ED2623 Lecture Notes - Lecture 4: Infielder

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blackmacaw350

1 Jun 2018

School

UNDA, NDA

Department

Education

Course

ED2623

Professor

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Week 4 – PE Tutorial

Object Control Skills – Throwing

In this week’s tutorial we are looking at teaching the Overam throw, the Underarm throw and

how we can use our Observation Record to assess a skill.

When teaching a skill we need to Consider:

• Range of skills and experience your students will have.

• Easy starting point. Revisit before increasing complexity.

• Range of equipment at your disposable and how to organise and manage it.

• The best teaching environment (area, surface).

• Developing confidence and success.

• The underarm throw is generally used over shorter distances for accuracy. For

example as an infielder in softball, throwing to the closest base. An over arm throw is

used for both distance and accuracy. For example, it is used between bases in softball

for accuracy and to and from the outfield into the home plate for distance. Remember

to give your students an opportunity to practice their over arm throw for both. They can

throw for accuracy to a target or partner. They can throw for distance at a target or use

a high wall or high fence to reduce collection time between throws. These skills are

best introduced in the context of the game when it is introduced.

Individualise the activity to ensure succcess & developement of confidence in performing

the skill ie Vary distances and ball shape/ size/ texture depending on proficiency of the

student.

Individualising the Activity

i) Change the Task

ii) Change the equipment

iii) Change the groupings

Listening Games/

Grouping Organisation

Here There & Everywhere

Peer Teaching

Skills : Throwing

Underarm

Overarm

Individual from

lesson

Use Skills

Template

Tagging/Evasion Games

Tails

Peer Teaching

Modified Games

Beat The Ball

Printed From

Blackboard

Formations - Table

Leaderball

Printed from

Blackboard

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Document Summary

In this week"s tutorial we are looking at teaching the overam throw, the underarm throw and how we can use our observation record to assess a skill. When teaching a skill we need to consider: range of skills and experience your students will have, easy starting point. Revisit before increasing complexity: range of equipment at your disposable and how to organise and manage it, the best teaching environment (area, surface), developing confidence and success, the underarm throw is generally used over shorter distances for accuracy. For example as an infielder in softball, throwing to the closest base. An over arm throw is used for both distance and accuracy. For example, it is used between bases in softball for accuracy and to and from the outfield into the home plate for distance. Remember to give your students an opportunity to practice their over arm throw for both. They can throw for accuracy to a target or partner.

Related Questions

Use a ruler to calibrate the spectral limits in the figure above. In other words, what are the right and left limits in nm, and what is the equation that converts distance on this page in cm to spectral units of nm? This âcalibrationâ will help you with the next item.

Use the NIST Atomic Spectral Database to assign the three bright spectral lines in the hydrogen spectrum.

Abstract This physical chemistry laboratory exercise will have students work with provided emission spectra for several elements and data collected on the NIST Atomic Spectral Database. First, students will develop a method for calculating what wavelengths of visible light are associated with the most intense spectral lines in the provided visible emission spectra. Then, the NIST Atomic Spectral Database will be accessed in order to identify select properties associated with the four most intense spectral lines. Introduction The emission process can be described in two general parts. Initially, energy is absorbed by an atom, and its electrons can be moved into higher energy (excited) states from their ground state The excitedrelectrons then "relax" and drop back to their ground state. Energy lost during an electron's retaxation process is emitted as a photon. Recall that the energy of a photon is photon upper E lower Where Ephoton is the energy of the photon that is emitted when the emitter drops from an upper energy state to a lower energy state, h is Planck's constant, c is the speed of light, and v is the wavenumber. Remember that the length units should match for c and v This is a good time to revisit a few concepts. Atoms and molecules possess discrete energy levels their energy levels are quantized and not continuous. Using eq 7.1, it is possible to determine the energy associated with a specific excited state to ground state transition if we can determine the wavelength of emitted light. Also keep in mind that there are selection rules that limit the type of transitions we can expect to observe. All of these points are reflected in an elemental or ionic emission spectrum. The visible light spectrum falls within a fairly narrow range of wavelengths, from approximately 400 to 700 nm. Even so, discrete spectral lines are seen in each element's visible light emission spectrum. Each (take some time to reflect on why that would be), each element also has a unique emission spectrum. This provides a diagnostic tool for determining the composition of a sample. As an example, the elements present in celestial objects can be determined by the light that they produce line represents one possible transition. Since each element has unique energy levels Some of the transitions observed in this lab exercise involve d-orbitals. As such, a discussion regarding d-orbitals and related selection rules is necessary at this point. The first goal is to determine which character table should be used. Start by observing the shape and relative orientations of the d-orbitals. Refer to Figure 1 below

For many of us, smartphones have become indispensable, but they have also come under fire
for their impact on the way we think and behave, especially among children. Two of the largest
investors in Apple Inc. are urging the iPhone maker to take action against smartphone addiction
among children over growing concerns about the negative effects of technology. An open letter
to Apple on January 6, 2018 from New York-based JANA Partners and the California State
Teachers’ Retirement System (CalSTRS) stated that the firm must do more to help children
fight smartphone addiction. These two shareholders together control about $2 billion in Apple
stock. The investors’ letter urged Apple to offer tools to prevent smartphone addiction and to
provide more parental options for monitoring children’s smartphone usage. The iOS operating
system for Apple smartphones and tablets already has limited parental controls for restricting
Examiners: Dr. Emmanuel Awuni and Dr. Acheampong Owusu Page 2 of 4
apps, features such as location sharing, and access to certain types of content. The investors
felt Apple needs to do more—for example, enable parents to specify the age of the user of the
phone during setup, establish limits on screen time, select hours of the day the phone can be
used, and block social media services.
The average American teenager who uses a smartphone receives his or her first phone at age
10 and spends over 4.5 hours a day on it (excluding texting and talking). Seventy-eight percent
of teens check their phones at least hourly and 50 percent report feeling “addicted” to their
phones. The investors’ letter cited a number of studies on the negative effects of heavy
smartphone and social media use on the mental and physical health of children whose brains
are still developing. These range from distractions in the classroom to a higher risk of suicide
and depression. A recent survey of over 2,300 teachers by them Center on Media and Child
Health and the University of Alberta found that 67 percent of the teachers reported that the
number of students who are negatively distracted by digital technologies in the classroom is
growing. Seventy-five percent of these teachers think students’ ability to focus on educational
tasks has decreased. Research by psychology professor Jean Twenge of San Diego State
University found that U.S. teenagers who spend 3 hours a day or more on electronic devices
are 35 percent more likely, and those who spend 5 hours, or more are 71 percent more likely,
to have a risk factor for suicide than those who spend less than 1 hour. This research also
showed that eighth-graders who are heavy users of social media have a 27 percent higher risk
of depression. Those who spend more than the average time playing sports, hanging out with
friends in person, or doing homework have a significantly lower risk. Additionally, teens who
spend 5 or more hours a day on electronic devices are 51 percent more likely to get less than 7
hours of sleep per night (versus the recommended 9).
Nicholas Carr, who has studied the impact of technology on business and culture, shares these
concerns. He has been highly critical of the Internet’s effect on cognition, and these cognitive
effects extend to smartphone use. Carr worries that excessive use of mobile devices diminishes
the capacity for concentration and contemplation. Carr recognizes that smartphones provide
many useful functions in a very handy form. However, this extraordinary usefulness gives them
too much influence on our attention, thinking, and behaviour. Smartphones shape our thoughts
in deep and complicated ways, and their effects persist even when we aren’t using the devices.
Research suggests that the intellect weakens as the brain grows dependent on the technology.
Carr points to the work of Adrian Ward, a cognitive psychologist and marketing professor at
the University of Texas at Austin, who for a decade has been studying how smartphones and
the Internet affect people’s thoughts and judgment. Ward has observed that using a smartphone,
or even hearing one ring or vibrate, produces distractions that make it harder to concentrate on
a difficult problem or job. Divided attention impedes reasoning and performance.
A study published in Applied Cognitive Psychology in April 2017 examined how smartphones
affected learning in a lecture class with 160 students at the University of Arkansas at
Monticello. It found that students who didn’t bring their phones to the classroom scored a full
letter-grade higher on a test of the material presented than those who brought their phones. It
didn’t matter whether students who brought their phones used them or not. A study of 91 U.K.
secondary schools, published in 2016 in the journal Labour Economics, found that when
schools ban smartphones, students’ examination scores go up substantially, and the weakest
students benefit the most. Carr also observes that using smartphones extensively can be
detrimental to social skills and relationships. Connecting with “friends” electronically via
smartphones is not a substitute for genuine person-to-person relationships and face-to-face
conversations.

rubyarmadillo521

Norman Borlaug won the 1970 Nobel Peace Prize for:

His discovery that plant secondary metabolites play a role in defending plants from insects and diseases.

Creating the FlavrSavr tomato.

His discovery of the area of origin for maize.

His work to create improved, high yield crop varieties that helped to prevent starvation.

Producing the first transgenic plant.

Which of the following best demonstrates evolution?

Your pet walks to the door when it hears your car in the driveway.

A crop has a higher yield after fertilizer is added.

Over time, a gene for disease resistance becomes more frequent in a population of plants.

A giraffe with a longer neck survives a drought year, while one with a shorter neck does not.

A houseplant is moved to a sunnier location and it starts to grow more vigorously.

What is the difference between genetically-modified and transgenic crops?

Genetically-modified crops are produced using modern techniques, while transgenic crops are produced through classical breeding.

Transgenic crops are illegal, while genetically-modified crops are not.

Genetically-modified crops are a type of transgenic crop specifically bred for high yield.

Transgenic crops are a type of genetically-modified crops, in which scientists have inserted genes from another species.

They are the same.

The repeated domestication of grasses (i.e., cereals) and legumes across the globe is likely because:

Human populations were often starving, and needed an additional food source

Only grasses, not legumes, were repeatedly domesticated

Early technologies allowed early agriculturalists the ability to communicate with each other over long distances to discuss what plants were best for domestication.

Both already possessed all of the traits needed for domestication

Both contain almost all of the amino acids our bodies need to build proteins.

What is one type of information that can be gathered by archeologists who are studying dental caries (cavities) of ancient populations?

The time of year the person died

How many children the person had

The type of plants they may have been consuming

The types of tools used for planting/harvesting grains

How many conflicts they have been part of

Which of the following types of agriculture can be practiced in an urban setting?

Vertical farms

CSA farms

Alternative farms (crickets, caterpillars, other arthropods)

All of these types of agriculture can be practiced in an urban setting

Community gardens

In discussing the origin of agriculture, the term demographic stress refers to:

That the stresses on pre-domesticated plant species led to the development of traits that result in the "domestication syndromeâ

Lower productivity of un-cultivated plants due to late-Pleistocene cooling.

Hobbes's assertion that hunter-gatherer groups did not posses the knowledge or skills to develop agriculture.

The situation where human populations are greater than the carrying capacity of the environment.

A higher incidence of religious practice in societies following the transition from hunting and gathering to agriculture.

In what way did Harlanâs theory give rise to Diamondâs theory?

It recognized that agricultural societies were healthier and better fed than hunter-gatherer societies.

It recognized agriculture might have developed by different mechanisms in different parts of the world.

It recognized the reason agriculture did not develop in certain parts of the world was because people lacked the intelligence or skill.

Both make the assumption that hunter-gatherers were (and still are) superior to agriculturists.

It is a basic case of scientific plagiarism - Diamonds theory is identical to Harlans theory.

Plant species that rely on _______ pollination produce much more pollen than those using other methods.

Brussel sprouts, cabbage, broccoli and cauliflower are all different varieties of the same species, Brassica oleracea. This group of plants demonstrates that crop breeding can lead to:

Low within variety and high between variety diversity

High between variety diversity

Low within variety diversity

High within variety and high between variety diversity

High within variety and low between variety diversity

If a plant can grow well all by itself in the wild, yet still retains desirable agronomic traits, the plant is ____________________.

Choose the single best answer

The inability of plants to move makes it difficult for them to:

Create oxygen.

Disperse seeds.

Defend themselves.

Disperse seeds and defend themselves.

Disperse seeds, defend themselves, and create oxygen.

Vavilov hypothesized that in a crop plant's area of origin we should expect:

Greater diversity for trans-domesticated species, but lower diversity for species domesticated in their area of origin.

Lower genetic diversity than in areas outside of the plant's area of origin.

Lower diversity for trans-domesticated species, but greater diversity for species domesticated in their area of origin.

Greater herbivore damage because of increased genetic diversity.

Greater genetic diversity than in areas outside of the plant's area of origin.

______________________ compounds are produced by plants, but are not necessary for the plant's immediate survival. However, they often help protect plants from being eaten.

What is the difference between classically bred varieties and landraces?

Landraces cannot be harvested using domesticated animals; classically bred crops can be harvested using domesticated animals.

Landraces have no means of seed dispersal; classically bred crops can readily disperse their seeds

Landraces are grown in dry conditions; classically bred crops are wetland species

Landraces are often (though not always) developed by unintentional processes; classically bred crops are developed by intentionally breeding for desired traits using modern techniques

Landraces are not edible by humans; classical bred crops can be eaten

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ED2623 Lecture Notes - Lecture 4: Infielder

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