This document presents a word problem involving the ages of three people - Will, Ben, and Jan. Students are asked to:
1) Write algebraic expressions for Ben's and Jan's ages in terms of Will's age w.
2) Form an equation setting the total of the three ages equal to 41 and solve for w.
3) Determine how many years it will be before Jan is twice as old as Will.
The document analyzes student work on this problem, identifying common misunderstandings around using variables, applying constraints, and interpreting solutions in context. Implications for instruction focus on providing more opportunities for students to apply algebraic skills to word problems and developing conceptual understanding of key ideas like variable
SECTION 1A. Journal Week 2Chapter 4 in Affirming Diversity pag.docxkenjordan97598
SECTION 1
A. Journal Week 2
Chapter 4 in Affirming Diversity pages 65-91.
1. How might you make a convincing argument that all students should have equal access and opportunity to algebra or its integrated counterpart in grade 8 and advanced placement courses in high school?
Reflect upon the following curriculum questions:
· In what ways is the mathematics curriculum limiting or detrimental?
· In what ways is the mathematics curriculum beneficial?
· Does the classroom teacher make his/her own mathematics curriculum and if so how is it evaluated in terms of student achievement?
· Have you and/or your colleagues been involved in developing the curriculum or do you rely on the textbooks?
Reflect upon the following pedagogy questions:
· What might you look for in order to identify the philosophical framework of a practitioner's pedagogy?
· How can pedagogical strategies reflect or promote anti-bias, equity, or social justice?
· What do you need to know in order to identify and claim your own pedagogy?
Read the Case Study: Linda Howard. Chapter 4, pages 91-101.
Answer the following questions in your journals:
1. If you were one of Linda's teachers, how might you show her that you affirm her identity? Provide specific examples.
2. What kind of teachers have most impressed Linda? Why? What can you learn from this in our own teaching?
3. What skills do you think teachers need if they are to face the concerns of race and identity effectively?
B. Journal Week 3—ANSWER QUESTIONS & REFLECT
A group of students were asked to compare the following ratios which represent the amount of orange concentrate mixed with the amount of water. The students needed to determine which of the mixes was the most 'orangey." The students were also told they could not convert the ratios to decimals or percents, nor could they use calculators.
Orange Mix
Water
a.
1
to
3
b.
2
to
5
c.
3
to
7
d.
4
to
11
One student responded as follows:
What does the evidence in this work tell you about the student's understanding of comparing ratios? How would you respond to the student?
C. Journal week 7---REFLECTION ON ARTICLE
D. JOURNAL WEEK 8
"Each student, regardless of disability, difference, or diversity, needs access to the curriculum that is meaningful and that allows the student to use his or her strengths."
Earlier in this course we examined templates for multiple representations and for vocabulary development. Examine the following graphic organizer:
From Math for All: Differentiation Instruction, Grades 3 - 5, pg. 143.
Complete this graphic organizer or one of your choosing for the Speeding Ticket problem.
How do you think using a graphic organizer will help your students? Would you require all students to use a graphic organizer or only certain students? Explain your thinking.
SECTION 2
A. REPLIES
ELIZABETH:You cannot take a smaller number from a larger number.
I’m thinking this must be a typo. It should read you couldn’t take a larger number from a.
SECTION 1A. Journal Week 2Chapter 4 in Affirming Diversity pag.docxkenjordan97598
SECTION 1
A. Journal Week 2
Chapter 4 in Affirming Diversity pages 65-91.
1. How might you make a convincing argument that all students should have equal access and opportunity to algebra or its integrated counterpart in grade 8 and advanced placement courses in high school?
Reflect upon the following curriculum questions:
· In what ways is the mathematics curriculum limiting or detrimental?
· In what ways is the mathematics curriculum beneficial?
· Does the classroom teacher make his/her own mathematics curriculum and if so how is it evaluated in terms of student achievement?
· Have you and/or your colleagues been involved in developing the curriculum or do you rely on the textbooks?
Reflect upon the following pedagogy questions:
· What might you look for in order to identify the philosophical framework of a practitioner's pedagogy?
· How can pedagogical strategies reflect or promote anti-bias, equity, or social justice?
· What do you need to know in order to identify and claim your own pedagogy?
Read the Case Study: Linda Howard. Chapter 4, pages 91-101.
Answer the following questions in your journals:
1. If you were one of Linda's teachers, how might you show her that you affirm her identity? Provide specific examples.
2. What kind of teachers have most impressed Linda? Why? What can you learn from this in our own teaching?
3. What skills do you think teachers need if they are to face the concerns of race and identity effectively?
B. Journal Week 3—ANSWER QUESTIONS & REFLECT
A group of students were asked to compare the following ratios which represent the amount of orange concentrate mixed with the amount of water. The students needed to determine which of the mixes was the most 'orangey." The students were also told they could not convert the ratios to decimals or percents, nor could they use calculators.
Orange Mix
Water
a.
1
to
3
b.
2
to
5
c.
3
to
7
d.
4
to
11
One student responded as follows:
What does the evidence in this work tell you about the student's understanding of comparing ratios? How would you respond to the student?
C. Journal week 7---REFLECTION ON ARTICLE
D. JOURNAL WEEK 8
"Each student, regardless of disability, difference, or diversity, needs access to the curriculum that is meaningful and that allows the student to use his or her strengths."
Earlier in this course we examined templates for multiple representations and for vocabulary development. Examine the following graphic organizer:
From Math for All: Differentiation Instruction, Grades 3 - 5, pg. 143.
Complete this graphic organizer or one of your choosing for the Speeding Ticket problem.
How do you think using a graphic organizer will help your students? Would you require all students to use a graphic organizer or only certain students? Explain your thinking.
SECTION 2
A. REPLIES
ELIZABETH:You cannot take a smaller number from a larger number.
I’m thinking this must be a typo. It should read you couldn’t take a larger number from a.
Implementing the Standards for Mathematical Practices through Elementary Math Work Stations
Presenters will share information and examples regarding how to implement Math Stations in elementary classrooms that help students engage in work that is aligned with the CCSS Standards for Mathematical Practices.
Year 7 algebra worksheets are educational resources designed to introduce and reinforce algebraic concepts for students in the seventh grade.
Algebra is a fundamental branch of mathematics that deals with representing relationships between variables using symbols and letters.
Year 7 is an important stage in a student's math education where they begin their journey into more advanced mathematical topics, and algebra serves as a bridge between basic arithmetic and more complex mathematical concepts.
Implementing the Standards for Mathematical Practices through Elementary Math Work Stations
Presenters will share information and examples regarding how to implement Math Stations in elementary classrooms that help students engage in work that is aligned with the CCSS Standards for Mathematical Practices.
Year 7 algebra worksheets are educational resources designed to introduce and reinforce algebraic concepts for students in the seventh grade.
Algebra is a fundamental branch of mathematics that deals with representing relationships between variables using symbols and letters.
Year 7 is an important stage in a student's math education where they begin their journey into more advanced mathematical topics, and algebra serves as a bridge between basic arithmetic and more complex mathematical concepts.
Observation of Io’s Resurfacing via Plume Deposition Using Ground-based Adapt...Sérgio Sacani
Since volcanic activity was first discovered on Io from Voyager images in 1979, changes
on Io’s surface have been monitored from both spacecraft and ground-based telescopes.
Here, we present the highest spatial resolution images of Io ever obtained from a groundbased telescope. These images, acquired by the SHARK-VIS instrument on the Large
Binocular Telescope, show evidence of a major resurfacing event on Io’s trailing hemisphere. When compared to the most recent spacecraft images, the SHARK-VIS images
show that a plume deposit from a powerful eruption at Pillan Patera has covered part
of the long-lived Pele plume deposit. Although this type of resurfacing event may be common on Io, few have been detected due to the rarity of spacecraft visits and the previously low spatial resolution available from Earth-based telescopes. The SHARK-VIS instrument ushers in a new era of high resolution imaging of Io’s surface using adaptive
optics at visible wavelengths.
This presentation explores a brief idea about the structural and functional attributes of nucleotides, the structure and function of genetic materials along with the impact of UV rays and pH upon them.
Slide 1: Title Slide
Extrachromosomal Inheritance
Slide 2: Introduction to Extrachromosomal Inheritance
Definition: Extrachromosomal inheritance refers to the transmission of genetic material that is not found within the nucleus.
Key Components: Involves genes located in mitochondria, chloroplasts, and plasmids.
Slide 3: Mitochondrial Inheritance
Mitochondria: Organelles responsible for energy production.
Mitochondrial DNA (mtDNA): Circular DNA molecule found in mitochondria.
Inheritance Pattern: Maternally inherited, meaning it is passed from mothers to all their offspring.
Diseases: Examples include Leber’s hereditary optic neuropathy (LHON) and mitochondrial myopathy.
Slide 4: Chloroplast Inheritance
Chloroplasts: Organelles responsible for photosynthesis in plants.
Chloroplast DNA (cpDNA): Circular DNA molecule found in chloroplasts.
Inheritance Pattern: Often maternally inherited in most plants, but can vary in some species.
Examples: Variegation in plants, where leaf color patterns are determined by chloroplast DNA.
Slide 5: Plasmid Inheritance
Plasmids: Small, circular DNA molecules found in bacteria and some eukaryotes.
Features: Can carry antibiotic resistance genes and can be transferred between cells through processes like conjugation.
Significance: Important in biotechnology for gene cloning and genetic engineering.
Slide 6: Mechanisms of Extrachromosomal Inheritance
Non-Mendelian Patterns: Do not follow Mendel’s laws of inheritance.
Cytoplasmic Segregation: During cell division, organelles like mitochondria and chloroplasts are randomly distributed to daughter cells.
Heteroplasmy: Presence of more than one type of organellar genome within a cell, leading to variation in expression.
Slide 7: Examples of Extrachromosomal Inheritance
Four O’clock Plant (Mirabilis jalapa): Shows variegated leaves due to different cpDNA in leaf cells.
Petite Mutants in Yeast: Result from mutations in mitochondrial DNA affecting respiration.
Slide 8: Importance of Extrachromosomal Inheritance
Evolution: Provides insight into the evolution of eukaryotic cells.
Medicine: Understanding mitochondrial inheritance helps in diagnosing and treating mitochondrial diseases.
Agriculture: Chloroplast inheritance can be used in plant breeding and genetic modification.
Slide 9: Recent Research and Advances
Gene Editing: Techniques like CRISPR-Cas9 are being used to edit mitochondrial and chloroplast DNA.
Therapies: Development of mitochondrial replacement therapy (MRT) for preventing mitochondrial diseases.
Slide 10: Conclusion
Summary: Extrachromosomal inheritance involves the transmission of genetic material outside the nucleus and plays a crucial role in genetics, medicine, and biotechnology.
Future Directions: Continued research and technological advancements hold promise for new treatments and applications.
Slide 11: Questions and Discussion
Invite Audience: Open the floor for any questions or further discussion on the topic.
Deep Behavioral Phenotyping in Systems Neuroscience for Functional Atlasing a...Ana Luísa Pinho
Functional Magnetic Resonance Imaging (fMRI) provides means to characterize brain activations in response to behavior. However, cognitive neuroscience has been limited to group-level effects referring to the performance of specific tasks. To obtain the functional profile of elementary cognitive mechanisms, the combination of brain responses to many tasks is required. Yet, to date, both structural atlases and parcellation-based activations do not fully account for cognitive function and still present several limitations. Further, they do not adapt overall to individual characteristics. In this talk, I will give an account of deep-behavioral phenotyping strategies, namely data-driven methods in large task-fMRI datasets, to optimize functional brain-data collection and improve inference of effects-of-interest related to mental processes. Key to this approach is the employment of fast multi-functional paradigms rich on features that can be well parametrized and, consequently, facilitate the creation of psycho-physiological constructs to be modelled with imaging data. Particular emphasis will be given to music stimuli when studying high-order cognitive mechanisms, due to their ecological nature and quality to enable complex behavior compounded by discrete entities. I will also discuss how deep-behavioral phenotyping and individualized models applied to neuroimaging data can better account for the subject-specific organization of domain-general cognitive systems in the human brain. Finally, the accumulation of functional brain signatures brings the possibility to clarify relationships among tasks and create a univocal link between brain systems and mental functions through: (1) the development of ontologies proposing an organization of cognitive processes; and (2) brain-network taxonomies describing functional specialization. To this end, tools to improve commensurability in cognitive science are necessary, such as public repositories, ontology-based platforms and automated meta-analysis tools. I will thus discuss some brain-atlasing resources currently under development, and their applicability in cognitive as well as clinical neuroscience.
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
Richard's aventures in two entangled wonderlandsRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.