This document provides instructions and situations for a math session retake for the first semester of secondary school. It includes 4 situations: 1) creating a podcast on anemia including sample podcast links, 2) solving linear function problems through videos, 3) an interactive questionnaire, and 4) using Khan Academy to graph proportional relationships. Students are asked to provide 3 pieces of evidence: 1) a photo of their work, 2) completing the interactive questionnaire, and 3) a 90 second video explaining one of the situations.
STAT 200 Final ExaminationSpring 2017 OL1US1Page 2 of 10STAT .docxwhitneyleman54422
STAT 200 Final ExaminationSpring 2017 OL1/US1Page 2 of 10
STAT 200 Introduction to Statistics Name______________________________
Final Examination: Spring 2017 OL1/US1 Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
Answer all 20 questions. Make sure your answers are as complete as possible. Show all of your work and reasoning. In particular, when there are calculations involved, you must show how you come up with your answers with critical work and/or necessary tables. Answers that come straight from calculators, programs or software packages without explanation will not be accepted. If you need to use technology to aid in your calculation, you have to cite the source and explain how you get the results. For example, state the Excel function along with the required parameters when using Excel; describe the detailed steps when using a hand-held calculator; or provide the URL and detailed steps when using an online calculator, and so on.
Show all supporting work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. It is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I understand that it is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I further promise that I neither gave nor received any unauthorized assistance on this exam, and that the work presented herein is entirely my own.
Name _____________________Date___________________
Record your answers and work.
Problem Number
Solution
1
Answer:
(a)
(b)
(c)
(d)
(e)
Justification:
2
Answer:
(a)
(b)
(c)
Justification:
3
Answer:
(a)
IQ Scores
Frequency
Cumulative Relative Frequency
50 - 69
23
70 - 89
249
90 -109
0.722
110 - 129
130 - 149
25
Total
1000
(b)
(c)
Work for (a) and (b):
4
Answer:
(a)
(b)
(c)
Justification:
5
Answer:
(a)
(b)
Work for (a) and (b):
6
Answer:
(a)
(b)
Work for (b):
7
Answer:
(a)
(b)
Work for (a) and (b):
.
This document outlines the submission plan for the Unit 22 P1 Final Assessment. It includes 3 tasks to be completed by specific deadlines:
Task A involves creating a video tutorial on single camera techniques and embedding various videos from class assignments. Task B consists of a blog report on single camera techniques with sections on comparisons to multi-camera, formats, and narrative structures. Task C requires a technical analysis of 3 short films examining elements like mise-en-scene, lighting, editing, and sound. Failure to meet the deadlines will result in failure of the unit.
1. Label the x-axis and y-axis of the graph with the independent and dependent variables.
2. Assign units to each axis to provide context to the data.
3. Plot each data point on the graph by matching its independent variable value to the x-axis and dependent variable value to the y-axis.
4. Optionally add a title and legend to clearly communicate what is being graphed.
This document provides instructions for creating an interactive video quiz using Microsoft PowerPoint. It outlines how to plan the quiz with questions, answers, and slides. It then guides the user through inserting a video, adding slides for questions and answers, and linking the slides with invisible buttons so that selecting different answers leads to different feedback slides. The instructions also cover testing the quiz and troubleshooting any issues. The overall summary is that this handout teaches how to design and build an interactive self-guided video quiz using basic PowerPoint features like slides, video insertion, and hyperlinks.
This document outlines the requirements for a final project to create a public service television commercial for a non-governmental organization. It provides 3 stages: 1) Research existing public service commercials from Malaysian and international NGOs, 2) Develop creative concepts and storyboards for 3 commercials about Malaysian NGOs, and 3) Execute one of the concepts into a 60-second video commercial using relevant software. Students must submit documentation of their weekly progress and will be assessed based on their research, creativity, and execution of the final commercial.
The document outlines the tasks for a project creating a promotional video for a college media studies program. It involves researching the target audience, creating questionnaires, storyboarding scenes, filming raw footage, editing the video, exporting the final product, getting feedback, and evaluating the process. The goals are to learn about competitors, understand the audience, gain student opinions on media studies, and promote the college program to potential students. Feedback will be collected from classmates and clients to improve the video.
This document outlines the goals and agenda for an introduction to programming class using Java. The class will introduce Java programming constructs and problem solving techniques. Students will practice writing, compiling, and debugging simple Java programs. The benefits of using Java as the teaching language are discussed, including its widespread industry use. Good programming practices like writing code incrementally and debugging are emphasized.
STAT 200 Final ExaminationSpring 2017 OL1US1Page 2 of 10STAT .docxwhitneyleman54422
STAT 200 Final ExaminationSpring 2017 OL1/US1Page 2 of 10
STAT 200 Introduction to Statistics Name______________________________
Final Examination: Spring 2017 OL1/US1 Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
Answer all 20 questions. Make sure your answers are as complete as possible. Show all of your work and reasoning. In particular, when there are calculations involved, you must show how you come up with your answers with critical work and/or necessary tables. Answers that come straight from calculators, programs or software packages without explanation will not be accepted. If you need to use technology to aid in your calculation, you have to cite the source and explain how you get the results. For example, state the Excel function along with the required parameters when using Excel; describe the detailed steps when using a hand-held calculator; or provide the URL and detailed steps when using an online calculator, and so on.
Show all supporting work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. It is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I understand that it is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I further promise that I neither gave nor received any unauthorized assistance on this exam, and that the work presented herein is entirely my own.
Name _____________________Date___________________
Record your answers and work.
Problem Number
Solution
1
Answer:
(a)
(b)
(c)
(d)
(e)
Justification:
2
Answer:
(a)
(b)
(c)
Justification:
3
Answer:
(a)
IQ Scores
Frequency
Cumulative Relative Frequency
50 - 69
23
70 - 89
249
90 -109
0.722
110 - 129
130 - 149
25
Total
1000
(b)
(c)
Work for (a) and (b):
4
Answer:
(a)
(b)
(c)
Justification:
5
Answer:
(a)
(b)
Work for (a) and (b):
6
Answer:
(a)
(b)
Work for (b):
7
Answer:
(a)
(b)
Work for (a) and (b):
.
This document outlines the submission plan for the Unit 22 P1 Final Assessment. It includes 3 tasks to be completed by specific deadlines:
Task A involves creating a video tutorial on single camera techniques and embedding various videos from class assignments. Task B consists of a blog report on single camera techniques with sections on comparisons to multi-camera, formats, and narrative structures. Task C requires a technical analysis of 3 short films examining elements like mise-en-scene, lighting, editing, and sound. Failure to meet the deadlines will result in failure of the unit.
1. Label the x-axis and y-axis of the graph with the independent and dependent variables.
2. Assign units to each axis to provide context to the data.
3. Plot each data point on the graph by matching its independent variable value to the x-axis and dependent variable value to the y-axis.
4. Optionally add a title and legend to clearly communicate what is being graphed.
This document provides instructions for creating an interactive video quiz using Microsoft PowerPoint. It outlines how to plan the quiz with questions, answers, and slides. It then guides the user through inserting a video, adding slides for questions and answers, and linking the slides with invisible buttons so that selecting different answers leads to different feedback slides. The instructions also cover testing the quiz and troubleshooting any issues. The overall summary is that this handout teaches how to design and build an interactive self-guided video quiz using basic PowerPoint features like slides, video insertion, and hyperlinks.
This document outlines the requirements for a final project to create a public service television commercial for a non-governmental organization. It provides 3 stages: 1) Research existing public service commercials from Malaysian and international NGOs, 2) Develop creative concepts and storyboards for 3 commercials about Malaysian NGOs, and 3) Execute one of the concepts into a 60-second video commercial using relevant software. Students must submit documentation of their weekly progress and will be assessed based on their research, creativity, and execution of the final commercial.
The document outlines the tasks for a project creating a promotional video for a college media studies program. It involves researching the target audience, creating questionnaires, storyboarding scenes, filming raw footage, editing the video, exporting the final product, getting feedback, and evaluating the process. The goals are to learn about competitors, understand the audience, gain student opinions on media studies, and promote the college program to potential students. Feedback will be collected from classmates and clients to improve the video.
This document outlines the goals and agenda for an introduction to programming class using Java. The class will introduce Java programming constructs and problem solving techniques. Students will practice writing, compiling, and debugging simple Java programs. The benefits of using Java as the teaching language are discussed, including its widespread industry use. Good programming practices like writing code incrementally and debugging are emphasized.
Moving beyond traditional esl classroom instruction.pptxTouro College
Moving Beyond Traditional ESL Classroom Instruction Through Social Media Integration. Presentation for NYS TESOL at the Teachers College/Columbia University Linguistics Conference on March 6th, 2016
The document outlines the next steps for students' MS3 media production project. It reminds students that their production must be linked to their previous research. It then provides the production timeline, emphasizing that students should spend the next week planning their production through storyboards, casting, locations, and schedules. Finally, it notes that students should begin by creating a 'treatment' that outlines their production's content, intended audience, and technical details.
Section 2 - Field-based and Personal perspectivesPedro Pimenta
This document outlines the content and activities for Section 2 of a course on Climate Change & Sustainability. Students will watch videos providing field-based perspectives on climate change impacts in Mozambique, Pakistan, Kiribati, and other locations. They will then participate in a workshop by providing examples of actions people are taking to address climate change and actions they could promote personally. Students will also complete a 20 question, 10 minute quiz to assess their understanding of the section's material. Upon completion, they will have gained perspectives on real-world climate impacts and ways individuals are responding.
The document outlines an activity for a lighting workshop. Students are asked to:
1) Find examples of different lighting techniques from online video clips.
2) Note how many lights were used to create each effect and draw their positioning.
3) Consider health and safety points for arranging the lighting setups.
4) Identify where each lighting effect may typically be used and how it creates atmosphere.
A beginners guide to project management. This presentation covers the difference between project, programme and portfolio. How waterfall and agile approaches are different
Writing Paper With Drawing Space. Online assignment writing service.Justin Knight
The document provides instructions for creating an account and submitting a request on the website HelpWriting.net in order to have a paper written. It outlines a 5 step process which includes registering, completing an order form with instructions and deadline, reviewing bids from writers and selecting one, reviewing the completed paper, and having the option to request revisions if needed. The website promises original, high-quality content and refunds if plagiarism is found.
24. Biomes climate change and food production - re-upload (WILB)Benjamin Willars
Climate change will significantly impact global food production. By 2050, food production will need to increase by 70% to feed a projected world population of 9.1 billion. Different regions will experience varying effects. Food production may decline in some areas due to increases in drought, flooding, or heat waves caused by climate change. Other areas may see initial boosts in crop yields followed by longer-term declines as climate change progresses. Overall, climate change poses a major threat to achieving sustainable global food security unless action is taken to address its causes and impacts.
The document outlines technology performance assessments for grades 1 through 4. For first grade, students must identify keyboard keys, open a word processing program, type a passage, and save their work. For second grade, students must open a word processing program, type a passage, and save their work. For third grade, students must research the evolution of television, identify major changes, and write a report on the most impactful change. For fourth grade, students must research the pros and cons of reality TV, create a spreadsheet highlighting their findings, and develop a presentation.
The document outlines technology performance assessments for grades 1 through 4. For first grade, students must identify keyboard keys, open a word processing program, type a passage, and save their work. For second grade, students must open a word processing program, type a passage, and save their work. For third grade, students must research the evolution of television, identify three major changes, discuss how one change influences them and their family, and cite sources. For fourth grade, students must research the pros and cons of reality TV using spreadsheets and create a presentation highlighting their findings.
QA Fest 2018. Павел Ведилин. Нагрузочное тестирование в последний момент и чт...QAFest
Я расскажу про один из проектов по тестированию производительности в котором я принимал непосредственное участие. Это история о том, как все на проекте может пойти не так; о необычных технологиях, инструментах и подходах; про паникующих клиентов и руководство. И о том, как с этим справиться и не сойти с ума.
This document provides instructions for using the EdPuzzle platform to create interactive video lessons. It explains how to create an account, upload a video, crop the video, add audio notes and questions, and assign the video to students. Teachers can customize videos by editing the length, inserting questions and notes, and students' progress is automatically graded. The platform allows teachers to engage students with video content and assess their understanding.
The document outlines Leeanne Hibbert's tasks for creating a promotional video over several months. It involves 6 tasks: 1) Creating a project schedule and risk assessment, 2) Identifying the target audience and researching ideas, 3) Creating a proposal and pitch, 4) Making changes requested by the client, 5) Sourcing video assets, and 6) Shooting raw footage. Assignment 3 has 5 tasks: 1) Importing video assets, 2) Editing the video using software, 3) Exporting the final video, 4) Creating a questionnaire for audience feedback, and 5) Producing a final evaluation report.
The team found a bug in their code related to parsing datetime values. They thanked the developer who reported the bug and worked to reproduce and understand the root cause. They added a failing test case, fixed the code, and reran all tests to confirm the fix worked. Based on their analysis, they identified ways to improve testing practices and prevent similar bugs. They searched the code for other similar datetime parsing issues, finding two additional bugs. The team is committed to continuously improving their processes to deliver high quality code.
This document provides an overview of the Web 2.0 tools ProProfs Quiz Maker and Socrative. It discusses what each tool is, their benefits, how to get started with them, and references additional resources. ProProfs Quiz Maker allows users to easily create online quizzes and tests using a drag-and-drop interface, while Socrative is a student response system that allows teachers to assess students in real-time using devices like tablets and smartphones. Both tools have benefits for education like student engagement, assessment capabilities, and sharing of content.
Brandon Lang
TIM 105
Prof. Desa
12/7/2018
Final Examination
Thursday
Friday
Saturday
Sunday
Monday
Tuesday
Midterm received in class and reviewed
Work on question 1, create plan to address questions and begin structured problem solving process
Work on question 2, review midterm material, begin working on question 3, review financial modeling homework
Complete question 3, begin work on question 4, review product design material
Finish question 4, begin work on question 5, reflect on quarter experiences
Finish question 5, review final and submit materials
1. Planning
Step 1 - Define the problem
Create a plan for addressing the final questions listed below to help with completing the exam successfully.
Step 2 – Create a plan for solving each sub-problem
· SP1: Create a list of tasks that need to be done to complete this exam
· SP2: Create a GANTT chart to schedule tasks
· SP3: Draw conclusions and develop guidelines to improve future strategies and implementation
Step 3 - Execute the plan
· SP1: Create a list of tasks that need to be done to complete this exam
1. Problem 1: Planning
a. GANTT chart (A)
b. Keep track of progress (B)
2. Problem 2: Product Development
a. Review Midterm question 3 (C)
b. Develop design process for development (D)
c. Dissect video game console (E)
d. Dissect VR headset (F)
e. Design video game sensor to track motion (G)
f. Develop design process for VR system (H)
g. Develop product platform and product lines for different market segments (I)
h. Develop FMEA for “serious gamer” and “realistic VR” market segments (J)
3. Problem 3: Financial Modeling
a. Produce NPV analyses for four years (K)
b. Find minimum value of unit sales price for the product that will result in a positive NPV by the end of the year 4 (L)
c. Show the trade-off law between NPV and unit sales prices (M)
d. Make recommendation of price that the software giant should charge for 1 unit (N)
e. Find expected NPV based off of the unit sales price that results in a positive NPV (O)
4. Problem 4: IT for Product Design & Development
a. Use the MDC Framework to develop a Product Design and Development Framework (P)
b. Design an IT system to automate steps of the framework (Q)
5. Problem 5: Conclusion
a. Reflect upon experiences of the past quarter and write down the lessons learned from the quarter (R)
· SP2: Create a GANTT chart to schedule tasks
· SP3: Draw conclusions and develop guidelines to improve future strategies and implementation
· Question 1 was completed on Friday
· Question 2 was started Friday and was completed Sunday
· Question 3 was started on Saturday and was completed Sunday
· Question 4 was started on Sunday and was completed on Monday
· Question 5 was started on Monday and completed on Tuesday
I did fairly well with keeping to my question start and completion schedule. It was challenging with balancing studying with my finals on Monday but I was able to do it in the end. Splitting up doing the questions on different days was the ...
The document provides step-by-step instructions for using the TestLink test management system. It explains how to create projects, test cases, test plans, assign testers, execute test cases, and view reports. Additional features covered include assigning keywords to test cases and specifying requirements. The benefits of TestLink include having structured and organized documentation, version control, and the ability to track and report on the testing process.
This document outlines the requirements for a final project on public/community service television commercials for a diploma program. It provides instructions on three stages: research, creativity, and execution. For stage 1, students must research six existing public service commercials from three Malaysian and three international non-governmental organizations. In stage 2, students will develop concepts and storyboards for commercials promoting three Malaysian NGOs. Finally, stage 3 involves producing the commercials using video editing software and presenting them along with documentation of the process. The final project is assessed based on research, creativity in developing concepts, and execution of the completed commercials.
The document provides instructions for creating a pie chart in PowerPoint. It includes 5 activities: 1) Creating a new slide and adding a title, 2) Inserting a chart and selecting the pie chart type, 3) Entering data on spending categories and amounts to create the pie chart, 4) Setting animation effects and slide transitions, and 5) Saving and running the presentation. The overall aim is to teach students how to produce a pie chart in PowerPoint.
The document provides information on problem solving and root cause analysis processes used at Kriel Colliery. It discusses:
- Why root cause analysis is used, which is to identify origins of problems and eliminate possible reoccurrences.
- The general problem solving process, which includes identifying issues, describing the problem, specifying the root cause, identifying countermeasures, and implementing solutions.
- The root cause analysis process, which uses a 5Whys technique to iteratively ask why a problem is occurring to determine the underlying cause. Steps include establishing possible causes, validating causes, and developing and implementing corrective actions.
- Examples of applying the 5Whys technique to determine root causes for different problems like equipment
El documento define a los seres vivos como porciones de materia animada que poseen una organización compleja. Los seres vivos se caracterizan por la reproducción, el metabolismo, y la capacidad de relacionarse con el medio.
Propósito: En esta sesión revisaremos las Fichas 1 y 3 del Cuaderno de Trabajo de Matemática 3, donde se presentan situaciones aritméticas y estadísticas. Repasaremos conceptos estadísticos a través de un ... . Finalmente iniciaremos la lectura de los primeros capítulos de la Obra Matemática para el grado de acuerdo al Plan Lector
Moving beyond traditional esl classroom instruction.pptxTouro College
Moving Beyond Traditional ESL Classroom Instruction Through Social Media Integration. Presentation for NYS TESOL at the Teachers College/Columbia University Linguistics Conference on March 6th, 2016
The document outlines the next steps for students' MS3 media production project. It reminds students that their production must be linked to their previous research. It then provides the production timeline, emphasizing that students should spend the next week planning their production through storyboards, casting, locations, and schedules. Finally, it notes that students should begin by creating a 'treatment' that outlines their production's content, intended audience, and technical details.
Section 2 - Field-based and Personal perspectivesPedro Pimenta
This document outlines the content and activities for Section 2 of a course on Climate Change & Sustainability. Students will watch videos providing field-based perspectives on climate change impacts in Mozambique, Pakistan, Kiribati, and other locations. They will then participate in a workshop by providing examples of actions people are taking to address climate change and actions they could promote personally. Students will also complete a 20 question, 10 minute quiz to assess their understanding of the section's material. Upon completion, they will have gained perspectives on real-world climate impacts and ways individuals are responding.
The document outlines an activity for a lighting workshop. Students are asked to:
1) Find examples of different lighting techniques from online video clips.
2) Note how many lights were used to create each effect and draw their positioning.
3) Consider health and safety points for arranging the lighting setups.
4) Identify where each lighting effect may typically be used and how it creates atmosphere.
A beginners guide to project management. This presentation covers the difference between project, programme and portfolio. How waterfall and agile approaches are different
Writing Paper With Drawing Space. Online assignment writing service.Justin Knight
The document provides instructions for creating an account and submitting a request on the website HelpWriting.net in order to have a paper written. It outlines a 5 step process which includes registering, completing an order form with instructions and deadline, reviewing bids from writers and selecting one, reviewing the completed paper, and having the option to request revisions if needed. The website promises original, high-quality content and refunds if plagiarism is found.
24. Biomes climate change and food production - re-upload (WILB)Benjamin Willars
Climate change will significantly impact global food production. By 2050, food production will need to increase by 70% to feed a projected world population of 9.1 billion. Different regions will experience varying effects. Food production may decline in some areas due to increases in drought, flooding, or heat waves caused by climate change. Other areas may see initial boosts in crop yields followed by longer-term declines as climate change progresses. Overall, climate change poses a major threat to achieving sustainable global food security unless action is taken to address its causes and impacts.
The document outlines technology performance assessments for grades 1 through 4. For first grade, students must identify keyboard keys, open a word processing program, type a passage, and save their work. For second grade, students must open a word processing program, type a passage, and save their work. For third grade, students must research the evolution of television, identify major changes, and write a report on the most impactful change. For fourth grade, students must research the pros and cons of reality TV, create a spreadsheet highlighting their findings, and develop a presentation.
The document outlines technology performance assessments for grades 1 through 4. For first grade, students must identify keyboard keys, open a word processing program, type a passage, and save their work. For second grade, students must open a word processing program, type a passage, and save their work. For third grade, students must research the evolution of television, identify three major changes, discuss how one change influences them and their family, and cite sources. For fourth grade, students must research the pros and cons of reality TV using spreadsheets and create a presentation highlighting their findings.
QA Fest 2018. Павел Ведилин. Нагрузочное тестирование в последний момент и чт...QAFest
Я расскажу про один из проектов по тестированию производительности в котором я принимал непосредственное участие. Это история о том, как все на проекте может пойти не так; о необычных технологиях, инструментах и подходах; про паникующих клиентов и руководство. И о том, как с этим справиться и не сойти с ума.
This document provides instructions for using the EdPuzzle platform to create interactive video lessons. It explains how to create an account, upload a video, crop the video, add audio notes and questions, and assign the video to students. Teachers can customize videos by editing the length, inserting questions and notes, and students' progress is automatically graded. The platform allows teachers to engage students with video content and assess their understanding.
The document outlines Leeanne Hibbert's tasks for creating a promotional video over several months. It involves 6 tasks: 1) Creating a project schedule and risk assessment, 2) Identifying the target audience and researching ideas, 3) Creating a proposal and pitch, 4) Making changes requested by the client, 5) Sourcing video assets, and 6) Shooting raw footage. Assignment 3 has 5 tasks: 1) Importing video assets, 2) Editing the video using software, 3) Exporting the final video, 4) Creating a questionnaire for audience feedback, and 5) Producing a final evaluation report.
The team found a bug in their code related to parsing datetime values. They thanked the developer who reported the bug and worked to reproduce and understand the root cause. They added a failing test case, fixed the code, and reran all tests to confirm the fix worked. Based on their analysis, they identified ways to improve testing practices and prevent similar bugs. They searched the code for other similar datetime parsing issues, finding two additional bugs. The team is committed to continuously improving their processes to deliver high quality code.
This document provides an overview of the Web 2.0 tools ProProfs Quiz Maker and Socrative. It discusses what each tool is, their benefits, how to get started with them, and references additional resources. ProProfs Quiz Maker allows users to easily create online quizzes and tests using a drag-and-drop interface, while Socrative is a student response system that allows teachers to assess students in real-time using devices like tablets and smartphones. Both tools have benefits for education like student engagement, assessment capabilities, and sharing of content.
Brandon Lang
TIM 105
Prof. Desa
12/7/2018
Final Examination
Thursday
Friday
Saturday
Sunday
Monday
Tuesday
Midterm received in class and reviewed
Work on question 1, create plan to address questions and begin structured problem solving process
Work on question 2, review midterm material, begin working on question 3, review financial modeling homework
Complete question 3, begin work on question 4, review product design material
Finish question 4, begin work on question 5, reflect on quarter experiences
Finish question 5, review final and submit materials
1. Planning
Step 1 - Define the problem
Create a plan for addressing the final questions listed below to help with completing the exam successfully.
Step 2 – Create a plan for solving each sub-problem
· SP1: Create a list of tasks that need to be done to complete this exam
· SP2: Create a GANTT chart to schedule tasks
· SP3: Draw conclusions and develop guidelines to improve future strategies and implementation
Step 3 - Execute the plan
· SP1: Create a list of tasks that need to be done to complete this exam
1. Problem 1: Planning
a. GANTT chart (A)
b. Keep track of progress (B)
2. Problem 2: Product Development
a. Review Midterm question 3 (C)
b. Develop design process for development (D)
c. Dissect video game console (E)
d. Dissect VR headset (F)
e. Design video game sensor to track motion (G)
f. Develop design process for VR system (H)
g. Develop product platform and product lines for different market segments (I)
h. Develop FMEA for “serious gamer” and “realistic VR” market segments (J)
3. Problem 3: Financial Modeling
a. Produce NPV analyses for four years (K)
b. Find minimum value of unit sales price for the product that will result in a positive NPV by the end of the year 4 (L)
c. Show the trade-off law between NPV and unit sales prices (M)
d. Make recommendation of price that the software giant should charge for 1 unit (N)
e. Find expected NPV based off of the unit sales price that results in a positive NPV (O)
4. Problem 4: IT for Product Design & Development
a. Use the MDC Framework to develop a Product Design and Development Framework (P)
b. Design an IT system to automate steps of the framework (Q)
5. Problem 5: Conclusion
a. Reflect upon experiences of the past quarter and write down the lessons learned from the quarter (R)
· SP2: Create a GANTT chart to schedule tasks
· SP3: Draw conclusions and develop guidelines to improve future strategies and implementation
· Question 1 was completed on Friday
· Question 2 was started Friday and was completed Sunday
· Question 3 was started on Saturday and was completed Sunday
· Question 4 was started on Sunday and was completed on Monday
· Question 5 was started on Monday and completed on Tuesday
I did fairly well with keeping to my question start and completion schedule. It was challenging with balancing studying with my finals on Monday but I was able to do it in the end. Splitting up doing the questions on different days was the ...
The document provides step-by-step instructions for using the TestLink test management system. It explains how to create projects, test cases, test plans, assign testers, execute test cases, and view reports. Additional features covered include assigning keywords to test cases and specifying requirements. The benefits of TestLink include having structured and organized documentation, version control, and the ability to track and report on the testing process.
This document outlines the requirements for a final project on public/community service television commercials for a diploma program. It provides instructions on three stages: research, creativity, and execution. For stage 1, students must research six existing public service commercials from three Malaysian and three international non-governmental organizations. In stage 2, students will develop concepts and storyboards for commercials promoting three Malaysian NGOs. Finally, stage 3 involves producing the commercials using video editing software and presenting them along with documentation of the process. The final project is assessed based on research, creativity in developing concepts, and execution of the completed commercials.
The document provides instructions for creating a pie chart in PowerPoint. It includes 5 activities: 1) Creating a new slide and adding a title, 2) Inserting a chart and selecting the pie chart type, 3) Entering data on spending categories and amounts to create the pie chart, 4) Setting animation effects and slide transitions, and 5) Saving and running the presentation. The overall aim is to teach students how to produce a pie chart in PowerPoint.
The document provides information on problem solving and root cause analysis processes used at Kriel Colliery. It discusses:
- Why root cause analysis is used, which is to identify origins of problems and eliminate possible reoccurrences.
- The general problem solving process, which includes identifying issues, describing the problem, specifying the root cause, identifying countermeasures, and implementing solutions.
- The root cause analysis process, which uses a 5Whys technique to iteratively ask why a problem is occurring to determine the underlying cause. Steps include establishing possible causes, validating causes, and developing and implementing corrective actions.
- Examples of applying the 5Whys technique to determine root causes for different problems like equipment
El documento define a los seres vivos como porciones de materia animada que poseen una organización compleja. Los seres vivos se caracterizan por la reproducción, el metabolismo, y la capacidad de relacionarse con el medio.
Propósito: En esta sesión revisaremos las Fichas 1 y 3 del Cuaderno de Trabajo de Matemática 3, donde se presentan situaciones aritméticas y estadísticas. Repasaremos conceptos estadísticos a través de un ... . Finalmente iniciaremos la lectura de los primeros capítulos de la Obra Matemática para el grado de acuerdo al Plan Lector
Este documento presenta la sesión de aprendizaje número 01 de la semana 06 para el grado 2do M2. La sesión incluye revisar fichas de matemáticas sobre fracciones, decimales y estadística, desarrollar un cuadernillo de evaluación censal y comenzar la lectura de los primeros capítulos de una obra matemática.
En esta sesión revisaremos las competencias del área de Ciencia y Tecnología. Repasaremos las aplicaciones del MÉTODO CIENTÍFICO mediante la lectura LA TORRE DE PISA Y EL MÉTODO CIENTÍFICO. Finalmente responderemos al Proyecto 02: ¿Los cuerpos con mayor masa demoran menos tiempo en caer al suelo?.
Este documento presenta la cuarta sesión de una unidad sobre porcentajes, fracciones y estadística. Incluye enlaces a los recursos de la sesión sobre estadística y los retos asociados, como revisar una ficha del cuaderno de trabajo y completar un formulario de evaluación. También proporciona un contexto sobre un derrame de petróleo y sus impactos, y preguntas para investigar sobre la ubicación afectada y cómo prevenir situaciones similares en el futuro.
Este documento presenta la sesión 04 sobre estadística de la unidad 1 del curso de matemáticas para el segundo grado de secundaria. Incluye enlaces a la sesión y formularios de evaluación, así como instrucciones para que los estudiantes revisen la ficha 01 del cuaderno de trabajo y respondan preguntas sobre un caso de derrame de petróleo.
El documento resume las sesiones de la Unidad 1 de Matemáticas del primer bimestre. Incluye enlaces a las sesiones sobre porcentajes, evaluación diagnóstica, fracciones y estadística, así como retos como responder formularios y revisar las fichas del cuaderno de trabajo. Se evaluarán los aprendizajes de la unidad revisando el cuaderno y las fichas del cuaderno de trabajo.
Este documento presenta información sobre una experiencia de aprendizaje sobre la COVID-19. Se explican la variación del virus y las rutas de transmisión a través de lecturas y actividades. Las sesiones incluyen explicaciones sobre las medidas de bioseguridad, el método científico y ecuaciones dimensionales. El objetivo es revisar la unidad uno a través de la resolución de retos y presentación del cuaderno de trabajo.
1) Dos estudiantes ven afectadas sus vidas y la de sus familias debido a un derrame de petróleo causado por la empresa Repsol en el mar de Ventanilla. 2) Una organización llamada IDL condena las acciones negligentes de Repsol y exige que se implementen acciones para remediar los daños ambientales y proteger a las poblaciones afectadas. 3) El IDL también pide al gobierno peruano que adopte medidas para salvaguardar los ecosistemas marinos afectados y proteger a las personas cuyos medios de vida
Este documento presenta datos sobre las calificaciones finales de 20 estudiantes de un curso de primer grado. Se proporcionan las calificaciones individuales de cada estudiante. El profesor de matemáticas registró las calificaciones para organizar la información y analizar los resultados.
S04-M2-Resolvamos problemas 2, Secundaria cuaderno de trabajo de Matemática 2...Jorge La Chira
(1) El entrenador de básquet debe elegir a uno de dos deportistas para ingresar al partido decisivo. (2) Para tomar la decisión, consulta la tabla con los puntos anotados por cada deportista en los últimos 5 partidos. (3) El deportista Pablo anotó más puntos en total que Claudio.
El documento presenta la situación de Antonio e Isabel, estudiantes cuyos padres son pescadores afectados por un derrame de petróleo causado por Repsol. El derrame contaminó la playa donde viven y dejó sin trabajo temporalmente a los padres de los estudiantes. El documento también presenta un informe sobre el rescate y traslado de fauna afectada por el derrame.
El resumen del documento en 3 oraciones o menos es:
Ana realizó un estudio en su restaurante aplicando una encuesta para conocer la edad y platos favoritos de sus comensales. Los datos de las primeras 20 personas muestran que el plato más pedido fue el arroz con pollo y que la edad promedio de los comensales fue de alrededor de 30 años.
Este documento define conceptos básicos de física como fenómenos físicos, magnitudes físicas, ecuaciones dimensionales y el sistema internacional de unidades. Explica que la física estudia los cambios y transformaciones en la naturaleza que no alteran la estructura interna de los cuerpos. Define magnitudes físicas como aquello que puede medirse con unidades establecidas y clasifica las magnitudes según su origen y naturaleza. Finalmente, presenta ejemplos de ecuaciones dimensionales comunes y su aplicación en problemas.
El documento describe lo inmenso que es el universo, desde la distancia de la Tierra al Sol hasta la escala microscópica de las bacterias. También menciona que nuestro sistema solar es solo un punto en nuestra galaxia y que existen aproximadamente 100 billones de galaxias en el universo.
¿CÓMO NOS AFECTA LA ILUMINANCIA DE LA LUZ?Jorge La Chira
El documento presenta una evaluación diagnóstica para el área de Ciencia y Tecnología para tercero, cuarto y quinto grado de secundaria. Los estudiantes indagarán cómo los factores como la distancia y potencia de una fuente de luz afectan la iluminancia que llega a los ojos. Medirán la iluminancia de diferentes fuentes usando un luxómetro en un teléfono. Analizarán los resultados para explicar las características de la luz y otras ondas electromagnéticas, y sus implicancias para la salud y el
Este documento proporciona instrucciones para responder preguntas de una prueba diagnóstica de matemáticas de tercer grado de secundaria. Indica que los estudiantes deben marcar con una X su respuesta, mostrar sus procedimientos al resolver problemas, y tener 70 minutos para completar la prueba.
El documento proporciona instrucciones para responder una prueba diagnóstica de matemática, incluyendo ejemplos de cómo marcar respuestas y desarrollar procedimientos. Se indica que los estudiantes deben trabajar de forma individual, silenciosa y sin mirar las respuestas de otros, y que pueden pasar o regresar a preguntas si tienen tiempo.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
SWOT analysis in the project Keeping the Memory @live.pptx
Compendio M2-B4
1. RETO SESIÓN MATEMÁTICA 01 – BIMESTRE 4 – M1
Edita un video de 90 segundos de una de las situaciones propuestas, mostrando el logro de tus
aprendizajes
4. RETO SESIÓN – BIMESTRE 4 - PRIMERO SECUNDARIA
Evidencia 1. Envía la foto (imagen) del avance de la sesión (dentro del horario de clase)
Evidencia 2. Desarrolla el Cuestionario Interactivo y envía la captura de la nota obtenida.
Evidencia 3. Edita un video de 90 segundos de una de las situaciones propuestas, mostrando el logro
de tus aprendizajes.
SITUACIÓN 1
Hacemos el seguimiento sobre la anemia en adolescentes
Además de los hábitos alimenticios, es importante conocer los niveles de hemoglobina en las y los adolescentes de
nuestra comunidad.
¿Sabes cómo se miden los niveles de hemoglobina? Para ello, leemos la información del recurso 1 “Los Niveles de
hemoglobina”, que encontrarás en la sección “Recursos para mi aprendizaje”.
Ahora veamos el siguiente caso:
El personal de la posta de nuestra comunidad ha recogido datos sobre los valores de hemoglobina en la sangre
(g/dL) de 20 adolescentes de 12 a 14 años de edad, el cual se presenta en la siguiente tabla:
¿Qué medida de tendencia central representará mejor los
datos?, ¿cómo interpretaremos este dato?
¿En qué nivel de anemia se encuentra este grupo? (Ver Tabla
de Niveles de hemoglobina)
5. SITUACIÓN 2
VALORES DE HEMOGLOBINA EN LA SANGRE (G/DL) DE 20 ADOLESCENTES
Niveles de hemoglobina
La hemoglobina es una proteína rica en hierro que se encuentra en los glóbulos rojos. El oxígeno que ingresa a los
pulmones se adhiere a la hemoglobina en la sangre, la cual lo lleva a los tejidos del cuerpo.
Los niveles de hemoglobina se miden mediante una prueba de sangre. La hemoglobina, o Hb, se expresa usualmente
en gramos por decilitro (g/dL) de sangre. Un nivel bajo de hemoglobina en la sangre se relaciona directamente con
un bajo nivel de oxígeno.
A continuación, presentamos la tabla donde se informa sobre los niveles de hemoglobina.
Tabla N° 01-B. Valores normales de concentración de hemoglobina y grados de anemia (hasta 1000 m s. n. m.)
➢ ¿Cuántos conforman la muestra en el caso propuesto? (Viene de la Situación 1).
➢ ¿Qué tipo de variable representa la edad?
➢ ¿Qué tipo de variable representa el valor de la hemoglobina? ¿Qué tipo de números identificas en este
dato? ¿Qué relación hay entre la característica del número y la variable? Explica dicha relación empleando
otros ejemplos.
➢ Teniendo en cuenta la información contenida en la tabla N° 01-B “Valores normales de hemoglobina y
grados de anemia” del recurso 1, ¿en qué nivel se encuentra el paciente 19? ¿Y el paciente 12?
Expresamos nuestras conclusiones. (Viene de la Situación 1).
➢ ¿En qué nivel de anemia se encuentra este grupo? (Viene de la Situación 1).
7. SITUACIÓN 4 Khan Academy
https://es.khanacademy.org/math/statistics-probability/summarizing-quantitative-data/mean-median-
basics/e/mean_median_and_mode
8.
9. RETO SESIÓN – BIMESTRE 4 - SEGUNDO SECUNDARIA
Evidencia 1. Envía la foto (imagen) del avance de la sesión (dentro del horario de clase)
Evidencia 2. Desarrolla el Cuestionario Interactivo y envía la captura de la nota obtenida.
Evidencia 3. Edita un video de 90 segundos de una de las situaciones propuestas, mostrando el logro
de tus aprendizajes.
SITUACIÓN 1
Función Lineal (afín) - Ejercicios Resueltos - Nivel 1 - YouTube
10. SITUACIÓN 2
Elaborar un podcast referente a la anemia (estadística)
Trabajo en equipo (2 integrantes)
Alojarlo en YouTube
Ejemplo:
PODCAST: PREVENCIÓN DE LA ANEMIA 🩸 - EXPERIENCIA 8 - APRENDE EN CASA - SEC. 🏡 | LOS
INFORMATIVOS - YouTube
Enlaces relacionados
1. ¿Qué es un podcast? - YouTube
https://www.youtube.com/watch?v=GMqi8bjER1s&t=76s
2. Video Como crear un podcasts para Google Podcasts - YouTube
https://www.youtube.com/watch?v=aQfwyPG1eQE
4. ESCRIBIMOS EL GUION DE NUESTRO PÓDCAST | Aprendo en casa secundaria Comunicación -
YouTube
https://www.youtube.com/watch?v=A1w0tiJCgU8
5. ¿Cómo hacer un podcast desde tu celular? - YouTube
https://www.youtube.com/watch?v=O3xcAHYQ9wk
11. SITUACIÓN 3 Cuestionario Interactivo
Ejercicio de Funciones lineales y afin (liveworksheets.com)
13. RETO SESIÓN 04 – BIMESTRE 4 - PRIMERO SECUNDARIA
Evidencia 1. Envía la foto (imagen) del avance de la sesión (dentro del horario de clase)
Evidencia 2. Desarrolla el Cuestionario Interactivo y envía la captura de la nota obtenida.
Evidencia 3. Edita un video de 90 segundos de una de las situaciones propuestas, mostrando el logro
de tus aprendizajes.
SITUACIÓN 1
Elaborar un podcast referente a la anemia. Trabajo en equipo (2 o 3 integrantes. Alojarlo en YouTube.
PODCAST: PREVENCIÓN DE LA ANEMIA 🩸 - EXPERIENCIA 8 - APRENDE EN CASA - SEC. 🏡 | LOS
INFORMATIVOS - YouTube
Enlaces relacionados
1. ¿Qué es un podcast? - YouTube
https://www.youtube.com/watch?v=GMqi8bjER1s&t=76s
2. Video Como crear un podcasts para Google Podcasts - YouTube
https://www.youtube.com/watch?v=aQfwyPG1eQE
4. ESCRIBIMOS EL GUION DE NUESTRO PÓDCAST | Aprendo en casa secundaria Comunicación -
YouTube
https://www.youtube.com/watch?v=A1w0tiJCgU8
5. ¿Cómo hacer un podcast desde tu celular? - YouTube
https://www.youtube.com/watch?v=O3xcAHYQ9wk
14. Situación 2
Problemas de funciones lineales en videos
Problema 1: Función Lineal | Introducción | Mate con Clara - YouTube
https://www.youtube.com/watch?v=UtQVHfLheq4
Grafica
Problema 2: Problema de la Vida Real. Función Lineal - YouTube
https://www.youtube.com/watch?v=7av0wVoARIA
Problema 3: Aplicación de una función lineal │ problema 1 - YouTube
https://www.youtube.com/watch?v=tNYHrCqf_WM
15. SITUACIÓN 3 Cuestionario Interactivo Khan Academy
Introducción a las intersecciones (video) | Khan Academy
16. LABERINTO DE LOS CUERPOS DEL ESPACIO
Actividad:
Empezando por la casilla SALIDA, recorre este laberinto hasta llegar a la
casilla LLEGADA, utilizando cada vez los pasillos con las flechas.
El pasillo adecuado es el que contiene el volumen en cm3
del cuerpo anterior.
Por ejemplo en el caso de este cilindro, se deberá escoger el pasillo marcado
con el resultado de 32 :
17.
18. RETO SESIÓN 05 – BIMESTRE 4 - PRIMERO SECUNDARIA
Evidencia 1. Envía la foto (imagen) del avance de la sesión (dentro del horario de clase)
Evidencia 2. Desarrolla el Cuestionario Interactivo y envía la captura de la nota obtenida.
Evidencia 3. Edita un video de 90 segundos de una de las situaciones propuestas, mostrando el logro de tus
aprendizajes.
SITUACIÓN 1
Graficamos la estructura de una edificación para proponer soluciones a un asunto público
https://www.youtube.com/watch?v=daM_Ma0yawc
1. Completamos la siguiente tabla dibujando la base de la vivienda, además realizamos
cálculos para hallar su perímetro y área.
2. A continuación completamos la tabla con información de las paredes de la vivienda.
21. RETO SESIÓN 06 – BIMESTRE 4
PRIMERO SECUNDARIA
Evidencia 1. Envía la foto (imagen) del avance de la sesión (dentro del horario de clase)
Evidencia 2. Desarrolla el Cuestionario Interactivo y envía la captura de la nota obtenida.
Evidencia 3. Edita un video de 90 segundos de una de las situaciones propuestas, mostrando el logro de tus
aprendizajes.
SITUACIÓN 1
Diseñamos una estructura compuesta de un prisma y una pirámide que solucione un asunto
Público.
https://www.youtube.com/watch?v=QtDY6laKlcE
En esta actividad realizaremos el boceto de la estructura de una edificación, que busca dar solución a un
asunto público. Recordemos grabar un video o tomar fotografías de las tareas realizadas.
Nos preparamos para representar figuras y cuerpos geométricos
Es importante apoyarnos con la familia, por ello le podemos consultar sobre las dimensiones que podría
tener la edificación que nos proponemos diseñar. Ahora respondemos las siguientes preguntas en el
cuaderno:
¿A qué situación problemática podemos dar solución con tu diseño?
¿Qué dimensiones tiene el terreno donde te propones realizar la construcción?
¿Qué tipo de prisma emplearás para el cuerpo de la estructura de la edificación? ¿Qué altura
tendrán las paredes? ¿Qué beneficio nos brinda los techos con forma piramidal? ¿Qué tipo de
pirámide para el techo de la edificación? ¿Qué altura tendrá el techo?
22. 1. Iniciemos esta fase diseñando la base de la estructura de la edificación; para ello, completamos la
tabla con un dibujo de las figuras geométricas que corresponda con las respectivas medidas que se
consideraron en el inicio de esta actividad.
2. A continuación, completamos la siguiente tabla dibujando el boceto del cuerpo de la estructura de la
edificación.
3. Enseguida, dibujemos el boceto del techo; para ello, podemos completar la tabla dibujando las figuras
planas que correspondan con sus medidas:
4. Ahora completamos la siguiente tabla con el dibujo del techo de la estructura de la
edificación.
Construimos usando los datos
1. Completamos el boceto de la estructura realizando un dibujo en la tabla; para ello; unimos el cuerpo
de la edificación con el techo y calculamos el volumen total de la superficie.
Ahora, respondamos en el cuaderno las siguientes preguntas:
¿Cuántos metros cuadrados de pared se necesitará en la edificación? ¿Qué cantidad de calamina, como
mínimo, se requerirá para techar la construcción? ¿Qué espacio ocupará toda la estructura? ¿Qué
poliedros empleamos en el diseño?
25. Situación 3: Problemas en videos
1ro. 2do. grado. Experiencia de aprendizaje 9. Actividad 7. Parte I. Aprendo en casa 2021 - YouTube
https://www.youtube.com/watch?v=Uwp5eyNfAqc
26. PODCAST ELABORADOS
Elaborar un podcast referente a la anemia
Alojarlo en YouTube
PODCAST: PREVENCIÓN DE LA ANEMIA - EXPERIENCIA 8 - APRENDE EN CASA - SEC. | LOS
INFORMATIVOS – YouTube
https://www.youtube.com/watch?v=kNFLr-Cc1d0
Enlaces relacionados
1. ¿Qué es un podcast? - YouTube
https://www.youtube.com/watch?v=GMqi8bjER1s&t=76s
2. Video Como crear un podcasts para Google Podcasts - YouTube
https://www.youtube.com/watch?v=aQfwyPG1eQE
4. ESCRIBIMOS EL GUION DE NUESTRO PÓDCAST | Aprendo en casa secundaria Comunicación -
YouTube
https://www.youtube.com/watch?v=A1w0tiJCgU8
5. ¿Cómo hacer un podcast desde tu celular? - YouTube
https://www.youtube.com/watch?v=O3xcAHYQ9wk
27. Primero A
https://m.facebook.com/story.php?story_fbid=413495727087878&id=100052823618735 … 1A… Sue
Vertiz
https://open.spotify.com/episode/4XmOu5zaP740Mcd3hvqipl?si=gjfgNJa8TLyOxq7ERtTn0w 1A … Zair
Vasquez Sanchez
Primero B
https://anchor.fm/evelyn-juan/episodes/La-anemia-en-el-Per-e1a1frv ...1B ... Juan de Dios
https://anchor.fm/carolina-bravo43/episodes/La-anemia-en-nios-y-gestantes-e1a9e05 1B Nicol Bravo
https://www.youtube.com/watch?v=SuHF0fqY_Og 1B Sarai Tolentino
https://anchor.fm/michelle-adarfio/episodes/LA-ANEMIA-Y-SU-PREVENCIN-e1ag99l 1B Michelle
Angelina Adarfio D'mauro
Segundo A
https://open.spotify.com/show/7qgk083des1vspqkTZSL9i 2A José Maria
https://anchor.fm/david7863 Alvitez
Segundo B
10 de noviembre de 2021 - YouTube .. 2B …. Esperanza Alarcón
https://www.youtube.com/watch?v=Q9A_-mPrOq0 2B Ñiquen