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aprilleigh

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About aprilleigh

  • Birthday February 10

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    Female

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    Wareham, MA
  • Occupation
    College biology professor

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  1. When you're adding numbers, you count the number of significant digits to the right of the decimal place only, and use the smallest number of those to round your final answer (do not round until AFTER you finish addition). The first problem, 12.1 + 91 + 18.693 = 121.793, which is then rounded to 122 (the answer key is correct). The second problem, 900.2 - 89 = 811.2, which is then rounded to 811 (again, the answer key is correct) Both 91 in the first problem and 89 in the second problem have no significant digits to the right of the decimal place, so the final answer will be rounded to also have no significant digits to the right of the decimal. Your son is not entirely wrong, btw. He's just got the rules for determining significant digits for multiplication and addition confused.
  2. Theory (I'm a scientist who frequently has to explain what theory means to a scientist when confronted by people who insist it means a guess, so I'm only half serious here, but I do think it would make for a good essay)
  3. Your best bet, both for the vertical alignment and showing the work, would probably be to teach her to look at each problem as a proof. She has to show WHY it works that way. However, I agree with everyone else here that, once she's proven that she CAN show the work, insisting she show work for skills she's mastered it just a recipe for frustration.
  4. Agreed. I had excellent grammar instruction in school, but I still learned a lot more in the process of learning Latin. SWB's grammar curriculum is very thorough, which means even people like me have forgotten a lot of it over the years. I figure I'll get almost as much out of it as DS by the time we're done.
  5. I'll second this recommendation. HWT narrow is just about perfect for that - by the time you finish the pack you should be ready to move back to regular paper. My kid also doesn't like wide-ruled, but at 12 he's definitely ready for college-ruled. Narrow-ruled, if you can find it, is awesome (it's what I used in high school and college when I could find it). I write small, so even the college-ruled seems a bit big for me, but it does have the advantage of more space for proofreading marks.
  6. I'll have to find a copy of Nester - the name is familiar, but it's not on my shelf, so I either never had a personal copy or it was so old I tossed it.
  7. I've looked at the syllabus and schedule, and this is very typical for Calc 2. However, the condescending attitude is completely inappropriate. I'd have been reprimanded for that in a heartbeat.
  8. Without knowing exactly what she has and has not learned yet, I can only guess as to how she's supposed to solve it, but the answer is indeed 0. [It looks like she tried to use the quotient rule without taking into account that she can't use it if the denominator equals 0.] You can use the quotient rule, but only if the denominator doesn't equal 0... lim (x->0) [(1 - cos x) / (sin x)] lim (x->0) [((1 - cos x)/x) / (x/(sin x))] - multiply by x / x to prevent the denominator from being 0 later, and separate just like we did above [lim (x->0) ((1 - cos x)/x)] / [lim (x->0) (x/(sin x))] - apply the quotient rule lim (x->0) ((1 - cos x)/x) = 0 and lim (x->0) (x/(sin x)) = 0 0 / 1 = 0
  9. As a microbiologist, I would recommend finding an introductory microbiology text (it will be a college textbook) meant for a semester-long survey course and planning to use it for the whole year. Labs are a bit more complicated unless your instructor has access to the materials needed. I can make suggestions for alternatives here and there, but there are reasons why you rarely see microbiology taught at the high school level. As far as specific titles are concerned, can't help you - I've used several that would be appropriate, but not recently. Most of what I have on the shelf is either too involved or too old and you'd likely to be able to find it anymore.
  10. We just worked through it one page at a time until we either ran out of time schedule for Latin, or DS ran out of interest (which depended on how tight our schedule was for the day). I put the vocabulary on Quizlet as well as index cards so he had options. We never worried about what that pace ended up looking like, because the plan has always been for that to be a year-round activity, with BB2 starting as soon as BB1 was finished. Foreign languages and math are two things that both benefit from continuing over the summer.
  11. Big Book of Lively Latin seems to work well for that age group - it takes things slowly enough that it doesn't overwhelm, and you can easily adjust the pace to the student.
  12. Thank you, this was very helpful. DS is very STEM-oriented, so this is reassuring.
  13. We did for some things - at least we tried to. I also scan everything into PDFs periodically, and before we discard anything. Science - I basically ignored all the recommendations because to me (a science educator) they made no sense. We use an integrated science curriculum, heavily supplemented with some of the resources SWB suggested and a few others I have handy. DS is a Boy Scout, so we also integrate a lot of his STEM merit badges. The binder layout that SWB suggests for science would never have worked for us, mostly because of the level of integration. He keeps a binder to collect his work together but our organization is as integrated as our curriculum. In the rhetoric stage that will change significantly, since I will essentially be teaching him introductory-level college courses. Math isn't binder friendly - at least not the program we use. I made him keep notes and problem sets neatly organized so he can study from them, but that's it. Language arts are another area where we skipped the binder in the grammar stage - for the logic stage we're using binders for writing only. We used the workbooks for the writing and grammar programs SWB and her mom wrote, so I either kept them in a file folder in my desk or kept them in the workbook until he was finished. Reading and spelling didn't add enough to justify a binder, either. None of this is something he refers back to, so I keep them for my records only. History, on the other hand, was well-suited to keeping a binder. It's more than just a record of his work, it's his own reference to remind himself what he learned. Since I periodically scan everything it's not a big deal if something gets damaged beyond repair. I may offer to have the entire thing reproduced in bound volumes one day if he expresses any interest in keeping them.
  14. I went to download a copy of this to my new computer and discovered it's inaccessible. I still have a copy, so it's not that big a problem for me, but this was very helpful even though I mostly used it as a skeleton to create my own history program using SotW. Does anyone know what happened? I know the creator stopped developing it before she was finished with level 2 because of health problems (can't remember where I heard that, because I don't know her personally), but it seems strange to me that what there is of level 2 is still available, but level 1 is stuck behind some kind of login page.
  15. I'm torn between Dimensions Math and Math-in-Focus - it would help if I could find a comparison between them for grades 6-8. They're both Marshall Cavendish (I have copies of the teacher's guides for MiF on loan from the university), but because one isn't published directly by them they act like it's not theirs and they know nothing about it.
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