May 23, 2007

You Should Know ...

As we wind down towards the end of the year and you finish your Take Home Exam, complete your Developing Expert Voices projects and look back on all you've learned using flickr, wikis and your blog (including various entries into The Hall of Fame) you may recall my telling you the world is watching and talking about you. Well, they really are. Look at this blog post by Dr. Paul Martin, an English professor at the University of Vermont. (Scroll down to Best Practices.)

Any time you want to see whose been talking about and linking to you can do that by clicking here.

Photo Source: Security

May 21, 2007


I am so happy to be done my DEV PROJECT and so proud of it too.. Anyway, hope you guys like it.

May 16, 2007

Today's Slides: May 16

Here they are ...

To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.

May 13, 2007

Food For Thought

Watch this. It's only about a minute long. You really need to see this ... really ...

Research Assistants

How are Research Assistants Chosen?
Choosing to be a Research Assistant is entirely voluntary ... but if you do it you can get a bonus mark on the unit test for each unit you undertake to act as Research Assistant. A maximum of one bonus mark is available for each student that publishes as Research Assistant.

IMPORTANT: There can only be one Research Assistant for each scribe post.

What Does a Research Assistant Do?
The Research Assistant must search the internet to find a minimum of two links in support of one of our daily scribes.

(a) One link must be to a site that reviews the content we have been studying in class as described in the scribe post for which you are acting as Research Assistant.

(b) One link must be to a site that has one or more interactive quizzes (self correcting) that deals with the specific content covered by the scribe post for which you are acting as Research Assistant.

(c) The links you find cannot have been published by any previous Research Assistant.

(d) Tag your post with i) your name, ii) the unit ii) Research Assistant.

How Do I Know What Previous Research Assistants Have Done?
Below is a list of the units and Research Assistants to date. This list will be updated as each Research Assistant posts the results of their research. Each Research Assistant's name is linked to the post they made with the links they found. This post is your "one stop shop" to find out what has gone before and learn/review when you need it.

The Research Assistants List


May 12, 2007

heres a funny video =) about calculus

May 08, 2007

Today's Slides: May 8

Here they are ...

To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.

May 07, 2007

Scribe Post

Hi, this is Christian! In our last class, the lovely Mrs. Stawski came to help us with prep stuff for our upcoming exam. It's on Wednesday everyone!!!

After that, we had to do questions. As soon as we go over those questions, and we get the answers (we haven't done either), I'll do a follow up on this scribe post. For now, hang in there!

And one more thing!!

On the day that I was to take my "big" test, I was just about to leave for the testing center when I asked my husband to wish me luck. "No," he said, "I won't do that." I was crestfallen. I felt like I needed one last boost before the "big" one.

Then he continued, "You don't need luck. You're smart. You're prepared. You're good. I believe in you. Go out there and just do it!!!! I'll be here when you get back."

It's time for me to pass that forward to you! You don't need luck. You're smart. You're good. You're well prepared (thanks to your hard work and Mr. K). I believe in you. Go out there and just do it!!!!

From ZZZZZ's to A's

The bottom line: Teens need 9.25 hours of sleep per night
In experiments done at Harvard Medical School and Trent University in Canada, students go through a battery of tests and then sleep various lengths of time to determine how sleep affects learning. What these tests show is that the brain consolidates and practices what is learned during the day after the students (or adults, for that matter) go to sleep. Parents always intuitively knew that sleep helped learning, but few knew that learning actually continues to take place while a person is asleep. That means sleep after a lesson is learned is as important as getting a good night's rest before a test or exam.

At the risk of sounding "mom-ish", have you taken this into consideration in your preparation for your upcoming test? I know you mentioned it in a scribe as being discussed in class!

Asking only because, when I was sleep deprived, I know I wasn't fully aware of how much more difficult problem solving and remembering was. I never fully realized how sleep deprivation changed my abilities and me until after I started getting adequate sleep.

Another factor in your preparation to be your very best for your test??

May 02, 2007

SCribe post

The Calculus exam is in seven days and seven nights.

Things to remember:
- Bring food
- Sleep early the night before
- Bring water
- Stretch when it is break during the exam

The wiki assignment is due at midnight tonight. Remember to log in with your first name on the wiki. Constructive assignment starts tomorrow.

1) A

2) B

3) D

4) D

Free Response question
A) Using a mdpt sum we get 43.1 multiply it by six which is equal to 258.6

B) Yes there is a a value where r'(t) = 0 because if you look at the table, there is a maximum value between 9 and 15 hours.

The next scribe is christian

May 01, 2007

Scribe Post

Here are the answers for the exam review quiz. Just click on the images to make them bigger.

Developing Expert Voices Rubric v1.1

Here is the updated version 1.1 of our rubric ...

Teaching mathematical concepts is the main focus of this project; so we can teach other people and learn at the same time.

Achievement Descriptors
Instead of levels 1-4 (lowest to highest) we use these descriptors. They better describe what this project is all about.

Novice: A person who is new to the circumstances, work, etc., in which he or she is placed; a beginner.
Apprentice: One who works for an expert for instruction or to learn a skill or trade.
Journeyperson: Any experienced, competent but routine worker or performer.
Expert: One who possesses special skill or knowledge; trained by practice; skillful and skilled.

Mathematical Challenge (25%)
Annotation (40%)
Solutions (15%)
Presentation (20%)
Novice Problems illustrate only an introductory knowledge of the subject. They may be unsolvable or the solutions to the problems are obvious and/or easy to find. They do not demonstrate mastery of the subject matter. Explanation does not "flow," may not be in sequential order and does not adequately explain the problem(s). May also have improper mathematical notation. One or more solutions contain several errors with insufficient detail to understand what's going on. Presentation may or may not include visual or other digital enhancements. Overall, a rather uninspired presentation. Doesn't really stand out. It is clear that the student has invested little effort into planning their presentation.
Apprentice Problems are routine, requiring only modest effort or knowledge. The scope of the problems does not demonstrate the breadth of knowledge the student should have acquired at this stage of their learning. Explanation may "flow" well but only vaguely explains one or more problems. Some parts of one or more solutions are difficult to follow. May include improper use of mathematical notation. One or more solutions have a few errors but are understandable. The presentation style is attractive but doesn't enhance the content; more flashy than functional. It is clear that the student has invested some effort into planning their presentation.
Journeyperson Problems showcase the writer's skill in solving routine mathematical problems. They span an appropriate breadth of material. One or more problems may require careful thought such as consideration of a special case or combine concepts from more than one unit but not necessarily. Explanation "flows" well and explains the problems step by step. Solution is broken down well and explained in a way that makes it easy to follow. May have minor use of improper mathematical notation. May point out other ways of solving one or more problems as well. All solutions are correct and easy to understand. Very few or no minor errors. The presentation may use multiple media tools. The presentation style is attractive and maintains interest. Some of the underlying message may be lost by some aspects that are more flashy than functional. It is clear that the student has given some forethought and planning to their presentation.
Expert Problems span more than one unit worth of material. All problems are non-routine. Every problem includes content from at least two different units. Problems created demonstrate mastery of the subject matter. Showcases the writer's skill in solving challenging mathematical problems. Explanation "flows" well, explains the problems thoroughly and points out other ways of solving at least two of them. All solutions correct, understandable and highly detailed. No errors. The presentation displays use of multiple media tools. The presentation style grabs the viewer's or reader's attention and compliments the content in a way that aids understanding and maintains interest. An "eye opening" display from which it is evident the student invested significant effort.

Creativity (up to 5% bonus)
The maximum possible mark for this assignment is 105%. You can earn up to 5% bonus marks for being creative in the way you approach this assignment. This is not a rigidly defined category and is open to interpretation. You can earn this bonus if your work can be described in one or more of these ways:
  • unique and creative way of sharing student's expertise, not something you'd usually think of;

  • work as a whole makes unexpected connections to real world applications;

  • original and expressive;

  • imaginative;

  • fresh and unusual;

  • a truly original approach; presentation method is unique, presented in a way no one would expect, e.g. song, movie, etc.