The Free Pre-Veterinary Newsletter From Cornell -- July 1999 Bacteriology calculus Cell Biology Ecology/Population Biology Embryology Animalassisted activities teach future veterinarians the interpersonal communication http://www.vet.cornell.edu/admissions/june00news.htm
Extractions: DVM Admissions Newsletters The Free Pre-Veterinary Newsletter from Cornell June 2000 College of Veterinary Medicine, Cornell University All articles are by Joseph M. Piekunka, Director of Admissions for the Doctor of Veterinary Medicine (DVM) Program, unless otherwise indicated. This is an open newsletter; please forward it to anyone who may be interested. Articles in This Issue: Advice for Returning Students Contemplating Veterinary Medicine Most veterinary colleges require a pre-med program. Our prerequisites are available at http://www.vet.cornell.edu/admissions/prep.htm Which prerequisite should come first? Chemistry should always be first (unless you never had calculus; most college chemistry requires some knowledge of calculus). Why should chemistry be first? Twenty-three of the twenty-seven U.S. veterinary colleges require inorganic chemistry, organic chemistry and biochemistry. This is a two and a half-year sequence of chemistry, and you should not take multiple chemistries at the same time. The sooner you get started with the chemistry sequence, the sooner you can apply to veterinary college. The other course work, biology and physics, require one year of each and these may be taken simultaneously with the chemistries. Delaying with chemistry would just prolong your preparation period.
Extractions: Background Concept Corporate social Action Models as at September 2002 MODELS FOR REPLICATION ... 'Replication' and 'Model' Education Systems District Office LGMA Model School Functionality Instrument School Principal Training ... School Functionality Video Education Practices and Programmes Ready For Business Ukuqonda Model VBET Educator Development ... Way Forward 2003 Model for Best Practices Conference proceedings 2001 Delta Foundation site THE UKUQONDA MATHEMATICS ACTIVITIES FOR TEACHERS (UMAT) The Ukuqonda materials and methodology for in-service workshops for mathematics teachers, is a response to the lack of opportunities that most South African mathematics teachers have had in order to develop sound conceptual understandings of the mathematics they have to teach in their own classrooms. Each of the workshop modules described below requires between 3 full days (24 hours) and 5 full days (40 hours) of focused workshop activity, depending on the size of the group and the prior knowledge participants bring to the workshop.
Extractions: UCLA Department of Mathematics UCLA Mathematics The Mathematics Department houses several programs and offers various courses connected with math education. Additionally, several of its faculty members participate in programs housed elsewhere. Principal oversight over the math-ed programs in the Mathematics Department is exercised by Professors Phil Curtis and Ted Gamelin. A recent article was published in the Basics Newsletter about the math education programs at UCLA: " Teaching Teachers - The Math Department Reaches Out ." Math Education Directory UCLAMP is one of the 24 sites of the California Mathematics Project. In addition to its summer flagship institute and other professional development activities, it maintains partnerships with several LA area school districts. UCLAMP has been funded continuously since the establishment of the CMP in 1983, and it is one of the most successful sites of the CMP. Its flagship institute has served as a fertile source for teacher-leaders for the LA area. Mathematics Professor Kirby Baker has long served UCLAMP, frequently instructing in UCLAMP institutes. He has served as Principal Investigator for UCLAMP, and he is currently the Faculty Advisor for UCLAMP. More recently, Mathematics Professor Ron Miech has assisted with instruction at the UCLAMP flagship institute. UCLAMP is administered by Center X in GSEIS (Graduate School of Education and Information Science). Co-directors of UCLAMP are Kyndall Brown and Lisa Lopez, both of Center X.
Doug Meade's Home Page -- Part II Professional activities and Interests. calculus II with Maple Labs (Math 142, Spring 2003 A Leadership Series Using Technology to teach Mathematics and Science http://www.math.sc.edu/~meade/details.html
Extractions: Department of Mathematics College of Science and Mathematics University of South Carolina Course Information Fall 2003 Spring 2003 Fall 2002 Spring 2002 Fall 2001 Spring 2001 Fall 2000 Spring 2000 Fall 1999 Fall 1998 Spring 1998 Fall 1997 Spring 1997 Fall 1996 Spring 1996 Fall 1995 Math 142 (Calculus II) Math 524 (Nonlinear Optimization)
Writing In Math Classes and Dance (Georgetown these are handson algebra precalc activities). Writing Assignments in calculus I. Please send me e mail and tell me where you teach. http://www.fandm.edu/Departments/Mathematics/writing_in_math/writing_index.html
Extractions: Materials for Getting Started A Guide to Writing in Mathematics Classes Checklist For more information, see Crannell, Annalisa, "How to Grade 300 Mathematical Essays and Survive to tell the Tale," PRIMUS 4, 3 (1994), 193-201. New Writing Assignments in Calculus I (as of Fall 2003) In this trio of assignments, Myron Sopher finds his beloved Philomena after years of separation. But will he get his girl, or will he lose her to his rival, Victor Dendron? The first problem uses exponential functions, and requires technological help in the solution. How much money was put into the bank, and what was the interest rate, if we know how much money we made in the short and long run? The first writing assignment is here
PhysTEC At The University Of Arkansas...Other Faculty Page where appropriate, the student performance in calculus III is as well as further enrichment activities in the workshop, to prepare them to teach using these http://www.uark.edu/depts/physinfo/phystec/faculty.html
Extractions: Home TIR BA Physics Program Physics Course Revision ... Other Faculty Two physics faculty each semester will team up with those from the school of education to visit and supervise student teachers. Several members of the department, most notably Art Hobson and William Oliver , are excited about this prospect. This will be considered a normal service commitment in the department. Hobson has a history of interest and involvement in how science is taught, and is very familiar with the science standards. Oliver is the chair of the department and sees this as growing naturally out of his visits to schools for recruitment efforts. Further, he sees it as a natural extension that when we make recruitment trips to schools around the state we can arrange to bring materials and engage students in an inquiry-based activity in an elementary or middle school class in the district visited. The department will consider these materials an operating expense, and these activities departmental service. The Department of Mathematics has suggested that they revise the calculus sequence to better support the physics sequence, and better serve all of our students. They wish to do so with input and suggestions from physics. At the beginning of the summer of 2002, the Department of Mathematics was given a copy of the syllabi for the first two semesters of University Physics. During this first year
Extractions: Teach Online: Advanced Calculus View Requests Post New Request Post Reply This request was posted on 6/2/2002 4:35:25 PM by SteveLives . If you would like to fulfill this request you can create a class right now for free. You can also reply to this request here Original Course Request posted by SteveLives on 6/2/2002 4:35:25 PM Subject: Advanced Calculus Description: A course on advanced calculus, highschool or college level. Department: Mathematics Course Type: Instruction Course Fee: Yes! Suggested Cost: $10 / student Posted By: SteveLives Request Date: 6/2/2002 4:35:25 PM Available Classes in Mathematics: Course Title: Algebra 1A: An Introduction (1 high school semester) Description: Enroll Now!
Extractions: Teach Online: Beginning Calculus View Requests Post New Request Post Reply This request was posted on 1/22/2002 8:12:45 AM by csiwannab . If you would like to fulfill this request you can create a class right now for free. You can also reply to this request here Original Course Request posted by csiwannab on 1/22/2002 8:12:45 AM Subject: Beginning Calculus Description: For those who didn't take it in high school and would like to get a feel for it before taking it in college. Department: Mathematics Course Type: Online Class Course Fee: Yes! Suggested Cost: $15 / student
Mathematics - MS: Pre-Calculus Strand, Bloom s, Scope, Hours, Source, activities. functions to the unit circleamework, 2000, Precalculus, 3.a Opposite sign, Product, Plus, Square) to teach the sum http://www.hssd.k12.ms.us/cd/CC2/DISTRICT/CR14321.HTM
Teaching Innovations I try to teach the smaller classes in a reform statistic in my most recent multivariable calculus class, 18 I have organized a number of activities at DIMACS http://www.math.rutgers.edu/~taylor/teaching.html
Extractions: I teach a variety of courses, from pre-calculus through advanced graduate courses. Spring 2002 I teach Math 250 Fall 2000, Spring 2001, and Fall 2001, I coordinated Math 135 , the first semester calculus course for students interested in majoring in subjects related to business, biology, and the social sciences. This course enrolled over 1700 students in fall 2000 and about 1000 in spring 2001. A major innovation in this course was the introduction of WeBWork , a program for web-based homework developed at the University of Rochester. I have several times recently taught a graduate course on Mathematics and Materials Science and four happily-employed students have received Ph.D.s under my supervision. The undergraduate courses I have taught most often are each of the three semesters of calculus for math and physical science majors, and linear algebra. I try to teach the smaller classes in a "reform" style, at least to the extent of having the students work moderately difficult problems in small groups for 15-20 minutes at the end of each class. I was pleased to see that a large proportion of the students who used to get grades of B+, B, and C+ can now earn A's. Sometimes students still fail in the same proportion as earlier. But here is an interesting statistic: in my most recent multivariable calculus class, 18 of the 66 who took the second midterm exam had not been attending class; of those 18, 10 got F's, 4 got D's, and 4 got C's. Of the 48 who did attend, only 2 failed. Still, 2 is 2 too many, and more students should be encouraged to stick with the course and attend class regularly.
Measurement In Motion Newsroom is designed so that the introductory activities teach students how level, the typhoon amusementpark activity can lead calculus students might use the data in http://www.learn.motion.com/products/measurement/newsroom.html
Ideas And Activities About.com's Homework Help. About.com provides a searchable collection of articles that can help students with their math homework as figuring out the angles of a right triangle. questions in calculus as well as The activities Integrating Mathematics and activities and teaching tips categorized by age level in his Advice to Parents section. Gavin's calculus http://www.csun.edu/~vceed009/activities.html
Extractions: About.com's Homework Help. About.com provides a searchable collection of articles that can help students with their math homework as figuring out the angles of a right triangle . The site, suitable for grades 3-12, also includes a library of useful Netlinks as well as Cathy Spalding's email service for your perplexing math questions. About Today's Date. About Today's Date, based on Richard Phillips' book Numbers: Facts, Figures , and Fiction , provides each day the history and trivia about the numbers in today's date. The site is suitable for grades 5-12. Academic Assistance Access. Academic Assistance Access offers free a tutoring service for high school students. The site, staffed by professionals in various fields, answers questions in calculus as well as in American history and the sciences. Academic Assistance Center Home Page. The Teachers and staff of AOL's Academic Assistance Center provide link access to their favorite or best information sites for grades K-12. To visit the math room, click here a teacher and a student guide to mathematics to mathematics for grades K-12.
Ideas And Activities The activities Integrating Mathematics and provides online activities and teacher resources calculus students. Graphs and Stories. Graphs and Stories presents five activities http://www.eggplant.org/tools/links/ideas.html
Extractions: Ideas And Activities About Today's Date. About Today's Date, based on Richard Phillips' book Numbers: Facts, Figures , and Fiction , provides on a daily basis the history and trivia about the numbers in today's date. Thise site is suitable for grades 5-12. Academic Assistance Center Home Page. The Teachers and staff of AOL's Academic Assistance Center provide link access to their favorite or best information sites for grades K-12. To visit the math room, click here a teacher and a student guide to mathematics to mathematics for grades K-12. AIMS Education Foundation. The Activities Integrating Mathematics and Science Education Foundation (AIMS) provides online activities and teacher resources for integrating math and science in the K-8 curriculum. Major links include an activity archive, ideas exchange, math history, puzzles, and places to visit. Algebra Review in Ten Lessons. Algebra Review in Ten Lessons, created by D. P. Story of the University of Akron, is a an online tutorial suitable for high school students taking a second course in algebra. Other D. P. Story's tutorials are WebTrig and e-Calculus for AP students. To view these tutorials, you must download Adobe's free
The GVSU Calculus Archive first by course, then by type of activity, and then L drive, in the folder titled calculus archive in foster more collaboration in how we teach these courses http://www.gvsu.edu/math/calculus/
Extractions: Grand Valley State University This site contains a collection of .pdf files that are examples of labs, projects, and other activities that have been used by members of the math faculty at GVSU. By following the appropriate links, you can explore the available materials in calculus I and II (Math 201 and 202); they are sorted first by course, then by type of activity, and then by topic according to the approximate order of topics encountered in each course. MATH 201 MATERIALS MATH 202 MATERIALS For GVSU faculty, the original electronic versions of each file (in .tex, .mws, .doc, or other form) are accessible on the network L: drive, in the folder titled "calculus archive" in the Courses folder. In this directory, the author of each document is also identified. By contributing examples of their work, these faculty agree to let others use and modify these materials. We do ask that if you choose to use a version of one of these assignments that you communicate this to the original author; the main purpose for this is simply to foster more collaboration in how we teach these courses. If you are a not a member of the GVSU faculty and are interested in accessing one of these files, please contact Will Dickinson , the current coordinator of this archive.
The Algebraic Process Why do we teach symbolic, and not numerical solutions which by any criteria is a highly desirable activity. Footnote 4 The calculus example given here is a http://www.saltspring.com/brochmann/Schmath/What is algebra.html
Extractions: Return to HB's Home Page I have just read a "tutors' manual" which deals with suggested strategies for helping high school students with those mathematics topics they most often have difficulties with. What I glean from this is that students are assumed to be helped effectively by giving them rules for how to deal with various situations. The manual devotes many - and I say many - pages to rules and procedures by which students can get the right answer when asked to factor quadratic expressions. For example: Factor: I recall from my classroom teaching days that some of my students found this topic more frustrating than others. The simple examples, such as the one above, were no problem; but for some reason the texts have all sorts of exercises that are not simple. I did then, and do now, ask myself the question: Why are we doing this? Is factoring complex quadratic expressions a worthy objective in its own right, or does it serve some further purpose? If the purpose of the exercise is to solve quadratic equations, one must ask if factoring is the most sensible way to go about that; keeping in mind that no real-world problems lead to quadratic equations with integer coefficients - which are the only kind that can be factored.
HomeschoolingSupply.com - Mathematics - Time And Money 1 2. Activity Book Learning About Money, Grades 1 - 2 activities teach children about time, money, and measurement while reinforcing computation skills . http://www.homeschoolingsupply.com/cbs/Mathematics-Time-and-Money-1.htm
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Calculus&Mathematica: Calculus Reform encountered the following in a calculus course for the teaching staff to teach with modified a regular assignment, with organizing and modifying that activity. http://socrates.math.ohio-state.edu/about/change.php3
Extractions: Go to.... About our Program For Students For Schools The People Contact Us Links The following document was endorsed by the Undergraduate Committee of the Department of Mathematics at The Ohio State University on May 14, 1996. Teaching in departments of Mathematics throughout the country is facing hard times. Faculty are unhappy with the students in classes at all levels, and students are openly critical of their courses and teachers. There are probably as many reasons given for the current situation as there are people involved in the discussions. They range from the low level of preparedness of students, through the ineffectiveness of individual teachers, to criticism of the techniques and methods, and even questions about the dedication of everybody involved: teachers and students. Without doubt, there is some truth in each of the explanations presented. It is time to try to change the situation, both the perception and the reality. As we discuss each of the causes, we should cast our discussions in the context of possible remedy, not blame. In this report, we suggest a beginning plan for action, to be implemented immediately. The steps we believe are necessary are:
AMATYC Northwest Regional Conference 2001 The last activity for the day was the opening general the effects of world events on calculus instruction in What shall we teach and what we shouldnt teach? http://dept.sccd.ctc.edu/fd/Faculty_Reports/Spring_2001/TesfayeTerefe.htm
Extractions: The third session I attended on Friday was Exploring Properties of Mersenne and Fermat Numbers by Philip Moore and Karen Louise White of Lane Community College. They explored the interesting patterns to be found in the prime factorization of the numbers, which are powers of 2, plus or minus 1. An integer greater than one is called a prime number if its only divisors are one and itself. The first prime numbers are 2, 3, 5, 7, 11, etc. A Mersenne prime is a prime of the form 2P-1. The first Mersenne primes are 3, 7, 31, 127, etc. There are only 38 known Mersenne primes. They also demonstrated geometric construction of regular polygons. They were well prepared and organized in their presentation. Some problems that require geometric reasoning and several algebraic problems were included in their presentation.
How To Teach students do not remember much trigonometry, then go over the ideas of trigonometry as you teach polar coordinates. I have been teaching IT calculus for 5 years http://www.math.umn.edu/arb/newsletter04/howtoteach.html
Extractions: some of his thoughts on the methodology of teaching: In my view, the most important single thing that a person should do in order to be a good teacher is to prepare the lecture before class. When preparing a lecture, take a realistic view of what the students will be able to understand. Years ago, almost no teacher came to calculus class with written notes. Now, I would guess, at least half of the lecturers come to a calculus class with written notes in hand. Teaching assistants should also always have something prepared.
