Greeks in Options

Greeks in Options
Interpretations of Greeks in options
Greeks in options are financial metrics that traders can use to measure the factors that affect the price of an options contract. The Greeks are delta, gamma, theta and Vega.


How does delta impact an options value?
If the value of delta is 1, what this means is that if the stock price increases 1 $ the options will also increase by 1 $. Conversely if the stock price decrease it will also decrease the options price.

How does gamma impact an options value?
Gamma gives the rate of change of delta.
When the option is out of money gamma tends to be small
When an option is near or at the money it is the largest.
When gamma is zero delta will not change with small changes in price.

How does theta impact an options value?
Theta is known as time decay. If the value of theta is zero it implies that the options value neither increases or decreases with time.
When theta value is negative, it indicates that the value of the options decreases with time. This helps in planning the expiration date. The closer you get to the expiration date, the price decrease accelerates.

How does Vega impact an options value?

Power Teacher Pro Marks Setup Guidelines

Creating Categories

Settings > Traditional Grade Calculations > Actions > Click + To add new Category with weighting

Grading > Categories > Edit > Can be used to make category active or inactive under Category tab under status

Grading > Categories > Edit > Can be used to change weightings under Assignment Defaults tab

Adding Assignments:
Navigate to Power Teacher Pro > Grading A+ > Assignment List > Click on + to add assignment > Assignment > Create Assignment > Fill Assignment > Category > Points > Save and Close

Learning Skills:


Navigate to Power Teacher Pro > Grading A+ > Overall Expectations

Comment Verification:


Navigate to Power Teacher Pro > Grading A+ > Comment Verification > Click on Mark of Student > Click on Message icon on right hand top corner > Opens Text box to add comment > Write your comment or insert from list > Save

Comment Flooding


Navigate to Power Teacher Pro > Grading A+ > Comment Verification > Click on Mark of Student > Click on Message icon on right hand top corner > Opens Text box to add comment > Write your comment or insert from list > Apply > Go to score verification and select > Scroll down click the up down arrow then follow the prompts.

Creating My Comments:


Creating your own comment bank:

Navigate to Power Teacher Pro > Settings > Comments Bank > My Comments (Empty page) > Add > Opens up add teacher comment > Enter Short code > Enter Category > Enter comment text. Wherever first name is needed enter or pronouns in angular brackets. > Save. (Add one comment at a time)

Creating Final Grades:


Navigate to Power Teacher Pro > Grading A+ > Traditional > Gear Icon > Recalculate > Traditional Final Grades (Check to see if your selection is correct)

Confirmation of Mid Term Reports Completion & Submission
Navigate to Power Teacher Pro > Grading A+ > Comment Verification > Select M1 or S1 for Term > Click Final Grade Status > Opens up Message Box > Check Mark Final Grades are Complete > Click Save

Links to Some PTP Pages


Link to sheets with some of the above information with images

Quick Reference Card

Configuring Gmail in Outlook using your organizations account with IMAP

Incoming mail (IMAP) serverimap.gmail.comRequires SSL:
YesPort: 993
Outgoing mail (SMTP) serversmtp.gmail.comRequires SSL: YesRequires TLS: Yes (if available)Requires Authentication:
YesPort for SSL: 465
Port for TLS/STARTTLS: 587
Make sure you use the right port and protocol here
Full name or display nameYour name
Account name, username or email addressYour full email address
PasswordYour Gmail password
pop server does not work for my organization

Using ChatGPT in Chemistry Some caveats – Be aware and cautions

I recently was checking out ChatGPT and the authenticity of the information it produced. Being a teacher in the field I was curious. I did have a conversation with ChatGPT on naming of compounds in chemistry. I have pasted the conversation I had with it and some conflicts I had with the AI’s response. Overall the rules it gave me was accurate however there was a conflict in a rule it stated and the example it gave which contradicted. Here is the conversation posted with no alteration

Naming of Compounds: What are the rules necessary to name ionic compounds and molecular compounds?

Ionic compounds are compounds composed of ions, which are atoms or molecules that have a net electric charge. To name ionic compounds, the cation (positive ion) is named first, followed by the anion (negative ion). The cation is named using the element’s name, and the anion is named by taking the element’s name and adding the suffix -ide. For example, the compound NaCl is named sodium chloride, with sodium being the cation and chloride being the anion.

Molecular compounds are compounds composed of molecules, which are groups of atoms held together by chemical bonds. To name molecular compounds, prefixes are used to indicate the number of atoms of each element present in the compound. The prefixes are: mono- (1), di- (2), tri- (3), tetra- (4), penta- (5), hexa- (6), hepta- (7), octa- (8), nona- (9), and deca- (10). The element present in the largest amount is written first, followed by the element present in the second largest amount. The prefixes are used to indicate the number of atoms of each element present in the compound. For example, H2O is named water, CO2 is named carbon dioxide

In molecular compounds do you write the name of the element in more quantity and the element present less as the second element? Can you clarify.

Yes, that is correct. In molecular compounds, the element present in the greatest quantity is written first, followed by the element present in the second greatest quantity. The prefixes are used to indicate the number of atoms of each element present in the compound. For example, in the molecular compound CO2, carbon is present in greater quantity than oxygen, so it is written first, followed by oxygen. The prefix “di” is used to indicate that there are two oxygen atoms, so the compound is named “carbon dioxide.”

It’s worth noting that when the compound has only two elements, the prefix is not used. For example, H2O is water, instead of Dihydrogen monoxide. Also when the prefixes are used, the ending of the second element is changed to -ide. This is the case for example in P4O10, which is named tetraphosphorus decoxide instead of tetraphosphorus oxide.

I don’t believe the statement is true as you have contradicted yourself with the example of P2O5.

I apologize for the confusion, you are correct that my previous statement is not accurate. The ending of the second element is not always changed to -ide. In the case of P4O10, it is named tetraphosphorus decoxide instead of tetraphosphorus oxide. Similarly, P2O5 is named diphosphorus pentoxide.

In general, when naming molecular compounds, the element present in the greatest quantity is written first, followed by the element present in the second greatest quantity, with prefixes indicating the number of atoms of each element present in the compound. However, there are some exceptions to this rule and the ending of the second element is not always changed to -ide.

I apologize for any confusion that my previous answer may have caused. Thank you for bringing this to my attention.

I believe the correct answer to my first question is the element that is written first is more electro positive than the second element. Do you think this statement is right?

No, that statement is not correct. The naming rule for molecular compounds is that the element present in the greatest quantity is written first, followed by the element present in the second greatest quantity, with prefixes indicating the number of atoms of each element present in the compound. The electronegativity of the elements is not taken into consideration when naming molecular compounds.

In contrast, the naming rule for ionic compounds is that the cation (positive ion) is named first, followed by the anion (negative ion). Cations are formed by the loss of electrons from atoms, and the number of electrons lost determines the charge on the cation. Anions are formed by the gain of electrons to atoms, and the number of electrons gained determines the charge on the anion. Ionic compounds are neutral compounds composed of cations and anions and their formula is determined by the charges on the ions.

I apologize for any confusion that my previous answers may have caused. Thank you for bringing this to my attention.

I am talking about molecular compounds. In P2O5 The element written first P you have two of them and O the second element you have five. I see that you have contradicted your first statement with the example (P2O5) you cited.

I apologize for any confusion, you are correct that my previous statement regarding the naming of molecular compounds was not entirely accurate. The element written first is not always the element present in greater quantity.

In the case of P2O5, the element phosphorus (P) is written first, even though it is present in lesser quantity than oxygen (O). This is because the naming conventions for molecular compounds are based on the traditional (stock) nomenclature system, which prioritizes naming the element that is more electropositive first, as you mentioned, before giving the number of atoms present in the compound.

Therefore, in P2O5, phosphorus is written first, followed by oxygen, with the prefix “di” indicating that there are two phosphorus atoms and “penta” indicating that there are five oxygen atoms, so the compound is named “diphosphorus pentoxide.”

I apologize for any confusion caused by my previous answers and for not being more clear and precise in my first response.

Take suggestions from ChatGPT with caution, validate and confirm the information.

Unified atomic mass ‘u’ Atomic mass unit ‘amu’

The atomic mass unit (amu) or unified atomic mass unit (u) is a unit of mass that is commonly used in chemistry and physics. It is defined as one-twelfth of the mass of a neutral atom of carbon-12.

  1. One amu is a very small unit of mass. It is used to measure the mass of subatomic particles like protons, neutrons, and electrons.
  2. To understand the concept of amu, students should first understand the basic structure of an atom. Atoms are made up of a nucleus, which contains protons and neutrons, and electrons, which orbit the nucleus.
  3. The mass of an atom is primarily determined by the mass of its protons and neutrons. Electrons have a much smaller mass, so they are not included in the atomic mass.
  4. The mass of a single proton or neutron is approximately one amu. Therefore, the mass of an atom is roughly equal to the number of protons and neutrons in the nucleus, measured in amu.
  5. Carbon-12 is used as a reference for atomic mass because it is a stable isotope that has 6 protons and 6 neutrons in its nucleus. By definition, one atom of carbon-12 has a mass of exactly 12 amu.
  6. Other elements have different numbers of protons and neutrons in their nuclei, so their atomic masses will be different from 12 amu. For example, an atom of oxygen-16 has a mass of approximately 16 amu.
  7. The atomic mass unit is a convenient way to express the masses of subatomic particles and atoms because it is a small, easily manageable unit. It is also useful because it allows us to compare the masses of different particles and atoms on a consistent scale.

Overall, the concept of atomic mass unit (amu) or unified atomic mass (u) is a fundamental concept in chemistry and physics, and is important for understanding the structure and properties of matter.

#atomicmassunit, #unifiedatomicmass, #’u’, #’amu’

Effect of CO2 on Global Warming

Effect of CO2 on Global Warming

Chat GPT-3 is an amazing tool that can be put to amazing uses. However, my concern is with students using it to generate reports and essays as part of school or university work. The quality of work represented may not reflect the understanding of the individual I am assessing. So the question arises as to how will modern educational trends emerge in the light of available new technologies. I asked GPT-3 to write a report on the impact of CO2 on Global warming. Here is the outcome

Report written by Chat GPT-3

Question asked was:

Global Warming: What is the impact of increased production of carbon dioxide on global warming. Write a report around 350 words.

GPT-3 Response

“Carbon dioxide (CO2) is a greenhouse gas, which means that it absorbs and emits thermal radiation in the infrared range. When CO2 levels in the atmosphere increase, more thermal radiation is trapped, leading to a warming of the Earth’s surface and lower atmosphere. This is known as the greenhouse effect. The burning of fossil fuels like coal, oil, and natural gas is the largest source of human-caused CO2 emissions.

Global warming caused by increased CO2 concentrations has a wide range of impacts. The most obvious is a rise in global temperatures. This can lead to changes in precipitation patterns, more extreme weather events, and sea level rise due to melting ice sheets and glaciers. Warmer temperatures can also lead to more evaporation and more water vapor in the atmosphere, which can exacerbate warming in a feedback loop known as water vapor amplification.

Rising temperatures also have negative impacts on biodiversity and ecosystems. For example, higher temperatures can cause coral reefs to bleach and die, which can have cascading effects on the entire ecosystem. Warmer temperatures can also change the ranges of various species, leading to declines in biodiversity. Plants and animals that are adapted to specific temperatures and rainfall patterns may be unable to migrate quickly enough to keep pace with a changing climate, which also can lead to declines in biodiversity.

One of the most concerning impacts of global warming is its potential to disrupt global food production. Rising temperatures can cause crop yields to decline, while changes in precipitation patterns can lead to more droughts and floods. This can put food security at risk in some of the world’s most vulnerable regions. Additionally, global warming can cause widespread melting of sea ice, which will have significant impacts on marine ecosystems and the people and animals that rely on them for food and livelihoods.

It’s important to note that the higher the level of CO2 and the warmer the planet gets, the more potential for negative impacts, which could be become irreversible over time. To mitigate the worst effects of global warming, it’s crucial to reduce global CO2 emissions, for example by transitioning to clean energy sources and implementing energy efficiency measures.”

This is cause for concern when assigning credits based on students assignment submission. With changing technologies we have emerging concerns to address. How will the education system respond to such changes when we need authentic assessments.

#Globalwarming, #ChatGPT, #Environment, #TechinEducation

Vanishing jobs of the future – Future proofing education

Future proofing education

The pace at which technology is emerging and the rate at which artificial intelligence is being incorporated into ones daily life, its possible that in the not too distant future the jobs that we know of and give a safe way to live will be no more. It is highly essential, with this in mind, to choose wisely a career. There will be no more fall back jobs or jobs to take in between career changes. All of those jobs will be cannibalized by AI. This will be for profit and efficiency. As technology and artificial intelligence continue to advance, certain types of jobs may become less prevalent and some may even become obsolete.

Here are a few examples of jobs that may be at risk of disappearing in the future:

  1. Data entry and other routine office tasks: Many of these tasks can now be automated, reducing the need for human workers.
  2. Retail jobs, such as cashiers and salespeople: Self-checkout kiosks and online shopping may reduce the need for retail workers.
  3. Customer service jobs: Advances in natural language processing and machine learning may enable AI-powered chatbots to handle many customer service inquiries.
  4. Manufacturing jobs: Robotics and automation have already begun to replace many manufacturing jobs, and this trend is likely to continue in the future.
  5. Transportation jobs such as truck drivers: Self-driving cars and trucks may make many transportation jobs obsolete in the future.
  6. Telemarketing, tele sales and door to door sales: Many companies now relying on online and digital marketing, email and social media.
  7. Entry-level jobs in finance and accounting: Many of these tasks can now be automated, such as data analysis, bookkeeping, and financial reporting.
  8. Physical jobs such as warehouse packers, postal workers etc, can be replaced by robots and automation.

It’s important to note that these predictions may not be totally true and the shift might take many years, however it’s always a good idea to keep an eye on industry trends and be prepared to adapt to changes in the job market.
Hence the need for a conscientious effort to pick the right career choices in order to future proof yourself against such life altering changes.

Strategies for success in high school

Strategies for success in high school

The last three years have been brutal for high school students. The constant shifting in strategies in delivering content and pivoting which was taking too much of a toll on students, teachers and families trying to support them. One of the negative outcomes of the pivoting to online teaching was the 24/7 access to devices, and teenagers being teenagers gradually focused on social media activities rather than their online lessons. This has impacted loss of learning skills.

Right now getting back to in person studies, students are still glued to the social media and hence are still connected to the outside world, most have at least one wireless headphone attached. This apparent semblance of focus in class, does not help the learning strategies being adopted in class. Ultimately the outcome at the end of the day is not what you are aspiring for. Disconnecting the teenagers from their devices would have to be the first change any parent can do to make their wards successful. Here are some strategies that you can look at to get them back on track or if you really want them to be successful in life.

  1. Attend class regularly: Going to class consistently can help students stay on top of the material and make the most of their education.
  2. Take good notes: Taking thorough and organized notes during class and when studying can help students retain information and do well on exams.
  3. Stay organized: Keeping track of assignments, deadlines, and test dates can help students stay on top of their workload and avoid last-minute cramming.
  4. Set goals: Setting academic and personal goals can help students stay focused and motivated.
  5. Seek help when needed: If a student is struggling with the material, it’s important to seek help as soon as possible. This could mean talking to the teacher, meeting with a tutor, or getting additional resources.
  6. Stay healthy: Eating well, getting enough sleep, and exercising can all help students stay physically and mentally healthy, which is important for academic success.
  7. Get involved: Participating in extracurricular activities and clubs can help students develop new skills, make connections, and have a well-rounded educational experience.
  8. Take breaks: It’s important for students to take breaks and relax, as this can help them avoid burnout and stay motivated.
  9. Stay positive: Maintaining a positive attitude can help students stay focused and motivated, even when faced with challenges.
  10. Seek out opportunities: Students should look for opportunities to learn outside the classroom, such as internships, volunteering, or job shadowing, as these can help them build valuable skills and experiences.

Peter’s Principle and relevance in education.

Every employee tends to rise to his or her level of incompetence – Laurence J Peter

Managers who used to be very high-performing sales workers tended not to bring a significant boost to their colleagues

Competence, like truth, beauty, and contact lenses, is in the eye of the beholder – Laurence J Peter

These are very popular quotes based on Peter’s Principle.

The Peter Principle is a management theory developed by Dr. Laurence J. Peter in 1969. It states that in any hierarchy, employees tend to rise to their level of incompetence, and that this is caused by a lack of promotion criteria based on ability, rather than an employee’s achievement in their current role.

In the teaching community, this principle can apply to the advancement of teachers within a school or school district. For example, a teacher may be an excellent classroom teacher but may not have the necessary skills or experience to be an effective department head or administrator. If that teacher is promoted to a position for which they are not qualified, they may struggle to perform their new responsibilities and fail to meet the expectations of their new role, as they will be operating at their level of incompetence.

It also can occur when a teacher is given additional responsibilities such as being a mentor teacher or a department head, but they don’t possess the skills and experience to fulfill that role effectively. This could lead to them being less effective in their primary role as a classroom teacher, as well as causing frustration and poor performance in the added role.

To avoid the Peter Principle in the teaching community, school leaders should carefully consider the qualifications, skills, and experience of teachers when making decisions about promotions and additional responsibilities. It is also recommended to provide teachers with opportunities for professional development and mentoring to help them gain the skills and experience they need to succeed in more advanced roles. Additionally, school leaders should establish clear performance criteria for promotions and additional responsibilities, and regularly evaluate teachers on those criteria to ensure that they are performing well in their current roles before considering them for advancement.

The Intelligence Trap
Stan's Academy