Team Sine. Goal #2: Create a pencil sketch labeling significant values
|
|
- Randolf Shields
- 6 years ago
- Views:
Transcription
1 Team Sine Welcome to team SINE. You guys will become the toughest, strongest and smartest sine students in the class. However, it is also your goal to make the rest of your home team experts on the graph of y = sinx too, so it is very important that you work through this learning activity, understand the WHY s behind the answers and think about how you are going to teach your home team. Please be sure to READ all the text presented on this paper there will be facts, questions and places for you to write answers. Everything is designed for you to discover and understand the WHY s. Feel free to check any fill in the blanks with the teacher. So let s have it here we go! Goal #1: Use the TI-83 to create a graph The graphing calculator can be a little touchy when trying to create the sine wave. You have to change certain SETTINGS, understand and how to use the $ button. Let s check it out. Step 1: Be sure your M menu is set to DEGREES Step 2: Using the! screen simply type sin(x). Clear out any other equations in this screen and double check that none of the Plot1 Plot2 Plot 3 are turned on. Step 3: In order for trig values (degrees and unit circle values) to graph appropriately, it is necessary to use a different # than we are accustomed too. So simply select # then scroll to 7:ZTrig. Now you should be looking at a few waves of the sine wave!! Box 1: A few important comments before we proceed When you selected ZTrig, changed dramatically go ahead and Do see how the graph stretches from nearly to in the x and from to in the y? Also notice that the x scale markers are now worth. This will help you to better understand the values you are seeing on the graph Goal #2: Create a pencil sketch labeling significant values Its one thing to sketch the sine wave on blank paper (to just get it done) but its another thing to THINK about the numbers / points / graph as you create it; when we do this, we are really getting comfortable with the graph and its features. Eventually you need to have this basic graph memorized. So let s try it for the first time. Step 1: Before you actually draw any sine waves on paper, we the y intercept: need to note some significant values / points. Take a two or three positive x intercepts: moment to $ your calculator graph and identify a max point with a positive x: a min point with a positive x:
2 Step 2: Now use your home team notes paper to carefully sketch the sine wave and label the significant points that you found from Step 1 Box 2: A few important comments before we proceed The sine wave you created from last night s homework is actually only ONE wave, whereas the sine wave you are looking at today on your calculator is actually TWO waves. The technical word we use for a wave is PERIOD. The period of a sine wave is the total amount of x required to complete one cycle. Therefore, your homework represents full period, whereas this calculator graph represents full periods. Do you know how many x s are required to make one full period? It s actually better thought of as degrees so how many degrees are required to see one full period? Goal #3: Identify the Amplitude and Period Sine waves are unique because they cycle back and forth, and eventually repeat themselves. In addition, they will only reach so high and / or so low. How low do they go? (bad joke!, but do you know?) Step 1: The amplitude of a graph can be thought of two different ways. (both ways create the same answer) Way #1: Simply the vertical distance from the midline to a max or min (always +) Way #2: Using a formula: (max min) 2 So how does this work out for our sine wave? So how does this work out for our sine wave? midline vertical distance? 1 (-1) 2 So the Amplitude = So the Amplitude = Step 1 continued: It is important to understand BOTH methods, because (trust me) there will be times when one method is better than the next. Now go ahead and write BOTH of these Amplitude Definitions (Way#1 & Way#2) at the top of your home team notes paper; also write your amplitude answer onto your home team notes paper beside the sine wave. Step 2: As was mentioned in Box 2 near the top of this page, the Period of a graph is the total amount of D required for the graph to make a full cycle. (Be sure to write this definition at the top of your home team notes paper.) In order to determine this value, we need a starting point, then a corresponding ending point. Do you realize there could be many different starting/ending points that satisfy a full period? S A T B Point A to Point B is a full period. How many degrees is it? Point S to Point T is a full period. How many degrees is it? Now fill this answer into your Home Team Notes
3 Goal #4: Identify the Domain and Range The domain and range define the specific x and y values that appear on a trig graph. It is helpful to know these values so we can prepare input values and anticipate output values. Depending on the problem, this can be tricky, but let s go for it! Here s a quick review (copy these definitions onto your home team notes) Domain the x values represented by the graph Range the y values represented by the graph all possible input values all possible output values Step 1: Let s find the domain by thinking about the left and right behavior of the sine wave notice how the graph continues to travel left and right, all the while cycling up and down. If you $ over the graph notice how you encounter a bunch different of angles (x values) negative angles, zero, positive angles on and on. So how would you describe the domain? All numbers. Step 2: The range is a different story; we now need to think about the up and down behavior of the sine wave are you noticing which two y values the graph cycles between? Why is it that no matter what the input, the output will always between these two numbers? Think UNIT CIRCLE! ( I love the Unit Circle ) So are you ready to write the range? You will need to use inequalities < y < Make sure you fill these Domain and Range answers into your Home Team Notes. Get them checked just to be sure they are right. Fill in these blanks Prepare to teach the SINE WAVE to your home team Its time to get ready to return to your home team but wait! You need to also be ready to TEACH this material to your group. You want them to discover the same things you did! You want them to really experience the SINE WAVE, don t you?... here s a few guidelines to make this work Do s 1. Give them time to type the equation into their calculator and get it to work. 2. Make sure they are drawing and writing the correct sketches and answers onto their home team notes paper. 3. To the best of your ability ask them questions that lead them to the answer(s). Don t s. 1. Just show them your paper and say HERE, READ THIS! 2. Just show them your paper and tell them to copy it. 3. Just tell them all the answers along the way. Keep in mind that your other team members may have discovered some of the same things that you did (even though they studied different graphs) so you may find that you don t need to cover every last detail. Simply ask your group if they already understand the concept and move to the next.
4 Team Cosine Welcome to team COSINE. You guys will become the toughest, strongest and smartest cosine students in the class. However, it is also your goal to make the rest of your home team experts on the graph of y = cosx too, so it is very important that you work through this learning activity, understand the WHY s behind the answers and think about how you are going to teach your home team. Please be sure to READ all the text presented on this paper there will be facts, questions and places for you to write answers. Everything is designed for you to discover and understand the WHY s. Feel free to check any fill in the blanks with the teacher. So let s have it here we go! Goal #1: Use the TI-83 to create a graph The graphing calculator can be a little touchy when trying to create the cosine wave. You have to change certain SETTINGS, understand and how to use the $ button. Let s check it out. Step 1: Be sure your M menu is set to DEGREES Step 2: Using the! screen simply type cos(x). Clear out any other equations in this screen and double check that none of the Plot1 Plot2 Plot 3 are turned on. Step 3: In order for trig values (degrees and unit circle values) to graph appropriately, it is necessary to use a different # than we are accustomed too. So simply select # then scroll to 7:ZTrig. Now you should be looking at a few waves of the cosine wave!! Box 1: A few important comments before we proceed When you selected ZTrig, changed dramatically go ahead and Do see how the graph stretches from nearly to in the x and from to in the y? Also notice that the x scale markers are now worth. This will help you to better understand the values you are seeing on the graph Goal #2: Create a pencil sketch labeling significant values Its one thing to sketch the cosine wave on blank paper (to just get it done) but its another thing to THINK about the numbers / points / graph as you create it; when we do this, we are really getting comfortable with the graph and its features. Eventually you need to have this basic graph memorized. So let s try it for the first time. Step 1: Before you actually draw any cosine waves on paper, the y intercept: we need to note some significant values / points. Take two or three positive x intercepts: a moment to $ your calculator graph and identify a max point with a positive x: a min point with a positive x:
5 Step 2: Now use your home team notes paper to carefully sketch the cosine wave and label the significant points that you found from Step 1 Box 2: A few important comments before we proceed The cosine wave you created from last night s homework is actually only ONE wave, whereas the cosine wave you are looking today at on your calculator is actually TWO waves. The technical word we use for a wave is PERIOD. The period of a cosine wave is the total amount of x required to complete one cycle. Therefore, your homework represents full period, whereas this calculator graph represents full periods. Do you know how many x s are required to make one full period? It s actually better thought of as degrees so how many degrees are required to see one full period? Goal #3: Identify the Amplitude and Period Cosine waves are unique because they cycle back and forth, and eventually repeat themselves. In addition, they will only reach so high and / or so low. How low do they go? (bad joke!, but do you know?) Step 1: The amplitude of a graph can be thought of two different ways. (both ways create the same answer) Way #1: Simply the vertical distance from the midline to a max or min (always +) So how does this work out for our cosine wave? Way #2: Using a formula: (max min) 2 So how does this work out for our cosine wave? midline vertical distance? 1 (-1) 2 So the Amplitude = So the Amplitude = Step 1 continued: It is important to understand BOTH methods, because (trust me) there will be times when one method is better than the next. Now go ahead and write BOTH of these Amplitude Definitions (Way#1 & Way#2) at the top of your home team notes paper; also write your amplitude answer onto your home team notes paper beside the cosine wave. Step 2: As was mentioned in Box 2 near the top of this page, the Period of a graph is the total amount of D required for the graph to make a full cycle. (Be sure to write this definition at the top of your home team notes paper.) In order to determine this value, we need a starting point, then a corresponding ending point. Do you realize there could be many different starting/ending points that satisfy a full period? S A T B Point A to Point B is a full period. How many degrees is it? Point S to Point T is a full period. How many degrees is it? Now fill this answer into your Home Team Notes
6 Goal #4: Identify the Domain and Range The domain and range define the specific x and y values that appear on a trig graph. It is helpful to know these values so we can prepare input values and anticipate output values. Depending on the problem, this can be tricky, but let s go for it! Here s a quick review (copy these definitions onto your home team notes) Domain the x values represented by the graph Range the y values represented by the graph all possible input values all possible output values Step 1: Let s find the domain by thinking about the left and right behavior of the cosine wave notice how the graph continues to travel left and right, all the while cycling up and down. If you $ over the graph notice how you encounter a bunch of angles (x values) negative angles, zero, positive angles and on and on. So how would you describe the domain? All numbers. Step 2: The range is a different story; we now need to think about the up and down behavior of the cosine wave are you noticing which two y values the graph cycles between? Why is it that no matter what the input, the output will always between these two numbers? Think UNIT CIRCLE! ( I love the Unit Circle ) So are you ready to write the range? You will need to use inequalities < y < Make sure you fill these Domain and Range answers into your Home Team Notes. Get them checked just to be sure they are right. Fill in these blanks Prepare to teach the COSINE WAVE to your home team Its time to get ready to return to your home team but wait! You need to also be ready to TEACH this material to your group. You want them to discover the same things you did! You want them to really experience the COSINE WAVE, don t you?... here s a few guidelines to make this work Do s 1. Give them time to type the equation into their calculator and get it to work. 2. Make sure they are drawing and writing the correct sketches and answers onto their home team notes paper. 3. To the best of your ability ask them questions that lead them to the answer(s). Don t s. 1. Just show them your paper and say HERE, READ THIS! 2. Just show them your paper and tell them to copy it. 3. Just tell them all the answers along the way. Keep in mind that your other team members may have discovered some of the same things that you did (even though they studied different graphs) so you may find that you don t need to cover every last detail. Simply ask your group if they already understand the concept and move to the next.
7 Team Tangent Welcome to team TANGENT. So what do you call an ant at the beach? A Tangent (If this joke was a bomb, don t tell it to anyone else.) Anyhow, you guys will become the toughest, strongest and smartest tangent students in the class. However, it is also your goal to make the rest of your home team experts on the graph of y = tanx too, so it is very important that you work through this learning activity, understand the WHY s behind the answers and think about how you are going to teach your home team. Please be sure to READ all the text presented on this paper there will be facts, questions and places for you to write answers. Everything is designed for you to discover and understand the WHY s. Feel free to check any fill in the blanks with the teacher. So let s have it here we go! Goal #1: Use the TI-83 to create a graph The graphing calculator can be a little touchy when trying to create the tangent wave. You have to change certain SETTINGS, understand and how to use the $ button. Let s check it out. Step 1: Be sure your M menu is set to DEGREES Step 2: Using the! screen simply type tan(x). Clear out any other equations in this screen and double check that none of the Plot1 Plot2 Plot 3 are turned on. Step 3: In order for trig values (degrees and unit circle values) to graph appropriately, it is necessary to use a different # than we are accustomed too. So simply select # then scroll to 7:ZTrig. Now you should be looking at a few waves of the tangent wave!! Box 1: A few important comments before we proceed When you selected ZTrig, changed dramatically go ahead and Do see how the graph stretches from nearly to in the x and from to in the y? Also notice that the scale markers are now worth. This will help you to better understand the values you are seeing on the graph. Special Note: The graph of tangent is unique in that it possess vertical asymptotes. These may or may not show up with YOUR graphing calculator. That really doesn t matter as much as you realizing that they are there. Remember this is happening because of the Unit Circle, y/x, and a zero in the denominator. More on these asymptotes later! x = 270, 90, 90, 270
8 Goal #2: Create a pencil sketch labeling significant values Its one thing to sketch the tangent wave on blank paper (to just get it done) but its another thing to THINK about the numbers / points / graph as you create it; when we do this, we are really getting comfortable with the graph and its features. Eventually you need to have this basic graph memorized. So let s try it for the first time. Step 1: Before you actually draw any tangent waves on paper, we the y intercept: need to note some significant values / points. Take a moment to $ your calculator graph and identify a few x intercepts: Box 2: Important comments on asymptotes There are different ways to find the location of these asymptotes. You can simply look at the graph. But you can also $the graph left and right and wait for the y value to disappear. When the y value disappears, this is a sign that there is no value, i.e. at an asymptote. You can also investigate the table by using ` % the x position of a few asymptotes Step 2: Now use your home team notes paper to carefully sketch the tangent wave and label the significant points / asymptotes that you found from Step 1. The asymptotes should be sketched in as dashed vertical lines Box 3: A few important comments before we proceed The tangent waves you created from last night s homework actually represent TWO waves, whereas the tangent waves you are looking at today on your calculator actually represent THREE full waves, plus a HALF and HALF wave, making a total of FOUR WAVES. The technical word we use for a wave is PERIOD. The period of a tangent wave is the total amount of x required to complete one cycle. Therefore, your homework represents full periods, whereas this calculator graph represents full periods. Do you know how many x s are required to make one full period? It s actually better thought of as degrees so how many degrees are required to see one full period? That s right it s actually the total degrees BETWEEN two asymptotes. (More on this next.) Goal #3: Identify the Period Tangent waves are unique because you will always see one full wave (one full period) between two consecutive sets of asymptotes. After that, they will repeat themselves Step 1: As was mentioned in Box 3 above, the period of a graph is the total amount of D required for the graph to make a full cycle. (Be sure to write this definition at the top of your home team notes paper.) In order to determine this value, we need a starting point, then a corresponding ending point. For a tangent graph we can also determine the distance between two consecutive sets of asymptotes. Both methods will give you ONE FULL PERIOD. A B Point A to Point B is a full period. How many degrees is it? Now fill this answer into your Home Team Notes Asymptote S to Asymptotes T is a full period. How many degrees is it? S T
9 Goal #4: Identify the Domain and Range The domain and range define the specific x and y values that appear on a trig graph. It is helpful to know these values so we can prepare input values and anticipate output values. Depending on the problem, this can be tricky, but let s go for it! A quick heads up... the first time we do the domain for tangent it may seem a bit strange but we will eventually figure it out Here s a quick review (copy these definitions onto your home team notes) Domain the x values represented by the graph Range the y values represented by the graph all possible input values all possible output values Step 1a: Let s find the domain by thinking about the left and right behavior of the tangent waves notice how the graph continues to travel left and right, over various x (angle) values. However, there are some x (angle) values that the graph is unable to reach. That s right; the graph will never touch these asymptotes. (Remember how we can $ to some of these asymptotes as described in Box 2 on the previous page) So somehow we need to describe a domain that includes all x values EXCEPT for the asymptotes. For starters we could say Domain: All x such that x asymptotes (you can copy this onto your Home Team Notes) Step 1a: However, there is a bit of a fancier way to describe these asymptotes using a formula. This formula, when written correctly will actually output the value of ALL the asymptotes, thereby giving us specific values that are NOT in the domain. Let s see what we can do using these steps The variable k when used in this formula represents any integer. That means k could equal 0, 1, 2 or -1, -2, So go ahead and pick a k value and plug it into the formula. What happens? Let s try k=1. So 180(1) + 90 = 270. Well, well, 270 is the value of an asymptote. So no matter what integer you pick for k, it will always output the location of another asymptote. Guaranteed! 1. Determine the distance between any two consecutive asymptotes. You should have already found this to be 2. Now determine the x location of the first positive asymptotes. Are you finding 90? 3. Finally, carefully using the variable k, write the formula x 180k + 90 distance between 1 st positive So what is the final Domain Answer All x such that x 180k k+90 (you can copy this onto your Home Team Notes) Step 2: The range is a different story; we now need to think about the up and down behavior of the tangent waves. Even though the waves break at each asymptote, you need to know that they will still travel up up up or down down down beside each asymptote. Therefore, tangent s range will eventually encounter real numbers. Make sure you fill these Domain and Range answers into your Home Team Notes. Get them checked just to be sure they are right. More fun on the back
10 Prepare to teach the TANGENT WAVE to your home team Its time to get ready to return to your home team but wait! You need to also be ready to TEACH this material to your group. You want them to discover the same things you did! You want them to really experience the TANGENT WAVE. Here s a few guidelines to make this work Do s 1. Give them time to type the equation into their calculator and get it to work. 2. Make sure they are drawing and writing the correct sketches and answers onto their home team notes paper. 3. To the best of your ability ask them questions that lead them to the answer(s). Don t s. 1. Just show them your paper and say HERE, READ THIS! 2. Just show them your paper and tell them to copy it. 3. Just tell them all the answers along the way Keep in mind that your other team members may have discovered some of the same things that you did (even though they studied different graphs) so you may find that you don t need to cover every last detail. Simply ask your group if they already understand the concept and move to the next.
11 Home Team Notes Name Graphs of Trigonometric Functions Date Period The trigonometric functions that you graphed for homework last night can also be graphed on your calculator. Further, being able to successfully use our calculator to come up with additional insights and answers will prove advantageous to our studies. And lastly, there are certain characteristics of these graphs, such as amplitude, period, domain and range that we want to become familiar with. So let s explore and learn these ideas in a new way today. Instead of there being ONE teacher, today there will be (give or take) 25 teachers. Today you will become an expert on ONE graph then help other students to also understand your graph. When the period is over, you should have successfully worked through this notes paper and be ready to use these ideas for the remainder of the chapter. How this is going to work: 1. Create / join a Home Team made up of exactly three students and give yourself a number between 1 and Student #1 is assigned to SINE Student #2 is assigned to COSINE Student #3 is assigned to TANGENT 3. Now go join your new expert team according to SINE, COSINE or TANGENT (You may want to break these 3 BIG groups into smaller pods) 4. While in these expert groups, learn, discover and understand your graph. Take notes on this paper (and your expert paper), ask questions and ultimately be ready to teach these ideas to your Home Team. 5. Now return to your Home Team and one by one, help your members to learn, discover and understand your graph. Everyone should be filling in the remaining notes on this paper during this last session. Some BIG Ideas and Definitions for Trigonometric Graphs Amplitude Period Domain Range y = sin (x) Amplitude: Period: Domain: Range: Make sure you are labeling points and values on your graph don t just draw a wavy line
12 y = cos (x) Amplitude: Period: Domain: Range: Make sure you are labeling points and values on your graph don t just draw a wavy line y = tan (x) Amplitude: tan does not have amplitude Period: Domain: Range: Make sure you are labeling points and values on your graph don t just draw a wavy line For homework tonight, try to work out the graph and features for the SECANT function (remember y=secx is y = 1/cosx) y = sec (x) Domain: Amplitude: sec does not have amplitude Range: Period:
Janine Williams, Mary Rose Landon
TI-nspire Activity Janine Williams, Mary Rose Landon Course Level: Advanced Algebra, Precalculus Time Frame: 2-3 regular (45 min.) class sessions Objectives: Students will... 1. Explore the Unit Circle,
More informationMath 150 Syllabus Course title and number MATH 150 Term Fall 2017 Class time and location INSTRUCTOR INFORMATION Name Erin K. Fry Phone number Department of Mathematics: 845-3261 e-mail address erinfry@tamu.edu
More informationSOUTHERN MAINE COMMUNITY COLLEGE South Portland, Maine 04106
SOUTHERN MAINE COMMUNITY COLLEGE South Portland, Maine 04106 Title: Precalculus Catalog Number: MATH 190 Credit Hours: 3 Total Contact Hours: 45 Instructor: Gwendolyn Blake Email: gblake@smccme.edu Website:
More informationSyllabus ENGR 190 Introductory Calculus (QR)
Syllabus ENGR 190 Introductory Calculus (QR) Catalog Data: ENGR 190 Introductory Calculus (4 credit hours). Note: This course may not be used for credit toward the J.B. Speed School of Engineering B. S.
More informationPre-AP Geometry Course Syllabus Page 1
Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next
More informationAP Calculus AB. Nevada Academic Standards that are assessable at the local level only.
Calculus AB Priority Keys Aligned with Nevada Standards MA I MI L S MA represents a Major content area. Any concept labeled MA is something of central importance to the entire class/curriculum; it is a
More informationTabletClass Math Geometry Course Guidebook
TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course
More informationFoothill College Summer 2016
Foothill College Summer 2016 Intermediate Algebra Math 105.04W CRN# 10135 5.0 units Instructor: Yvette Butterworth Text: None; Beoga.net material used Hours: Online Except Final Thurs, 8/4 3:30pm Phone:
More informationCreating a Test in Eduphoria! Aware
in Eduphoria! Aware Login to Eduphoria using CHROME!!! 1. LCS Intranet > Portals > Eduphoria From home: LakeCounty.SchoolObjects.com 2. Login with your full email address. First time login password default
More informationHow to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.
How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well
More informationGCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education
GCSE Mathematics B (Linear) Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education Mark Scheme for November 2014 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationExploring Derivative Functions using HP Prime
Exploring Derivative Functions using HP Prime Betty Voon Wan Niu betty@uniten.edu.my College of Engineering Universiti Tenaga Nasional Malaysia Wong Ling Shing Faculty of Health and Life Sciences, INTI
More informationRemainder Rules. 3. Ask students: How many carnations can you order and what size bunches do you make to take five carnations home?
Math Concepts whole numbers multiplication division subtraction addition Materials TI-10, TI-15 Explorer recording sheets cubes, sticks, etc. pencils Overview Students will use calculators, whole-number
More informationStatewide Framework Document for:
Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance
More informationHoughton Mifflin Online Assessment System Walkthrough Guide
Houghton Mifflin Online Assessment System Walkthrough Guide Page 1 Copyright 2007 by Houghton Mifflin Company. All Rights Reserved. No part of this document may be reproduced or transmitted in any form
More informationHentai High School A Game Guide
Hentai High School A Game Guide Hentai High School is a sex game where you are the Principal of a high school with the goal of turning the students into sex crazed people within 15 years. The game is difficult
More informationInstructor: Matthew Wickes Kilgore Office: ES 310
MATH 1314 College Algebra Syllabus Instructor: Matthew Wickes Kilgore Office: ES 310 Longview Office: LN 205C Email: mwickes@kilgore.edu Phone: 903 988-7455 Prerequistes: Placement test score on TSI or
More informationSyllabus Foundations of Finance Summer 2014 FINC-UB
Syllabus Foundations of Finance Summer 2014 FINC-UB.0002.01 Instructor Matteo Crosignani Office: KMEC 9-193F Phone: 212-998-0716 Email: mcrosign@stern.nyu.edu Office Hours: Thursdays 4-6pm in Altman Room
More informationPHYSICS 40S - COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for !! Mr. Bryan Doiron
PHYSICS 40S - COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for 2016-2017!! Mr. Bryan Doiron The course covers the following topics (time permitting): Unit 1 Kinematics: Special Equations, Relative
More informationMath Placement at Paci c Lutheran University
Math Placement at Paci c Lutheran University The Art of Matching Students to Math Courses Professor Je Stuart Math Placement Director Paci c Lutheran University Tacoma, WA 98447 USA je rey.stuart@plu.edu
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationGetting Started with TI-Nspire High School Science
Getting Started with TI-Nspire High School Science 2012 Texas Instruments Incorporated Materials for Institute Participant * *This material is for the personal use of T3 instructors in delivering a T3
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationGUIDE TO THE CUNY ASSESSMENT TESTS
GUIDE TO THE CUNY ASSESSMENT TESTS IN MATHEMATICS Rev. 117.016110 Contents Welcome... 1 Contact Information...1 Programs Administered by the Office of Testing and Evaluation... 1 CUNY Skills Assessment:...1
More informationCAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011
CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better
More informationFoothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:00-11:50 (click on Math My Way tab) Math My Way Instructors:
This is a team taught directed study course. Foothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:00-11:50 www.psme.foothill.edu (click on Math My Way tab) Math My Way Instructors: Instructor:
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationAP Statistics Summer Assignment 17-18
AP Statistics Summer Assignment 17-18 Welcome to AP Statistics. This course will be unlike any other math class you have ever taken before! Before taking this course you will need to be competent in basic
More informationGrade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More informationSAT MATH PREP:
SAT MATH PREP: 2015-2016 NOTE: The College Board has redesigned the SAT Test. This new test will start in March of 2016. Also, the PSAT test given in October of 2015 will have the new format. Therefore
More informationWhite Paper. The Art of Learning
The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how
More informationSTUDENT MOODLE ORIENTATION
BAKER UNIVERSITY SCHOOL OF PROFESSIONAL AND GRADUATE STUDIES STUDENT MOODLE ORIENTATION TABLE OF CONTENTS Introduction to Moodle... 2 Online Aptitude Assessment... 2 Moodle Icons... 6 Logging In... 8 Page
More informationAppendix L: Online Testing Highlights and Script
Online Testing Highlights and Script for Fall 2017 Ohio s State Tests Administrations Test administrators must use this document when administering Ohio s State Tests online. It includes step-by-step directions,
More informationMoodle Student User Guide
Moodle Student User Guide Moodle Student User Guide... 1 Aims and Objectives... 2 Aim... 2 Student Guide Introduction... 2 Entering the Moodle from the website... 2 Entering the course... 3 In the course...
More informationJulia Smith. Effective Classroom Approaches to.
Julia Smith @tessmaths Effective Classroom Approaches to GCSE Maths resits julia.smith@writtle.ac.uk Agenda The context of GCSE resit in a post-16 setting An overview of the new GCSE Key features of a
More informationPhysics 270: Experimental Physics
2017 edition Lab Manual Physics 270 3 Physics 270: Experimental Physics Lecture: Lab: Instructor: Office: Email: Tuesdays, 2 3:50 PM Thursdays, 2 4:50 PM Dr. Uttam Manna 313C Moulton Hall umanna@ilstu.edu
More informationStar Math Pretest Instructions
Star Math Pretest Instructions Renaissance Learning P.O. Box 8036 Wisconsin Rapids, WI 54495-8036 (800) 338-4204 www.renaissance.com All logos, designs, and brand names for Renaissance products and services,
More informationAlgebra 2- Semester 2 Review
Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain
More informationStory Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts
s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation
More informationSMARTboard: The SMART Way To Engage Students
SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern
More informationIntermediate Algebra
Intermediate Algebra An Individualized Approach Robert D. Hackworth Robert H. Alwin Parent s Manual 1 2005 H&H Publishing Company, Inc. 1231 Kapp Drive Clearwater, FL 33765 (727) 442-7760 (800) 366-4079
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationMathematics. Mathematics
Mathematics Program Description Successful completion of this major will assure competence in mathematics through differential and integral calculus, providing an adequate background for employment in
More informationCHEM 101 General Descriptive Chemistry I
CHEM 101 General Descriptive Chemistry I General Description Aim of the Course The purpose of this correspondence course is to introduce you to the basic concepts, vocabulary, and techniques of general
More informationGhanaian Senior High School Students Error in Learning of Trigonometry
OPEN ACCESS INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 2017, VOL. 12, NO. 8, 1709-1717 Ghanaian Senior High School Students Error in Learning of Trigonometry Farouq Sessah Mensah a a University
More informationEDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course
GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall
More information*Lesson will begin on Friday; Stations will begin on the following Wednesday*
UDL Lesson Plan Template Instructor: Josh Karr Learning Domain: Algebra II/Geometry Grade: 10 th Lesson Objective/s: Students will learn to apply the concepts of transformations to an algebraic context
More informationSANTIAGO CANYON COLLEGE Reading & English Placement Testing Information
SANTIAGO CANYON COLLEGE Reaing & English Placement Testing Information DO YOUR BEST on the Reaing & English Placement Test The Reaing & English placement test is esigne to assess stuents skills in reaing
More informationWhy Pay Attention to Race?
Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several
More information1.11 I Know What Do You Know?
50 SECONDARY MATH 1 // MODULE 1 1.11 I Know What Do You Know? A Practice Understanding Task CC BY Jim Larrison https://flic.kr/p/9mp2c9 In each of the problems below I share some of the information that
More informationWest s Paralegal Today The Legal Team at Work Third Edition
Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.
More informationPHY2048 Syllabus - Physics with Calculus 1 Fall 2014
PHY2048 Syllabus - Physics with Calculus 1 Fall 2014 Course WEBsites: There are three PHY2048 WEBsites that you will need to use. (1) The Physics Department PHY2048 WEBsite at http://www.phys.ufl.edu/courses/phy2048/fall14/
More informationUNIT ONE Tools of Algebra
UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students
More informationSyllabus Fall 2014 Earth Science 130: Introduction to Oceanography
Syllabus Fall 2014 Earth Science 130: Introduction to Oceanography Background Information Welcome Aboard! These guidelines establish specific requirements, grading criteria, descriptions of assignments
More informationExperience Corps. Mentor Toolkit
Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8
More informationFlorida Mathematics Standards for Geometry Honors (CPalms # )
A Correlation of Florida Geometry Honors 2011 to the for Geometry Honors (CPalms #1206320) Geometry Honors (#1206320) Course Standards MAFS.912.G-CO.1.1: Know precise definitions of angle, circle, perpendicular
More informationPenn State University - University Park MATH 140 Instructor Syllabus, Calculus with Analytic Geometry I Fall 2010
Penn State University - University Park MATH 140 Instructor Syllabus, Calculus with Analytic Geometry I Fall 2010 There are two ways to live: you can live as if nothing is a miracle; you can live as if
More informationSESSION 2: HELPING HAND
SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.
More informationa) analyse sentences, so you know what s going on and how to use that information to help you find the answer.
Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points
More informationEDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course
GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October
More informationImproving Conceptual Understanding of Physics with Technology
INTRODUCTION Improving Conceptual Understanding of Physics with Technology Heidi Jackman Research Experience for Undergraduates, 1999 Michigan State University Advisors: Edwin Kashy and Michael Thoennessen
More informationNumeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C
Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom
More informationP-4: Differentiate your plans to fit your students
Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach
More informationLongman English Interactive
Longman English Interactive Level 3 Orientation Quick Start 2 Microphone for Speaking Activities 2 Course Navigation 3 Course Home Page 3 Course Overview 4 Course Outline 5 Navigating the Course Page 6
More informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationTotalLMS. Getting Started with SumTotal: Learner Mode
TotalLMS Getting Started with SumTotal: Learner Mode Contents Learner Mode... 1 TotalLMS... 1 Introduction... 3 Objectives of this Guide... 3 TotalLMS Overview... 3 Logging on to SumTotal... 3 Exploring
More informationMathematics Assessment Plan
Mathematics Assessment Plan Mission Statement for Academic Unit: Georgia Perimeter College transforms the lives of our students to thrive in a global society. As a diverse, multi campus two year college,
More informationOPTIMIZATINON OF TRAINING SETS FOR HEBBIAN-LEARNING- BASED CLASSIFIERS
OPTIMIZATINON OF TRAINING SETS FOR HEBBIAN-LEARNING- BASED CLASSIFIERS Václav Kocian, Eva Volná, Michal Janošek, Martin Kotyrba University of Ostrava Department of Informatics and Computers Dvořákova 7,
More informationCourse Content Concepts
CS 1371 SYLLABUS, Fall, 2017 Revised 8/6/17 Computing for Engineers Course Content Concepts The students will be expected to be familiar with the following concepts, either by writing code to solve problems,
More informationUser Guide. LSE for You: Graduate Course Choices. London School of Economics and Political Science Houghton Street, London WC2A 2AE
LSE for You: Graduate Course Choices User Guide Version 4.0 London School of Economics and Political Science Houghton Street, London WC2A 2AE www.lse.ac.uk 1 COURSE CHOICES 1.1 What are course choices?
More informationPUBLIC SPEAKING: Some Thoughts
PUBLIC SPEAKING: Some Thoughts - A concise and direct approach to verbally communicating information - Does not come naturally to most - It did not for me - Presentation must be well thought out and well
More informationPretest Integers and Expressions
Speed Drill Pretest Integers and Expressions 2 Ask your teacher to initial the circle before you begin this pretest. Read the numbers to your teacher. ( point each.) [3]. - -23-30 Write the negative numbers.
More informationRoadmap to College: Highly Selective Schools
Roadmap to College: Highly Selective Schools COLLEGE Presented by: Loren Newsom Understanding Selectivity First - What is selectivity? When a college is selective, that means it uses an application process
More informationMajor Milestones, Team Activities, and Individual Deliverables
Major Milestones, Team Activities, and Individual Deliverables Milestone #1: Team Semester Proposal Your team should write a proposal that describes project objectives, existing relevant technology, engineering
More informationsuccess. It will place emphasis on:
1 First administered in 1926, the SAT was created to democratize access to higher education for all students. Today the SAT serves as both a measure of students college readiness and as a valid and reliable
More informationNotetaking Directions
Porter Notetaking Directions 1 Notetaking Directions Simplified Cornell-Bullet System Research indicates that hand writing notes is more beneficial to students learning than typing notes, unless there
More informationCase study Norway case 1
Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher
More informationCreation. Shepherd Guides. Creation 129. Tear here for easy use!
Shepherd Guides Creation Creation 129 SHEPHERD GUIDE Creation (Genesis 1 2) Lower Elementary Welcome to the story of Creation! As the caring leader of your small group of kids, you are an important part
More informationMAT 122 Intermediate Algebra Syllabus Summer 2016
Instructor: Gary Adams Office: None (I am adjunct faculty) Phone: None Email: gary.adams@scottsdalecc.edu Office Hours: None CLASS TIME and LOCATION: Title Section Days Time Location Campus MAT122 12562
More informationNCEO Technical Report 27
Home About Publications Special Topics Presentations State Policies Accommodations Bibliography Teleconferences Tools Related Sites Interpreting Trends in the Performance of Special Education Students
More informationMath 098 Intermediate Algebra Spring 2018
Math 098 Intermediate Algebra Spring 2018 Dept. of Mathematics Instructor's Name: Office Location: Office Hours: Office Phone: E-mail: MyMathLab Course ID: Course Description This course expands on the
More informationEvidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationAfm Math Review Download or Read Online ebook afm math review in PDF Format From The Best User Guide Database
Afm Math Free PDF ebook Download: Afm Math Download or Read Online ebook afm math review in PDF Format From The Best User Guide Database C++ for Game Programming with DirectX9.0c and Raknet. Lesson 1.
More informationKindergarten - Unit One - Connecting Themes
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Kindergarten Social Studies Course. Kindergarten
More informationLeader s Guide: Dream Big and Plan for Success
Leader s Guide: Dream Big and Plan for Success The goal of this lesson is to: Provide a process for Managers to reflect on their dream and put it in terms of business goals with a plan of action and weekly
More informationIntroduction to Communication Essentials
Communication Essentials a Modular Workshop Introduction to Communication Essentials Welcome to Communication Essentials a Modular Workshop! The purpose of this resource is to provide facilitators with
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a
More informationAirplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.
Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical
More informationHow To Take Control In Your Classroom And Put An End To Constant Fights And Arguments
How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments Free Report Marjan Glavac How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments A Difficult
More informationStorytelling Made Simple
Storytelling Made Simple Storybird is a Web tool that allows adults and children to create stories online (independently or collaboratively) then share them with the world or select individuals. Teacher
More informationTA Script of Student Test Directions
TA Script of Student Test Directions SMARTER BALANCED PAPER-PENCIL Spring 2017 ELA Grade 6 Paper Summative Assessment School Test Coordinator Contact Information Name: Email: Phone: ( ) Cell: ( ) Visit
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationWhat is PDE? Research Report. Paul Nichols
What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized
More informationPowerTeacher Gradebook User Guide PowerSchool Student Information System
PowerSchool Student Information System Document Properties Copyright Owner Copyright 2007 Pearson Education, Inc. or its affiliates. All rights reserved. This document is the property of Pearson Education,
More informationJob Explorer: My Dream Job-Lesson 5
Job Explorer: My Dream Job-Lesson 5 Topic: Creating Goals Objectives: Students will be able to: Explain the importance of setting goals Differentiate between the various goal categories Distinguish between
More informationCLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day
CLASS EXPECTATIONS 1. Respect yourself, the teacher & others Show respect for the teacher, yourself and others at all times. Respect others property. Avoid touching or writing on anything that does not
More informationChapter 4 - Fractions
. Fractions Chapter - Fractions 0 Michelle Manes, University of Hawaii Department of Mathematics These materials are intended for use with the University of Hawaii Department of Mathematics Math course
More information