# Day 58/67 of GED in Five Months, graphing via Slope-Intercept form, and forensic science

We use rate of change every day, for transporting ourselves and our needful things, for instance, perhaps without even recognizing it, but what else can an equation of a line tell us?

Today’s reading shows one application of slope-intercept form, with several more applications further down the page:

“Imagine you are a forensic scientist working in the Central Identification Lab at JPAC (the Joint POW/MIA Accounting Command). Your job is to help identify human remains believed to be U.S. military personnel reported missing in action during World War II and other conflicts. A team of your colleagues recovers skeletal remains consisting of a pelvic bone, several ribs, and a femur from a 1943 military plane crash on Vanuatu.

When the remains arrive in your lab, you photograph and measure the bones. From the shape of the pelvis, you can quickly tell that the remains most likely belong to an adult male. You note that the femur is 18.7 inches long. Bone length, especially the length of long bones like the femur, is related to an individual’s overall height. Simply put, a tall person will usually have long legs, and a short person generally has shorter legs. This relationship is so strong that you can predict an individual’s height if you know the length of one bone in the leg (Figure 1). You plug your measurement into an equation used to estimate the overall height of an adult male based on femur length:

H = 1.880(L) + 32.010

Does the above equation look familiar? A little hint:

`Y = m(x) + b`

###### Middle of week 16/18
 Day 58, Week 16 Grammar: Subject verb agreement with indefinite pronouns as subject Math: practicing graphing with slope-intercept form Science: history and forensic, civic (water storage), and geological uses of linear equations Please see the Lesson plan for Day 58’s Exit Tickets

Action Items:

1.) Search for two different reasons that answer this question: “Why is Abu Abdullah Muhammad ibn Musa al-Khwarizmi considered the “father of algebra”?”

2.) Please tell us where your information comes from, how you know that the sources are reliable, and who funded them,

3.) Write a book, story, blog post or tweet that uses your findings, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind

Support our key #PublicDomainInfrastructure  &  for heavens sake: please #StopSmoking for CCOVID-19 (or even for good!)!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

Yassas,   γεια σας!    Salût !  Nos vemos!  Görüşürüz!     ! שָׁלוֹם

January, 2021 CE = January 12021 HE

(Day 57Day 59)

## 33 thoughts on “Day 58/67 of GED in Five Months, graphing via Slope-Intercept form, and forensic science”

1. I love the way you bring abstract algebraic formulas down to earth by bringing fascinatng practical applications. More teachers like you, and the infamous “math disability” will be erased.

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1. Thank you, Dolly! I really appreciate that! 🙂
I’m not sure about erasing the ‘disability,’ which I’ve been told by counselors is a real problem, but I have always hoped to erase the math phobias, at least in my classroom, and now beyond.
I so wished that I’d had the time and energy to do this when I was teaching High School mathematics.

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1. I do not believe in math and reading disabilities. I am convinced that math and reading phobias lead to INABILITY, which is classified as disability in order to get funding for schools. Both stem from processing disorders, reinforced by poor teaching.

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1. Yes, this is true, the processsing disorders, which can certainly be made worse by poor teaching, but once they are ingrained, those disorders, so I am told by the guidance counselor types, can be true disabilities, and in any case, I have always thought that teaching style should adapt to the learner and help the learner find the set of learning styles best suited to helping the entire community advance together (even if I always hated that peer tutoring thing, as I was the one who always had to stop my own learning to help other kids, who usually did not appreciate my help anyway, but some teachers did not seem to think that any student should be allowed to get ahead of the rest of the class, which was a shame, I think…)

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2. Of course the guidance counselors will tell you that; they are the ones who sign off on requests for funding. The true disabilities are unrecognized and untreated processing disorders, but you don’t get funding for those treatments within the school system. They are ingrained, true, but the treatment consists of establishing alternative neural chains, and not every medical insurance covers that. Learning centers that do this call themselves “tutoring services,” and get funding under learning disabilities. It’s a whole different can of worms!
Teachers are trained to teach to the majority, rather than the outliers. Unfiortunately, some of them forget the part of of their Methods course which dealth with teaching students who get ahead. Attitude is another issue: most teachers teach the subject, rather than the learner. That is the biggest shame!

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3. Exactly: I was stunned when our prof. told us that we had to target the 80% of the bell curve, rather than all of our students.
And yes, “establishing alternative neural chains” -creating new neural pathways/networks is what the Growth mindset or brain growth movement seeems to be about, shame that it has taken so long to take off, finally. And we were pushed in my MAT courses to teach to the tests, and particularly to push use of technology in mathematics, rather than trying to see the entire student as a whle. Then, when I started my student teaching, I was actively punished for posting my old NASA posters in my classroom, and assigning optional math journals and telling my students to write music or rhymes or poetry about math, if they wanted to. Only now, it seems, are multiple learning styles actually being implemented, despite our exposure to them as “cutting edge constructivist teaching methodology” back in 2001. I never understood the push by veteran teachers to isolate the subjects and teach just the mathematics, when maths by itself is an empty tool.

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4. Ah, the famous 80/20 rule! When I teach the assessment and test construction part, I explain that even though it states in their book that if 80% of the class got 80% of the test correctly, they can move on with the new material, it does not mean that they should ignore the remaining 20%.
I insisted on integrating math with music – those are the two intelligences that almost always coincide – as well as practical applications, but I went even further: I promoted collaboration between the Judaic and Secular Studies teachers, so that, for instance, when a math teacher taught calculating area, it was integrated with Parshas Lech Lecha, and the students would go outside and walk the perimeter of the playground, count their steps and multiple them. It helped that I had brilliant teachers who were open to my funky innovations!
As to veteran teachers, I can’t tell you how frustrating it was every time I was invited to conduct seminars for experienced teachers. Most of them were stubbornly resistant to any new idea.

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5. Aha, so it wasn’t just up in NH that we new teachers were being quashed by the vets? What a shame that veteran teachers seem so resistant (I guess most human beings are…) to new ideas, even when they are obviously helpful to others. What do we have to do, wait for all of them to retire?

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6. Sadly, I think the answer is YES. I read an interesting study recently which showed how establishing patterns increases effective functioning, thus making people feel comfortable to follow those patterns and resistant to changes. Also, after the age of 33 – 36 or so, ability of human brain to internalize and apply new information slows down (that was a part of my dissertation).

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7. Yes, I’ve seen similar studies. I think that is part of the reason that neuroplasticity and Brain Growth in the older population (and Sukoku) is more popular these days.

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8. Neuroplasticity has to start being worked on in the 20s and early 30s, otherwise no Sudoku will help, I am afraid. Brain growth in the older population is being studied, of course, but I think it goes much deeper than exercising brain in word or math games.

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9. Oh! I’m afraid there may be alot of people who would not like to hear that, if they have not already been lifelong learners! But this makes it triply important to start the habit of continuous learning from an early age! Thank you, Dolly! I do agree that it goes much deeper than word or math games (I keep seeing learning a new piece of music to sight read, or learning new language vocab. every week or so, as well as doing work that requires complex decision-making on a regular basis). I think just getting most people to develop the habit of learning something new will be a good start, no?

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10. Oh, definitely. And lots of people eagerly buy into quick solutions, rather than putting an effort into true, research-proven, but challenging approaches.
Change is emotionally challenging, and developing any new habit is a change. One must overcome emoptional resistance.
Big air hugs,
D

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11. Actually, I don’t even recall having any part of the course, during my MAT courses, dealing with advanced students: my prof kept telling me not to “be such an over-achiever” and that the top 10% of the curve kids would learn no matter what teaching methodology was employed, which irritates me stilll, since those of us who want to expand are still discouraged (as my 10th grade Geometry teacher shut down a question I had by telling me that she was “not a mathematician!” in class, andd then my classmates let me have it for trying to push the class ahead faster, after class!).
A great shame.

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12. Well, we had it a little better in that respect in Russian schools. Math and science over-achievers were promoted first to extracurricular “circles,” then nominated to compete in math and science olympiads, up to the national level. The reason I sincerely hate math is that I was pushed to be part of the algebra olympic team in 7th grade, while at the same time I was participating in the regional piano competition which required 10 – 12 hours daily practicing. The music school had a fight with my regular school because each school’s prestige was on the line. Nobody asked me. At the end, the music school won.

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13. Wow: and I suppose that no one asked you what your preference was?
(10-12 hours per day? How did you not get wrist cramps? or carpels tunnels?)

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14. In Communist Russia, nobody asked anybody’s preferences. To this day I don’t know what my mother had to do and whom she had to bribe to get permission for me to go to an Arts college, rather than a Math high school.
By the time I won the regional and republican competitions, I acquired plexitis and so could not go on to complete on the national level.

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15. Wow, that almost seems self-defeating: practice so much that your body degrades and you cannot keep on playing! What a shame. But did you at least enjoy the time that you were able to play piano, despite the pressure?

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16. Of course! And a year later, when my arm healed, I went on practicing 10 – 12 hours a day in college. I was a piano major, you know, and arts minor.

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17. Wow! I would so have loved to be able to minor in music and/or arts back in school.

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18. Dear Shira, I believe in not thing about “shoul’ve,” “would’ve,” and “could’ve.” Rabbi Dr Zelig Pliskin has a wonderful book called “Life is Now.” For a while I conducted monthly happinness meetings (https://lastingjoyclub.wordpress.com) based on this book. The past is gone, the future is unknown, all we have is present, which is a Present from H-shem to be cherished.
Much love,
D

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19. That may be so, but for this present, I will continue preparing for an uncertain future.

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20. I am so emarassed about my typos! Shows how busy I am.
But of course we have to plan for the future, always bearing in mind that we don’t know His plans and that everything He does is good, even when it hits us in a very painful way.

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21. Umm, certain things are not good, in any way, no matter what. I’m sorry, but there is just no possible way that I can see how a child being sexually molested at the age of 6, and again from the age of 15-16.5 (assumming we stilll call that teenager a child), can be good. Not part of the plan, perhaps, but allowed, and by a being that created us, now numbering about 8 billion, with feelings, needs, and the ability to harm each other just for the apparent fun of it at times. Plan? Good? Where?

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22. I am sorry I have hit a painful spot, dear Shira, but at this point in time we do not have answers to these questions. Waiting for Mashiach to come, speedily and in our time.

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