Your first set of tasks:
Fill out the identifying information (access code, email address, etc.), just type a simple 'hello' message in the last box, and submit.
Add this form to Favorites on your Web browser.
In the following be sure to use the form Submit Form for Governor's School Work wherever you are asked to use the Submit Work Form . You will know you are using the wrong form if you are asked for your access code and VHCC email address.
Hands-on activity 1: Submit Data Form and Pendulum Count.
This activity will be explained when the time comes. It will be explained in class.
Second-day notes from students
Problem Assignment for First Weekend
list of questions days 4-6.htm
DERIVE:
Day 6
Do the game with the grids (take turns sketching segments)
Run the Timer Experiment and submit your results using the current version of the Submit Data Form
Testing Hypothesis regarding Time Intervals. Hang on to your document until the Submit Data Form has been modified to accept your work.
Here's a set of calculations I got last night from a very good student, who set the problem up beautifully, and who should have recognized that there was an obvious error in the arithmetic:
26.5g * (1 mol/(196.9 g)) * ((6.02 x 10^23) / 1 mol) = 8.10
x 10^22 atoms
26.5g * (1 mol/(107.9 g)) * ((6.02 x 10^23) / 1 mol) = 1.48
x 10^22 atoms
Why is it so obvious that there is an error in his results? How many obvious signs are there that he had an error?
Day 7
Last day
Click on the link below to obtain your username, password, related instructions and other necessary information.
Accessing Login Information; Obtaining Help; VIVA; Accessing your Student Email
1. On a 5 x 5 grid you can get distance 5 in two different ways, corresponding to the vectors <5, 0> and <4, 3>.
Obviously this is also the case on a 10 x 10 grid.
On a 10 x 10 grid you can get distance sqrt(50) in two different ways, corresponding to the vectors <7, 1> and <5, 5>.
If you don't notice the repetitions, this affects your answer to the question of 'how many different distances are possible on the grid'.
On the final, many students listed the possible distances correctly, but failed to notice one or both of these repetitions (for example listing sqrt(50) twice). Some student did notice one repetition or the other, but only one student noticed both.
2. For vectors A, B and C with the property that A + B = C, it is always true that || A || + || B || is at least a large as || C ||.
Can you give an argument proving that this is so?
3. The merry-go-round problem will be described on the board.