<p>No, a free online version of Chemistry: Principles, Patterns, and Applications, First Edition by Bruce Averill and Patricia Eldredge will be available, though you can purchase a printed version (published by FlatWorld Knowledge) if you’d like.</p>
<p>Enter your (optional) instructions for the exercise in HTML format.</p>
<p>Annotations are specified by an <code><annotation></code> tag which may may have the following attributes:</p>
<ulclass="instructions-template">
<li><code>title</code> (optional). Title of the annotation. Defaults to <i>Commentary</i> if omitted.</li>
<li><code>body</code> (<b>required</b>). Text of the annotation.</li>
<li><code>problem</code> (optional). Numeric index of the problem associated with this annotation. This is a zero-based index, so the first problem on the page would have <code>problem="0"</code>.</li>
<li><code>highlight</code> (optional). Possible values: yellow, red, orange, green, blue, or purple. Defaults to yellow if this attribute is omitted.</li>
</ul>
</instructions>
<p>Add your HTML with annotation spans here.</p>
<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. <annotationtitle="My title"body="My comment"highlight="yellow"problem="0">Ut sodales laoreet est, egestas gravida felis egestas nec.</annotation> Aenean at volutpat erat. Cras commodo viverra nibh in aliquam.</p>
<p>Nulla facilisi. <annotationbody="Basic annotation example."problem="1">Pellentesque id vestibulum libero.</annotation> Suspendisse potenti. Morbi scelerisque nisi vitae felis dictum mattis. Nam sit amet magna elit. Nullam volutpat cursus est, sit amet sagittis odio vulputate et. Curabitur euismod, orci in vulputate imperdiet, augue lorem tempor purus, id aliquet augue turpis a est. Aenean a sagittis libero. Praesent fringilla pretium magna, non condimentum risus elementum nec. Pellentesque faucibus elementum pharetra. Pellentesque vitae metus eros.</p>
<p>Enter your (optional) instructions for the exercise in HTML format.</p>
<p>Annotations are specified by an <code><annotation></code> tag which may may have the following attributes:</p>
<ulclass="instructions-template">
<li><code>title</code> (optional). Title of the annotation. Defaults to <i>Commentary</i> if omitted.</li>
<li><code>body</code> (<b>required</b>). Text of the annotation.</li>
<li><code>problem</code> (optional). Numeric index of the problem associated with this annotation. This is a zero-based index, so the first problem on the page would have <code>problem="0"</code>.</li>
<li><code>highlight</code> (optional). Possible values: yellow, red, orange, green, blue, or purple. Defaults to yellow if this attribute is omitted.</li>
</ul>
</instructions>
<p>Add your HTML with annotation spans here.</p>
<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. <annotationtitle="My title"body="My comment"highlight="yellow"problem="0">Ut sodales laoreet est, egestas gravida felis egestas nec.</annotation> Aenean at volutpat erat. Cras commodo viverra nibh in aliquam.</p>
<p>Nulla facilisi. <annotationbody="Basic annotation example."problem="1">Pellentesque id vestibulum libero.</annotation> Suspendisse potenti. Morbi scelerisque nisi vitae felis dictum mattis. Nam sit amet magna elit. Nullam volutpat cursus est, sit amet sagittis odio vulputate et. Curabitur euismod, orci in vulputate imperdiet, augue lorem tempor purus, id aliquet augue turpis a est. Aenean a sagittis libero. Praesent fringilla pretium magna, non condimentum risus elementum nec. Pellentesque faucibus elementum pharetra. Pellentesque vitae metus eros.</p>
<p>This page is required to post a comment <annotationtitle="My title"body="My comment"highlight="yellow"problem="0">These are one of the tags.</annotation> Thanks</p>
<p>Check this. <annotationbody="Basic annotation example."problem="1">This is something else.</annotation> Specialized problems are advanced problems such as annotations, open response assessments, and word clouds. These problems are available through the Advanced component</p>
<p>Enter your (optional) instructions for the exercise in HTML format.</p>
<p>Annotations are specified by an <code><annotation></code> tag which may may have the following attributes:</p>
<ulclass="instructions-template">
<li><code>title</code> (optional). Title of the annotation. Defaults to <i>Commentary</i> if omitted.</li>
<li><code>body</code> (<b>required</b>). Text of the annotation.</li>
<li><code>problem</code> (optional). Numeric index of the problem associated with this annotation. This is a zero-based index, so the first problem on the page would have <code>problem="0"</code>.</li>
<li><code>highlight</code> (optional). Possible values: yellow, red, orange, green, blue, or purple. Defaults to yellow if this attribute is omitted.</li>
<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. <annotationtitle="My title"body="My comment"highlight="yellow"problem="0">Ut sodales laoreet est, egestas gravida felis egestas nec.</annotation> Aenean at volutpat erat. Cras commodo viverra nibh in aliquam.</p>
<p>Nulla facilisi. <annotationbody="Basic annotation example."problem="1">Pellentesque id vestibulum libero.</annotation> Suspendisse potenti. Morbi scelerisque nisi vitae felis dictum mattis. Nam sit amet magna elit. Nullam volutpat cursus est, sit amet sagittis odio vulputate et. Curabitur euismod, orci in vulputate imperdiet, augue lorem tempor purus, id aliquet augue turpis a est. Aenean a sagittis libero. Praesent fringilla pretium magna, non condimentum risus elementum nec. Pellentesque faucibus elementum pharetra. Pellentesque vitae metus eros.</p>
<strong>Hour 1 has <em>four</em> separate (two-part) annotation questions. To complete an Annotation Exercise in this course, hover your mouse over each highlighted portion of the focus text. When the Instructor prompt appears, read the question and click "Reply to Annotation." This will take you to a two-part task: an open-ended response question, and a question that will be answered by choosing one of multiple semantic tags. </strong>
</p>
<p>Each of these exercises, one per hour, is meant to improve your understanding of the given text (in this case, Hour 1 Text C) by helping you analyze the context after you finish your slow reading of the text. But these exercises of annotation after slow reading do much more than that. They will build up your ability to understand not only the context but also [[1]] all other texts that contain similar contexts and [[2]] all the texts you will be reading in general. I can make this big promise because the texts that you are analyzing are part of a system, and the systematic thinking that went into the original texts can be decoded by analyzing the building blocks of the system. The way you analyze these building blocks is by trying to figure out how they are connected to the other building blocks in the system. That is what these annotation exercises are all about: they help you figure out the connections. And the more things you figure out, the more mental connections you can make on your own. But the exercise of making such connections through your annotations is a gradual process, and you need to be patient with yourself. You will get better and better at it, I am sure. The more connections you are able to make, the more powerful will be your reading ability. That is the beauty of analyzing something that was created by way of systematic thinking in an ancient tradition that took many centuries to develop (I estimate at least ten centuries). The tradition actually helps you think about the tradition. It will help you figure things out. </p>
<p>By now you have seen that I really like the expression <em>figure out</em>: it puts the emphasis on reading <em>out of the text</em>, not <em>into the text</em>. When you read into the text, you lose sight of the system that had built that text. </p>
<p> In the next exercise, I will switch metaphors in describing the system that had built the text. In the present exercise, I have been using the metaphor of building a structure with building blocks. In the next exercise I will start using the metaphor of weaving a fabric. </p>
<p> (Here is a working definition of metaphor: it is an expression of meaning where one thing is substituted for another thing. For example, when we use the metaphor “thread of thought,” the idea of a thread, as used by someone who is weaving or sewing, is substituted for the idea of a way of thinking. For another example: when Nietzsche speaks about reading with delicate fingers, the idea of a goldsmith touching gold is substituted for the idea of reading a text with the eyes.) </p>
<p><strong>The main goal of this first exercise is to start practicing the art of slow reading.</strong> The best way to make a start, I think, is to read a story within a story. The inner story in this exercise is the story of the hero Hēraklēs, as retold by Agamemnon and as quoted by “Homer” in lines 78-138 of <em>Iliad</em> XIX. The outer story is the story of the <em>Iliad</em> itself, as retold by “Homer.” </p>
<p> So the story within a story is 60 lines long, while the story of the <em>Iliad</em> itself is over 15,000 lines long. Your task in this exercise is to do a close reading of the short story of 60 lines, which is embedded in the long story of the Iliad. </p>
<p> You can perform this task even if you haven’t started reading the Iliad, since I can summarize for you all 15,000+ lines of this huge epic in just three sentences here:</p>
<p>
<ol>
<li>Achilles experiences a cosmic kind of anger, <em>mēnis</em>, after being insulted in a quarrel with Agamemnon, who is superior to Achilles socially but is inferior to him as a hero.</li>
<br/>
<li>As Achilles sits out the war, staying in his shelter, the Achaeans (= Danaans = Argives) are in danger of becoming the losers while the Trojans become the winners.</li>
<br/>
<li>The Achaeans are demoralized, and many of their leaders are wounded, including Agamemnon, who finally decides to settle his quarrel with Achilles.</li>
</ol>
</p>
<p> Now that you have the “big picture” of the <em>Iliad</em> as the outer story, you can have a very interesting experience as you do your slow reading of the inner story, contained in the 60 lines spoken by Agamemnon and telling the story of Hēraklēs. </p>
<p> Here is something to keep in mind. The research of the great literary critic I. A. Richards, who was once a professor at Harvard University (he retired in 1963 and died in 1979), shows that the relationship of any kind of an outer story to any kind of an inner story is not necessarily a “one-way street,” as it were, leading from the outer into the inner story: there can also be a “two-way street,” with the inner story communicating with the outer story as well as the other way around. Where I use the expressions “outer story” and “inner story,” Richards used the terms “tenor” and “vehicle.” I have always found those terms rather forbidding, but, as you see, they stand for things that are fairly easy to explain.</p>
</instructions>
<p> |76 Then Agamemnon, the king of men, spoke up at their meeting, |77 right there from the place where he was sitting, not even standing up in the middle of the assembly. |78 “Near and dear ones,” said he, “Danaan [= Achaean] heroes, attendants [therapontes] of Arēs! |79 It is a good thing to listen when a man stands up to speak, and it is not seemly |80 to speak in relay after him. It would be hard for someone to do that, even if he is a practiced speaker. |81 For how could any man in an assembly either hear anything when there is an uproar |82 or say anything? Even a public speaker who speaks clearly will be disconcerted by it. |83 What I will do is to make a declaration addressed to [Achilles] the son of Peleus. As for the rest of you |84 Argives [= Achaeans], you should understand and know well, each one of you, the words [<em>mūthos</em>] that I say for the record. |85 By now the Achaeans have been saying these words [<em>mūthos</em>] to me many times, |86 and they have been blaming me. But I am not responsible [<em>aitios</em>]. |87 No, those who are really responsible are Zeus and Fate [Moira] and the Fury [Erinys] who roams in the mist. <annotationtitle="Question 1"body="Agamemnon says that atē or ‘derangement’ was the cause of his actions: why could Zeus say the same thing?"highlight="yellow"problem="0">|88 They are the ones who, at the public assembly, had put savage derangement [<em>atē</em>] into my thinking [<em>phrenes</em>] |89 on that day when I myself deprived Achilles of his honorific portion [geras]. </annotation>|90 But what could I do? The god is the one who brings everything to its fulfillment [<em>teleutân</em>]. |91 That goddess <em>atē</em>, senior daughter of Zeus - she makes everyone veer off-course [<em>aâsthai</em>], |92 that disastrous one [<em>oulomenē</em>], the one who has delicate steps. She never makes contact with the ground of the threshold, |93 never even going near it, but instead she hovers over the heads of men, bringing harm to mortals. |94 In her harmfulness, she has incapacitated others as well [besides me], and I have in mind one person in particular. |95 Yes, once upon a time even Zeus veered off-course [<em>aâsthai</em>], who is said to be the best |96 among men and gods. Even he |97 was deceived; Hērā did it, with her devious ways of thinking, female that she is. |98 It happened on the day when the mighty Hērakleēs |99 was about to be born of Alkmene in Thebes, the city garlanded by good walls. |100 He [= Zeus], making a formal declaration [<em>eukhesthai</em>], spoke up at a meeting of all the gods and said: <annotationtitle="Question 2"body="When Zeus speaks the ‘words’ of a mūthos here, his words are for the record, and these words translate into the story of Hēraklēs and Eurystheus. How are these same words relevant to the story of Achilles and Agamemnon?"highlight="green"problem="1">|101 “hear me, all gods and all goddesses, |102 and let me say to you what the heart [<em>thūmos</em>] in my chest tells me to say. |103 Today the goddess who presides over the pains of childbirth, Eileithuia, will help bring forth a man into the light, |104 revealing him, and he will be king over all the people who live around him. |105 He comes from an ancestral line of men who are descended from blood that comes from me.” |106 Thinking devious thoughts, the goddess Hērā addressed him [= Zeus]: |107 “You will be mistaken, and you will not be able to make a fulfillment [<em>telos</em>] of the words [<em>mūthos</em>] that you have spoken for the record. </annotation>|108 But come, Olympian god, swear for me a binding oath: |109 swear that he will really be king over all the people who live around him, |110 I mean, the one who on this day shall fall to the ground between the legs of a woman |111 who is descended from men who come from your line of ancestry, from blood that comes from you.” |112 So she spoke. And Zeus did not at all notice [<em>noeîn</em>] her devious thinking, |113 but he swore a great oath. <annotationtitle="Question 3"body="How is the ‘veering off-course’ or aâsthai experienced by Zeus comparable to the veering off-course experienced by Agamemnon?"highlight="blue"problem="2">And right then and there, he veered off-course [<em>aâsthai</em>] in a big way.</annotation> |114 Meanwhile, Hērā sped off, leaving the ridges of Olympus behind, |115 and swiftly she reached Achaean Argos. She knew that she would find there |116 the strong wife of Sthenelos son of Perseus. |117 She was pregnant with a dear son, and she was in her eighth month. |118 And she brought him forth into the light, even though he was still one month short. |119 Meanwhile she put a pause on the time of delivery for Alkmene, holding back the divine powers of labor, the Eileithuiai. |120 And then she herself went to tell the news to Zeus the son of Kronos, saying: |121 “Zeus the father, you with the gleaming thunderbolt, I will put a word into your thoughts: |122 there has just been born a man, a noble one, who will be king over the Argives. |123 He is Eurystheus son of Sthenelos son of Perseus. |124 He is from your line of ancestry, and it is not unseemly for him to be king over the Argives.” |125 So she spoke, and he was struck in his mind [<em>phrēn</em>] with a sharp sorrow [<em>akhos</em>]. |126 And right away she grabbed the goddess <em>atē</em> by the head - that head covered with luxuriant curls - |127 since he was angry in his thinking [<em>phrenes</em>], and he swore a binding oath |128 that never will she come to Olympus and to the starry sky |129 never again will she come back, that goddess <em>atē</em>, who makes everyone veer off-course [<em>aâsthai</em>]. |130 And so saying he threw her down from the starry sky, |131 having whirled her around in his hand. And then she [= <em>atē</em>] came to the fields where mortals live and work. |132 He [= Zeus] always mourned the fact that she ever existed, <annotationtitle="Question 4"body="The story of Hēraklēs and Eurystheus leads to the story of the heroic deeds of Hēraklēs, known as his āthloi or ‘labors’ or ‘ordeals’. Why are the heroic deeds of this hero comparable to the heroic deeds of Achilles in the Iliad?"highlight="orange"problem="3">every time he saw how his own dear son |133 was having one of his degrading Labors [<em>āthloi</em>] to work on.</annotation> |134 So also I [= Agamemnon], while the great Hector, the one with the gleaming helmet, |135 was destroying the Argives [= Achaeans] at the sterns of the beached ships, |136 was not able to keep out of my mind the veering [<em>atē</em>] I experienced once I veered off-course [<em>aâsthai</em>]. |137 But since I did veer off-course [<em>aâsthai</em>] and since Zeus took away from me my thinking, |138 I now want to make amends, and to give untold amounts of compensation.<br/><br/><em>Iliad</em> XIX 76-138</p>
<p>Enter your (optional) instructions for the exercise in HTML format.</p>
<p>Annotations are specified by an <code><annotation></code> tag which may may have the following attributes:</p>
<ulclass="instructions-template">
<li><code>title</code> (optional). Title of the annotation. Defaults to <i>Commentary</i> if omitted.</li>
<li><code>body</code> (<b>required</b>). Text of the annotation.</li>
<li><code>problem</code> (optional). Numeric index of the problem associated with this annotation. This is a zero-based index, so the first problem on the page would have <code>problem="0"</code>.</li>
<li><code>highlight</code> (optional). Possible values: yellow, red, orange, green, blue, or purple. Defaults to yellow if this attribute is omitted.</li>
</ul>
</instructions>
<p>Add your HTML with annotation spans here.</p>
<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. <annotationtitle="My title"body="My comment"highlight="yellow"problem="0">Ut sodales laoreet est, egestas gravida felis egestas nec.</annotation> Aenean at volutpat erat. Cras commodo viverra nibh in aliquam.</p>
<p>Nulla facilisi. <annotationbody="Basic annotation example."problem="1">Pellentesque id vestibulum libero.</annotation> Suspendisse potenti. Morbi scelerisque nisi vitae felis dictum mattis. Nam sit amet magna elit. Nullam volutpat cursus est, sit amet sagittis odio vulputate et. Curabitur euismod, orci in vulputate imperdiet, augue lorem tempor purus, id aliquet augue turpis a est. Aenean a sagittis libero. Praesent fringilla pretium magna, non condimentum risus elementum nec. Pellentesque faucibus elementum pharetra. Pellentesque vitae metus eros.</p>
<p>Enter your (optional) instructions for the exercise in HTML format.</p>
<p>Annotations are specified by an <code><annotation></code> tag which may may have the following attributes:</p>
<ulclass="instructions-template">
<li><code>title</code> (optional). Title of the annotation. Defaults to <i>Commentary</i> if omitted.</li>
<li><code>body</code> (<b>required</b>). Text of the annotation.</li>
<li><code>problem</code> (optional). Numeric index of the problem associated with this annotation. This is a zero-based index, so the first problem on the page would have <code>problem="0"</code>.</li>
<li><code>highlight</code> (optional). Possible values: yellow, red, orange, green, blue, or purple. Defaults to yellow if this attribute is omitted.</li>
</ul>
</instructions>
<p>Add your HTML with annotation spans here.</p>
<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. <annotationtitle="My title"body="My comment"highlight="yellow"problem="0">Ut sodales laoreet est, egestas gravida felis egestas nec.</annotation> Aenean at volutpat erat. Cras commodo viverra nibh in aliquam.</p>
<p>Nulla facilisi. <annotationbody="Basic annotation example."problem="1">Pellentesque id vestibulum libero.</annotation> Suspendisse potenti. Morbi scelerisque nisi vitae felis dictum mattis. Nam sit amet magna elit. Nullam volutpat cursus est, sit amet sagittis odio vulputate et. Curabitur euismod, orci in vulputate imperdiet, augue lorem tempor purus, id aliquet augue turpis a est. Aenean a sagittis libero. Praesent fringilla pretium magna, non condimentum risus elementum nec. Pellentesque faucibus elementum pharetra. Pellentesque vitae metus eros.</p>
<combinedopenendedaccept_file_upload="true"markdown="[prompt] <h3>Censorship in the Libraries</h3> <p>'All of us can think of a book that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf -- that work I abhor -- then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us.' --Katherine Paterson, Author </p> <p> Write a persuasive essay to a newspaper reflecting your views on censorship in libraries. Do you believe that certain materials, such as books, music, movies, magazines, etc., should be removed from the shelves if they are found offensive? Support your position with convincing arguments from your own experience, observations, and/or reading. </p> [prompt] [rubric] + Ideas - Difficult for the reader to discern the main idea. Too brief or too repetitive to establish or maintain a focus. - Attempts a main idea. Sometimes loses focus or ineffectively displays focus. - Presents a unifying theme or main idea, but may include minor tangents. Stays somewhat focused on topic and task. - Presents a unifying theme or main idea without going off on tangents. Stays completely focused on topic and task. + Content - Includes little information with few or no details or unrelated details. Unsuccessful in attempts to explore any facets of the topic. - Includes little information and few or no details. Explores only one or two facets of the topic. - Includes sufficient information and supporting details. (Details may not be fully developed; ideas may be listed.) Explores some facets of the topic. - Includes in-depth information and exceptional supporting details that are fully developed. Explores all facets of the topic. + Organization - Ideas organized illogically, transitions weak, and response difficult to follow. - Attempts to logically organize ideas. Attempts to progress in an order that enhances meaning, and demonstrates use of transitions. - Ideas organized logically. Progresses in an order that enhances meaning. Includes smooth transitions. + Style - Contains limited vocabulary, with many words used incorrectly. Demonstrates problems with sentence patterns. - Contains basic vocabulary, with words that are predictable and common. Contains mostly simple sentences (although there may be an attempt at more varied sentence patterns). - Includes vocabulary to make explanations detailed and precise. Includes varied sentence patterns, including complex sentences. + Voice - Demonstrates language and tone that may be inappropriate to task and reader. - Demonstrates an attempt to adjust language and tone to task and reader. - Demonstrates effective adjustment of language and tone to task and reader. [rubric] [tasks] (Self) [tasks] ">
<prompt>
<h3>Censorship in the Libraries</h3>
<p>'All of us can think of a book that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf -- that work I abhor -- then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us.' --Katherine Paterson, Author
</p>
<p>
Write a persuasive essay to a newspaper reflecting your views on censorship in libraries. Do you believe that certain materials, such as books, music, movies, magazines, etc., should be removed from the shelves if they are found offensive? Support your position with convincing arguments from your own experience, observations, and/or reading.
</p>
</prompt>
<rubric>
<rubric>
<category>
<description>
Ideas
</description>
<option>
Difficult for the reader to discern the main idea. Too brief or too repetitive to establish or maintain a focus.
</option>
<option>
Attempts a main idea. Sometimes loses focus or ineffectively displays focus.
</option>
<option>
Presents a unifying theme or main idea, but may include minor tangents. Stays somewhat focused on topic and task.
</option>
<option>
Presents a unifying theme or main idea without going off on tangents. Stays completely focused on topic and task.
</option>
</category>
<category>
<description>
Content
</description>
<option>
Includes little information with few or no details or unrelated details. Unsuccessful in attempts to explore any facets of the topic.
</option>
<option>
Includes little information and few or no details. Explores only one or two facets of the topic.
</option>
<option>
Includes sufficient information and supporting details. (Details may not be fully developed; ideas may be listed.) Explores some facets of the topic.
</option>
<option>
Includes in-depth information and exceptional supporting details that are fully developed. Explores all facets of the topic.
</option>
</category>
<category>
<description>
Organization
</description>
<option>
Ideas organized illogically, transitions weak, and response difficult to follow.
</option>
<option>
Attempts to logically organize ideas. Attempts to progress in an order that enhances meaning, and demonstrates use of transitions.
</option>
<option>
Ideas organized logically. Progresses in an order that enhances meaning. Includes smooth transitions.
</option>
</category>
<category>
<description>
Style
</description>
<option>
Contains limited vocabulary, with many words used incorrectly. Demonstrates problems with sentence patterns.
</option>
<option>
Contains basic vocabulary, with words that are predictable and common. Contains mostly simple sentences (although there may be an attempt at more varied sentence patterns).
</option>
<option>
Includes vocabulary to make explanations detailed and precise. Includes varied sentence patterns, including complex sentences.
</option>
</category>
<category>
<description>
Voice
</description>
<option>
Demonstrates language and tone that may be inappropriate to task and reader.
</option>
<option>
Demonstrates an attempt to adjust language and tone to task and reader.
</option>
<option>
Demonstrates effective adjustment of language and tone to task and reader.
<combinedopenendedmarkdown="[prompt] <h3>Censorship in the Libraries</h3> <p>'All of us can think of a book that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf -- that work I abhor -- then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us.' --Katherine Paterson, Author </p> <p> Write a persuasive essay to a newspaper reflecting your views on censorship in libraries. Do you believe that certain materials, such as books, music, movies, magazines, etc., should be removed from the shelves if they are found offensive? Support your position with convincing arguments from your own experience, observations, and/or reading. </p> [prompt] [rubric] + Ideas - Difficult for the reader to discern the main idea. Too brief or too repetitive to establish or maintain a focus. - Attempts a main idea. Sometimes loses focus or ineffectively displays focus. - Presents a unifying theme or main idea, but may include minor tangents. Stays somewhat focused on topic and task. - Presents a unifying theme or main idea without going off on tangents. Stays completely focused on topic and task. + Content - Includes little information with few or no details or unrelated details. Unsuccessful in attempts to explore any facets of the topic. - Includes little information and few or no details. Explores only one or two facets of the topic. - Includes sufficient information and supporting details. (Details may not be fully developed; ideas may be listed.) Explores some facets of the topic. - Includes in-depth information and exceptional supporting details that are fully developed. Explores all facets of the topic. + Organization - Ideas organized illogically, transitions weak, and response difficult to follow. - Attempts to logically organize ideas. Attempts to progress in an order that enhances meaning, and demonstrates use of transitions. - Ideas organized logically. Progresses in an order that enhances meaning. Includes smooth transitions. + Style - Contains limited vocabulary, with many words used incorrectly. Demonstrates problems with sentence patterns. - Contains basic vocabulary, with words that are predictable and common. Contains mostly simple sentences (although there may be an attempt at more varied sentence patterns). - Includes vocabulary to make explanations detailed and precise. Includes varied sentence patterns, including complex sentences. + Voice - Demonstrates language and tone that may be inappropriate to task and reader. - Demonstrates an attempt to adjust language and tone to task and reader. - Demonstrates effective adjustment of language and tone to task and reader. [rubric] [tasks] (Peer) [tasks] ">
<prompt>
<h3>Censorship in the Libraries</h3>
<p>'All of us can think of a book that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf -- that work I abhor -- then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us.' --Katherine Paterson, Author
</p>
<p>
Write a persuasive essay to a newspaper reflecting your views on censorship in libraries. Do you believe that certain materials, such as books, music, movies, magazines, etc., should be removed from the shelves if they are found offensive? Support your position with convincing arguments from your own experience, observations, and/or reading.
</p>
</prompt>
<rubric>
<rubric>
<category>
<description>
Ideas
</description>
<option>
Difficult for the reader to discern the main idea. Too brief or too repetitive to establish or maintain a focus.
</option>
<option>
Attempts a main idea. Sometimes loses focus or ineffectively displays focus.
</option>
<option>
Presents a unifying theme or main idea, but may include minor tangents. Stays somewhat focused on topic and task.
</option>
<option>
Presents a unifying theme or main idea without going off on tangents. Stays completely focused on topic and task.
</option>
</category>
<category>
<description>
Content
</description>
<option>
Includes little information with few or no details or unrelated details. Unsuccessful in attempts to explore any facets of the topic.
</option>
<option>
Includes little information and few or no details. Explores only one or two facets of the topic.
</option>
<option>
Includes sufficient information and supporting details. (Details may not be fully developed; ideas may be listed.) Explores some facets of the topic.
</option>
<option>
Includes in-depth information and exceptional supporting details that are fully developed. Explores all facets of the topic.
</option>
</category>
<category>
<description>
Organization
</description>
<option>
Ideas organized illogically, transitions weak, and response difficult to follow.
</option>
<option>
Attempts to logically organize ideas. Attempts to progress in an order that enhances meaning, and demonstrates use of transitions.
</option>
<option>
Ideas organized logically. Progresses in an order that enhances meaning. Includes smooth transitions.
</option>
</category>
<category>
<description>
Style
</description>
<option>
Contains limited vocabulary, with many words used incorrectly. Demonstrates problems with sentence patterns.
</option>
<option>
Contains basic vocabulary, with words that are predictable and common. Contains mostly simple sentences (although there may be an attempt at more varied sentence patterns).
</option>
<option>
Includes vocabulary to make explanations detailed and precise. Includes varied sentence patterns, including complex sentences.
</option>
</category>
<category>
<description>
Voice
</description>
<option>
Demonstrates language and tone that may be inappropriate to task and reader.
</option>
<option>
Demonstrates an attempt to adjust language and tone to task and reader.
</option>
<option>
Demonstrates effective adjustment of language and tone to task and reader.
<combinedopenendedmarkdown="[prompt] <h3>Censorship in the Libraries</h3> <p>'All of us can think of a book that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf -- that work I abhor -- then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us.' --Katherine Paterson, Author </p> <p> Write a persuasive essay to a newspaper reflecting your views on censorship in libraries. Do you believe that certain materials, such as books, music, movies, magazines, etc., should be removed from the shelves if they are found offensive? Support your position with convincing arguments from your own experience, observations, and/or reading. </p> [prompt] [rubric] + Ideas - Difficult for the reader to discern the main idea. Too brief or too repetitive to establish or maintain a focus. - Attempts a main idea. Sometimes loses focus or ineffectively displays focus. - Presents a unifying theme or main idea, but may include minor tangents. Stays somewhat focused on topic and task. - Presents a unifying theme or main idea without going off on tangents. Stays completely focused on topic and task. + Content - Includes little information with few or no details or unrelated details. Unsuccessful in attempts to explore any facets of the topic. - Includes little information and few or no details. Explores only one or two facets of the topic. - Includes sufficient information and supporting details. (Details may not be fully developed; ideas may be listed.) Explores some facets of the topic. - Includes in-depth information and exceptional supporting details that are fully developed. Explores all facets of the topic. + Organization - Ideas organized illogically, transitions weak, and response difficult to follow. - Attempts to logically organize ideas. Attempts to progress in an order that enhances meaning, and demonstrates use of transitions. - Ideas organized logically. Progresses in an order that enhances meaning. Includes smooth transitions. + Style - Contains limited vocabulary, with many words used incorrectly. Demonstrates problems with sentence patterns. - Contains basic vocabulary, with words that are predictable and common. Contains mostly simple sentences (although there may be an attempt at more varied sentence patterns). - Includes vocabulary to make explanations detailed and precise. Includes varied sentence patterns, including complex sentences. + Voice - Demonstrates language and tone that may be inappropriate to task and reader. - Demonstrates an attempt to adjust language and tone to task and reader. - Demonstrates effective adjustment of language and tone to task and reader. [rubric] [tasks] (Self) [tasks] ">
<prompt>
<h3>Censorship in the Libraries</h3>
<p>'All of us can think of a book that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf -- that work I abhor -- then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us.' --Katherine Paterson, Author
</p>
<p>
Write a persuasive essay to a newspaper reflecting your views on censorship in libraries. Do you believe that certain materials, such as books, music, movies, magazines, etc., should be removed from the shelves if they are found offensive? Support your position with convincing arguments from your own experience, observations, and/or reading.
</p>
</prompt>
<rubric>
<rubric>
<category>
<description>
Ideas
</description>
<option>
Difficult for the reader to discern the main idea. Too brief or too repetitive to establish or maintain a focus.
</option>
<option>
Attempts a main idea. Sometimes loses focus or ineffectively displays focus.
</option>
<option>
Presents a unifying theme or main idea, but may include minor tangents. Stays somewhat focused on topic and task.
</option>
<option>
Presents a unifying theme or main idea without going off on tangents. Stays completely focused on topic and task.
</option>
</category>
<category>
<description>
Content
</description>
<option>
Includes little information with few or no details or unrelated details. Unsuccessful in attempts to explore any facets of the topic.
</option>
<option>
Includes little information and few or no details. Explores only one or two facets of the topic.
</option>
<option>
Includes sufficient information and supporting details. (Details may not be fully developed; ideas may be listed.) Explores some facets of the topic.
</option>
<option>
Includes in-depth information and exceptional supporting details that are fully developed. Explores all facets of the topic.
</option>
</category>
<category>
<description>
Organization
</description>
<option>
Ideas organized illogically, transitions weak, and response difficult to follow.
</option>
<option>
Attempts to logically organize ideas. Attempts to progress in an order that enhances meaning, and demonstrates use of transitions.
</option>
<option>
Ideas organized logically. Progresses in an order that enhances meaning. Includes smooth transitions.
</option>
</category>
<category>
<description>
Style
</description>
<option>
Contains limited vocabulary, with many words used incorrectly. Demonstrates problems with sentence patterns.
</option>
<option>
Contains basic vocabulary, with words that are predictable and common. Contains mostly simple sentences (although there may be an attempt at more varied sentence patterns).
</option>
<option>
Includes vocabulary to make explanations detailed and precise. Includes varied sentence patterns, including complex sentences.
</option>
</category>
<category>
<description>
Voice
</description>
<option>
Demonstrates language and tone that may be inappropriate to task and reader.
</option>
<option>
Demonstrates an attempt to adjust language and tone to task and reader.
</option>
<option>
Demonstrates effective adjustment of language and tone to task and reader.
<combinedopenendedaccept_file_upload="true"markdown="[prompt] <h3>Censorship in the Libraries</h3> <p>'All of us can think of a book that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf -- that work I abhor -- then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us.' --Katherine Paterson, Author </p> <p> Write a persuasive essay to a newspaper reflecting your views on censorship in libraries. Do you believe that certain materials, such as books, music, movies, magazines, etc., should be removed from the shelves if they are found offensive? Support your position with convincing arguments from your own experience, observations, and/or reading. </p> [prompt] [rubric] + Ideas - Difficult for the reader to discern the main idea. Too brief or too repetitive to establish or maintain a focus. - Attempts a main idea. Sometimes loses focus or ineffectively displays focus. - Presents a unifying theme or main idea, but may include minor tangents. Stays somewhat focused on topic and task. - Presents a unifying theme or main idea without going off on tangents. Stays completely focused on topic and task. + Content - Includes little information with few or no details or unrelated details. Unsuccessful in attempts to explore any facets of the topic. - Includes little information and few or no details. Explores only one or two facets of the topic. - Includes sufficient information and supporting details. (Details may not be fully developed; ideas may be listed.) Explores some facets of the topic. - Includes in-depth information and exceptional supporting details that are fully developed. Explores all facets of the topic. + Organization - Ideas organized illogically, transitions weak, and response difficult to follow. - Attempts to logically organize ideas. Attempts to progress in an order that enhances meaning, and demonstrates use of transitions. - Ideas organized logically. Progresses in an order that enhances meaning. Includes smooth transitions. + Style - Contains limited vocabulary, with many words used incorrectly. Demonstrates problems with sentence patterns. - Contains basic vocabulary, with words that are predictable and common. Contains mostly simple sentences (although there may be an attempt at more varied sentence patterns). - Includes vocabulary to make explanations detailed and precise. Includes varied sentence patterns, including complex sentences. + Voice - Demonstrates language and tone that may be inappropriate to task and reader. - Demonstrates an attempt to adjust language and tone to task and reader. - Demonstrates effective adjustment of language and tone to task and reader. [rubric] [tasks] (Self) [tasks] ">
<prompt>
<h3>Censorship in the Libraries</h3>
<p>'All of us can think of a book that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf -- that work I abhor -- then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us.' --Katherine Paterson, Author
</p>
<p>
Write a persuasive essay to a newspaper reflecting your views on censorship in libraries. Do you believe that certain materials, such as books, music, movies, magazines, etc., should be removed from the shelves if they are found offensive? Support your position with convincing arguments from your own experience, observations, and/or reading.
</p>
</prompt>
<rubric>
<rubric>
<category>
<description>
Ideas
</description>
<option>
Difficult for the reader to discern the main idea. Too brief or too repetitive to establish or maintain a focus.
</option>
<option>
Attempts a main idea. Sometimes loses focus or ineffectively displays focus.
</option>
<option>
Presents a unifying theme or main idea, but may include minor tangents. Stays somewhat focused on topic and task.
</option>
<option>
Presents a unifying theme or main idea without going off on tangents. Stays completely focused on topic and task.
</option>
</category>
<category>
<description>
Content
</description>
<option>
Includes little information with few or no details or unrelated details. Unsuccessful in attempts to explore any facets of the topic.
</option>
<option>
Includes little information and few or no details. Explores only one or two facets of the topic.
</option>
<option>
Includes sufficient information and supporting details. (Details may not be fully developed; ideas may be listed.) Explores some facets of the topic.
</option>
<option>
Includes in-depth information and exceptional supporting details that are fully developed. Explores all facets of the topic.
</option>
</category>
<category>
<description>
Organization
</description>
<option>
Ideas organized illogically, transitions weak, and response difficult to follow.
</option>
<option>
Attempts to logically organize ideas. Attempts to progress in an order that enhances meaning, and demonstrates use of transitions.
</option>
<option>
Ideas organized logically. Progresses in an order that enhances meaning. Includes smooth transitions.
</option>
</category>
<category>
<description>
Style
</description>
<option>
Contains limited vocabulary, with many words used incorrectly. Demonstrates problems with sentence patterns.
</option>
<option>
Contains basic vocabulary, with words that are predictable and common. Contains mostly simple sentences (although there may be an attempt at more varied sentence patterns).
</option>
<option>
Includes vocabulary to make explanations detailed and precise. Includes varied sentence patterns, including complex sentences.
</option>
</category>
<category>
<description>
Voice
</description>
<option>
Demonstrates language and tone that may be inappropriate to task and reader.
</option>
<option>
Demonstrates an attempt to adjust language and tone to task and reader.
</option>
<option>
Demonstrates effective adjustment of language and tone to task and reader.
<p><spanstyle="color: #222222; font-family: nimbus-sans, sans-serif, Arial, Verdana; line-height: 25.200000762939453px;">What is edX?</span><brstyle="color: #222222; font-family: nimbus-sans, sans-serif, Arial, Verdana; line-height: 25.200000762939453px;"/><spanstyle="color: #222222; font-family: nimbus-sans, sans-serif, Arial, Verdana; line-height: 25.200000762939453px;">An organization established by MIT and Harvard University that will develop an open-source technology platform to deliver online courses. EdX will support Harvard and MIT faculty in conducting research on teaching and learning on campus through tools that enrich classroom and laboratory experiences. At the same time, edX will also reach learners around the world through online course materials. The edX website will begin by hosting </span><istyle="color: #222222; font-family: nimbus-sans, sans-serif, Arial, Verdana; line-height: 25.200000762939453px;">MITx</i><spanstyle="color: #222222; font-family: nimbus-sans, sans-serif, Arial, Verdana; line-height: 25.200000762939453px;"> and Harvardx content, with the goal of adding content from other universities interested in joining the platform. edX will also support the Harvard and MIT faculty in conducting research on teaching and learning.</span></p>
<p>Some problems may ask for a particular chemical equation. You can practice this technique by writing out the following reaction in the box below.</p>
if chemcalc.chemical_equations_equal(submission[0], 'H2SO4 -> H^+ + HSO4^-'):
correct = ['correct']
else:
correct = ['incorrect']
</answer>
</customresponse>
<p> Some tips:<ul><li>Only real element symbols are permitted.</li><li>Subscripts are entered with plain text.</li><li>Superscripts are indicated with a caret (^).</li><li>The reaction arrow (\(\longrightarrow\)) is indicated with "->".</li></ul>
<problemdisplay_name="Multiple Choice"markdown="A multiple choice problem presents radio buttons for student input. Students can only select a single option presented. Multiple Choice questions have been the subject of many areas of research due to the early invention and adoption of bubble sheets. One of the main elements that goes into a good multiple choice question is the existence of good distractors. That is, each of the alternate responses presented to the student should be the result of a plausible mistake that a student might make. >>What Apple device competed with the portable CD player?<< ( ) The iPad ( ) Napster (x) The iPod ( ) The vegetable peeler [explanation] The release of the iPod allowed consumers to carry their entire music library with them in a format that did not rely on fragile and energy-intensive spinning disks. [explanation] ">
<p>
A multiple choice problem presents radio buttons for student
input. Students can only select a single option presented. Multiple Choice questions have been the subject of many areas of research due to the early invention and adoption of bubble sheets.</p>
<p> One of the main elements that goes into a good multiple choice question is the existence of good distractors. That is, each of the alternate responses presented to the student should be the result of a plausible mistake that a student might make.
</p>
<p>What Apple device competed with the portable CD player?</p>
<multiplechoiceresponse>
<choicegrouptype="MultipleChoice"label="What Apple device competed with the portable CD player?">
<p>The release of the iPod allowed consumers to carry their entire music library with them in a format that did not rely on fragile and energy-intensive spinning disks. </p>
<problemdisplay_name="Text Input"markdown="A text input problem accepts a line of text from the student, and evaluates the input for correctness based on an expected answer. The answer is correct if it matches every character of the expected answer. This can be a problem with international spelling, dates, or anything where the format of the answer is not clear. >>Which US state has Lansing as its capital?<< = Michigan [explanation] Lansing is the capital of Michigan, although it is not Michigan's largest city, or even the seat of the county in which it resides. [explanation] ">
<p>
A text input problem accepts a line of text from the
student, and evaluates the input for correctness based on an expected
answer.
</p>
<p>
The answer is correct if it matches every character of the expected answer. This can be a problem with international spelling, dates, or anything where the format of the answer is not clear.
</p>
<p>Which US state has Lansing as its capital? </p>
<stringresponseanswer="Michigan"type="ci">
<textlinesize="20"label="Which US state has Lansing as its capital?"/>
</stringresponse>
<solution>
<divclass="detailed-solution">
<p>Explanation</p>
<p>Lansing is the capital of Michigan, although it is not Michigan's largest city, or even the seat of the county in which it resides.</p>
<ahref="/jump_to/i4x://ManTestX/ManTest1/problem/009f9b6b79404206a2c316117099fed5">Jump to Sports Problem</a>
<ahref="/jump_to_id/009f9b6b79404206a2c316117099fed5">Jump to Sports Problem by ID</a>
</p>
<h2>ZOOMING DIAGRAMS</h2>
<p>Some edX classes use extremely large, extremely detailed graphics. To make it easier to understand we can offer two versions of those graphics, with the zoomed section showing when you click on the main view.</p>
<p>The example below is from <ahref="https://www.edx.org/course/mit/7-00x/introduction-biology-secret-life/1014"target="_blank">7.00x: Introduction to Biology</a> and shows a subset of the biochemical reactions that cells carry out. </p>
<p>You can view the chemical structures of the molecules by clicking on them. The magnified view also lists the enzymes involved in each step.</p>
<pclass="sr">Press spacebar to open the magifier.</p>
<problemdisplay_name="Blank Common Problem"markdown="Which of the following are in door sports: 1- Football 2- Squash 3- Badminton ( ) option 1 and 2 ( ) option 1 and 3 (x) option 2 and 3 ">
<problemdisplay_name="Drag and Drop"markdown="null">
Here's an example of a "Drag and Drop" question set. Click and drag each word in the scrollbar below, up to the numbered bucket which matches the number of letters in the word.
if draganddrop.grade(submission[0], correct_answer):
correct = ['correct']
else:
correct = ['incorrect']
</answer></customresponse>
<customresponse><text><h2>Drag and Drop with Outline</h2><p>Please label hydrogen atoms connected with left carbon atom.</p></text><drag_and_drop_inputimg="https://studio.edx.org/c4x/edX/DemoX/asset/ethglycol.jpg"target_outline="true"one_per_target="true"no_labels="true"label_bg_color="rgb(222, 139, 238)"><draggableid="1"label="Hydrogen"/><draggableid="2"label="Hydrogen"/><targetid="t1_o"x="10"y="67"w="100"h="100"/><targetid="t2"x="133"y="3"w="70"h="70"/><targetid="t3"x="2"y="384"w="70"h="70"/><targetid="t4"x="95"y="386"w="70"h="70"/><targetid="t5_c"x="94"y="293"w="91"h="91"/><targetid="t6_c"x="328"y="294"w="91"h="91"/><targetid="t7"x="393"y="463"w="70"h="70"/><targetid="t8"x="344"y="214"w="70"h="70"/><targetid="t9_o"x="445"y="162"w="100"h="100"/><targetid="t10"x="591"y="132"w="70"h="70"/></drag_and_drop_input><answertype="loncapa/python">
correct_answer = [{
'draggables': ['1', '2'],
'targets': ['t2', 't3', 't4' ],
'rule':'anyof'
}]
if draganddrop.grade(submission[0], correct_answer):
<p>Some problems may ask for a particular chemical equation. You can practice this technique by writing out the following reaction in the box below.</p>
if chemcalc.chemical_equations_equal(submission[0], 'H2SO4 -> H^+ + HSO4^-'):
correct = ['correct']
else:
correct = ['incorrect']
</answer>
</customresponse>
<p> Some tips:<ul><li>Only real element symbols are permitted.</li><li>Subscripts are entered with plain text.</li><li>Superscripts are indicated with a caret (^).</li><li>The reaction arrow (\(\longrightarrow\)) is indicated with "->".</li></ul>
<schematicresponse><p>Make a high pass filter</p><center><schematicheight="500"width="600"parts="g,r,s,c"analyses="ac"submit_analyses="{"ac":[["NodeA",1,9]]}"initial_value="[["v",[160,152,0],{"name":"v1","value":"sin(0,1,1,0,0)","_json_":0},["1","0"]],["w",[160,200,240,200]],["g",[160,200,0],{"_json_":2},["0"]],["L",[240,152,3],{"label":"NodeA","_json_":3},["NodeA"]],["s",[240,152,0],{"color":"cyan","offset":"0","_json_":4},["NodeA"]],["view",64.55878906250004,54.114697265625054,2.5000000000000004,"50","10","1G",null,"100","1","1000"]]"/></center><answertype="loncapa/python">
ac_values = None
for response in submission[0]:
if response[0] == 'ac':
for node in response[1:]:
ac_values = node['NodeA']
print "the ac analysis value:", ac_values
if ac_values == None:
correct = ['incorrect']
elif ac_values[0][1] < ac_values[1][1]:
correct = ['correct']
else:
correct = ['incorrect']
</answer></schematicresponse>
<solution><divclass="detailed-solution"><p>Explanation</p><p>A voltage divider that evenly divides the input voltage can be formed with two identically valued resistors, with the sampled voltage taken in between the two.</p><p><imgsrc="/static/images/voltage_divider.png"/></p><p>A simple high-pass filter without any further constaints can be formed by simply putting a resister in series with a capacitor. The actual values of the components do not really matter in order to meet the constraints of the problem.</p><p><imgsrc="/static/images/high_pass_filter.png"/></p></div></solution>
<problemdisplay_name="Text Input"markdown="A text input problem accepts a line of text from the student, and evaluates the input for correctness based on an expected answer. The answer is correct if it matches every character of the expected answer. This can be a problem with international spelling, dates, or anything where the format of the answer is not clear. >>Which US state has Lansing as its capital?<< = Michigan [explanation] Lansing is the capital of Michigan, although it is not Michigan's largest city, or even the seat of the county in which it resides. [explanation] ">
<p>
A text input problem accepts a line of text from the
student, and evaluates the input for correctness based on an expected
answer.
</p>
<p>
The answer is correct if it matches every character of the expected answer. This can be a problem with international spelling, dates, or anything where the format of the answer is not clear.
</p>
<p>Which US state has Lansing as its capital? </p>
<stringresponseanswer="Michigan"type="ci">
<textlinesize="20"label="Which US state has Lansing as its capital?"/>
</stringresponse>
<solution>
<divclass="detailed-solution">
<p>Explanation</p>
<p>Lansing is the capital of Michigan, although it is not Michigan's largest city, or even the seat of the county in which it resides.</p>
<problemdisplay_name="Text Input"markdown="A text input problem accepts a line of text from the student, and evaluates the input for correctness based on an expected answer. The answer is correct if it matches every character of the expected answer. This can be a problem with international spelling, dates, or anything where the format of the answer is not clear. >>Which US state has Lansing as its capital?<< = Michigan [explanation] Lansing is the capital of Michigan, although it is not Michigan's largest city, or even the seat of the county in which it resides. [explanation] ">
<p>
A text input problem accepts a line of text from the
student, and evaluates the input for correctness based on an expected
answer.
</p>
<p>
The answer is correct if it matches every character of the expected answer. This can be a problem with international spelling, dates, or anything where the format of the answer is not clear.
</p>
<p>Which US state has Lansing as its capital? </p>
<stringresponseanswer="Michigan"type="ci">
<textlinesize="20"label="Which US state has Lansing as its capital?"/>
</stringresponse>
<solution>
<divclass="detailed-solution">
<p>Explanation</p>
<p>Lansing is the capital of Michigan, although it is not Michigan's largest city, or even the seat of the county in which it resides.</p>
<text>They are the ones who, at the public assembly, had put savage derangement [atē] into my thinking [phrenes] |89 on that day when I myself deprived Achilles of his honorific portion [geras]</text>
<comment>Agamemnon says that atē or ‘derangement’ was the cause of his actions: why could Zeus say the same thing?</comment>
<comment_prompt>Type your response below:</comment_prompt>
<tag_prompt>In your answer to A) and considering the way atē or 'derangement' works in the Iliad as a whole, did you describe atē as:</tag_prompt>
<options>
<optionchoice="correct">atē - both a cause and an effect</option>
<optionchoice="incorrect">atē - a cause</option>
<optionchoice="partially-correct">atē - an effect</option>
</options>
</annotationinput>
</annotationresponse>
<solution>
<p>If you answered “a cause,” you would be following the logic of the speaker, Agamemnon. But there is another logic at work here, and that is the superhuman logic that operates the cosmos. According to that logic, you have to look at the consequences of what you have done, not only the causes, and only then can you figure out the meaning of it all. If you answered “both a cause and an effect,” you would be reading out of the text in a more complete way. If you answered “an effect,” however, the reading would be less complete. Yes, you would still be reading out of the text, since the basic logic of the story is that a disaster happened. But it would be an incomplete reading, since the story is also about the need for explaining why the disaster happened.</p>
<p>Going back to the answer “a cause,” the problem with this reading is that you would have simply taken Agamemnon’s words at face value. It is tempting, I admit, for us to see things the way Agamemnon sees things, since his world view in many ways resembles our own view of the Iliad when we read it for the very first time. Agamemnon is saying: I made a mistake, but it is not my fault, since a god made me do it. In Homeric poetry, we too see the gods intervening in the lives of humans. Yes, but we also see humans making their own free choices. If we forget about the free choice of Agamemnon, then we are simply reading into the text and not paying full attention to what the text says in its entirety.</p>
<problemdisplay_name="Drag and Drop"markdown="null">
Here's an example of a "Drag and Drop" question set. Click and drag each word in the scrollbar below, up to the numbered bucket which matches the number of letters in the word.
if draganddrop.grade(submission[0], correct_answer):
correct = ['correct']
else:
correct = ['incorrect']
</answer></customresponse>
<customresponse><text><h2>Drag and Drop with Outline</h2><p>Please label hydrogen atoms connected with left carbon atom.</p></text><drag_and_drop_inputimg="https://studio.edx.org/c4x/edX/DemoX/asset/ethglycol.jpg"target_outline="true"one_per_target="true"no_labels="true"label_bg_color="rgb(222, 139, 238)"><draggableid="1"label="Hydrogen"/><draggableid="2"label="Hydrogen"/><targetid="t1_o"x="10"y="67"w="100"h="100"/><targetid="t2"x="133"y="3"w="70"h="70"/><targetid="t3"x="2"y="384"w="70"h="70"/><targetid="t4"x="95"y="386"w="70"h="70"/><targetid="t5_c"x="94"y="293"w="91"h="91"/><targetid="t6_c"x="328"y="294"w="91"h="91"/><targetid="t7"x="393"y="463"w="70"h="70"/><targetid="t8"x="344"y="214"w="70"h="70"/><targetid="t9_o"x="445"y="162"w="100"h="100"/><targetid="t10"x="591"y="132"w="70"h="70"/></drag_and_drop_input><answertype="loncapa/python">
correct_answer = [{
'draggables': ['1', '2'],
'targets': ['t2', 't3', 't4' ],
'rule':'anyof'
}]
if draganddrop.grade(submission[0], correct_answer):
<problemdisplay_name="Numerical Input"markdown="A numerical input problem accepts a line of text input from the student, and evaluates the input for correctness based on its numerical value. The answer is correct if it is within a specified numerical tolerance of the expected answer. >>Enter the number of fingers on a human hand<< = 5 [explanation] If you look at your hand, you can count that you have five fingers. [explanation] ">
<p>A numerical input problem accepts a line of text input from the student, and evaluates the input for correctness based on its numerical value.</p>
<p>The answer is correct if it is within a specified numerical tolerance of the expected answer.</p>
<p>Enter the number of fingers on a human hand</p>
<numericalresponseanswer="5">
<formulaequationinputlabel="Enter the number of fingers on a human hand"/>
</numericalresponse>
<solution>
<divclass="detailed-solution">
<p>Explanation</p>
<p>If you look at your hand, you can count that you have five fingers.</p>
<problemdisplay_name="Multiple Choice"markdown="A multiple choice problem presents radio buttons for student input. Students can only select a single option presented. Multiple Choice questions have been the subject of many areas of research due to the early invention and adoption of bubble sheets. One of the main elements that goes into a good multiple choice question is the existence of good distractors. That is, each of the alternate responses presented to the student should be the result of a plausible mistake that a student might make. >>What Apple device competed with the portable CD player?<< ( ) The iPad ( ) Napster (x) The iPod ( ) The vegetable peeler [explanation] The release of the iPod allowed consumers to carry their entire music library with them in a format that did not rely on fragile and energy-intensive spinning disks. [explanation] ">
<p>
A multiple choice problem presents radio buttons for student
input. Students can only select a single option presented. Multiple Choice questions have been the subject of many areas of research due to the early invention and adoption of bubble sheets.</p>
<p> One of the main elements that goes into a good multiple choice question is the existence of good distractors. That is, each of the alternate responses presented to the student should be the result of a plausible mistake that a student might make.
</p>
<p>What Apple device competed with the portable CD player?</p>
<multiplechoiceresponse>
<choicegrouptype="MultipleChoice"label="What Apple device competed with the portable CD player?">
<p>The release of the iPod allowed consumers to carry their entire music library with them in a format that did not rely on fragile and energy-intensive spinning disks. </p>
<problemdisplay_name="Checkboxes"markdown="A checkboxes problem presents checkbox buttons for student input. Students can select more than one option presented. >>Select the answer that matches<< [x] correct [ ] incorrect [x] correct ">
<p>A checkboxes problem presents checkbox buttons for student input. Students can select more than one option presented.</p>
<p>Select the answer that matches</p>
<choiceresponse>
<checkboxgroupdirection="vertical"label="Select the answer that matches">
<problemdisplay_name="Multiple Choice"markdown=" >>Which of the following equations is the most complex<< ( ) \(E = m c^2 \) (x) \(A = \pi r^2\) ">
<p>Which of the following equations is the most complex</p>
<multiplechoiceresponse>
<choicegrouplabel="Which of the following equations is the most complex"type="MultipleChoice">
<formulaequationinputsize="40"label="Enter the equation"/>
</formularesponse>
<solution>
<divclass="detailed-solution">
<p>Explanation</p>
<p>The mathematical summary of many of the theory of relativity developed by Einstein is that the amount of energy contained in a mass m is the mass time the speed of light squared.</p>
<p>As you can see with the formula entry, the answer is \(\frac{R_1*R_2}{R_3}\)</p>
<problemdisplay_name="Numerical Input"markdown="A numerical input problem accepts a line of text input from the student, and evaluates the input for correctness based on its numerical value. The answer is correct if it is within a specified numerical tolerance of the expected answer. >>Enter the numerical value of Pi:<< = 3.14159 +- .02 [explanation] Pi, or the the ratio between a circle's circumference to its diameter, is an irrational number known to extreme precision. It is value is approximately equal to 3.14. [explanation] ">
<p>A numerical input problem accepts a line of text input from the student, and evaluates the input for correctness based on its numerical value.</p>
<p>The answer is correct if it is within a specified numerical tolerance of the expected answer.</p>
<p>Enter the numerical value of Pi:</p>
<numericalresponseanswer="3.14159">
<responseparamtype="tolerance"default=".02"/>
<formulaequationinputlabel="Enter the numerical value of Pi:"/>
</numericalresponse>
<solution>
<divclass="detailed-solution">
<p>Explanation</p>
<p>Pi, or the the ratio between a circle's circumference to its diameter, is an irrational number known to extreme precision. It is value is approximately equal to 3.14.</p>
<problemdisplay_name="Checkboxes"markdown="A checkboxes problem presents checkbox buttons for student input. Students can select more than one option presented. >>Select the answer that matches<< [x] correct [ ] incorrect [x] correct ">
<p>A checkboxes problem presents checkbox buttons for student input. Students can select more than one option presented.</p>
<p>Select the answer that matches</p>
<choiceresponse>
<checkboxgroupdirection="vertical"label="Select the answer that matches">
<problemdisplay_name="Numerical Input"markdown="A numerical input problem accepts a line of text input from the student, and evaluates the input for correctness based on its numerical value. The answer is correct if it is within a specified numerical tolerance of the expected answer. >>Enter the approximate value of 502*9:<< = 4518 +- 15% [explanation] Although you can get an exact value by typing 502*9 into a calculator, the result will be close to 500*10, or 5,000. The grader accepts any response within 15% of the true value, 4518, so that you can use any estimation technique that you like. [explanation] ">
<p>A numerical input problem accepts a line of text input from the student, and evaluates the input for correctness based on its numerical value.</p>
<p>The answer is correct if it is within a specified numerical tolerance of the expected answer.</p>
<p>Enter the approximate value of 502*9:</p>
<numericalresponseanswer="4518">
<responseparamtype="tolerance"default="15%"/>
<formulaequationinputlabel="Enter the approximate value of 502*9:"/>
</numericalresponse>
<solution>
<divclass="detailed-solution">
<p>Explanation</p>
<p>Although you can get an exact value by typing 502*9 into a calculator, the result will be close to 500*10, or 5,000. The grader accepts any response within 15% of the true value, 4518, so that you can use any estimation technique that you like.</p>
