Why do we do proofs?
The aim of this session is to motivate students to understand why we might want to do proofs, why proofs are important, and how they can help us. In particular, the student will learn the following: proofs can help you to really see WHY a result is true; problems that are easy to state can be hard to solve (Fermat's Last Theorem); sometimes statements which appear to be intuitively obvious may turn out to be false (the Hospitals paradox); the answer to a question will often depend crucially on t
Author(s): Feinstein Joel F. Dr.

The Language of Mathematics (28): Proofs Involving a Line, Part 2
Clear, straightforward instruction involving how to solve proofs. Instructor uses a small chalkboard for demonstration.
Author(s): No creator set

Sizing Up Servings : Assessing Definitions of Recommended Food Portions
With the growing concern over unhealthy eating habits in the US, this lesson plan from the New York Times Learning Network offers a timely and interesting look at the concept of serving size. The lesson helps students understand the definition of a suggested serving size and re-define their daily food intake in terms of these recommended amounts. A recent New York Times article on the topic plus an extensive set of classroom activities form the basis of the lesson, which requires about one hour
Author(s):

Examples of Deglaciation
This site features visual resources that illustrate the deglaciation of North America after the last glacial maximum. Animations and supporting text demonstrate glacial retreat and the flooding of the Bering Land Bridge between Alaska and Russia. These resources may be incorporated into lectures, labs, and other activities.
Author(s): No creator set

Simplifying Rational Exponent Examples
This video builds on instructor provided in a separate video about the rational exponent rule.  The instructor begins with a brief review of this rule, then begins to explain some example problems that apply the rational exponent rule as well as knowledge of how to work with radicals.

Author(s): No creator set

Examples of Campus-based Learning
This site provides several examples of campus-based learning. Topics include environmental assessment, the nitrogen budget, campus greenhouse gas emissions, eco-houses, and biodiversity.
Author(s): No creator set

Polynomial Texture Mapping - Examples of image results
Polynomial Texture Mapping - Examples of image results
Author(s):

Examples of Solving Multi-Step Inequalities
A teacher walks students through the explanation of how to solve four different mult-step one variable inequalities.  This includes using the distributive property, combining like terms first, and check if a value is a solution.
Author(s): No creator set

Logic & Proofs
This is an introductory course designed for students from a broad range of disciplines, from mathematics and computer science to drama and creative writing. The highly interactive presentation makes it possible for any student to master the material. Concise multimedia lectures introduce each chapter; they discuss, in detail, the central notions and techniques presented in the text, but also articulate and motivate the learning objectives for each chapter. Topics Covered: The notions of statem
Author(s): No creator set

Connotation and Denotation With Examples
This short video is a student-made production explaining the difference between connotation and denotation.  In the video, students define connotation and denotation and provide two examples of words that have different connotations and denotations.

Author(s): No creator set

Examples of How to Solve Mutiplication by Multi-Digit Numbers
Multiplying multiplying-digit numbers.  Four examples are shown on a white board and the problems are solved with a marker on the board.  This video is silent.

Author(s): No creator set

Examples of What Doesn't Cause ADHD
Examples of What Doesn't Cause ADHD. Part of the series: How to Tell if Your Child Has ADHD. Examples of what doesn't cause ADHD in this children's health video.
Author(s): No creator set

How and why we do mathematical proofs
This is a module framework. It can be viewed online or downloaded as a zip file. As taught in Autumn Semester 2009/10 The aim of this short unit is to motivate students to understand why we might want to do proofs (why proofs are important and how they can help us) and to help students with some of the relatively routine aspects of doing proofs. In particular, the student will learn the following: * proofs can help you to really see why a result is true; * problems that are easy to state
Author(s): Feinstein Joel F. Dr

Examples of Gallery Walk Questions
This site from SERC's Starting Point presents examples of Gallery Walk questions on various topics. The examples include learning goals, teaching notes and tips, material lists, resources and references.
Author(s): No creator set

Polynomial Texture Mapping - Examples of image results
Polynomial Texture Mapping - Examples of image results
Author(s): No creator set

TALAT Lecture 4701: Terms and Definitions for Adhesive Bonding
This lecture defines the terms and definition of adhesive bonding of metals; it describes the basic physical/chemical characteristics of adhesive bonding; it also describes the characteristics and the properties of adhesives used in metal bonding. General background in production engineering and material science, some knowledge of the physics and chemistry of metallic surfaces and polymer science is assumed.
Author(s): TALAT,Lutz Dorn, Technische UniversitÃ¤t, Berlin

TALAT Lecture 3801: Manufacturing Examples and Fundamentals
This lecture describes the fundamentals of the superplastic behaviour phenomenon of aluminium alloys and the basic process parameters which govern the manufacturing of superplastic sheet metal parts. General background in production engineering and material science is assumed.
Author(s): TALAT,Klaus Siegert, Institut fÃ¼r Umformtechnik,

TALAT Lecture 2504: Examples and Applications
This lecture shows how?to calculate the required fire resistance of un-insulated and insulated load bearing structural members such as columns and beams on the basis of a simple calculation method and according to ENV 1999-1-2; it points out more refined methods of analysis with the aid of computer programs; it presents some approved and existing fire resistance rated applications, e.g. in the off-shore industry. Background in structural engineering and some familiarity with TALAT lectures 2501-
Author(s): TALAT,Steinar Lundberg, Hydro Aluminium Structures

TALAT Lecture 2301: Design of Members Examples 6.1 - 6.6: Shear resistance of webs without and with
This example provides calculations on shear force of members based on Eurocode 9.
Author(s): TALAT,Torsten HÃ¶glund, KTH Royal Institute of Tec

5.3 Scholarly definitions of religion
This unit will give you an opportunity to think about some of the key concepts and methods of the discipline of Religious Studies. You will meet examples of different forms of religious practice and belief, mostly from Britain and India.
Author(s): The Open University