Amatyc2002 Cacav Handout Part1
Amatyc2002 Cacav Handout Part1
Amatyc2002 Cacav Handout Part1
Presentation for AMATYC Conference 2002 Phoenix, Arizona, November 17, 2002 Central Arizona College Aravaipa Campus
Table of Contents Demographics .................................... 1 Objectives ........................................... 3 Math Objectives .................................. 4 Competency Checklist ........................ 5 List of Math Activities........................ 6 How to Put Math in Your Project ....... 7 Bone Activity ...................................... 9 Tree Ring Activity .............................. 13 Country Population ............................. 17 Earth Population ................................. 20 Measuring a Building.......................... 21 Radioactive Dating ............................. 22 Hohokam Mystery .............................. 24 Site Recording..................................... 25 Site Transformation ............................ 26
25% (12, 3) spend over 20 hours a week doing household/childcare activities. 42% (26, 8) listed the inability to find a job as important in deciding to go to college. 17% (33, 49) have not attended an art gallery or museum. None (27, 14) listed a mentor/role model encouraging them to attend college. 2. 3. The Concept A partnership of student services and instruction, the three instructors created a ninecredit learning community that met Mondays and Wednesdays from 10:00 to 3:30 p.m. for sixteen weeks with an hour off for lunch. Each student could earn four credits of math (MAT 81, 91, or 121), three credits of anthropology (ASB 201 Indians of the Southwest), and two credits of college success skills (CPD 111). Through the spring and summer of 2001, new students were given the option to sign up for the nine-credit block rather than taking the ASSET academic assessment tests (math, reading, and composition). Those choosing the LC would experience academic assessment as an ongoing process in which they actively participated. Seventeen new students enrolled. Fourteen who had previously been assessed but were not successful in one or more developmental courses were also included in the class. No formal examinations were administered. But there were quizzes to check students progress, especially in math. Each student maintained a portfolio that constituted 60% of his/her final grade. The remaining 40% were determined by attendance/participation. Students self-selected a group with which they would work for the entire semester. Each collaborative group was responsible for a major research project and presentation. 1) The Content The theme for the semester, Coming Together Where the Waters Meet, refers to the confluence of two desert riparian near the Aravaipa Campus. In this area are multiple prehistoric Indian sites, a former military fort, as well as the location of the infamous Fort Grant Massacre in 1873. We would explore many facets of this unique environment. The semester was divided into historical segments: prehistoric, early historic, current, and future times. Activities included archeological dating, a survey of plants along the San Pedro River, visiting Native American ruins and natural/historical museums, an ecological simulation game (Fish Banks), Internet and other library research, guest speakers, group presentations, videos, tree ring dating, a microbacterial and salinization lab, extensive writing exercises, and daily plus delta evaluations of activities/projects. 4. Initial Outcomes Of the 27 who registered and attended, 24 completed the semester, an 88% persistence rate, compared to 69% for CAC in Fall 2000. 83% of the LC participants, compared to 69% for CAC, continued classes in the subsequent spring semester. Participants ranked their overall experience in the learning community 8.7, on a 10-point scale (didnt like at all to liked it very much). They would recommend the instructors to others (9.4), and would encourage this experience for others (8.6). Flint Anderson
AMATYC Conference 2002 Electronic Proceedings Math Activities for Interdisciplinary Studies Central Arizona College Aravaipa Campus
Math Objectives
Students will: 1. Communicate using meaningful and relevant mathematics. 1.1 Identify and interpret mathematical information found in real life applications. 1.2 Collect accurate real world data from a variety of areas other than math 1.3 Use number sense and estimation to verify the correctness of answers 1.4 Communicate mathematics information verbally through discussions, writing, and presentations. 2. Use multiple approaches to solve mathematics problems 2.1 Represent functions in numerical, algebraic, graph, language, and physical model formats. 2.2 Use inductive and deductive logic to analyze mathematical patterns, create rules, and argue their validity. 2.3 Identify and apply alternative approaches of interpretation, argumentation, and evaluation to specific situations involving mathematics. 3. Experience math as a laboratory discipline 3.1 Create mathematics projects based on laboratory research. 3.2 Analyze mathematical data from hands-on laboratory experiences 3.3 Identify the limits and constraints of data accuracy 3.4 Work as a member of a scientific team to design and perform experiments in which scientific data is collected and analyzed. 4. Use technological tools to solve math problems. 4.1 Use a calculator to analyze data and functions 4.2 Use computer spreadsheets and math software to solve problems 4.3 Use sensors and measurement instruments to collect data 5. Analyze system behavior using mathematical models 5.1 Create mathematical models of systems 5.2 Identify composite functions within systems and determine the effects of changing system parameters. 5.3 Make predictions about systems based on current trends.
AMATYC Conference 2002 Electronic Proceedings Math Activities for Interdisciplinary Studies Central Arizona College Aravaipa Campus
Transfer and General Education courses at Central Arizona College consist of a four semester, four credit hours per semester, sequence: MAT081 Basic Arithmetic MAT091 Introduction to Algebra MAT121 Intermediate Algebra MAT151 College Algebra The fourth course, MAT151 College Algebra is transferrable to the universities. Course descriptions and contents follow:* Basic Arithmetic: Students who will take only one math course need practical math, so this course contains a variety of topics in math useful for business and vocational areas. Topics include the following: Problem Solving Integers Fractions Decimals Estimating Using Calculators and Computers Accuracy and Precision Rate, Ratio and Proportion Percent Measurement Area and Volume Pythagorean Theorem Similar Triangles Using Formulas Solving Equations Statistics Introduction to Algebra The first semester in Introduction to Algebra, introduces mathematical tools and functions through measuring, collecting, and analyzing data; linear and quadratic systems of equations; and expressing math concepts. Topics include the following: