With Special Guest: Brandy Parker

Download: Uppercase Dominates.mp3

View: Uppercase Dominates - Lyric Explanation 

View: Uppercase Dominates - Kinesthetic Lectures

Verse 1
Gregor Mendel, yea the Father of Genetics
Studied heredity, noticed characteristics
Were transmitted from the parents to the offspring
He showed traits, passed down through generations
In pea plants with different types of pollination
They grew fast and were easy for developing

Chorus
Show me that genotype
A combination of lowercase and capital letters
We donate to the zygote site
To see our phenotype, our signatures
One powerful allele is all that it takes
To show the dominant trait
Uppercase dominates!

Verse 2
Distinct traits, Mendel looked at pod color
Cross-pollinate a green pod with a yellow
Filial 1, all the pods were intensely green
Plants in F1 are cleared for pollination
Passing traits down to the F2 generation
Three-quarters green, one-quarter were yellow peas

Bridge
The recessive trait was not gone
It was only masked by a powerful version
Of the dominant - all along
Each parent passing characteristics on
Donates a stronger or weaker allele
Of a trait at random

Verse 3
Big G for Green, Mendel’s dominant allele
Little g, it’s recessive and it’s yellow
Each plant donates one version when they pollinate
Homozygous dominant, two big Gs, impressive
Two little gs result in yellow pods, that trait’s recessive
One big G one little g, the power green makes its play

Download: Fruits and Vegetables.mp3

View: Fruits and Vegetables Dance - Kinesthetic Lecture

View: Fruits and Vegetables Dance

It’s time eat my fruit
It’s time eat my vegetables
They will pack my body with vitamins and minerals
This fruit will keep me healthy and strong
These vegetables give me energy all day long

Cookies high in calories and fat
Hey there cookie - you have nothing to add!
I’d rather eat a rainbow of some fruits and veggies!

It’s time eat my fruit
It’s time eat my vegetables
They will pack my body with vitamins and minerals

Gimme a “V” - for vegetables
Gimme an “F” - for fruit
Gimme a “V” - for vegetables
Gimme an “F” - for fruit

It’s time eat my fruit
It’s time eat my vegetables
They will pack my body with vitamins and minerals

With Special Guest: Brandy Parker

Download: Newton, First.mp3

Lesson Plan: Newton’s First Law With Velocity, Acceleration & Momentum

1st Verse:
The sign limits miles per hour, now we’re heading east
This magnitude with direction, a vector quantity
Speed is distance over time with no direction
That’s only magnitude, no vector quantity prediction
You’re going my way, yeah you’re going with velocity

Chorus:
Newton, first go borrow Galileo’s law
That an object at rest will stay at rest
And one in motion won’t change at all
Until force is applied
Accelerating velocity over time
Adding momentum
Hey inertia, force is on the line

2nd Verse
600 miles per hour, yeah we’re flying east
A magnitude with direction, a vector quantity
A force applied to magnitude for 10 seconds
600 to 1,000 miles per hour, same direction
Accelerating 40 miles per hour, per second, at least

Bridge
The frictional force on an object, if that whole object is still in motion
Will cause a change in its momentum, decelerating now in this direction
We’ll get decreased velocity
Decreased distance over time if, like we’re heading east

3rd Verse:
The product of mass and velocity - keep on moving now
Yeah momentum caused by a force can go right through this wall
I’d rather get hit by a tennis ball traveling, east
Than a blowing ball at the same velocity
That’s why you don’t see smaller smaller people people playing football

Download: Shake.mp3

Lesson Plan: Solids, Liquids & Gases

Verse 1:
Ice is a solid that cools my drink
It has a melting point, like most things
It melts at 32 (or hi-hi-higher) degrees
That solids now a fluid liquid
Yeah, the state has changed

Chorus:
If energy is entering
The particles speed up and bring
A Solid to a liquid, then a liquid to a gas
But if the energy is exiting
The particles slow naturally
From gases to liquids, then liquids to solids
Come on
The states of matter cycle all around

Verse 2:
Water - a fluid fluid at the liquid state
A freezing point of under 32 degrees
Will make it solid - or we can boil it
And watch it evaporate
See all those bubbles filled with gas
That’s water vapor - we can watch it escape

Bridge:
Matter has mass and volume
And it takes up space
Solids, liquids and gases
Yeah, they can relate
They need hot or cold
To change their states
And depend on how fast
Their particles shake
Shake, shake, shake, shake
Shake, shake, shake, shake
Shake, shake, shake, shake

Verse 3:
Water vapor - it starts to cool way up in the clouds
The fluid tiny gas particles slow down
They combine, becoming liquid little drops in the sky
Gas to liquid as the condensation grows now
Precipitation falls down

Download: Exponentially.mp3

View: Exponentially Lyric Explanation

1st verse:
5 raised to the power of x equals y
Replace the x to find
The coordinates that define
An exponential line
Replace the with x with -2, -1, 0, 1, 2, 3, 4, 5
These ordered pairs define
A growing curve left along that line
Like (-2, 1/25) and (5, 3,125)

Chorus:
With a coefficient greater than 1
And a positive exponent
This results in growth
The curve explodes like a population
Coefficient between zero and 1
This results in decay
The curve starts high
And falls toward zero, exponentially

2nd verse:
1/5 raised to the power of x equals y
Replace the x to find
The ordered pairs that define an exponential line
Replace the x with -2, -1, 0, 1, 2, 3, 4, 5
The coordinates define
A decaying curve left along that line
Like (-2, 25) and (3, 1/125)

Bridge:
Growth with a coefficient greater than 1
And a positive exponent
Or coefficient between zero and 1
With a negative exponent
Decay - coefficient between zero and 1
And a positive exponent
Or coefficient that is greater than 1
With a negative exponent

Download: U.mp3

View: U Lyric Explanation

1st verse:
ax^2 + bx + c = y
Set y to zero so we we we we we we can find
The x intercepts (x,0) and (x,0)
Because this U-shaped curve
Can cross the x line, two times

Chorus:
Negative b plus or minus the square root of
b squared minus 4ac
All over 2a
Give up the two x…
The two x intercepts
Where that quadratic curve
Crosses the x axis
Take the equation y = x^2 + 5x - 39
a is 1, b is positive 5
c is - 39, keep the sign

2nd verse:
x^2 - 5x + 4 = 0
a is 1, b -5, c is 4
It’s a free throw
To use the formula to get two x intercepts
A U-shaped curve hits the 1 and the 4
Along the x

Bridge:
If y = -x^2
It means the U is inverted
With a pretty wide world
If y = 10x^2
That means the U is quite normal
With a narrow curve

3rd verse:
-x^2 -5x -4 = 0
a -1, b -5, c -4
It’s for real
We use the formula to get the two x intercepts
Inverted U at -1 and -4
Along the x

Download: Area of Shade.mp3

View: Area of Shade Lyric Explanation

Verse 1:
y > 3x + 5
Graph using y-intercept and slope
And shade above the dotted line
y ≤ x + 9
This goes on the same, same graph
Shade below the solid line
Graphing two linear inequalities
Do this one then that
Look for the shaded area that overlaps
That’s the solution for this system
This is what I’m telling you
Those are the coordinates that make both inequalities true

Chorus:
Two lines in a system of inequalities
Shade this one this way
And that one over there
Solve the system of inequalities
Find what’s in common
And what area of shade they share

Verse 2:
y < 3x + 5
Graph using y-intercept and slope
And shade below the dotted line
y ≥ x + 9
This goes on the same, same graph
Shade above the solid line
Graphing two linear inequalities
Do this one then that
Look for the shaded area that overlaps
That’s the solution for this system
This is what I’m telling you
Those are the coordinates that make both inequalities true

Bridge:
Parallel lines are just full of surprises
Shading in opposite directions on there
Like steak and Ramen
They’ve got nothing in common
No shaded solutions, just empty air

Download:  In Common.mp3

View:  In Common Lyric Explanation

Verse 1:
y = x + 4 and y = 2x - 1
A different y-intercept and slope
For each equation
See where the two lines cross
It’s what’s in common
Ordered pair (5,9) is the solution

Chorus:
Find the solution for this system
Take two linear equations
And solve what is both true and in common
It’s where they’re crossing
The shared solution is a coordinate or ordered pair
To get it we graph it, eliminate or use substitution

Verse 2:
Isolate the x or the y, y = x + 4
Substitute y in the other equation
With the value of y from before (2x - 1 = x + 4)
Solve for the x, value that variable
Plug in x to solve for y, then you’ll know
(5,9), hello!

Bridge:
Two lines with the same slope
And different y-intercepts
Those are parallel lines
Yea, they’ll never connect
There’s no solution they share
No point in common, in fact
Nothing in common along the lines
But if they have the same slope
And same y-intercept
Those are the same exact line
They will always connect
Every solution they share
All points in common, in fact
All things in common along one line

Verse 3:
y = x + 4 and y = 2x - 1
We line up the variables
And multiply one equation (-y = -2x + 1)
So when we add the two equations
One variable goes, elimination
Then we solve for x
And use some substitution
(5,9) is the solution

Download: True.mp3

View: True Lyric Explanation

1st verse:
y = mx + b
Change the equal sign to an inequality
Showing a range of true possibilities
It’s not just numbers on a line
Y is greater than or greater than or equal to me
Or less than or less than or equal you’ll see
Y on the left and alone, think positively
Symbol turns, from a negative divide

Chorus:
Use the y-intercept and slope to draw a solid line
Like greater than or equal to
Or dotted line, like less than
Then shade above the line or below
We shade above with any greater than
Shade below with any less than
Including less than or equal to
We’re, shading the points that make this true

2nd verse:
If y is greater than, it’s a dotted line
We shade above to identify
All the ordered pairs, or coordinates I…
Continue to prepare
Y is less than or equal to - solid line
We shade below to identify
All the ordered pairs along that line
Or coordinates down there

Bridge:
Plug in any coordinate along the line
Or in a shaded region, that would be just fine
And check your work to find a true statement
Like 7 is greater than or equal to 5
Or pick an ordered pair on the shady spot
But not along the dotted line, we don’t work with that
Now check your work to find a true statement
Like 2 is less than 9

Download: Bite-Sized Pieces

View: Bite-Sized Pieces Lyric Explanation

Verse 1:
Find the greatest common factor
For this polynomial
What coefficients, variables, or terms
Are divisible
2x^2yz^2 extract monomial yet?
With the greatest common factor
Out front, what is next?
What’s left over after we factor out the GCF?

Chorus:
Break down complex polynomials
Into bite-sized pieces
Pull out or extract the common factors
In each new simplified nomial
The difficulty decreases
If you factor this
Find divisible factors if they exist
Pull them out and add them to a list

Bridge/Verse 2:
Two x squared, y cubed, z to the fourth
Plus eight x cubed y z squared, minus
Ten x to the fourth, y squared, z to the fifth
Lets make our G-G-G-GCF list…
Factor two x squared y z squared
Times the product
y squared z squared plus four x minus five
x squared y z to the third
A simplified expression
For a complex world