Applied Math 40S

Our adventures in blogging continue....

Watch for 3 new blogs going live September 6, 2006 ...

• Pre-Cal 30S (Fall '06) (Grade 11)
• Pre-Cal 40S (Fall '06) (Grade 12)
• AP Calculus AB 2006-07 (Grade 12)

We had our graduation exercises today. A gentle push into the world for all of you. I hope you're leaving with the keys to your future in your hand.

I'm so glad we've had this time together,

Just to have a laugh or learn some math,

Seems we've just got started and before you know it,

Comes the time we have to say, "So Long!"

So long everybody! Watch this space in the fall for pointers to new blogs for each of my classes.

Farewell, Auf Wiedersehen, Adieu, and all those good bye things. ;-)

We did a little survey in class the day after we recorded our podcapsule. The results are below; 17 students participated. So, without any further ado, here are the results of our class' survey. Please share your thoughts by commenting (anonymously if you wish) below .....

Classroom Environment
The questions in this section were ranked using this 5 point scale:

Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
1	2	3	4	5

The bold numbers after each item are the average ratings given by the entire class.

1. The teacher was enthusiastic about teaching the course. 4.88

2. The teacher made students feel welcome in seeking help in/outside of class. 4.65

3. My interest in math has increased because of this course. 3.76

4. Students were encouraged to ask questions and were given meaningful answers. 4.53

5. The teacher enhanced the class through the use of humour. 4.47

6. Course materials were well understood and explained clearly by the teacher. 4.47

7. Graded materials fairly represented student understanding and effort. 4.24

8. The teacher showed a genuine interest in individual students. 4.12

9. I have learned something that I consider valuable. 4.29

10. The teacher normally came to class well prepared. 4.59

Overall Impression of the Course
The questions in this section were ranked using this 5 point scale:

Very Poor	Poor	Average	Good	Very Good
1	2	3	4	5

1. Compared with other high school courses I have taken, I would say this course was: 4.65

2. Compared with other high school teachers I have had, I would say this teacher is: 4.65

3. As an overall rating, I would say this teacher is: 4.53

Course Characteristics
The questions in this section were ranked using this 5 point scale:

Very Easy	Easy	Average	Difficult	Very Difficult
1	2	3	4	5

1. Course difficulty, compared to other high school courses: 3.35

2. Course workload, compared to other high school courses: 3.31
(This question answered by 16 students.)

3. Hours per week required outside of class:
(This question answered by 16 students.)

0 to 2	2 to 3	3 to 5	5 to 7	over 7
25%	44%	12%	19%	0%

4. Expected grade in the course:
(This question answered by 14 students.)

F	D	C	B	A
0%	29%	29%	36%	7%

Specific Feedback
What was your best learning experience in this course?

Pre-tests Vectors Probability Design & Measurement Real life applications of math (2) Almost everything

Online tools All but Statistics Stories about the Greeks and infinity Scribes (3) Blogging (4) Wiki assignment

"Say it six times" Group work (2) Learning to use graphing calculator Using the internet for learning How teachers love teaching

What was your worst learning experience in this course?

Statistics The exam Using the iMac lab for the Personal Finance unit

None (4) Not getting tests back quickly

Fear of asking questions Homework quizzes Personal Finance (2)

What changes would you suggest to improve the way this course is taught?

More stories and extra topics (2) Blog Math dictionaries More Projects

None (3) Give notes on using the graphing calculator Give tests back quickly (4)

Give regular grade updates More jokes More wiki work Teach Personal Finance using only the graphing calculator

It's interesting to compare the items that were considered both the worst and best learning experiences. Also, take a look at the list of worst learning experiences compared to suggestions for next year. Help me do a better job next year by commenting on what you see here ....

The students in our class wrote their final exam on Wednesday June 14; they ended their high school mathematics careers. We made a podcast to celebrate! We left ourselves a "podcapsule" instead of a "time capsule." We left our future selves a message; hopefully it will help us improve our learning.

Here is our Podcapsule (5 minutes, 52 seconds). Please leave any questions, concerns, complaints, compliments, confusions, uncertainties, anxieties or other inquiries in the comments to this post.

You can also leave us an audio message if you wish. ;-) (You'll need a microphone.)

This isn't our last post yet -- I've got at least two more I want to get out before the end.

Two days ago I received this email from a teacher friend of mine, Mr. Harbeck.

I would like to congratulate you[r classes]. Every scribe post I read is like taking part in your class. The students take tremendous pride in creating their posts and are all scribing at Hall of Fame levels. It would be interesting for them to reflect on their scribing and come up with a criteria for making the Hall of Fame. They know how much effort they put into their posts and what is worthy or not. As an outsider teaching 13 year olds who have no choice but to be in my class I do not see the devotion these scribes put forth every day. Everyone takes a turn and does a great job.

I would be curious if you did a "bob" on reflecting about scribe posts. The first to the last. What made a difference from the beginning of the course to the end. My topic was a dry etc one...this is how I spiced it up.

Could they create a scribers guide to scribing?

This is a talented bunch of students. Use them while you still have them. The Next bunch could be even better.

So here it is folks. You've more or less created this art form, now you can write the book on it. In the comments to this post answer these questions:

• How do you go about writing a scribe post? Do you do anything differently in class when it is your turn to scribe? If so, can you describe what you do differently in class when you are scribe?


• What makes a scribe post worthy of entry into The Scribe Post Hall Of Fame? Specifically, what should be included in the post for it to achieve this recognition?


• Compare the first scribe post you wrote to the most recent one. What, if anything, did you do differently?

Your replies, and those of my other classes, will be collated and posted on a special page in The Scribe Post Hall Of Fame. Do yourselves proud. The world is watching; teach them how it's done. ;-)

Draw the following fractals. Be sure to save your drawings and bring them to class tomorrow. Draw them centered, one fractal per page.

(1) Draw a rectangle that measures 12 cm by 8 cm, and shade the inside of the rectangle. Construct the midpoints of each side of the rectangle, and then draw a quadrilateral by joining these points. Shade the quadrilateral white. Now continue the process by finding the midpoints of the quadrilateral, drawing the rectangle, and shading it the same colour as the first rectangle. Draw six generations. (The initial rectangle is the first generation.)


(2) Create a fractal that begins with a large square 20 cm on each side. Each pattern requires that the square be divided into four equally sized squares, that the bottom-left square be shaded, and the process continues in the upper-right square. Repeat the process four times.


(3) Create a fractal where a square is inscribed in a circle. The diameter of the original circle is 16 cm. Shade the area between the circle and the square. Inscribe a circle inside the resulting square, and then inscribe a new square inside that circle, and shade the area between the new circle and square. Repeat this process three times.

Draw the following fractals. Be sure to save your drawings and bring them to class tomorrow. Draw them centered, one fractal per page.

(1) Draw a rectangle that measures 12 cm by 8 cm, and shade the inside of the rectangle. Construct the midpoints of each side of the rectangle, and then draw a quadrilateral by joining these points. Shade the quadrilateral white. Now continue the process by finding the midpoints of the quadrilateral, drawing the rectangle, and shading it the same colour as the first rectangle. Draw six generations. (The initial rectangle is the first generation.)


(2) Create a fractal that begins with a large square 20 cm on each side. Each pattern requires that the square be divided into four equally sized squares, that the bottom-left square be shaded, and the process continues in the upper-right square. Repeat the process four times.


(3) Create a fractal where a square is inscribed in a circle. The diameter of the original circle is 16 cm. Shade the area between the circle and the square. Inscribe a circle inside the resulting square, and then inscribe a new square inside that circle, and shade the area between the new circle and square. Repeat this process three times.