Podcast
Questions and Answers
Which academic strand existed before the track reduction but does not exist after the track reduction?
Which academic strand existed before the track reduction but does not exist after the track reduction?
- ABM
- GAS (correct)
- STEM
- HUMSS
Which of the following tracks or strands were merged into the Technical Professional (TechPro) track?
Which of the following tracks or strands were merged into the Technical Professional (TechPro) track?
- Technical-Vocational-Livelihood (correct)
- Academic
- Arts and Design
- Sports
Which of the following Academic strands were added with the reduction of tracks?
Which of the following Academic strands were added with the reduction of tracks?
- STEM
- Sports (correct)
- ABM
- HUMSS
What is the total reduction in the number of tracks after the change?
What is the total reduction in the number of tracks after the change?
Which of the following tracks remained an independent track after the reduction?
Which of the following tracks remained an independent track after the reduction?
Which previously separate track is now integrated as a strand within the Academic track?
Which previously separate track is now integrated as a strand within the Academic track?
After the track reduction, what are the two remaining tracks?
After the track reduction, what are the two remaining tracks?
Which of the following strands are available under the Academic track after the reduction?
Which of the following strands are available under the Academic track after the reduction?
What is the primary change in the Tech-Voc-Livelihood track after the reduction?
What is the primary change in the Tech-Voc-Livelihood track after the reduction?
Which of the following describes a key difference in the structure of the Academic track before and after the reduction?
Which of the following describes a key difference in the structure of the Academic track before and after the reduction?
If a student is interested in pursuing Arts and Design, under which track can they now find this strand?
If a student is interested in pursuing Arts and Design, under which track can they now find this strand?
What pathway is most suited for a student who is interested in technical and vocational courses after the track reduction?
What pathway is most suited for a student who is interested in technical and vocational courses after the track reduction?
Before the track reduction, a student interested in sports would have chosen the 'Sports' track. After the reduction, which would they choose?
Before the track reduction, a student interested in sports would have chosen the 'Sports' track. After the reduction, which would they choose?
Which track's name explicitly includes 'Professional' after the track reduction?
Which track's name explicitly includes 'Professional' after the track reduction?
How does the track reduction potentially affect specialization options for students interested in academic studies?
How does the track reduction potentially affect specialization options for students interested in academic studies?
What is a key intended benefit of reducing the number of tracks?
What is a key intended benefit of reducing the number of tracks?
Which consideration is most important for students when selecting a track after the reduction?
Which consideration is most important for students when selecting a track after the reduction?
What might be a potential challenge in implementing the track reduction?
What might be a potential challenge in implementing the track reduction?
Considering the merging of Sports into the Academic track, how might this affect students primarily focused on academics?
Considering the merging of Sports into the Academic track, how might this affect students primarily focused on academics?
After reviewing the changes, why might DepEd implement a track reduction like this?
After reviewing the changes, why might DepEd implement a track reduction like this?
Flashcards
Academic Track Strands
Academic Track Strands
One of the tracks available in the academic field includes ABM (Accountancy, Business, and Management), HUMSS (Humanities and Social Sciences), and STEM (Science, Technology, Engineering, and Mathematics).
Technical-Vocational-Livelihood Track
Technical-Vocational-Livelihood Track
This track focuses on developing practical skills and knowledge for specific trades and industries.
Sports Track
Sports Track
This track provides specialized training in various sports disciplines, focusing on athletic skills, physical fitness, and sports management.
Arts and Design Track
Arts and Design Track
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Track Reduction
Track Reduction
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Academic Track Strands (Revised)
Academic Track Strands (Revised)
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Technical Professional (TechPro) Track
Technical Professional (TechPro) Track
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Study Notes
- The lab focuses on modeling the spread of disease, exploring stochasticity, intervention strategies, and spatial structure.
Basic Idea
- Individuals are modeled as belonging to one of three states.
- S: Susceptible – healthy individuals who can contract the disease.
- I: Infected – individuals who have the disease and can transmit it.
- R: Recovered – individuals who have recovered from the disease and are now immune.
Model Assumptions
- Closed population, meaning no births or deaths are considered.
- Homogeneous mixing, implying uniform interaction among individuals.
- Fixed length of infection.
- Immunity is conferred after recovery.
Model Equations
- The transitions between states are modeled using ordinary differential equations (ODEs).
- dS/dt = -βSI: represents the rate of change of susceptible individuals.
- dI/dt = βSI - γI: represents the rate of change of infected individuals.
- dR/dt = γI: represents the rate of change of recovered individuals.
- β is the transmission rate.
- γ is the recovery rate.
Part 1: Deterministic Model Task
- Task 1: Implement the model by writing a function to solve the system of ODEs.
- The function requires initial conditions S₀, I₀, and R₀.
- It also requires parameters β and γ.
- A time vector t specifies when to report the solution.
- The function should return S(t), I(t), and R(t).
- Task 2: Explore the model by varying the values of β and γ.
- Analyze how the fraction of the population that eventually gets infected depends on the parameters.
- Task 3: Compute R₀, the basic reproduction number, as a function of β and γ.
- R₀ is the average number of new infections caused by a single infected individual in a completely susceptible population.
- Determine how the model's behavior is impacted by whether R₀ > 1 or R₀ < 1.
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