Algebra 1 Unit consisting of various making activities. Students gather their own data and find the appropriate regression (line of best fit). Created by myself and Trapper Hallam.
This document discusses Agile Retrospectives, which are meetings held at the end of an iteration or project to inspect what went well and identify improvements for the next iteration. The document outlines how to effectively plan and facilitate a retrospective using different frameworks and activities. It emphasizes the importance of preparing well, deliberately facilitating the meeting, varying activities to engage participants, and tracking any actions identified to ensure continuous improvement.
This document provides an algebra lesson plan on the multiplication and division properties of exponents. The lesson introduces students to exploring exponential functions graphically using Desmos. By graphing expressions with like bases that are multiplied or divided, students observe that the exponents are added for multiplication and subtracted for division. Through this activity, students generalize the multiplication property as "when multiplying expressions with the same base, add the exponents of each base" and the division property as "when dividing expressions with the same base, subtract the exponents of each base." Students then practice applying these properties to simplify expressions without a graphing calculator.
This document provides instructions and materials for a board game called "Swarm'n'roll" that is intended to teach agile principles like swarming, work in progress limits, and cycle time. It can be played by 3-6 players who take on roles in a software development team. The game is played over two iterations, with players rolling dice to simulate progress and coordinating work by moving tasks and items between workflow states on a board. Scorecards are used to track metrics like items completed and cycle times for discussion at a post-game debriefing.
The design cycle personal project connectionJake Boula
The Design Cycle outlines the process for completing research and creative work in the IB program. It has 6 criteria: (A) Investigate the problem, (B) Design possible solutions, (C) Plan the project, (D) Create the product, (E) Evaluate the product and process, (F) Demonstrate a positive attitude. Students receive guidance from teachers that decreases each year as they progress through the IB program. The process is scored on 7 assessment areas and helps students learn key skills for their Personal Project and beyond.
Viewpoints Assessment and Feedback workshops at the Ulster eLearning Conference 2010 - helping practitioners creatively reflect on their assessment and feedback practice, considering the student perspective.
Prt 1 of the Cause nd effect workshop. This claass will intorduce the use of C&E in business problem-solving and the use of tools like the Fishbone (or Ishakawa) diagram.
Using game mechanics like goals, feedback, and rewards can increase engagement in eLearning by motivating learners in similar ways as video games. Gamification works best when the game elements directly support learning objectives. Designers should provide guidance to help learners progress towards goals and give frequent feedback to maintain engagement through rewarding feelings of accomplishment. Testing assumptions early is important to improve the design.
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Time Management Plan Guidelines
PURPOSE
The purpose of this assignment is to allow the learner to use effective strategies to manage time as a professional nurse and online student.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
CO #4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
CO #5. Integrate application of professional values, service, and accountability when planning for personal, intellectual, and professional development. (PO #5)
CO #9. Demonstrates responsibility for personal and professional development by assessing computer competence, implementing plans for upgrading computer skills, and using effective strategies for online student success. (PO #5)
DUE DATE
Submit the assignment to the Week 1 Dropbox by Sunday, 11:59 p.m. MT.
POINTS
This assignment is worth a total of 50 points.
PREPARING THE TIME MANAGEMENT PLAN
1. Read this document (Time Management Plan Guidelines), including the Rubric.
2. From Doc Sharing, download the Time Management Plan Template. Rename that document as Your Last Name Time Management Plan.docx. Save it to your own computer or flash drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save your work frequently as you type to prevent loss of your work.
3. As you prepare your Time Management Plan, consider your own life. When do you work, sleep, and spend time with family and friends? How will the addition of online coursework impact your time management?
4. Complete the Time Management Plan with your schedule for an upcoming course week. Be sure to consider all the activities you will do during that week. Work on this assignment during Week 1. Don’t wait until the due date to begin your work!
5. An example of a plan may be found at the end of this document.
6. When your assignment is complete, save and close the document. Enter the course and submit the document as an attachment to the Week 1 Dropbox. See the Week 1 Assignments page for step-by-step instructions on how to use the Dropbox.
DIRECTIONS AND GRADING CRITERIA
Category
Points
%
Description: See Rubric for details.
Categories Used
10 points
20%
Use at least five categories for the week that clearly describe the activities in which you participate. You may add additional categories and labels.
Logical Sequence
10 points
20%
Plan for each day of the week follows a very logical sequence.
Schedule
10 points
20%
Schedule completed for 24 hours each day during 7 days of the week.
...
This document discusses Agile Retrospectives, which are meetings held at the end of an iteration or project to inspect what went well and identify improvements for the next iteration. The document outlines how to effectively plan and facilitate a retrospective using different frameworks and activities. It emphasizes the importance of preparing well, deliberately facilitating the meeting, varying activities to engage participants, and tracking any actions identified to ensure continuous improvement.
This document provides an algebra lesson plan on the multiplication and division properties of exponents. The lesson introduces students to exploring exponential functions graphically using Desmos. By graphing expressions with like bases that are multiplied or divided, students observe that the exponents are added for multiplication and subtracted for division. Through this activity, students generalize the multiplication property as "when multiplying expressions with the same base, add the exponents of each base" and the division property as "when dividing expressions with the same base, subtract the exponents of each base." Students then practice applying these properties to simplify expressions without a graphing calculator.
This document provides instructions and materials for a board game called "Swarm'n'roll" that is intended to teach agile principles like swarming, work in progress limits, and cycle time. It can be played by 3-6 players who take on roles in a software development team. The game is played over two iterations, with players rolling dice to simulate progress and coordinating work by moving tasks and items between workflow states on a board. Scorecards are used to track metrics like items completed and cycle times for discussion at a post-game debriefing.
The design cycle personal project connectionJake Boula
The Design Cycle outlines the process for completing research and creative work in the IB program. It has 6 criteria: (A) Investigate the problem, (B) Design possible solutions, (C) Plan the project, (D) Create the product, (E) Evaluate the product and process, (F) Demonstrate a positive attitude. Students receive guidance from teachers that decreases each year as they progress through the IB program. The process is scored on 7 assessment areas and helps students learn key skills for their Personal Project and beyond.
Viewpoints Assessment and Feedback workshops at the Ulster eLearning Conference 2010 - helping practitioners creatively reflect on their assessment and feedback practice, considering the student perspective.
Prt 1 of the Cause nd effect workshop. This claass will intorduce the use of C&E in business problem-solving and the use of tools like the Fishbone (or Ishakawa) diagram.
Using game mechanics like goals, feedback, and rewards can increase engagement in eLearning by motivating learners in similar ways as video games. Gamification works best when the game elements directly support learning objectives. Designers should provide guidance to help learners progress towards goals and give frequent feedback to maintain engagement through rewarding feelings of accomplishment. Testing assumptions early is important to improve the design.
(
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) (
C
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b
e
r
l
a
i
n
C
o
l
l
e
g
e
of
N
u
rsing
)
Time Management Plan Guidelines
PURPOSE
The purpose of this assignment is to allow the learner to use effective strategies to manage time as a professional nurse and online student.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
CO #4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
CO #5. Integrate application of professional values, service, and accountability when planning for personal, intellectual, and professional development. (PO #5)
CO #9. Demonstrates responsibility for personal and professional development by assessing computer competence, implementing plans for upgrading computer skills, and using effective strategies for online student success. (PO #5)
DUE DATE
Submit the assignment to the Week 1 Dropbox by Sunday, 11:59 p.m. MT.
POINTS
This assignment is worth a total of 50 points.
PREPARING THE TIME MANAGEMENT PLAN
1. Read this document (Time Management Plan Guidelines), including the Rubric.
2. From Doc Sharing, download the Time Management Plan Template. Rename that document as Your Last Name Time Management Plan.docx. Save it to your own computer or flash drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save your work frequently as you type to prevent loss of your work.
3. As you prepare your Time Management Plan, consider your own life. When do you work, sleep, and spend time with family and friends? How will the addition of online coursework impact your time management?
4. Complete the Time Management Plan with your schedule for an upcoming course week. Be sure to consider all the activities you will do during that week. Work on this assignment during Week 1. Don’t wait until the due date to begin your work!
5. An example of a plan may be found at the end of this document.
6. When your assignment is complete, save and close the document. Enter the course and submit the document as an attachment to the Week 1 Dropbox. See the Week 1 Assignments page for step-by-step instructions on how to use the Dropbox.
DIRECTIONS AND GRADING CRITERIA
Category
Points
%
Description: See Rubric for details.
Categories Used
10 points
20%
Use at least five categories for the week that clearly describe the activities in which you participate. You may add additional categories and labels.
Logical Sequence
10 points
20%
Plan for each day of the week follows a very logical sequence.
Schedule
10 points
20%
Schedule completed for 24 hours each day during 7 days of the week.
...
Maximizing Value of Game-Based SolutionsSharon Boller
Focus on Learning Conference 2017 slides for session on implementation planning for gamified and game-based learning solutions. Session explores what it takes to ensure good ROI for using game-based learning solutions
This document outlines assessment criteria for a student presentation project including teacher assessment, peer assessment, and self-assessment. The teacher assessment provides a detailed rubric to evaluate various elements of the presentation such as delivery, sources, permissions, attractiveness, drafts, requirements, mechanics, content, organization, and oral presentation. It also includes forms for peer assessment where students rate their group members. The self-assessment consists of a checklist for students to rate their own contribution, behavior, work, and participation.
- The group project involves creating a client proposal and presentation pitching a project scenario to the class. Proposals are due December 10 at midnight.
- Students are assigned to groups and roles including project manager, editor, creative lead, researcher, and sales.
- Groups are given scenarios as small greeting card company, food photography business, or sports broadcasting company.
- The project manager will submit weekly progress reports and the group will present their 10 minute proposal presentation using online tools.
SPX FLL robotics team information final 2015annflynt87
This document provides information about the St. Pius X FLLR robotics team for the 2015-2016 season. The theme is "Trash Trek" and the team will meet twice a week to build and program a LEGO robot to complete missions related to trash management. The cost for each team member is $100 and the team is seeking sponsors. Parents are encouraged to volunteer as coaches, mentors, or to provide snacks. The schedule includes summer meetings, scrimmages in October, and regional qualifiers in November/December.
Analyzing and Visualizing Data Residency March 25-27, 2022.docxrobert345678
Analyzing and Visualizing Data
Residency
March 25-27, 2022
Analyzing and Visualizing Data
Practical Connection Assignment
Practical Connection AssignmentAt UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Practical Connection Assignment
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Practical Connection Assignment
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Practical Connection AssignmentDemonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
Practical Connection Assignment
Course Text
APA Manual
Practical Connection AssignmentTotal Points (5 Required Elements) (20 Point Each)
Discussion of Knowledge, Skills and Theories
Personal connection to (Work or Personal) Environment.
Connection to our Field of Study (U of Cumberlands)
Usage of Reference and Citations from Text
APA, Formatting and Mechanics and Cover Page
Analyzing and Visualizing Data
Residency Project
Test Results Group Project
Group Project (10-15 Minutes)
Reflection Paper
Group Reflection Document
Test Results Group ProjectEvery day we use data in one way or another in our daily lives, we find ways to analyze situations and create viable solutions based on quantitative and qualitative information that we collect mentally as well as physically.
Test Results Group ProjectFor this project, you are going to become an educational advisor for a fictional educational institution. The Vice President of Instruction of the institution has provided you with the raw data of the assessment scores of their students’ final exam in their GED Preparation Course.
Test Results Group ProjectThe course consists of scores in mathematics and English and Pass or Fail Ov.
This is a presentation I made in the beginning of this year to explain the basics of agile Estimates. Although the presentation doesn't cover exceptions and some special cases (like in the case of hours estimates) it's a good starting point. A text to understand better the presentation will come on my channel on Medium soon.
The document discusses how a business analyst would implement changes to improve the inefficient process teachers currently use to develop lesson plans. It involves gathering information on student data, requirements, stakeholders and policies. The business analyst would then elicit input from stakeholders, model the current "as is" process, and analyze it to understand problems and opportunities for improvement. Next steps discussed are collaborating with stakeholders to understand needs and constraints, and developing a plan to systematically redesign the lesson planning process.
The document provides guidance for FLL teams on developing effective research presentations. It covers choosing a topic and format, conducting research from varied sources, incorporating a robotic solution, rehearsing, and tips for the presentation itself such as using props, assigning roles, and handling questions from judges. The goal is for teams to demonstrate skills in organization, public speaking, creativity and teamwork through their presentation.
- The document outlines the timeline and assessment breakdown for a board game design project to be completed in groups over two terms. It includes weekly tasks such as game design discussions, creating game pieces, and modifying designs based on feedback.
- Students will be evaluated both individually and as a group based on their contributions to the game design and mock-up, as well as reflections and a group presentation. The deadline for final submissions is in week 6 of term 2.
- The timelines provide guidance for students on structuring their work, with tasks assigned for both in-class and home-based learning periods. Photos and progress updates are required to track work throughout the project.
1. The document outlines instructions for a capacity building program facilitator's course that will involve functional analysis and competency standards development.
2. Participants are divided into 17 regions and each region is assigned a mentor from the Competency Standards Development Division to guide them through the activities.
3. The activities will involve conducting a functional analysis on a selected industry through role playing job functions and developing outputs like a functional map and priority occupations. Regions will present their work and receive feedback.
The document discusses Team Software Process (TSP) and Personal Software Process (PSP) for building effective development teams. It describes how TSP uses a series of workshops called a "launch" to establish team goals, roles, processes and a project plan. Individuals use PSP for self-management and improvement to become effective team members. The workshops cover requirements, role assignment, process definition, planning, quality, risk assessment and project execution.
This document provides an agenda and instructions for facilitating a futurespective, which is a process for a team to reflect on past challenges and successes and identify action items for improvement. The facilitator will guide the team through gathering data on scenarios they handled well and faced challenges with. They will then group this data into themes, vote on priorities, and decide on specific actions to address the most important topics. The futurespective is intended to help the team gain insights into strengths and weaknesses to improve their performance in future sprints.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
This document outlines a WebQuest lesson plan for 8th and 9th grade photography students. The lesson involves students working in teams to design and build homemade cameras using household materials, based on their research of pinhole camera history and techniques. The process involves defining team roles, researching pinhole photography adaptations, brainstorming designs, building cameras, taking photos, and evaluating results. The goal is for students to apply their photography knowledge creatively while developing collaboration skills.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
A3 Problem Solving Template v1.2 (April 2015) by Henrik Knibe.docxSALU18
A3 Problem Solving Template v1.2 (April 2015) by Henrik Kniberg and Tom Poppendieck
License: Creative Commons Attribute 4.0 International
Original link: http://www.crisp.se/lean/a3-template
Background PLAN
Current condition PLAN
Goal / Target Condition PLAN
Root Cause Analysis PLAN
Countermeasures (experiments) DO
Confirmation (results) CHECK
Follow up (actions) ACT
Owner:
Mentor:
Date:
A3: <problem statement>
http://www.crisp.se/henrik.kniberg/
http://www.poppendieck.com/people.htm
http://creativecommons.org/licenses/by/4.0/
http://www.crisp.se/lean/a3-template
A3 Problem Solving Template v1.2 (April 2015) by Henrik Kniberg and Tom Poppendieck
License: Creative Commons Attribute 4.0 International
Original link: http://www.crisp.se/lean/a3-template
Background PLAN
● Why is this important?
● Why should the reader care about this situation and be motivated to participate in
improving?
Assessment Questions
1. Is there a clear theme for the problem report that reflects the contents?
2. Is the topic relevant to the organization’s objectives?
3. Is there any other reason for working on this topic (e.g. learning purposes)?
Current condition PLAN
● How do things work today?
● What is the problem?
● Baseline Metrics?
Assessment Questions
1. Is the current condition clear and logically depicted in a visual manner?
2. How could the current condition be made clearer for the audience?
3. Is the current condition depiction framing a problem or a situation to be resolved?
4. What is the actual problem in the current condition?
5. Are the facts of the situation clear, or are there just observations and opinions?
6. Is the problem quantified in some manner or is it too qualitative?
Goal / Target Condition PLAN
● What outcomes are expected for what reasons?
● What changes in metrics can be plausibly expected?
Assessment Questions
1. Is there a clear goal or target?
2. What, specifically, is to be accomplished?
3. How will this goal be measured or evaluated?
4. What will improve, by how much, and when?
Root Cause Analysis PLAN
● What is the root cause(s) of the problem?
● Use a simple problem analysis tool (e.g. 5 why’s, fishbone diagram, cause/effect diagram) to
show cause-and-effect relationships.
Assessment Questions
1. Is the analysis comprehensive at a broad level?
2. Is the analysis detailed enough and did it probe deeply enough on the right issues?
3. Is there evidence of proper five-whys thinking about the true cause?
4. Has cause and effect been demonstrated or linked in some manner?
5. Are all the relevant factors considered (human, machine, material, method, environment,
measurement, and so on?)
6. Do all those who will need to collaborate in implementing the countermeasures agree on the
cause/effect reasoning?
Countermeasures (experiments) DO
● Proposed countermeasure(s) to address each candidate root cause (this should be a series
of quick experiment to validate causal model analysis)
● Predicted result for e.
The document outlines a 3-day training course on strategic thinking for management. It includes details on course objectives, content, lesson plans, assessment plans, and evaluation procedures. The course aims to help participants develop skills in areas like SWOT analysis, risk assessment, and performance evaluation.
The document provides information about AIESEC's recruitment and selection processes in Brazil. It discusses timelines, planning, promotion, and the structure of the selection committee. It then outlines a new proposed recruitment approach modeled after a hackathon, with candidates completing tasks and projects over 1-2 days. Candidates would be evaluated on entrepreneurialism, curiosity, proactivity, and alignment with AIESEC values. The process includes organizational induction, task implementation and evaluation, pitches and delegation, and a final talk with the evaluation board. The goal is to simulate team experiences and assess candidates' potential to contribute and develop through AIESEC.
This document provides instructions and examples for a school project on presenting an action to improve the local environment. Students are asked to research and propose an action, such as volunteering with an environmental organization or a long-term project to make the environment cleaner. The proposal and final presentation requirements are outlined across multiple slides, including documenting measurements, timelines, and resources needed. Examples of past student projects are provided at the end in PDF format.
Maximizing Value of Game-Based SolutionsSharon Boller
Focus on Learning Conference 2017 slides for session on implementation planning for gamified and game-based learning solutions. Session explores what it takes to ensure good ROI for using game-based learning solutions
This document outlines assessment criteria for a student presentation project including teacher assessment, peer assessment, and self-assessment. The teacher assessment provides a detailed rubric to evaluate various elements of the presentation such as delivery, sources, permissions, attractiveness, drafts, requirements, mechanics, content, organization, and oral presentation. It also includes forms for peer assessment where students rate their group members. The self-assessment consists of a checklist for students to rate their own contribution, behavior, work, and participation.
- The group project involves creating a client proposal and presentation pitching a project scenario to the class. Proposals are due December 10 at midnight.
- Students are assigned to groups and roles including project manager, editor, creative lead, researcher, and sales.
- Groups are given scenarios as small greeting card company, food photography business, or sports broadcasting company.
- The project manager will submit weekly progress reports and the group will present their 10 minute proposal presentation using online tools.
SPX FLL robotics team information final 2015annflynt87
This document provides information about the St. Pius X FLLR robotics team for the 2015-2016 season. The theme is "Trash Trek" and the team will meet twice a week to build and program a LEGO robot to complete missions related to trash management. The cost for each team member is $100 and the team is seeking sponsors. Parents are encouraged to volunteer as coaches, mentors, or to provide snacks. The schedule includes summer meetings, scrimmages in October, and regional qualifiers in November/December.
Analyzing and Visualizing Data Residency March 25-27, 2022.docxrobert345678
Analyzing and Visualizing Data
Residency
March 25-27, 2022
Analyzing and Visualizing Data
Practical Connection Assignment
Practical Connection AssignmentAt UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Practical Connection Assignment
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Practical Connection Assignment
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Practical Connection AssignmentDemonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
Practical Connection Assignment
Course Text
APA Manual
Practical Connection AssignmentTotal Points (5 Required Elements) (20 Point Each)
Discussion of Knowledge, Skills and Theories
Personal connection to (Work or Personal) Environment.
Connection to our Field of Study (U of Cumberlands)
Usage of Reference and Citations from Text
APA, Formatting and Mechanics and Cover Page
Analyzing and Visualizing Data
Residency Project
Test Results Group Project
Group Project (10-15 Minutes)
Reflection Paper
Group Reflection Document
Test Results Group ProjectEvery day we use data in one way or another in our daily lives, we find ways to analyze situations and create viable solutions based on quantitative and qualitative information that we collect mentally as well as physically.
Test Results Group ProjectFor this project, you are going to become an educational advisor for a fictional educational institution. The Vice President of Instruction of the institution has provided you with the raw data of the assessment scores of their students’ final exam in their GED Preparation Course.
Test Results Group ProjectThe course consists of scores in mathematics and English and Pass or Fail Ov.
This is a presentation I made in the beginning of this year to explain the basics of agile Estimates. Although the presentation doesn't cover exceptions and some special cases (like in the case of hours estimates) it's a good starting point. A text to understand better the presentation will come on my channel on Medium soon.
The document discusses how a business analyst would implement changes to improve the inefficient process teachers currently use to develop lesson plans. It involves gathering information on student data, requirements, stakeholders and policies. The business analyst would then elicit input from stakeholders, model the current "as is" process, and analyze it to understand problems and opportunities for improvement. Next steps discussed are collaborating with stakeholders to understand needs and constraints, and developing a plan to systematically redesign the lesson planning process.
The document provides guidance for FLL teams on developing effective research presentations. It covers choosing a topic and format, conducting research from varied sources, incorporating a robotic solution, rehearsing, and tips for the presentation itself such as using props, assigning roles, and handling questions from judges. The goal is for teams to demonstrate skills in organization, public speaking, creativity and teamwork through their presentation.
- The document outlines the timeline and assessment breakdown for a board game design project to be completed in groups over two terms. It includes weekly tasks such as game design discussions, creating game pieces, and modifying designs based on feedback.
- Students will be evaluated both individually and as a group based on their contributions to the game design and mock-up, as well as reflections and a group presentation. The deadline for final submissions is in week 6 of term 2.
- The timelines provide guidance for students on structuring their work, with tasks assigned for both in-class and home-based learning periods. Photos and progress updates are required to track work throughout the project.
1. The document outlines instructions for a capacity building program facilitator's course that will involve functional analysis and competency standards development.
2. Participants are divided into 17 regions and each region is assigned a mentor from the Competency Standards Development Division to guide them through the activities.
3. The activities will involve conducting a functional analysis on a selected industry through role playing job functions and developing outputs like a functional map and priority occupations. Regions will present their work and receive feedback.
The document discusses Team Software Process (TSP) and Personal Software Process (PSP) for building effective development teams. It describes how TSP uses a series of workshops called a "launch" to establish team goals, roles, processes and a project plan. Individuals use PSP for self-management and improvement to become effective team members. The workshops cover requirements, role assignment, process definition, planning, quality, risk assessment and project execution.
This document provides an agenda and instructions for facilitating a futurespective, which is a process for a team to reflect on past challenges and successes and identify action items for improvement. The facilitator will guide the team through gathering data on scenarios they handled well and faced challenges with. They will then group this data into themes, vote on priorities, and decide on specific actions to address the most important topics. The futurespective is intended to help the team gain insights into strengths and weaknesses to improve their performance in future sprints.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
This document outlines a WebQuest lesson plan for 8th and 9th grade photography students. The lesson involves students working in teams to design and build homemade cameras using household materials, based on their research of pinhole camera history and techniques. The process involves defining team roles, researching pinhole photography adaptations, brainstorming designs, building cameras, taking photos, and evaluating results. The goal is for students to apply their photography knowledge creatively while developing collaboration skills.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
A3 Problem Solving Template v1.2 (April 2015) by Henrik Knibe.docxSALU18
A3 Problem Solving Template v1.2 (April 2015) by Henrik Kniberg and Tom Poppendieck
License: Creative Commons Attribute 4.0 International
Original link: http://www.crisp.se/lean/a3-template
Background PLAN
Current condition PLAN
Goal / Target Condition PLAN
Root Cause Analysis PLAN
Countermeasures (experiments) DO
Confirmation (results) CHECK
Follow up (actions) ACT
Owner:
Mentor:
Date:
A3: <problem statement>
http://www.crisp.se/henrik.kniberg/
http://www.poppendieck.com/people.htm
http://creativecommons.org/licenses/by/4.0/
http://www.crisp.se/lean/a3-template
A3 Problem Solving Template v1.2 (April 2015) by Henrik Kniberg and Tom Poppendieck
License: Creative Commons Attribute 4.0 International
Original link: http://www.crisp.se/lean/a3-template
Background PLAN
● Why is this important?
● Why should the reader care about this situation and be motivated to participate in
improving?
Assessment Questions
1. Is there a clear theme for the problem report that reflects the contents?
2. Is the topic relevant to the organization’s objectives?
3. Is there any other reason for working on this topic (e.g. learning purposes)?
Current condition PLAN
● How do things work today?
● What is the problem?
● Baseline Metrics?
Assessment Questions
1. Is the current condition clear and logically depicted in a visual manner?
2. How could the current condition be made clearer for the audience?
3. Is the current condition depiction framing a problem or a situation to be resolved?
4. What is the actual problem in the current condition?
5. Are the facts of the situation clear, or are there just observations and opinions?
6. Is the problem quantified in some manner or is it too qualitative?
Goal / Target Condition PLAN
● What outcomes are expected for what reasons?
● What changes in metrics can be plausibly expected?
Assessment Questions
1. Is there a clear goal or target?
2. What, specifically, is to be accomplished?
3. How will this goal be measured or evaluated?
4. What will improve, by how much, and when?
Root Cause Analysis PLAN
● What is the root cause(s) of the problem?
● Use a simple problem analysis tool (e.g. 5 why’s, fishbone diagram, cause/effect diagram) to
show cause-and-effect relationships.
Assessment Questions
1. Is the analysis comprehensive at a broad level?
2. Is the analysis detailed enough and did it probe deeply enough on the right issues?
3. Is there evidence of proper five-whys thinking about the true cause?
4. Has cause and effect been demonstrated or linked in some manner?
5. Are all the relevant factors considered (human, machine, material, method, environment,
measurement, and so on?)
6. Do all those who will need to collaborate in implementing the countermeasures agree on the
cause/effect reasoning?
Countermeasures (experiments) DO
● Proposed countermeasure(s) to address each candidate root cause (this should be a series
of quick experiment to validate causal model analysis)
● Predicted result for e.
The document outlines a 3-day training course on strategic thinking for management. It includes details on course objectives, content, lesson plans, assessment plans, and evaluation procedures. The course aims to help participants develop skills in areas like SWOT analysis, risk assessment, and performance evaluation.
The document provides information about AIESEC's recruitment and selection processes in Brazil. It discusses timelines, planning, promotion, and the structure of the selection committee. It then outlines a new proposed recruitment approach modeled after a hackathon, with candidates completing tasks and projects over 1-2 days. Candidates would be evaluated on entrepreneurialism, curiosity, proactivity, and alignment with AIESEC values. The process includes organizational induction, task implementation and evaluation, pitches and delegation, and a final talk with the evaluation board. The goal is to simulate team experiences and assess candidates' potential to contribute and develop through AIESEC.
This document provides instructions and examples for a school project on presenting an action to improve the local environment. Students are asked to research and propose an action, such as volunteering with an environmental organization or a long-term project to make the environment cleaner. The proposal and final presentation requirements are outlined across multiple slides, including documenting measurements, timelines, and resources needed. Examples of past student projects are provided at the end in PDF format.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
3. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
WELCOME TO OPENING DAY!!
Congratulations, and welcome to Penny Olympics 2016 at Eisenhower High School where you and your team will
compete in 3 events over the next 10 days. These events are designed to both challenge your mathematical reasoning
and your effectiveness as a team. Good luck and go for the gold!
Entry fee $1 from each team member in pennies (can be recouped or donated at completion)
Events
Penny Launch
Penny Sailing
Penny Jump
Points
Participation 50%
Data / Model 25%
Final Project 25%
Time:
Day 1: Opening Ceremonies and research
Day 2 will be a final preparation day before event
finals begin
You will have 2 days to complete each event
(Days 3-8).
First Day: Construction of the event device
Second Day: Data gathering and regression
Day 9: Competition
Day 10: Event Finals
Requirements
Participation Active at all points and times in the class period (teacher discretion)
Visible contributions
Daily reflections
Data / Model Visible/properly recorded data
Most logical model created from the team’s data
Accuracy of model
Final Project A collection of all daily reflections with an appropriate intro and summary
Your own unique writing
Images, data, and calculations present
**All rules and regulations are subject to change per the PO governing board (i.e. Mr. Hallam)
Absences:
Points for up to TWO absences can be earned back
A summary of the progress you missed. Needs to conclude how you will make contributions to make
up for your lost time. Contributions need to be documented and confirmed.
Must be submitted by email (to Mr. Hallam) and the team folder the next following day
4. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Event Competitions:
Qualifying Event Event Championship
Penny Launch % of shots made of 10 in 2 min Single elimination 1 shot competition, 1 min
Penny Sailing Closest to length without passing 1-minute
calculation time
Closest to length without passing 1-minute
calculation time
Penny Jump Closest to height without passing 1-minute
calculation time
Closest to height without passing 1-minute
calculation time
Team Roles:
Team Manager
Responsible for team effectiveness, submissions, social media, delegation
and communication between teacher and team
Media specialist / Photographer
Share information between group members
Daily post (separate from daily reflection)
Assist captains where needed
PL Captain
Responsible for competing and all things related to the PL
Reports to Team Manager
Assist captains where needed
PJ Captain
Responsible for competing and all things related to the PJ
Reports to Team Manager
Assist captains where needed
PS Captain
Responsible for competing and all things related to the PR
Reports to Team Manager
Assist captains where needed
Materials:
Enough materials will be provided for you to compete in each event.
Your team will have a budget of up to $5 (your money) that can be spent towards the construction of
your competing device. ALL items must be approved by the teacher before purchase and use or
penalty will occur.
Daily Post (G+)
#team number-event acronym
o EX: #12-PR
Post in Class hour
Multiple pictures and/or videos
Address writing prompts
Writing Prompts (Daily Reflections & Daily Post):
A fun and creative narrative of that day’s activity and what you and your team complted (both)
“English class” type writing not a list of facts or bullet points (both)
Description of challenges you encountered (both)
Success you and your team encountered (both)
Details and specifics of solution to problems and challenges (Reflection)
Pictures and videos (both)
Psychological game / Intimidate other teams (post)
6. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Grading Rubric
Grade
Participation
(50%)
Data / Model
(25%)
Final Summary
(25%)
Daily Reflections
4
Abundant effort is present throughout
the PO. Evidence of extensive
collaboration exists. Daily reflections
are done in advance and contain great
detail and insight. Has extensive
knowledge of each event when
questioned. Motivated and self-
sufficient always takes action and
never idle during class time
Extensive, complete, detailed,
data that reflects accurate
measurements. Evidence
exists of multi-model
comparisons and selection of
best fit model by sight and
correlation coefficient
supported by insightful
comments.
Summary addresses all events.
Contains multiple pictures of each
event. Exceptional flow and
sequence to the summary and very
easy to follow. Outstanding detail
and reflective thoughts. Visually
appealing with evidence of high
effort and time spent in creation
Contains unique and abundant
detail about the day’s events,
multiple pictures containing
construction and calculations.
Interesting and cohesive. Reads
as a reflection not bullet points or
facts. Contains team successes
and failures with solutions and
insight.
3
Good effort is present throughout the
PO. Evidence of collaboration exists.
Daily reflections are done on-time and
contain detail and insight. Has decent
knowledge of each event when
questioned. Motivated and self-
sufficient usually takes action and
sparingly idle during class time
Complete, and detailed data
that reflects quality
measurements. Evidence
exists of multi-model
comparisons and selection of
best fit model by sight and
correlation coefficient
supported by comments.
Summary addresses all events.
Contains pictures of each event.
Contains flow and sequence to the
summary and easy to follow. Detail
and reflective thoughts are
present. Visually cohesive with
evidence of effort and time spent
in creation
Contains detail about the day’s
events, a few pictures containing
construction and calculations.
Written cohesively. Reads as a
reflection not bullet points or
facts. Contains a few team
successes and failures with
solutions.
2
Some effort is present throughout the
PO. Some evidence of collaboration
exists. Daily reflections are completed
at some point. Has some knowledge of
each event when questioned.
Occasionally motivated and needs to
be directed to be on task and take
action. Usually idle during class time.
Semi-complete data that
reflects measurements.
Minimal evidence exists of
multi-model comparisons and
selection of best fit model by
correlation coefficient.
Summary addresses most events.
Contains pictures of most events.
Contains some sequence to the
summary and can be followed.
Minimal detail and reflective
thoughts are present. Some visual
cohesiveness with evidence of
some effort and time spent in
creation
Contains little detail about the
day’s events, no pictures or
calculations. Reads as a reflection
with some bullet points or facts.
Contains no team successes and
failures or solutions.
1
No effort is present throughout the
PO. NO evidence of collaboration
exists. Daily reflections are
incomplete. Has no knowledge of each
event when questioned. Not
motivated and needs consistent
direction. No actions taken and
always idle during class time.
Little/No data collected. No
evidence exists of multi-model
comparisons.
Summary addresses few events.
Contains no pictures of events.
Contains no sequence to the
summary and cannot be followed.
No detail or reflective thoughts are
present. No visual cohesiveness
with evidence of minimal effort
and time spent in creation
Contains no detail about the day’s
events, no pictures or
calculations. Reads as bullet
points or listed facts. Contains no
team successes and failures or
solutions.
8. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Penny Launch (2 Days) Team #:
PLStandard: A.CED.A.2; A.CED.A.3; A.REI.C.6; F.BF.A.1; F.LE.A.1 Captain:
Goal:
To build a mechanism able to launch a penny into a target at various distances which will be calculated by a model I
regress from the data I collect.
Requirements
1. Using the materials provided, build a catapult to launch a penny. Use the one on
display for inspiration.
2. Requirements:
a. Must have firing pins that will work with the firing mechanism
b. Your catapult must be able to launch a penny at least 30 inches.
c. Must be able to be clamped to the firing platform
Materials:
10 popsicle sticks
10 rubber bands
4 paper clips (firing pins &
launching mechanism )
Firing Mechanism (2 paper
clips)
Bottle cap
5 in of masking tape
Independent Variable: ____________________ Dependent Variable: ____________________
Distance
between
Launch Pins
AVG
*Data points do/should not be limited to the table provided
Family of Model Penny Launch Model Correlation Coefficient
9. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Daily Reflection Questions
1. Draw a graph of your data
2. In the competition, you are asked to shoot a penny into a target 24 inches away, how far apart should your
launching pins be? Show your model and the calculations you used.
3. What did you do to ensure success or explain what may have caused you to miss and why this matters?
4. What are possible causes for variance between the distance your penny travels and the model of the distance
traveled?
5. Without making any changes to how your catapult is built, what could you do to get your penny to travel
further?
6. How would your penny’s path of motion be affected if you changed the angle of the launching cap? Why?
10. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Penny Sailing (2 Days) Team #:
PSStandard: A.CED.A.2; A.CED.A.3; A.REI.C.6; F.BF.A.1; F.LE.A.1 Captain:
Goal:
To construct a mechanism able to carry and transport pennies to a target distance down the track at various distances
which will be calculated by a model I regress from the data I collect.
Requirements
1. Using the materials provided, build:
a. Penny carriage able to carry pennies while suspended from the sail racer
b. A sail racer.
2. Restrictions:
a. The carriage must be permanently attached to the sail racer or must have
a device for quick attachment
b. Carriage must have an open top for ease of access
c. Sail racer must have an uncut straw for attachment for the race way
Materials:
Carriage
2 straw
6 feet of fishing line
½ sheet of paper
2 pipe cleaners
5 in of tape
Sail racer
1 piece of construction
paper
5 in of tape
1 straw
3 popsicle sticks
Independent Variable: ____________________ Dependent Variable: ____________________
# of
pennies
Distance Traveled AVG
*Data points do/should not be limited to the table provided
Family of Model Penny Launch Model Correlation Coefficient
11. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Daily Reflection Questions
1. Draw a graph of your data
2. How many pennies are needed to get your sail racer to 82 inches? Show your model and the calculations you
used.
3. How did you make sure that your pennies didn’t fall out?
4. What adjustments would you make to your rocket if the track was twine, or rope, instead of fishing line?
5. If the track was at an angle, how would the model change? Explain thoroughly.
6. If you had unrestricted resources, how would you modify your carriage and/or rocket to go further, while still
using the same basic setup (i.e. still a balloon rocket)?
12. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Penny Jump (2 Days) Team #:
PJStandard: A.CED.A.2; A.CED.A.3; A.REI.C.6; F.BF.A.1; F.LE.A.1 Captain:
Goal:
To construct a mechanism able to carry pennies to certain heights which will be calculated by a model I regress from the
data I collect.
Requirements
1. Using the materials provided, build:
a. Penny carriage able to carry pennies while suspended from the elastic
b. Can be the same as PR
2. Restrictions:
a. Must have a mechanism to attach the carriage to the elastic
b. Carriage must have an open top for ease of access
c. Carriage must be detachable
Materials:
2 straw
6 feet of fishing line
1 sheet of construction
paper
2 pipe cleaners
5 in of tape
Independent Variable: ____________________ Dependent Variable: ____________________
# of
pennies
AVG
*Data points do/should not be limited to the table provided
Family of Model Penny Launch Model Correlation Coefficient
13. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Daily Reflection Questions
1. Draw a graph of your data
2. How many pennies are needed to get to 86 mm? Show your model and the calculations you used.
3. What does each part of your model mean? (e.g. if your model was in the form y = abx
, what do y, a, b, and x
represent in context of this event)
4. Why/How did you determine which function family best models the data? Why did you rule out the other two
families?
5. What restrictions are there on your model/the Penny Jump event? (i.e. are there any values, pennies or
distance, that do not make sense?) Explain.
6. How would your model be affected if you used materials that were stretchy/elastic-like properties? Why?
14. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Competition Results Team #:
CRStandard: Captain:
Penny Launch
Record (video and data) your Rocket attempt. You will be given the distance to the bucket. Determine the distance
needed between the launching pins. Teams with the highest percentage of shots made will make it to the finals.
Model used Competitor Name
Calculations
Target Distance: # made / total Launched Time
Penny Rockets
Record (video and data) your Rocket attempt. You will be given a distance. Determine number of pennies needed.
Teams that make it closest to the target distance will qualify for the finals.
Model used Competitor Name
Calculations
Target Distance: Distance traveled Difference
Penny Jump
Record (video and data) your Rocket attempt. You will be given a distance. Determine number of pennies needed.
Teams that make it closest to the target distance will qualify for the finals.
Model used Competitor Name
Calculations
Target Distance: Distance traveled Difference
15. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Final Competition Team #:
CRStandard: Captain:
Penny Launch
Record (video and data) your Rocket attempt. You will be given the distance to the bucket. Determine the distance
needed between the launching pins. Teams with the highest percentage of shots made will make it to the finals.
Model used Competitor Name
Calculations
Target Distance: # made / total Launched Time
Penny Rockets
Record (video and data) your Rocket attempt. You will be given a distance. Determine number of pennies needed.
Teams that make it closest to the target distance will qualify for the finals.
Model used Competitor Name
Calculations
Target Distance: Distance traveled Difference
Penny Jump
Record (video and data) your Rocket attempt. You will be given a distance. Determine number of pennies needed.
Teams that make it closest to the target distance will qualify for the finals.
Model used Competitor Name
Calculations
Target Distance: Distance traveled Difference
16. Algebra 1 – Penny Olympics hallamsalgebra1.weebly.com
Team #: Penny Jump Penny Launch Penny Sails
Target Distance
Number of pennies
Difference/% made
Calculations
Team #: Penny Jump Penny Launch Penny Sails
Target Distance
Number of pennies
Difference/% made
Calculations