We reviewed yesterday's introduction to related rates, including the guidelines for solving related rates problems using implicit differentiation. We then solved a fairly complex problem and backed up the solution by observing the graph of the function on the graphing calculator.
Assignment
None.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Jessica's attitude is excellent. Her grasp of the material is solid.
using diagrams-outline the bones considered as facial and their general function
discuss some terms like process, suture and articulate
view the 3 bones of the inner ear
Assignment
4 questions at the end of the chapter
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
finished the facial bones and discussed briefly how the three inner ear bones operate
We spent this session on test-taking strategy (based on the text. We (both of us!) learned two important things. On the last third of the problems in the Math test sections, multiple choice answers that are easily arrived at are invariably wrong as are answer choices that are numbers that appear in the original problem! We worked together through a number of "typical" SAT "hard" problems.
Assignment
None
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Jessica impressed me with her rock-solid logical ability to eliminate incorrect multiple choices. This was an excellent session.
We discussed related rates--rates of change with respect to time that are related to one another, such as the related output of a tank related to the volume of the liquid remaining. Then we explored how implicit differentiation allows us to manipulate a formula to investigate how one rate of change is related to another. We worked a few example problems.
Assignment
None
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Jess's attitude is excellent. Her grasp of the material seems to be quick and complete. She is a joy to work with--even though she's 1,200 miles away!
using diagrams from the book and those presented on elmo, we discussed the skull and some of the specific bones involved in the formation of the cranial region.
Assignment
read and prepare for vertebral column
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
Jessie had researched osteoporosis and we discussed the results of her findings as to the causes, anatomical anomaly, tests done, treatments.
also discussed the development of bone and specific factors which affect the development
Jessica and I read a Classification Essay from The Norton Sampler, discussing the ways in which individualistic and collectivistic societies function in relation to one another.
In class, Jessica and I discussed two of the classification essays that she read for homework, noting the use of classification as a rhetorical strategy.
We spent the session solving and discussing a problem in which we found higher-order derivatives using implicit differentiating techniques and substitution.
Assignment
None
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Jess's attitude is fine. She seems to be on top of the material.
using diagrams and pictures, discuss types of bones, long, short, flat, irregular, and their general locations. Discuss the makeup of bone- compact bone and spongy bone
Assignment
read description of skull and complete osteoporosis report
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
completed the assigned objectives and developed a classification of bone
