Visualizing algebra
•
0 likes•308 views
This document outlines four projects: 1) A Udacity online algebra class involving video lessons, problems, and midterms requiring 7 hours per week. 2) Use of the Duolingo app to learn Ilatilan by completing lessons and exercises for 2.5 hours per week. 3) Taking a high school chemistry class involving homework, labs, tests, and one accident where sodium metal was exploded. 4) Participation in the high school cyber security club which works as a team to secure computer systems, competes nationally by fixing vulnerabilities, and scored over 200 points.
Report
Share
Report
Share
Download to read offline
Recommended
Back to school night 2012
This document appears to be a presentation for Back to School Night given by Sr. Dawson, a first year 3rd grade teacher. It introduces Sr. Dawson and provides information about classroom policies, procedures, and upcoming events for parents including links to sign-up forms and information sheets. It outlines the curriculum that will be covered throughout the year including projects on various topics as well as daily homework expectations.
IxDA Poznan #3 Bartek Rycharski: Teachers with camcorders are heroes and mill...
This document discusses how open video learning is changing education by allowing anyone with an internet connection to access high-quality video lessons from the best teachers around the world. It argues that the current building-based education system is broken because it limits access to teachers, does not allow for competition between teachers, and does not preserve lessons once a teacher is gone. However, open video learning platforms like OpenEduTV allow unlimited access to lessons, encourage teachers to improve by competing with each other, and allow lessons to be replayed even after a teacher has passed away. The document provides examples of successful open video learning platforms that have gained millions of users and views, as well as significant funding. It promotes joining the OpenEduTV platform
Field study
This document outlines a lesson plan on teaching cause and effect relationships. The objectives are for students to analyze videos and identify environmental problems and their causes and effects. Materials include PowerPoint presentations and videos. Activities include students answering motivation questions about their environment, analyzing video presentations to list environmental problems and their roots and results, and learning keywords to identify cause-effect relationships. Students will then practice identifying causes and effects in sentences and constructing their own cause-effect sentences. They will also work in groups on tasks and dramatize stories showing cause and effect for an assignment.
Chitose catalogue2014 - Harga Khusus di SUBUR Furniture
Dapatkan Kursi Lipat Chitose dengan harga termurah di Jakarta dan Indonesia. Cek di www.suburfurniture.com atau langsung hubungi telp: 021-6338288 atau 30448501-03
Kursi CHitose bisa lihat contohnya di showroom SUbur FUrniture di jl. Jalur Sutera Kav20a, ruko no 3-8, Alam Sutera, Tanggerang Selatan atau ke Jl. KH Hasyim Ashari 71 ab, roxy, Jakarta Pusat. Indonesia.
Kuliah spw ts unjani 07022015
Dokumen tersebut membahas tentang studi pengembangan wilayah yang mencakup konsep wilayah, pengembangan wilayah, perencanaan wilayah, tata guna lahan, dan teori-teori terkait pembangunan dan pengembangan wilayah.
Classes
The document provides summaries of various classes taken by the author, including chemistry, visualizing algebra, and Italian. For chemistry, they attended class 5 days a week, did labs and homework, and learned chemistry, math, and lab skills. For visualizing algebra, they completed video lessons and exercises for 1 hour per day 6 days a week, totaling over 168 hours. For Italian, they listened to audio for 1 hour per week and did computer exercises for vocabulary, phrases, and speaking practice. They also briefly discussed a chemistry experiment and solving a quadratic equation in algebra.
Flipped Algebra Presentation
The document discusses the goals and structure of a flipped classroom where students watch lecture videos at home and do homework and practice problems in class with the teacher. The goals are to make the class low or no cost, easily accessible online or through various platforms, and to have a way to check student homework through online quizzes graded automatically. A survey found that students who took the flipped math class had a higher completion and success rate compared to other math classes.
NAIS 2013 to flip or not to flip
The document discusses the flipped classroom model, where instruction is delivered through videos for students to watch at home, while class time is used for deeper learning activities like discussion and experimentation. Three educators share their experiences flipping classes. Chris flipped a physics class, Jason flipped economics and other subjects, and Lorri flipped a math class twice, improving the second time. Benefits included more class time for problem-solving, but challenges included student accountability for watching videos and video production time. The document advocates for flipping when direct instruction is not necessary, and questions how teachers can best use class time.
Recommended
Back to school night 2012
This document appears to be a presentation for Back to School Night given by Sr. Dawson, a first year 3rd grade teacher. It introduces Sr. Dawson and provides information about classroom policies, procedures, and upcoming events for parents including links to sign-up forms and information sheets. It outlines the curriculum that will be covered throughout the year including projects on various topics as well as daily homework expectations.
IxDA Poznan #3 Bartek Rycharski: Teachers with camcorders are heroes and mill...
This document discusses how open video learning is changing education by allowing anyone with an internet connection to access high-quality video lessons from the best teachers around the world. It argues that the current building-based education system is broken because it limits access to teachers, does not allow for competition between teachers, and does not preserve lessons once a teacher is gone. However, open video learning platforms like OpenEduTV allow unlimited access to lessons, encourage teachers to improve by competing with each other, and allow lessons to be replayed even after a teacher has passed away. The document provides examples of successful open video learning platforms that have gained millions of users and views, as well as significant funding. It promotes joining the OpenEduTV platform
Field study
This document outlines a lesson plan on teaching cause and effect relationships. The objectives are for students to analyze videos and identify environmental problems and their causes and effects. Materials include PowerPoint presentations and videos. Activities include students answering motivation questions about their environment, analyzing video presentations to list environmental problems and their roots and results, and learning keywords to identify cause-effect relationships. Students will then practice identifying causes and effects in sentences and constructing their own cause-effect sentences. They will also work in groups on tasks and dramatize stories showing cause and effect for an assignment.
Chitose catalogue2014 - Harga Khusus di SUBUR Furniture
Dapatkan Kursi Lipat Chitose dengan harga termurah di Jakarta dan Indonesia. Cek di www.suburfurniture.com atau langsung hubungi telp: 021-6338288 atau 30448501-03
Kursi CHitose bisa lihat contohnya di showroom SUbur FUrniture di jl. Jalur Sutera Kav20a, ruko no 3-8, Alam Sutera, Tanggerang Selatan atau ke Jl. KH Hasyim Ashari 71 ab, roxy, Jakarta Pusat. Indonesia.
Kuliah spw ts unjani 07022015
Dokumen tersebut membahas tentang studi pengembangan wilayah yang mencakup konsep wilayah, pengembangan wilayah, perencanaan wilayah, tata guna lahan, dan teori-teori terkait pembangunan dan pengembangan wilayah.
Classes
The document provides summaries of various classes taken by the author, including chemistry, visualizing algebra, and Italian. For chemistry, they attended class 5 days a week, did labs and homework, and learned chemistry, math, and lab skills. For visualizing algebra, they completed video lessons and exercises for 1 hour per day 6 days a week, totaling over 168 hours. For Italian, they listened to audio for 1 hour per week and did computer exercises for vocabulary, phrases, and speaking practice. They also briefly discussed a chemistry experiment and solving a quadratic equation in algebra.
Flipped Algebra Presentation
The document discusses the goals and structure of a flipped classroom where students watch lecture videos at home and do homework and practice problems in class with the teacher. The goals are to make the class low or no cost, easily accessible online or through various platforms, and to have a way to check student homework through online quizzes graded automatically. A survey found that students who took the flipped math class had a higher completion and success rate compared to other math classes.
NAIS 2013 to flip or not to flip
The document discusses the flipped classroom model, where instruction is delivered through videos for students to watch at home, while class time is used for deeper learning activities like discussion and experimentation. Three educators share their experiences flipping classes. Chris flipped a physics class, Jason flipped economics and other subjects, and Lorri flipped a math class twice, improving the second time. Benefits included more class time for problem-solving, but challenges included student accountability for watching videos and video production time. The document advocates for flipping when direct instruction is not necessary, and questions how teachers can best use class time.
Digital prototype parents evening presentation
- 54 pupils at Carnoustie High School will participate in a digital learning prototype to enhance learning experiences and inform the school's digital strategy. They will use a flipped learning approach in their physics classes, accessing instructional materials like videos and readings at home and doing hands-on work in class. This is aimed to free up more class time for active learning, peer support, and individualized attention from the teacher. Some challenges may include access to technology, identifying suitable online resources, and developing pupils' independent learning skills. The school aims to address these through providing all pupils with Surface devices, curating resources, and fostering a growth mindset.
Ut teaching symposium project based learning and technology 2012
Project-based learning engages students through hands-on exploration of real-world problems. It asks an open-ended question and allows students to investigate potential solutions. Students research the topic using various materials and technologies. Examples of projects include creating claymation movies, traditional movies, podcasts, wikis, and online discussions. Technologies like Edmodo, Quizzes, Wikis, and Glogster can support project-based learning. While technology enables many possibilities, inconsistent access and buy-in can complicate implementation.
Flipped uta final
This document provides an overview of the flipped classroom model. It begins by outlining the day's objectives which are to examine components of flipped classrooms, discuss research on benefits, and consider FAQs. It then defines flipped classroom as instructional content being accessed at home via videos or lessons, allowing class time to be used for problem-solving and collaborative work. The document discusses benefits found in research like increased engagement and homework completion. It also profiles Jon Bergmann, a pioneer in flipped learning. The remainder provides suggestions for getting started flipping a classroom, examples of what a flipped day may look like, answers to common questions, and contact information for the presenter.
Flipped teacher panel
This document provides information about implementing a flipped classroom model at a school. It includes a list of teachers and their subject areas. It then defines the traditional classroom model and the flipped classroom model. In the flipped model, direct instruction occurs through video lessons watched at home, while class time is used for hands-on activities, projects, and addressing student questions. The document discusses benefits of the flipped model like increased engagement and test scores. It provides tips for teachers in planning and executing a flipped model. Overall, the document serves to explain the flipped classroom approach and provide guidance for teachers interested in adopting this method.
Introducing the flipped classroom!
These slides are all about the flipped classroom - what it is and why it works. The great things about flipping your classroom, and the real life struggles you have when flipping your classroom.
Flipping y our classroom
The document discusses the flipped classroom model, where instruction occurs through video lessons for students to watch outside of class, allowing class time to be used for hands-on activities, projects, and discussions. It provides perspectives from both students and teachers on the benefits. Key goals are to shift the focus from passive lecture-based learning to active learning, and to allow students to learn at their own pace. The document gives guidance on creating video lessons, engaging students through note-taking and questioning, and managing the logistics of video distribution and homework. Common misconceptions about lack of motivation and technology access are addressed.
Norton Field Guide for Speaking 0.0
This document provides an overview of COM 231: Introduction, taught by instructor Heather Abenti. The course goals are to grow students' academic, communication, and public speaking skills. Key aspects of the course include weekly video lectures and assignments submitted through Blackboard. Students must watch the weekly teaching videos and complete response activities to verify attendance. The syllabus outlines assignment types like reading quizzes, speech presentations, outlines, and activities to develop public speaking abilities. Students are allowed to miss 6 assignments before risking disenrollment from missing more than 12.5% of the coursework.
ARTDM 171 Web Design: Week 1 Overview
This document provides an overview and syllabus for the ARTDM 171 Web Design course taught by Gilbert Guerrero. The course will cover HTML, CSS, JavaScript, and Dreamweaver CS4. It lists required textbooks, evaluation procedures based on projects, homework and participation. The class will involve weekly exercises, reading assignments, blog posts, group projects, and an individual final project. Attendance requirements and lab schedules are also outlined.
Samefilename compressed practice
This document provides frequently asked questions and answers for online students. It addresses expectations for online students such as being self-motivated and having strong time management and computer skills. It also covers course structure, assignments, communication policies, and academic honesty guidelines. Students are advised to spend 4 hours per week minimum per unit class. The document emphasizes participating appropriately and adhering to standards of courtesy and professionalism online.
Digiteen intro iste2010
This document outlines the agenda and timeline for a Digiteen project kickoff meeting. It discusses setting up necessary websites and documents in Week 1, viewing a video series and having reflections in Week 2, researching and editing wikis in Weeks 3-4, taking action at local schools in Week 5, and a teacher summit in Week 6. Students will be organized into groups to collaborate on wikis about digital citizenship topics. The goal is for students to build their personal learning networks, learn about responsible technology use, and take action in their schools.
CT Day of Discovery - Summer Skills
The document describes Mansfield Public Schools' Summer Skills Online program, which provided voluntary online educational activities and assignments over the summer break to help prevent learning loss, including using programs like Study Island, Discovery Education, YouTube, and wikis for subjects like math, reading, science, and social studies. The program had moderate participation but some technical issues, and the presenters discuss lessons learned and potential improvements for the future.
7 listening
This document provides information about listening skills and planning a listening lesson. It begins with the aims of understanding listening subskills, knowing classroom activities, and planning a lesson in three steps. It then provides tasks to match subskills with definitions, activities, and steps in a lesson. Examples of pre-listening, while-listening, and post-listening tasks are given. The document aims to help teach listening skills in the classroom.
Online class tips for teacher
Tips for improving online classes are provided. Teachers should be tech-savvy, practice skills, and seek continuous improvement. Requirements for effective online classes include strong internet, screen sharing software, input devices, laptops/desktops for teachers. Teachers should teach from a calm space, use presentation tools like whiteboards, maintain engagement through icebreakers, discussions, projects, and assessments. Students should find a quiet study space, be prepared, take breaks, ask questions, and collaborate with peers. Regular communication between teachers, students and parents is also important.
ALARA PPT
This document discusses the problem of low student response rates to online student surveys of teaching (SSoTs) and describes an attempt to address this issue through the creation of short promotional videos. Two videos were produced - the first with a "Hobbit" theme and the second mimicking "Saturday Night Live" - but both failed to significantly improve response rates. The authors hypothesize that rolling out the videos only on social media, rather than directly engaging students in class, limited their effectiveness. Future efforts will involve marketing the surveys to lecturers to encourage in-class promotion and completion.
T4E flipped classroom - what it is and should i have one?
This powerpoint will walk you through what a flipped classroom is and some of the positive and negative issues that come with this classroom model.
Opening Your Classroom, Flattening Walls with Skype & Google +
This document discusses how teachers can use Skype and Google Hangouts to open their classrooms and collaborate with other classes. It provides examples of how these tools have been used, such as skyping with poets, hosting a poetry slam with other classes, and collaborating on an Iowa history project. Tips are provided on setting up successful video calls, including preparing students, setting goals, and troubleshooting technical issues. Teachers are encouraged to be creative with uses like book clubs, science fairs, and connecting with other educators.
Flip Learning PPT Workshop Asmaa.ppsx
Teaching Methodology
Flip Learning
Teacher's Help
Integration Of Technology in Teaching
What is flip learning?
Why flip learning?
How to flip a class?
Implementation in English flip class?
problem & solution.
Sue Hardman - video lectures
The document discusses the flipped classroom model where lectures are moved outside of class through video lectures and class time is used for practice exercises and problem solving. It provides pros and cons of the flipped model including increased accessibility of information but potential issues if students don't complete preparatory work. The author discusses their personal experience creating video lectures using Preview software to address pedagogical issues in their Year 1 and Year 5 accounting modules. Student feedback indicated the video lectures helped their understanding and learning.
Samefilename compressed
This document provides frequently asked questions (FAQs) for students taking online courses. It addresses questions about the time commitment required, how online classes differ from in-person classes, technical requirements, academic integrity, and online etiquette. The instructor welcomes students to an introductory sociology course and provides an orientation to online learning and the tools that will be used.
TOEIC Part 6 Discussion
This document provides an overview and instructions for an English TOEIC Part 6 session focusing on text completion. It includes the following sections:
1. A table of contents and vocabulary review activity matching words to their definitions from the previous session.
2. An explanation of the question types in Part 6, including vocabulary questions practicing collocations and sentence insertion questions focusing on using context clues from before and after the blank.
3. Sample practice questions and instructions to complete an exercise in groups.
4. Reminders about grammar, vocabulary, and time management for the upcoming practice test.
5. Instructions to complete a practice test in the book and assigned homework reviewing for midterms and finishing vocabulary worksheets
SBHS Classes
This document provides information about classes at South Burlington High School, including Physics, Football, and Drivers ED. It discusses topics covered in Physics like motion formulas and the metric system. Examples are provided for calculating the time and distance a ball will fall. The benefits of the metric system are outlined compared to imperial units. The document also briefly describes a touch football championship and learning various topics in Drivers ED class.
Online classes
The document summarizes an online course taken through the Vermont Virtual Learning Cooperative, including classes taken in Geometry, English, and SAT Prep. It provides details on how the online courses are structured, with lessons, computer-graded problems, and teacher-graded assignments. It also notes pros and cons of online learning compared to traditional in-person classes, and discusses the student's experience and performance in each class.
More Related Content
Similar to Visualizing algebra
Digital prototype parents evening presentation
- 54 pupils at Carnoustie High School will participate in a digital learning prototype to enhance learning experiences and inform the school's digital strategy. They will use a flipped learning approach in their physics classes, accessing instructional materials like videos and readings at home and doing hands-on work in class. This is aimed to free up more class time for active learning, peer support, and individualized attention from the teacher. Some challenges may include access to technology, identifying suitable online resources, and developing pupils' independent learning skills. The school aims to address these through providing all pupils with Surface devices, curating resources, and fostering a growth mindset.
Ut teaching symposium project based learning and technology 2012
Project-based learning engages students through hands-on exploration of real-world problems. It asks an open-ended question and allows students to investigate potential solutions. Students research the topic using various materials and technologies. Examples of projects include creating claymation movies, traditional movies, podcasts, wikis, and online discussions. Technologies like Edmodo, Quizzes, Wikis, and Glogster can support project-based learning. While technology enables many possibilities, inconsistent access and buy-in can complicate implementation.
Flipped uta final
This document provides an overview of the flipped classroom model. It begins by outlining the day's objectives which are to examine components of flipped classrooms, discuss research on benefits, and consider FAQs. It then defines flipped classroom as instructional content being accessed at home via videos or lessons, allowing class time to be used for problem-solving and collaborative work. The document discusses benefits found in research like increased engagement and homework completion. It also profiles Jon Bergmann, a pioneer in flipped learning. The remainder provides suggestions for getting started flipping a classroom, examples of what a flipped day may look like, answers to common questions, and contact information for the presenter.
Flipped teacher panel
This document provides information about implementing a flipped classroom model at a school. It includes a list of teachers and their subject areas. It then defines the traditional classroom model and the flipped classroom model. In the flipped model, direct instruction occurs through video lessons watched at home, while class time is used for hands-on activities, projects, and addressing student questions. The document discusses benefits of the flipped model like increased engagement and test scores. It provides tips for teachers in planning and executing a flipped model. Overall, the document serves to explain the flipped classroom approach and provide guidance for teachers interested in adopting this method.
Introducing the flipped classroom!
These slides are all about the flipped classroom - what it is and why it works. The great things about flipping your classroom, and the real life struggles you have when flipping your classroom.
Flipping y our classroom
The document discusses the flipped classroom model, where instruction occurs through video lessons for students to watch outside of class, allowing class time to be used for hands-on activities, projects, and discussions. It provides perspectives from both students and teachers on the benefits. Key goals are to shift the focus from passive lecture-based learning to active learning, and to allow students to learn at their own pace. The document gives guidance on creating video lessons, engaging students through note-taking and questioning, and managing the logistics of video distribution and homework. Common misconceptions about lack of motivation and technology access are addressed.
Norton Field Guide for Speaking 0.0
This document provides an overview of COM 231: Introduction, taught by instructor Heather Abenti. The course goals are to grow students' academic, communication, and public speaking skills. Key aspects of the course include weekly video lectures and assignments submitted through Blackboard. Students must watch the weekly teaching videos and complete response activities to verify attendance. The syllabus outlines assignment types like reading quizzes, speech presentations, outlines, and activities to develop public speaking abilities. Students are allowed to miss 6 assignments before risking disenrollment from missing more than 12.5% of the coursework.
ARTDM 171 Web Design: Week 1 Overview
This document provides an overview and syllabus for the ARTDM 171 Web Design course taught by Gilbert Guerrero. The course will cover HTML, CSS, JavaScript, and Dreamweaver CS4. It lists required textbooks, evaluation procedures based on projects, homework and participation. The class will involve weekly exercises, reading assignments, blog posts, group projects, and an individual final project. Attendance requirements and lab schedules are also outlined.
Samefilename compressed practice
This document provides frequently asked questions and answers for online students. It addresses expectations for online students such as being self-motivated and having strong time management and computer skills. It also covers course structure, assignments, communication policies, and academic honesty guidelines. Students are advised to spend 4 hours per week minimum per unit class. The document emphasizes participating appropriately and adhering to standards of courtesy and professionalism online.
Digiteen intro iste2010
This document outlines the agenda and timeline for a Digiteen project kickoff meeting. It discusses setting up necessary websites and documents in Week 1, viewing a video series and having reflections in Week 2, researching and editing wikis in Weeks 3-4, taking action at local schools in Week 5, and a teacher summit in Week 6. Students will be organized into groups to collaborate on wikis about digital citizenship topics. The goal is for students to build their personal learning networks, learn about responsible technology use, and take action in their schools.
CT Day of Discovery - Summer Skills
The document describes Mansfield Public Schools' Summer Skills Online program, which provided voluntary online educational activities and assignments over the summer break to help prevent learning loss, including using programs like Study Island, Discovery Education, YouTube, and wikis for subjects like math, reading, science, and social studies. The program had moderate participation but some technical issues, and the presenters discuss lessons learned and potential improvements for the future.
7 listening
This document provides information about listening skills and planning a listening lesson. It begins with the aims of understanding listening subskills, knowing classroom activities, and planning a lesson in three steps. It then provides tasks to match subskills with definitions, activities, and steps in a lesson. Examples of pre-listening, while-listening, and post-listening tasks are given. The document aims to help teach listening skills in the classroom.
Online class tips for teacher
Tips for improving online classes are provided. Teachers should be tech-savvy, practice skills, and seek continuous improvement. Requirements for effective online classes include strong internet, screen sharing software, input devices, laptops/desktops for teachers. Teachers should teach from a calm space, use presentation tools like whiteboards, maintain engagement through icebreakers, discussions, projects, and assessments. Students should find a quiet study space, be prepared, take breaks, ask questions, and collaborate with peers. Regular communication between teachers, students and parents is also important.
ALARA PPT
This document discusses the problem of low student response rates to online student surveys of teaching (SSoTs) and describes an attempt to address this issue through the creation of short promotional videos. Two videos were produced - the first with a "Hobbit" theme and the second mimicking "Saturday Night Live" - but both failed to significantly improve response rates. The authors hypothesize that rolling out the videos only on social media, rather than directly engaging students in class, limited their effectiveness. Future efforts will involve marketing the surveys to lecturers to encourage in-class promotion and completion.
T4E flipped classroom - what it is and should i have one?
This powerpoint will walk you through what a flipped classroom is and some of the positive and negative issues that come with this classroom model.
Opening Your Classroom, Flattening Walls with Skype & Google +
This document discusses how teachers can use Skype and Google Hangouts to open their classrooms and collaborate with other classes. It provides examples of how these tools have been used, such as skyping with poets, hosting a poetry slam with other classes, and collaborating on an Iowa history project. Tips are provided on setting up successful video calls, including preparing students, setting goals, and troubleshooting technical issues. Teachers are encouraged to be creative with uses like book clubs, science fairs, and connecting with other educators.
Flip Learning PPT Workshop Asmaa.ppsx
Teaching Methodology
Flip Learning
Teacher's Help
Integration Of Technology in Teaching
What is flip learning?
Why flip learning?
How to flip a class?
Implementation in English flip class?
problem & solution.
Sue Hardman - video lectures
The document discusses the flipped classroom model where lectures are moved outside of class through video lectures and class time is used for practice exercises and problem solving. It provides pros and cons of the flipped model including increased accessibility of information but potential issues if students don't complete preparatory work. The author discusses their personal experience creating video lectures using Preview software to address pedagogical issues in their Year 1 and Year 5 accounting modules. Student feedback indicated the video lectures helped their understanding and learning.
Samefilename compressed
This document provides frequently asked questions (FAQs) for students taking online courses. It addresses questions about the time commitment required, how online classes differ from in-person classes, technical requirements, academic integrity, and online etiquette. The instructor welcomes students to an introductory sociology course and provides an orientation to online learning and the tools that will be used.
TOEIC Part 6 Discussion
This document provides an overview and instructions for an English TOEIC Part 6 session focusing on text completion. It includes the following sections:
1. A table of contents and vocabulary review activity matching words to their definitions from the previous session.
2. An explanation of the question types in Part 6, including vocabulary questions practicing collocations and sentence insertion questions focusing on using context clues from before and after the blank.
3. Sample practice questions and instructions to complete an exercise in groups.
4. Reminders about grammar, vocabulary, and time management for the upcoming practice test.
5. Instructions to complete a practice test in the book and assigned homework reviewing for midterms and finishing vocabulary worksheets
Similar to Visualizing algebra (20)
Ut teaching symposium project based learning and technology 2012
Ut teaching symposium project based learning and technology 2012
T4E flipped classroom - what it is and should i have one?
T4E flipped classroom - what it is and should i have one?
Opening Your Classroom, Flattening Walls with Skype & Google +
Opening Your Classroom, Flattening Walls with Skype & Google +
More from Amelia Payne
SBHS Classes
This document provides information about classes at South Burlington High School, including Physics, Football, and Drivers ED. It discusses topics covered in Physics like motion formulas and the metric system. Examples are provided for calculating the time and distance a ball will fall. The benefits of the metric system are outlined compared to imperial units. The document also briefly describes a touch football championship and learning various topics in Drivers ED class.
Online classes
The document summarizes an online course taken through the Vermont Virtual Learning Cooperative, including classes taken in Geometry, English, and SAT Prep. It provides details on how the online courses are structured, with lessons, computer-graded problems, and teacher-graded assignments. It also notes pros and cons of online learning compared to traditional in-person classes, and discusses the student's experience and performance in each class.
Internship fall 2015
This presentation summarizes Amelia Payne's internship at the Weiss Lab. It discusses freezing decellurized lungs using different mediums and defrosting them to seed with human lung fibroblast cells. The presentation outlines experiments to count and freeze the cells and plans to defrost lung tissues at intervals to test cell growth using a WST assay. It thanks the mentors who supported Amelia's internship work.
Time tracking
This document summarizes a person's efforts to track their time over two months in order to set and meet goals related to driving, exercise, TV watching, and sleep. In the first month, the person found it difficult to accurately track multitasking time but was able to gather data. They reviewed this data to set goals for the second month, which they largely met by reducing travel, TV and increasing exercise and sleep time.
Crash course world history
Crash Course World History is a YouTube video series about world history taught by John Green. It partners with Khan Academy and PBS Digital Studios. The document discusses how the creator watched 69 Crash Course videos over 10-15 minutes each, took extensive notes, and made infographics about each video using Pictochart. The creator learned note taking skills, how to make infographics that use graphics, images, data visualization, and cite sources while limiting text. Overall, the creator gained knowledge of history, design skills, and how to work quickly and efficiently from this experience.
Weiss lab [autosaved]
This document summarizes Amelia Payne's spring term exhibition at the Weiss Lab in 2015. It describes some of the classes Amelia took, including Visualizing Algebra, Chemistry, and Italian. It then discusses several projects Amelia worked on at the lab, including harvesting mouse lungs, photographing microscopy slides, testing the pH of washes, and investigating a sodium deoxycholate mystery. The document provides details on these projects and what Amelia learned, such as how to take microscope photos, test pH, and interact with coworkers. It concludes with a thank you to those who helped Amelia learn and a Q&A section.
Weiss lab
The intern gained experience in decellularizing mouse, pig, and human lungs under the mentorship of Dr. Franzi Uhl. Some of the intern's responsibilities included removing mouse lungs, mixing solutions, and desk work. For a science fair project, the intern designed an experiment to investigate preventing bacterial contamination in decellularized mouse lungs by testing different antibiotic concentrations. The intern also assisted with a pig lung decellularization photo protocol and learned how to make sterile agar plates by properly mixing, autoclaving, cooling, and pouring the solution.
The seven minute workout [autosaved]
The document summarizes the seven minute workout, which is a high intensity circuit training routine developed by Brett Klika and Chris Jordan at the Human Performance Institute. It consists of exercises like jumping jacks, pushups, and squats that are done for 30 seconds each with 10 second breaks in between. Research shows that high intensity interval training provides benefits like increased calorie burn and VO2 max even with short duration workouts. The seven minute workout meets U.S. physical activity guidelines if done 3 times a week for a total of 21 minutes of high intensity exercise.
Non cognitive varables
This document discusses non-cognitive variables that can be used in college admissions to assess applicants beyond standardized test scores. It argues that non-cognitive variables measure important life skills and experiences. Specifically, it examines eight non-cognitive variables: positive self-concept, realistic self-assessment, navigating systems and understanding discrimination, preference for long-term goals, strong support system, leadership experience, community service, and knowledge in a field from internships. Examples are given for each variable showing how they are demonstrated and their importance for success.
Bossing computers around
The document compares two vocabulary quiz games - an SAT vocab game and a Harry Potter trivia game. The SAT vocab game uses arrays, functions, and randomizes questions, while the Harry Potter game uses preset questions in alert boxes. The author created the SAT vocab game over 6 weeks with help from others, using HTML, CSS, JavaScript, and jQuery. They created the Harry Potter game alone in the last week of a 12-week JavaScript class using only JavaScript. Going forward, the author wants to add multiple choice answers and refine definitions to their SAT vocab game.
Weiss lab
The internship involved assisting with decellularization of mouse, pig, and human lungs through various tasks. The intern worked on two main projects: 1) Developing a photo protocol for pig lung decellularization. 2) A science fair project investigating preventing contamination in decellularized mouse lungs by testing different antibiotic concentrations. The intern gained experience with decellularization processes, protocol writing, and teaching lab skills like making agar plates. The mentor was Franzi Uhl, a PhD from Germany in natural science with a masters in bioengineering.
Building a house in st john (2)
The document outlines plans to build an eco-friendly and hurricane-proof house in St. John that considers the local building codes and slope of the property. Several building methods are considered like mud bricks, shipping containers, and earth bags. Plumbing would use a cistern and rain water with a $3359 septic system. The author has done research and learned about alternative building methods and insulation needs. Future plans include finalizing the design and raising money through kickstarter.
9th Making a website (1)
The document discusses how to build a website from scratch by learning HTML and CSS through online courses, tutorials, and trial and error. It describes building a sample website for Amelia Payne Babysitting using HTML and CSS to add content and style it. The website was hosted online using a hosting service on a subdomain URL. The key lessons learned were to avoid tables for layout, stick with challenging tasks, and understand what hosting and good web design entail.
The pit and the pendulum (1)
This document outlines an integrated mathematics unit on statistics based on Edgar Allan Poe's short story "The Pit and the Pendulum". The unit aims to determine if Poe's prisoner would have had enough time to escape from under a swinging pendulum. Students collect data on pendulum lengths and periods to formulate an equation. Applying this to the 30-foot rope in the story, students find the prisoner would have had 78 seconds to escape, giving him plenty of time. The unit covers statistical concepts like standard deviation and is designed to help students meet proficiencies in reasoning through statistics, communicating information mathematically, and taking responsibility for learning.
The effect of cell phone radiation on yeast (1)
The student conducted an experiment to test the effect of cell phone radiation on yeast metabolism. Yeast and sugar mixtures were placed in test tubes near a cell phone, 30cm away, 1m away, and in another room as a control. The cell phone was used to make calls for 30 minutes by each test tube. Balloon diameters measured the yeast's CO2 output, indicating metabolism. Results showed yeast closest to the phone grew most, while the control grew second most, supporting the hypothesis that closer proximity increases yeast growth due to cell phone radiation. The student learned about cell phone operation and their classification as a potential carcinogen, while gaining experience with the scientific method.
Biomes of the world
The document contains links to webpages about different biomes and habitats around the world. It includes links about tundra, taiga/boreal forests, temperate coniferous forests, tropical rainforests, temperate rainforests, temperate grasslands, savannas, shrublands, deserts, rocky shores, coral reefs, hydrothermal vents, estuaries, lakes, rivers, freshwater wetlands, and marshes/swamps. The links provide information on the location, climate, plants, and animals commonly found in each habitat type.
Biology class (1)
The 10th grade accelerated biology class covered topics like ecology, populations, biochemistry, and cell biology. Major projects included creating a biome book, completing a dialysis lab and ecology plot lab, and an individual science fair project. The class also learned about tropical rainforests, which receive 200-400cm of rain per year and have temperatures between 20-34 degrees Celsius. Tropical rainforests support many species of trees, plants, birds, monkeys, snakes and other animals. The student received an A in the class and aims to improve their skills in research, problem-solving, collaboration, and communicating scientific information.
Can mushrooms eat oil (2)
This document discusses an experiment to test the ability of oyster mushroom mycelium to break down and consume diesel fuel in soil. The student hypothesizes that oyster mushrooms will be able to grow and consume diesel even without soil present. To test this, the student will grow mushrooms in mixtures containing 5%, 10%, 25%, 50%, and 100% diesel by volume, and measure the percentage of oil remaining over time. The results of the experiment will be analyzed and presented at a local science fair, with the possibility of advancing to an international competition. The project aims to determine the maximum oil concentration mushrooms can consume and applies the scientific method to address environmental remediation.
More from Amelia Payne (18)
Recently uploaded
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
What is the purpose of studying mathematics.pptx
Students often ask about what the purpose is for their learning. This PowerPoint highlights some really important reasons to study Mathematics.
How to Fix the Import Error in the Odoo 17
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.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Visualizing algebra
- 1. Visualizing algebra And other projects
- 2. Contents ▪ Visualizing algebra – a online math ▪ Dulingo – learning ilatilan ▪ Cyber patriots – SBHS cibersecuriy club ▪ SBHS chemistry class – a south burlitiong high school class
- 3. ▪ WHAT: a online udacity high school algebra class ▪ HOW: video lessons, problems, Midterms ▪ SUPPORT: forams ▪ HOW MUCH: 7 hours a week during fall and O term that’s about 4 days In unit 8 Contuning next term + + - ^ Instructor: cris saten Solved problems
- 4. Visualizing algebra Instructor: cris saten Took notes Video lessons
- 5. Dulingo: learning ilatilan • WHAT: a free language learning app • WHY: ilatilan is a beautiful language • DID: 2.5 hours per week on dulingo • DID: speaking excersizes, treanslating from English to ilatilan and vice versa Completed 29 of the 37 lessons
- 6. SBHS chemestry ▪ Went to class ▪ Did Homework, labs, tests ect I got B I accidently exploded sodium metal
- 7. SBHS cyber security club WeTry to secure computer systems Compete nationally Score points by fixing security vulnibilitys Work as a team We scored over 200