Revolutions in Mathematics and Science (RIMAS)

Date Due

Assignment

Monday, Feb. 27

If you did not finish the first page of this handout in class, do so.
Do the second page. This version is slightly different than the one given out in class, so you may want to consult it (since it has a good example) even if you don't need to print it out.

Pythagorean triples folks - start emailing me data and observations so I can share them with all of you and get this conversation going.

Distinction - Send me your work for Friday's question.

Friday, Feb. 17

Memorize quadrilateral definitions from class for Square, Kite, Rectangle, Rhombus, Parallelogram, Isosceles Trapezoid, trapezoid.

Distinction: how many diagonals does an n-gon have?
 

Thurs, 2/16

1) Read Textbook pages 258-9 for an introductions to Quadrilaterals
2) Textbook pages 260-1, problems 1-5, 16-18, 23-25, 28-34

Tuesday, 2/14

1) Mid-term Review problems. Textbook pages 330-331: Problems 10-12, 16-26, and 34-49

Monday, 2/13

1) Be studying! Here's the revised list of terms to know
2) Textbook pages 137-8, problems 40-46
3) Textbook page 438 37-39, page 440 problems 56, 57
4) Find the distance between (1,2) and (3,4). Is this distance the same as between points (3,4), (1,2)? Can you come up with a general statement about switching coordinates in this way?
5) If H=(-5,0), A=(5,8), and L=(4,-1)
a) Prove that Triangle HAL is Isosceles using the distance formula.
b) Is Triangle HAL equilateral also?

Friday, 2/10

Textbook pages 436-7, 1-19

Thursday, 2/9

Read pages 228-232 in your packet. Based on your readings and our class discussion answers the following questions:
1) Questions 1-3 on Plug and Chug, page 243.
2) Questions 2-4, 6-9 in the Exercises on page 244.

Wednesday, 2/8

Optional review reading on today's work: pages 365-366 in the Geometry text.
Do 39 minutes of further problem solving from these sheets (handed out in class or sent home in Tara's backpack). 
Distinction: begin work on this exploration.
Be sure to do the simulation from yesterday's assignment if you have not explored it FULLY. We will be discussing it tomorrow.

Tuesday 2/7

1) Explore the following simulation: http://phet.colorado.edu/en/simulation/states-of-matter-basics. After exploring the demo a little by looking at each different atom/molecule, playing with temperature and exploring all different states of matter....
2) How is the general relationship between temperature and the rate atoms/molecules move around?
3) Does this relationship depend on whether matter is in solid, liquid or gas form?
4) Are atoms/molecules more closely spaced in a liquid or in a gas? Are they more closely spaced in a solid or a gas? More closely spaced in a liquid or solid? Is this always true?
5) How does the space between atoms/molecules change as the temperature increases and then decreases?
6) How would the behavior of the atoms/molecules change if the temperature was infinitely cold? How about infinietly hot?

Monday 2/6

1) Finish Lab Reports
2) Proof Practice Worksheet
3) GO GIANTS!!!!!!!

Friday 2/3

1) Complete the lab write-up. What does this mean? You don't have to re-write procedures or the materials used. But you must have-data, calculations, observations and explanations, and well-reasoned conclusions. In order please. Complete sentences are the standard-typed, and doubled-spaced as well.
2) In class, Eliza posited that the Triangle Inequality Theorem be stated as follows: The sum of the two smaller sides of a triangle must be greater than or equal to the longest side of the triangle. There was some debate whether the equals to part is possible and or necessary. With Geobgebra or hand-draw explorations, try and determine whether the theorem should be strictly greater than or be greater than or equal to the longest side.

Thursday 2/2

1) Complete all calculations from the lab. You have all the data you need to do so.
2) If you are stuck on any calculations please bring them in tomorrow. Please check all data for sense, i.e. if you get a density of .003 g/mL you probably have not checked your measurements correctly.
3) Let's say we're going skiing this weekend. The first two hours of trip the weather is lovely and so we travel at 65 mph. Then the weather outside gets frightful and we have to travel at a more cautious 35 mph for the next 3 hours until we get to our yurt. Can we add the speeds together to find our total average speed? Why or why not? Explain in detail. Calculate the average speed on our trip to confirm your answer above.

Wednesday 2/1

1) Let's have a play with Geogebra homework night. Here's what I'd like to you do: construct lots of different triangles-create triangles with different sizes and angle measures-scalene, obtuse, isosceles....incorporate all kinds, we've discussed many. Besides having 3 sides and 3 angles, what is a necessary condition for 3 different line segments to form a triangle? Can you extract the key idea and then turn it into the statement of a theorem?

Tuesday 1/30

1) Finish the HL Theorem proof we started in class
2) Textbook pgs. 245-246 1-22

Monday 1/29

1) Here is a copy of all key vocab terms we have had thus far in Geometry. Make sure feel comfortable with all the terms, idea, diagrams etc....and if not come seek out Josh or I.
2) Finish the updated and expanded lab question sheet from Thursday. If you need data from a groupmate you need to e-mail them before Sunday night!

Thursday, January 25

If you did not do much or anything with the proof due today, do more. Really look at the example from class where we proved the same thing starting with a median. These proofs will be quite similar. 

Read in Jacobs (our textbook), chapter 1 lesson 4 pages 24-25. In the diagram at the bottom of page 25, points ADC and BDC make two triangles. Use these triangles and what you know from the contruction to prove that the angle is, in fact, bisected. Note that each arc or circle that you draw makes lots of congruent segments. Do a three column proof.

Page 161 #43-45
Page 162 Set III #1-3
Page 173 #17-21

Wed 1/25

1) In class, we proved the BAIT (base angles of an isosceles triangle are congruent) theorem bby constructing the median (the segment from the vertex to the opposite side's midpoint. Redo the proof (it will be similar) but instead make your auxiliary line the angle bisector. The angle bisector is a ray that comes from the top vertex and hits the opposite the side. It is defined as the ray that divides the angle into two congruent smaller angles. Pick up from there and see how you can complete the proof (do NOT assume that the angle bisector also happens to hit the midpoint).

2) Congruence Work sheet:

Tues 1/24

Textbook pg.160-2 problems 18-32, 34, 48

Monday 1/23

Worksheet given out in class. All problems (10, 11, 12 and on your own 1 and 2).

Friday 1/20

1) How do we find the circumference of the earth? As we will demonstrate in the coming weeks, the circumference of a circle is 2πR, where R is the radius of the object in question. Let’s say we determined (anyone remember when this was first done with reasonable accuracy?) the Earth’s Radius was 6.37 x 106 meters. Does knowing π to say 100 places help us make a more accurate measurement of earth’s radius? Could the places of π help us with a precise measurement of earth’s radius?

2) A uranium fuel rod is 3.241 meters long before its put into a nuclear reactor. After it is put in place, heat from the nuclear reactions raises the rod’s length to 3.249 meters. What is the increase in length? How many significant figures should your answer have?

3) Figure out the (√3)3 in two different ways.
a) First find √3 and round to three significant figures, then cube and round to three significant figures.
b) Find √3 to four significant figures , then cube your answer and then round it to three significant figures.
c) Do you get the same answer?

4a) Recalling our discussion of significant figures today: What is 6.7326 + 5.324 + 2.02?
b) What is 9/723 x 11.23478990?

Thursday 1/19

1) Explain the important differences between mass and weight. Which one would change if we went to the Moon? Why?
2) Based on the concepts of force and weight, explain how we know that gravity is also an acceleration. Support this claim with some algebraic evidence.
3) Do you think your weight would be greater on Earth or the sun?
4) What units is mass typically measured in? What about volume? Can they ever be measured in the same units?
5) Describe the differences between mass and volume in your own words.

Wednesday 1/18

In our textbook (Geometry: Seeing, Doing, Understanding by Harold Jacobs), read Chapter 4 Lesson 3, take notes as needed to supplement your notes from class, and do problems #1-4, 10-32, 38-42.

Tuesday 1/17

1) If the force acting on a block (whose mass remains the same) sliding down a ramp is tripled, how will the acceleration change?
2) If the mass of a box is quadrupled while a constant force is applied, by how much will the acceleration change?
3) Calulcate the acceleration of a 2000-kg, single-engine plane just before takeoff when the thrust (the force) is 500 Newtons.
4) What is the acceleration of a 300, 000 kg passenger jet whose thrust, just before take off, on the aircraft is 110, 000 N?
5) What is the force that must be applied to produce an acceleration of 19.6 m/s^2 for 1.2 kg tennis ball I serve?
6) What might be some methods to improve on experiment done at the end of class to get a more accurate measure for the acceleration due to gravity near the surface of earth?

Friday 1/13

Textbook Page 238 Corollary Proofs 1-13

Wednesday 1/11

Problems 5,6,7, 13-21 on pgs. 232-3 of the handout (from Elliot).

If you did not finish analyzing the different possible definitions for convex polygons in class, please do so.

In the new text (or the matching handout from Josh), read 4-2 to supplement your notes or review from class as needed. Do problems on page 141-142 #6-11, 24-30

Tuesday 1/10

1) Problems 1,2,3 on Pg.221 Handout
2) Problems 7-13 on Pg. 222 Handout

Friday 1/6/12

1) Finish attempts at Linear-Pairs are supplementary proof
2) Explore Triangles in Geogebra. Do the angles always add up to the same measure? Can you form triangles with different angle degree measures? Like a triangle with 200 degrees and a triangle with 300 degrees?
3) Based on your explorations in Part 2 try to develop a proof about the sum of angles in a triangle.

Wednesday 12/21

1) Continue to refine your conjectures from Thursday. Can you sharpen your ideas? Can you clarify the language explaining the conjectures?
2) End of the year evaluation sheet:

Friday 12/16

Write down three conjectures for our setting from class that involved two parallel lines and a third intersecting line. Use English. If you need a new idea, choose a word and define it in a separate statement. For example, Leah wanted a word for the angles at an intersection that were "opposite" each other. How would you define these angles? How would you specify which ones you meant? Try to only use already defined words (such as vertex, angle, ray, etc.). 

Make a new diagram with Geogebra that involves three non-parallel lines (each one intersects the other two). Label points and measure the angles. Do you have new conjectures?
Write down which of your three conjectures above still apply. 

You can launch GeoGebra without downloading it (not the preferred longterm approach) at http://www.geogebra.org/webstart/geogebra.html.

Wednesday 12/14

1) Deductive Systems Worksheet. If don't know Monopoly then pick a different board or card game.
2) Download Geogebra if you haven't done so yet.

Tuesday 12/13

1) Go to the Geogebra wesbite at www.geogebra.org/cms/ and download the program.

Monday 12/12

Exponent review problems. Odds only, #'s 19-79.

Thursday 12/8

1.) Be familiar with the words studied today:
             mixtures & solutions
             heterogeneous & homogeneous
             colloid & suspension
             solute & solvent
 

Wednesday 12/7

Math review work in preparation for the upcoming Yoramybumebumebume!

 

Friday 12/2

Formal Lab Write up is due, including one additional question stated in class:

1.) Explain how NaCl conducts electricity?
 

Tuesday 11/29

Turkey Day Math Ballyhoo:

Monday 11/21

1) Worksheet Extravaganza:
2) Problems 1-10 on Word Transformation WS

Thursday 11/17

**Continue with your Everybody's Water package via Google's power point!

**Review the lab so you are ready for our next class. (Begin to respond to post lab questions.)

Post 11/15/2011 -CR

Wednesday 11/16

In class we examined the reasons why my former student's conjecture about even numbers subtracted from odd numbers wasn't quite right. Now I want you to see if you can develop and then "prove"
2 conjectures relating to the sums or differences of odd and/or even numbers. For example I could conjecture that 2 even numbers will always add up to an even number.

Monday 11/14

1) Quest Worksheet
2) Come up with 3 mathematical conjectures you are curious about, or that you may have encountered. For each example, explain how you used inductive reasoning to formulate your conjecture. Then explain how you might use deductive reasoning to confirm it.
3) How can you disprove a conjecture?
4) Try to disprove each of your 3 conjectures.

Monday 11/14

**Continue with your Everybody's Water package via Google's power point!

**Diigo - post two items related to the Water project and one post related to anything we have done in Chemistry that you wish to share with the group.  (If you didn't receive an invite to Diigo, please e-mail me.)

**Review the lab so you are ready for our next class.
Post 11/9/2011 -CR

Thursday 11/10

Gerald the Gnu Sheet:

Monday 11/7

Write the converse, inverse, and contrapositive for these 3 statements. Then determine whether each statement is true or false.
1) If n is greater than 5, then n squared is greater than 25.
2) If n is a prime number, then n is not a multiple of another number besides 1.
3) If 1=2, then 3=4.
How could you disprove these statements
4) All prime numbers greater than 2 are odd?
5) If you are a cat then you are named Mr. Bernard

Wednesday 11/2

1) Read entire Sherlock Holmes story and be prepared for discussion and work centered around it.
2) In class we proved that 1=2. What was the error we made?
3) Can you find a way to demonstrate that 1=1 if 0=1?

Wednesday 11/2
**Don't wait until our class: I will be checking this evening to see what you are doing.**

Have fun working on your Everybody's Water package via Google's power point!  You were all e-mailed your task based on your group.  If you did not receive my e-mail then it is your duty to e-mail me and let me know so we can fix that problem ASAP.  (Thank you!)  Or, try the link below for your group and let me know if it works.

In the group e-mail you rec'd a letter that read like this:

Hi All:

1. Attached is a copy of today's handout in the way of a presentation. (Group B, Group C; Group D)**You need to sign into g-mail to do the editing.  You can only edit your group's presentation. 

2. Kindly, work on the both: the handout and presentation.

3. Please, e-mail me back and let me know who the captain of the team is and what two community assignments you received in the packet.

4. Tonight, just work on the pink part that is the Family Water Use.

Any questions, kindly e-mail me.

--Cindy 

Posted 11/1  --CR

Monday 10/31

Worksheet problems #5-23

Thusday 10/27/2011

1.) Please, go through your Heat Retention Lab and assign needed materials to this document to make this lab work.

Include: the item needed, the quantity needed, and the reason why you selected this item for the experiment.

Only one person from each of the groups needs to do this.  (A decision that was made during class today. If you are not too sure please check your work on line to see if someone from your group has posted it.)
 
**If you are at tonight's event then the assignment was not assigned to you.
**Any questions, please e-mail me.  
Posted 10/26 --CR

Tuesday 10/25/11

Deductive Reasoning Worksheet

Monday 10/24/11

Create 7 conditional statements of your own. At least 5 of them must be mathematical in nature. For example, if a number has no other natural number divisors than 1 and itself then the number must be prime.

Wednesday
10/26/2011

**Don't wait to do this the night
   before**

Conceptual Chemistry - Ch. 8 Text reading (p. 255-282)

1.)  Take text notes, include vocabulary terms, and respond to **questions 1-5 (p. 282.)
 
Sec. 8-1: Pg. 255 - 258 (due 10/21)
Sec. 8-2: pg. 229 - 263 (due 10/22)
Sec. 8-3: pg. 263 - 267 (due 10/23)
Sec. 8-4: pg. 267 - 274 (due 10/24)
Sec. 8-5: pg. 274 - 277 (due 10/25)
Sec. 8-6, In Perspective: pg. 278 - 281 and Q. 1-5 (pg. 282) (due 10/26)

As you go through the chptr. kindly e-mail me any questions at: TheGlobalClass@gmail.com

**When responding to any questions they need to be full/complete responses.
Posted 10/21/2011

Wednesday 10/19

- 1.) Lab: Everybody's Water.
        **The final Lab is due: Wed 10/19.

- 2.) 3 Work packets will be posted stay tune:
           **Packet a is now attached
         a. What are the Symbols (due 10/19)
         b. What are the parts of an atom? (due 10/20)
         c. How are electrons arranged .... (due 10/21)
Posted 10/18

Tuesday 10/18

Work on the following questions:

Friday 10/14

- 1.) Lab: Everybody's Water. Begin filling it out and be
        prepared to discuss with Lab group your findings during
        the Science Starter, (10 minutes.)
        **The final Lab is due: Wed 10/19.

- 2.) Complete worksheet on chemical formulas. This will
        be sent out by the end of the day. If you did not
        receive it, please e-mail me:
        crubin@meridianacademy.org and request a copy.

- 3.) Ten minutes to review with your group the problem: does
        water or hold heat longer? 
Posted 10/12

Thursday 10/13

List and describe some of the important distinctions between words as used in every day language and words that are specifically "math" words? Do they both support multiple definitions for a single word or term? Why or why not? Can "math" words and regular words mean the same thing? For example, can point in a math sense mean the same thing as you would use the word with a friend?

Thursday 10/13

Chapter 1 - text notes and pg. 29 definitions written out.

Posted 10/7/11

Wednesday 10/12

I. Define the three ways heat moves:  
     (Have in your note book and be ready to show it.)
     1.) Conductivity
     2.) Convection
     3.) Radiation

II. Set up your experiment with your partner using the Google
    Docs platform.  
   (Feel free to do it via word or in the presentation format.)  
   ** Do invite me in as an editor and do site all sources.

Posted 10/7/11

Friday 10/7/2011

What's going on in Peabody, MA regarding their drinking water?  What are the residents being asked to do regarding their drinking water and what caused this issue?

*site your references
posted 10/6/11

Tuesday 10/11/11

Exponent and Scientific Notation Packet

Thursday 10/8/2011

1) Post on Google Doc site: the image of water table that you are drawing out.  (Should include terms mentioned in class.)  --Draw out the image and be familiar with the various aspects of the water cycle.

2) Respond to the assigned question on your group's slide.

**Site all sources
Posted 10/5/2011

Monday 9/26/11

Worksheet pg.237 Problems 77-88

Thursday 9/22/2011

Create 5 Hypotheses (using the if...then statement.)
-- Label: Independent Variable & Dependent
Variable on each statement.

Posted: 9/21/2011

Friday 9/23/11

Worksheet #'s 47-61 on Exponent Properties

Tuesday 9/20/11

New Worksheet on Exponents and Radicals: 1-45, ODD problems only.

Friday 9/16/11

Worksheet on Exponents: Odds 19-65.

Friday 9/16/2011

Science Current Events Assignment
1.) Handout and Article

Friday 9/12/11

Formal Lab write up: Art of Observation
1.) What did you observe?
2.) What happened?
3.) Why do you think that happened?
**Include: drawings, materials, and procedures