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Unit Manipulation

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Yes, the concept is extremely simple. In fact, it's so simple that it's rarely taught at the college level. Hence, those of us who haven't learned to master it ourselves often end up struggling tooth-and-nail to get decent grades in our math-based science classes. If you can identify with this struggle, I would suggest taking a step back to learn the art of unit manipulation. Although the critical thinking skills necessary to succeed in Chemistry can't be obtained by simply watching a 5-minute video, the best way to prepare yourself to handle super-complex problems is to spend extra time on the basics. My purpose in creating this piece was to give students one of the most fundamental building blocks that can be used to analyze more complex …show more content…

A conversion factor is a fraction with equal quantities on the top and bottom (numerator and denominator). They MUST be equal, so that we don't change the value of the number we're trying to apply our conversion to. This fact can be seen in a more basic example that doesn't involve units at all. If we multiply 62 by a fraction that can be reduced to 1, we still end up with 62:Conversion Factor Example Although unit conversions have seemingly different numbers on the top and bottom of the fraction, the quantities are actually equal. To refer back to the video: 12 inches is equal to 1 foot, so we can likewise multiply our quantity by a fraction that has 12 inches in the denominator and 1 foot in the numerator. Since they are equal, we aren't messing up our value. Handling Series' of Unit Conversions. If we wanted to convert 2,015 centimeters to some number of miles, we would need to go through several unit conversions (assuming that we don't have a conversion factor for going directly from millimeters to feet). Some people like to go through one conversion at a time, but I think it's simpler (and far more efficient) to save punching the numbers into my calculator until I have all of the conversion factors written out like this:Numbers 2, CanceledThen I can just plug all of the numbers into the calculator at

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Materials Needed: Pond Lily pads with numbers Alligator head Math Skill: Greater Than Directions: One student will select a number from the pond, then another student will select a separate number. They will each place their numbers on a lily pad. As a class the students will recite the phrase: “ Alligator, Alligator sitting in a swamp.

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What Kayden and I did first is get on EV3 robot out and connect it to bluetooth, after that we did that we started to think about how we were going to find out how many rotations that we were going to need to get it from start to finish. So, we got a ruler and since we already knew one rotation was equal to 7 inches we guesstimate that it would be about 5 rotations. When we tried it is was still a little short of its goal, so we added 0.5 to it and it barely went over its goal. Finally we took away 0.08 and tried it and it landed exactly on its target. So our final solution was 5.42 rotations at 27% would get us from the start to the finish exactly.

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Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.

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Very little conversion is taught in schools which makes it difficult for people to do. Teaching two measurements is already

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What are two real world quantities that have a proportional linear relationship and how do you know they are proportional? Rate of change is a rate that describes how one quantity changes in relation to another. To find rate of change put change in y

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Chapter two covered different methods of fractions. Fractions are utilized often in everyday life, and I would venture to say that they are probably used more than most math methods. One of the most interesting concepts as it pertains to fractions are converting improper fractions to mixed fractions. Therefore, the video attachment chosen from youtube covers that and begins with defining improper fractions. The main point was in the instructional video was a fraction is a improper fraction when the numerator is larger than the denominator.

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5. Improve the original unit in terms of multimodality. Choose one of the following: a) Identify or create a multimodal resource you would add to improve the original unit? Explain how you would use the new resource and provide a rationale for its inclusion? (750 - 1000 words)

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When students are asked to go more in depth within the equation they are not able to since they used a simple shortcut that skipped all the major steps and ideas. A great example comes from Mike Flynn, the director of a leadership program for mathematics stated that students have a hard time doing the work in their head because they say they are used to using a shortcut and they do not really know what they are doing (Flynn). They are so used to just following the steps without knowing what they are writing or solving. Students do not get the full experience of doing all the work and get the real meaning of the equation that was used. They end up using a shortcut that is not really the way it is supposed to be done and they end learning something that is not correct.

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The key to effective teaching is good planning and organisation (Touzel 2009). Although, teachers should not be too prescriptive in their planning, teachers should be equipped with sufficient subject knowledge to allow for spontaneity in a lesson, being able to answer potentially challenging questions that might deviate the lesson (Petty 2009). In order to support this, a clear unit of work should be provided so detailed lesson plans can be produced. A unit of work is a basic overview of a set of lessons that includes what the students are expected to learn. The individual lesson plans can then go into detail about how each lesson will run and should include clear objectives, outcomes, differentiation needs and a clear structure (Haynes 2010).

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Developing and Process of Developing Unit Outline Establishing a starting point for this assignment was far more difficult than I anticipated. During this semester, I am acquiring countless new resources and teaching tools all while simultaneously reaching a more profound insight into pedagogical theories such as Universal Design for Learning (UDL) and differentiation. These new insight into theoretical knowledge coupled with the excitement of the soon approaching student teaching practicum is creating a certain anxiety in which I feel the need to use all this new information all at once. Nonetheless, I recognize that this overly enthusiastic urge is not only unrealistic, but also counterproductive still, the desire to "get it right" for the

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Like most students, I start this course off with prior knowledge of Biology 1 and Chemistry 1, and am taking AP Physics C Mechanics this year as well. I did relatively well in Chemistry, my favorite part last year was learning how to easily do dimensional analysis! I loved participating in labs during class, but found that it was hard to write down information while observing the experiments taking place. I was usually allowed to take labs home to thoroughly finish them, something that has helped me review the day’s lesson and the meaning of the labs that I complete at school. I signed up for AP Chemistry because I felt I was ready to take on more responsibility.

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As I sit in math class, I stare at the page covered in letters and numbers that may not seem as if they mean anything, but when you think, it all comes together. I analyze the problem, think about how to solve it, and then solve it accordingly. I make numbers and variables dance along the paper until it comes to a solution, or none, or multiple. It may be wrong but it is all just about learning. I can then incorporate this new knowledge and get more answers right in the future.

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Of course, I can remember a few things from Chemistry, but nothing like I should be able to retain. I know that when I am just memorizing the material and not learning it or just getting through the class to get an A is not a good habit or ideal in any way, but I still do it. I now regret not focusing on learning the material, and I have been really trying in all of my classes following the Chemistry class to learn and retain the information given. I also think about how much money my parents and I have just thrown away, because I cannot remember the information that was taught.

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