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Using Desmos to Support Conceptual Understanding of Quadratic Equations and Their Graphs
No full textWhen teaching secondary mathematics, there is often a struggle to distinguish true understanding versus the ability to follow a memorized procedure. This commonly occurs in Algebra I content of solving and graphing quadratic equations. Engaging students in Desmos interactive graphing learning activities has been shown to help deepen students’ understanding of such concepts. This curriculum project is designed to deepen students’ understanding and fluency of quadratic equations by including hands-on activities that support students discovering relationships and patterns between quadratic equations and their corresponding graphs. The unit plan aligns to the New York State Common Core State Standards
Effective Use of PHET Simulations in Middle School Science Classrooms
No full textAs educators, it is important to take advantage of various methods of instruction to better reach students of diverse backgrounds and inspire the next generation of STEM learners. Recently, there has been an increase in demand for high quality virtual lessons for students around the globe. The effective use of PHET simulations in science classrooms has drawn the attention of many educators looking to take advantage of the many benefits these simulations offer. Implicit scaffolding built into PHET simulations guide student discovery in an appealing and engaging fashion. These student centered lessons encourage creativity, discovery, and discourse among learners across a wide age range. When used appropriately, these simulations can be an invaluable tool for students and educators alike
Teaching Ecology in the NYS North Country to promote Environmental Appreciation and foster more Scientifically Literate Citizens
No full textThis thesis includes the research, rationale and implementation of refutation texts, field trips, and concept mapping as core teaching methodologies in the development of a complete introductory ecology curriculum for high school level students. The goal of which is to promote reading comprehension and scientific literacy, and facilitate greater environmental appreciation and positive ecological behaviors in students to help them become more environmentally aware and scientifically educated members of society
Jennifer Ashton, interviewed by Morgan Besner
No full textDr. Jennifer Ashton is a Professor at the State University of Brockport for Education, but more specifically, Special Education. Dr. Ashton started her professional Education career in New York as an Inclusive Sixth Grade teacher for two years. After a two-year stint in New York, lead to two years in the Virigina and Washington D.C. area, where she would teach for 2 years in a High School Special Education classroom. Dr. Ashton recalls her prior experience and doctoral work as she gives her own opinion on the state of Special Education and how we as future educators can contribute to making a positive impact to the Special Education community, even if you do not teach Special Education. Dr. Ashton gives an insight into the President’s Council she was appointed to in 2020 for Diversity and Inclusion and what her role is as the chair
Government Mini Lesson - The Judicial Branch
Get PDFThis mini-lesson outlines the presentation of materials to students regarding the Judicial Branch of government. It includes a facilitator\u27s guide, a list of materials, student/parent guide, and student performance. See the additional file for the student activity packet
Determination of the roles of the Trypanosoma brucei lipin homologue TbLpn
No full textAfrican Sleeping Sickness is caused by Trypanosoma brucei. T.b is a parasitic protozoan that affects humans and other animals alike in sub-Saharan Africa. Epidemics have occurred throughout the 20th century, including Uganda and Kenya in 1900 and Alego and Kenya from 1976 to 1983. Due to its antigenic variation, which helps it evade the immune system, there have only been five drugs approved for the treatment of this disease and they tend to be toxic. Therefore, in order to better understand how T.b functions, a lipin homologue termed TbLpn was examined. Lipins help catalyze the formation of diacylglycerol (DAG), which is used to form triacylglycerol (TAG). TAG is then used to form phosphatidylethanolamine (PE) and phosphatidylcholine (PC), which are major lipids that constitute the membrane of T.b. In order to better understand how TbLpn functions, we checked if it was phosphorylated in vivo by protein methyl transferases termed (TbPRMT1 and TbPRMT7) in procyclic T.b forms. TbLpn was immunoprecipitated from whole cell extracts using anti-TbLpn. Then, TbLpn treated with CIAP (dephosphorylates proteins) was compared to non-CIAP treated TbLpn using an SDS/Western blot. The cellular localization of TbLpn was also determined by first preparing both cytosolic and nuclear extracts. TbPRMT1 and 7 were downregulated by RNA interference in both the cytosolic and nuclear extracts and compared to normal TbPRMT1 and 7 using SDS/Western blot. The results show that whether or not TbPRMT1 and 7 are downregulated or not, TbLpn is primarily found in the cytosol. Thus, it can be concluded that TbLpn is primarily found in the cytosol, however its location within the cytosol, due to phosphorylation, is unknown. The results also show that TbLpn is in fact phosphorylated in vivo, due to the difference in the mobility shift between the treated and non-treated CIAP samples. The CIAP treated sample should have been higher because in general, if a protein is dephosphorylated, its shift should be lower than usual. However, its mobility shift was higher than that of the non-CIAP treated. It is unknown why that is, but phosphorylation could be linked to another process that affects its mobility shift in some way. Learning that TbLpn is phosphorylated is of great importance, since it could play a key factor in which TbLpn catalyzes the beginning stages of the formation of PE and PC, which are found in high abundance on the plasma membrane
Eliminate PES 326 Kinetics of Sport and Exercise from the Physical Education-Teacher Education Curriculum
No full textThe purpose of this proposal is to eliminate PES 326 Kinetics from the physical education-teacher education major curriculum. This change will help our candidates complete their degree requirements within 4 years. Our candidates have been struggling with Seamless Transfer and the requirements of the Excelsior Scholarship to finish their degree within four years, especially our transfer students who constitute the largest population of our majors. Faculty in PETE examined our curriculum as well as the NYS Physical Education Content Standards and noted much of the content needed for State licensure is covered in other science based courses (Anatomy and Physiology, Exercise Physiology) as well as Physical Education methods courses (Elementary Physical Education, Secondary Physical Education, Elementary Activities, Curriculum Models, Elementary Student Teaching and Secondary Student Teaching) as well as content core classes (Motor Development and Motor Learning)
Slight Modification of the Undergraduate Major in Physics Adolescence Inclusive (7 - 12) Education with Grades 5 and 6 Extension
No full textThis proposal brings the previously approved (2017-18#74UC) curriculum into line with the curriculum recently submitted to SUN
New History Course: HST235 The Vkings with GE H Code
No full textNew History Course, HST 235 The Vikings, which will hold the Humanities H code for Brockport\u27s GE progra