HDTenEightyP/NetNews huggingface dataset:
From: Helen.Sternheim@f109.n321.z1.fidonet.org (Helen Sternheim)
Newsgroups: k12.ed.science
Subject: Hyper Thyroid
Date: Wed, 16 Dec 92 11:03:25 PDT
Organization: FidoNet node 1:321/109 - Pioneer Valley PCUG, Amherst MA

In a message of <14 Dec 92  13:04:18>, Dalaina Starr (1:346/14) writes:

 DS>     I have recently been diagnosed with Hyper Thyroid. I have been
 DS>told that I have a malignant tumor in my thyroid that has taken
 DS>over all of the functions of my thyroid.  My doctors are now
 DS>watching me for signs of Hyper Thyroid.  I have to go in every
 DS>three months and have blood taken for testing.  Since the tumor is
 DS>malignant, my doctor does not see any need for having a surgery
 DS>performed or a need to be on medication for the rest of my life.
 DS>     I was wondering how common this is in teenagers and what other
 DS>medical procedures are there in dealing with this problem?  I would
 DS>greatly appreciate any type of information that you could give me
 DS>that would help me understand my condition in a greater degree.
 DS>When I first found out about my problem I was scared because my
 DS>doctors at first thought that there was a good chance that it was
 DS>cancerous.
 DS> 
Dalaina, you have some of your terminolgy backwards.  A Malignant tumor is a  
Cancerous tumor.  A NON-malagnant tumor is not cancerous.

In anycase I am surprised that the doctors are not removing the growth.
If the growth had taken over the thyroid gland you would need to be on  
synthetic thyroid.  

I had a non cancerous growth on my thyroid gland so the surgeon removed the  
growth and half of the gland.  The remaining half of the gland produces all  
the thyroid my body needs. If it didn't produce enough thyroid I would be on  
throid replacement medication.  Unless a growth is removed it is difficult to  
fully analyze whether it is cancerous.

Thyroid growths do tend to be slow growing. 



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uucp: uunet!m2xenix!puddle!321!109!Helen.Sternheim
Internet: Helen.Sternheim@f109.n321.z1.fidonet.org
From: Roland.Gesthuizen@f369.n633.z3.fidonet.org (Roland Gesthuizen)
Newsgroups: k12.ed.science
Subject: Probeware in science classes
Date: Tue, 15 Dec 92 18:05:48 PDT
Organization: FidoNet node 3:633/369 - City Limits BBS, Boronia Vic

JW>I only buy from Tain Electronics ..so I do not know the other
JW>stuff. Nice to get Thanks Roland .. I am only sorry that the car
JW>did not run across the floor!!

I wasnt sorry, that vehicle was running on pure enthusiasm and I could already see it putting out the nuclear fires!

JW>I think a lot of people were disappointed.

Serves them right! I wasnt!!

JW>We do all our controlling from Qbasic

i am switching to teaching that next year.. 

Good news is that Peter Biro is probably the Info Tech Coordinator nexxt and I will be the Computer Coordinator. Some un named coleague showed me your notes and said that if I did this, they would be an instant recipe for success! Good grief, you do write some great stuff but they had forgotten the most important ingredients.. fun,
relivance and enthusiasm! This is the same crowd who canned the email project that I ran with the kids this year... at least direction for IT will take a more exciting turn for '93. I am taking the tecpac home over the hols for a good play. Say, looks as if I will be teaching year 9 and 10 IT next year ( year 10 with Peter) I will netmail you some of our notes and lesson plans if you like.. any interest in a joint  project?  competition or the like?  

I would like a copy of the weather data if you have it at hand... would beat typing it in!

Take care over the hols... Roland


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Internet: Roland.Gesthuizen@f369.n633.z3.fidonet.org
From: Lowell.Herr@f32.n105.z1.fidonet.org (Lowell Herr)
Newsgroups: k12.ed.science
Subject: Re: UFO'S
Date: Thu, 17 Dec 92 19:46:01 PDT
Organization: FidoNet node 1:105/32 - On-Line Mutual Fund, Portland OR

 > BHI BELIEVE GOD CREATED EVERY SINGLE THING THAT IS ON EARTH.

We are trying to keep this echo reserved for science discussions.  I think
 there is a FidoNet Religion Echo.  Thanks for your cooperation.

Moderator


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From: Kendra.Corsi@p0.f14.n346.z1.fidonet.org (Kendra Corsi)
Newsgroups: k12.ed.science
Subject: coccidiosis
Date: Fri, 18 Dec 92 10:41:05 PDT
Organization: FidoNet node 1:346/14.0 - Room 5, Bonners Ferry ID

Hello.  My name is Kendra Corsi.  I live in Bonners FErry, Idaho. 
 
Coccidiosis is a disease that animals can get from indigestion
infection in the intestine.  Coccidiosis can occur in sheep, goats,
cattle, swine, dogs, and cats.  Coccidiosis, however, is not as
harmful to pigs as to sheep and cattle.  Symptoms of coccidiosis
are serios in some animals and not all that serios in others.  The
symptoms are:  diarrhea, which is usually pretty bad after a few
days, weight loss, poor appetite, and a dull appearance.  The time
that coccidiosis lasts, varies.  For cattle its 8 to 20 days, in
sheep and goats its usually about 3 to 10 days, in pigs its about
6 to 10 days, and in dogs and cats its about 5 to 9 days.
Sometimes, if it's really serious, they will die from it.  This
disease usually does not occur in horses. If you have any more
questions or information about this topic, please reply.  Thank
you. 


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Internet: Kendra.Corsi@p0.f14.n346.z1.fidonet.org
From: Cindy.Cole@f152.n321.z1.fidonet.org (Cindy Cole)
Newsgroups: k12.ed.science
Subject: wetlands
Date: Fri, 11 Dec 92 10:11:12 PDT
Organization: FidoNet node 1:321/152 - SpaceMet North 2, Greenfield MA

She:Kon Kwe Kwe
     There is an Indian proverb which states that the frog does not foul the pond in which he lives.  For too long we have not paid attention to what and where we throw our waste.  It seems that currently we are experiencing the product of our ways.  If you can get hold of two PBS specials one was by the Audobon Society the other by National Geographic some of your questions may be addressed.  The focus of these was the pollution of the GREAT LAKES which certainly is having deleterious effects on our entir
e environment, These are graphic, well done, and unfortun<ely a testament to our disregard of our environment.
                                             Sken:nen


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Internet: Cindy.Cole@f152.n321.z1.fidonet.org
From: Carol.Hooper@f64.n381.z1.fidonet.org (Carol Hooper)
Newsgroups: k12.ed.math
Subject: RE: GEOMETRY CONSTRUCTION
Date: Wed, 16 Dec 92 22:33:55 PDT
Organization: FidoNet node 1:381/64 - Academy K12 Net, El Paso TX

I suppose I was looking for a way to connect this to real life and 
teach it in that context as opposed to "Step one, etc."   Thanks for 
hte grading tip....I'll use it.


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uucp: uunet!m2xenix!puddle!381!64!Carol.Hooper
Internet: Carol.Hooper@f64.n381.z1.fidonet.org
Newsgroups: k12.ed.math
From: mds@iastate.edu (Mark D. Smucker)
Subject: Re: AP CALCULUS              
Organization: Iowa State University of Censorship and Repression
Date: Fri, 11 Dec 1992 18:31:36 GMT


In article <28719.2B28AD7A@puddle.fidonet.org> Sheila writes:
>Advice requested:
>Anyhow...gearing up for next year. And we will be giving the AB exam.
>(not the BC exam). I am wondering, do most instructors out there begin
>the year with a quick review of Pre-Calc type math, or do you dig right
>in there with Calculus (i.e. start with Chapter 2 and skip the Chap 1
>review in the Calculus text) ?
>

I always felt that too much time was spent on review from previous
years in high school.

Since it is an AP course, treat the students like the college students
they will become:

	``Class, be sure you know Chapter 1.  Okay, onto Chapter 2.''

I see a large number of students who pass the AP calculus exam and
pass out of Calc I at college and go straight into Calc II.  Many of
these students got a watered down Calc I in AP claculus and proceed
to flunk Calc II.  Then they find themselves taking Calc I and Calc II
all over again.

	--> They fall one semester behind rather than getting one
	semester ahead.

AP courses are dangerous for all but the super students. I have seen
too many friends take physics lightly because they ``had AP physics.''
By the time they realize how hard physics is, they have drowned.
It's the connection that AP = college which messes people up.

AP != college level.

MArk D. Smucker   ----   mds@iastate.edu
From: Carol.Hooper@f64.n381.z1.fidonet.org (Carol Hooper)
Newsgroups: k12.ed.math
Subject: Re: Christmas geometrikites
Date: Sat, 12 Dec 92 20:16:48 PDT
Organization: FidoNet node 1:381/64 - Academy K12 Net, El Paso TX

I love it!  Yes, I agree this is a multi-faceted activity which I will 
use.  I like the way the construction activity is livened up into such 
a creative lesson.  It makes sense...and I'll definately report my 
findings to you.  Thanks


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uucp: uunet!m2xenix!puddle!381!64!Carol.Hooper
Internet: Carol.Hooper@f64.n381.z1.fidonet.org
Newsgroups: k12.ed.math
From: pnewberr@vdoe386.vak12ed.edu (Pamela B. Newberry)
Subject: Re: FACILITATION?            
Organization: Virginia's Public Education Network (Richmond)
Date: Tue, 15 Dec 92 23:52:58 GMT

Keith:
 I have just one computer at my disposal.  How would you
suggest I use it?  I have the Geometric Sketchpad in the class
room to be used on a Mac. I have thought of me doing the work
and letting the kids watch, but that is not the approach I want
to take.  I want the kids to work in pairs and do some
discovery as you seem to be doing.  With only one computer to
use, I am at a loss as to how I can do it with out using a lot
of valuable time.  In the lab, I have ONE IBM that I
can use the Geometric SuperSupposer.  I am having troubles
coming up with convient ways to use what little technology I
have available.  Any suggestions would be greatly appreciated.

Thanks,
Pam Newberry
George Wythe High School
#1 Maroon Way
Wytheville, Virginia  24382
From: pnewberr@vdoe386.vak12ed.edu (Pamela B. Newberry)
Subject: Christmas geometrikites
Organization: Virginia's Public Education Network (Richmond)
Date: Sun, 13 Dec 92 16:34:29 GMT

Carol, I seemed to put my address in a different location.
Here it is again.  Hope you get it.  
George Wythe High School
#1 Maroon Way
Wytheville, Virginia  24382
Regards,
Pam
From: Howard.Hansen@f101.n285.z1.fidonet.org (Howard Hansen)
Newsgroups: k12.ed.math
Subject: Geometry Constructions
Date: Sat, 12 Dec 92 15:47:00 PDT
Organization: FidoNet node 1:285/101 - NE Dept. Education, Lincoln NE

Sheila King writes in a message dated 12-06-92:

SK>Next year we plan to incorporate a great deal of use of Miras and also
SK>paper folding (we call it using Patty Papers...)
SK>In any case, it is very easy to perform ALL of the classic constructions
SK>done with compass and straightedge with the Mira and Paper folding.
SK>My question is this: If it is possible to perform all of the
SK>constructions with the Mira and paper folding, is there any reason that
SK>we would need to teach our students more traditional construction
SK>methods? Would anything be lost by not covering compass and straightedge
SK>constructions? (And if so, what?)

I think some familiarity with classical construction tools is important,
not only from a historical perspective, but mathematically because of
two more advanced theorems of geometry and the nice connections between
Euclidean contructions and transformations, especially inversion.  The
two theorems are the Mohr-Mascheroni Construction Theoerem and the
Poncelet-Steiner Construction Theorem.  The first proves that the
straight-edge is redundant, i.e. insofar as the given and required
elements of a construction are points they can be constructed with
Euclidean compass alone.  The second shows that all Euclidean
constructions are possible with a straight-edge and a given circle and
its center.  Other nice results are attributed to Adler which state that
all constructions are possible with a double-edged ruler (parallel or
intersecting at a given angle).  I mention these not to suggest that
they are part of a High School Geometry course but to argue that *some*
familiarity with the classic tools are useful if for no other reason
than that students may encounter their use in an abstract form at a
later date and that construction proofs are always given in terms of
circles and lines (i.e. straight edge & compass).  It would be useful
and beneficial to students to explore the equivalence of constructions
they perform with "patty papers" and the same constructions with compass
and straight-edge.  For example, constructing a perpendicular bisector.
If you don't want to spend time with this, I think two areas that need
further enhancement in *any* geometry course are transformational
approaches and non-Euclidean geometries.  Anyway, enough of this.
Please keep us informed, Sheila, as you struggle with revising and
reforming your geometry curriculum.  I'd certainly like to hear how the
students react to it.
Howard

  SLMR 2.1  It's only a hobby ... only a hobby ... only a


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Internet: Howard.Hansen@f101.n285.z1.fidonet.org
From: cb919@cleveland.Freenet.Edu (Mike Bolduan)
Newsgroups: k12.ed.math
Subject: Re: Math prob...
Date: 17 Dec 1992 18:48:14 GMT
Organization: Case Western Reserve University, Cleveland, Ohio (USA)
NNTP-Posting-Host: hela.ins.cwru.edu


 Charles: 
You said "I thought that sqrt(y+5) was the same as sqrt(y) + sqrt(5)...."
This is the trouble spot. Try it with all numbers:
Is sqrt(9) + sqrt(16) equal to sqrt(9+16)? Only if you can convince
me that 3 + 4  is 5.
You don't say what level of mathematics you are studying, but
it might be a good idea if you were to read a short section
in an Alg I book which discusses square roots and how to
work with them. Sometimes strange thjings happen.
Try this one:     sqrt(9)  TIMES  sqrt(16). Is it sqrt(9 x 16) ?
Hmmm... 
The above also suggests something you can try if you aren't
sure if one expression is always equal to another: make up
a similar expression using plain ol' numbers and see if it "works"
If it does NOT then you KNOW you can't use it generally,
and if it DOES work you can feel safer about using it. But
beware you may have simply "gotten lucky" and
chosen some numbers where it happened to work. This
is why we need to come up with the idea of PROVING
things in math. and BTW, proving things is NOT just
something you do in geometry class.
Cheers.
mike bolduan

bolduan@catlin
bolduan@catseq.catlin.edu
-- 
mike bolduan
bolduan@catlin
Newsgroups: k12.ed.math
From: pnewberr@vdoe386.vak12ed.edu (Pamela B. Newberry)
Subject: Re: Christmas geometrikites
Organization: Virginia's Public Education Network (Richmond)
Date: Sun, 13 Dec 92 16:41:48 GMT

Carol, Finally, I got where I needed to be.  My reply to you is
lost out there somewhere in the electrons.

Here's my address: George Wythe High School
	           #1 Maroon Way
                   Wytheville, Virginia  24382

I've been out of school because of snow, I will get the
direction sheet to you with an idea of how I prep my students
for this activity.  Feel free to modify as you see fit.

Happy Holidays!!!
Pam Newberry
pnewberr@vdoe386.vak12ed.edu
Organization: Penn State University
Date: Tue, 15 Dec 1992 19:56:20 EST
From: <AXD2@psuvm.psu.edu>
Newsgroups: k12.ed.math
Subject: Re: MIRA FOR TRIGONOMETRY ETC

Sheila --

    Thanks a lot for posting the MIRA information. I'm looking forward to
seeing the booklet.

Anabeth Dollins
axd2@psuvm.psu.edu
Newsgroups: k12.ed.math
From: pnewberr@vdoe386.vak12ed.edu (Pamela B. Newberry)
Subject: Re: Christmas geometrikites
Organization: Virginia's Public Education Network (Richmond)
Date: Thu, 17 Dec 92 00:28:30 GMT

Carol,
I mailed the packet to you, I hope you got it okay!?  Let me
know what you think.  I believe you will find it will cover
a lot of construction techniques and is a wonderful source for
getting students to follow detailed directions.

Have a Wonderful Holiday!!
Pam 
pnewberr@vdoe386.vak12ed.edu

Newsgroups: k12.ed.math
From: ayork@norfolk.vak12ed.edu (Alison York)
Subject: Chicago Math Program
Organization: Virginia's Public Education Network (Norfolk)
Date: Tue, 15 Dec 92 21:44:25 GMT

Second grade teachers want feedback on the success and failures
in teaching the Chicago Math Program. Our school is using the
program in the first two grades and plans to expand year by
year as the children move up. How does your school like the
program.
From: Sheila.King@f315.n103.z1.fidonet.org (Sheila King)
Newsgroups: k12.ed.math
Subject: MIRA FOR TRIGONOMETRY ETC
Date: Sat, 12 Dec 92 11:01:00 PDT
Organization: FidoNet node 1:103/315 - Castle of the Four , Diamond Bar CA

FANTASTIC NEWS!

In an earlier post about a math conference I had recently attended, I
mentioned one session I had gone to about the Mira. The presentor had
stated that the Mira can be used to construct sine and cosine waves.

A few persons asked for me to give that info, and I said I was waiting
for material to be mailed to me from the presentor. Well, finally this
week it arrived.

It is a fantastic little book on how to use the Mira to construct conic
sections, since and cosine waves, plus more traditional topics. I think
this little book would interest everyone from Pre-Alg teachers up
through Pre-Calculus (and maybe others besides)

Anyway, it would be difficult for me to explain the constructions in
this medium without access to diagrams. It is better perhaps if you
order a copy of the book yourself.

I have the author's permission to post his adress here so that you can
order it.

The booklet is called _MIRAculous Constuctions_. Cost is $10.

Contents:

I. Intro:Fundamental Constructions
        A. Perpendicular Line
        B. Angle Bisector

II. Number line constructions
        A.Common decimals and fractions
                A1. Comparing fractions
                A2. Multiplication of fractions
                A3. Addition and Subtraction of fractions
        B. Square Roots

III. Geometric Constuctions
        (much skipped here)
        .
        .
        .
        M. Similar Polygon (Pyramid slicing)

IV. Conic Section Constructions
        A. Parabola
        B. Ellipse
        C. Hyperbola

V. Circular function constuctions
        A. Sine Wave
        B. Cosine Wave

VI. Overhead diagrams (lots of good ones!!!)

Write to:

Rick Hepworth
722 1/2 South Orange Grove Ave.
Los Angeles, CA 90036

He is a classroom teacher at a small private academy.

Sheila
coming to you from Diamond Bar, CA (in Los Angeles County)
                                                             

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Internet: Sheila.King@f315.n103.z1.fidonet.org
From: Jerry.Saville@f2051.n147.z1.fidonet.org (Jerry Saville)
Newsgroups: k12.ed.math
Subject: DOING HOMEWORK IN SCH
Date: Mon, 14 Dec 92 11:50:00 PDT
Organization: FidoNet node 1:147/2051 - The O.U. BBS, Norman OK

I like the idea of sending a note home. I don't want to go into a classroom
and expect problems like this, but it never hurts to consider them before
they hit you in the face. Thanks for the info!

... My other computer is a VAX.
___ Blue Wave/QWK v2.11


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From: C..Lee.Duckert@f600.n139.z1.fidonet.org (C. Lee Duckert)
Newsgroups: k12.ed.math
Subject: Frontier Unit and Math activities
Date: Fri, 18 Dec 92 09:08:14 PDT
Organization: FidoNet node 1:139/600 - Homebuilt Flyer, Neenah WI

The frontier idea sounds interesting.  Questions that struck us are:  How much 
flour will they need to carry to meet needs over a trail.  How much room will 
it take up in the wagon.  If a wooded region, number and size of trees to make 
various sized cabins.  Size of field to be cleared to plant certain weight of 
seed.  Comparing travel times via water, foot, oxcart, horseback (with a car 
and the Concorde thrown in for fun).All kinds of mapwork.  Finding the area in 
an acre (teh amount of land a person could plow in a day) on  the playground.  
Compare it to the land homesteaded (as well as quarter sections, 
half-sections, etc. and modern farms).  



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Internet: C..Lee.Duckert@f600.n139.z1.fidonet.org
From: Carol.Hooper@f64.n381.z1.fidonet.org (Carol Hooper)
Newsgroups: k12.ed.math
Subject: re: DOING HOMEWORK IN SCH
Date: Sat, 12 Dec 92 20:09:17 PDT
Organization: FidoNet node 1:381/64 - Academy K12 Net, El Paso TX

The problem is that these kids seem to be so involved in their social 
beings, that homework is definately no priority and only a nuisance to 
be gotten out of the way ASAP.  Does your district have a policy as to 
the weight of homework in the overall grade of the student?


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uucp: uunet!m2xenix!puddle!381!64!Carol.Hooper
Internet: Carol.Hooper@f64.n381.z1.fidonet.org
Newsgroups: k12.ed.math
From: lwaggam@radford.vak12ed.edu (Linda Waggaman)
Subject: Frontier Unit and Math activities
Organization: Virginia's Public Education Network (Radford)
Date: Thu, 17 Dec 92 17:42:21 GMT

A group of 4th and 5th grade teachers are working on a
interdisciplinary unit titled "Frontier".  My group is
responsible for coming up with some suitable math activities.  

For example we suggested:  clothing construction/using patterns
and lines of symmetry for designs, quilt making/measuring and
looking for color and/or shape patterns.

If you have any ideas, please let me know.  Thanks.


---
-------------------------------------------------------------------------
Linda Waggaman      Coordinator, Programs for the Gifted   (703) 382-5190
Montgomery County Schools    P.O. Box 29    Christiansburg, VA 24141
lwaggam@radford.vak12ed.edu
--------------------------------------------------------------------------
From: Dixie.Finley@f70.n147.z1.fidonet.org (Dixie Finley)
Newsgroups: k12.ed.math
Subject: Geometry activities for cooporative learning groups
Date: Fri, 18 Dec 92 18:29:04 PDT
Organization: FidoNet node 1:147/70 - The Teacher's Pet, Oklahoma City OK

I teach 5th grade math, and I'm interested in knowing if or not anyone has any neat cooporaative learning projects for teaching concepts in geometry.  We've done stuff with tangrams and tesselations which I'll gladly share;however, I'm open to anything anyone has tried that will teach the kids in the "hands on" fashion.  This is my first attempt to use this bulletin board so let me hear from you.


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Internet: Dixie.Finley@f70.n147.z1.fidonet.org
From: Sheila.King@f315.n103.z1.fidonet.org (Sheila King)
Newsgroups: k12.ed.math
Subject: RE: GEOMETRY CONSTRUCTION
Date: Sat, 12 Dec 92 10:24:00 PDT
Organization: FidoNet node 1:103/315 - Castle of the Four , Diamond Bar CA

Carol,

You asked:

-> And, for those more experienced teacher, can you explain how you
-> spice the basic
-> constructions up.

I don't think I do anything to spice them up. Or at least I haven't in
the past. It has been very much "here's how you do this construction,
here's how you do this one, etc...." The regular geometry classes only
learned the very basic constructions (cong. segm & angles, bisecting
segm and angles, perpendiculars and paralles) and then we did  a few
applications based on those.

I did decide about two years ago, that the best way to correct
construction homework was for the students to get in small groups and
compare their constructions with each other.

The regular geometry course only spent about a week on constructions and
the honors course about twice that (since we did some more complicated
constructions).

Like I say, not very spiced up. Next year, however, we are planning to
incorporate the Mira into our classes. I think this will make
constuctions a lot more fun (at least I hope so) and they will not be so
difficult. And I think it will allow the non-honors students to do some
of the more complicated constructions.

Exactly what did you have in mind when you thought of "spicing up"
constuctions?

Sheila
coming to you from Diamond Bar, CA (in Los Angeles County)
                                                                                             

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