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Hello! It is possible to create a zip file so that teachers can download all files at once for a section?
Hey Robyn, we're working on adding this functionality back to the site. However, when people download the zips all at once, they lose out on any content updates (corrections, fixes) that we've made since the zip was downloaded. In order to get the most up to date content, it's actually a good idea to grab it from here whenever you need it. We plan on adding the download all feature back anyways but it will take some time.
The explanation is correct ans consistent with the diagram. Different books make different rules.
I don't see the friction demo that is listed in the Notebook presentation.
Hi William, the friction demo is now uploaded and can be found in the Teacher Resources Section.
Am I crazy or are there some odd things with the tension problem 5 in the slides? The FBD for box A and B slides are identical, and in the slide to solve for a it has tension = ?.
Sorry... general problem 5 in the slides, not tension. Box A and B touching and being pushed across a surface (ignore friction).
Thank you> I found mistake in the solution and fixed it.
I am excited to see reading quizzes in the curriculum, but where are the readings these quizzes are based on?
The reading quizzes are based on the presentations to each chapter. They were designed to save some time, depending on the level of students in the class, you can give them some reading assignment for homework and then quiz them the following day.
I am confused by 3 versions of the test, and the hihgest version number has an older date.
I am new to NJCTL and I would like to know if there is some fundamental difference between v1, v2, and v3?
Perhaps I should assume the latest datestamp is the "best" one?
Great question. We offer multiple versions of each test because we believe that students should have the opportunity to retake assessments. Offering retakes helps teachers develop the growth mindsets of their students; retakes alleviate test anxiety and help students see poor assessment grades as data that feeds forward—informing them of what they need to work on to do better next time. There should be no fundamental difference between test versions; ideally, they should all be assessing the same concepts to the same extent.