If you’re interested in getting help with your poster design, there are two workshops you can attend. Each group might like to send one of its members to one of the workshops:
Thursday, April 10 – Designing a Research Poster Presentation: 1:00 -2:00 PM & 4:00 – 5:00 PM Ms. Jodi-Ann Young, Namm 119
Thursday, April 24 – Research Poster Design Workshop: 1:00 – 2:30 PM Ms. Jodi-Ann Young, Midway 308 [Bring your own laptop]
While I was writing that last post, I thought of a few things that might be helpful.
Titles/abstracts – this Wednesday: Now that each group has a topic, you should be working on your titles and abstracts. You can try to think of a fun-sounding title that is descriptive and gets people’s attention. The abstract should be a short, non-technical description of what the project is about. Bring in a draft to class this Wednesday; we’ll take the last few minutes of class to convert to a final draft.
Rough outline and responsibilities – this Friday (evening): It might seem early in the process to be planning your poster already, but it will help you know what to do over spring break. Use this as your template. Think about what will go where. I think it’s nice to have both a short abstract and a longer and more technical introduction/project description. Things to consider (depending on your topic):
Share your outline by posting on the OpenLab. It can be in list form, or you can upload a modified template with a description of what will go where.
Poster draft – Tuesday, April 22 (evening): I should emphasize that each of the groups have considerable work to do before you can actually start writing about the work, so make sure you leave enough time for everything. (Think of this like a research paper…first you have to do the research and then you have to figure out how you’re going to write about it and then you actually have to do the writing. The rough outline above should help with figuring out how to do the writing.) This draft should be fairly complete. You should have all of the writing done, even if it’s not in 100% final form. If you still have to insert image files, you can leave a blank spot but just put the word “image” somewhere. Again, you can use this as a template and modify it to fit your needs.
Please upload your PowerPoint document to the OpenLab before you go to sleep on Tuesday, April 22 so that we can take a look at all the beautiful posters in class on Wednesday, and see what needs to be done to finalize them. You’re more than welcome to share earlier drafts of the poster too, to get feedback from me and the other groups.
Final poster draft – Friday, April 25: Hopefully there won’t be much work to do after Wednesday’s class. Please email it to me by midnight on Friday.
Poster set-up – Wednesday, May 7, 9-11am: I’m not exactly sure what this will involve, but we can head down during class if need be.
Poster session – Wednesday, May 7, 11am-4pm & Thursday, May 8, 10am-3pm: It’d be ideal to have at least one group member standing by the poster during these times to answer questions. I know you’re all busy, so this isn’t mandatory. Maybe you can each fit in an hour or two.
Awards Ceremony – Thursday, May 8:
Reception: 12-12:30pm in N119
Ceremony: 12:30 – 2pm in AG 30
Poster take-down – Thursday, May 8 2:45-3:00pm: Please arrange for at least one of your group members to be there to take the poster down.
The L’Hopital’s Rule WebWork set is due this coming Sunday.
The following sets are due the Sunday after spring break (April 27). They’re pretty long sets, so you should get started on them as soon as you can.
Your second term test won’t be until after spring break, but it will definitely focus on this material. One possible (and likely) long test question will involve graphing a particular function, in gory detail, by hand. In almost all of these WebWork exercises, you’re saying something about the graph of a function, and we’ll be talking about how to put all the pieces together to sketch the graph in class next week.
I wanted to make sure I’ve got a record of who’s in each group and what each group’s topic is (I know some groups are still working on this); please check below that I got it right. For Monday, try to have a project title and short abstract (2-3 sentences). It’s okay if it’s just a rough draft; we’ll work on them together so the titles and abstracts can be submitted later in the week.
Andrew, Ismail, Darren, and Gabriel: Muai Thai Kick!
Masaab, Jimmy, and Nicholas: Stock Market Crash 2008
Mouhamath, Chun, Danielle: Roller Coaster!
Abu, Amir, Nai Bing: Airplane!
Thanks for submitting grades for the extra-credit assignment. I’ve added both your test #1 grade (without extra credit) and your extra-credit grade to Blackboard’s gradebook. Please double-check to make sure I’ve entered the grades correctly. You’ll get your extra-credit assignments back in class on Monday.
Please take a few minutes to fill out this survey about test #1 and the extra-credit assignment. You can be as detailed or as vague as you like.
Almost forgot to post this,
Team (4): Izzy A, Andrew M, and Darren G and Gabriel.
We talked about doing a calculus based project on a Maui Thai Roundhouse kick (Martial Arts- K1 Kickboxing). Still have to figure out the mathematics around it but the general idea for now is:
1) Rising the leg up, shifting, and pivoting on the heel would produce a ‘curve’. y=f(x)
2) The actual ‘impact kick’ i.e. a straight line would be the ‘derivative’ (Still working out the kinks in this little scenario). dy/dx=f’(x)
That’s only the rough idea for the beginning, we plan on pin pointing on something very specific (how to calculate the amount of power a Kick-boxer would deliver depending on velocity, weight blah blah blah).
i.e. Our ‘goal’ is to make a formula calculating power relative to mass and speed.
We decided on this because it’s ”organic” and bizarre which makes it more fun. ^^
Just a reminder….
2. WebWork set due Sunday night: Linear approximation
3. Extra-credit test grades emailed to me by Sunday night.
4. Group project groups and topics decided by Sunday night. (Use the Open Lab to discuss, even if it’s just to say which of the four proposed projects most interests you.)
Also…
5. Upcoming WebWork sets that make use of material discussed today:
You might not be able to do all of the problems on all of these sets, but you can do some of the problems on all of these sets now. I haven’t set due dates yet, but it’d be worth taking a look at the problems as soon as you get a chance, to see how to use topics from today’s class.
Below, I’ll link to a scan of my own solutions for your test. They’re not super detailed, but this paper would have received full credit (but if you catch an error, uh, let me know). You can use these to compare to your own tests, which were returned to you today, and to the mystery person’s test that you’ll be grading for next week.
Rough grading guidelines:
Please email me (kpoirier@citytech.cuny.edu) the overall grade for the test you’re grading as a percent by Sunday night, March 30. (I don’t care how late, I just want all the grades by the time I wake up on Monday.)
I can add details to the posted solutions as necessary (likely as comments on this post), so let me know if you have any questions about a particular solution that you’re assigning a grade for. You can email me a photo or scan of the solution if you like, or just post a comment here.
, then they should receive full credit. If the person answers “yes” they should receive one point but you should check to make sure the person is answering the correct question…this was something a few people had trouble with on the in-class test.
, they’d get 1 point out of 10.)
up or down, you won’t change its derivative. For full credit, the solution should say something like this. Again, on the in-class test that I graded, a number of people seemed to be answering a different question. Certainly, if you start with and are asked to graph 
, then there’s only one answer. However this question gives you and asks you for . Assign 1 point out of 2 if the word “yes” is there with nothing else. Assign 0 if the person seems to be answering a different question, or if their answer is “no.” is defined piecewise but it turns out to be both continuous and differentiable at 
. You can see in the solutions that I used the squeeze theorem for (a) and (b), but this is not the only way to see continuity and differentiability. I’m interested in hearing how people answered these questions on the extra-credit assignment. To receive full credit, the argument should do a good job of convincing you. Especially if you didn’t get this question right yourself, or if you solved it in a way that’s different from the solution you’re grading…read it carefully. There may be lots of ways to assign partial credit. Let me know if you’re not sure what to do here.What does that mean? with the a.b,c? i treated them as constant but it does not work
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