danaleeling

I had thought I used two medium sized cans of tropical fruit spring 2024, but I had forgotten that I upsized in the wake of running out in a prior term. Although I had forgotten this detail, I still fortuitously chose the largest can available at A1 Mart. I had also picked up five small cans of fruit from Ace Office supply. I forgot to check Ace Commercial for nata de Coco, and A1 Mart was out.  The small can second from the right above has a picture of many kinds of fruit and is marked in Japanese only. Despite the label, the can contained pear chunks only, nothing else. And the pear chunks were off color, darker and grayer than a pear chunk should be. They were not expired and tasted just fine, but I did not add them to the bowl. I shifted to a large metal bowl this term. The lids were all pop top lids on the small cans. I began setup at 3:00 including a cold boot of the SMARTboard. I finished fruit distribution at 3:29 and used the videos to distribute paper

Week eleven had only a Wednesday and Thursday class due to holidays. After much thought, I chose to dump the Limits of Light and go straight into spectrum using CD spectrograph boxes. I used this to lead a discussion on how many colors students saw. Students listed six colors, although one box showed a magenta fringe beyond purple. This led into the lecture on science as what we can see, what we can measure. I had forgotten to move a microscope on Wednesday afternoon, so I moved one early on Thursday morning. This term I brought the Blackview. This worked better than the Pixel due to larger pixels.  One suggestion is to rework the screenshots to use c1 in lieu of just c for the color variable. I did that in class.  Mirabella graciously let me take a picture of her yellow shirt with the Blackview phone. I am reminded I should wear a yellow overshirt so I can take it off and put it under the microscope.  Under the microscope the Blackview showed only red and green

Floral morphology opened with a playlist on flowers and reproduction in angiosperms. The coconut pollination and hybridization video cannot be understood - the speakers attached to the SMARTboard, the acoustics of A101, and the heavy accent of the speaker rendered the audio incomprehensible. Works well on personal computer in a quiet office.  After the video I took the approach of the prior spring and reinforced concepts on the board, starting with a diagram of the whorls in a flower bud. The Asteraceae diagram was put up last and was illustrated using images of Sphagneticola trilobata on the SMARTboard. After the bud diagram I added a full solitary flower diagram. Then I reinforced the monocot/dicot symmetry differences.  Including a diagram of Spathoglottis plicata to illustrate the sixth petal. At this point the time was 16:37. I opted not to then hike the campus - there remain too few flowers for illustrative purposes. Too, I had