#Maths Quiz Questions with Answers for Primary 1 to 6 | Explore Tumblr posts and blogs

livingbutamireally · 4 years ago

Text

AY2020/2021 Y2S1 Module Reviews

This semester proved to be a pain as expected. Said pain coming mostly from BT2101 and CS2030. Everything was conducted online with the exception of the weekly lab sessions for CS2030 so I only had to go to school for 1 day. F2F CS2030 recitations were optional so I gave up and just watched the recorded zoom session instead of going to school just for a class half way through the semester. I usually miss the live zoom sessions because mine was at 1pm and I am almost always still having lunch at that time and not ready at all. Also i missed about half of my BT2102 tutorials because I simply forgot I had tutorials at that time (2-4pm). They still awarded me nicely for participation much to my surprise (7/10).

BT2101 Decision Making Methods and Tools

BT2102 Data Management and Visualisation

CS2030 Programming Methodology II

GEQ1000 Asking Questions

IS1103 Ethics in Computing

CS2030: Programming Methodology II in Java

Prof: Dr Henry Chia, A.P. Terrence Sim

Weightage:

Weekly labs (5%)

Individual project (15%)

Practical assessment #1 in week 7 (15%)

Practical assessment #2 in week 12 (20%)

Class participation (5%) : includes lab participation, piazza discussions and peer learning activities

Final exam (40%)

CS2030 proved to be intensive not only in the aspect of planning code design but also the actual implementation itself.. (thinking about how to solve the problem and/or get the expected outputs).. Really struggled my way through the start although that really was only the tip of the iceberg because I had no prior experience in Java and the introductory Winter Workshops were reserved exclusively for freshmen or I missed the deadlines can’t remember.. The first few lectures got us familiar with Java Programming before diving deep into Functional Programming which is a lot harder to grasp vs Object-Oriented Programming which was introduced to us in CS1010S already. The hardest part comes with Streams but honestly after learning streams so many processes can be coded so much more efficiently as compared to OOP, really simplifies some of the tasks when using FP rather than OOP. Interesting to note that this streams part ties in well with BT2102′s coding part where we learnt aggregation pipelines in MongoDB and MySQL i believe the concepts felt similar??

Weekly Labs

Pretty manageable imo , compared to the project ofc (rolls eyes)

This semester they changed things up a bit and shifted all the weekly labs deadlines to finals so we had more control in terms of time management and our progress in the labs. Naturally we are expected to do them every week but say we are busy in a certain week for other modules we can always come back on another. I was always behind by like a month compared to my friends who were more on task.

Individual Project

Project part 1 was still okay for the Discrete Event Simulator (DES) basically designing a system for customers to queue and be served and recording the relevant work done at the appropriate times using OOP.

The hardest part was project part 2 where you had to rewrite the whole chunk in part 1 FP style and also they added a lot of more complex simulations and cases which I really just gave up entirely after completing level 2.

It was so hard it was traumatic. Level 3 had something to do with importing a random number generator and the test cases only get more confusing and long i just really had no brain cells left for the work worth only 7% before deducting late submissions penalty (bc brain slow LOL) and the code design criteria and checkstyles. I was so mad that it takes up so much time and effort just to be worth a petty 7% that I gave up entirely didnt even finish reading the questions (which was also pretty darn long). Sorry i am dumb. Please be proud of me I am trying my best.

I have zero idea who in the department decided to rig the difficulty of this project by so much up compared to previous semesters. They really expected too much out of us i am so sorry to disappoint.

Practical Assessments

Basically similar to weekly lab exercises but you have to do it within the time frame during a lab session. You get to take home and re-edit the code to get the full marks and are moderated according to the changes you made compared to the one submitted during the PA itself. That also means if you do not submit the correct full marks version of the code in a week, you do not get moderated and will be awarded with the marks scored in lab which is obviously 0 for me I had over 70 compilation errors and you might be thinking how. But trust me i am too, confused how. Most people will score around 0-2m in lab but taking it home and refining the whole code with minimal changes and will be graded according to the amount of changes made to get the final code. Tests you how close you can get to the correct outputs within the time frame whether you already had it in your head.

Final Exam

Comes in MCQs, a few case questions consisting of subparts if i remembered correctly some of which required you to write out a possible code (2-3 lines) converting oop to streams, synchronous to asynchronous etc. There are plenty resources (pyps) floating around in the gc so you can use them well for revision.

Theoretical content was tested i dont really know how to put in words but you may be able to code well even though you may have some of the concepts wrong

We only did pure coding work in labs, projects and practical assessments so this really reinforces your understanding of the material

Considering I didnt finish project part 2 this is quite a decent grade already really thankful i dont have to go through this ordeal again. See you never.

BT2101: Decision Making Methods and Tools

Professor: Rudy Sentiono, A.P. Huang Zhiyong

Weightage:

Group project (20%)

Written assignments - 3x 5% (15%)

Tutorial participation (5%)

Midterm - open book (20%)

Finals - open book (40%)

This is the second module that I have been struggling with since the start of the semester. Tutor changed after the first session, the former tutor was much better and clearer in her explanations. This is quite a math-intensive course and requires some knowledge of linear algrebra and thus the pre-requisities. Maths has never been my strong suit (well except in primary school) so I struggled hard with this module. Nearing the end we learnt about deep learning neural networks which was pretty interesting and really broadened my perspectives on the future of machine learning. The pace was okay, but the lecturer seems to just repeat the words on the lecture slides in his lectures. The lectures were seemingly simplified from the reference texts he used but is nevertheless still daunting to look at to revise. Project was a 4-5 people groupwork where we had to conduct all the stages of data analytics from data exploration, cleaning of data to data mining, conclusions etc. There were an additional 3 assignments that we had to do together with our groupmates by the stipulated deadlines. This module requires a lot of work and preparation. Am glad to be able to pass.

BT2102: Data Management and Visualisation

Weightage:

Assignment 1 (Group): 25 marks

Assignment 2 (Individual): 35 marks

Assignment 3 (Group): 30 marks

Class Participation: 10 marks (Participation in Tutorials and Group Assignment Discussions)

IS1103: Ethics in Computing

Weightage:

FPAQ (50%)

Missions (50%)

Expected Grade: B+

Final Grade: A-

For this module, all 13 missions are to be done by the last date of submission for finals which was a 300 question quiz held on LumiNUS. Missions are assigned weekly where we go to the WordPress website the professor has built, a server that he regularly does maintenance on and in it he uses a tracker to track our progress through clicking links and submitting short answer questions sometimes. Most of them were done by clicking of links and we were told to disable our Adblockers if any to prevent interruptions or his system not capturing our data. We were encouraged to do it weekly although the deadline was the end of the semester. One of the missions included us doing some Linux practice penetration questions on Kali, it was a bit tough but other than that the other missions were pretty simple and straightforward. After every mission done we were to do a practice PAQ which is not graded and upon submission would give us the model answers to study in preparation for FPAQ the final week submission. PAQ consists of 5 themes * 7 questions = 35 questions, whereas FPAQ has 300 over questions to be done over the span of a week, the reading week. Carpal tunnel.

GEQ1000: Asking Questions

Weightage:

Tutorial attendance/participation (36%)

Forum participation - forum 1 and 2 (14%)

MCQ quiz (36%)

Final paper (14%)

This is a general education module everyone in NUS is required to take. I dont think I learned much so I am really only there to go through the motion. There are a few pillars that the department touches on mainly Physics, Engineering, Design, etc to show how the different disciplinary courses are interconnected and how/why is questioning important. Really low maintenance course, we do a 6 or 10 MCQ quiz every week prior to the lecture for that pillar. Tutorial was online via zoom and really low workload in general. Final week was on design and we had to make a wallet for our partner and explain why or how we chose the designs, and also submitting a word essay on our reflections of things we learned.

Update. I only pray to hover above or maintain at this current CAP lemao PLEASE YOU NEED TO

0 notes

liliannorman · 5 years ago

Text

Top 10 tips on how to study smarter, not longer

As a teen, Faria Sana often highlighted books with markers. “The colors were supposed to tell me different things.” Later, she recalls, “I had no idea what those highlighted texts were supposed to mean.”

She also took lots of notes as she read. But often she was “just copying words or changing the words around.” That work didn’t help much either, she says now. In effect, “it was just to practice my handwriting skills.”

“No one ever taught me how to study,” Sana says. College got harder, so she worked to find better study skills. She’s now a psychologist at Athabasca University in Alberta, Canada. There she studies how students can learn better.

Having good study skills is always helpful. But it’s even more important now during the COVID-19 pandemic. Many students worry about family or friends who may get sick, Sana notes. Others feel more general stress. Beyond that, students in many countries are facing different formats for learning. Some schools are holding in-person classes again, with rules for spacing and masks. Others schools have staggered classes, with students at school part-time. Still others have all online classes, at least for a while.

These conditions can distract from your lessons. Plus, students are likely to have to do more without a teacher or parent looking over their shoulders. They will have to manage their time and study more on their own. Yet many students never learned those skills. To them, Sana says, it may be like telling students to learn to swim by “just swimming.”

The good news: Science can help.

For more than 100 years, psychologists have done research on which study habits work best. Some tips help for almost every subject. For example, don’t just cram! And test yourself, instead of just rereading the material. Other tactics work best for certain types of classes. This includes things like using graphs or mixing up what you study. Here are 10 tips to tweak your study habits.

1. Space out your studying

Nate Kornell “definitely did cram” before big tests when he was a student. He’s a psychologist at Williams College in Williamstown, Mass. He still thinks it’s a good idea to study the day before a big test. But research shows it’s a bad idea to cram all your studying into that day. Instead, space out those study sessions.

Cramming before a big test can leave you exhausted. But you’ll learn and remember material better if you space your study sessions over the course of several days. South_agency/E+/Getty Images Plus

In one 2009 experiment, college students studied vocabulary words with flash cards. Some students studied all the words in spaced-apart sessions throughout four days. Others studied smaller batches of the words in crammed, or massed, sessions, each over a single day. Both groups spent the same amount of time overall. But testing showed that the first group learned the words better.

Kornell compares our memory to water in a bucket that has a small leak. Try to refill the bucket while it’s still full, and you can’t add much more water. Allow time between study sessions, and some of the material may drip out of your memory. But then you’ll be able to relearn it and learn more in your next study session. And you’ll remember it better, next time, he notes.

2. Practice, practice, practice!

Musicians practice their instruments. Athletes practice sports skills. The same should go for learning.

“If you want to be able to remember information, the best thing you can do is practice,” says Katherine Rawson. She’s a psychologist at Kent State University in Ohio. In one 2013 study, students took practice tests over several weeks. On the final test, they scored more than a full letter grade better, on average, than did students who studied the way they normally had.

In a study done a few years earlier, college students read material and then took recall tests. Some took just one test. Others took several tests with short breaks of several minutes in between. The second group recalled the material better a week later.

3. Don’t just reread books and notes

As a teen, Cynthia Nebel studied by reading her textbooks, worksheets and notebooks. “Over and over and over again,” recalls this psychologist at Vanderbilt University in Nashville, Tenn. Now, she adds, “we know that’s one of the most common bad study skills that students have.”

In one 2009 study, some college students read a text twice. Others read a text just once. Both groups took a test right after the reading. Test results differed little between these groups, Aimee Callender and Mark McDaniel found. She is now at Wheaton College in Illinois. He works at Washington University in St. Louis, Mo.

Too often, when students reread material, it’s superficial, says McDaniel, who also co-wrote the 2014 book, Make It Stick: The Science of Successful Learning. Rereading is like looking at the answer to a puzzle, rather than doing it yourself, he says. It looks like it makes sense. But until you try it yourself, you don’t really know if you understand it.

One of McDaniel’s coauthors of Make it Stick is Henry Roediger. He, too, works at Washington University. In one 2010 study, Roediger and two other colleagues compared test results of students who reread material to two other groups. One group wrote questions about the material. The other group answered questions from someone else. Those who answered the questions did best. Those who just reread the material did worst.

4. Test yourself

That 2010 study backs up one of Nebel’s preferred study habits. Before big tests, her mom quizzed her on the material. “Now I know that was retrieval practice,” she says. “It’s one of the best ways you can study.” As Nebel got older, she quizzed herself. For example, she might cover up the definitions in her notebook. Then she tried to recall what each term meant.

You’ll understand and remember information better if you can explain it to someone else. And if you can’t explain it, you probably don’t understand it well enough yet. kate_sept2004/E+/Getty Images Plus

Such retrieval practice can help nearly everyone, Rawson and others showed in an August 2020 study in Learning and Instruction. This research included college students with an attention problem known as ADHD. It stands for Attention Deficit Hyperactivity Disorder. Overall, retrieval helped students with ADHD and those without the disorder equally well.

“Create a deck of flash cards every time you learn new information,” Sana suggests. “Put questions on one side and the answers on the other side.” Friends can even quiz each other on the phone, she says.

“Try to quiz yourself the way the teacher asks questions,” Nebel adds.

But really grill yourself and your friends, she says. And here’s why. She was part of a team that asked students to write one quiz question for each class period. Students would then answer a question from another classmate. Preliminary data show that students did worse on tests afterward than when the daily quiz questions came from the teacher. Nebel’s team is still analyzing the data. She suspects the students’ questions may have been too simple.

Teachers often dig deeper, she notes. They don’t just ask for definitions. Often, teachers ask students to compare and contrast ideas. That takes some critical thinking.

5. Mistakes are okay — as long as you learn from them

It’s crucial to test your memory. But it doesn’t really matter how many seconds you spend on each try. That finding comes from a 2016 study by Kornell and others. But it’s important to go the next step, Kornell adds: Check to see if you were right. Then focus on what you got wrong.

“If you don’t find out what the answer is, you’re kind of wasting your time,” he says. On the flip side, checking the answers can make your study time more efficient. You can then focus on where you need the most help.

In fact, making mistakes can be a good thing, argues Stuart Firestein. A Columbia University biologist in New York City, he actually wrote the book on it. It’s called Failure: Why Science is So Successful. Mistakes, he argues, are actually a primary key to learning.

6. Mix it up

In many cases, it helps to mix up your self-testing. Don’t just focus on one thing. Drill yourself on different concepts. Psychologists call this interleaving.

Try to solve problems and recall information on your own. Then check to see if you’re right. Retrieval practice boosts your learning and memory, say psychologists.SolStock/E+/Getty Images

Actually, your tests usually will have questions mixed up, too. More importantly, interleaving can help you learn better. If you practice one concept over and over “your attention decreases because you know what’s coming up next,” Sana explains. Mix up your practice, and you now space the concepts apart. You can also see how concepts differ, form trends or fit together in some other way.

Suppose, for instance, you’re learning about the volume of different shapes in math. You could do lots of problems on the volume of a wedge. Then you could answer more batches of questions, with each set dealing with just one shape. Or, you could figure out the volume of a cone, followed by a wedge. Next you might find the volume for a half-cone or a spheroid. Then you can mix them up some more. You might even mix in some practice on addition or division.

Rawson and others had groups of college students try each of those approaches. Those who interleaved their practice questions did better than the group that did single-batch practice, the researchers reported last year in Memory & Cognition.

A year earlier, Sana and others showed that interleaving can help students with both strong and weak working memory. Working memory lets you remember where you are in an activity, such as following a recipe.

7. Use pictures

Pay attention to diagrams and graphs in your class materials, says Nebel. “Those pictures can really boost your memory of this material. And if there aren’t pictures, creating them can be really, really useful.”

Pay attention to drawings, graphics, chart and other visual aids. Psychologist Mark McDaniel at Washington University in St. Louis, Mo., says a diagram of a nerve cell helped when he studied neuroscience in college.colematt/iStock/Getty Images Plus

“I think these visual representations help you create more complete mental models,” McDaniel says. He and Dung Bui, then also at Washington University, had students listen to a lecture on car brakes and pumps. One group got diagrams and was told to add notes as needed to the diagrams. Another group got an outline for writing notes. The third group just took notes. The outlines helped students if they were otherwise good at building mental models of what they were reading. But in these tests, they found, visual aids helped students across the board.

Even goofy pictures might help. Nikol Rummel is a psychologist at Ruhr University Bochum in Germany. In one study back in 2003, she and others gave cartoon drawings to college students along with information about five scientists who studied intelligence. For example, the text about Alfred Binet came with a drawing of a race car driver. The driver wore a bonnet to protect his brain. Students who saw the drawings did better on a test than did those who got only the text information.

8. Find examples

Abstract concepts can be hard to understand. It tends to be far easier to form a mental image if you have a concrete example of something, Nebel says.

For instance, sour foods usually taste that way because they contain an acid. On its own, that concept might be hard to remember. But if you think about a lemon or vinegar, it’s easier to understand and remember that acids and sour go together. And the examples might help you to identify other foods’ taste as being due to acids.

Indeed, it helps to have at least two examples if you want to apply information to new situations. Nebel and others reviewed studies on this in July 2019. Their Journal of Food Science Education report describes how students can improve their study skills.

9. Dig deeper

It’s hard to remember a string of facts and figures if you don’t push further. Ask why things are a certain way. How did they come about? Why do they matter? Psychologists call this elaboration. It’s taking class material and “asking a lot of how and why questions about it,” Nebel says. In other words, don’t just accept facts at face value.

Elaboration helps you combine new information with other things you know. And it creates a bigger network in your brain of things that relate to one another, she says. That larger network makes it easier to learn and remember things.

You’ll remember facts if you ask questions about why they’re so and how they fit with other things. For example, suppose a hungry man drove a car. Why might he do that? cenkerdem/DigitalVisionVectors/Getty Images Plus

Suppose you’re asked to remember a string of facts about different men, says McDaniel. For example, “The hungry man got into the car. The strong man helped the woman. The brave man ran into the house.” And so on. In one of his studies back in the ‘80s, college students had trouble remembering the bare statements. They did better when researchers gave them explanations for each man’s action. And the students remembered a whole lot better when they had to answer questions about why each man did something.

“Good understanding produces really good memory,” McDaniel says. “And that’s key for a lot of students.” If information just seems sort of random, ask more questions. Make sure you can explain the material. Better yet, he says, see if you can explain it to someone else. Some of his college students do this by calling home to explain what they’re learning to their parents.

10. Make a plan — and stick to it

Many students know they should space out study periods, quiz themselves and practice other good skills. Yet many don’t actually do those things. Often, they fail to plan ahead.

Back when Rawson was a student, she used a paper calendar for her planning. She wrote in the date for each exam. “And then for four or five other days,” she recalls, “I wrote in time to study.”

Build breaks for exercise into your study schedule too. Even a few minutes outside can help you perk up for more studying.Halfpoint/iStock/Getty Images Plus

Try to stick to a routine, too. Have a set time and place where you do schoolwork and studying. It may seem odd at first. But, Kornell assures you, “by the time week two rolls around, it becomes a normal thing.” And put your phone somewhere else while you work, adds Nebel. Allow yourself short breaks. Set a timer for 25 minutes or so, suggests Sana. Study during that time, with no distractions. When the timer goes off, take a five or 10 minute break. Exercise. Check your phone. Maybe drink some water — whatever. Afterward, set the timer again.

“If you have a study plan, stick to it!” adds McDaniel. Recently, he and psychologist Gilles Einstein at Furman University in Greenville, S.C., looked at why students don’t use good study skills. Many students know what those skills are, they report. But often they don’t plan when they intend to put them in action. Even when students do make plans, something more enticing may come up. Studying has to become a priority, they say. The team published its report in Perspectives on Psychological Science on July 23.

Bonus: Be kind to yourself

Try to stick to a regular routine. And get enough sleep — not just the night before the test but for weeks or months on end. “Those things are really, really important for learning,” Nebel says. Exercise helps as well, she says.

Don’t stress out if all of this seems like a lot, she adds. If a lot seems new, try adding just one new study skill each week or two. Or at least space out your study sessions and practice retrieval for the first few months. As you get more practice, you can add more skills. And if you need help, ask.

Doing schoolwork during a pandemic is a tough situation at best. But remember your teachers and classmates also face challenges. Like you, they have fears, concerns and questions. Be willing to cut them some slack. And be kind to yourself as well. After all, Kornell says, “we’re all in this together.”

Top 10 tips on how to study smarter, not longer published first on https://triviaqaweb.tumblr.com/

0 notes

batexamin · 7 years ago

Text

Computer Fundamentals - Objective Questions (MCQ) with Solutions & Explanations

Following are the objective questions from Computer Fundamentals Section. Computer Fundamentals section includes the topics such as history of computers, generation of computers, classification of computers, Computer Peripherals, Storage Devices, Computer Security Systems, Computer Viruses, Computer Networking, System Analysis and Design and so on.

Updated: January25, 2018 Basic Computer Awareness General Knowledge GK : Following are the objective questions from Computer Fundamentals Section. Computer Fundamentals section includes the topics such as history of computers, generation of computers, classification of computers, Computer Peripherals, Storage Devices, Computer Security Systems, Computer Viruses, Computer Networking, System Analysis and Design and so on. It tests general knowledge on common terms and concept of computer. Keeping in view of this, we have added some most frequently asked questions on Computer Fundamentals in MCQ format for your proper practice. Take this online practice tests / quiz and you will have an idea what kind of questions are expected under computer awareness in general knowledge section. All questions are selected in a manner so that it becomes easy to understand the topic. You will find these commonly asked solved questions (with answer) really helpful. Just practice. This section contains computer science multiple choice questions and answers on computer science topics like fundamental of computers, computer hardware input and output devices, programming languages, network, internet, emails etc. These questions are specially designed for students, working professionals and job seekers. This quiz will be helpful too for those guys who are preparing for banking sectors. As a number of aspirants have been asking us to share complete MCQs and other materials of Computer Knowledge, here we are sharing all the pdf files I have. These files consists a lot of computer mcqs. These will be very useful for all competitive exams. Downlaod it and prepare well. All the Best...!!! 1. Which of the following printers are you sure will not to use if your objective is to print on multi carbon forms? a. Daisy wheel b. Dot matrix c. Laser d. Thimble 2. Which of the following printing devices an output composed of a series of data? a. Wire matrix printer b. Band printer c. Wang image printer d. Both a and c 3. The personal computer industry was started by a. IBM b. Apple c. Compaq d. HCL 4. In the IBM PC-At, what do the words AT stand for a. Additional Terminals b. Advance technology c. Applied technology d. Advanced terminology 5. Magnetic tape can serve as a. Secondary storage media b. Output media c. Input media d. All of the above 6. If in a computer, 16 bits are used to specify address in a RAM, the number of addresses will be a. 216 b. 65,536 c. 64K d. Any of the above 7. The two major types of computer chips are a. External memory chip b. Primary memory chip c. Microprocessor chip d. Both b and c 8. As compared to the secondary memory, the primary memory of a computer is a. Large b. Cheap c. Fast d. Slow 9. Which of the following is a way to access secondary memory? a. Random access memory b. Action method c. Transfer method d. Density method 10. Which was the most popular first generation computer? a. IBM 1650 b. IBM 360 c. IBM 1130 d. IBM 2700 11. What is the responsibility of the logical unit in the CPU of a computer? a. To produce result b. To compare numbers c. To control flow of information d. To do math’s works 12. The secondary storage devices can only store data but they cannot perform a. Arithmetic Operation b. Logic operation c. Fetch operations d. Either of the above 13. Which of the printers used in conjunction with computers uses dry ink power? a. Daisy wheel printer b. Line printer c. Laser printer d. Thermal printer 14. Which of the following produces the best quality graphics reproduction? a. Laser printer b. Ink jet printer c. Plotter d. Dot matrix printer 15. Which of the following memories allows simultaneous read and write operations? a. ROM b. RAM c. EPROM d. None of above 16. Which of the following memories has the shortest access times? a. Cache memory b. Magnetic bubble memory c. Magnetic core memory d. RAM 17. A 32 bit microprocessor has the word length equal to a. 2 byte b. 32 byte c. 4 byte d. 8 byte 18. An error in computer data is called a. Chip b. Bug c. CPU d. Storage device 19. A set of information that defines the status of resources allocated to a process is a. Process control b. ALU c. Register Unit d. Process description 20. Any method for controlling access to or use of memory is known a. Memory map b. Memory protection c. Memory management d. Memory instruction Answers: 1. Which of the following printers are you sure will not to use if your objective is to print on multi carbon forms? c. Laser 2. Which of the following printing devices an output composed of a series of data? d. Both a and c 3. The personal computer industry was started by a. IBM 4. In the IBM PC-At, what do the words AT stand for b. Advance technology 5. Magnetic tape can serve as d. All of the above 6. If in a computer, 16 bits are used to specify address in a RAM, the number of addresses will be b. 65,536 7. The two major types of computer chips are d. Both b and c 8. As compared to the secondary memory, the primary memory of a computer is c. Fast 9. Which of the following is a way to access secondary memory? a. Random access memory 10. Which was the most popular first generation computer? a. IBM 1650 11. What is the responsibility of the logical unit in the CPU of a computer? b. To compare numbers 12. The secondary storage devices can only store data but they cannot perform d. Either of the above 13. Which of the printers used in conjunction with computers uses dry ink power? c. Laser printer 14. Which of the following produces the best quality graphics reproduction? c. Plotter 15. Which of the following memories allows simultaneous read and write operations? b. RAM 16. Which of the following memories has the shortest access times? a. Cache memory 17. A 32 bit microprocessor has the word length equal to c. 4 byte 18. An error in computer data is called b. Bug 19. A set of information that defines the status of resources allocated to a process is d. Process description 20. Any method for controlling access to or use of memory is known collage Only The Best Of collage b. Memory protection Read the full article

#BasicComputerInterviewQuestionsAndAnswersPdf #ComputerFundamentalQuestionAnswerInHindi #computerfundamentalquestionpaperwithanswer #computerfundamentalsquestionsandanswersforbankexams #computerfundamentalsquestionsandanswersforinterview #ComputerFundamentalsQuestionsAndAnswersMultipleChoicePdf #ComputerQuestionsForCompetitiveExams #mcqoncomputerfundamentalswithanswersdoc

0 notes

ninarose1-blog · 8 years ago

Text

MATH 399 Week 1 Discussion Latest 2017

IF You Want To Purchase A+ Work Then Click The Link Below , Instant Download

http://www.acehomework.net/?download=chamberlain-math-399-course-work-new-2017

IF You Face Any Problem E- Mail Us At [email protected]

Descriptive Statistics (Graded)

If you were given a large data set (i.e., sales over the last year of our top 100 customers), what might you be able to do with these data? What might be the benefits of describing the data? For additional videos, Excel templates, voice video on excel templates, How to work with ilabs please refer to this webpage Math 399 - Supplemental class material (weblink)

Here are a few questions from Chapter 1 & 2 study plan that you can practice and also participate for discussion points. This will help you towards understanding the concepts and also prepare you toward the Week 3 Quiz. Please work on only one question at a time and give opportunities to your classmates to work on the questions. You can learn and lend a helping to your classmates, share technology help and links to understand, suggestions and tips..Remember homework alone is not sufficient to prepare toward quizzes. Therefore it is important that you practice in the study plan . Answers will be posted on Saturday evening. 1. Determine whether the given value is a statistic or a parameter. A sample of students is selected and it is found that 35% own a computer Study plan 1.1.41 2. Determine whether the underlined numerical value is a parameter or statistic. Explain your reasoning. A certain zoo found that 8% of its 843 animals were nocturnal Study Plan: 1.1.37 3. Suppose a survey of 568 women in the United States found that more than 56% are the primary investor in their household. Which part of the survey represents the descriptive statistics? Make an inference based on the results of the survey. 4. How is a sample related to a population? 5. Determine whether the variable is qualitative or quantitative a. Goals scored in a hockey game b. Favorite musical instrument Study plan 1.2.7 6. What is an inherent Zero? Describe an example that has an inherent zero. Study plan 1.2.31 7. Which method of data collection should be used to collect data for the following study. A study of the health of 164 kidney transplant patients at a hospital. Study plan 1.3.11 8. Use the given minimum and maximum data entries, and the number of classes, to find the class width, the lower class limits and the upper class limits. Minimum = 13, maximum = 84, 6 classes Study plan 2.1.11 9. Some graph questions to study: Study Plan 2.1.19, 2.1.26, 2.1.27 10. Students in an experimental psychology class did research on depression as sign of stress. A test was administered to a sample of 30 students. The scores are shown below. 43 50 10 90 77 35 64 36 42 72 54 62 35 75 50 72 36 29 39 61 48 63 35 41 21 36 50 46 86 14 a. Find the 10% trimmed mean of the data. b. Find Mean c. Find Median D. Find Mode E. Midrange Please use the paste to clipboard from the data set to work in excel or in minitab Study plan 2.3.65 11. Find the range, mean, variance and standard deviation of the sample data set. 7 10 17 15 5 11 16 6 13 Study plan 2.4.13

MATH 399 Week 2 Discussion Latest 2017

Regression (Graded)

Suppose you are given data from a survey showing the IQ of each person interviewed and the IQ of his or her mother. That is all the information that you have. Your boss has asked you to put together a report showing the relationship between these two variables. What could you present and why? ________________________________________________________________________________________________ For additional videos, Excel templates, voice video on excel templates, How to work with ilabs please refer to this webpage ________________________________________________________________________________ Here are a few questions that you can participate for discussion points from your study plan on correlation and regression. This may help you toward understanding concepts and also in the quiz for Week 3. Please work on only one question at a time. Answers will be posted on Saturday morning. Please download the file that has data. I have attached Excel worksheet under "excel forum". Delete the data from the cells and enter your data for graphing scatter plot, finding correlation and regression equation. 1. Construct a scatter plot and determine the type of correlation using r for the following data The ages(in years) of 6 children and the number of words in their vocabulary Age, x 1 2 3 4 5 6 Vocabulary size,y 250 950 1200 1450 1800 2650 a) Display the data in a scatter plot b) Calculate the correlation coefficient r c) Make a conclusion about the type of correlation Study plan 9.1.22, 9.1.24 2. Suppose the scatter plot shows the results of a survey of 42 randomly selected males ages 24 to 35. Using age as the explanatory variable, choose the appropriate description for the graph, Explain your reasoning. a) Age and body temperature b) Age and balance on student loans c) Age and income d) Age and height PLEASE SEE THE DOCUMENT ATTACHED FOR THIS GRAPH The response variable is ____________ because you would expect this variable and age to have _________________ and ____________variation for adult males. Study plan 9.2.17 3. Identify the explanatory and the response variable. A farmer wants to determine if the temperature received by similar crops can be used to predict the harvest of the crop. The explanatory variable is _________ The response variable is ____________ 4. Find the equation of the regression line for the given data. The construct a scatter plot of the data and draw the regression line. (The pair of variables have a significant correlation.) Then use the regression equation to predict the value of y for each of the given x-values, if meaningful. The number of hours 6 students spent for a test and their scores on that test are shown below. Hours spent studying,x Test score, y 0 41 2 42 3 49 4 47 4 64 5 67 a. Find the regression equation. b. Scatter plot c. Predict the value of y for x= 2 d. Predict the value of y for x=3.5 e. Predict the value of y for x= 12

MATH 399 Week 3 Discussion Latest 2017

Probability and Odds (Graded)

The odds of winning a game are given as 1:25. What is the probability that you will win this game?

What is the probability that you will lose this game? In your follow-up replies, consider which number in the odds ratio needs to change and how it needs to change in order to increase the probability of winning. (Note: See page 145 in the text for a discussion on odds.) _________________________________________________________________________________________ For additional videos, Excel templates, voice video on excel templates, How to work with ilabs please refer to this webpage CLICK HERE FOR ALL EXCEL WORKSHEETS AND YOUTUBE LINKS _________________________________________________________________________________________- PLEASE COMPLETE THE QUIZ THIS WEEK that covers WEEK 1 and WEEK 2 that covers Week 1 and Week 2 material only. Here are a few questions that you can participate for discussion points from your study plan on correlation and regression that may help you toward understanding concepts and the quiz for Week 5. Please work on only one question at a time. Answers are posted at the end of the questions. PROBABILITY DISTRIBUTIONS Objective - CONCEPTS: 1. Determine which of the following numbers could not represent the probability of an event 0, 0.008, -0.6, 65%, 715/1206, 60/47 Study plan: 3.1.1, 3.1.2, 3.1.7, 3.1.8 Objective-Sample Space 2. Identify the sample space of the probability experiment and determine the number of outcomes in the sample space. Determining a person’s grade Freshman (F), Sophomore (So), Junior (J), Senior (Se) and gender (male(M) Female (F)) Study Plan: 3.1.15, 3.1.17, 3.1.19 Objective-Simple Events 3. Determine the number of outcomes in the event. Decide whether the event is a simple event or not. You randomly select one card from a standard deck. Event A is selecting a red four. Study Plan: 3.1.21, 3.1.23 Objective-Frequency Distribution 4. Use the frequency distribution below, which shows the number of voters (in millions) according to age, to find the probability that a voter chosen at random is in the given age range. Not between 25 and 34 years old Ages of voters Frequency 18 to 20 7.4 21 to 24 11.5 25 to 34 21.8 35 to 44 25.5 45 to 64 56.8 65 and over 28.7 Study Plan: 3.1.55, 3.1.57, 3.1.59, 3.1.61, 3.1.63 Objective-Distinguish between independent and dependent events 5. Researchers found that people with depression are four times more likely to have a breathing-related sleep disorder that people who are not depressed. Identify the two events described in the study. Do the results indicate that the events are independent or dependent? Study Plan: 3.2.7, 3.2.11, 3.2.13, 3.2.15 Objective-Conditional Probability 6. In the general population, one woman in eight will develop breast cancer. Research has shown that 1 woman in 600 carries a mutation of the BRCA gene. Seven out of 10 women with this mutation develop breast cancer. a. Find the probability that a randomly selected woman will develop breast cancer given that she has a mutation of the BRCA gene. b. Find the probability that a randomly selected woman will carry the mutation of the BRCA gene and will develop breast cancer. c. Are the events of carrying this mutation and developing breast cancer independent or dependent events. Study Plan: 3.2.17, 3.2.27 Objective-Multiplication Rule to Find Probabilities 7. A study found that 38% of the assisted reproductive technology (ART) cycles resulted in pregnancies. Twenty-two percent of the ART pregnancies resulted in multiple births. a. Find the probability that a randomly selected ART cycle resulted in a pregnancy and produced a multiple birth. b. Find the probability that a randomly selected ART cycle that resulted in a pregnancy did not produce a multiple birth. c. Would it be unusual for a randomly selected ART cycle to result in a pregnancy and produce a multiple birth? Explain Study Plan: 3.2.21, 3.2.23, 3.2.26 Objective-Mutually exclusive 8. Decide if the events are mutually exclusive. Event A: Randomly selecting someone treated with a certain medication. Event B: Randomly selecting someone who received no medication Study Plan: 3.3.7, 3.3.9, 3.3.11 Objective-Addition Rule 9. During a 52-Week period, a company paid overtime wages for 16 Weeks and hired temporary help for 8 Weeks. During 4 Weeks, the company paid overtime and hired temporary help. a. Are the events “Selecting a Week that contained overtime wages” and “selecting a Week that contained temporary help wages” mutually exclusive b. If an auditor randomly examined the payroll records for only one Week, what is the probability that the payroll for that Week contained Overtime wages or temporary help wages? Study Plan: 3.3.13, 3.3.15, 3.3.17,3.3.25

MATH 399 Week 4 Discussion Latest 2017

Discrete Probability Variables (Graded)

Provide an example that follows either the binomial or Poisson distribution, and explain why that example follows that particular distribution. In your responses to other students, make up numbers for the example provided by that other student, and ask a related probability question. Then, show the work (or describe the technology steps), and solve that probability example. ________________________________________________________________________________ For selected homework questions, additional videos, Excel templates, voice video on excel templates, How to work with ilabs please refer to this webpage CLICK HERE FOR ALL EXCEL WORKSHEETS AND YOUTUBE LINKS ________________________________________________________________________________ OFFICE HOUR recording Link - we discussed how to use excel templates to do week 4 lab and hwk. https://dvg.webex.com/dvg/lsr.php?RCID=38ea17328cd90f55e9c01d2d735b1146 Here are a few questions that you can participate for discussion points from your study plan on discrete probabilities that may help you toward understanding concepts and the quiz for Week 5. Please work on only one question at a time. Look for the Answers posted on Saturday Evening. Definitely use the excel worksheet OBJECTIVE: IS THE EXPERIMENT A BINOMIAL EXPERIMENT? 1. About 40% of babies born with a certain ailment recover fully. A hospital is caring for seven babies with this ailment. The random variable represents the number of babies that recover fully. Decide whether the experiment is a binomial experiment? If it is, identify a success, specify the values of n, p, and q, and list the possible values of the random variable x. STUDY PLAN: 4.2.9, 4.2.11 OBJECTIVE: Find the MEAN, VARIANCE AND STANDARD DEVIATION OF THE binomial distribution 2. Find the mean, variance and standard deviation of the binomial distribution n= 123, p= 0.69 STUDY PLAN: 4.2.15 OBJECTIVE: FIND BINOMIAL PROBABILITIES USING TECHNOLOGY 3. 47% of men consider themselves professional baseball fans. You randomly select 10 men and ask each if he considers himself a professional baseball fan. Find the probability that the number who consider themselves baseball fans is a. Exactly eight b. At least eight c. Less than eight STUDY PLAN: 4.2.19, 4.2.21, 4.2.23, 4.2.25 OBJECTIVE: FIND PROBABILITIES FOR POISSON DISTRIBUTION USING technology 4. Given that x has a Poisson distribution with mean mu= 4, what is the probability that x= 6? STUDY PLAN: 4.3.5

MATH 399 Week 5 Discussion Latest 2017

Interpreting Normal Distributions (Graded)

Assume that a population is normally distributed with a mean of 100 and a standard deviation of 15. Would it be unusual for the mean of a sample of 3 to be 115 or more? Why or why not? ____________________________________________________________________________________________- For homework questions, additional videos, Excel templates, voice video on excel templates, How to work with ilabs please refer to this webpage CLICK HERE FOR ALL EXCEL WORKSHEETS AND YOUTUBE LINKS Recorded office hour link toward quiz for week #5. https://dvg.webex.com/dvg/lsr.php?RCID=f167284e6723643995d35d9aac2b1972 ______________________________________________________________________________________________ Here are a few questions that you can participate for discussion points from your study plan on normal distribution that may help you toward understanding concepts and the quiz for Week 7. Please work on only one question at a time. Answers are posted at the end. OBJECTIVE: CONCEPTS 1. What requirements are necessary for a normal probability distribution to be a standard normal distribution? STUDY PLAN: 5.1.2, 5.1.3, 5.1.7 OBJECTIVE: COMPUTE AND INTERPRET Z-SCORES of NORMAL DISTRIBUTIONS 2. The systolic blood pressures of a sample of adults are normally distributed, with a mean pressure of 115 millimeters of mercury and a standard deviation of 3.6 millimeters of mercury. The systolic blood pressures of four adults selected at random are 122, 113, 106 and 128 millimeters of mercury. The graph of the standard normal distributions is shown below. Complete a) and b) PLEASE SEE ATTACHED DOCUMENT FOR GRAPHS a. Without converting to z scores, match the values with the letters A, B, C, and D on the given graph of the standard normal distribution. b. Find the z-score that corresponds to each value and check your answers to part (a) (Round to two decimals as needed) STUDY PLAN: 5.1.41, 5.1.43 OBJECTIVE: FIND PROBABILITIES USING THE STANDARD NORMAL DISTRIBUTION 3. For the standard normal distribution shown below, find the probability of z occurring in the indicated on the graph. Please see attached document STUDY PLAN: 5.1.45, 5.1.47, 5.1.55, 5.1.57 OBJECTIVE: FIND PROBABILITIES FOR NORMALLY DISTRIBUTED VARIABLES 4. Assume the random variable x is normally distributed with mean mu= 50 and standard deviation sigma= 7. Find P(x > 42) STUDY PLAN: 5.2.1, 5.2.3, 5.2.5, 5.2.7, 5.2.9, 5.2.11, 5.2.15 OBJECTIVE: APPLICATIONS OF NORMAL DISTRIBUTION 5. Use the normal distribution of SAT writing scores with mean = 493 and standard deviation = 111. a. What percentage of SAT writing scores are less than 600? b. If 1000 SAT writing scores are randomly selected, about how many would you expect to be greater than 550? STUDY PLAN: 5.2.21, 5.2.23, 5.2.25, 5.2.27 OBJECTIVE: FIND A Z SCORE GIVEN THE AREA UNDER THE NORMAL CURVE 6. Find the z score that corresponds to the cumulative area of 0.049 STUDY PLAN: 5.3.1, 5.3.3, 5.3.5, 5.3.7, 5.3.17, 5.3.19, 5.3.21, 5.3.23, 5.3.25, 5.3.27, 5.3.29 OBJECTIVE: APPLICATION OF NORMAL DISTRIBUTION 7. In a survey of women in a certain country (ages 20- 29), the mean height was 65.3 inches with a standard deviation of 2.67 inches. a. What height represents the 98th percentile? b. What height represents the first quartile? STUDY PLAN: 5.3.31, 5.3.33, 5.3.35, 5.3.38, 5.3.39, 5.3.41 OBJECTIVE: Interpret sampling distributions 8. A population has a mean mu= 86 and a standard deviation sigma =20. Find the mean and standard deviation of a sampling distribution of sample means with a sample size n= 268 STUDY PLAN: 5.4.1, 5.4.3 OBJECTIVE: CENTRAL LIMIT THEOREM 9. Use the central limit theorem to find the mean and standard error of the mean of the sampling distribution. The mean price of photo printers on a website is $221 with a standard deviation of $69. Random samples of size 34 are drawn from the population and the mean of each sample is determined. (ROUND ANSWERS TO THREE DECIMALS) 10. The population mean annual salary for environmental compliance specialists is about $61,500. A random sample of 34 specialists is drawn from this population. What is the probability that the mean salary is less than $59,000? Assume standard deviation sigma= $5800?

MATH 399 Week 6 Discussion Latest 2017

Confidence Interval Concepts (Graded)

Consider the formula used for any confidence interval and the elements included in that formula. What happens to the confidence interval if you increase the confidence level, increase the sample size, or increase the margin of error? Only consider one of these changes at a time. Explain your answer with words and by referencing the formula. ____________________________________________________________________________________________ For few homework questions, additional videos, Excel templates, voice video on excel templates, How to work with ilabs please refer to this webpage CLICK HERE FOR ALL EXCEL WORKSHEETS AND YOUTUBE LINKS ___________________________________________________________________________________________ PLEASE USE THE Z SCORE FOR THE GIVEN CONFIDENCE LEVEL if you are working the problems by hand. Here are a few questions that you can participate for discussion points from your study plan on normal distribution. This may help you toward understanding concepts and the quiz for Week 7. Please see attached excel worksheet for calculations if you are interested. OBJECTIVE: FIND THE MARGIN OF ERROR 1. Find the margin of error for the given values of c = 0.95 , s= 3.6 and n= 36 (Round to three decimal places as needed) STUDY PLAN: 6.1.13, 6.1.15 OBJECTIVE: CONSTRUCT AND INTERPRET CONFIDENCE INTERVALS FOR THE POPULATION MEAN 2. You are given the sample mean and the sample standard deviation. Use this information to construct the 90% and 95% confidence intervals for the population mean. Which interval is wider? If convenient, use technology to construct the confidence intervals. A random sample of 37 gas grills has a mean price of $637.70 and a standard deviation of $58.30 (Round to one decimal place as needed) STUDY PLAN: 6.1.35, 6.1.36, 6.1.37, 6.1.40 OBJECTIVE: DETERMINE THE MINIMUM SAMPLE SIZE 3. A doctor wants to estimate the HDL cholesterol of all 20- to 29- year-old females. How many subjects are needed to estimate the HDL cholesterol within 4 points with 99% confidence assuming standard deviation sigma = 19.4? Suppose the doctor would be content with 90% confidence. How does the decrease in confidence affect the sample size required? (Round to the next whole number) STUDY PLAN: 6.1.53, 6.1.56 4. A 2011 Gallup Poll found that 76% of Americans believe that high achieving high school students should be recruited to become teachers. This poll was based on a random sample of 1002 Americans. a. Find a 95% confidence interval for the proportion of Americans who would agree to this. b. Interpret your result in the context of the given study. c. Do these data refute a pundit’s claim that 2/3 of Americans believe this statement? Explain. Taken from Stats Data & Models. De Veaux velleman Bock 4th edition OBJECTIVE: DETERMINE THE MINIMUM SAMPLE SIZE 5. A researcher wishes to estimate, with 95% confidence, the proportion of adults who have high-speed Internet access. Her estimate must be accurate within 2% of the true proportion. a. Find the minimum sample size needed, using a prior study that found that 52% of the respondents said they have high-speed Internet access. (Round to the nearest whole number as needed) b. What is the minimum sample size needed assuming that no preliminary estimate is available? STUDY PLAN: 6.3.17, 6.3.18

MATH 399 Week 7 Discussion Latest 2017

Rejection Region (Graded)

How is the rejection region defined, and how is that related to the p value? When do you reject or fail to reject the null hypothesis? Why do you think statisticians are asked to complete hypothesis testing? Can you think of examples in courts, in medicine, or in your area? ________________________________________________________________________________________________ For a few hwk questions. additional videos, Excel templates, voice video on excel templates, How to work with ilabs please refer to this webpage CLICK HERE FOR ALL EXCEL WORKSHEETS AND YOUTUBE LINKS ________________________________________________________________________________________________ PLEASE PARTICIPATE IN THE BELOW QUESTIONS. Do take the quiz in Week 7 that covers only on Week 5 & Week 6 early on in the week. OBJECTIVE: WRITE THE NULL AND ALTERNATIVE HYPOTHESES. IDENTIFY WHICH IS THE CLAIM 1. A study claims that the mean survival time for certain cancer patients treated immediately with chemotherapy and radiation is 16 months. STUDY PLAN: 7.1.29, 7.1.30 OBJECTIVE: TEST A CLAIM ABOUT A MEAN USING CRITICAL VALUES 2. A company that makes colas drinks states that the mean caffeine content per 12-ounce bottle of cola is 45 milligrams. You want to test this claim. During your tests, you find that a random sample of thirty 12-ounce bottles of cola has a mean caffeine content of 43.3 milligrams with a standard deviation of 6.8 milligrams. At alpha = 0.05, can you reject the company’s claim? STUDY PLAN: 7.2.35, 7.2.37 OBJECTIVE: TEST THE CLAIM FOR PROPORTIONS USING REJECTION REGION 3. A humane society claims that less than 35% of U.S households owns a dog. In a random sample of 409 U.S households, 154 say they own a dog. At alpha =0.10, is there enough evidence to support the society’s claim? STUDY PLAN: 7.4.15, 7.4.17

MATH 399 Week 2 iLab Latest 2017

Scenario/Summary Click to download the Week 2 Lab Document to complete the lab for this week. All of the directions are included in the document.

For use with the lab and throughout the course, click to download Excel: A How-To Handout. After some introductory comments, the first question begins under the title Creating Graphs and is a pie chart. The data for this lab is located in Doc Sharing. If you are not able to locate the data file, please contact your professor. On the last page is a section is titled Code Sheet. It is only there to explain what the variables in the data set represent. In other words, the code sheet just lists the variable name and the question used by the researchers on the survey instrument that produced the data that are included in the Excel data file. Those are not questions for you to answer, just information. The document includes places where you need to input the answers. Any place where you see a gray box is where you need to put an answer. Listen Deliverables NOTE Submit your assignment to the Dropbox, located at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions. (See the Syllabus section "Due Dates for Assignments & Exams" for due dates.) Fill in the document, save it with your name in the title, and submit the document through the Dropbox. Below is the grading rubric for this assignment. Category Points % Description Questions 1–3 15 30% Creating graphs and charts Question 4 5 10% Calculating means and standard deviations Questions 5–10 30 60% Interpreting and using data Total 50 100% A quality lab will meet or exceed all of the above requirements. Listen Required Software Microsoft Office: Word and Excel Use a personal copy*, or access the software** at https://lab.devry.edu. *From the Course Resources page, students can obtain a personal copy of Microsoft Office through the Student Software Store. **To learn more about using the virtual lab environment, click the iLab button on the Course Resources page and select Citrix. Listen Lab Steps Listen Prepare and Submit Lab Open Excel. Open the lab Word document. Follow the steps in the lab Word document to do calculations in Excel. Copy and paste from Excel into the Word document, or retype the answer. Complete the answers to the questions in complete sentences (fill in each gray box in the Word document). Save the lab Word document, and submit it to the Dropbox. No other files should be submitted. Submit your lab to the Dropbox, located at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions. See the Syllabus section "Due Dates for Assignments & Exams" for due date information.

MATH 399 Week 4 iLab Latest 2017

Overview Listen Scenario/Summary Open the Week 4 Lab Document. All of the directions are included in the document. The data for this lab are available from your instructor. They are the same data that were used in the Week 2 Lab. The document includes places where you need to input the answers. Any place where you see a gray box is where you need to put an answer. Listen Deliverables NOTE Submit your assignment to the Dropbox, located at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions. (See the Syllabus section "Due Dates for Assignments & Exams" for due dates.) Fill in the document, save it with your name in the title, and submit the document through the Dropbox. Below is the grading rubric for this assignment. Category Points % Description Question 1 12 24% Three graphs Question 2 4 8% Mean and standard deviation Questions 3 and 4 22 44% Probabilities Questions 5–7 12 24% Calculations and interpretations Total 50 100% A quality lab will meet or exceed all of the above requirements. Listen Required Software Microsoft Office: Word and Excel Use a personal copy, or access the software at https://lab.devry.edu. Listen Lab Steps Listen Prepare and Submit Lab Open Excel. Open the lab Word document. Follow the steps in the lab Word document to do calculations in Excel. Copy and paste from Excel into the Word document, or retype the answer. Complete the answers to the questions in complete sentences (fill in each gray box in the Word document). Save the lab Word document, and submit it to the Dropbox. No other files should be submitted. Submit your lab to the Dropbox, located at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions. See the Syllabus section "Due Dates for Assignments & Exams" for due date information.

MATH 399 Week 6 iLab Latest 2017

Overview Listen Scenario/Summary Open the Week 6 Lab Document to complete the lab for this week. All of the directions are included in the document. The data for this lab are available from your instructor, same as used in Weeks 2 and 4. The document includes places where you need to input the answers. Any place where you see a gray box is where you need to put an answer. Listen Deliverables NOTE Submit your assignment to the Dropbox, located at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions. (See the Syllabus section "Due Dates for Assignments & Exams" for due dates.) Fill in the document, save it with your name in the title, and submit the document through the Dropbox. Below is the grading rubric for this assignment. Category Points % Description Questions 1–2 5 points each, 10 total 20% Large sample confidence intervals for a mean Question 3 10 points 20% Compare confidence interval outcomes Questions 4 and 5 15 points each, 30 total 60% Normal probabilities compared with data outcomes Total 50 points 100% A quality lab will meet or exceed all of the above requirements. Listen Required Software Microsoft Office: Word and Excel Use a personal copy, or access the software at https://lab.devry.edu. Listen Lab Steps Listen Prepare and Submit Lab Open Excel. Open the lab Word document. Follow the steps in the lab Word document to do calculations in Excel. Copy and paste from Excel into the Word document, or retype the answer. Complete the answers to the questions in complete sentences (fill in each gray box in the Word document). Save the lab Word document, and submit it to the Dropbox. No other files should be submitted. Submit your lab to the Dropbox, located at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions. See the Syllabus section "Due Dates for Assignments & Exams" for due date information.

#MATH 399 Week 1 Discussion Latest 2017

0 notes

richardtheteacher · 8 years ago

Text

An article by Richard James Rogers

Illustrations by Pop Sutthiya Lertyongphati

A warm, inviting classroom that’s colorful, fresh and light can really benefit your students. In fact, expansive research published by the University of Salford shown that well-designed classrooms can improve learning progress in primary school pupils by 16%.

This was the first time that clear evidence of the effect of the physical classroom environment on learning was established.

Oftentimes, teachers are stuck with the classrooms they are given. If your furniture is old, natural light is bad or the air-conditioning isn’t perfect, then it’s tough luck. One thing we can change, however, is the quality of our displays. Other aspects of the classroom environment can also be adjusted alongside this (See my article about this here: The Starbucks Protocol), so don’t neglect that side of the equation either.

So what are the best ways that we can create beautiful classroom displays?

#1: Display Student Work

Why?:

Provides kids with a sense of pride and accomplishment

Acts as a ‘living demonstration’ of the excellent learning that’s going on in your class

Provides a benchmark for all students to aspire to

How?

Provide opportunities for students to complete large projects (groupwork lends itself well to this).

Make the output theme-based and creative (e.g. ‘Create an infographic about the events leading up to World War Two)

Have very clear success criteria in place (e.g. The newspaper article should contain at least three neat paragraphs and two clear and colorful pictures)

CRUCIAL: Select work to display based on the agreed success criteria

OPTIONAL EXTRA’S:

Get the students to select the best work to display

Display the brief of the task given and the success criteria

Display your comments on the work (or, even better. get the students to write two things they like about each piece of work and use sticky notes to attach to each)

#2: Display Student Achievements and Progress

Why?

Can motivate high performing students

A number of parameters can be celebrated: attainment on tests, sporting achievements, progress made on a project, etc.

If done properly, it will develop a ‘growth mindset’ in your students, where they realize that they can always learn new things and make progress

Creates ‘lifelong learners’

How?

Try setting up an ‘Achievements Wall’, where examples of achievement can be constantly updated as the academic year progresses

Maybe get the kids involved – set up a plastic wallet for each kid where they can add examples of work or achievements they are proud of

“An AMAZING book! A must-read for all teachers!”

Hold an ‘achievement sharing’ afternoon or lesson, at the end of each term, where students can talk about each other’s achievements

Include all of your students – don’t leave anyone out

Possibly use this kind of display to track progress on a project the kids are doing (e.g. you could have a large column for each group, where each lesson one group member adds a few bullet points to summarize what the group did).

#3: Display key words and command terms

Why?

Every subject has its own set of key terminology which is essential to understanding and expressing concepts, contexts, events, and processes.

Regular exposure to the correct use of key terminology creates greater confidence in exam-prep classes

Great for bilingual, ESL and EAL students

Works with any subject

How?

Display command terms and meanings for examination classes (e,g, ‘Explain’, ‘Describe’, ‘Outline’, etc.)

Display different versions of common words for your subject (e.g. subtract/minus/take-away)

Display topic-specific terminology when kids are learning particular units (e.g. Food and Digestion words might be ‘Stomach’, ‘Foodpipe’, ‘Small Intestines’)

Use diagrams to display the key terminology for visual concepts (e.g. the parts of parallel electrical circuit)

If some students in your class speak a language other than English as their mother tongue, then you can even make your terminology multi-lingual by getting those students to translate the words

#4: Use plastic wallets

Why?:

Plastic wallets keep work neat, they’re easy to stick up (only a pin is needed for each one) and they’re easy to update

Plastic wallet displays lend themselves to being more ‘interactive’ than traditional displays

How?

Fill plastic wallets with samples of excellent student work (see number 1 above)

Put the exam syllabus, program of study and exam papers inside

Students may wish to use them to store answers to quiz questions, clues for crosswords and puzzles and even revision cards for exam-preparation

If you use them to keep key words inside, then this allows you a quick access point when playing learning games such as ‘Mystery Word’ (see instructions below)

#5: Display upcoming events

Why?:

Students need to know their key deadlines and key events (such as coursework hand-in dates and examination days)

They can be used to get students excited about a theme-based event, such as World Book Day, British Biology Olympiad or school Sports Day

They can motivate students to get moving on their projects and coursework, such as their IB TOK Presentation.

How?

If the event has a glossy poster that goes with it, then definitely display that

Display the key parts of the event (e.g. the schedule for the day)

Clearly display the instructions the students must follow to get ready for the event

Display photos of past-students who were successful at this event last time (if available)

#6: Display Mission Statements

Why?

When students are reminded of their school’s overall aims, theme, and focus, it gels the school together as a winning community

When mission statements specific to courses are displayed, discussed and applied (e.g. the IB Learner Profile), they can provide students with valuable principles that will guide them their whole lives.

How?

If your school already has a published poster/document containing their mission statements, then display that

Think of ways in which the statements apply to your subject area, and display that (e.g. We are thinkers – ‘We critically evaluate our experimental methods and use the lessons learned to modify future methods).

Displays large, colorful key words from the mission statements and get your kids to add ideas as to how they can be applied inside and outside of school

#7: Display biographies of famous people

Why?

Provides inspiration

Can be used to teach about the skills and personality traits the famous people have or had

How?

Get large, clear photographs or paintings of the famous people and display those

Try to make it subject specific (e.g. Science could be Isaac Newton, Albert Einstein, etc.)

Include a paragraph of two of their story. Make the text large. Emphasize the fact that they all worked hard in the face of adversity

#8 Display memorable events

Why?

Events which have already passed, especially if used to reinforce a subject area, can provide students with useful triggers and memories than can help their exam performance

Provides lots of talking points, which gels the school or class together as a community

How?

Include lots of photos of the event that took place

If the kids produced some kind of output (e.g. baking cakes, making scarfs, etc.) then display the work or photos of it

Try to include student summaries of what they enjoyed about the event, and what they learned from it

#9: Display model answers

Why?

Another way to get the students used to seeing key terminology in practice

Reinforces the importance of the exams

Provides a benchmark to aspire to

Gives the students an idea of how to format their answers, and how much to write

How?

Print questions from past-papers (maybe as A3 sheets) which cover fundamental, key concepts in your subject area (e.g. A classic right-angled trigonometry question in maths)

Get your students to fill in the model answers using exemplars you give them, in different colors

Display the model answers yourself, but get the students to annotate the answers in colored pens with the marks given at each stage, plus reasons why.

#10: Display revision summaries

Why?

Brings all of the concepts together

Provides a point of reference on the run-up to exams

Provides stimulus material for student-led revision

Provides motivation to revise

How?

Use mind-maps, bullet point lists, infographics and checklists

Display every page of the syllabus

Split the class into groups. Each group produces a revision poster for a particular topic

Display the URLs of websites that students can use for revision

#11: Display processes

Why?

Many subjects have processes (e.g. T, F, A, R means Thoughts lead to Feelings, Feelings lead to Actions, Actions lead to Results)

Can be used to reinforce moral or logical principles (e.g. the Four D’s of success: Discipline, Dedication, Drive, and Desire)

Can be used to memorize physical actions (e.g. DR ABC from First Aid – Danger, Response, Airway, Breathing, and Circulation)

Can be used for essential safety information (e,g, the Green Cross Code: Stop, Look, Listen)

How?

Colorful flowcharts lend themselves well to this

Display photographs or pictures of each stage

Display instructions for each stage

Show a completed template at the end (e.g. a completed scientific report on an experiment)

#12: Make it 3D

Why?

3D displays look more attractive and unique than 2D ones

Can be made of unusual materials (such s fabrics) to create textures

How?

SAFETY: Make sure no hard parts stick out too much. I once remember a display on the corridor in an old school where a glass trophy was displayed on a glass shelf, at about head-height. A partially blind student walked into the shelf and really hurt himself.

Paper is the best material for turning in 3D shapes – it’s cheap, available and relatively safe

Students can make little boxes out of paper, attached to the display board, containing answers to quiz questions

Pop-up images and ‘flip to see the answer’ type pieces lend themselves well to 3D displays

#13: Make it multi-sensory

Why?

Tons of research shows that students learn using all of their five senses

It brings an interactive and fun element to the display

ICT can be incorporated

How?

Think of ways to include smells, textures and sounds to your displays (taste probably won’t work well!)

Fabrics work well for textures. Sometimes you can use the materials discussed in the display (e.g. copper wires for a display on electricity, aluminum and steel cans for a display on recycling)

Try to rig up a push-button sound system (e.g. an iPod connected to speakers with pre-loaded audio files installed)

#14: Display essential course information

Why?

Vital for exam preparation classes – they need to know what % each exam paper counts for, what their coursework is worth, etc.

How?

Include large, colorful titles of the course components along with their percentages

Include exemplar work for each component

Include real case-studies (e.g. Student X got 83% on Paper 1, 65% on Paper 2 and 71% on Paper 3, and ended up getting a grade B)

We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates.

Creating Classroom Displays: Essential Tips for Teachers An article by Richard James Rogers Illustrations by Pop Sutthiya Lertyongphati A warm, inviting classroom that's colorful, fresh and light can really benefit your students.

0 notes