HDTenEightyP/NetNews huggingface dataset:
From: A.J..Cosgrove@f110.n321.z1.fidonet.org (A.J. Cosgrove)
Newsgroups: k12.ed.science
Subject: computer use in the classroom
Date: Fri, 10 Apr 92 20:03:38 PST
Organization: FidoNet node 1:321/110 - Physics Forum, Amherst MA

        I am a graduate student at the University of Massachusetts.  I am very interested in the use of computers in the classroom.  Currently, I am working on a research project that is twofold.  The first part will list some of the ways computers are being used in Massachusetts classrooms today.  The second part will describe how industry thinks schools can best use computer technology to prepare students for the industries future and present needs. I ask that you take some time to fill out the following

 survey.  Look for results posted on Spacemet sometime in the future.
 
1.  Name of school
2.  Subject area
3.  Grade level
4.  Compute use? (yes or no)  If no, please state a reason that computers are not being used.
5.  Computer type(s)
6-10.  Please list any uses of computer technology in your classroom (be specific).
11.  Future goals for the use of computer technology in your classroom.
Thank you!


--  
uucp: uunet!m2xenix!puddle!321!110!A.J..Cosgrove
Internet: A.J..Cosgrove@f110.n321.z1.fidonet.org
From: George.Cormie@p0.f204.n701.z89.fidonet.org (George Cormie)
Newsgroups: k12.ed.science
Subject: Hi
Date: Tue, 07 Apr 92 05:50:02 PST
Organization: FidoNet node 89:701/204.0

NP> Hi how's it going?  I moved to Calgary and I was wondering the local 
 NP> BBS's and to my surprise I saw your name.  Wow you really get around!
 NP>  
 NP>                             Neil Pearson
 NP> 
 NP> --- Maximus 2.00
 NP> * Origin: Calgary Message-Line [K-12] 403-244-4724 VHST AB,CANADA 
 NP> (1:134/66)  * Tossed by SFToss v1.00 on 92/04/07  04:46:29
 
 I am pleased to see one of my students came back to haunt me .. are you  going to university or? - leave me a message in the SR CHAT echo and  update me.


--  
uucp: uunet!m2xenix!puddle!89!701!204.0!George.Cormie
Internet: George.Cormie@p0.f204.n701.z89.fidonet.org
From: Jack.Crawford@f620.n260.z1.fidonet.org (Jack Crawford)
Newsgroups: k12.ed.science
Subject: Re: Creation Vs Evolution
Date: Thu, 09 Apr 92 08:28:00 PST
Organization: FidoNet node 1:260/620 - W-FL Teacher Resour, Stanley NY

MG>I have a religious approach as well as a Scientific approach...
MG>Regardless of your religion do you believe that the method of
creation is MG>ruled out?

I know this for a fact: this discussion is no longer welcome in this
echo. Please move your conversation on this topic to the FIDOnet
PHILosphy echo some other echo where ongoing, unresolvable
philosophical discussions are welcome.

Please do not bring it up again in this echo.

=jack=
K12net Council


--  
uucp: uunet!m2xenix!puddle!260!620!Jack.Crawford
Internet: Jack.Crawford@f620.n260.z1.fidonet.org
From: Tony.Ermie@f12.n214.z1.fidonet.org (Tony Ermie)
Newsgroups: k12.ed.science
Subject: Re: creationism
Date: Thu, 02 Apr 92 18:44:00 PST
Organization: FidoNet node 1:214/12 - On**Line Visalia, Visalia CA

Hello Gary!

In a msg of <28 Mar 92>, Gary Saville writes to Seth Webster:


 GS> I'm new to this discusion could you perhaps give me some references
 GS> on info of creationism??

New here also, Gary..... You might get the book "What Is Creation Science"
or Scientific Creationism, both (I think) by Morris-PArker...

While NOT proving creation it demonstrates the strong evidences for
creation......

Tony


--  
uucp: uunet!m2xenix!puddle!214!12!Tony.Ermie
Internet: Tony.Ermie@f12.n214.z1.fidonet.org
From: Janet.Murray@f23.n105.z1.fidonet.org (Janet Murray)
Newsgroups: k12.ed.science
Subject: Re: Creationism
Date: Mon, 06 Apr 92 23:09:58 PST
Organization: FidoNet node 1:105/23 - HI TECH TOOLS / Lib, Portland OR

In a message of <Apr 06 09:33>, Jack Crawford (1:260/620) wrote: 

 JC>The discussion on creationism and evolutionism in this echo ended 
 JC>in
 JC>March after several months of heated debate in which nothing was
 JC>decided.

 JC>please refrain from further discussion on these
 JC>subjects in this echo.

 JC>=jack= Crawford
 JC>K12net Council

--Janet Murray
K12Net Council of Coordinators




--  
uucp: uunet!m2xenix!puddle!23!Janet.Murray
Internet: Janet.Murray@f23.n105.z1.fidonet.org
From: Sherman.Williams@f2.n255.z1.fidonet.org (Sherman Williams)
Newsgroups: k12.ed.science
Subject: NSTA CONFERENCE BOSTON 92
Date: Tue, 07 Apr 92 23:53:53 PST
Organization: FidoNet node 1:255/2 - NEWBED, Fredericton NB

I was hoping to make contact with teachers who were present at the NSTA 
Conference held two weeks ago in Boston. I was there and all the while I was 
wondering how many teachers I was meeting connected on the K-12 network in 
some way. I enjoyed the conference very much. There was much to see and many 
worthwhile sessions. I was impressed with the interest Americam teachers 
showed through their attendance at sessions that began even at 7:30 am on a 
Saturday morning. We can hardly get most of our teachers to 3:30 Friday for 
our Science conferences in Nova Scotia. If there are any NSTA Conference 
92'ers out there let's start up a conference on this network, even if it is 
to leave a brief comment that you were there and what you liked or did not. 
Hope to hear from someone. Meanwhile I wait here in The Annapolis Valley of 
Nova Scotia, beside the highest tides in the world.....so they say.    S.W.

--  
uucp: uunet!m2xenix!puddle!255!2!Sherman.Williams
Internet: Sherman.Williams@f2.n255.z1.fidonet.org
From: Michael.Gamer@f400.n348.z1.fidonet.org (Michael Gamer)
Newsgroups: k12.ed.science
Subject: RE: Creation Vs Evolution
Date: Sun, 05 Apr 92 09:09:18 PST
Organization: FidoNet node 1:348/400 - DEFCON InfoSystem, Winnipeg MB

I got to a Jewish School here in Winnipeg Manitoba...
We Say that  there IS A GOD and that he created the earth......
Yet I also believe that the world was created as evolution...But that god also 
exists..
I have a religious approach as well as a Scientific approach...
6Regardless of your religion do you believe that the method of creation is
ruled out?


--  
uucp: uunet!m2xenix!puddle!348!400!Michael.Gamer
Internet: Michael.Gamer@f400.n348.z1.fidonet.org
From: Cindy.Cole@f152.n321.z1.fidonet.org (Cindy Cole)
Newsgroups: k12.ed.science
Subject: computer use in the classroom
Date: Sat, 11 Apr 92 09:47:06 PST
Organization: FidoNet node 1:321/152 - SpaceMet North 2, Greenfield MA

HawlemontElementarySchool
Self-Contained Classroom
GraK-=1M/)s?E`qsw8_hRbe-2CcF^JhaDwW1^24
Grade 6
Computer use YES
2 Computers IBM and Apple 2c
Telecommunications, wordprocessing, simulations, subject related games
Continue above on a widerscale and my students would introduce telcommunications to other students.  Communication locally, nationally and internationally to grow out of self and into the wider community of the world learning the differences of peoples but similarities as well.  Communicate data re weather, interests, science projects etc.
                                Skennen


--  
uucp: uunet!m2xenix!puddle!321!152!Cindy.Cole
Internet: Cindy.Cole@f152.n321.z1.fidonet.org
From: JIM.DIXON@f240.n353.z1.fidonet.org (JIM DIXON)
Newsgroups: k12.ed.science
Subject: Military And The Environm
Date: Wed, 01 Apr 92 23:46:00 PST
Organization: FidoNet node 1:353/240 - The Polish Connecti, Westbank BC

From: LOWELL HERR                  Refer#: NONE
  To: JIM DIXON                     Recvd: Yes
...........................................................................
LH> > I understood it to be the other way around.  The monies doled
LH> > out for welfare would run the military system for 1 *day*.

LH>I'm not sure this is a science discussion but it does have a bearing on power
LH>f ten thinking.  Let me think out loud to your response.  Last evening, the r
LH>ring senator from New Hampshire, Warren Rudman, stated that the military
LH>expenditures make up 40% of the budget.  Now if the welfare expenses will run
LH>e military for only one day and there are 365 days in a year, then what perce
LH>of the budget does the welfare comprise?  I realize the government is
LH>running a deficit - but really.  Surely you're joking.

Sorry you took it to heart Lowell...I was being facetious. But the
figures I have from your country are;

DEFENSE........$303.3 Billion asked;, 285.4 Billion approved*
WELFARE........$525.0 Billion (12.5% of GNP)*/**

*Based on fiscal 1988, the most recent figures I have where both are of
the same fiscal period.
** This does not include any State funded welfare programs, emloyment
iniciative State funded, or federally funded 5 year programs such as
child day care subsidies.

I admit...(I'm getting full on crow), that I was off a couple billion.
The welfare problem can be viewed scientifically.  If Defense money were
rolled over into education and science, the u.s. might have no need for
welfare.  Just an oddservation.  Jim

...  SLMR 2.1a  


--  
uucp: uunet!m2xenix!puddle!353!240!JIM.DIXON
Internet: JIM.DIXON@f240.n353.z1.fidonet.org
From: Micheline.Verloove@f500.n2.z320.fidonet.org (Micheline Verloove)
Newsgroups: k12.ed.science
Subject: CHemistry teachers using this echo
Date: Wed, 01 Apr 92 09:14:00 PST
Organization: FidoNet node 320:2/500

 >> Are there many chemistry teachers using this echo?

I am a chemistry teacher in a secondary school in Brussels.
My pupils are between 14 and 18 year old.
It would be very fine if we could exchange information about teaching materials like lab experiments texts etc.... I am looking for some easy experiments in kinetics. Can somebody help me. Thanks.

Micheline Verloove

Brussels - Belgium


--  
uucp: uunet!m2xenix!puddle!320!2!500!Micheline.Verloove
Internet: Micheline.Verloove@f500.n2.z320.fidonet.org
Newsgroups: k12.ed.science
From: bd670@cleveland.Freenet.Edu (Russell I. Dyreng)
Subject: Foriegn Science Teachers' Organizations
Organization: Case Western Reserve University, Cleveland, Ohio, (USA)
Date: Tue, 7 Apr 92 14:48:45 GMT


I am trying to locate groups similar to the National Science 
Teachers' Association (NSTA) in countries outside of the United
States.  I am particularly interested in finding NSTA-type 
organizations in Canada, Western Europe and the Pacific Rim.

If you are aware of the existence of such a group, I would
appreciate you sending me the name and address of the 
organization via e-mail.

Thank you.

Russell I. Dyreng
bd670@cleveland.freenet.edu
From: Mike.Bolduan@f29.n105.z1.fidonet.org (Mike Bolduan)
Newsgroups: k12.ed.math
Subject: interestingath problem
Date: Fri, 10 Apr 92 15:08:34 PST
Organization: FidoNet node 1:105/29 - The Catlin Gabel Sc, Portland OR

In a previous message Matt Kahle brings up an interesting problem: what 
is the expected number of rolls of a single dbefore we can get one of 
each of the numbers 1 through 6. Here is an interesting way to motivate 
kids to be interested in such a problem:
      
The Yummie Yummie cereal company has put colored marker pens (or baseball 
cards or whatever) into thieir cereal boxes. There are six different pens 
to make up a complete set. If you sent everyonein the class off to the 
store to buy cereal until they had a complete set, on tyhe average how 
many would people have to buy? For instance, Lucky Louie might buy six 
boxes and get a diffwerent pen in ewch one and so only neeeds to buy 6. 
But His buddy is a good deal less lucky and he finds he has to buy 37 
boxes before he gets that elusive last pen to complete the set. 
This can be done with youngsters as low as sixth or seventh grade and is 
a good chance to introduce the idea of a simulation: each kid is given a 
die and asked to roll it ovcer and over keeping track of what s/he gets. 
They stop rolloing when they have gotten one of every number from 1 
throiugh 6. Then the results of the class are averaged out. You will find 
that ikf each kid in a class of, say, 30, does maybe ten experiments", 
and then the class results are compiled , that you will be very clkose to 
the theoretically produced result. And what is that theoretical result? 
I'd really like to say, but the computer screen is too small to contain 
the proof.....
cheers
mike


--  
uucp: uunet!m2xenix!puddle!29!Mike.Bolduan
Internet: Mike.Bolduan@f29.n105.z1.fidonet.org
From: Katherin.Mcarthur@f127.n267.z1.fidonet.org (Katherin Mcarthur)
Newsgroups: k12.ed.math
Subject: Re: CALCULATORS
Date: Sat, 04 Apr 92 20:28:33 PST
Organization: FidoNet node 1:267/127 - Fudruckers!! BBS, Albany NY

In a message quoted from David M.V. Utidjian on 23 Mar 92 13:31:01.
David M.V. Utidjian said to All...

DMU>         The use of calculators during exams seems a bit
DMU> unfair....
DMU> What if a student does not have a fancy scientific calculator?
DMU> Will the testing agency issue calculatorss so as to remove the
DMU> technological advantage of having a powerful calculator?
DMU>
DMU>         Otherwise, they will be testing the students ability
DMU> to afford a sophisticated calculator.... not how well they think,
DMU> or what they know.... more or less.
DMU>
DMU>         What has been written on this subject?  Any and all
DMU> references would be appreciated.

     Here in New York State, where they're just beginning to let us use calculators on Regents exams, calculators are issued to students at the beginning of tests; they can't bring in their own.  Also, they're fairly simple - arithmetic, %, square root, I think.  (No log button.  ::sniffle::  :))


--  
uucp: uunet!m2xenix!puddle!267!127!Katherin.Mcarthur
Internet: Katherin.Mcarthur@f127.n267.z1.fidonet.org
From: Raymond.Rooks@f120.n321.z1.fidonet.org (Raymond Rooks)
Newsgroups: k12.ed.math
Subject: Re: Children having problems w/Math
Date: Fri, 10 Apr 92 19:45:34 PST
Organization: FidoNet node 1:321/120 - SpaceMet Internet, Amherst MA

  I see a problem in your argument, even though some of it is correct.  You
said that teaching should go back to making kids understand.  I think this
presupposes that in the good ol days the kids somehow were taught to 
'understand' things.  I don't see any magical forumula that is going to make
someone simply understand something.  I don't think also that people can
automatically understand the relevancy of something because they need to know
it often before they can see how it applies.  I take classes now, and often I
have to just be patient and not be able to apply something I have learned until
later on...but I live with that.

  Oleg, I think you are correct in saying that operations aren't math.  Adding,
subtracting, division, trig, calculus, graph theory, topology...etc ... they
aren't math.  I think math is an understanding of what you learn to solve
problems, simply like the logic problems...but they aren't the only ones.  All
these math skills require practice and nothing else will do...not some etheral
'understanding'.  It is after you have mastered a skill that you can apply 
that knowlege to solving a problem.  I call word problems math because they
require thought and applying math skills.  You even get to the level where I
call the operations math because they require you to really you skills and
understanding.

Ray



--  
uucp: uunet!m2xenix!puddle!321!120!Raymond.Rooks
Internet: Raymond.Rooks@f120.n321.z1.fidonet.org
From: Matt.Kahle@f17.n128.z1.fidonet.org (Matt Kahle)
Newsgroups: k12.ed.math
Subject: Interesting problem
Date: Sun, 05 Apr 92 20:17:00 PST
Organization: FidoNet node 1:128/17 - Rivendell, Colorado Springs CO

I came across an interesting problem with an instructive solution.
 
What is the expected number of rolls of a die before each value is shown
at least once?
 
There are a few ways to attack it. You could get really close by just
doing a simulation with a simple computer program. However, an exact
solution is desired. For example if the answer is (the square root of 200),
14.142 is close, but wrong.
 
Hint : The expected wait for an event with constant probability p is 1/p.
 
 
-Matt


--  
uucp: uunet!m2xenix!puddle!128!17!Matt.Kahle
Internet: Matt.Kahle@f17.n128.z1.fidonet.org
Newsgroups: k12.ed.math
From: nroyall@vdoe386.vak12ed.edu (Nancy B. Royall)
Subject: Re: Selecting algebra students
Organization: Virginia's Public Education Network (Richmond)
Date: Wed, 08 Apr 92 14:39:23 GMT

Bill --
The Orleans-Hanna has worked extremely well for identifying
students for Algebra.  We use it with 7th grade students at
the end of the school year to select for 8th grade.
Unfortunately, there is no alternate form for use in earlier
grades.  The test is published by The Psychological Corporation
and test scoring services may be purchased with it.  The test
provides students with small sections of algebra instruction
and then tests on how well students can apply what is taught --
it does not presuppose any particular level of math skill or
training.

The Arlin test focuses exclusively on ascertaining what level
of cognitive thought is used by students as defined by Piaget.
This test is not directly related to algebra and may not have
any use as a predictor of algebra success.  At this point we do
not know if the test will work for us.  It is published by
Slosson.

On another different note -- your text is coming to me in a
very wide format.  How do I edit it to print on 8 1/2 inch
paper??

Thanks for the response -- I though no one was out there.
From: Mukesh.Agrawal@f350.n159.z1.fidonet.org (Mukesh Agrawal)
Newsgroups: k12.ed.math
Subject: Math Question
Date: Fri, 03 Apr 92 19:06:00 PST
Organization: FidoNet node 1:159/350 - The Rec Room, Bath MI

On 03-28-92 at 20:41, VALENTIN PEPELEA wrote to ALL about
Re: Math Question

VP>>In preparing and checking x annual reports, an accounting firm
VP>>calculates that they earn a profit of:
VP>>     P(x) = $2000x - $5x^2
VP>>a) Find that value of x which maximizes profit.
VP>>b) Prove that the value of x found in (a) yields a maximum.
VP>>c) Calculate the maximum profit.

VP>Uh, this engineer asks, what is the difference between a) and b)? By finding
VP>a) we automatically prove b), right? Anyway, here we go.

|    M
|    *
|  *   *
| *     *
|______________ (sorry... I zapped the original graph).
VP>As we can see, the maximum profit occurs at point M. Now x=M when the slope
VP>of the function above is equal to 0, in other words, when the slope is
VP>horizontal.

VP>So as we said before, we want to figure out when the derivative (slope) of
VP>our function P(x) is horizontal, equal to zero. Therefore

There is a slight difference between parts a) and b)... maybe the question
could have been stated better... but anyway... the point of part b is that a
slope of zero does not guarantee a maximum value... a slope of zero may mean

1) maximum value
2) minimum value
3) inflection point

... so, to prove that the value is the maximum value (which should actually
be part of finding the maximum value... but anyway)... you must eliminate
possibilities 2 and 3. looking at the graph, we see that for a maximum value
to occur (assuming the continuous function and a continuous derivative), the
curve must first rise, then have slope zero, and then fall... therefore, the
slope must be positive, then zero, then negative...

given P(x)=2000x-5x^2 and P'(x)=2000-10x...

2000-10x>0      2000-10x=0      2000-10x<0
2000    >10x    2000    =10x    2000    <10x
       x<200           x=200           x>200

...and thus, *now* we have proved that x=200 gives a maximum value for P(x).


--  
uucp: uunet!m2xenix!puddle!159!350!Mukesh.Agrawal
Internet: Mukesh.Agrawal@f350.n159.z1.fidonet.org
From: Paul.Laing@f12.n246.z1.fidonet.org (Paul Laing)
Newsgroups: k12.ed.math
Subject: MACUL
Date: Mon, 06 Apr 92 19:24:00 PST
Organization: FidoNet node 1:246/12 - The Staff Room, Windsor ON

Hi Doug. One of the MACUL sessions I attended was a presentation by a preservice teacher on using LOGO to teach the concept of angle. I am working with a teacher now to reinforce the ideas of regular polygons with some grade threes. We are doing math as an experimental science whereby the students plan a length and a turn and test to see if it makes the required shape. So far they are getting good at deciding whether the next attempt should be larger or smaller in angle (turn) and some have come to the rea



lization that the more sides the smaller the angle.
All for now, Paul.

--  
uucp: uunet!m2xenix!puddle!246!12!Paul.Laing
Internet: Paul.Laing@f12.n246.z1.fidonet.org
From: David.L..Gibbons@f152.n321.z1.fidonet.org (David L. Gibbons)
Newsgroups: k12.ed.math
Subject: Unified Texts
Date: Mon, 06 Apr 92 07:57:36 PST
Organization: FidoNet node 1:321/152 - SpaceMet North 2, Greenfield MA

 JC> already published.  We 'hear' that unified 
 JC> curricula are used in Europe, does anyone know how 
 JC> I could find more information?
 
Jon, I was just at the NSTA conference in Boston and I spent a long time talking to a salesman from England who is importing texts from there. (I am from there too so it was a very nice chat). I don't have his information handy at the moment--it's buried in the other 5 tons of stuff I picked up!--but I'll post it for you as soon as I can.
 
David


--  
uucp: uunet!m2xenix!puddle!321!152!David.L..Gibbons
Internet: David.L..Gibbons@f152.n321.z1.fidonet.org
From: A.J..Cosgrove@f110.n321.z1.fidonet.org (A.J. Cosgrove)
Newsgroups: k12.ed.math
Subject: computer use in the classroom
Date: Fri, 10 Apr 92 20:06:06 PST
Organization: FidoNet node 1:321/110 - Physics Forum, Amherst MA

        I am a graduate student at the University of Massachusetts.  I am very interested in the use of computers in the classroom.  Currently, I am working on a research project that is twofold.  The first part will list some of the ways computers are being used in Massachusetts classrooms today.  The second part will describe how industry thinks schools can best use computer technology to prepare students for the industries future and present needs. I ask that you take some time to fill out the following

 survey.  Look for results posted on Spacemet sometime in the future.
 
1.  Name of school
2.  Subject area
3.  Grade level
4.  Compute use? (yes or no)  If no, please state a reason that computers are not being used.
5.  Computer type(s)
6-10.  Please list any uses of computer technology in your classroom (be specific).
11.  Future goals for the use of technology in your classroom.
Thank You!



--  
uucp: uunet!m2xenix!puddle!321!110!A.J..Cosgrove
Internet: A.J..Cosgrove@f110.n321.z1.fidonet.org
From: William.Fritz@p0.f10.n260.z1.fidonet.org (William Fritz)
Newsgroups: k12.ed.math
Subject: Re: Selecting algebra students
Date: Mon,  6 Apr 92 12:52:32 PST
Organization: FidoNet node 1:260/10.0 - Med TechNet/WNY Mic, Buffalo NY

Dear Nancy,
We accelerate at the 7th and 8th grade level.  However, we do not focus on a pre-algebra and algebra content.  You see, we have New York State
Regents exams that the students will start taking when in ninth grade. The accelerated students start taking them in eight grade.  We are however, considering accelerated classes in sixth grade next year.  I'd like to know how you go about your selection process.  In addition, I've never heard about the Orleans-Hanna or Arlin Tests.  I'd appreciate some information on how the are for selecting students.
thanks,
Bill Fritz , Buffalo, NY



--  
uucp: uunet!m2xenix!puddle!260!10.0!William.Fritz
Internet: William.Fritz@p0.f10.n260.z1.fidonet.org
From: utidjian@remarque.berkeley.edu (David M.V. Utidjian)
Newsgroups: k12.ed.math
Subject: Re: Well problem
Date: 9 Apr 92 20:06:46 GMT
Article-I.D.: agate.s284mINN38t
Organization: Processed People for a Processed America
NNTP-Posting-Host: remarque.berkeley.edu


	Boy that well problem was a tough one... I tried and tried to do
it without resort to the calculus.  I have succeeded in doing it that way,
that is, if we are allowed to use known formulas for volumes.

	The volume of a wedge cut out of a log of radius r with the angle
of the cut at 45 degrees with the axis of the log is given by

	Vwedge = (2*pi*r^3)/3

	There are 8 of these "wedges" removed from the log as the drill
passes through it, therefore

	V(of log removed by drill) = 8*Vwedge

-Dave-
email: utidjian@remarque.berkeley.edu