09:00:40 From  dixie ross  to  Everyone:
	We need kolaches this morning!
09:02:16 From  dixie ross  to  Everyone:
	That is the teacher certification test in Texas
09:04:18 From  thanhtran  to  Everyone:
	Do we have this page in schoolboy?
09:09:17 From  dixie ross  to  Jeff Morgan(Direct Message):
	I am here but turning off camera due to low bandwidth.
09:09:56 From  Suzanne  to  Jeff Morgan(Direct Message):
	FYI - I was having trouble with my main computer (blue screen!) but it is up and running now, so I am signing out on this device and will be on that device (which is why my name may have appeared twice)
09:10:59 From  Mary Gillespie  to  Everyone:
	Friends, please mute your laptop if you're not speaking.
09:12:28 From  dixie ross  to  Everyone:
	TICAP was a conference held in summer of 1994 to help us learn how to teach calculus well using the NEW graphing calculators.
09:19:10 From  Jeff Morgan  to  Everyone:
	I also prefer the sign chart
09:21:40 From  dixie ross  to  Everyone:
	I like both having the sign chart and the verbal interpretation.
09:22:30 From  Jim  to  Everyone:
	Can you include the 2 and the 5 with "greater than or equal to 0"?
09:22:31 From  Martha  to  Everyone:
	They could visualize the actual graph of v(t).
09:25:13 From  Lutfiye Kavas  to  Everyone:
	can yiu repeat the right interpretation sentence
09:25:39 From  dixie ross  to  Everyone:
	Particle moves to the LEFT at a rate of 12 m/sec at t=3 seconds.
09:26:26 From  dixie ross  to  Everyone:
	For interpretation, we want to have correct Noun, Units and Time.  I call it the NUT strategy to make sure they include all parts.
09:27:12 From  guttall  to  Everyone:
	For total distance, donā€™t they have to setup an integral first?
09:28:09 From  dixie ross  to  Everyone:
	Not in this case.  You have the position equation given. So, you have find positions between critical points.
09:29:21 From  Lutfiye Kavas  to  Everyone:
	how do you define on a calculator.can't we store?
09:30:24 From  dixie ross  to  Everyone:
	Different models of calculator would do it differently.  He is using a TI-Inspire.
09:32:27 From  Dacia  to  Everyone:
	Love that graph!
09:32:41 From  Angie Esswein  to  Everyone:
	Reacted to "Love that graph!" with šŸ‘
09:33:04 From  Angie Esswein  to  Everyone:
	Reacted to "For interpretation, ..." with ā¤ļø
09:33:45 From  Mike Spencer  to  Everyone:
	Great graph! I think I would like to see v, a, and speed together as well.
09:34:53 From  dixie ross  to  Everyone:
	That graph would be a great way to introduce the idea that speed increases when vel and acc have same sign and speed decreases when vel and acc have different signs.
09:35:17 From  Martha  to  Everyone:
	I did not print out the handouts.  This lingo is on the handouts, correct?
09:35:55 From  Lutfiye Kavas  to  Everyone:
	yes
09:35:56 From  Dacia  to  Everyone:
	Yes, all of this is in the handouts.
09:38:06 From  Ryan Peterson  to  Everyone:
	what if they had noted at vā€™(t)=a(t) in a previous step?
09:38:19 From  Sharon  to  Everyone:
	When the velocity is increasing, should it also include the endpoint as we do with when a graph is increasing?
09:38:43 From  thanhtran  to  Everyone:
	Since high school using nspires, do you have tips and trick using nspires ??
09:39:39 From  guttall  to  Everyone:
	What if they write a(t) =vā€™(t) first and then write a(6) = 17?
09:40:04 From  dixie ross  to  Everyone:
	That would work.
09:44:27 From  Mary Gillespie  to  Everyone:
	rewrite as a piecewise function using definition of absolute velocity.
09:44:44 From  Lutfiye Kavas  to  Everyone:
	square root of a function square
09:45:11 From  Lutfiye Kavas  to  Everyone:
	take the derivative of the square root
09:45:26 From  guttall  to  Everyone:
	v(t) vā€™(t) /absolute velocity
09:46:43 From  Jim  to  Everyone:
	Integral of area above - Integral of area below
09:46:44 From  guttall  to  Everyone:
	Split the integral
09:46:57 From  Ryan Peterson  to  Everyone:
	Reacted to "Split the integral" with šŸ‘
09:47:52 From  dixie ross  to  Everyone:
	#16 expression is SUPER IMPORTANT since it can be applied in other contexts.
09:51:45 From  dixie ross  to  Everyone:
	Remind students that calculators should ALWAYS be set in radians for the AP Calculus exam.
09:52:49 From  Connie Mangaoil  to  Everyone:
	They need to use parenthesis when the denominator is more than 1 term, right? like the 1 +t^3
09:54:21 From  dixie ross  to  Everyone:
	Yes, OR they can learn to enter fractions using the horizontal fraction bar.
09:55:03 From  dixie ross  to  Everyone:
	Hit Alpha Key, then y= key and then 1 on the TI-84.
09:57:07 From  Jeff Morgan  to  Everyone:
	.1245
09:57:17 From  Jeff Morgan  to  Everyone:
	.125
09:57:27 From  Jeff Morgan  to  Everyone:
	.13 :-)
09:57:31 From  Mike Spencer  to  Everyone:
	Replying to "Hit Alpha Key, then ..."
	
	Ctrl+Divide is the Nspire equivalent
09:57:33 From  dixie ross  to  Everyone:
	Yikes!  Had never thought of this!
09:58:01 From  Jeff Morgan  to  Everyone:
	Moral - Create problems that don't put students in this situation. What are you trying to test?
09:58:03 From  Maitriyee Mishra  to  Everyone:
	I never thought about it
09:59:06 From  Melissa King  to  Everyone:
	Where do you find how many values the calculator is reporting?
09:59:16 From  Melissa King  to  Everyone:
	TI-84
09:59:28 From  dixie ross  to  Everyone:
	Hit MODE key and set it to float.
10:01:55 From  Martha  to  Everyone:
	Where do you find these functions on the Nspire?
10:04:06 From  guttall  to  Everyone:
	Is a(5) okay or vā€™(5)?
10:04:14 From  Jim  to  Everyone:
	Button to the right of the 9 that looks like a book.  All commands are alphabetical.  Some of the commands are only on the CAS version of the Nspire.
10:04:54 From  Martha  to  Everyone:
	Thank you, Jim
10:06:04 From  Jeff Morgan  to  Everyone:
	I'm here too in case Dixie drops off. I believe James and Melahat are also on.
10:07:13 From  dixie ross  to  Everyone:
	I personally would write a(5) = v'(5) = -1.422.  This lets them know where the value came from.
10:07:45 From  guttall  to  Everyone:
	Thanks Dixie!
10:08:55 From  dixie ross  to  Everyone:
	I want to do "research" that involves an amusement park!
10:13:02 From  Jeff Morgan  to  Everyone:
	Areas
10:14:44 From  dixie ross  to  Everyone:
	Candidates' Test!
10:15:00 From  Jeff Morgan  to  Everyone:
	Area
10:15:04 From  guttall  to  Everyone:
	Area
10:15:12 From  Maitriyee Mishra  to  Everyone:
	area
10:15:15 From  Mary Gillespie  to  Everyone:
	sNet change theorem - FTC rewritten
10:15:27 From  Lutfiye Kavas  to  Everyone:
	is 60 not a criticalnpoint
10:15:50 From  dixie ross  to  Everyone:
	It is, but no CHANGE takes place there.
10:16:04 From  dixie ross  to  Everyone:
	It would not be wrong to include the 60.
10:16:04 From  Lutfiye Kavas  to  Everyone:
	but not put on the chart
10:17:11 From  JRiegel  to  Everyone:
	trapezoid
10:17:11 From  Jim  to  Everyone:
	trapezoid
10:17:12 From  thanhtran  to  Everyone:
	trapezoid
10:17:16 From  Connie Mangaoil  to  Everyone:
	trapezoid
10:17:17 From  Maitriyee Mishra  to  Everyone:
	Trapezoid
10:18:02 From  Jeff Morgan  to  Everyone:
	two triangles
10:18:20 From  Jeff Morgan  to  Everyone:
	or a triangle and a trapezoid
10:18:27 From  thanhtran  to  Everyone:
	Composite
10:18:41 From  Mike Spencer  to  Everyone:
	And I get so exasperated when students subtract the two bases in their trapezoid areas-- despite my emphasis on average of the bases.
10:20:06 From  dixie ross  to  Everyone:
	https://www.youtube.com/watch?v=vsUmiB30Q8A
10:21:46 From  Melahat Almus  to  Everyone:
	Please fill in this survey so that we can send you a certificate for participating. You will receive it within a week via email. https://forms.office.com/r/WNhQ3Uhwi5
10:22:00 From  thanhtran  to  Everyone:
	Using linear graph to get - & +
10:22:27 From  Lutfiye Kavas  to  Everyone:
	can you scroll up to the answer of b
10:24:45 From  Edna  to  Everyone:
	The last bit that Steve talked about - finding the area under the curve using the calculator - is that on an Inspire or TI-84?
10:26:45 From  Alyona Atsalis  to  Everyone:
	I make a summary handout for my students for each unit. May I use your 18 mathematical translations in particle motion summary?
10:30:27 From  Alyona Atsalis  to  Everyone:
	Thank you!
10:31:12 From  Melissa King  to  Everyone:
	Can you scroll up to part a?
10:31:36 From  Jeff Morgan  to  Everyone:
	Note that we will post the video shortly after the meeting.
10:31:56 From  JRiegel  to  Everyone:
	Thank you
10:32:59 From  Martha  to  Everyone:
	did you say calculus Monday...
10:33:47 From  Jeff Morgan  to  Everyone:
	https://education.ti.com/en/bulletinboard/mondaynightcalculus
10:33:55 From  dixie ross  to  Everyone:
	https://education.ti.com/en/bulletinboard/mondaynightcalculus
10:34:16 From  dixie ross  to  Jeff Morgan(Direct Message):
	You are so much faster than me!
10:34:39 From  Jeff Morgan  to  dixie ross(Direct Message):
	Also, some recordings on YouTube: https://www.youtube.com/playlist?list=PLQa_6aWmaC6CojJc9eTQ4sDYgUKMfn1ID
10:35:01 From  Jeff Morgan  to  Everyone:
	Also, some recordings on YouTube: https://www.youtube.com/playlist?list=PLQa_6aWmaC6CojJc9eTQ4sDYgUKMfn1ID
10:35:10 From  dixie ross  to  Jeff Morgan(Direct Message):
	did you want to post that last one to everyone?
10:35:17 From  Jeff Morgan  to  dixie ross(Direct Message):
	I just did
10:36:26 From  Jeff Morgan  to  Everyone:
	factor
10:36:39 From  Jeff Morgan  to  Everyone:
	(t-3)(t-9)
10:39:18 From  Alyona Atsalis  to  Everyone:
	how far do they need to simplify the expression with variables?
10:42:24 From  Alyona Atsalis  to  Everyone:
	the simple I can think of: if you have sin square of x plus cosine square of x, do you need to rewrite as one
10:43:22 From  Jeff Morgan  to  Everyone:
	not defined at x=2
10:43:52 From  dixie ross  to  Everyone:
	That's a trig identity.  We are not testing them on trig identities.
10:44:28 From  Jeff Morgan  to  Everyone:
	Note: In a college course, we expect to see 1.
10:45:19 From  Alyona Atsalis  to  Everyone:
	How about 2x+x? Does it need to be replaced with 3x?
10:45:26 From  dixie ross  to  Everyone:
	ABSOLUTELY AGREE.  In my own classroom, I want to see 1.  AP Exam (like other exams), you need to know its peculiarities.
10:45:54 From  dixie ross  to  Everyone:
	I always tell my kids to follow the house rules.
10:47:01 From  guttall  to  Everyone:
	Dt is missing
10:49:43 From  Mary Gillespie  to  Everyone:
	Amen, Dixie! We're preparing students for COLLEGE!
10:49:54 From  Mrs. Littles  to  Everyone:
	Can a student change a variable in a problem if they define it first?  For example, can they say t = x and then use x in the problem?
10:50:11 From  guttall  to  Everyone:
	Agree with you totally Dixie!
10:51:18 From  Mrs. Littles  to  Everyone:
	Thanks for the clarification.
10:51:27 From  guttall  to  Everyone:
	I take away points for writing v(t) = function of x.
10:53:23 From  Melissa King  to  Everyone:
	Sometimes my students also write somewhere f(t)=y1 referring to the assignment they have made in the calculator and then use y1 or y2 throughout the rest of their calculations (such as in a volume problem)
10:54:23 From  dixie ross  to  Everyone:
	I really encourage them to use the labels GIVEN IN THE PROBLEM!
10:56:05 From  Jeff Morgan  to  Melahat Almus(Direct Message):
	Did we get good response on the survey?
10:56:20 From  Jim  to  Everyone:
	wouldn't it be a'(40)
10:56:53 From  Lutfiye Kavas  to  Everyone:
	do they have to extract the values for v(50)
10:57:01 From  Lutfiye Kavas  to  Everyone:
	v(30)
10:57:01 From  dixie ross  to  Everyone:
	No, it's a(40)=v'(40)
10:58:07 From  dixie ross  to  Everyone:
	We really need to see the DIFFERENCE QUOTIENT.
10:58:21 From  Melahat Almus  to  Jeff Morgan(Direct Message):
	30 responses so far.
10:58:31 From  guttall  to  Everyone:
	What about the equal to sign instead of approximation? My students make that mistake.
10:58:39 From  Melahat Almus  to  Jeff Morgan(Direct Message):
	We can remind again at the end.
10:58:55 From  Jeff Morgan  to  Melahat Almus(Direct Message):
	Thanks
11:05:27 From  BRCS Susan Stemper  to  Everyone:
	So, line 2 is enough
11:05:40 From  Jim Dang  to  Everyone:
	So, line 2 is enough
	Yes.
11:06:17 From  Alyona Atsalis  to  Everyone:
	What if they have only integral with line two only. Is that Ok?
11:06:35 From  dixie ross  to  Everyone:
	That would be okay.
11:07:51 From  dixie ross  to  Everyone:
	I'm sure I can google and find a great video with cat and Roomba!  Kids love those short videos!
11:15:27 From  dixie ross  to  Everyone:
	I STRONGLY ENCOURGE new AP teachers to read those Chief Reader reports.
11:31:06 From  dixie ross  to  Everyone:
	The second method was by far the more common one that students presented.
11:37:46 From  dixie ross  to  Everyone:
	We really need to get students to use proper limit notation!
11:38:57 From  Jim Dang  to  Everyone:
	When I graded this question last year at the reading, the infinity plugged in was a big problem in part d.
11:44:58 From  Maitriyee Mishra  to  Everyone:
	I told my not to write equal sign even for  inf/inf
11:50:28 From  Jim  to  Everyone:
	Thank you !!
11:50:29 From  Maitriyee Mishra  to  Everyone:
	If it is possible can you shares bc part of problem solution because right now I am teaching those topics.
11:50:37 From  Dacia  to  Everyone:
	Thank you!
11:50:43 From  Mrs. Littles  to  Everyone:
	Is it possible to gain access to the solutions for the BC Particle Motion handout, since we are not covering it today?
11:50:46 From  Inna Savinskaya  to  Everyone:
	Thank you!
11:50:46 From  Maitriyee Mishra  to  Everyone:
	Thank you !
11:50:54 From  Lutfiye Kavas  to  Everyone:
	can you also post the document with the solutions
11:50:55 From  Ashley Lardizabal  to  Everyone:
	Thank you
11:50:57 From  dixie ross  to  Everyone:
	http://www.houstonact.org/documents/RossMotionTwo.pdf
11:51:02 From  Elaine  to  Everyone:
	Thank you!
11:51:05 From  Martha  to  Everyone:
	Great information
11:51:29 From  Vijay  to  Everyone:
	Thanks so much for hosting this workshop
11:51:29 From  Connie Mangaoil  to  Everyone:
	Thank you.
11:52:11 From  Lutfiye Kavas  to  Everyone:
	which year Dixie you covered particle moving to each other? so that I can also look for the solution of the question you put up
11:52:20 From  Mrs. Littles  to  Everyone:
	Is it possible to gain access to the solutions for the BC Particle Motion handout, since we are not covering it today?
11:52:23 From  Ryan Peterson  to  Everyone:
	Thanks!
11:52:33 From  Melahat Almus  to  Everyone:
	If you have not done so, please fill in this survey. We will send you a certificate of participation within a week via email. https://forms.office.com/r/WNhQ3Uhwi5
11:52:36 From  Gregory Timm  to  Everyone:
	Thank you
11:53:09 From  Alyona Atsalis  to  Everyone:
	Thank you!
11:53:10 From  Angie Esswein  to  Everyone:
	Thank you so very much Stephen and Dixie for sharing your expertise with us!!!
11:53:11 From  Jim Dang  to  Everyone:
	Thanks again!
11:53:14 From  Melahat Almus  to  Everyone:
	Thank you!
11:53:26 From  Edna  to  Everyone:
	Are you also posting the document that Steve wrote on today?  The one with the solutions?
11:53:31 From  Melahat Almus  to  Everyone:
	Please fill in this survey if you have not done so already: https://forms.office.com/r/WNhQ3Uhwi5
11:53:39 From  Mrs. Littles  to  Everyone:
	Thank you!
11:53:43 From  Maitriyee Mishra  to  Everyone:
	Thank you !
11:53:55 From  Mike Spencer  to  Everyone:
	Awesome session! Thanks Stephen! Thanks also Dixie!
11:54:01 From  Melahat Almus  to  Everyone:
	Enjoy the rest of your weekend everyone!
11:54:02 From  Edna  to  Everyone:
	Thank you for sharing all of your expertise and experience with us!
11:54:21 From  guttall  to  Everyone:
	Thank you!
11:54:31 From  Lutfiye Kavas  to  Everyone:
	can you share your email'
11:54:53 From  Lutfiye Kavas  to  Everyone:
	can you write to the chat
11:54:56 From  Edna  to  Everyone:
	email?  I don't see it on the document
11:55:01 From  Alyona Atsalis  to  Everyone:
	can you give your email?
11:55:01 From  BRCS Susan Stemper  to  Everyone:
	thank you
11:55:29 From  Jeff Morgan  to  Everyone:
	"Kokoska, Stephen M" skokoska@bloomu.edu
11:56:41 From  Lutfiye Kavas  to  Everyone:
	I can't express how much I am thankful