Sunday, March 4, 2007

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2007 Academic Year

week Vocational

During the last week of August this year, was held at the Little vocation week College.Vimos several samples from the boys the technology. professionals, ventas.En toddler as my view was pretty good (hope so), because the work there was reflected by students and teachers was too much.

In just one example ... here are some pics of what has been done. Mind you on some faces ... (lol)
you soon.
































week Vocational







During the last week of August this year, vocation week was held in Little College. We saw several shows and talks by children and professionals involved in the technology. professionals, toddler as sales. In my opinion it was pretty good (hope so), because the work there was reflected by students and teachers was too much.








In just one example ... here are some pictures of what realizado.Fijense on some faces ... (lol)








you soon.

















































































Electronic Engineer. Middle school math teacher.






Bachelor of Education
















ACADEMIC YEAR 2007















Only constant practice leads us on our way to success








































are the Visitor N º: Contador Gratis





















































































































































relojes web gratis
by Tutiempo.net Weather







































Fundamental Objectives
1 º half







































1. Know and use mathematical concepts associated












the study of proportionality, the algebraic language












initial the congruence of plane figures.
2. Analyze quantitative and geometric relationships












present in everyday life and the world of science;












describe and analyze situations accurately.
3. Using different types of numbers in various forms of












expression (integer, decimal, fractional percentage) for












quantify situations and solve problems.
4. Solve problems by selecting appropriate sequences












operations and calculation methods, including a












systematic trial and error method, to analyze the relevance












data and solutions.
5. Perceive mathematics as a discipline in constant evolution and development.
6. Represent quantitative information through graphs and diagrams, to analyze invariant for shifts and changes of location using the geometric pattern.




















































Fundamental Objectives 2 nd half



























1. Know and use mathematical concepts related to the study












the linear equation, linear equations,












similarity of plane figures and notions of probability












beginning in the recognition and application of models












mathematicians.

2. Randomized experiments to analyze and investigate the












gambling odds simple, establishing












differences between random and deterministic phenomena.

3. Systematically explore various strategies for the












problem solving and relating content deepen












Mathematical


4. Perceive the relationship of mathematics with other areas of












know.

5. Analyze invariant for changes of location and scale enlargement or reduction, using the geometric pattern.



































































KEY OBJECTIVES 3 º medium.

Boys and girls develop the ability












From












1. Know and use mathematical concepts related to












study of systems of inequalities, the quadratic function , notions of right triangle trigonometry and random variable, improving accuracy and precision capacity for analysis, design, verification or refutation of conjectures.

2. Analyze quantitative information in the media of












communication and relationships between statistics and probability .

3. Implementing and adjusting mathematical models for solving












problems and analysis of specific situations.

4. Resolve challenges with increasing degree of difficulty,












assessing their own capabilities.

5. Perceive mathematics as a discipline that includes and












seeks answers to specific challenges or from other












areas.















KEY OBJECTIVES 4 Average number














Pupils and students develop a capacity :

1. Know and use mathematical concepts related to the study of straight













and planes in space, volumes generated by rotation or













translations of plane, view and represent objects in space













dimensional.

2. Analyze information of a statistical nature
media













communication perceive dichotomies, deterministic, random,













finite-infinite, discrete-continuous.

3. Applying the formulation of mathematical models to analyze













of situations and solving problems.

4. Recognize and analyze their own approaches to solving













mathematical problems and persevere in the systematization and search













forms of relief.

5. Perceive mathematics as a discipline that has evolved and













continues to evolve, sometimes responding to the need to resolve













practical problems, but also considering its own problems, to













often the only intellectual or aesthetic pleasure.































___________________________________________
















CONTENT AND MATERIALS































1 st HALF
















APPROACHES































2 º MIDDLE
















algebraic fractions

















------------ 3 º MEDIUM
















EQUATION OF 2 GRADE
















Square Root in pdf















3 Average number

plan
differential











numerical properties































4 º MIDDLE

















FUNCTIONS (FUNC. EXPONENTIAL)

4 º MIDDLE
plan
differential numerical iteration processes

















SUPERIOR



http://www.youtube.com/watch?v=CmMe4_P8veg













CLASS OF DEFINITE INTEGRAL

















OTHER

















class math support

































visited two interesting places in physics:

















http://simonlopeza.blogspot.com/

















http://www.sectorfisica.cl/













__________________________________________

























Bertrand's postulate













not the first time we visited from this blog to prime numbers. It's strange fascination with a fairly restless mind. After a seemingly anodyne definition (a prime number is one that can only be divided by itself and by unity, giving an integer result for that division) hide many surprises. For starters, the size of the set of prime numbers, which showed at the time by five different procedures was infinite.













Although after five shows anyone can be no doubt of the infinity of primes, there are still many unknowns about the same. To First, increasingly appear to be less common: after a start that nearly all the odd numbers are prime (1,3,5,7), quickly becoming scarce. However, we are faced twin primes (odd row, both cousins) in the whole N.
One way to see that more and more scarce cousins, as we move into the set N is to demonstrate that we can always find a set of consecutive natural numbers as big as you want so that none is prime, if we seek to sufficiently large numbers.
This result is well known since ancient times, which will be the starting point to prove something even deeper: Bertrand's postulate, but not anticipate events. Currently
show that:
Given an integer k, we can find a string of consecutive integers k such that none of them is prime.
This is a really powerful result: it states that there are ten thousand, two hundred billion, or quintillion thousand consecutive integers N somewhere not even contain a single prime. All while maintaining the claim that the number of primes is infinite, despite the sparse to be doing as we move towards ever-larger numbers.
Demostrémolso. Sea
k any integer. Sea
Pk the set of all primes less than (k +2).
Let N be the product of all elements of Pk.
N = 2 • 3 • 5 • 7 • 11 · ... · P, where p is the largest prime that is smaller than (k +2).
is clear that N is divisible by 2, 3, 5, ... and all primes less than (k +2) on its own construction.
However, N +2 is divisible by 2, because N and 2 are.
N +3 is divisible by 3, then N and 3 are.
N +4 is divisible by 2, because N and 4 are ...
can repeat the reasoning for any number of {N +2, N +3 ,..., N + k, N + (k +1)}
For any of these numbers (for N + i, with i ε { 2.3 ,...,( k +1)) we can say that none of them is prime because i is a prime factor of N less than (k +1), and therefore necessarily divide N, and of course trivially divides ai, so it must necessarily divide N + i.
Thus, we found a string of k consecutive integers (the string that starts at N +2 and reaches N + (k-1) has exactly k number) so that none of them is prime. As we have not made any assumptions about the nature of k, we conclude that we can find a string of consecutive integers in N as long as you want.
Thus, we see that there is no limit to the size of the "holes" of all primes in N.
But going further, we keep asking things: Is there a limit for the maximum value of the "hole" of non-prime numbers if we begin to investigate possible from a fixed number?
The question is not innocent: to find a "hole" k non-prime numbers, we had to move to very large numbers: we had to make the product of all primes less than (k +2); huge number if k is large.
And if we started looking for "holes" but cousins \u200b\u200bfrom a smaller value, is there a limit to the size of the set of consecutive integers not cousins?
Answering this question will lead to Bertrand's postulate, but will not be an easy ride.













































A Book especially for a special place.
















There are many types of books, but as Carl Sagan remembered, a human life is too short to read an infinitesimal fraction of what is published and you have to choose. The first classification, where there is obvious is that which separates what is published in two parts: what interests me and what does not interest me. So do not make value judgments about the works. Within
what interests me, a very personal but clear separation is: what is affordable for me and what is not. Here we enter a very personal terrain in which the availability of time, my own preparation, my priorities and my economy is a lot to say. Then choose what interests me and is accessible to me.
In this clade there are books I can read anywhere and books for those who need some external trappings: there are books that I can only read under a reading lamp, wrapped in smoke snuff and in absolute silence, even with paper and pen nearby to take notes while others are summer reading lounger under an umbrella (not direct sunlight, please.)
At this point the personnel classification key books that show, no longer becomes dichotomous and multivariate analysis. I have books, stationery, books to read in bed, recliner books, tavern and public transport. But I want to talk about a type of books I have reserved for one of my favorite places, the sancta sanctorum of the reader: the bathroom.
In my private bookish taxonomy to classify a book as a bathroom book saying much about the issue concerned, and all good: a book must be agile; of short chapters to read an entire rational time you spend in that place should be interesting and should not fit exactly into any of the above classifications. This last point is important, because I'm very influenced by my reading of biology and has always fascinated me in particular taxonomy and human effort to classify biospheric diversity in clades nested, so that a clade but never owned one and only one of higher clades. So not for me books to read in any other place, and therefore despite the seemingly eschatological issue this taxon is of absolute excellence in what I'm concerned. Few books deserve such status.
So, let's talk about books to read in the bathroom. Books to take, taste and enjoy in a short space of time. Books whose chapters are gems that deserve the rest and solitude of these intimate moments and nontransferable.
My current book in these circumstances is "Ideas for the impure imagination", 53 reflections on his own substance, Jorge Wagensberg.
The author was born in Barcelona in 1948, has a degree and PhD in Physics from the University of Barcelona and Professor of Theory of Irreversible Processes in the School of Physics at the university, where he heads a research group in biophysics. Is author of numerous scientific papers published in international journals and an extensive scientific work of spreading to other domains of culture. In 1980 he published the book We and science (Bosch Editor) and 1985 ideas about the complexity of the world (Tusquets Editores). In 1983 creates the collection of scientific thought "Metatemas" also Tusquets, and since 1991 he is director of the Museum of Science Foundation "la Caixa". After this cluster
guarantees you do not take this book without expecting anything of much interest, so that the a priori requirement is high. Fifty-three reflections are 276 pages that each reflection is cortita in size and very easy to read, but each is full of beautiful deep implications and reflections that can aborad post. They show the scientist as being an avid seeker of reflection and inspiration unrepentant any apartentemente trivial daily occurrence.
A book in very exceptional interest, worthy of an author who has long demonstrated its power to disclose to its size while a scientist, an author who titled one of his works with one of the most amazing and wonderful titles that 've ever seen, with a phrase worthy of the best Zen koan: "If nature is the answer, what was the question?" (Stock Metatemas, No. 75; Tusquets editores).
SHEET OF PAPER:
TITLE: "Ideas for the impure imagination, 53 reflections in their own juice"
AUTHOR: Jorge Wagensberg
Metatemas
COLLECTION EDITORIAL: Tusquets Editores

























Zoo numbering bases














Once again, our collaborator Jorge Alonso provides us with an article full of interest. In this case involves numbering systems, an extrapolation to the unusual and coherecia meaningful. I leave with him enjoy it.













imagine that there is a zoo where we can contemplate the base positional system of numeration. Let's walk through it.












Just start

specimens are known, the decimal, the binary and hexadecimal:






















Following are the systems based on a negative basis, thanks to which it can represent integers without having to enter your sign. Let the base -2:



















Notice how the negative integers have an even number of digits, and the whole positive odd.
continue, and we find bases that are not integers. To begin we
rational basis 1 / 10, in which to convert to decimal invert the digits:










is followed by the irrational base (10) ^ 1 / 2, in which the numbers are the same as in base 10, but adding zeros between its digits:









following are bases whose digits are not all integers can be digits representing rational numbers irrational, complex ... We
the end of our walk, and taking a look back, we just remember that all these systems can be mixed together ...

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