This task is a somewhat more complicated version of "Accurately weighing pennies I'' as a third equation is needed in order to solve part (a) explicitly. Instead, students have to combine the algebraic techniques with some additional problem-solving (numerical reasoning, informed guess-and-check, etc.)

The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

How do strong and weak acids differ? Use lab tools on your computer to find out! Dip the paper or the probe into solution to measure the pH, or put in the electrodes to measure the conductivity. Then see how concentration and strength affect pH. Can a weak acid solution have the same pH as a strong acid solution?

This patient education program explains acne including the causes and treatments. This resource is a MedlinePlus Interactive Health Tutorial from the National Library of Medicine, designed and developed by the Patient Education Institute.

Students play and record the “Mary Had a Little Lamb” song using musical instruments and analyze the intensity of the sound using free audio editing and recording software. Then they use hollow Styrofoam half-spheres as acoustic mirrors (devices that reflect and focus sound), determine the radius of curvature of the mirror and calculate its focal length. Students place a microphone at the acoustic mirror focal point, re-record their songs, and compare the sound intensity on plot spectrums generated from their recordings both with and without the acoustic mirrors. A worksheet and KWL chart are provided.

Provides acoustical background necessary to understand the role of sound in speech communication. Analyzes constraints imposed by the properties of sound and human anatomy on speech production (sound production from airflow and filtering by the vocal tract); auditory physiology (transformation of acoustical waves in the air to mechanical vibrations of cochlear structures); and sound perception (spatial hearing, masking, and auditory frequency selectivity). The Acoustics of Speech and Hearing is an H-Level graduate course that reviews the physical processes involved in the production, propagation and reception of human speech. Particular attention is paid to how the acoustics and mechanics of the speech and auditory system define what sounds we are capable of producing and what sounds we can sense. Areas of discussion include: 1. the acoustic cues used in determining the direction of a sound source, 2. the acoustic and mechanical mechanisms involved in speech production and 3. the acoustic and mechanical mechanism used to transduce and analyze sounds in the ear

This lesson gives students a better perspective as to how acreage is determined. Using the computer in their pocket students learn to calculate area in feet and acres. Using their results the can calculate biomass, board feet per acre, or even the amount of electrical fencing needed to protect a meadow.

Students will listen and match sounds ... either rhyming sounds, beginning sounds, ending sounds or vowel sounds.

While reading the story "Seven Fat Cats", students will listen and match the sounds (rhyming, beginning, ending, and vowel.)

Students will use the teacher created exploration tub, charts and cards to understand the concept of "Then and Now."

Students will use letters to make several short words. The words being constructed will be in word families and discussion should occur over chunks and letter patterns. At the culmination of the activity, all letters will be used to make one word.

Students will create and share their own rock art. Part of this lesson is done as a shared reading experience.

This lesson takes a closer look at character, tapping into what a character thinks, says, feels, does, and tries, as well as his or her strengths and weaknesses. Students will use what they read to analyze the character in the story.

Students will create thought bubbles for either the brother or the sister from Patricia Polacco's story "My Rotten, Red-Headed, Older Brother".

After reading the story "The Little House", students will discuss changing patterns and then create a seasonal mandala.

After reading Carol A. Johnson's book titled "Family", students will create a classroom graph of their family members.

After reading Leo Lionni's story titled "Frederick", students will illustrate a scene from the story.