Don't miss this Algebra link sent in by a reader: HippoCampus.org

(To Dr. J, and, to Read-about-it.blogspot.com readers)

Hi there!
Don't worry, this isn't really homework. I was checking out read-about-it.blogspot.com and I saw your page titled "Lab Exercise Link from Morrison Labs - Read about it." Here's the link in case you don't remember it:
read-about-it.blogspot.com/2010/09/some-lab-exercises-from-morrison-labs.htmlA lot of teachers and students aren't aware of the free teaching resource videos and homework help tutorials that are available online. There is an awesome site called HippoCampus.org that covers all the subjects--and it's supported by the Bill and Melinda Gates Foundation.
Check out some of our videos on algebra:
Here's the link. I was hoping that if you liked it, you wouldn't mind sharing it with your readers by mentioning it on your site. If math isn't your subject, HippoCampus.org also offers free help for science, history, government and more so maybe you would just like to recommend HippoCampus.org.
Thanks!
Beth Pickett

Thanks so much, Beth.  I am sure our readers will enjoy improving their algebra skills here.  Math is critical to science literacy.

I found some things of interest.  Here is a sample of an open text book from the site (Note that I capitalized the S-es in the word Spanish, other than that, the links are quoted here and are just a sample of what is available.  Go to the original link for more details.  Report back here how HippoCampus.org ( Click hereHippoCampus.org   http://www.hippocampus.org/Algebra%20&%20Geometry?loadLeftClass=Course&loadLeftId=75&loadTopicId=7530/?ref=rpemail&site=read-about-it.blogspot.com&email=shipmanjs2@gmail.com)  works for you.:

Unit 1 - Algebra—A New Angle

Lesson 1 - Algebra—What’s it all about?

Topic 1 - Algebra—Everyday and Extraordinary
Topic 1 - Algebra—Everyday and Extraordinary (Spanish)
Topic 2 - Algebra—Why and When
Topic 2 - Algebra—Why and When (Spanish)
Topic 3 - Algebra—Approaching Problems
Topic 3 - Algebra—Approaching Problems (Spanish)

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One divided by Zero = Infinity; Reflecting on Infinitely Large and Infinitely Small Numbers

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"The concept started for me at an early age when my father explained to me that 1 divided by zero was infinity.  Most typically, this isn’t how we approach the understanding, but the logic makes sense, which goes as follows:

1 divided by 0.5 is 2.

1 divided by 0.25 is 4.

1 divided by 0.125 is 8.

1 divided by 0.01 is 100.

1 divided by 0.0001 is 10 000." Michael Rosmer

Source:  http://www.michaelrosmer.com/zero-notation-infinitely-large-small-numbers/  Accessed:  June 16, 2012.

At the above referenced web page is an essay on infinitely large and infinitely small numbers.  I enjoyed how the concepts were presented and perhaps you will, too.


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Here is a related article on division by zero which may be of interest to readers of this post. It is from the following search:  http://onlinelibrary. wiley.com/advanced/search/resultsarticleDoi=10.1002/tea.20287&scope=allContent&start=1&resultsPerPage=20

Challenging Preservice Teachers' Mathematical Understanding: The Case of Division by Zero.  SCHOOL SCIENCE AND MATHEMATICS.  Volume 106, Issue 2, February 2006, Pages: 84–97, Sandra Crespo and Cynthia Nicol.  Article first published online : 17 MAR 2010, DOI: 10.1111/j.1949-8594.2006.tb18138.x

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A reminder that this blog links to other parts of the web that are not under my control, so, be sure to use safety precautions and check the links out as you would for any other web site.  Use them at your own risk.
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Reader Contributes an Astronomy Idea

Monday, March 28, 2011 2:34:00 PM PDT 

Here's an opening quote for how a submitted by a reader starts.  Go to the link itself, however as it is more colorful and has the necessary starting information for this science activity.  It is by Kathy A. Miles and Charles F. Peters II.

"Toilet Paper Solar System

"It's hard to image the vast distances in the universe. We can image twelve inches or ten feet, but 93 million miles is a bit hard to comprehend. Here's an interesting way to get an idea of the distances between the planets and Sun. "What You Will Need Roll of toilet paper or you may use a blank cash register tape from an office supply store but it must be at least 125 feet long. Different colour magic markers or felt tip pens. A tape measure A long hallway or very large room Optional: You might like to use pictures of the planets if you can get some small enough to fit on your toilet paper or tape. This will add some colour to your model."  Read more

This type of activity enhances science literacy because it helps participants understand large numbers.

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Here's the submission on the post  "Winter Star Party Teaching Ideas"

1 Comment - Show Original Post

1 – 1 of 1

 Mr said...

For younger kids, especially when outdoors, the 'toilet paper' universe is fun activity that is designed to show just how distant the planets and nearest star are. I have used this a number of times with younger scout troops, and it works well.
Check it out at:
http://starryskies.com/try_this/tiolet.paper.html 

Some other Resources for Large (or small ) Numbers necessary for Science and Math Literacy include:

A movie from MIT---> Space, So Close, So Far

http://www.youtube.com/watch?v=5ZPHk5qkrLQ&feature=player_embedded#at=403

1. http://physics.uark.edu/hobson/pubs/00.12.jcst.pdf :  Teaching Relevant Science for Scientific Literacy by Art Hobson
2. http://serc.carleton.edu/quantskills/methods/quantlit/BigNumbers.html :  Big Numbers and Scientific Notation  by Jennifer M. Wenner, Geology Department, University of Wisconsin-Oshkosh
3. http://www.vendian.org/envelope/ by  - Mitchell N Charity <mcharity@lcs.mit.edu> 
4. http://www.vendian.org/mncharity/cosmicview/ 

   Cosmic View: The Universe in 40 Jumps by Kees Boeke (1957)

5. http://en.wikipedia.org/wiki/Kees_Boeke "Cornelis Boeke (25 September 1884, Alkmaar - 3 July 1966, Abcoude) was a Dutch reformist educator, Quaker missionary and pacifist. He is best known for his popular essay/book Cosmic View (1957) which presents a seminal view of the universe, from the galactic to the microscopic scale, and inspired several films"
6. http://www.yteach.co.uk/index.php/search/results/Dealing_With_Very_Large_And_Very_Small_Numbers,0,0,0,dealing_with_very_large_and_very_small_numbers,25,1,tn,1.html This page has several resources for various science subject areas.
7. http://www.essex1.com/people/speer/large.html prefixes and suffixes for large and small numbers
8. http://circle.adventist.org/files/jae/en/jae200163053104.pdf :  Article by Hans-Joachim Vollrath geared to a religious elementary school audience but having many ideas and activities applicable to all wishing to learn about large and small numbers
9. 
   http://www.lasalle.edu/~smithsc/Astronomy/Units/large_numbers.html Gives examples from other fields (National debt, net worth, mass of electrons) and applies them to help students understand numbers found in astronomy.
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   

Math for Children---Link to News about a Program

http://www.recordonline.com/apps/pbcs.dll/article?AID=/20100308/COMM/3080309/-1/COMM

Functions---FUNCIÓN DE LA FUNCIÓN---Reach Reading™

Understanding mathematics is a part of science literacy. A brief quote from an article on functions. Read more at the source below.

FUNCIÓN DE LA FUNCIÓN

1. Identificación de la función.

2. ¿Por qué la función es improbable sin estructura?

3. Estructura que neutralice la improbabilidad.

4. la estructura hace probable, y no necesario, el cumplimiento de la función.

Source: http://intro2atria2009.blogspot.com/2009/12/clase-28.html; Accessed 2-19-0=2010.

Sometimes Reach Reading™ requires a researcher to look at articles in other languages than he or she knows. Hmmm! That won't stop someone who wants to know something, He or she will, "Reach!"
Then, a translation tool, for example, http://webdev.quickfound.net/language_translation_tools.html might be useful and we can look at more of the web page, too:

Class 28

9 noviembre 2009
November 9, 2009

Por Sebastián Jara L.
By Sebastian Jara L.


Concepto Jurídico no es Estructural.
Legal Concept is not structural.

Tiene una explicación funcional (en definitiva) y nominal.
It has a functional explanation (ultimately) and nominal.

Esto se hace evidente al analizar al Derecho Penal.
This becomes evident when analyzing the Criminal Law.

Ergo, la pena, y al diferenciarla del tributo.
Ergo, grief, and differentiate the tax.

El tributo se diferencia de la multa en su función.
The tribute to the fine difference in function.

La pena tiene carácter de reproche.
The penalty is a matter of reproach.

Según Moore la pena infringe reproche por conductas que van en contra de principios morales verdaderos.
According to Moore's sentence for conduct that violates reproach go against moral principles true.....

FUNCIÓN DE LA FUNCIÓN
ROLE OF THE ROLE

1. Identificación de la función.
Identification of the function.

2. ¿Por qué la función es improbable sin estructura?
Why the function is unlikely without structure?

3. Estructura que neutralice la improbabilidad.
Structure to neutralize the improbability.

4. la estructura hace probable, y no necesario, el cumplimiento de la función.
structure makes it likely, and not to the fulfillment of the function.

FUNCIÓN DE LA FUNCIÓN دور دور
. 1 Identificación de la función. تحديد وظيفة.

. 2 ¿Por qué la función es improbable sin estructura? لماذا وظيفة من غير المرجح بدون الهيكل؟

. 3 Estructura que neutralice la improbabilidad. هيكل لتحييد الاحتمال.

. 4la estructura hace probable, y no necesario, el cumplimiento de la función. هيكل يجعل من المحتمل ، وعدم وفاء للمهمة.


ROL VAN DIE ROL

1. Identificación de la función. Identifikasie van die funksie.

2. ¿Por qué la función es improbable sin estructura?
Waarom die funksie wat dit onwaarskynlik is sonder struktuur?

3. Estructura que neutralice la improbabilidad.
Struktuur te neutraliseer die onwaarschijnlijk.

4. la estructura hace probable, y no necesario, el cumplimiento de la función.
struktuur maak dit waarskynlik is, en nie aan die vervulling van die funksie.

If we see then that the article is not what we wanted, though it is an interesting article on legal concept of function/role, then we can continue our search on functions of a mathematical nature.

How about this one?
http://functions.wolfram.com/

going in a few pages we find the material quoted below:

General

The arithmetic-geometric mean appeared in the works of J. Landen (1771, 1775) and J.‐L. Lagrange (1784-1785) who defined it through the following quite‐natural limit procedure:

C. F. Gauss (1791–1799, 1800, 1876) continued to research this limit and in 1800 derived its representation through the hypergeometric function .

If you are like many readers, you say, "Whoa!" as soon as you reach the equations. Slow down. Don't panic. In fact, perhaps, "whoa," is the right word. Take your time.

Compare this reading to a video game. It wouldn't be fun if you knew where all the treasures are. The fun is in the challenge. Before you get into decoding the equations and math jargon, check if the article is on what you want to learn, Then, slow down and have fun with it. You'll soon come up to speed.

Try another source:

In mathematics, the arithmetic-geometric mean (AGM) of two positive real numbers x and y is defined as follows:
First compute the arithmetic mean of x and y and call it a₁. Next compute the geometric mean of x and y and call it g₁; this is the square root of the product xy:

Then iterate this operation with a₁ taking the place of x and g₁ taking the place of y. In this way, two sequences (a_n) and (g_n) are defined:

These two sequences converge to the same number, which is the arithmetic-geometric mean of x and y; it is denoted by M(x, y), or sometimes by agm(x, y).
This can be used for algorithmic purposes as in the AGM method.

Does this second source help you understand better?

Source: http://en.wikipedia.org/wiki/Arithmetic-geometric_mean; Accessed 2-19-2010.
Sources:
http://intro2atria2009.blogspot.com/2009/12/clase-28.html; Accessed 2-19-2010.
http://en.wikipedia.org/wiki/Arithmetic-geometric_mean.

More tools:
http://translate.google.com/translate_buttons

(c)2010 J S Shipman

An algebra tutorial on sets

http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/beg_alg_tut2_sets.htm

Remember, math provides an important tool for science. Science literacy needs scientists that can read mathematical equations and use them to analyze data and solve global problems. While the above tutorial is geared to older students, I want to share my own experience as a 9 year old studying the same material. Perhaps your students would like to learn this math.

As an elementary school child, my classmates and I had set theory in 4th grade (age 9). Here, the tutorial is a preparation for graduate students. The fourth graders in my class understood set theory enough to do related set theory problems. That elementary school preparation was a big help in writing technical manuals for an engineering company that made wave and tide recorders that helped prevent deaths from tsunamis. When I studied this math as a nine year old in, "modern math," I didn't know it would save so many lives. When I hear people knocking, "Modern Math," I think they don't know what they mean. When I compare myself to others my age that did not have, "Modern Math," it sometimes appears they just don't keep up as well on computers and other new technologies. (That hypothesis might warrant a research study.)

Here is a commentary on set theory as relates to my own experience with, "Modern Math," and a thank you to my teachers. Perhaps we don't convert among bases regularly, nor use set theory every day, as we learned in Modern Math (Thank you, Mrs. Degnan!!!), but our brains understand the underlying concepts of how computers, and, wave and tide recorders, among many other devices of today and of the future.

I, for one, was greatly helped by, "Modern Math." I will add that I had to teach myself to do the base 10 multiplication tables faster. When I took, "Teaching Algebra," at Harvard, Dr. Boller could follow exactly how my brain "thought math." (Thank you, Dr. John Boller. You also taught me how all the different types of math are interrelated.) The graduate student that graded papers, however, struggled to follow the kind of thinking that, Mrs Degnan taught us in, "Modern Math." I think he would have benefited from such study. He was excellent in math, though, and also taught us how he did the math.

I am happy that the wave and tide recorders, produced by Sea Data Corporation (now defunct) saved lives, and glad that I was able to write the manual to using the instruments from only the schematic because of my "Modern Math" classes. Thank you Mrs. Degnan, you saved lives and taught us well!

You and your student can decide if this math is for your student at this point in time. But, as for me, I loved it as a child.

More mathematics information for your benefit
Advanced notice for pi day March, 14th: How will you celebrate?

Magic Math link: http://library.thinkquest.org/27103/eng/home.htm

"Web site "Set Theory" offers educational tools and resources to help you learn fundaments of mathematics. You can take full advantage of the "Internet style of learning." http://library.thinkquest.org/C0126820/start.html


María J. Frápolli, 1991, "Is Cantorian set theory an iterative conception of set?". Modern Logic, v. 1 n. 4, 1991, 302–318.

Math supports science!!!

One reader brought this link to our attention...Strengthening math helps science...http://mathcollege.tripod.com/ Take a look by clicking the link and then hitting cancel. See if it is helpful to you.

Please post comments here. Thanks. J