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Remember to ask questions! That’s why I am here. Feel free to let me know if you run into new issues. You can create a free account to add comments to the bottom or you can email me any time: mbriscoe@myedme.com.

App Development

Next Steps – Reading/Testing!

1. Persist data with SQLite: Persist data with SQLite (needed for requirement #1)
2. Read and write files (needed for requirement #1)
3. Store key-value data on disk (needed for requirement #1)
4. all subsections of Forms (helps with screen #2, Requirement B)
5. all subsections of Lists (helps with screen #3)
6. Mixed-list example on flutter.dev
7. Find information on Github or a blog about adding a timer widget
8. Find cool components/options in the Flutter Gallery

App Requirements

• A. Display a weekly and daily schedule of classes, meetings, and assignments.
• B. Allow users to add events to the app.
• C. Allow users to access a timer they can use to help them stay on task while executing assignments.

Outline of App

1. Homescreen: Static information displaying high priority information

2. Adding Event screen
3. Displaying Event screen (uses colors to sort visually the classes/events/meetings)
4. Timer
   1. NOTE: Data Model
      1. Unique ID (UID; required): A uniquely generated name for each event.
      2. EventName (required): User-entered name for each event
      3. DateDue (required): Calendar generated
      4. TimeDue (required): Selected
      5. GoalDate (optional): Allows user to enter date assignment should be done by
      6. EventType (required): select: Assignment, Meeting,
      7. EventDetails (optional):
      8. EventLink (optional):

Flutter related readings and sources

• “Cookbook” (list of pieces for building apps): https://flutter.dev/docs/cookbook
• Google Maps directions: https://codelabs.developers.google.com/codelabs/google-maps-in-flutter/#5
• Database design textbook: https://opentextbc.ca/dbdesign01/

Here is a 30-minute video that covers everything you need to understand using the terminal (for Macs) or command line interfaces (Windows).

Math

The Unit Circle interactive helps you see the trends in the sin and cos values at your pace. Remember that radians are just when we measure by pi (and the circumference of the unit circle is 2ãr.

Proving trig identities usual takes about 3 steps and requires one or more of these formulas and identities. The most important identity is from the unit circle and Pythagoras; the square of sine plus the square of cosine equals 1.

From: OpenStax College Chemistry

Formula Mass

An earlier chapter of this text described the development of the atomic mass unit, the concept of average atomic masses, and the use of chemical formulas to represent the elemental makeup of substances. These ideas can be extended to calculate the formula mass of a substance by summing the average atomic masses of all the atoms represented in the substance’s formula.

Formula Mass for Covalent Substances

For covalent substances, the formula represents the numbers and types of atoms composing a single molecule of the substance; therefore, the formula mass may be correctly referred to as a molecular mass. Consider chloroform (CHCl₃), a covalent compound once used as a surgical anesthetic and now primarily used in the production of tetrafluoroethylene, the building block for the “anti-stick” polymer, Teflon. The molecular formula of chloroform indicates that a single molecule contains one carbon atom, one hydrogen atom, and three chlorine atoms. The average molecular mass of a chloroform molecule is therefore equal to the sum of the average atomic masses of these atoms. 

Moles are the big idea

The identity of a substance is defined not only by the types of atoms or ions it contains, but by the quantity of each type of atom or ion. For example, water, H₂O, and hydrogen peroxide, H₂O₂, are alike in that their respective molecules are composed of hydrogen and oxygen atoms. However, because a hydrogen peroxide molecule contains two oxygen atoms, as opposed to the water molecule, which has only one, the two substances exhibit very different properties. Today, sophisticated instruments allow the direct measurement of these defining microscopic traits; however, the same traits were originally derived from the measurement of macroscopic properties (the masses and volumes of bulk quantities of matter) using relatively simple tools (balances and volumetric glassware). This experimental approach required the introduction of a new unit for amount of substances, the mole, which remains indispensable in modern chemical science.

The mole is an amount unit similar to familiar units like pair, dozen, gross, etc. It provides a specific measure of the number of atoms or molecules in a sample of matter. One Latin connotation for the word “mole” is “large mass” or “bulk,” which is consistent with its use as the name for this unit. The mole provides a link between an easily measured macroscopic property, bulk mass, and an extremely important fundamental property, number of atoms, molecules, and so forth. A mole of substance is that amount in which there are 6.02214076 × 10²³ discrete entities (atoms or molecules). This large number is a fundamental constant known as Avogadro’s number (N_A) or the Avogadro constant in honor of Italian scientist Amedeo Avogadro. This constant is properly reported with an explicit unit of “per mole,” a conveniently rounded version being 6.022 × 10²³/mol.

Consistent with its definition as an amount unit, 1 mole of any element contains the same number of atoms as 1 mole of any other element. The masses of 1 mole of different elements, however, are different, since the masses of the individual atoms are drastically different. The molar mass of an element (or compound) is the mass in grams of 1 mole of that substance, a property expressed in units of grams per mole (g/mol).

Example

Deriving Grams from Moles for an ElementA liter of air contains 9.2 × 10⁻⁴ mol argon. What is the mass of Ar in a liter of air?

SolutionThe molar amount of Ar is provided and must be used to derive the corresponding mass in grams. Since the amount of Ar is less than 1 mole, the mass will be less than the mass of 1 mole of Ar, approximately 40 g. The molar amount in question is approximately one-one thousandth (~10⁻³) of a mole, and so the corresponding mass should be roughly one-one thousandth of the molar mass (~0.04 g):

Moles -> Weights

mol x (grams/mol) = grams

In this case, logic dictates (and the factor-label method supports) multiplying the provided amount (mol) by the molar mass (g/mol): 9.2×10−4mol (39.95g/mol )=0.037g of Ar

The result is in agreement with our expectations, around 0.04 g Ar.

Questions for Moles

• Coming soon!

Summary

The formula mass of a substance is the sum of the average atomic masses of each atom represented in the chemical formula and is expressed in atomic mass units. The formula mass of a covalent compound is also called the molecular mass. A convenient amount unit for expressing very large numbers of atoms or molecules is the mole. Experimental measurements have determined the number of entities composing 1 mole of substance to be 6.022 ×× 10²³, a quantity called Avogadro’s number. The mass in grams of 1 mole of substance is its molar mass. Due to the use of the same reference substance in defining the atomic mass unit and the mole, the formula mass (amu) and molar mass (g/mol) for any substance are numerically equivalent (for example, one H₂O molecule weighs approximately18 amu and 1 mole of H₂O molecules weighs approximately 18 g).

If you need anything, email me (mbriscoe@myedme.com) at any time. Keep studying hard each day!

Strategies to keep in mind:

• Pick up the pencil! This math requires you to write down graphs and calculations, and then analyze them to determine the next step. Mental math was good for memorizing multiplication tables, but these complex require a new strategy.
• For graphs and equations, find one solution you can use to check the line and the equation.
• Draw a picture, sometimes even if they already have 1.

End Behavior of Rational Functions:

Find the highest degree term in top and bottom, if:

• Top is greater by 2 or more: the function races to infinity.
• Top is greater by 1: slant asymptote (divide the coefficients to find m.)
• Top = bottom: horizontal asymptote (divide the coefficients to find it)
• Bottom is greater: horizontal asymptote of 0.

Complex Number Practice

Word Problem Practice questions

• Thinking about equations conceptually.
• Distance, Rate and Time word problems
• Ratio and Rate word problems
• Multistep problems

Reading Practice

Finding important information in text takes practice, and here is some practice for you to try:

• Electric Grid
• The Battle for Electric Power
• How a Tesla Model S Operates
• Cool Tech: Smartphones
• Cool Tech: Laptops & Computer

Completing the Square Review

Glad we were able to connect in the store and here is the site we discussed. If you have questions at any time, you can email me at mbriscoe@myedme.com. The sections below are divided into reading and math sections.

Updates!

• Complete the first 6 pages of The Legend of Sleepy Hollow.
• Complete the introductory materials on functions and equations.
• Note: There are now 6 readings on informational topics. Try to read one in the next 2-3 days.

Reading Section – Fiction

The Legend of Sleepy Hollow is half mystery and half a record of how people lived in New York a long time ago. We are using it as an interesting way to build vocabulary and see how citing evidence goes. Please complete the readings and questions here by Sunday, January 5.

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Here are the additional pages of the book that we will continue to work with next week. If you have the energy, please work ahead!

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Reading Section – Nonfiction

The reading about NC State’s admission information is first. Then there are readings about electronics. These readings are at a slightly lower reading level, so you can really focus on finding evidence within the text.

[otw_shortcode_button href = “https://www.myedme.com/login/?p=32941” > size = “large” icon_type = “general foundicon-right-arrow” icon_position = “right” shape = “square”] NC State Engineering Requirements[/otw_shortcode_button]

Readings about science:

• How a Tesla Model S Operates
• The Magical World of Television
• Cool Tech: Smartphones
• Electric Grid
• Laptops & Computers

If you have any questions, you can log in and then put comments below. (Only you and I have access to this page.)

Math Section

Equations are powerful because they tell us what is true. In math class, we often complete equations to make them true. You started this by solving 2 + 3 = and then progressed to 5 x ? = 45. Now we use this idea often in algebra to work with unknown numbers represented by variables.

Ratios and rates show us how to things are related. For example, a recipe may have 1 cup of berries for every pound of melon. A marathon runner may move at 5 miles per hour. We can use these relationships to create powerful equations.

• (1 cup)b = (1 pound)m, where b stands for berries and m stands for melon
• D = 5t, where D stands for total distance traveled and t stands for time.

This list of question sets will grow but here is some initial work with thinking critically about equations.

[otw_shortcode_button href=”https://www.myedme.com/login/?p=32661″> size=”large” icon_type=”general foundicon-right-arrow” icon_position=”right” shape=”square”]Equation Concepts [/otw_shortcode_button]

New problems (Jan 15; 4 of 5 sets added):

• https://myedme.com/login7EE_SATB/
• https://myedme.com/login7EE_SATC/
• Multistep problems

New Sets:

[otw_shortcode_button href=”https://www.myedme.com/login/?p=33377″> size=”large” icon_type=”general foundicon-right-arrow” icon_position=”right” shape=”square”]Expression Terms [/otw_shortcode_button]

Other aspects of myedme.com

If you want to use the comment sections, you will just have to register as a user first. There is a button in the upper right corner that shows you how to do that.

Also, here is the January calendar with times when we can touch base for a face-to-face. In the meantime, I will check in on your progress from time to time to ensure things are off to a strong start.

I have had a couple more new people sign up the last couple days, so we are going to be open from 3:30pm-8pm Thursday and Friday. If you want to work from here, you are more than welcomed.

Please email or comment at any time with questions!

This video shows kingfishers at different positions in this instance rates of change describe the change in elevation. Use these ideas to invent your own kingfisher journey. Add time stamps (e.g., 1:27) that show a kingfisher doing the same thing in your story.

Check: When the kingfisher hovers do your y-values stay consistent? Are the slopes (f‘) 0? Put labels on your vertical axes to share your estimate of the calculus values in your very own penguin stories.

If you want to share your amazing Kingfisher story, you can upload it here.

This video shows penguins at different positions in this instance rates of change describe the change in elevation. Use these ideas to invent your own penguin journey. Add time stamps (e.g., 1:27) that show a penguin doing the same thing in your story.

Check: Are your rates of change negative when the elevation is decreasing? Put labels on your vertical axes to share your estimate of the calculus values in your very own penguin stories.

If you are interested, you can upload a picture or screenshot of your story.

Functions take x values to y values. Inverse functions reverse the direction. Now y values go to x values.

Some equations are easy to find the inverse of others because it is easy to see how to reverse the function for all values.

Here are 3 examples of increasing complexity:

1. If f(x) = x + 3, then we can reverse the function by solving x = f(x) + 3 for f(x), which is f(x) = x – 3.

2. If f(x) = 5x, then we can reverse the function by solving x = 5 f(x) for f(x), which is

3. If f(x)=x³, then we can reverse the function by solving for x = (f(x))³ which is

Same Content from OpenStax

We can now consider one-to-one functions and show how to find their inverses. Recall that a function maps elements in the domain of f to elements in the range of f. The inverse function maps each element from the range of f back to its corresponding element from the domain of f. Therefore, to find the inverse function of a one-to-one function f, given any y in the range of f, we need to determine which x in the domain of f satisfies f(x)=y. Since f is one-to-one, there is exactly one such value x. We can find that value x by solving the equation f(x)=y for x. Doing so, we are able to write x as a function of y where the domain of this function is the range of f and the range of this new function is the domain of f. Consequently, this function is the inverse of f, and we write x=f⁻¹(y). Since we typically use the variable x to denote the independent variable and y to denote the dependent variable, we often interchange the roles of x and y, and write y=f⁻¹(x). Representing the inverse function in this way is also helpful later when we graph a function f and its inverse f⁻¹ on the same axes.

PROBLEM-SOLVING STRATEGY: FINDING AN INVERSE FUNCTION

1. Solve the equation y=f(x) for x.
2. Interchange the variables x and y and write y=f−1(x).

Refreshment is a fun word that usually means a drink of something tasty. The word parts show that it’s about being “fresh”. When a word starts with “re”, it means to do again. Altogether the word means to keep fresh again and again.

That is what math is about: keeping the number line and the operations fresh!

The main thing to do is keep practicing your factors so they are even stronger than when you started break. Practice the game below every other day.

You can also review the pages on Multiplication and our number line to see if they capture everything we discussed. If you have suggestions on how to make it better, just leave a comment below.