Calculator Class

Scientific Calculator 101 Course

Syllabus

Outline of Schedule

A. Institution: UAW-FORD-SEP

B. Instructor: Carolyn Fuentes

C. 2006 – Ford Employees (Spouses)

D. Credit: none

E. Course Description: Brief overview basics of the Scientific

Calculator and its functions. This is not a Math class. The

class is designed to develop the calculator math skills that

people need for success in school, at work, and in daily life.

The class not consist of the graph keys. In the near future,

our next class will be for plotting points on the graph keys.

F. Additional Course Description: Topics will include

hands-on learning of the following:

Exploring the Keyboard

Ø (2^nd, Shift, INV or MODE, etc.)

(1) When exploring the keyboard of the Scientific

Calculator, many keys are similar and others are not.

At times, more than one key is shown is for the same

function.

Function Keys (definition, alternative keys, and usage.)

Ø General Keys (OFF, ON/AC or ON/C, CE/C, 2^nd or SHIFT, etc.)

Ø Fraction Keys (a^b/_c,^d/_c,, etc.)

Ø Other Arithmetic Keys (%, , 1/x, n! or x! , etc.)

Ø Powers and Roots ( or , etc.)

Ø Memory Keys (STO or or Min, etc.)

Ø Logarithmic Functions (LOG or log, , LN or In, etc.)

Ø Trigonometric Functions (SIN, COS, TAN, SIN^-1, etc.)

Ø Mode Keys (FIX, SCI, ENG, etc.)

Reading the Display

Ø The calculator also displays words, letters, and symbols.

Calculator Limits and Errors

Ø General Error Conditions

o too many operations at once

o too many sets of open parentheses

o and much more

Ø Other Errors

o not all calculators are the same.

List of Study Subject Links

Ø Various Math websites

G. Textbook or References: Student prepared materials by Instructor.

H. Computer Skills Used: Windows XP and Microsoft Equation 3.0.

I. Learning Objectives: The student should:

1. Become a confident problem solver

2. Gain the ability to research various websites for Math

3. Gain the ability to use the scientific calculator as another quick

tool to solve problems, etc.

J. Class Length: 8 weeks.

K. Attendance Policy: Students will be expected to attend all class sessions.

Using the Memory

Just remember that calculators have a memory that allows you to store

number and recall them later. Memory is useful during long-hand

calculations or when a stored number is used in several problems.

In addition, the memory gives you a way to work with fractions and

mixed numbers if your calculator does not have special fraction keys.

Use of the Calculator

Calculators can be used to help students to develop their number sense;

Teachers can make several activities such as addition, subtraction,

multiplication, and division with calculators and help students to see the

relationships between numbers. Calculators can help students to develop

and recognize patterns easily.

Calculators can be helpful students to develop concepts of operations.

Students in the elementary grades can examine with a calculator in that

addition and subtraction are inverse operations, and multiplication is used

instead of repeated addition. Calculators can be used to develop

problem-solving and thinking abilities. Problem-solving activities involving

calculators can help to develop an understanding a problem and to

represent a problem. Calculators can help students to improve their mental

computation and estimation skills, if they are properly taught by teachers

and used by students. There are some calculators, which are used for

practice and skills development. Students using these calculators can

practice basic computation skills by answering a question or an equation

about place value, which appear on the display. Using calculators helps

students to know which operations they should use and when to use these

operations.

8 Weeks Scientific Calculator 101 Course

Scientific Calculator 101 Course

Materials and Books: "Using a Scientific Calculator," Susan Brendel & Eugene McDevitt

Scientific Calculators: TDE Systems scientific calculator or the Scenario Model SC - 121

Exploring the Keyboard. Part 1: Pgs. 1-7. An orientation on the keys of functions, fractions, arithmetic, powers and roots, memory, logarithmic, trigonometric, mode, and other keys.

Basic Number Operations – simple arithmetic operations on the calculator. Part 2: Pgs. 8-17. You will learn simple arithmetic operations on the calculator. Problems consist of operations with whole numbers, operations with decimals and money, order of operations, and positive and negative numbers.

Decimals and Fractions. Part 3: Pgs. 18-32. This is better than on paper, you will learn how to calculate the easiest problems. Problems consist of decimal numbers, fix decimal mode, decimal fraction patterns, and common fractions, using fraction keys, working with fractions, and working rates.

Percents. Part 4: Pgs. 33-41. You will learn how to calculate percents, fractions, and decimals.

Squares and Square Roots. Part 5: Pgs. 33-41. You will learn what you get when you multiply a number by itself with your calculator. Problems consist of squares, square roots, quadratic formulas, and Pythagorean Theorem.

Other Powers and Roots. Part 6: Pgs. 53-62. You will learn how to calculate powers, roots, and special exponents. Continuation on other Powers and Roots. Pgs. 63-71. Work with circles & spheres, cylinders & cones, compound interest, and formulas.

Logarithms. Part 7: Pgs. 72-79. You will learn how to find and calculate the power to which a number called the base must be raised in order to get a given positive number. Problems consist of systems of logarithms, common antilogarithm, common logarithm, working with pH, natural antilogarithm, population growth, and natural logarithm.

Trigonometry – the study of measurements in parts of the triangle. Part 8: Pgs. 80-86. You will learn how to calculate trigonometry problems with keys that consist of sine, cosine, and tangent functions.

8 Weeks Course

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Scientific Calculator 101

Objective: Students will have the ability to use the scientific

calculator as another tool to develop an understanding of a problem,

and to represent a problem.

In addition, the student will be able to use a calculator for complex

computations but NOT for basic facts, use a calculator to develop

number concepts and skills, and use a calculator in testing situations

when not assessing computational proficiency.

Outcome: In completion of the course, the scientific calculator

will be the student's tool to learn mathematics better, not to replace

mathematics.

Function Keys

Book: Using a Scientific Calculator by Susan Brendel & Eugene McDevitt

Evaluating Expressions

Teacher's Answer Sheet

Class Flyer

Columns, Breaks, and Pararaphs

Instructor: Carolyn Fuentes

MS Word Processing

Assignment

(Working with Columns, Breaks, and Paragraphs)

WHOLE DOCUMENT in Format and Underline icon

ALL ACCOUNTS ARE DUE AND PAYABLE UPON RECEIPT OF STATEMENT

For the first three notices to a large business organization, a copy of the delinquent bill or a short reminder is as effective as a letter of persuasion. For the fourth notice, a letter explaining the delinquency, with a copy of the over due invoice enclosed, will be helpful.

Do not, however, construe this functional approach to business-to-business collection letters to mean that politeness, fairness, and consideration of the reader can be ignored. The primary difference is that a business collection letter must contain more technical identification of the delinquent items than is usually necessary in a personal collection letter.

The last example above would never do as a persona collection letter, in which the reader’s goodwill is of paramount importance. The personal collection letter should excuse the debtor while requesting payment. The delinquent person may have merely overlooked the due date, may be in temporary financial difficulties, or may even be a “professional procrastinator” (one who operates his or her business on money that should have been used to pay the bills). Whatever the reason, let the debtor save face and assume that the delay has not been spiteful.

Continue thinking well of the customer and omit any harsh and abusive language. In addition, omit words and phrases of this nature:

TABS by the ruler or Format

cannot understand delinquent

remit promptly ignore

failure on your part require

we insist compelled

our demand wrong

unsatisfactory cancel

WHOLE DOCUMENT in Format, this section (Columns)

Positive words sounds better and bring you more favorable results:

BULLETS by right click on mouse to get small menu and select characters to change bullets and get COLUMNS in Format.

v respond v your payment

v fairness v your check

v you v mail today

v your credit v please

CONTINUOUS BREAK in Insert after the word please. Go into Columns in Format, select One and This Point Format.

Hello Mr. Daws:

Why not start right now to check these invoices that are past due?

CONTINUOUS BREAK (Insert and Break) after this phrase and get from menu in FORMAT a 3 column.

No. 1527

No. 1574

No. 1622

5-4 -_

6-4- _

6-7 -_

$229.80

3320.00

429.82

CONTINUOUS REAK after 429.82 and get from menu in FORMAT (Columns) a WHOLE DOCUMENT this section.

By paying them now, you save the trouble of having to check them again. If there is a reason for their not being paid, please let us know.

Sincerely,

Basic Webpage Class

HTML (Javascripts) Basics Workshop

Syllabus

Outline of Schedule

A. Institution: UAW-FORD-SEP

B. Instructor: Carolyn Fuentes

C. 2006 – Ford Employees

D. Credit: none

E. Course Description: The integration of technology into the classroom for

Ford Employee students will be emphasized. Suites of productivity software

will be used to facilitate the integration of the technology into the classroom.

F. Additional Course Description: Topics will include hands-on learning of the

following:

HTML basics (easy to learn materials)
How about tags and how to use them
Learn how to write and read simple scripts
Website basic creation
File storage (specific website)
Introduction to animation (easy instructions)

G. Textbook or References: Student prepared materials by Instructor.

H. Computer Skills Used: Windows XP and Internet.

I. Learning Objectives: The student should be able to:

1. Describe and utilize the basic mechanics of the Internet system

in the networked environment to enhance organization of files storage

and internet resources.

J. Additional Objectives: Exploring how to integrate standard

javascript applications with existing and developing simple curriculum.

File Storage - Internet

¨ How to use search to find free storages?

¨ How to use the storages

¨ How to retrieve free files, videos, and music storage

¨ How to find sites that have pre-set file storage

¨ How to create a simple website using these files

¨ How to apply for a domain

K. Class Expectancy Length: 45 mins.

L. Class Session: Monday, June 19, 2006

M. Attendance Policy: Students will be expected to attend all class sessions.

HTML (Javascripts) Basics Workshop

will be held as follows:

Monday: Teaching HTML; how to apply scripts for bolding, italics,

center, fonts, images, files, etc. How to find file storages for videos, images, music,

and files. How to manage file storage. How to create a simple website and more.

Now, let's have fun with some creative scripts as follows:

Copy the following Artists Direct Html script and information:

(Instructions: Highlight and use Ctrl+C to copy) No right click!

Artists Direct Html

<P><center><b><font color="gold"><font size"7">BELOW:  LISTEN

TO NAT KING COLES' CHRISTMAS SONG/SELECT OTHER SONGS FROM HIS CD

OR SELECT OTHER ARTISTS, SONGS,

AND MUCH MORE!</center></font></b></P>

<center><IFRAME name=Nat King Cole

src="http://www.artistdirect.com/nad/window/media/player/0,,67116-2077400-WMLO,00.html"

width=700 height=475 frameborder=1 scrolling=auto>

</IFRAME></center></br></div></p><HR>

Paste the script into one of the selected links below and watch

how its works:

(Instructions: Highlight and use Ctrl+V to paste) No right click!

http://www.w3schools.com/html/tryit.asp?filename=tryhtml_form_mail

http://www.wtv-zone.com/Angelaruth49/Copy/Tester3.html

It's that simple!

PowerPoint Assignment:

Aligning and Grouping Objects

When creating objects, the appearances can be modified and edited by their size and shape. Also, you can position the slide, align, and group them. The Align command aligns objects by snapping the selected objects to a grid of regularly spaced vertical and horizontal lines. The Group command groups objects into one object to make editing and moving easier.

1. Position the OBJECT tool over the Adopters arrow object, then drag it down the slide until it is in the same position as in Figure C-10

FIGURE C-10: repositioned arrow object

2. Click the up-right arrow object, press and hold [Shift], then click the Performance arrow object (The two objects are now selected.)

3. Click the DRAW button on the Drawing toolbar, then point to Align or Distribute (A menu of alignment and distribution options appears. The top there options align objects vertically; the next three options align objects horizontally.)

4. Click Align Center (The arrow objects align vertically on their centers.)

5. Press and hold [Shift], click the Adopters arrow object, click DRAW, and then click Group (The arrow objects group to form one object without losing their individual attributes. Notice the sizing handles now appear around the outer edge of the grouped object, not around each individual object.)

6. Right-click a blank area of the slide, then click Grid and Guides on the shortcut menu (The Grid and Guides dialog box opens.)

7. Click the Display guides on screen check box, and then click OK (The PowerPoint guides appear as dotted lines on the slide. (The dotted lines may be very faint on your screen.) The guides intersect as the center of the slide. They will help you position the arrow object.

8. Position « arrow over the horizontal guide in a blank area of the slide, press and hold the mouse button until the pointer changes to a guide measurement, then drag the guide down until the guide measurement box reads approximately 0.50.

9. Press [Shift], drag the grouped arrow object over the horizontal guide until the center sizing handles are approximately centered over the guide (pressing [Shift] while you drag an object constrains its movement to vertical or horizontal. Compare your screen with Figure C-11.

FIGURE C-11: Grouped arrow object re-positioned on the side

10. Right-click a blank area of the slide, click Grid and Guides on the shortcut menu, click the Display drawing guides on screen check box, click OK, then click the save button on the Standard toolbar to save your changes (The guides are no longer displayed on the slide.)