Baseball and Not Baseball

What I Learned This Week

An Example for Class

A student asked a question, so I made a real video. I noticed two things. Even after I thought I made clean corrections there were still errors. None seem too horrible though. The other thing I noticed is that math translation is hard. Not only are variables sometimes interpreted as words, numbers are sometimes written as Arabic numerals and sometimes spelled out. I am not sure if there is a way this is supposed to be done. In future videos I will probably try to make it look as much like the equation on the screen as I can.

Auto-captioning does help a little, but correcting Youtube captions did double my production time.

I also am now linking to Youtube instead of directly publishing the videos. That means there are ads after my video plays. Eventually I can save some money by downgrading my WordPress plans to ones that don’t have direct video upload. But, the students pay the cost through the ads.

Captioning

NOT BASEBALL

Google writes that Youtube now auto captions. I’ll probably test that later this weekend. I did want to show what adding auto captions did with an existing video.

Look for this screen to start your auto captioning.

It sort of got the words right . . .

This shows some of the (semicorrext captioning)

I edited some of the captions to show I could. I’m not actually using this in class so I wasn’t very concerned about perfection. I corrected the first minute and 3 seconds in about 5 minutes. I left the rest wrong to give a sense of what needs fixing. Writing a script and recording this video took around 20 minutes. Captioning would take about another 20, although it might get quicker if I learned to speak slower and use the editor more efficiently. It does make the video viewable on a bus for students though.

Turn on captions and enjoy (especially the last 3 minutes).

TeamMaker App

NOT BASEBALL

I give pair quizzes in some classes. The students get part of the time individually so that they can still use the quiz as a formative assessment. Then they get some time in pairs. I say this is fine because the pairs are chosen randomly or the pairs are not repeated, and the quizzes are easy enough for individuals to do.

I usually use the non-repeated because randomly choosing the groups takes too much class time. There are Google Sheet Templates and apps like Names in a Hat that would do a good job, but they require just the names of the people who are there that day. An absent student needs to be removed the day of selection, and then re-added before the next day of selection.

TeamMaker avoids this. It has a toggle by names. Toggle the student off if they are absent and run the selection.

You can toggle off the names of absent students without having to delete and re-add their names.

TeamMaker also defaults to making groups slightly larger if the number of people is not divisible by the number of groups which is the way I prefer it to work. The app is free if you can tolerate x-ing out ads every few picks, or $0.99 via in-app purchase if you prefer an ad-free version. 110 Syllabus Winter 2017 [This was an attempt to publish from stackedit.io to a blog. As you can see the table of contents failed to be transferred correctly. Otherwise it did OK].UPDATE: I fixed it by exporting from the full page view of stackedit and then viewing the source and replacing the code here. HENRY FORD COLLEGE Mathematics Department Course Syllabus General Instructor and Course Information MATH 110-71 and 73: Intermediate Algebra (4 cr. hrs) WINTER 2017 INSTRUCTOR: Mr. Jeff Morford (“Jeff”, or “Mr. Morford” are acceptable) CONTACT INFORMATION: Telephone: (313) 317-4046 E-Mail: jmorford@hfcc.edu Office: G-120D Office Hours: 11-Noon on Monday through Friday. I can be in my office before the 5:25 class most Tuesdays and Thursdays if you contact me ahead of time. Catalog Course Description: Covers solving quadratic, rational, and square root equations; an introduction to functions; graphs of linear and quadratic functions; rational expressions; rational exponents; and radical expressions. Includes techniques of problem solving and applications. Requires a scientific calculator and access to an online homework management system. Prerequisite: A grade of C or better in Math 080 or Math 089 or a satisfactory score on the placement test. Course Goals: 1. To develop in students intermediate algebraic skills necessary for success in subsequent mathematics courses and other courses requiring mathematical skills. 2. To develop in students intermediate algebraic skills necessary for success in subsequent mathematics courses and other courses requiring mathematical skills. 1. To develop in students the problem-solving skills needed to interpret, analyze and solve applied problems requiring intermediate-level algebraic skills. Core Course Topics and Objectives (* indicates critical thinking objectives) 1. Factoring Polynomials Factor polynomials by factoring out the greatest common factor. Factor four-term polynomials by grouping. Factor trinomials. Factor perfect-square trinomials, the difference of two squares, and the sum and difference of cubes. Apply the appropriate factoring strategy to factor a polynomial. Solve quadratic equations by factoring. 2. Rational Expressions and Rational Equations Simplify rational expressions. Perform algebraic operations of addition, subtraction, multiplication, and division on rational expressions. Simplify complex fractions. Solve rational equations algebraically. Solve rational equations for a specified variable. Solve applications that can be modeled by rational equations.* 3. Functions and Graphs Write equations of lines using slope-intercept form and point-slope form, including parallel and perpendicular lines. Define a relation and express the domain and range of a relation in set builder and interval notation. Determine algebraically or graphically whether a relation is a function. Use function notation. Solve applications that can be modeled by a linear function.* Evaluate polynomial and rational functions and specify their domains. 4. Radicals, Rational Exponents, and Complex Numbers Evaluate perfect roots. Convert expressions in radical form to exponential form and vice versa. Simplify expressions involving rational exponents. Simplify radical expressions. Perform algebraic operations of addition, subtraction, and multiplication on radical expressions. Rationalize the denominator of a radical expression. Solve radical equations algebraically. Solve applications that can be modeled by using Pythagorean Theorem.* Write square roots with negative radicands as imaginary numbers. Add, subtract, multiply and divide with complex numbers. 5. Quadratic Functions and Equations Solve quadratic equations using the square root property. Solve quadratic equations by completing the square. Solve quadratic equations using the quadratic formula. Solve equations that are quadratic in form. – Graph a quadratic function by hand after finding the vertex, the axis of symmetry, and the intercepts.* *Fulfills HFCC General Education Outcome for critical thinking and problem solving. Materials Textbook and Materials Algebra: A Combined Approach Package for Henry Ford College , by Elayn Martin-Gay (Pearson; ISBN-13: 9781323172995) • A scientific calculator is required of each student. • The Student’s Solution Manual is available in MyMathLab. • MyMathLab use is required in this course, and an access code will be packaged with a new textbook. The MyMathLab student access code can also be purchased separately at the bookstore or through the publisher when registering online for MyMathLab. MyMathLab Instructor’s Course ID: You will have required MyMathLab homework due emost Tuesdays at 8AM. (It is really an 8 hours extension of a Monday at 11:59 PM deadline and not a push back of a before class deadline.) The code you need to create your course and start working is: morford04928 Core Course Topics (textbook) Before doing 6.1 you may wish to review special products from Section 5.6 and assign the MML review for special products. Chapter 6: Factoring Polynomials (Sections 6.1 – 6.7) Chapter 7: Rational Expressions (Sections 7.1 – 7.7) Chapter 8: Graphs and Functions (Sections 8.1 – 8.4) Chapter 10: Rational Exponents, Radicals, and Complex Numbers (Sections 10.1 – 10.7) Chapter 11: Quadratic Equations and Functions (Sections 11.1, 11.2, 11.3, 11.5, 11.6) Instructional Policies Assignments: Homework: I will check your homework on the days indicated in MyMathLab. Your homework score will count as 10% of your course grade. Quizzes: You will have a quiz on (or due on) most Thursdays. I will drop your lowest two quiz scores and take an average of the remaining quizzes. Some quizzes may be on MyMathLab instead of in class. Your quiz average will count as 20% of your course grade. Tests: You will have 5 tests, one on each chapter. I will drop your lowest test score and take an average of your remaining tests. Your test average will count as 60% of your course grade. Final Exam: You will take a cumulative final exam worth 20% of your course grade. Attendance: College Policy: Regular class attendance is necessary if a student is to receive maximum benefit from classes. Students are expected to attend all the sessions of the classes in which they are enrolled, and absences in no way lessen student responsibility for meeting the requirements of the class. Penalties may be imposed, at the discretion of the individual instructors, whenever the quality of the student’s work has been affected by absence or tardiness. Students, as a matter of courtesy, should contact their instructors concerning absences. Lack of attendance may affect the student’s final grade. Absences in connection with participation in authorized college activities must be considered in the total picture of absences for all purposes, and it is the responsibility of the student to make up work missed. Students are required to be present at the final examination. In case of absence, it is the student’s responsibility to contact the instructor in regard to makeup. Never Attended Designation Since student success depends on active engagement, Henry Ford College requires students to actively participate in their learning with regular and sustained interaction. Students who have NOT actively participated in a class by the College’s Never Attended deadline will not be permitted into that class even if they are enrolled in the class and will receive a Never Attended (NA) designation as the grade for the course. Note that merely attending class, obtaining a syllabus, or logging in to an online class will not necessarily be adequate. Consequences of receiving a Never Attended (NA) designation and grade: • The student may not participate in the course. • The student is responsible for paying the tuition and fees associated with the course. • The grade for the course on the student record will be NA. • The student will receive no credit hours for the class. • The NA grade will negatively affect Satisfactory Academic Progress (SAP). • The NA grade will negatively affect a student’s ability to maintain and/or receive financial aid. Instructor Policy: A student must attend a full class session and actively participate by working problems assigned to individuals, by cooperating with others in groups, and by taking notes during lecture in order to avoid the never attended designation. Grading Procedures: I will create a weighted average of the grades as specified in the section about assignments. Then I will round that score to the nearest percent. I will then assign grades based on this table. Percentage Score Grade 90 to 100 A 85 to 89 B+ 80 to 84 B 75 to 79 C+ 68 to 74 C 55 to 68 D 0 to 54 E Discipline Generally there are not discipline problems in college classrooms. However I have occasionally noticed some problems. These include student conversations that disrupt discussions and lectures, or use inflammatory or insulting language. Students are expected to conduct themselves with polite demeanor towards fellow students and the instructor. In addition, sleeping, doing work for other classes and eating more than a small snack and leaving the room without a serious reason are disruptive. Students who disrupt class in the above ways will face appropriate campus discipline policies. In extreme circumstances students can be removed from the course without refund of tuition. Electronic Devices Cell phone ring tones disrupt the classroom. If your employer or day care provider requires you to have a cellular phone make sure it is set to silent and leave the room to answer any calls. Violation of this policy will be handled according to appropriate campus discipline policies. In extreme circumstances students can be removed from the course without refund of tuition. Before texting or accessing the internet for something not related to the class remember that your brain cannot easily follow two or more tasks at once. You are not fully present when you are continually sending and reading text messages, reading and updating social media, or using your phone for other purposes. If your grade is not an A or if you need to learn the material well enough to take another class you may wish to give your full attention to the course for at least two hours per day. You may not use any device that can access the internet or a phone network during a test. If you do I will immediately collect your test and grade it as though you finished. Drop Policy: College Policy: A student may officially drop a class without academic penalty until 60% of the class is completed. (The exact date may be found by reviewing the current semester Academic Calendar that can be accessed from http://www.hfcc.edu/programs/academic_calendar/default.asp.) A “W” will be recorded on the student’s transcript. If a student stops attending a class without officially withdrawing from the class, the instructor may record either an E or DR grade. Instructor Policy: Students should drop through the registrars office. In case of emergencies I can issue a DR grade at the end of the semester. In most semesters no student has what I consider an emergency. Academic Dishonesty: College Board of Trustees Policy #8500 (adopted 3/17/97): …It shall be the policy of the College that determination of the fact of academic dishonesty by a student shall be a matter of individual judgment by the instructor. The instructor may administer a penalty up to, and including, failure in the particular course… Instructor Policy: Students who cheat on exams receive an E in the course. Further I file a letter with the registrar explaining the reason for the E grade. Cheating on other assignments follows a progressive penalty beginning with a 0 on the assignment and ending with an E in the course and a letter to the registrar for repeated offenses. Mathematics Department Policy on the Cut-Off Date for Drop Downs “Registered students may only drop-down (move-up) to another full-semester math class within the first three weeks of the Fall and/or Winter Semesters. During the fourth and fifth weeks of the Fall and/or Winter Semesters, registered students may only drop-down (move-up) to a twelve-week course. (In the Spring and/or Summer semesters, students have only one and one-half weeks to drop-down (move-up) to another class.) In order to drop-down (move-up), a student must: 1. Obtain the written permission of his/her current instructor stating that the student was misplaced. 2. See the Associate Dean of Math & Science for assistance in finding an appropriate section. The Associate Dean of Math & Science will select a section with fewer than 32 students to which to add the student and contact the Registration Office. The Associate Dean of Math & Science will exercise due consideration with respect to classroom size and total contractual load, and will notify the teacher of the section in a timely manner.” Pearson Interfaces Are Abysmal Pearson has decided to make it harder on teachers to use MyMathLab. Personally I don’t mind because I’d like our department mandate to go away. The harder they make it to use the better. So, now it takes multiple clicks after logging in to get to a class. But, it gets better. When copying a course the button right next to the search window does not do the implied search. If only Pearson had access to instructional designers… Final Test for Today Final Test OK Here is what I plan. Create a document with many features I will have a multiple headers, a table, some equations a bulleted list and so on. I will save it as html on the desktop. Here is a bulleted list and some equations for no good reason. The list was screwing up the TOC for some reason. I pulled it. $\sqrt{\frac12}=\frac{\sqrt2}2$ $A=\pi r^2$ I will upload it to WordPress as html and fix the equations. Having a numbered list and a bulleted list seems to be a sin. I’ll leave it for now just to see if I can get this to work. Maybe Only New Posts Use Markdown after Activation [TOC] Testing $\sqrt[3]{x^2}=x^\frac23$ More testing A super lot of testing My Classroom Site I needed a space after the headings. TOC does not work. I need to use latex to make equations. I guess I can build these in StackEdit, convert to html and then fix all the equations until I find a better solution. Dropping Some Mark Down [toc] #Testing$\sqrt[3]{x^2}=x^\frac23\$

##More testing

###A super lot of testing

My Classroom Site

Testing

More testing

A super lot of testing

My Classroom Site

I made this in StackEdit, saved as HTML, opened the file, nabbed the source and posted it here. Let’s see what happened. (It looks like it ate the equation, but did the rest right.

It deleted:

<p><script id=”MathJax-Element-2″ type=”math/tex”>\sqrt[3]{x^2}=x^\frac23script>p>

So, I need to see if I can get that to work in WordPress.

Edit: Trying $\sqrt[3]{x^2}=x^\frac23$

$\sqrt[3]{x^2}=x^\frac23$

The thing I tried that worked was putting latex in brackets around the formatting and a closing latex in brackets. I will next make a post using just the markdown from Stackedit to see if that works.