more Excel so as to be able to have students learn it as I’d imagine the college bound seniors going to need it. I don’t see myself blogging in any way. I would definitely like to use the probes and lab quests to supplement the things I am teaching in calculus and precealculus.
Wednesday, July 7, 2010
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
1) Yes, our true value for the density of copper fell within the confidence interval we calculated for both the 90 and 95 percent. I believe the significance of the confidence interval is that we can say that we are 95% confident that the acutal value will be within the calculated range (plus or minus) of our experimental value.
2) the interval should increase as the the confident level increases closer to 100% because the higher the percentage of your confidence, the larger the range should be. In order for you to be more confident, you give yourself a larger range in which to be accurate.
3) Human error has a small effect on graphical results because the best fit line looks at the overall data but data could potentially shift due to human error if the error is great enough to shift the line, making the overall slope and intercept inaccurate. The effects of human error would be larger on numbers that are averaged.
4) The power output we calculated for the light bulb was 45.44 lumens.
5) In my classroom I have not yet explored blogs or google docs but I look forward to exploring how they can function to improve my classroom. I have used a lot of excel and lab quests in order to show students the technology as well as prepare them for future science classes/careers that now days are largely technology based.
2) the interval should increase as the the confident level increases closer to 100% because the higher the percentage of your confidence, the larger the range should be. In order for you to be more confident, you give yourself a larger range in which to be accurate.
3) Human error has a small effect on graphical results because the best fit line looks at the overall data but data could potentially shift due to human error if the error is great enough to shift the line, making the overall slope and intercept inaccurate. The effects of human error would be larger on numbers that are averaged.
4) The power output we calculated for the light bulb was 45.44 lumens.
5) In my classroom I have not yet explored blogs or google docs but I look forward to exploring how they can function to improve my classroom. I have used a lot of excel and lab quests in order to show students the technology as well as prepare them for future science classes/careers that now days are largely technology based.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Wed: These are some questions regarding density that could go on the blog. 1. Did the true value for density fall within the ..."
1. Our true value of the density did not fall within our 95% or our 90% confidence interval. The significance of the confidence interval is that it is created using the experimentally measured density and the calculated SD of that experimentally measured density. We can then say that we are that percentage sure that the true value falls within the range.
2. The interval increases as the percentage goes up because as we get more confident that the true value falls within the range, the range must be getting bigger. If we are less confident that the true value falls in the range then the range must be much smaller. It is not intuitive because students will think that if the confidence goes up then the range gets more precise. I would explain it to them as I have above.
3. Obviously we try to eliminate human error as much as possible or any error for that matter because any error will take you further away from the true value. However in this case I do not feel that an error in the first measurement would plague the following measurements because as meantioned in a previous post by someone else, the following measurements we taken independently and were not based on the value of the first. Therefore yes the first measurement will be further away from the true value but if the other measurements were accurate I believe they would correct the final outcome (unless of course the error made in measurement 1 was too great.)
4. We calculated the power of the bulb to be 67 lum.
5. I like the idea of google docs. I know some of you have talked about schools going to all this and others banning its use completely. I also like the blogs. I think it would work great as a tool for student to student questioning. I had a class in high school where we utilized it and were forced to blog so many times a chapter or unit talking about labs, topics, ect.
1. Our true value of the density did not fall within our 95% or our 90% confidence interval. The significance of the confidence interval is that it is created using the experimentally measured density and the calculated SD of that experimentally measured density. We can then say that we are that percentage sure that the true value falls within the range.
2. The interval increases as the percentage goes up because as we get more confident that the true value falls within the range, the range must be getting bigger. If we are less confident that the true value falls in the range then the range must be much smaller. It is not intuitive because students will think that if the confidence goes up then the range gets more precise. I would explain it to them as I have above.
3. Obviously we try to eliminate human error as much as possible or any error for that matter because any error will take you further away from the true value. However in this case I do not feel that an error in the first measurement would plague the following measurements because as meantioned in a previous post by someone else, the following measurements we taken independently and were not based on the value of the first. Therefore yes the first measurement will be further away from the true value but if the other measurements were accurate I believe they would correct the final outcome (unless of course the error made in measurement 1 was too great.)
4. We calculated the power of the bulb to be 67 lum.
5. I like the idea of google docs. I know some of you have talked about schools going to all this and others banning its use completely. I also like the blogs. I think it would work great as a tool for student to student questioning. I had a class in high school where we utilized it and were forced to blog so many times a chapter or unit talking about labs, topics, ect.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Wed: These are some questions regarding density that could go on the blog. 1. Did the true value for density fall within the ..."
Our true value for Copper's density did not fall within the confidence interval. Our experimental value did fall within the confidence interval which tells us that we were 90 - 95 % true to the actual value??
Question 2: The interval increases as the confidence level percentage increases. If you were trying to hit a target with 95% confidence as opposed to 90% confidence, the target would need to larger to get within the 95%.
Question 3: I believe if one made a determinant error on the first measurement, it would not effect subsequent measurements. More trials are used to decrease the human error.
Question 4: Power output = 0.099W/m^2
(using P=k4pie)
Question 5: I use lab quests and some probes. Would like to do more probe work. Having used the blog, google docs and excel these past two days, makes me want to try to use it with my students - especially Physics. I have tried some palm activites and computer driven assignments in the past but found that time and room became a problem. Our wireless connection in our school is not great and hard to get software accessible for student use.
Our true value for Copper's density did not fall within the confidence interval. Our experimental value did fall within the confidence interval which tells us that we were 90 - 95 % true to the actual value??
Question 2: The interval increases as the confidence level percentage increases. If you were trying to hit a target with 95% confidence as opposed to 90% confidence, the target would need to larger to get within the 95%.
Question 3: I believe if one made a determinant error on the first measurement, it would not effect subsequent measurements. More trials are used to decrease the human error.
Question 4: Power output = 0.099W/m^2
(using P=k4pie)
Question 5: I use lab quests and some probes. Would like to do more probe work. Having used the blog, google docs and excel these past two days, makes me want to try to use it with my students - especially Physics. I have tried some palm activites and computer driven assignments in the past but found that time and room became a problem. Our wireless connection in our school is not great and hard to get software accessible for student use.
1. our value did fall between our intervals. If the value is between the confidence interval is between the values you should be 95% sure. However, if the true density of our substances are close in value then this may not work.
2. ?
3. I think it would affect it. We did several calculations with the data.
4. we calculated 45.44lux. We found it by using log properties.
5. I use some probes in my mathroom already. I can see me using Excel more in my classroom.
2. ?
3. I think it would affect it. We did several calculations with the data.
4. we calculated 45.44lux. We found it by using log properties.
5. I use some probes in my mathroom already. I can see me using Excel more in my classroom.
Musings on the Wednesday questions
1. The actual density does fall within the 90% and 95% confidence intervals for density. Our group had sample B. We calculated the density to be 2.79 g/ml. We determined that the sample was aluminium which has an actual density of 2.698 g/ml. The significance of the confidence level is that it allows us to ascertain the identify of the unknown solid without having an exact match between the experimental density and densities of known solids.
2. The confidence interval increase causes and increase between the possible density values of the substance. If you explain the concept of what the interval represents, then this increase in the range of the densities due to the percent confidence intervals is intuitive. In the classroom, I use the idea of tolerance levels for manufacturing in tech prep math questions, the concept is similar in how to determine the intervals.
3. If an error is made early and only on one of the parameters, then it would initially effect the outcome, but is not other similar errors are made during the course of the experiment, then the error's effect should abate as we add more and more data.
4. I would again same that a focus light along a path (laser, particle beam, etc) would be the answer to the original question. Secondly, the power of a bulb is measured in watts and from out data, with k being 5.43 (coefficient of our regression line) times 4 pi then power would be 68 watts approximately. If I averaged the k values of our three results then I would get a lower wattage of around 60, which is probably closer to the actual value.
5. In my class, I have a notebook, and I utilize journal writer, ti-smartview, and powerpoint quite frequently (daily) I also have used excel spreadsheets in my tech prep math classes and sometimes in my algebra classes. The problem arises from availability of laptops or computers. Next year Mount Vernon is at a one to one ratio and I should be able to use spreadsheet more frequently across the board. I have tried using email to contact absent students with assignments and worksheets (word or adobe files). I have not used blogs, web quests or probes. I do have a single cbl and cbr but have not really used them too much. But google is a wonderful source of information. Once in geometry, I was having the students use the journal writer individually to write conditional statements. One of my students, have the statement "a hagfish is a chordate" , she had to identify the hypothesis and conclusion. The interesting thing is she asked what a hagfish looked like, so I told her to google it. She did and then pasted a picture of a hagfish by her statement.
2. The confidence interval increase causes and increase between the possible density values of the substance. If you explain the concept of what the interval represents, then this increase in the range of the densities due to the percent confidence intervals is intuitive. In the classroom, I use the idea of tolerance levels for manufacturing in tech prep math questions, the concept is similar in how to determine the intervals.
3. If an error is made early and only on one of the parameters, then it would initially effect the outcome, but is not other similar errors are made during the course of the experiment, then the error's effect should abate as we add more and more data.
4. I would again same that a focus light along a path (laser, particle beam, etc) would be the answer to the original question. Secondly, the power of a bulb is measured in watts and from out data, with k being 5.43 (coefficient of our regression line) times 4 pi then power would be 68 watts approximately. If I averaged the k values of our three results then I would get a lower wattage of around 60, which is probably closer to the actual value.
5. In my class, I have a notebook, and I utilize journal writer, ti-smartview, and powerpoint quite frequently (daily) I also have used excel spreadsheets in my tech prep math classes and sometimes in my algebra classes. The problem arises from availability of laptops or computers. Next year Mount Vernon is at a one to one ratio and I should be able to use spreadsheet more frequently across the board. I have tried using email to contact absent students with assignments and worksheets (word or adobe files). I have not used blogs, web quests or probes. I do have a single cbl and cbr but have not really used them too much. But google is a wonderful source of information. Once in geometry, I was having the students use the journal writer individually to write conditional statements. One of my students, have the statement "a hagfish is a chordate" , she had to identify the hypothesis and conclusion. The interesting thing is she asked what a hagfish looked like, so I told her to google it. She did and then pasted a picture of a hagfish by her statement.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Wed: These are some questions regarding density that could go on the blog. 1. Did the true value for density fall within the ..."
1. Our true density did fall within both confidence levels. Our density was 2.67 and the true density was 2.71. Our densities fell in the mid point of both confidence levels. By calculating the confidence intervals, you allow yourself some "wiggle room" in being correct with your measured density when compared to your true value of density.
2. As the confidence level goes up, the interval increases. You are essentially allowing yourself more room to be correct. I agreed with the way Jenny R would explain confidence intervals to her students. It would be a good lesson to "steal" oops, I mean "borrow."
3. I don't know. I am thinking that it would affect the measurements because it would not be averaged out.
4. We really struggled with figuring out this equation. If anyone would like to come back and help us through this it would be great. I never did figure it out.
5. I have wanted to incorporate a blog in my classroom for several years, but I have struggled with implementing one. I like the idea of having students post assignments on google docs. We have issues with our student folders, so this might just remedy the situation. I would like to use excel when we are graphing next year. I think that using a computer to create a graph or chart connects with a student more and feels more "real world" to them.
1. Our true density did fall within both confidence levels. Our density was 2.67 and the true density was 2.71. Our densities fell in the mid point of both confidence levels. By calculating the confidence intervals, you allow yourself some "wiggle room" in being correct with your measured density when compared to your true value of density.
2. As the confidence level goes up, the interval increases. You are essentially allowing yourself more room to be correct. I agreed with the way Jenny R would explain confidence intervals to her students. It would be a good lesson to "steal" oops, I mean "borrow."
3. I don't know. I am thinking that it would affect the measurements because it would not be averaged out.
4. We really struggled with figuring out this equation. If anyone would like to come back and help us through this it would be great. I never did figure it out.
5. I have wanted to incorporate a blog in my classroom for several years, but I have struggled with implementing one. I like the idea of having students post assignments on google docs. We have issues with our student folders, so this might just remedy the situation. I would like to use excel when we are graphing next year. I think that using a computer to create a graph or chart connects with a student more and feels more "real world" to them.
Postlab assignment
1. requires drawing
2. I would guess that the secondary and tertiary structures would be the first to "break" during protein unfolding (denaturation). I would think that the primary structure would be the most difficult to "break".
3. The hand and glove model is a better model because enzymes are not rigid, inflexible structures. There is some give and take between the enzyme and its substrate and the enzyme structure does change somewhat as it interacts with the substrate.
4. E+S yields the preliminary E-S complex which eventually yields the product + the enzyme.
5. Fruits and veggies can be preserved by freezing because cold temperatures slow the the oxidation reaction. Similarly, acidic lemon juice lowers the pH and greatly decreases the enzyme activity.
6. Physiological fluids are buffered because the enzymes our body uses need to stay as close to the optimal pH as possible for the greatest amount of enzyme activity to occur.
Warm-blooded animals maintain a constant body temperature because, again, our bodies' enzymes need to function in as close to 37C for the most enzyme activity to occur. If our core temp drops, the enzymes are not able to function as well and the body suffers. Our bodies are not adapted to tolerate great variances in temp or pH with serious repercussions. Cold blooded animals function more slowly at lower temps, but they have adapted to the change in rate.
7. The remaining pieces to the equation are 2H+ and 2e-.
2. I would guess that the secondary and tertiary structures would be the first to "break" during protein unfolding (denaturation). I would think that the primary structure would be the most difficult to "break".
3. The hand and glove model is a better model because enzymes are not rigid, inflexible structures. There is some give and take between the enzyme and its substrate and the enzyme structure does change somewhat as it interacts with the substrate.
4. E+S yields the preliminary E-S complex which eventually yields the product + the enzyme.
5. Fruits and veggies can be preserved by freezing because cold temperatures slow the the oxidation reaction. Similarly, acidic lemon juice lowers the pH and greatly decreases the enzyme activity.
6. Physiological fluids are buffered because the enzymes our body uses need to stay as close to the optimal pH as possible for the greatest amount of enzyme activity to occur.
Warm-blooded animals maintain a constant body temperature because, again, our bodies' enzymes need to function in as close to 37C for the most enzyme activity to occur. If our core temp drops, the enzymes are not able to function as well and the body suffers. Our bodies are not adapted to tolerate great variances in temp or pH with serious repercussions. Cold blooded animals function more slowly at lower temps, but they have adapted to the change in rate.
7. The remaining pieces to the equation are 2H+ and 2e-.
Wednesday's responses
1) Yes, the true value for density (of aluminum, 2.70 g/mL) did fall within the 95% confidence interval found by our group: 2.54 g/mL to 3.04 g/mL.
2) The confidence interval becomes wider (increases) as the confidence level increases from 90% (2.62 to 2.96 for our group's results) to 95% to 99% (2.21 to 3.37 g/mL). As I understand the meaning of "confidence level", it is the percent of times that an experiment done just the way we've done it that will come up with the true value within the range of the confidence interval. Given a wider range around the experimental result, we can be more sure that the true answer will fall within that range. If you understand the term this way, than a higher confidence level corresponding to a wider range (increased confidence interval) is intuitive. I mostly deal with 7th and 8th graders lately, and I think that the concepts of confidence interval and confidence level are too heavy and abstract for most of them.
3) If a human error were made in measurement in an experiment like the liquid density portion of the density lab, I can imagine it having affects in either of two directions. If the other measurements averaged a little high (due to errors) and the error in question resulted in a low measurement, then the overall affect of the error in question would be to bring the average closer to the true value. If the other measurements were a little high, and the error in question also caused a high data point, this error would bring the average result farther from the true value.
4) I don't understand the first part of this question - it reads to me like yesterday's question.
Determination of the power output of the bulb in the light lab:
The k value found by our group was 4.7345, but we had used cm in our original distance values. We divided 4.7345 by 10,000 to correct for that.
10^0.00047345*4*pi = 12.58 Watts
5) I have already used Excel in teaching junior high math and will use it more this coming year, in 8th grade Math, and in 8th grade Computers, and I'm thinking about how to use it in 8th grade Science (with radioactive decay, I think). I don't have probes to work with and I have a very small classroom budget, so probes are not in consideration by me. I haven't had much luck in using Google Docs this week, so I have a pretty negative attitude toward that tech tool. Blogging is something that I'll need to give more thought to - I've never had students submit an assignment electronically, but I should because this is a kind of technology tool is a part of their world that they need to be able to work in. Finally, lab quests, I don't know what this tool is.
2) The confidence interval becomes wider (increases) as the confidence level increases from 90% (2.62 to 2.96 for our group's results) to 95% to 99% (2.21 to 3.37 g/mL). As I understand the meaning of "confidence level", it is the percent of times that an experiment done just the way we've done it that will come up with the true value within the range of the confidence interval. Given a wider range around the experimental result, we can be more sure that the true answer will fall within that range. If you understand the term this way, than a higher confidence level corresponding to a wider range (increased confidence interval) is intuitive. I mostly deal with 7th and 8th graders lately, and I think that the concepts of confidence interval and confidence level are too heavy and abstract for most of them.
3) If a human error were made in measurement in an experiment like the liquid density portion of the density lab, I can imagine it having affects in either of two directions. If the other measurements averaged a little high (due to errors) and the error in question resulted in a low measurement, then the overall affect of the error in question would be to bring the average closer to the true value. If the other measurements were a little high, and the error in question also caused a high data point, this error would bring the average result farther from the true value.
4) I don't understand the first part of this question - it reads to me like yesterday's question.
Determination of the power output of the bulb in the light lab:
The k value found by our group was 4.7345, but we had used cm in our original distance values. We divided 4.7345 by 10,000 to correct for that.
10^0.00047345*4*pi = 12.58 Watts
5) I have already used Excel in teaching junior high math and will use it more this coming year, in 8th grade Math, and in 8th grade Computers, and I'm thinking about how to use it in 8th grade Science (with radioactive decay, I think). I don't have probes to work with and I have a very small classroom budget, so probes are not in consideration by me. I haven't had much luck in using Google Docs this week, so I have a pretty negative attitude toward that tech tool. Blogging is something that I'll need to give more thought to - I've never had students submit an assignment electronically, but I should because this is a kind of technology tool is a part of their world that they need to be able to work in. Finally, lab quests, I don't know what this tool is.
Questions for Wed:These are some questions regarding density that could go on the blog.
1. Did the true value for density fall within the confidence interval? What is the significance of the confidence interval with respect your experimentally measured density and the true value of density? No. Our average density was 5.5 g/mL. Zinc's true density is 7.1 g/mL. We originally followed the protocol and used more than one balance. After determining that one of our values was substantially different than the others, we went back and used one balance for all of our masses. Had we chosen the other balance, our results would may have fallen into the confidence interval. Using the calculations, the 95% interval was 5.08 g/mL-5.92 g/mL.
2. Does the interval increase or decrease and as the confidence level changes from 90 to 95 to 99% and is the change intuitive? Could you explain the change to your students conceptually?
The interval increases as the the confidence level goes from 90 to 95. I would use an analogy to explain it to students. If a finite (e.g 100) amount of raffle tickets were available for purchase and you wanted to guarantee yourself a 90% chance to win, you would need to purchase 90 tickets. If you wanted to guarantee an even higher percentage of success (success being the likelihood that you would win) you would buy more than 90 tickets - giving yourself a larger number of opportunities (larger interval) to win.
3. The procedure for measuring density for the liquid used a graphical approach as opposed to our three trials and average method for determining the density of the solid. If you made a determinant (human) error for your first measurement in the liquid density portion, would this error plague or affect the subsequent measurements? (try to think of a situation where it would not and a situation where it would). If you were using cumulative measurements, it should only affect the first measurements. If you were going back and subtracting the starting measurement from each subsequent measurement, it would have a greater effect because the the error would be repeated several times. If the error was not in the measurement of the unknown volume, but was instead an error in measuring the mass of the beaker and parafin, that error would be repeated throughout the experiment.
4. Look at the plot for light intensity, again. Look at this expression of yesterday's question: Can you think of any light sources that might not give a inverse square law drop off? Also,determine the power output of your bulb in the light lab. We determined the power output to be 67mW.
5. Discuss the tech tools you are using (blog, google docs, excel, lab quests and probes) and how you might use them (or not) in your teaching? Why?I have been thinking about this quite a bit the last few days. The lab quests and probes are not something that I would generally use in my current teaching situation. I could see that they could be valuable tools, however.
As for the blog, I can definitely see some opportunities for teaching. I think the blog could serve not only as an "assignment notebook" of sorts, but it is also a great tool for communication. It would allow students to provide nearly instant feedback about a lecture or an assignment. It would be a great tool for formative assessment as students might feel more comfortable sharing struggles in the form of a blog than they might feel about asking a question in class.
Google docs has many potential benefits as well. While we did have some trouble sharing Excel workbooks with graphs, I could see that this could be a great storehouse for information. It would allow teachers to share with students and vice versa. It could also be a great place for colleagues to share helpful teaching tools. I could see that administrators might be willing to let us use it to collaborate more between disciplines.
I still need to work with Excel to unlock some more of its capabilities. I have no doubt that it is capable of far more than I could ever think to use it for. I do feel like I have learned quite a bit about the mathematical value of the graphs that we have practiced in just the 2 days we have had so far.
1. Did the true value for density fall within the confidence interval? What is the significance of the confidence interval with respect your experimentally measured density and the true value of density? No. Our average density was 5.5 g/mL. Zinc's true density is 7.1 g/mL. We originally followed the protocol and used more than one balance. After determining that one of our values was substantially different than the others, we went back and used one balance for all of our masses. Had we chosen the other balance, our results would may have fallen into the confidence interval. Using the calculations, the 95% interval was 5.08 g/mL-5.92 g/mL.
2. Does the interval increase or decrease and as the confidence level changes from 90 to 95 to 99% and is the change intuitive? Could you explain the change to your students conceptually?
The interval increases as the the confidence level goes from 90 to 95. I would use an analogy to explain it to students. If a finite (e.g 100) amount of raffle tickets were available for purchase and you wanted to guarantee yourself a 90% chance to win, you would need to purchase 90 tickets. If you wanted to guarantee an even higher percentage of success (success being the likelihood that you would win) you would buy more than 90 tickets - giving yourself a larger number of opportunities (larger interval) to win.
3. The procedure for measuring density for the liquid used a graphical approach as opposed to our three trials and average method for determining the density of the solid. If you made a determinant (human) error for your first measurement in the liquid density portion, would this error plague or affect the subsequent measurements? (try to think of a situation where it would not and a situation where it would). If you were using cumulative measurements, it should only affect the first measurements. If you were going back and subtracting the starting measurement from each subsequent measurement, it would have a greater effect because the the error would be repeated several times. If the error was not in the measurement of the unknown volume, but was instead an error in measuring the mass of the beaker and parafin, that error would be repeated throughout the experiment.
4. Look at the plot for light intensity, again. Look at this expression of yesterday's question: Can you think of any light sources that might not give a inverse square law drop off? Also,determine the power output of your bulb in the light lab. We determined the power output to be 67mW.
5. Discuss the tech tools you are using (blog, google docs, excel, lab quests and probes) and how you might use them (or not) in your teaching? Why?I have been thinking about this quite a bit the last few days. The lab quests and probes are not something that I would generally use in my current teaching situation. I could see that they could be valuable tools, however.
As for the blog, I can definitely see some opportunities for teaching. I think the blog could serve not only as an "assignment notebook" of sorts, but it is also a great tool for communication. It would allow students to provide nearly instant feedback about a lecture or an assignment. It would be a great tool for formative assessment as students might feel more comfortable sharing struggles in the form of a blog than they might feel about asking a question in class.
Google docs has many potential benefits as well. While we did have some trouble sharing Excel workbooks with graphs, I could see that this could be a great storehouse for information. It would allow teachers to share with students and vice versa. It could also be a great place for colleagues to share helpful teaching tools. I could see that administrators might be willing to let us use it to collaborate more between disciplines.
I still need to work with Excel to unlock some more of its capabilities. I have no doubt that it is capable of far more than I could ever think to use it for. I do feel like I have learned quite a bit about the mathematical value of the graphs that we have practiced in just the 2 days we have had so far.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Wed: These are some questions regarding density that could go on the blog. 1. Did the true value for density fall within the ..."
4) I got 12.58 for the power output.
5) Several of the tech tools would be of use to me. With one to one computers in the high school, using excel to make sense of the data would be easy and accessable. The blog would be good for my biology students. It would allow them to ask questions of each other and discuss concepts they are having problems with. I can check the blog to help clarify, but students can check it as well, add comments, and help each other at home. I definitely think they would be open to it. Google docs would be good to have for group projects as everyone could get into it and make changes. This means when someone is absent, the rest of the group can keep working, instead of having it saved to the absent party's computer.
We have been working to get labquests in the high school with success the last few years. We have many different types of probes and my goal this year is to work with students on using them in connection with their computers.
4) I got 12.58 for the power output.
5) Several of the tech tools would be of use to me. With one to one computers in the high school, using excel to make sense of the data would be easy and accessable. The blog would be good for my biology students. It would allow them to ask questions of each other and discuss concepts they are having problems with. I can check the blog to help clarify, but students can check it as well, add comments, and help each other at home. I definitely think they would be open to it. Google docs would be good to have for group projects as everyone could get into it and make changes. This means when someone is absent, the rest of the group can keep working, instead of having it saved to the absent party's computer.
We have been working to get labquests in the high school with success the last few years. We have many different types of probes and my goal this year is to work with students on using them in connection with their computers.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for Wed: These are some questions regarding density that could go on the blog. 1. Did the true value for density fall within the ..."
1)Our true value was within our 90% confidence interval. All that tells us is that we can be 90% sure that the true value is somewhere within this range.
2) The interval increases along with our percentage which makes sense because if you have a wider range that the true value can fall into your chances are greater it will be in that range. I'm not sure if I'm explaining this well,but if we were talking pH, my percentage of confidence that the true value is somewhere between 1 and 14 is going to be higher than if my range is between 6 and 8.
1)Our true value was within our 90% confidence interval. All that tells us is that we can be 90% sure that the true value is somewhere within this range.
2) The interval increases along with our percentage which makes sense because if you have a wider range that the true value can fall into your chances are greater it will be in that range. I'm not sure if I'm explaining this well,but if we were talking pH, my percentage of confidence that the true value is somewhere between 1 and 14 is going to be higher than if my range is between 6 and 8.
Assignments for Tuesday - Deb Hopkins
Question 1: I really wish I knew the answer to this question, but unfortunately I don't. I believe that the inverse-square relationship would hold true for all point sources of light. My best guess is that it might not hold true for lights in which the rays are directed in only one direction instead of being allowed to spread out in all directions. This might be the case for laser lights or for certain types of spotlights, as long as the light intensity is measured at an angle other than straight on.
Question 2: I do have some Vernier LabPros and probeware, but I do not have light sensors, so I do not think I will be able to use the light activity in my classes. I really enjoyed the density activities and I cover density in several of my classes. In the past I have not had my students use Excel to make and analyze graphs of their data because I am not that knowledgeable about Excel myself. That part of the density lab was very helpful to me and it will definitely be something I will include from now on when doing this and other kinds of data-collecting labs.
Question 2: I do have some Vernier LabPros and probeware, but I do not have light sensors, so I do not think I will be able to use the light activity in my classes. I really enjoyed the density activities and I cover density in several of my classes. In the past I have not had my students use Excel to make and analyze graphs of their data because I am not that knowledgeable about Excel myself. That part of the density lab was very helpful to me and it will definitely be something I will include from now on when doing this and other kinds of data-collecting labs.
Question 2 July 6, 2010 -- Jeffrey T Fouberg
I am not certain yet. Perhaps after today, I will have a better plan.
question 1 July 6 2010--Jeff Fouberg
Thats a good question and I am not sure of an answer. Obviously, our light source in the experiment was a point source. Yet in thinking about this, almost all light sources that come to mind are a point light source. Perhaps a directed light source, for instance, a particle beam or laser. I am not sure.
Tuesday, July 6, 2010
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for tonight: 1) What type of light source would NOT give you an INVERSE curve for light intensity on a graph? Why? 2) Talk with yo..."
I don't have anymore to add than the others except maybe a black body - absorbs all energy?? or may be a black hole where no light can escape??
My group didn't get into a discussion of a lesson plan piece. Although, we did mention that I do the Intensity vs. distance lab in my Physics class - only with calcs and CBL's. The students really like hands on and with technology.
I don't have anymore to add than the others except maybe a black body - absorbs all energy?? or may be a black hole where no light can escape??
My group didn't get into a discussion of a lesson plan piece. Although, we did mention that I do the Intensity vs. distance lab in my Physics class - only with calcs and CBL's. The students really like hands on and with technology.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for tonight: 1) What type of light source would NOT give you an INVERSE curve for light intensity on a graph? Why? 2) Talk with yo..."
1. The only thing I could find was the idea of a flourescent/laser light. I do like the idea a fiber optic light also would be interested in hearing what someone who knows more about it would have to say about it how it applies to this context.
2. We really didnt talk about it but I do hope to use the Excel for analysing data in my Physics experiements. I also like the idea of calculating standard deviations. In my experience, I was never asked to find the standard deviation of my data and see how that coincides with the actual value.
1. The only thing I could find was the idea of a flourescent/laser light. I do like the idea a fiber optic light also would be interested in hearing what someone who knows more about it would have to say about it how it applies to this context.
2. We really didnt talk about it but I do hope to use the Excel for analysing data in my Physics experiements. I also like the idea of calculating standard deviations. In my experience, I was never asked to find the standard deviation of my data and see how that coincides with the actual value.
The way that I understand a laser to work is that the light is bounced back and forth by mirrors until the photons are all traveling in the same same direction, not spreading out. Therefore, laser light should not follow the inverse square rule, but retain about the same intensity over a long distance.
I am thinking along the line of developing a lesson using Excel to explore the concept of half-life of radioactive materials with 8th graders.
I am thinking along the line of developing a lesson using Excel to explore the concept of half-life of radioactive materials with 8th graders.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for tonight: 1) What type of light source would NOT give you an INVERSE curve for light intensity on a graph? Why?
I agree with Rebecca. I did not find any different answers than have been previously mentioned. I really only found the exception as a laser.
2) Talk with yo..."
At this point, I can see using the light lab to show students the use of math and inverse relationships. It would give the students another graph, which they love so much... Blogging may also be something to consider. I'm not sure how I would utilize it yet though.
I agree with Rebecca. I did not find any different answers than have been previously mentioned. I really only found the exception as a laser.
2) Talk with yo..."
At this point, I can see using the light lab to show students the use of math and inverse relationships. It would give the students another graph, which they love so much... Blogging may also be something to consider. I'm not sure how I would utilize it yet though.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for tonight: 1) What type of light source would NOT give you an INVERSE curve for light intensity on a graph? Why? 2) Talk with yo..."
The only light source that I think would work this way is a movie projector or something that needs to be consistant.
As for my lesson we didn't talk about it today, I guess we didn't give it a thought yet. But as for the density lab I do use something like it with my 8th grade Earth science class. I do like the questions that add more math to the workload of the lab.
The only light source that I think would work this way is a movie projector or something that needs to be consistant.
As for my lesson we didn't talk about it today, I guess we didn't give it a thought yet. But as for the density lab I do use something like it with my 8th grade Earth science class. I do like the questions that add more math to the workload of the lab.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers: "Questions for tonight: 1) What type of light source would NOT give you an INVERSE curve for light intensity on a graph? Why? 2) Talk with yo..."
Without using the Internet I am going to make a semi-educated guess at one possibility. How about light as it travels through some optic fibers? I know I am not addressing the actual source but more the medium. I would say that the intensity does diminish some but not nearly as much because of the internal reflectance of the walls of the fiber.
Darwin
Without using the Internet I am going to make a semi-educated guess at one possibility. How about light as it travels through some optic fibers? I know I am not addressing the actual source but more the medium. I would say that the intensity does diminish some but not nearly as much because of the internal reflectance of the walls of the fiber.
Darwin
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers HERE
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers HERE: "Questions for tonight: 1) What type of light source would NOT give you and INVERSE curve for light intensity on a graph? Why? 2) Talk with y..."
Hello everyone! My name is Rebecca Corlew and I just completed my first year of teaching at Yankton Middle School. I taught 8th grade Earth Science and had a fun time teaching kids at such a unique age.
As for the questions....
1) I didn't really find any new information to add to the posts already here. I simply found a lot of information on how the waves of a laser and waves concentrated through a lens may not always yield an inverse curve for light intensity.
2) My group and I will need to talk some more but I really enjoyed looking at how to do calculations in Excel and I feel this is something students need more training in. A lot of higher education courses will require Excel data analysis and graphing and teaching students this will really help them succeed in the future.
Hello everyone! My name is Rebecca Corlew and I just completed my first year of teaching at Yankton Middle School. I taught 8th grade Earth Science and had a fun time teaching kids at such a unique age.
As for the questions....
1) I didn't really find any new information to add to the posts already here. I simply found a lot of information on how the waves of a laser and waves concentrated through a lens may not always yield an inverse curve for light intensity.
2) My group and I will need to talk some more but I really enjoyed looking at how to do calculations in Excel and I feel this is something students need more training in. A lot of higher education courses will require Excel data analysis and graphing and teaching students this will really help them succeed in the future.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers HERE
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers HERE: "Questions for tonight: 1) What type of light source would NOT give you and INVERSE curve for light intensity on a graph? Why? 2) Talk with y..."
1) I too found only one source in my searching for an exception to the inverse squared law for light intensity and that was the laser. Collimated light from a laser has all waves parallel to each other, so they do not spread out.
2)My group has not had a chance to talk about what we will do. I can see using the light intensity lab in my classroom as we do spend time in physical science talking about light waves and have probware available to use. We can also spend time working in excel to make sense of our data collected.
1) I too found only one source in my searching for an exception to the inverse squared law for light intensity and that was the laser. Collimated light from a laser has all waves parallel to each other, so they do not spread out.
2)My group has not had a chance to talk about what we will do. I can see using the light intensity lab in my classroom as we do spend time in physical science talking about light waves and have probware available to use. We can also spend time working in excel to make sense of our data collected.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers HERE
1.Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers HERE: "Questions for tonight: 1) What type of light source would NOT give you and INVERSE curve for light intensity on a graph? Why? 2) Talk with y..."
1. Inverse-square law works with a point source so from what I found it said a flourescent light wouldn't and/or a laser.
2. Paul and I were talking on the way home on how he could do the intensity lab and I could incorporate the math part of it so we would be showing them the importance of both.
1. Inverse-square law works with a point source so from what I found it said a flourescent light wouldn't and/or a laser.
2. Paul and I were talking on the way home on how he could do the intensity lab and I could incorporate the math part of it so we would be showing them the importance of both.
Week One Summer 2010 Shortcourse : Math in Science Context: Question 2
Week One Summer 2010 Shortcourse : Math in Science Context: Question 2: "We have not had much of a chance to talk yet about what we will use in the classroom. I could definitely see myself using more of the appli..."
Many of my students pursue scientific studies in college, so it wouild be very beneficial for them to learn to use excel or a graphing calculator to calculate statistical measurements such as standard deviations for a data set
Many of my students pursue scientific studies in college, so it wouild be very beneficial for them to learn to use excel or a graphing calculator to calculate statistical measurements such as standard deviations for a data set
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers HERE
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers HERE:
1. After some digging, I came up with a laser. It is a collimated light source so the light rays stay nearly parellel as they spread out.
2. As I was digging I found some interesting articles about light and photography. I think it would be interesting to relate the inverse curve to lighting a photo. It would take a scientific principle and bring it into reality.
1. After some digging, I came up with a laser. It is a collimated light source so the light rays stay nearly parellel as they spread out.
2. As I was digging I found some interesting articles about light and photography. I think it would be interesting to relate the inverse curve to lighting a photo. It would take a scientific principle and bring it into reality.
Week One Summer 2010 Shortcourse : Math in Science Context: Assignment Questions Post Answers HERE
"Questions for tonight: 1) What type of light source would NOT give you and INVERSE curve for light intensity on a graph? Why?
After reading through a few of the other blogs and doing some of my own research, I would have to agree with those who said that the light source that would not give you an inverse curve would be light using a parabola reflector. Parabola reflector can best be described as a round mirror. If you can imagine a parabola than you can easily picture a parabolic reflector. You can also use the equation x^2=y to graph the parabola. The parabolic reflector works by all the rays entering parallel to the axis and reflect to the focus. To help explain this to my students I would use drawings and actually show them what was happening.
After reading through a few of the other blogs and doing some of my own research, I would have to agree with those who said that the light source that would not give you an inverse curve would be light using a parabola reflector. Parabola reflector can best be described as a round mirror. If you can imagine a parabola than you can easily picture a parabolic reflector. You can also use the equation x^2=y to graph the parabola. The parabolic reflector works by all the rays entering parallel to the axis and reflect to the focus. To help explain this to my students I would use drawings and actually show them what was happening.
Week One Summer 2010 Shortcourse : Math in Science Context: Question 1
Week One Summer 2010 Shortcourse : Math in Science Context: Question 1: "From what I can find, it looks like light from parabolic reflectors would not follow the inverse square law. They redirect the light, conce..."
How about light from a Laser?
How about light from a Laser?
Question 2
We have not had much of a chance to talk yet about what we will use in the classroom. I could definitely see myself using more of the applications that are available in Excel. I need to spend some time myself learning about some of its potential uses.
Question 1
From what I can find, it looks like light from parabolic reflectors would not follow the inverse square law. They redirect the light, concentrating it.
exceptions to reverse relationship
Light sources with lenses may not follow this relationship. These may be used in photography or videos.
Jeffrey T Fouberg
Hi, I am a math teacher at Mt. Vernon since 1993. Prior to that I taught science from 1988 to 1993. I was a member of the SD National Guard for 24 years. I am married (31 years) and have three grown children. One of them teachers English at SF O'Gorman
Who We Are
My official title is K-12 librarian at Gayville Volin, but I am also the Science Olympiad and Destination Imagination coach. We have 3 kids - 15 years, 11 years, and 3 yrs. Last season was my first year with Science Olympiad. We are really looking forward to next season and I am hoping to get a lot out of the short courses that will help with that.
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are: "Please use this page to tell us something about yourself."
I teach Phy Science and Physics at Yankton high school. I coach MS gymnastics.
I teach Phy Science and Physics at Yankton high school. I coach MS gymnastics.
math and science context
I'm Tom Fouberg and i teach at Woonsocket high school..... grades 8 through 12
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are: "Please use this page to tell us something about yourself."
I am Bridget Sees. I am a 5th grade teacher from Irene-Wakonda School District. I used to teach Life Science and Earth Science before moving back down to the elementary level.
I am Bridget Sees. I am a 5th grade teacher from Irene-Wakonda School District. I used to teach Life Science and Earth Science before moving back down to the elementary level.
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are: "Please use this page to tell us something about yourself."
I am Tami Roesler. I am starting my 13th year in the Viborg School District. I have previously taught all mathematical subjects from 8th grade math through Calculus, currently teaching Alg I, II, & Pre-Calc. I have also taught adjunct faculty for Mt. Marty College. I have a bachelor's degree in secondary ed & math from Mt. Marty and a Master's from USD in Technology in Education & Training (TET).
I am Tami Roesler. I am starting my 13th year in the Viborg School District. I have previously taught all mathematical subjects from 8th grade math through Calculus, currently teaching Alg I, II, & Pre-Calc. I have also taught adjunct faculty for Mt. Marty College. I have a bachelor's degree in secondary ed & math from Mt. Marty and a Master's from USD in Technology in Education & Training (TET).
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are: "Please use this page to tell us something about yourself."
Connie Gretschmann. I have taught Hosmer, Conde, Tripp-Delmont, and now Avon. I have taught grades 7 through 12 math. I started teaching in 1989.
Connie Gretschmann. I have taught Hosmer, Conde, Tripp-Delmont, and now Avon. I have taught grades 7 through 12 math. I started teaching in 1989.
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are: "Please use this page to tell us something about yourself."
Ken Lindemann - I've taught twenty years at O'Gorman High School in Sioux Falls. I teach AP Calculus, Precalculus, and Advanced Geometry.
Ken Lindemann - I've taught twenty years at O'Gorman High School in Sioux Falls. I teach AP Calculus, Precalculus, and Advanced Geometry.
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are: "Please use this page to tell us something about yourself."
This year will be my fifth year teaching at Dakota Valley. I teach Biology and Environmental Science. I do not have a Master's, but two Bachelor's. I have two sons. Mark was three in February and Garrett turned one in May. I live in Merrill, IA.
This year will be my fifth year teaching at Dakota Valley. I teach Biology and Environmental Science. I do not have a Master's, but two Bachelor's. I have two sons. Mark was three in February and Garrett turned one in May. I live in Merrill, IA.
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are: "Please use this page to tell us something about yourself."
Good afternoon. My name is Amanda Swaney. I taught 7th grade life science for the past three years, but will be teaching 7th grade mathematics next year at Dell Rapids Middle School. I will be starting my fourth year of teaching in the fall.
Good afternoon. My name is Amanda Swaney. I taught 7th grade life science for the past three years, but will be teaching 7th grade mathematics next year at Dell Rapids Middle School. I will be starting my fourth year of teaching in the fall.
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are: "Please use this page to tell us something about yourself."
Hello
My name is Ashley Brockhaus. I teach 8th grade math, advanced math, and language arts at Dell Rapids Middle School. I have been teaching at Dell Rapids for two years.
Hello
My name is Ashley Brockhaus. I teach 8th grade math, advanced math, and language arts at Dell Rapids Middle School. I have been teaching at Dell Rapids for two years.
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are: "Please use this page to tell us something about yourself."
Trey Krier, Gayville-Volin High School, Math and Physics, First Year Teacher, Mount Marty College.
Trey Krier, Gayville-Volin High School, Math and Physics, First Year Teacher, Mount Marty College.
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are
Week One Summer 2010 Shortcourse : Math in Science Context: About US -- Sharing Who We Are: "Please use this page to tell us something about yourself."
Hello everyone! My name is Tracy Chase and I am a 7th grade, 8th grade, and high school biology teacher at McCook Central. I am going on my 9th year of teaching. I am a mother of 3 children. I enjoying scrapbooking, camping, playing volleyball and basketball, whenever time permits:)
Hello everyone! My name is Tracy Chase and I am a 7th grade, 8th grade, and high school biology teacher at McCook Central. I am going on my 9th year of teaching. I am a mother of 3 children. I enjoying scrapbooking, camping, playing volleyball and basketball, whenever time permits:)
Sunday, July 4, 2010
Blog Posting
1) Open the email invitation and accept it.
2) Create a Google account, if you do not have one.
3) Use your Google email address and password to accept access to our Blog: http://mathinsciencecontext.blogspot.com/ .
Have great week!
2) Create a Google account, if you do not have one.
3) Use your Google email address and password to accept access to our Blog: http://mathinsciencecontext.blogspot.com/ .
Friday, July 2, 2010
Welcome to Math in Science Context!
We will meet at 8:30 am on Tuesday, July 6th in Lee Med 107. We will be registering, doing introductions, getting familiar with our class procedures, the blog, and doing a lab in the am. We will also be doing lunch on our own. We will be in Patterson 202 for physics activities in the afternoon.
July 6 -9 -- 4 Face to face meetings, one day distance and a curriculum plan
Tentative Tuesday schedule
8:30 – 9:15…….Registration, Gary Girard, Division of Cont Ed.
9:15 – 9:30……Introductions and overview (objective of the short course), review of syllabus, MNS program description.
9:30 – 10:00…….presurvey by Kris DeWitt
10:00 -10:15…..break
10:15 – 11:15….Web resources, the Blog, etc……Cathy Ezrailson
11:15 – 12:00…..Begin Density lab. Explanation of the lab driving math modeling understanding. (Pardee 208 or Lee Med 349/355)
12:00 – 1:30…..Lunch. Break is longer on Monday to find eating places and to register vehicles with USD public safety, etc.
1:30 – 2:30……..Density activity continued
2:30 – 4:30……..Light activity
We look forward to meeting all of you!
July 6 -9 -- 4 Face to face meetings, one day distance and a curriculum plan
Tentative Tuesday schedule
8:30 – 9:15…….Registration, Gary Girard, Division of Cont Ed.
9:15 – 9:30……Introductions and overview (objective of the short course), review of syllabus, MNS program description.
9:30 – 10:00…….presurvey by Kris DeWitt
10:00 -10:15…..break
10:15 – 11:15….Web resources, the Blog, etc……Cathy Ezrailson
11:15 – 12:00…..Begin Density lab. Explanation of the lab driving math modeling understanding. (Pardee 208 or Lee Med 349/355)
12:00 – 1:30…..Lunch. Break is longer on Monday to find eating places and to register vehicles with USD public safety, etc.
1:30 – 2:30……..Density activity continued
2:30 – 4:30……..Light activity
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