Daily Archives: September 25, 2018

Partial subsidy

Points possible: 5. Total attempts: 5

Let f = 0.8 and G = 0.05.  Write a simplified form of the formula for the braking distance d using these values for the two variables.  Your formula should involve the remaining variable V.

d =

Do not round the value in the denominator.  If you have trouble, you will get a hint after two attempts.

While the original equation involved four variables, this simplified formula just involves two, allowing us to compare how changing the initial velocity changes braking distance.

#4 Points possible: 16. Total attempts: 5

For each of the velocities in the table, given in miles per hour, first convert them to feet per second.  Then, use your simplified formula from above to determine the braking distance.  Give answers to two decimal places.

Velocity (miles/hr) Velocity….

Exponential

Points possible: 5. Total attempts: 5

Let f = 0.8 and G = 0.05.  Write a simplified form of the formula for the braking distance d using these values for the two variables.  Your formula should involve the remaining variable V.

d =

Do not round the value in the denominator.  If you have trouble, you will get a hint after two attempts.

While the original equation involved four variables, this simplified formula just involves two, allowing us to compare how changing the initial velocity changes braking distance.

#4 Points possible: 16. Total attempts: 5

For each of the velocities in the table, given in miles per hour, first convert them to feet per second.  Then, use your simplified formula from above to determine the braking distance.  Give answers to two decimal places.

Velocity (miles/hr) Velocity….

coefficient of friction

Points possible: 5. Total attempts: 5

Let f = 0.8 and G = 0.05.  Write a simplified form of the formula for the braking distance d using these values for the two variables.  Your formula should involve the remaining variable V.

d =

Do not round the value in the denominator.  If you have trouble, you will get a hint after two attempts.

While the original equation involved four variables, this simplified formula just involves two, allowing us to compare how changing the initial velocity changes braking distance.

#4 Points possible: 16. Total attempts: 5

For each of the velocities in the table, given in miles per hour, first convert them to feet per second.  Then, use your simplified formula from above to determine the braking distance.  Give answers to two decimal places.

Velocity (miles/hr) Velocity….

exploration and problem solving.

Select a grade level 3-5 and a corresponding standard from the “Common Core State Standards for Mathematical Content on Numbers and Operations: Fractions” to develop a complete lesson plan.

Using the “COE Lesson Plan Template,” align one or more NCTM Process standards with your learning target. Use the “Class Profile” to design an activity supported by the recommendations in the IES report to teach that target.

Develop differentiated activities for the students in the “Class Profile” identified as below grade level, at grade-level, and above grade-level that

Choose one of the following:

Use models in fraction tasks, including area, length, and set/quantity models. Emphasize academic language, including partitioning, sharing tasks, and iterating Explore equivalent fractions.

Find technology that would engage and support students who are below grade level,….

Activate prior knowledge.

Select a grade level 3-5 and a corresponding standard from the “Common Core State Standards for Mathematical Content on Numbers and Operations: Fractions” to develop a complete lesson plan.

Using the “COE Lesson Plan Template,” align one or more NCTM Process standards with your learning target. Use the “Class Profile” to design an activity supported by the recommendations in the IES report to teach that target.

Develop differentiated activities for the students in the “Class Profile” identified as below grade level, at grade-level, and above grade-level that

Choose one of the following:

Use models in fraction tasks, including area, length, and set/quantity models. Emphasize academic language, including partitioning, sharing tasks, and iterating Explore equivalent fractions.

Find technology that would engage and support students who are below grade level,….

student misconceptions

Select a grade level 3-5 and a corresponding standard from the “Common Core State Standards for Mathematical Content on Numbers and Operations: Fractions” to develop a complete lesson plan.

Using the “COE Lesson Plan Template,” align one or more NCTM Process standards with your learning target. Use the “Class Profile” to design an activity supported by the recommendations in the IES report to teach that target.

Develop differentiated activities for the students in the “Class Profile” identified as below grade level, at grade-level, and above grade-level that

Choose one of the following:

Use models in fraction tasks, including area, length, and set/quantity models. Emphasize academic language, including partitioning, sharing tasks, and iterating Explore equivalent fractions.

Find technology that would engage and support students who are below grade level,….

critical value method and p-value method.

BA 275 Comprehensive Project

Summer 2018

Project Idea: Using one data set (all major airline domestic flights departing from Oregon airports in 2016), you will use all the tools we learn in this class. The point of any statistics class (including this one!) is to better understand the world through data. Although we have many tools, all of them come back to one question: “How can we better understand our data?” In order to really understand these tools, we will repeatedly ask the question, “what patterns can we find in this Oregon flight data?”

Project Procedure: Each week, you will be asked to use a different tool or approach on this same data. Each week you will add a new section to an ongoing project report. By the….

hypothesis tests using random samples

BA 275 Comprehensive Project

Summer 2018

Project Idea: Using one data set (all major airline domestic flights departing from Oregon airports in 2016), you will use all the tools we learn in this class. The point of any statistics class (including this one!) is to better understand the world through data. Although we have many tools, all of them come back to one question: “How can we better understand our data?” In order to really understand these tools, we will repeatedly ask the question, “what patterns can we find in this Oregon flight data?”

Project Procedure: Each week, you will be asked to use a different tool or approach on this same data. Each week you will add a new section to an ongoing project report. By the….

Explain why this data is a population, rather than a sample. Remember that we can generally describe a population using a phrase like, “this is a list of all of

BA 275 Comprehensive Project

Summer 2018

Project Idea: Using one data set (all major airline domestic flights departing from Oregon airports in 2016), you will use all the tools we learn in this class. The point of any statistics class (including this one!) is to better understand the world through data. Although we have many tools, all of them come back to one question: “How can we better understand our data?” In order to really understand these tools, we will repeatedly ask the question, “what patterns can we find in this Oregon flight data?”

Project Procedure: Each week, you will be asked to use a different tool or approach on this same data. Each week you will add a new section to an ongoing project report. By the….

Let’s use this data to conduct a hypothesis test Write your claim: you might want to start, “I’m testing the claim that the average delay of a flight departing {airport in Oregon} is less than _____________.” Don’t forget units of time! This means that your:

BA 275 Comprehensive Project

Summer 2018

Project Idea: Using one data set (all major airline domestic flights departing from Oregon airports in 2016), you will use all the tools we learn in this class. The point of any statistics class (including this one!) is to better understand the world through data. Although we have many tools, all of them come back to one question: “How can we better understand our data?” In order to really understand these tools, we will repeatedly ask the question, “what patterns can we find in this Oregon flight data?”

Project Procedure: Each week, you will be asked to use a different tool or approach on this same data. Each week you will add a new section to an ongoing project report. By the….