Tuesday, August 31, 2010

What Should We Do?

There are some CRAZY people out there....

Last week, the Math Department went to a dinner at DePaul University to celebrate our Research Lesson Study. I got some really good feedback from people that attended our lesson. They were really impressed by the group conversations that happened during the lesson. Several commented on how you (the students) were able to discuss different answers and decide which ones met the criteria and which ones didn't meet the criteria. Ms. Fulton and Mr. Bywater are planning on re-doing the lesson in March, infront of an even bigger audience. I saw pictures of the lesson, but they are still working on the! video.

While at the dinner, I mentioned about our class wanting to rent out the Ferris wheel at Navy Pier. One of the dinner hosts was really excited about that, and has promised to make some phone calls. Hopefully, he is able to excite some more people.

Ms. Jones will be finishing up her Student Teaching soon. I think her last day is in 2 weeks, but I will have to double check. What should we do, if anything? Ideas? Suggestions?


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The Multiple-Choice Math Test Problem ... Solved!

We've been having a rather spirited discussion in my department about a common final exam for one of the math courses, and the need for an easy-to-score learning assessment (i.e. multiple choice).

The two biggest problems regarding math and multiple-choice tests are

  1. Students cannot show and get credit for work.
  2. Students can too easily "try out" answers to each problem (especially on factoring problems and equation solving problems).

Regarding #1, there is, I think, a point in the semester when students should be able to demonstrate that they can do problems, correctly, to completion. Especially in algebra-level courses, there is often not a lot of work that they could show that I might give them credit for.

If it's a 50 question final exam, and each problem is worth 2 points for 100 points total, how much partial credit can there really be? Students who get every single problem 75% right do NOT deserve a passing grade of ! 75%. Every problem 75% right means 100% of the problems done with some kind of mistake. That is not a "passing" performance.

Now... on to issue #2. I think I have a solution to this problem... seriously. Why do we have to use the five choices on scantron tests as only 5 unique answers? Why not let these five choices (A,B,C,D,E) generate 25 unique answers instead? Take a look at my new take on "multiple-choice" and tell me what you think:

It's about time we thought outside the box on these scantron forms!


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Optimization Problems

Hey everyone this is m@rk and i'm scribing for Wednesday's class. First of we took a quiz on visual calculus about what we've learned from the first and second derivative test. Second , Mr. K introduced a new topic called Optimization Problems. Optimization problems are problems that deal with either finding the maximum or minimum of the function in the problem.

Slide 1

First of all you need to do is draw a diagram to help you visualize the problem. Second, construct the constraint equation. The constraint equation is the equation is something that limits the problem. In this case it is 320=2L+2W. Third, find what you are trying to optimize and construct an optimization equation. In this case you are trying to maximize area, so you need to use the area formula A=LW. Fourth, you need to solve for one of the unknown variables on the constraint equation and then plug it in on the optimization equation. We choose to solve for L in this case and we plug it i! n on the optimization equation. Fifth, solve for the derivative of our new optimization equation. Sixth, solve for the roots of the derivative of our optimization equation. We found out that the root is located at W=80. Seventh, use the first derivative test and find out whether it is a maximum or a minimum. Lastly, answer the question in a complete sentence.

I'm not going to go over the other question since it is just almost the same problem but instead I'm going to give you an outline how to solve an optimization problem, so after digging up the apcalc blog here it is:

Step 1: Find what you are trying to maximize or minimize. This will be stated excplicitly (in the question).

Step 2: Write an equation for it. Use V = for volume and M = for material, A for area, etc. I must insist on using descriptive variables, because in optimization, if you are sloppy, you lose track of what's going on.

Step 3: Try to get the eq! uation into a two variable form, so you can take the derivativ! e.
- Step 3a: To do step 1, you will often have to create a second equation from additional information given in the problem. This may require ingenuity, but it should become natural.
- Step 3b: ISolate one of the two variables in the equation drawn in step 3a.
- Step 3c: In the original equation that you are trying to minimize or maximize, replace the variable you isolated in step 3b.

Step 4: Take the derivative of your two-variable equation.

Step 5: Set the derivative to 0, and solve for the value of the remaining variable.

Step 6: Plus the value of that variable into the first two equations to find all dimensions, including the final goal, such as the amount of material, cost, or volume.

NOTE: This is just an outline so follow it loosely. There is really no chronological way to answer this problems.

Thats it , the next scribe is haiyan.

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Geometry Homework




        
Teacher: Andreas
Class: Geometry
Hour(s): 3,5,8
Due Date:
Assignment:

The following assignments are the required assignments for Geometry this quarter so far...

Geometry Assignments Chapter 5 and 6


5.1-5.2 Re! view
Page 246: 14-19, 21-25, 26 a and c, 27, 28, 32
Page 252: 28-30, 41, 42, 48, 55, 57

6.1-6.4 Review
Page 307: 7-15
Page 310: 1-10
Page 339: 1-11

Chapter 6 Review
Page 342: 1-19, skip 4 and 7

Chapter 6 Review Worksheet
Given out in class.


        

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